GCSE Curriculum

GCSE Curriculum A Guide to GCSE Study

Contents

• Foreword • Options • Languages • Library • Religious Education • Tutor Period • Monday Period 8 • Physical Education and Games • Careers • Subject Guides: Fine Art Biology Chemistry Classical Languages Computer Science Drama Design and Technology English Language English Literature Geography History Mathematics & Further Mathematics Modern Foreign Languages Music Physical Education Physics Religious Studies

Foreword

The Middle School provides the foundation for future academic and career success. It is an opportunity to build essential skills, explore a breadth of interests while setting a course for A Levels and future careers. The Middle School serves as a juncture where our students begin to transition towards adulthood. They will develop a stronger sense of identity, independence and self-awareness and they will face decisions about their future while supported by their teachers, Tutor, friends, and families.

Students in the Third Form often ask me “what subjects should I choose” or tell me “I’m not sure what to study”. My answer here is simple: “Do what you enjoy, study what you are engaged in”. I don’t think I have ever met a student at the RGS who has regretted following this advice. Enjoyment, and the love for learning that follows, results in success.

At this stage it is worth remembering that the GCSE subjects a student chooses won’t narrow down their career options. Instead, their GCSE subjects will provide the foundation of skills required to progress to A Level and beyond. Critical thinking, problem solving, effective communication, time management and independence will be fostered as our students navigate their GCSEs. This increased autonomy will prepare them for the responsibilities of A Levels.

This development does not stop at the doors of the classroom, there is so much more to life in the Middle School than GCSEs. As our students develop, so do their interests and friendships. Whilest some students will consolidate what they have, others will have only just started to find themselves. This is a critical stage in students’ personal and social development and at the RGS we aim to provide the support, guidance and resources to help students navigate the challenges they face, both academic and pastorally, during these transformative years. This will enable them to set the foundation for their well-being and success as they move into the Sixth Form.

Every year I reflect on the journey the outgoing Fifth Form has just been through, and every year I am amazed by how far our students have come in two short years and the young adults they are turning into. I look forward to your journey with us.

James Witts Head of Middle School

Options

Students at the RGS take a minimum of ten GCSEs, with those who are placed in the top stream for Mathematics studying for both IGCSE Mathematics and Further Mathematics.

The GCSE curriculum is split into seven core subjects, and three optional subjects.

The core curriculum, followed by all students consists of: SUBJECT

PERIOD

English Language and English Literature

4

Mathematics

4

Core Modern Language (French, German or Spanish)

4

Biology

3

Chemistry

3

Physics

3

Religious Education (non-examined)

1

Tutor Period

1

Monday Period 8

1

Physical Education

1

Games

3

Students then select a further three optional subjects to study at GCSE according to the following criteria: • •

A minimum of one from History, Geography or Religious Studies.

A further two subjects from Art & Design, Computer Science, Design & Technology, Drama, French, Geography, German, Greek, History, Latin, Music, Physical Education, Religious Studies, and Spanish.

Each of these optional subjects are allocated four periods per week. In selecting their option subjects, students are encouraged to select subjects that they are good at, and that they enjoy.

Languages

In order to study a language at the RGS, students are required to have studied that subject at the RGS beforehand, i.e., they will be continuing to study the subject they learned when joining the RGS, and/or they will continue to study the subject chosen as part of the Third Form options process. On the rare occasions that a student wishes to study a language at GCSE having not studied it before at the RGS, the ability of the student will be assessed by the relevant Head of Language to determine whether this is appropriate.

Provision is made to support students who wish to study additional languages beyond the formal curriculum. These extra-curricular languages typically comprise Arabic, Chinese, Japanese or Russian, with students being supported up to GCSE level and beyond (if they wish), usually taking their public examinations during the summer of the Fourth Form or Lower Sixth Form, in order to avoid clashes with their core curriculum exams.

Religious Education

Religious Education is a non-examined course in the Fourth and Fifth Forms, which aims to continue to explore social and moral issues and aspects of personal development, building on lessons taught in the Lower School.

In the Fourth Form, through the topic In Search of Community, students challenge a range of perceived, stereotypical ideas, be they racial, sexual or social.

In doing so, the religious dimensions of each topic are explored, and students are encouraged to reach and articulate their own reasoned conclusions.

In the Fifth Form, through the topic In Search of Values, the course aims to introduce key themes in the areas of Philosophy and Ethics and allows students to explore a range of personal and moral issues related to contemporary values and personal relationships. The aim is to promote an understanding of the range of religious and nonreligious responses to these issues and to critically assess their viability and authority. Students are encouraged to construct their own appropriate system of morality founded on sound knowledge and reasoned theory.

Library

The Mallison Library continues to support students’ learning throughout the Middle School, and to foster the habit of reading during a busy period of education when its benefits can be overlooked.

•

•

•

•

Our large collection of non-fiction books is available, whether to reinforce classroom studies, to assist with research tasks or to extend knowledge and understanding beyond the curriculum.

Students in the GCSE years are encouraged to explore our extensive digital resources to assist their choice of A Level subjects and to familiarise themselves with more scholarly material ahead of their transition into Sixth Form.

We also continue to promote fiction and general interest non-fiction to older students.

We hope that these works will be read for relaxation, as an aid to wellbeing and to maintain the high standard of literacy which will be needed for advanced studies.

Library staff are on hand to assist and guide students in the location and use of resources, search techniques and ethical use of material.

Tutor Period

Throughout the Middle School, all students have one period per week with their tutor, devoted to their Personal, Social, Health and Moral Education (PSHME). During this period, students study a range of contemporary issues, reflecting an everchanging, dynamic curriculum.

In the Fourth Form, issues studied include Mental Health and Wellbeing, Physical Health, Drugs Education, Relationships and Sex Education, Diversity and Inclusion, Study Skills, and Digital Literacy.

In the Fifth Form, the programme includes Revision Skills, Health Education, Emotional Wellbeing, Financial and Economic Literacy, Debating, Body Image, First Aid and Relationships and Sex Education.

Monday Period 8

On Monday afternoons on the last lesson of the day, academic lessons for the Fourth Form and above are replaced by our co-curricular Monday Period 8 programme. We also have five Field Days each year, when normal lessons are suspended and the whole school takes part in alternative activities onsite, locally and further afield. These Field Days are linked to linked to the specific Monday Period 8 activity groups.

In the Fourth Form, students join either the RN, Army or RAF sections of our CCF, or our nonuniformed group Outdoor Pursuits. In the Fifth and Sixth Forms the programme is defined by its diversity. For some, this will be taking on leadership roles within the CCF, for others it could be volunteering in the local community including general after-school clubs in local primary schools, visiting and entertaining the elderly in residential homes and in local charity shops. We also have groups assisting with running after-school maths and sports clubs in local schools.

Outdoor activities include hiking, climbing, lifesaving/surfing and mountain biking. Drama, technical theatre, set construction, editing the student newspaper The 1509 and both classical and rock music groups are also on offer.

Physical Education and Games

Students in the Fourth and Fifth Form continue to take part in a full and active programme. In addition to the timetabled sessions, there are many sports clubs and team practices that take place before and after school, and during lunchtimes.

Activities included in Physical Education include health related fitness/athletic performance, Basketball, Badminton, Table Tennis, Softball and Football. There is an emphasis on high activity levels and the development of tactical/technical skills, all within an enjoyable and participative environment.

In terms of major sports, Rugby is played in the Michaelmas Term, Hockey is played during Lent Term, and Cricket during Trinity Term. In the Fourth Form and above, students have the option to play either Rugby or Hockey for two terms if they are performing at an elite level or are not involved in the A or B team squads in the major sport. In order for the RGS to maintain its strong sporting reputation, students are expected to represent the school when invited to do so.

Other options for Games in the Middle School include Sailing, Cross-country, Athletics and Shooting.

Students showing exceptional sporting talent are encouraged to gain representative honours at county, regional and national level.

Careers

In the Middle School, students begin to consider and discuss their A Level options, understanding how these link with possible degree courses and career aspirations. In the Fourth Form there is an opportunity for students to take part in a careers analysis programme, consisting of an aptitude test and questionnaire, followed by an interview with an external careers adviser.

The main work of the Careers and Higher Education department takes place in the Fifth Form. In the Michaelmas Term students and parents attend an Options Evening, at which the school’s A Levels are outlined and provisional A Level choices are made. In the Lent Term students confirm their A Level choices. This is augmented by the Careers Convention, which is an ideal opportunity for students to discuss possible career plans with experts in their fields.

The Director of Careers and Higher Education will meet with students and/or parents, to ensure A Level choices are suited to university and career plans, with appointments made available during the school day or in the evening (Monday - Thursday).

Further information is also made available by way of fortnightly Careers and Higher Education bulletins.

GCSE FINE ART AT THE RGS Course Content OCR GCSE (9-1) Art and Design J170-J176 specification

You will fill A3 sketchbooks for each of your themed units, each building up to a larger scale, sustained piece of art, which could be painted, sculpted or involve mixed media. At the end of the course your final outcomes will be exhibited at The RGS Summer Exhibition. You will also have the opportunity to go on trips to London galleries and work with visiting artists.

GCSE Fine Art is for those who have passion and enthusiasm for art and the visual world. The course develops your creativity, imagination and practical abilities, by communicating personal ideas, alongside developing core skills. You will be encouraged to investigate, analyse and explore through a broad range of materials, techniques and processes aimed at developing aesthetic understanding. The type of techniques you will participate in will be printing, drawing, painting, sculpting, photography and using digital media. GCSE Art is coursework based and requires you to be committed and organised. The skills learnt on the course will help you develop independent thinking and problem solving. All art students walk out of Year 11 with confidence and an enquiring mind.

Personal Investigation: 60% Unit 1: Two themed coursework units, comprising the course.

“

“

Course Outline

“

Skills You must be committed to develop your technical ability in any of the art fields. These will be promoted and encouraged during the course, allowing you to prove

“ Externally Set Assignment: 40% Unit 2: 10-week themed coursework unit comprising the course finishing with a two-day (10-hour) exam.

• Terms 1 and 2: Theme 1 is for your Personal Investigation.

• Terms 3 and 4: Theme 2 is for your Personal Investigation.

• Term 5: Theme 3 is an Externally Set Assignment, concluding in a 10-hour exam.

• Term 6: Course is completed by the beginning of May.

a

sense

of

growing

confidence

and

independence of ideas. You will be challenged to think critically about your work and about the contexts you use as your influences, discussing and showing how you have resolved the complex issues that connect to your art practice. Art students are self-disciplined, independent learners, with an ability to organise and self-motivate.

Beyond the Curriculum Beyond the curriculum you can participate in the various clubs the department have to offer including: Period 8 Art in Context; Photography Society; Ceramics Club; and the annual House Art and photography competitions. Studios are open until 5.30pm four evenings a week and every lunchtime for you to develop your coursework and use the department’s facilities. GCSE Fine Art will set you up

Basis of Assessment

with practical skills that will stay with you for life, as well as the creative visual skills needed in most

Assessment Objectives AO1: Develop ideas and investigate the work of others.

AO2: Refine work with appropriate media, materials, techniques, and processes.

AO3: Record ideas, observations and insights.

AO4: Present a personal and meaningful response.

industries in the professional world.

GCSE BIOLOGY AT THE RGS Course Content Edexcel International GCSE Biology (2017) | Pearson qualifications

The course content can be divided into five areas: •

The nature and variety of living organisms: Discover and categorise the variety of living organisms according to their unique characteristics. These include animals, plants, fungi, protoctists, and bacteria. We compare these living organisms to viruses.

Course Outline

•

Biology, the science of life, is a window to the fascinating world of living organisms, from the tiniest microbes to the grand tapestry of ecosystems.

This exploration cultivates a profound appreciation for the intricacy and beauty of our planet.

Structures and functions in living organisms: This module focuses on the fundamentals of both human and plant physiology, inclusive of gas exchange, transport, organisation of organisms, nutrition, excretion, and responding to the environment.

•

Reproduction and inheritance: The biology of reproduction in both plants and animals is studied. This is from an entirely biological context only.

The aim of our department is to give the students the best and most inspiring introduction to Biology, while at the same time equipping them with the knowledge and skills to excel in their public examinations.

Genetic crosses, variation in populations, and evolution by natural selection are covered in depth.

“

“

In a world grappling with a variety of issues, the study of Biology is vital. The course bestows an understanding of human physiology, genetics, plant biology, cell biology, biochemistry, and genetic engineering. From medicine to environmental conservation, Biology unlocks a treasure trove of interesting areas of study. It is the gateway to professions like medicine, dentistry, veterinary medicine, research, biotechnology, agriculture, and wildlife preservation.

“

Skills The skills and knowledge that are developed in

“ •

•

Ecology and the environment: Feeding relationships between organisms are fundamental to a healthy ecosystem. We will look at different ways to determine population sizes and the factors that will impact this.

Human influences on the environment can have either a positive or negative effect. We will study the biological consequences of global warming and eutrophication.

Use of biological resources: This module focuses on technology surrounding food production, inclusive of selective breeding.

We will also study some of the newer technologies, such as genetic engineering and cloning.

Basis of Assessment Two exams are sat at the end of the Fifth Form.

Paper 1: 61% Covers material from all five areas of the course (excluding those in bold on the specification). 110 marks; 2-hour paper. A mixture of different question styles, including multiple choice, short answer, longer answer and calculations.

Paper 2: 39% Covers material from all five areas of the course and those in bold on the specification. 70 marks; 1-hour and 15 minutes paper. A mixture of different question styles, including multiple choice, short answer, longer answer and calculations.

Biology will prepare students for both A Level Biology and for addressing some of the major global problems that we face. Students will develop their analysis and maths skills, and their ability to design and conduct experiments using specialist equipment.

Our curriculum offers opportunities to improve in problem-solving tasks, which help students develop their ability to apply biological knowledge to solve complex problems. Investigations will also allow students to improve their competence in analysing, interpreting, and evaluating practical experiments.

Beyond the Curriculum Students have the chance to attend the Biology Dissection Club that runs throughout the year, and to compete in the national Biology Challenge competition. Potential medics also have the opportunity to attend and participate in the School’s Medical Society, which will consist of a variety of internal and external speakers.

GCSE CHEMISTRY AT THE RGS Course Content Edexcel IGCSE specification

Chemistry is known as the central science due to its importance in linking physical and biological sciences. The IGCSE course builds on work done in previous years and enables you to develop an excellent foundation for further scientific studies.

The course focuses on understanding chemistry at the molecular level. It provides satisfying answers to a wide range of everyday situations such as why Teflon is used for non-stick coating and how artificial food flavourings are made. You will also develop key skills in logic, analysis, and evaluation.

Chemistry is crucial for many scientific careers including those in medicine, dentistry, and material science. Practical work is a key and integral part of the course.

The fundamental concept of the mole is introduced at the beginning of the course, and it enables us to work out the quantities of substances involved in chemical reactions.

The factors affecting the rate of reactions are investigated and students learn about energy changes.

•

Organic Chemistry is introduced to understand the nature of crude oil.

•

Naturally, practical work is an important and highly enjoyable part of the course. Students are shown how molten iron is produced in the thermite reaction, make seemingly endless nylon ropes, and perform titrations requiring extreme care and accuracy. Flame tests and precipitation reactions are used to find the identities of unknown salts.

“

“

Course Outline

•

“

Skills To achieve a high grade in IGCSE, you need to be able to apply your knowledge and understanding to unfamiliar situations. The ability to perform a range of calculations will be expected. An important part of the course is to develop your confidence and dexterity in experimental work. You will learn to plan experiments, to analyse data, and to evaluate your results critically.

Beyond the Curriculum Students have opportunities to take part in a number of enrichment activities such as the Fourth Form RSC

“

Chemistry Challenge, Top of the Bench, and Beyond Boundaries art competition. The most able students

Basis of Assessment

might consider entering the Lower Sixth Cambridge Chemistry Challenge. Two RGS students were top four

You will sit two exam papers at the end of the course: Paper 1: 110 marks Core contents of the syllabus.

Paper 2: 70 marks Questions on the entire syllabus.

The exam papers will have a mixture of different question styles, including multiple-choice questions, short answer questions, calculations and extended open-response questions. A significant number of marks will be awarded on your understanding of the core practicals.

in the UK in the C3L6. Eminent scientists have also given lectures about their research to students.

GCSE CLASSICAL LANGUAGES AT THE RGS Course Content GCSE - Latin (9-1) - J282 - OCR GCSE - Classical Greek (9-1) - J292 - OCR

Language •

Course Outline

Literature •

Students study a verse and a prose set text which are each about 110 lines in length and the examination questions take the form of factual and contextual comprehension questions, translation and extended literary criticism.

For the literature modules, students cover the historical, political, social or mythological context of the texts and gain an understanding and appreciation of the style of the Latin and Greek authors. This combines to give the students a fascinating insight into the lives of the Romans and Greeks.

“

“

Latin and Greek are challenging and highly regarded subjects which enthuse students with the wide range of literature, culture, history, drama and archaeology that the classical world has to offer. Latin and Classical Greek are separate GCSEs and students may study either or both. In Latin, in the Fourth Form, the students use Taylor’s Latin to GCSE Book 2, as well as completing the GCSE prose set text. In Greek, they follow Taylor’s Greek to GCSE Book 2 and study the prose set text. The Latin and Greek verse set texts are studied in the Fifth Form and the students also consolidate their knowledge and understanding of the language through unseen translations and comprehensions.

Students build on their vocabulary and grammar and complete regular unseen translations and comprehensions. The translations in the Taylor books cover, in Latin, early Roman history, the wars with Carthage and the rise of Caesar, and in Greek, Athenian democracy, Socrates and the myths of Theseus and Perseus. English to Latin /Greek sentences and grammar questions are also practised for the language paper.

“

Skills The study of Latin and Greek develops a wide range of key skills including the ability to: • Absorb a vast amount of data and recognise the key points of a task.

• Deal with complex subject matter.

• Analyse language, both to find the explicit

“ Basis of Assessment

meaning and to discover what is lurking beneath the surface.

• Communicate in a lucid, coherent, concise manner.

• Construct

logical

and

sound

arguments,

combining a strong reliance on evidence with convincing rhetoric.

Latin: Award 9-1

Beyond the Curriculum

J282 - OCR

• Every year the Classics Department runs a trip

Classical Greek: Award 9-1

either to Italy, Greece or Sicily in which we explore

J292 - OCR

the ancient sites and culture of the region.

Latin OCR specification consists of three exam

• We run a thriving Senior Classics Society in

papers:

which visiting speakers give talks to the

Paper 1: Latin/Greek Language consists of an unseen translation. Two comprehensions, and a choice of grammar questions or English to Latin / Greek sentence composition. Students learn the GCSE word list and grammar syllabus for the language paper.

students, usually on subjects outside the

Paper 2: Prose Literature includes comprehension questions, a short passage of translation, analysis of the style and content of the Latin, and an overarching question on a theme within the set text.

Paper 3: Verse Literature includes comprehension questions, a short passage of translation, analysis of the style and content of the Latin, and an overarching question on a theme within the set text.

curriculum in order to widen their knowledge and understanding of the Ancient World.

• The

Department

organises

theatre

trips.

Our latest trip was to London to watch a performance of Euripides’ Medea.

• Sixth Form students are also invited to give Classics talks to their peers.

• The students are encouraged to take part in university essay and translation competitions.

• Department provides weekly sessions for the Linguistics Olympiad competition.

GCSE COMPUTER SCIENCE AT THE RGS Course Content GCSE_L1_L2_Computer_Science_2020_Specification (pearson.com)

Half of the course regards the theoretical side of computer science, with topics including: •

Data: How binary is used in a computer to represent data, and how different data types are stored and interpreted.

•

Computers: Various aspects of hardware, software and understanding what programming languages are and how they are used in computing.

•

Networks: What is a network, how they can be connected in varying layouts with different connection types. Developing an understanding of the internet and how information is exchanged.

•

Issues and Impact: discussion of environmental, ethical and legal issues including the uses of AI.

Computer Science permeates through the modern economy as well as our everyday lives. It is the foremost skill of the quaternary economy and will equip you to work in a wide range of industries.

GCSE Computer Science aims to develop your understanding of how a computer works as well as related aspects of the theory of computer science.

The course will build on your programming skills in Python 3 alongside teaching problem-solving skills, analytical and computational thinking.

Computer Science and Mathematics share a considerable overlap. The course contains a significant amount of mathematics, and if you enjoy mathematics and problem-solving, then this course may well appeal to you.

“ “

Course Outline

The other half of the course pertains to programming, with topics including: •

•

Computational Thinking: Understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation.

Programming: Designing, writing and debugging programs in Python 3. The basics of Python 3 are covered, with more advanced material on two-dimensional lists, searching and sorting algorithms and working with text files.

Basis of Assessment

Skills The skills you will develop in GCSE Computer Science reflect those desired by the modern economy, that being the ability to solve problems involving computational and algorithmic thinking. Alongside this, being able to program a computer to solve problems in an automated fashion will stand you in good stead for future employment especially as the influence of artificial intelligence continues to grow.

Beyond the Curriculum There is an obvious progression to A Level computer science from taking the GCSE. Students are also invited to compete in various competitions, including

The course is assessed through two final examinations.

the Bebras Computational Thinking competition, the

Paper 1: 50% On the principles of computer science is a written examination that will test computational thinking, understanding of data, computers (such as hardware and software), and the issues and impact of technology on our lives by considering moral and ethical issues.

and the more challenging British Informatics Olympiad. For Fourth Form students there is a small inter-schools Coding Cup competition which takes place in the Trinity Term.

“

“

Paper 2: 50% On the application of computational thinking is a practical examination in which students are required to write, test and debug programs in order to solve problems. The programming language for this examination is Python 3. You will be taught Python 3 during your lessons alongside the theoretical aspects of the course. You do not need any previous experience of this or any other programming language, but experience of programming in any language is welcome.

Perse Coding Challenge, which is completed in teams,

GCSE DRAMA AT THE RGS Course Content AQA | Drama | GCSE | Drama

•

Component 1: Understanding Drama.

Students develop their knowledge and understanding of theatre terminology and concepts, study a set text (currently Around the World in 80 Days) and attend a range of live theatre performances.

•

Component 2: Devising Drama.

Candidates create and perform for assessment an original piece of drama from a range of stimuli. They will write an extended piece of coursework that accompanies this process where they describe, explain, analyse and evaluate the piece of work created.

•

Component 3: Texts in Practice (practical).

Students rehearse and perform two extracts from plays selected by their teacher. The pieces are assessed against practical acting criteria and each pupil is marked as an individual. Students wishing to follow a technical or design pathway are assessed on their specialist contribution to an acted piece.

AQA GCSE Drama is a balanced, exciting and challenging course that combines both practical and creative work with critical and analytical approaches to theatre performance. You will develop your understanding of theatrical processes as well as gaining technical and theoretical knowledge and study a range of play texts. You work alongside peers in exploring how drama can communicate effectively with audiences and why theatre is an important part of today’s culture and society. Through seeing live shows you will gain insights in to social, political and cultural aspects of the discipline as well as being a ‘critical’ theatre consumer. You will be expected to participate either by acting or through a technical pathway in the practical elements of the course, so this will suit those who already enjoy the performance side of Drama; however, you do not need to have been on stage before to do well in this subject.

“

“

Course Outline

“

Skills This course will suit those interested in Drama as an art form but also those who wish to balance and broaden their education at this first stage of examination selection. The study of Drama uniquely develops personal skills: self-confidence, leadership, collaborative endeavour and flexibility in problem solving. It engenders imagination, empathy, courage and originality as well as fostering independent thought, critical awareness and cultural growth. Drama students can benefit from extending their knowledge

“

and experiences of the subject through independent

Basis of Assessment

involvement with productions either in school or beyond; however, prior experience is not a requirement to study the subject at this level.

Component 1: 40% Understanding Drama is examined through a onehour and forty-five-minute written paper. This unit is taken as a terminal examination at the end of the two-year course along with other GCSE subjects.

Beyond the Curriculum At RGS, Drama is taught not because the expectation is for students to become actors but because the School believes it is a qualification essential in

Component 2: 40% Devising Drama is an NEA unit (Non-Examined Assessment) which means it is marked to strict assessment criteria by the Drama teachers in school and then moderated by AQA. The coursework element comprises a 2500-word document work 60 marks with the performance itself worth 20 marks.

educating the whole person. Top employers look for

Component 3: 20% Texts in practice (practical). These performances take place in the Lent Term in the Fifth Form and are for an external AQA examiner.

and any area that deals with the public. Students can

young people who communicate well, have advanced social skills, think creatively and have the ability to improvise in a fast-changing world. Drama is particularly valuable for students who may wish to pursue a future career in the creative industries, medicine, law, media and communications, marketing continue in Sixth Form to extend their study with A Level Drama and Theatre Studies.

GCSE DESIGN AND TECHNOLOGY AT THE RGS Course Content AQA-8552-SP-2017.PDF

Students will study topics including:

The Design and Technology course at GCSE level will appeal to students interested in the world of design, engineering, materials and manufacturing.

All students will follow a broad and diverse syllabus, learning about a wide range of topics within Design and Technology. There will also be a main focus of wood and systems and control electronics.

The School has a very well-equipped set of classrooms and workshops giving the students access to a wide range of high-tech machines, tools and equipment with which to undertake the course.

Extensive materials and resources are available to allow each student to achieve their full potential.

Industry, enterprise.

•

Sustainability, environment, ecological issues.

•

People, culture, society.

•

Production techniques and systems.

•

New and emerging technologies.

•

Energy generation and storage.

•

Designing and making principles.

•

Modern materials, smart materials, composite materials, technical textiles.

•

Input process and output concepts in systems and control.

•

Mechanical concepts such as changing direction of forces different types of movement.

•

Tools equipment and processes.

•

The work of famous designers and how designers work.

Elements of mathematics and science knowledge are also covered.

“

“

Course Outline

•

“

Skills The AQA course in Design and Technology is a holistic, cross curricular subject that is multi-disciplinary, fostering

problem-solving,

critical

thinking

and

independent learning. Its broadness provides a desirable

background

in

which

students

can

contextualise learning drawn from other subjects. It is taught through theoretical lessons, focused practical tasks and a longer-term, student-driven coursework project. The different topics and activities engaged in by the students enable them to develop valuable,

“

transferable skills such as project management and

Basis of Assessment

ICT skills. Design and Technology develops students’ innovation,

Students are assessed via:

curiosity,

initiative,

resourcefulness,

creativity and ability to recognise and produce highquality products through stimulating and enjoyable

Paper 1: 50% A single written two-hour examination paper.

lessons.

NEA: 50% This controlled assessment project is undertaken during lessons spread over 22 working weeks. It is only necessary to produce a maximum of 20 A3 pages so the workload is manageable over such a long period and works out to about one page a week.

Beyond the Curriculum The Department offers after-school and lunchtime sessions where students can catch up or work on speculative projects. Outside trips and visits, such as to the Young Designers’ exhibition, also take place.

External speakers make presentations to the students.

There is a lively Teams-based Makers’ group where students post images of personal projects they have made. Engagement with the wider world of design through magazines and online videos related to making things are encouraged. There are opportunities for students to enter competitions and many prizes have been won over the years.

GCSE ENGLISH LANGUAGE AT THE RGS Course Content English Language 2.0 (9-1) from 2021 | Pearson qualifications

English Language is essential to a successful career no matter what path you choose. The ability to communicate successfully and engagingly, to write fluently and accurately and to read with insight and understanding is invaluable. The Pearson Edexcel Language 2.0 course is motivating and engaging: it will expose you to contemporary texts and 19th century texts, relatable modern themes and realworld writing tasks. You will develop analytical and evaluative skills, as well as the ability to write for a variety of forms, audiences and purposes.

Read a wide range of texts fluently and with good understanding.

•

Read critically and use knowledge gained from wider reading to inform and improve your own writing.

•

Write effectively and coherently using Standard English appropriately.

•

Use grammar correctly, punctuate and spell accurately.

•

Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language.

•

Listen to and understand spoken language, and use spoken Standard English effectively.

“ “

Course Outline

•

“

Skills • Develop skills to analyse and compare 20th and 21st Century fiction and literary non-fiction extracts.

• Develop imaginative writing skills to engage the reader.

• Use

spelling,

punctuation

and

grammar

accurately.

• Develop skills to analyse and evaluate non-fiction extracts.

• Develop transactional writing skills for a variety of forms, purposes and audiences.

“

Beyond the Curriculum Basis of Assessment

You will be able to put your language skills to good use in our student debate society and Model United Nations. You can practice your journalistic writing in

Paper 1: 50% Non-Fiction Texts (Paper code: 1EN2/01) Written examination: one-hour and 55 minutes, 80 marks.

Section A – Reading: Short and open-response questions on two thematically linked, unseen nonfiction extracts.

Section B – Writing: Choice of two writing tasks that require an extended response from students.

Paper 2: 50% Contemporary Texts (Paper code: 1EN2/02) Written examination: one-hour and 55 minutes, 80 marks Section A – Reading: Short and open-response questions on two thematically linked, unseen fiction and literary nonfiction extracts.

Section B – Writing: Choice of two writing tasks that require an extended response from students.

the 1509 student newspaper. You will use your writing and analytical skills in all other humanities subjects. Reading for pleasure is important for your mental health and wellbeing and being able to interpret and evaluate what you read on the news and social media is another invaluable life skill to be gained through this course.

GCSE ENGLISH LITERATURE AT THE RGS Course Content Edexcel GCSE English Literature (9-1) from 2015 | Pearson qualifications

•

Paper 1: 50% Shakespeare and Post - 1914 Literature.

Section A: Shakespeare A two-part question, with the first task focused on an extract of approximately 30 lines. The second task is focused on how a theme reflected in the extract is explored elsewhere in the play.

Section B: Post-1914 British play or novel ONE essay question.

Pearson Edexcel GCSE in English Literature is an engaging and relevant course. As well as fulfilling the government guidance to study 19th century fiction, Shakespeare and Poetry, the course promotes texts by a diverse range of writers, exposing you to cultures and ideas you may not have encountered before. Texts are studied in context, so you will be transported to different historical moments and geographical locations. You will develop skills to analyse how the language, form, structure and context of texts can create meanings and effects, as well as learning how to write an informed, personal response.

•

Paper 2: 50% 19th century novel and poetry since 1789.

Section A: 19th-century novel a two-part question, with the first part focussed on an extract of approximately 400 words.

The second part is an essay question exploring the whole text.

“

“

Course Outline

“

“

Skills

Section B: Part 1 One question comparing a named poem from the Pearson Poetry Anthology collection to another poem from that collection. The named poem will be shown in the question paper.

Section B: Part 2 One question comparing two unseen contemporary poems.

•

Read a wide range of classic literature fluently and

with

good

understanding

and

make

connections across a text.

•

Read in depth, critically and evaluatively, so that you can discuss and explain your understanding and ideas.

•

Develop the habit of reading widely and often.

•

Appreciate the depth and power of the English literary heritage.

•

Write accurately, effectively, and analytically about your reading, using Standard English.

•

Acquire and use a wide vocabulary, including grammatical terminology, and other literary and

Basis of Assessment Paper 1: 80 marks Assessment duration: one hour and 45 minutes.

Closed book (texts are not allowed in the examination).

Paper 2: 80 marks Assessment duration: two hours and 15 minutes.

Closed book (texts are not allowed in the examination).

linguistic terms you need to criticise and analyse what you read.

Beyond the Curriculum We will endeavour to take you to see live productions of the texts we study, where possible. In the past we have taken students to see productions of Macbeth, The Empress and Dr Jekyll and Mr Hyde. There are also opportunities

to

watch

productions

online

via

platforms such as ClickView and Drama Online. We will invite visiting authors and academics to speak to you in depth and detail where relevant, and to run workshops too. The RGS World Book Week will give you the opportunity to take your English Literature skills out of the classroom and into other departments and disciplines. Finally, the ability to discuss and share beloved books with people you meet in school, university and beyond is a life hack to set you apart from the rest. After all the world is divided into two groups of people: those who read and those who don’t!

GCSE GEOGRAPHY AT THE RGS Course Content AQA | GCSE | Geography | Specification

At RGS, we complete the following topics:

Our course looks at the interdependence of a variety of physical and human environments and the interaction between people and the world in which they live. It explores case studies in the United Kingdom (UK), higher income countries (HICs), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power, physical landscape processes and the challenge of sustainable use of energy, water and food resources. Students are also encouraged to understand their role in society by considering different viewpoints, values and attitudes.

“

“

Course Outline

Paper 1: The challenge of natural hazards, the living world (tropical rainforest and desert ecosystems), physical landscapes in the UK (Rivers and glaciation.)

Paper 2: Urban issues and challenges in Lagos and London, the changing Economic world where we compare and contrast Nigeria and the UK and the challenge of resource management. Our core subject for this topic is food.

“

Skills Students are required to develop and demonstrate a range of geographical skills, including cartographic, graphical, numerical and statistical skills, throughout

“ Basis of Assessment

their study of the specification. Skills will be assessed in all three written exams. Ordnance Survey (OS) maps or other map extracts may be used in any of the three exams. A list of all skills examined can be found here: AQA | Geography | Subject content | Geographical skills.

Beyond the Curriculum Students who study Geography at GCSE will have the

Assessment is through three externally marked papers: Paper 1: Living With the Physical Environment.

Paper 2: Challenges In the Human Environment.

Paper 3: Geographical Applications.

Paper 3: Consists of an issue-analysis paper based on an issue outlined in a pack given to students twelve weeks before their GCSEs begin. They are able to discuss the topics in lessons with their teacher but then answer questions based on the material under examination conditions.

The second part of the paper assesses students’ understanding of how to carry out fieldwork; for example, they might be asked how they went about collecting primary data.

opportunity to get involved in fieldwork in the local area and abroad. Most recently we looked at the geomorphology of the River Tillingbourne, flooding on the River Wey and housing inequalities in Guildford.

There may be further optional field trips.

GCSE HISTORY AT THE RGS

Course Outline GSCE History provides a fascinating opportunity to engage with different aspects of the past. This is achieved through studying four topics ranging from Medieval to Modern History; British and wider world history, and a case study of a historic environment.

Course Content

Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them. From this, students will explore how the Russian Revolution impacted world history through a depth study on Conflict and tension between East and West, 1945-1972. It focuses on the causes and events of the Cold War and seeks to show how and why conflict occurred, and why it proved difficult to resolve the tensions which arose during the Cold War. This is a truly global topic and gives students a broad understanding of a fascinating period in international relations.

“

AQA History A Level Specification

Paper 1: Understanding the Modern World Students will undertake a period study which considers Russia 1894-1945: Tsardom and Communism. This study focuses on the development of Russia during a turbulent half century of change. It was a period of autocracy and communism - the fall of the Tsardom and the rise and consolidation of communism.

“

•

•

“

“

Skills History promotes an independence of mind and superb critical thinking skills. It also equips students with the ability to judge between rival points-of-view and develop and express their own cogent and coherent arguments or judgements. Finally, it helps students develop as twenty first century citizens who

Paper 2: Shaping the Nation This comprises of a thematic study of Health and the people: c.1000 to present day. This will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. There will be a consideration of how wider world events impacted the development of medicine and public health in Britain, in order to promote the idea that ideas did not develop in isolation and the inter-relationship between Britain and the wider world. Students will then consider a depth study on Elizabethan England c.1568-1603, giving students the opportunity to consider the last 35 years of Elizabeth I’s reign. It will focus on major events in Elizabeth’s reign from economic, religious, pollical, social and cultural standpoints. In addition, students will undertake the study of a particular Elizabethan site in depth to enrich their understanding of Elizabethan England. These sites have ranged from Tudor Houses, to Castles, to the site of a key moment in the Spanish Armada.

Basis of Assessment Each of the two papers is examined through a twohour written exam paper.

There is a mixture of own knowledge questions, source questions and interpretations.

are well-informed and possess a vital and enriching contextual awareness of the contemporary world and how it was forged. Therefore, if you come prepared to argue your points, express these in your written work, and engage with wider reading, you will possess what is required to succeed in this subject.

Beyond the Curriculum There is a plethora of relevant wider reading that the Department

can

offer

alongside

podcasts

to

and

interested

students,

documentaries

that

complement the course. We have domestic trips which include visiting the Old Operating Theatre in central London and the replica of Drake’s Golden Hinde, the vessel in which he circumnavigated the globe.

Furthermore, we have the exciting Berlin Trip which compliments are Cold War unit and takes us the symbolic centre of Cold War tensions.

GCSE MATHEMATICS & FURTHER MATHEMATICS AT THE RGS Students will enjoy using and applying mathematical techniques and concepts and become confident in using Mathematics to solve problems as well as learning to appreciate the importance of Mathematics in society, employment and study. The course content consists of many standard areas of Mathematics including number, algebra, geometry, vectors, statistics and probability, calculus, set theory and functions. It tests the knowledge, understanding and application of these areas through problemsolving in mathematical or non-mathematical contexts and through reasoning by presenting arguments and proofs, making deductions and drawing conclusions.

Course Outline Mathematics is a unique way of thinking and understanding structures and patterns, both abstract and real. It has an important role to play in many different areas and disciplines, including science, engineering and technology as well as being a very important subject in its own right. It reflects the ability to think logically and analyse problems in a clear and concise way and is therefore well regarded by universities and employers alike.

Course Content Mathematics Edexcel International GCSE Mathematics A (4MA1)

•

This course gives students the opportunity to develop their knowledge and understanding of mathematical concepts and techniques and acquire a foundation of mathematical skills for further study in the subject or related areas.

The year group is split into two streams and the top 60% or so study content from the Further Mathematics course alongside the International GCSE topics.

Further Mathematics AQA Level 2 Certificate in Further Mathematics (8365)

•

This course complements the International GCSE and provides enrichment for high achieving students by assessing their higher order mathematical skills, particularly in algebraic reasoning, in greater depth. It offers extension and challenge that build on familiar areas of algebra and geometry while providing an introduction to some of the topics studied at A Level, including exponentials and matrices.

“

Skills Studying Mathematics provides the opportunity to

“ The course places an emphasis on higher order technical proficiency, rigorous argument and problem solving skills so while it overlaps with the top end of International GCSE it also develops students’ ability to tackle unstructured, unfamiliar challenges with success.

Basis of Assessment

develop skills in key areas, most prominently the Cognitive Skills: processes and strategies including critical thinking, problem solving, analysis, reasoning, argumentation, interpretation, decision making, adaptive learning, executive function, creativity and innovation. It also allows for the growth of Inter and Intra Personal Skills including intellectual openness and curiosity, adaptability, conscientiousness and responsibility,

perseverance

and

productivity.

Students have the opportunity to develop their initiative, self-direction and leadership skills including collaboration and communication.

Beyond the Curriculum There are many opportunities at the RGS for students

Both qualifications are assessed via final written examinations at the end of the Fifth Form.

There are no early entry candidates.

to engage in Mathematics outside of the classroom.

On a national level, students in all years enter various competitions with several regularly progressing to the latter stages of the UKMT Challenges and winning

International GCSE Mathematics: 100 marks Two examinations set and marked by Pearson.

Each examination is two hours long.

medals for high ranking. At a team level, each year

Any of the content from the course can appear on either examination. Calculators are permitted for both examinations.

and national team challenges. Internally there are

Level 2 Further Mathematics: 80 Marks Two examinations set and marked by AQA. Each examination is one hour forty-five minutes.

the opportunity to represent their house in the annual

Any of the content from the course can appear on either examination. One examination permits the use of a calculator and one does not.

group enters a team, often with great success, in the local Guildford Schools’ Mathematics Competitions three Mathematics clubs providing puzzles, challenges and Olympiad style problems and students also have House Mathematics Competition.

GCSE MODERN FOREIGN LANGUAGES AT THE RGS Course Content Edexcel IGCSE French Edexcel IGCSE German Edexcel IGCSE Spanish

Each of the courses has the same topic areas, but given the cultural element, these are interpreted differently in each language:

Course Outline French, German and Spanish

•

Home and abroad

•

Education and employment

•

Personal life and relationships

•

The world around us

•

Social activities, fitness and health

All students in the Fourth Form continue to study at least one core language (French, German or Spanish) working towards a GCSE at the end of Fifth Form.

If they opted for a second language as an option starting in Third Form, they may choose either language or both.

“

“

The Department teaches students to communicate effectively and confidently in the foreign language, and to inspire them to extend and pursue language learning outside the classroom. The objective of the IGCSE course is for them to become fluent and accurate in communicating about themselves, their ideas and their experiences. They will also learn about the culture of the countries where their chosen languages are spoken. This provides an excellent foundation for further study and many ‘soft skills’ for future careers. At the conclusion of the course, students will have sufficient language and confidence to tackle real-life situations abroad.

“

Skills During lessons, students listen, read and speak in the language as well as preparing and polishing short pieces of written work. Lessons are varied, interactive and aim to develop a wide range of positive languagelearning habits and the confidence to use them.

We

also

teach

students

the

grammatical

underpinnings of the language to enable them to produce accurate work.

“

Beyond the Curriculum We aim to bring the languages students are studying to life through a range of trips across the year groups. The

Basis of Assessment

aim of these trips is to boost confidence and motivation by allowing students to practise their skills in real-life situations and to experience at first hand the culture of

The A Level examination consists of: Paper 1: Listening, reading and translation 50% Paper 2: Writing 20% Students will write two essays during two hours.

One essay will be on the film they have studied and the other on the literary work.

Paper 3: Speaking 30% This includes a discussion on independent research.

the country where their foreign languages are spoken.

Recent destinations have included Bordeaux, Biarritz and the Normandy region in France; Madrid, Barcelona and Andalucía in Spain; the Rhineland region and Berlin in Germany. In addition, the Department runs a range of co-curricular activities aimed at developing a wider interest in languages. These include foreign language plays, conferences, competitions, and speed debating events.

GCSE MUSIC AT THE RGS

Course Content GCSE Music Board: Edexcel

The GCSE course is extensive in scope and encourages students to undertake a broad yet coherent course of study.

The course is divided into three main units: •

Performance: 30% Students are required to perform as a soloist (at approximately Grade 5 standard) and as part of an ensemble. Performances must have a combined duration of four minutes and are recorded in March of the examination year.

•

Composition: 30% Throughout the two years, students build up a portfolio of compositions in a variety of styles and techniques. They will then select two compositions to be submitted towards their final exam. One must be in response to a brief set by the examination board while the second is a free composition. Each week, students have dedicated lessons on composition skills, using computer sequencing software and advance software (Sibelius).

The GCSE Music course is designed to allow the study of Music through the integration of performing, composing, and listening and appraising with opportunities to use music technology. It recognises that we live in an age of cultural diversity and covers a wide range of genres: Western classical music, world music, and popular music. The flexible nature of the course allows students to capitalise on different musical interests.

The Edexcel GCSE consists of the three key components of performing, composing, and appraising.

The course encourages students to understand and appreciate a range of different music, enabling them to develop broader life skills and attributes, including critical and creative thinking, aesthetic sensitivity, and wider cultural understanding.

•

Unit 1: Performance: 1MU01.

•

Unit 2: Composing: 1MU02.

•

Unit 3: Listening and Appraising: 1MU03.

“

“

Course Outline

“

Skills The GCSE Music course is an extension of class work

“ •

Listening and Appraising: 40% This unit requires candidates to study a total of eight pieces across four contrasting areas of study. Students undertake the analysis of each of these pieces in class and are required to answer questions on them in an examination taken at the end of the course. Here, the students listen to musical extracts and answer questions covering all four areas of study. They must identify key musical features of each piece aurally before writing an essay on one of the set works selected by the examination board.

done in KS3 and provides a wide spectrum of musical experience. It gives students the opportunity to make music, both individually and in groups, to develop a life-long interest in music and to progress to further study. You must be able to sing or play a musical instrument for the performance aspect of the course (Grade 5 standard or above). Having Grade 5 Theory is a definite advantage, and we recommend that any student yet to achieve this completes this qualification as soon as possible.

Beyond the Curriculum GCSE Music appeals to well-rounded, confident, and culturally aware applicants. Considering that the music and entertainment industry ranks as the thirdlargest sector in the UK, GCSE Music can serve as a stepping stone to various career paths within this

Basis of Assessment

industry, such as artist management, accounting, copyright

law,

performance,

Students will be assessed throughout the course in performing, composing, and listening.

Performance and Composition: 60 %

event

management,

publishing,

sound

journalism, engineering,

teaching, or roles in TV and radio presenting. Music students also cultivate the essential employability skills endorsed by the Confederation of British Industry,

including

self-management,

teamwork,

Listening and Appraising paper: 40%.

customer awareness, problem-solving, numeracy, and

Each of the units encourages independent study, self-discipline and self-motivation thus giving each student the confidence to become effective and independent learners. Students are encouraged to take responsibility for their own musical development as performers throughout the duration of the course. Regular practice on their chosen instrument is essential to succeed in Unit 1.

Analytical skills are developed in class and students develop those skills through independent and group work. Many opportunities are provided outside of the classroom including regular concert trips, overseas tours, and an extensive range of cocurricular activities.

ICT proficiency. Above all, Music is a lifelong skill that offers opportunities for enjoyment, leisure, active participation, and social interaction.

GCSE PHYSICAL EDUCATION AT THE RGS Course Content AQA | GCSE | Physical Education | Specification at a glance

The theory content is subdivided into two fields of study: Firstly: The human body and movement in physical activity and sport. In this, the students are introduced to Applied anatomy and physiology, Movement analysis and Physical training.

Studying GCSE Physical Education will allow students an academic insight into the ever-growing world of Sports Science. The combination of physical performance and academic challenge provides an exciting opportunity for our students.

An opportunity to not only improve performance in their chosen sports, but also analyse their capabilities and discover how to improve performance through the precise application of theory.

Career opportunities for those wishing to further their studies in Physical Education include employment in the fields of, but not limiting to; Sports management, Sports nutrition, Physiotherapy, Sports psychology, Biomechanics, Sports medicine and Pedagogy.

For the practical element, students perform in three different physical activities (approved by AQA).

They are judged on their ability to perform prescribed skills and then the subsequent application of these skills within a fully competitive situation

“

“

Course Outline

Secondly: Socio-cultural influences and well-being in physical activity and sport, in which, students study Psychology, Socio-cultural influences, Health, Fitness and Well-being.

“

Skills Students will be guided on how to apply their newfound theoretical knowledge to the world of physical activity and sport. Students will also be introduced to the concept of critically analysing and evaluating sports performance, allowing them to further appreciate the intricacies involved when striving for progress.

Beyond the Curriculum Studying beyond the curriculum is commonplace throughout the course, with all subject teachers of the mindset that “nice to know” is often as valuable as

“

‘need to know’. To name but a few, students have the

In addition, students will analyse and evaluate their own or a peer’s performance in a chosen activity (approved by AQA). They will explore the strengths and weaknesses of the performance, and following this, create an action plan that stipulates how performance is to be improved.

Basis of Assessment Paper 1: 30% The human body and movement in physical activity and sport. This is a 1 hour and 15-minute examination.

Paper 2: 30% Socio-cultural influences and well-being in physical activity and sport. This is a 1 hour and 15-minute examination.

NEA (Practical): 30% This is a practical assessment of three AQA approved activities. It is administered by the RGS staff and moderated by the AQA examining board.

NEA (Analysis and Evaluation): 10% This will be recorded in a written or verbal format, assessed by the RGS staff and moderated by the AQA examining board.

opportunity to complete Movement Analysis projects, create and share presentations on the Diets of elite athletes and work with our A Level Physical Education students on cross year group projects.

GCSE PHYSICS AT THE RGS

Course Content Cambridge IGCSE Physics

Fourth Form

The fostering of intellectual curiosity and the enjoyment of discovering underlying patterns in the natural world are key aims of our Physics teaching.

The Fourth and Fifth Form courses develop previous work on topics such as Forces and Motion, Electricity and Energy, as well as introducing new ideas such as Nuclear Physics, Astrophysics and Electromagnetic effects. In recognition of the ability and ambition of RGS students, the material explored ventures some way beyond the confines of the examination syllabus and ensures that every student is given a broad, deep understanding of the subject.

There is a significant emphasis on developing practical skills – we motivate a theoretical understanding of the world from hands-on experience and use this theory to explore the many ways in which physics inspires technology in everyday applications.

Nuclear Physics: Provides an early opportunity to explore the fundamental building blocks of the universe.

•

Particles and Matter: Seeks to explain the properties of everyday materials (solids, liquids, gases; density, pressure etc.) in terms of the motion of particles.

•

Forces and Motion II: Provides more practical and mathematical detail to ideas met in the Third Form.

•

Magnetic and Electric Fields: Develops previous ideas on magnetic fields.

•

Thermal and Electrical Energy: Adds mathematical detail to Third Form concepts of energy.

“

“

Course Outline

•

“

Skills Scientific thinking combines a number of valuable and transferrable skills. Building on your existing knowledge and skills, Physics trains you to understand and interpret data, solve problems, and build theoretical models of complex systems.

You will bring together practical, mathematical, computing, and graphical skills to link your

“

knowledge together and apply it to a wide range of

Fifth Form •

•

•

•

technological and social contexts. Creative thinking and logical analysis go hand in hand as you develop

Electromagnetic Induction: Explores the technology that powers the world in electricity generation and transmission.

skills which are highly valued in many sectors of

Waves and Optics II: Revises Third Form work on waves and looks at how images are formed with lenses, mirrors and glass blocks.

Beyond the Curriculum

Electrical Circuits: Revises Third Form work and considers the application of circuits in everyday life.

explored in class and through recommended

Forces and Motion III: Revises Second Form work on springs and balancing levers as well as introducing the concept of momentum to explain collisions and explosions.

national Physics Challenge. In most years we run an

employment.

There

are

many

opportunities

to

extend

understanding beyond the specification which are extension questions and videos. High-performing students are also given the opportunity to enter the optional ‘engineering road trip’ at the end of the summer term of Fourth Form which takes in a range of sites to broaden interest and understanding. Other competitions and enrichment sessions are advertised

Basis of Assessment The course is assessed in three terminal examinations: Paper 2: 30% theoretical content with multiple choice 45 minutes.

Paper 4: 50% theoretical content through structured answers 75 minutes.

Paper 2: 20% practical examination taken in the lab, examining practical skills - 75 minutes.

on an ad hoc basis dependent on the particular interests of students and staff in a given year.

GCSE RELIGIOUS STUDIES AT THE RGS Course Content AQA Religious Studies

Themes Paper •

Relationships & Families: Issues in sex, sexuality, marriage and divorce. debates over the nature and purpose of families, gender equality, and gender prejudice & discrimination.

•

Course Outline

The syllabus chosen is deliberately a highly relevant, practical and academically stimulating one. Over the two years a range of philosophical, moral and religious topics are examined from a range of contrasting viewpoints. Students learn to examine and understand religious and non-religious practices as well as attitudes towards complex moral, social and philosophical issues. Students are therefore encouraged to take an interest in contemporary issues locally, nationally and internationally, and to consider how these relate to their academic studies.

Philosophical and religious debates about the nature of God and religious revelation.

•

War & Peace: Religious attitudes to violence, war and terrorism.

Religious responses to 21st Century conflict, including weapons of mass destruction and peace-making.

•

Crime & Punishment: Causes and types of crime and differing attitudes to the law.

The aims of punishment, treatment of criminals and debates over the death penalty.

“

“

Religious Studies is open to any student, irrespective of their religious beliefs or lack of them. The aim of Religious Studies is to study moral and philosophical issues and religious responses to them, and to encourage intellectual engagement with complex contemporary and theological issues, not to encourage (or discourage) religious faith.

God & Revelation: Arguments for and against the existence of God.

“

Skills Students develop an alert and inquiring mind, an ability to critically analyse the views of others, and an increasing degree of independent judgment which

“

.

can select salient points to best explain ideas and viewpoints.

They

also

learn

to

communicate

effectively, both orally and on paper, so that they can present their own views and the views of others logically and coherently.

Beyond the Curriculum Religions Paper

Students are encouraged to develop independent

•

Christian Beliefs: Beliefs about the nature of God, creation, life after death and the significance of the life and death of Jesus.

learning habits by preparing for class discussion and

Christian Practices: The method and significance of Christian worship and festivals, and the role that Christianity plays locally, nationally and internationally.

Students have the chance to make use of these skills

Buddhist Beliefs: The key religious and spiritual beliefs of Buddhism, and a study of the life and teachings of the Buddha.

competitions in both theology and philosophy, run by

•

•

•

Buddhist Practices: The method and significance of Buddhist worship and festivals, and the different ways Buddhists make moral decisions in the world today.

Basis of Assessment Assessment is all by terminal examinations, of which there are two, one for each of the areas described above.

All exams have the same structure: four questions comprising four brief knowledge and understanding responses and one personal evaluation response.

Each exam lasts for 1 hour and 45 minutes.

debate through wider reading: for example, the news and comment pages of a quality daily newspaper. not only in their lessons, but also through attending the Department’s Philosophy and Debating Societies.

There are also opportunities to enter national essay external agencies.

Royal Grammar School High Street Guildford GU1 3BB www.rgsg.co.uk