OPTIONS - a guide to GCSE Subjects (Years 10/11) 2024-26

Options 2024–2026

A guide to GCSE subjects Years 10 and 11 1

Key Information MRS K REYNOLDS HEAD MR H BRIGGS DEPUTY HEAD, ACADEMIC MRS E CUNNINGHAM DEPUTY HEAD, PASTORAL MR J MOYLE ASSISTANT HEAD, CURRICULUM MR A LEATHER HEAD OF YEARS 8 & 9 MS R HOLLINGSWORTH HEAD OF YEARS 10 & 11 MS M WHALLEY HEAD OF CAREERS MR T HARDCASTLE HEAD OF HIGHER EDUCATION MISS N CHEERS HEAD OF INTERNATIONAL STUDENTS MRS E CUSTODIO DIRECTOR OF BOARDING

Mr Briggs, Mr Moyle, Mr Leather, Ms Hollingsworth, Mrs Whalley and your daughter’s tutor will be glad to discuss any queries regarding GCSE subject choices.

If you have any concerns or queries don’t hesitate to email Mr Hadrian Briggs, Academic Deputy Head – h.briggs@rhsb.gdst.net.

Final Options must be submitted by Wednesday 7 February 2024

Contents Introduction A Balanced GCSE Portfolio GCSE Subject Choices Thinking Beyond GCSEs

4 5 7 8

Core Subjects English Mathematics Science (Biology, Chemistry, Physics) Modern Languages (French, German, Italian, Spanish and Mandarin) EAL Physical Education, Games and Extra-Curricular Education for Life (Relationships, Health and Sex Education)

10 11 12 13 14 15 16

Option Subjects Art and Design Business Studies Classical Civilisation Classical Greek Computer Science Dance Design Technology Drama Food Preparation and Nutrition Geography History Latin Music Physical Education Religious, Philosophical and Ethical Studies

18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Extension Options Graphics – Silver Arts Award Religious, Philosophical and Ethical Studies

34 35

Supporting Your Next Steps Careers

36

Helping you to Thrive Learning Support Palette of Provision

38 39

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Introduction from the Head Dear Students Having followed an intentionally broad and enriching curriculum to date with us at Royal High School Bath, now is the time for you to make your first academic choices as you plan for the future. It is also a chance to make new friends as we welcome new students into Year 10. To all of you, although it may be tempting to focus on what you want to drop as a subject, I would encourage you to raise your eyes and consider the big picture. You will want to choose GCSEs that maintain a broad range of subjects but, most importantly, that reflect your passions.

By now you will know the subjects that really excite you, those for which you often go the extra mile without even noticing it, perhaps through some independent research or your own work or reading that is above and beyond what your teacher has set.

Next to these subjects that you know you will continue to GCSE, I would encourage you to think about your aspirations including your options after you leave us in Year 13. What careers interest you and what are the different pathways to achieving these? Mrs Whalley, our Careers Advisor, is on hand to help and you are welcome to all the careers events arranged online and in School. In addition, Mr Hardcastle is happy to discuss how your GCSE choices pertain to university courses.

Throughout Year 10 and 11 you will continue to focus on developing your RHSB Learner Qualities to ensure you are: brave, reflective, inquisitive, collaborative, kind and sparky. You also need to maintain a healthy balance of activities outside lessons be that through the RHSB Active programme or your clubs and activities at home and, for boarders, the opportunities open to you through the weekend activities programme. In addition, as you start to think about Sixth Form I would encourage you to create leadership opportunities during your GCSE years. Think once more of your passions and consider what you can bring to Royal High School through these. Being here is about so much more than your studies. Your academics and excellence is a given; it is what you also do outside the classroom that will demonstrate you are a life-long learner with the future skills employers are looking for and entrepreneurs need.

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So, what next? Read this booklet, talk to your teachers and family about your passions and interests. Your tutor will meet with you in the first half of the Spring term to listen to your plans and help with any guidance. In addition, Mr Briggs will be available to discuss your options at the Year 9 Academic and Choices Evening on Monday 11 December 2023.

As always, we are all here to help you with your next steps at Royal High School Bath. Aim high and consider how you can make your mark.

Mrs Kate Reynolds Head

A Balanced GCSE Portfolio Welcome to your GCSE adventure. You can now make choices that reflect your interests, while retaining a focus on core subjects required for the future. Similar to in Years 7 to 9, the school maintains its commitment to breadth and balance during the GCSE years, with appropriate time given to languages, humanities and the creative arts, as well as to the core subjects of English, Maths and Science.

The school’s choice of qualifications is made on educational grounds. For each subject, the route chosen will be the one that we consider the best in terms of stretch, engagement and progression.

We are free to choose from a range of alternatives, including IGCSE. One of our key concerns is to choose the specifications that will best prepare our students for study in the Sixth Form.

Exams are one thing, education is another.

We do not teach only to the test! Whatever the actual qualifications, our teaching aims for the best possible grades, but it will continue to go well beyond the test, combining enjoyment and enthusiasm with rigour and challenge. To this end, we will continue to focus on developing the RHSB Learner Qualities to give your daughter the skills that are desired by 21st century employers and required to be a successful entrepreneur.

We hope that you will enjoy the challenge of GCSE work. Years 10 and 11 require consistent, steady work.

It is important to realise that regular habits of hard work are essential from the beginning and that deadlines set for all coursework assignments must be met. You are expected to understand the importance of fulfilling your homework commitments every evening, and taking responsibility for organising your time. However, we are very keen to support you with this.

We wish you every success as you embark on your GCSE studies.

Mr H Briggs Deputy Head (Academic)

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It is important that you rank your options in order of priority because the subject groupings will be made from your choices. We always do our very best to satisfy your requests, but unfortunately it is not always possible to please everyone.

Should we encounter difficulties over your subject choices, we will talk to you about this before the end of the Spring term. If your choices do not appear to be appropriate when you have received your examination results in the summer, the staff will discuss this with you again.

For any course to take place a viable group is needed, that is ten or more students for the subject.

GCSE 9–1 Grading The options presented in this booklet are both reformed domestic GCSE qualifications and IGCSE specifications which have been redesigned to have similar 9-1 grading following the reformed specifications first examined in 2019.

Examining Boards RHSB uses five examining boards for GCSE: Edexcel AQA

Pearson Assessment and Qualifications Alliance

OCR

Oxford Cambridge and RSA Examinations

EDUQAS

Part of Welsh Joint Education Committee

CIE

Cambridge International Examinations

Syllabus details outlined in this booklet are correct at the time of printing. Full details can be found on the examining boards’ websites.

Universities and employers regard a grade 4 or above as a passing grade and, at present, a grade 8 is equally acceptable as a 9 when applying for highly selective universities or for courses such as Medicine or Engineering.

Your year group will be the eighth to take these qualifications. However, it is worth reminding you that the new qualifications have been designed to be more challenging and allow more discrimination between those at the top end.

GCSE GRADING STRUCTURE 9†

8 A«

7

6

A

5 B

4 C

3 D

A*–G GCSE GRADING STRUCTURE Only the top 10% of the old A grades are awarded a 9

†

6

«

2 E

1 F

U G

U

GCSE Subject Choices

CHOOSE ONE

CHOOSE THREE

CHOOSE ONE

CORE CURRICULUM

CORE LANGUAGE

FREE CHOICE OPTION

EXTENSION OPTION

English Language

French

Art

Food Technology

Latin

English Literature

German

Business Studies

French

Physical Education

Mathematics

Spanish

Classical Civilisation

History

Religious Studies

Double Science

Mandarin ◆

Computer Science

Geography

Music

RS, Philosophy and Ethics ▲

Design Technology

German

Drama

Science Support Group ★

PE (non-examined) RSHE (non-examined)

English as an Additional Language ■

Triple Science Fast Track MFL (Spanish/French) Silver Arts Award in Graphic Design

◆ For Non-Native speakers ■ For overseas students (ask Mr Briggs for details) ▲ Short Course = Half GCSE ★ By invitation The first three years of Senior School focus on providing a broad general education which has laid firm foundations in all the subjects you have studied. You have now reached the point where you must make important choices about the subjects you wish to study at GCSE. All students in Years 10 and 11 study English Language and English Literature, Mathematics, at least one Modern Language and Science. In Science you will follow a balanced Science course containing Biology, Chemistry and Physics. You will achieve either a Science Double Award International GCSE, or a Triple Award, gaining International GCSEs in Biology, Chemistry and Physics. To achieve the Triple Award, you will need to opt for Triple Science in the extension option block. Some students may benefit from additional science support to improve their grade in the Double Award. We will write to students in January to invite them to join this group.

All students must opt for at least one Modern Foreign Language, choosing from French, German, Spanish or Mandarin. You should have studied this

language in Year 9 in order to select it as your language option. Students who wish to study at least two languages can select from the range offered in the main option choices or the extension block.

Dance GCSE is available as an extra option outside the curriculum timetable. Additional Classical options are also available. Please discuss this with Mrs Binney.

It is never easy making subject choices but it is important not to limit your options in the future by narrowing your focus at this stage. Balance and breadth are vital.

The quality of your grades is far more important than accumulating a mass of subjects. During Year 10 your workload will be reviewed and can be adjusted if this is appropriate.

Do read this booklet carefully and speak to your teachers about each of these subjects.

The Options form must be completed by Wednesday 7 February.

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Thinking Beyond GCSEs It is a good idea to think about your future studies and interests. Our Sixth Form is unique in offering you two exciting paths of study after GCSE: A Levels or the International Baccalaureate (IB) Diploma Programme.

A Levels allow you to choose freely from twentysix different subjects to produce a curriculum that matches with your strengths and interests.

Alongside your A Level subjects, you will have the opportunity to take the Extended Project Qualification or an enrichment qualification, which ranges from Photography AS, or Politics AS to other ways of balancing your school life including Dance Leadership or Advanced Cookery.

The IB Diploma Programme is an international qualification that aims to give a broad Sixth Form experience. Students take six subjects plus a course called Theory of Knowledge. Students also write a

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4000 word essay (the Extended Essay) and they participate in a programme of Creativity, Activity and Service (CAS) activities. Students choose three subjects to take at Standard Level (five hours/ fortnight) and three at Higher Level (eight hours/ fortnight).

The important thing to remember is that you will have a choice. We are proud to offer these different pathways as we know that from them, you will be able to find a great fit for you. You will be able to ask for lots of advice about this in the future.

Our advice, as you make your GCSE choices, is to keep as many options open as possible by keeping your studies broad in Years 10 and 11. This will mean that your timetable provides a varied experience for you. It will allow you to explore and develop a wide range of skills, and will allow you a full range of choices for your Sixth Form studies.

Core Subjects

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English EDEXCEL INTERNATIONAL GCSE

In the English Literature course, we study plays, poems and novels, developing your ability to articulate well-informed judgements about themes and characters. The exam itself consists of essays focusing on characters or themes.

The focus in each lesson lies in your use of, and response to, language, and as such there is plenty of overlap between the Language and Literature sides of the course.

English has a unique role to play in the development of every individual. On a practical level, precise expression is vital, both in school and in the wider world beyond the school walls.

Course outline language

literature

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As a subject, English develops a range of vital skills. The aim of both the Language and Literature courses is to encourage you to become an alert, critically aware reader and a dynamic and expressive writer.

Confidence, both as a writer and speaker, is central to every profession, from the media-savvy TV producer talking to her team, to the landscape gardener who needs to explain her ideas effectively to her client. And reading itself is indispensable: when we open the covers of a book, we open doorways to other realities, engaging with other minds and exploring what is essentially human in all of us.

In English Language, we explore different kinds of non-fiction, learning to sift material for information and to read between the lines for implicit meaning. We analyse the ways texts are written for different purposes, looking at the techniques writers use to get their points across – including the dark arts of rhetorical manipulation.

There are a range of enrichment activities on offer in Years 10 and 11. Interested in public speaking?

Central to our aim is to explore the effects of language in terms of word choice, sound, tone and rhythm. You will learn to write in a wide range of forms, from articles and newspaper reports to letters and speeches. As you make your way through the course, you will build up a portfolio of coursework pieces – some analytical essays, others creative and descriptive stories. We will also develop your speaking skills, honing confidence and encouraging you to speak expressively and with flair.

If you are interested in journalism, writing for the school magazine is the place where you can hone your skills. And finally, if you need inspiration, join one of the reading groups and expand your literary horizons.

Competitions take place every year. Want to sharpen up your writing skills? Creative writing competitions are open to anyone who wishes to pen a poem or shape a story.

Mathematics EDEXCEL INTERNATIONAL GCSE

and techniques you have learned in Maths up to Year 11 and provide a strong basis for Maths after Year 11.

The IGCSE assessment consists of two examinations, both taken in the same series at the end of the course of study. Both exams are of two hours in duration and allow the use of a scientific calculator.

These next two years are very important for your mathematical journey. Gaining a good grade could make a big difference to your university offers and open the doors to many future careers. It is vital that you tackle every task with determination and ask questions when you are unsure of things.

Course outline

maths a

maths b

The most important thing is to make enough time to think about and apply your Mathematics.

All students continue with Mathematics through to Year 11, where you will be taught in sets based on numerous factors including ability and pace of work. Students from all sets follow the Edexcel International IGCSE syllabus and are entered for the Higher tier, aiming at levels 9-4. All grades are available to all students, and we regularly see students from all sets reaching the upper grades.

All your old exercise books will be of use in the revision for your IGCSE exam. In Year 10, you will have access to a variety of supporting revision resources, both online and from your teacher.

In recent years, students in our top set(s) have also had the opportunity to study for the Level 2 Further Maths qualification (AQA) alongside the standard IGCSE, providing extra breadth and depth in the subject.

If you enjoy the challenge of puzzles, remember to enter the Maths Challenge competitions which take place each year, and Maths Help continues to be available during Friday lunchtimes in Room M02.

IGCSE exam papers contain questions which require work both with and without a calculator, emphasising the need for problem-solving skills, accurate written communication, and logical reasoning. The exams could cover any of the ideas

For those of you considering continuing with Mathematics after your IGCSE, having a strong understanding of algebraic techniques will ensure a smoother path.

We also subscribe to a range of websites which can be used to revise and consolidate your learning.

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Science EDEXCEL INTERNATIONAL GCSE

accurate experimental and investigative skills based on correct and safe laboratory techniques. You will form hypotheses and design experiments to test them and will develop a logical approach to problem solving.

Biology Studying this subject will:

Course outline You will choose to study the Edexcel IGCSE courses (Biology, Chemistry and Physics) as either: — Triple Award (three qualifications), or — Double Award (two qualifications).

If you choose the Double Award, you will sit three papers of two hours each in Year 11 (one in each science). If you choose the Triple Award, you will sit an additional three papers of one hour 15 minutes in Year 11 (one in each science).

Practical skills are an important aspect of both courses and are assessed within the written papers.

Both the Triple and Double courses cover the same core topics in each of Physics, Chemistry and Biology, while the Triple course covers additional or extension topics in each subject. Although either route could lead to studying any Science at A-Level, or within Group 4 of the IB Diploma programme, the Triple Award course will give you a better preparation for post-16 science courses, as well as greater challenge and stimulation at GCSE. The Triple Award course is taught in 12 periods per fortnight. You will have four lessons per subject taught by specialist teachers. The Double Award course is taught in nine periods per fortnight, with three lessons per subject taught by subject specialist teachers.

The courses are designed to be interesting, inspiring, and relevant to modern science. You will acquire

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— Give you knowledge and understanding of biological facts, concepts and principles.

— Develop an appreciation of Biology in new and changing situations.

— Sustain and develop an enjoyment of the study of living organisms.

— Evaluate the benefits and drawbacks of scientific and technological developments, including those related to social, environmental and economic issues.

Chemistry You will explore the unifying themes, patterns and properties of everyday materials, and discover: — What elements are and how they combine to form compounds.

— How compounds interact and affect the environment.

— How we can control chemical reactions.

— How we produce and use important materials.

— How the work of chemists has social, industrial and economic consequences for the community.

Physics Fundamental to our technologically based society, by studying Physics you will: — Learn how things work.

— Learn how energy is transferred and used in everyday applications.

— Be challenged to comprehend the vastness of the Universe.

— Discover the complexity of the structure inside an atom.

— Appreciate how the laws of physics are used to develop new inventions and advances in technology to improve our lives.

Modern Foreign Languages FRENCH, GERMAN, SPANISH – EDEXCEL INTERNATIONAL GCSE | MANDARIN – EDEXCEL GCSE

Reading – you will read a wide variety of authentic material and develop different strategies for understanding it in varying degrees of detail. Such material might include newspaper articles, tourist brochures, emails and blogs.

Writing – you will learn how to write short articles and accounts. You will learn how to communicate information in different tenses and express a variety of ideas and points of view. All of the courses contain a strong cultural element.

Each skill comprises 25% of the marks.

Topics Home and abroad, education and employment, house and home, technology, the environment, social activities, fitness and health.

Language Options All students must opt for at least one core Modern Foreign Language, choosing from French, German, Mandarin or Spanish.

If you wish to study a second Modern Foreign Language from German, French, Mandarin or Spanish, then this can be done in one of the three free choice options (five periods per fortnight).

Four skills are developed – listening, speaking, reading and writing with each skill comprising 25% of the marks.

There is also the possibility of maximising your options and studying French or Spanish as a Fast Track Course in the Extension option block. (Please see page 33). With this option students are able to take an additional language at IGCSE level at an accelerated pace (3 periods per fortnight). Either French or Spanish will run in this way, depending on the demand. To take up this option students must be prepared for an element of independent study.

Listening – You will develop your ability to understand the spoken language in a range of contexts and a variety of styles.

You will have the opportunity to participate in exchange programmes or trips to France, Germany, Spain, China and Italy during Key Stage 4.

Course outline french

german

spanish

Speaking – you will be practising conversations about topics such as holidays, cinema, fashion and healthy lifestyles. You will also carry out role plays where you will learn how to express different points of view relating to themes such as relationships, technology and the environment.

mandarin

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English as an Additional Language (EAL) EDEXCEL INTERNATIONAL GCSE

Writing — Write a range of texts from informal emails, semi formal articles to academic summaries. convey information in writing on a range of topics, using context-specific vocabulary.

— Express opinions on a topic and develop responses.

— Write for a variety of purposes and in a variety of styles.

— Summarise longer passages of text without copying phrases word for word — Write fluently and coherently.

Listening

Course outline We offer the International GCSE in English as a Second Language (ESL). Perfect for students for whom English is an additional language, the course has a focus on functional English, and helps students to develop their linguistic skills to access the curriculum, preparing them well for Sixth Form study. The qualification is benchmarked against the Council of Europe’s Common European Framework of Reference for Languages (CEFR) which is recognised worldwide and targets a range of abilities; from level B1 (intermediate) to C1 (advanced) of the CEFR.

Course content Students will develop their abilities in: Reading — Read and understand texts taken from a variety of sources, from fiction to factual information, opinions and biographical writing.

— Read and understand a range of information and publicity texts; formal or informal context — Identify key information, draw comparisons and distinguish facts and ideas from a range of texts.

— Read and understand a range of short opinion pieces, identify the writer’s viewpoints and understand a range of factual texts on a variety of familiar topics.

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— Listen to and understand spoken English language extracts and identify key information — Listen to and understand informational broadcasts, casual conversations or interviews i.e. podcasts and identify key details, opinions, and information conveyed.

— Listen to and understand extracts from public presentations on general interest topics.

Speaking — Convey information in speech and participate in extended discussions on a range of topics, using context-specific vocabulary.

— Express their opinions about a topic and develop their ideas.

— Respond spontaneously to both predictable and unpredictable questions on a range of topics, from the familiar and everyday to more abstract themes.

— Speak fluently and coherently, using a range of grammatical structures and vocabulary without undue hesitation.

Assessment Reading – A 1 hr examination paper, set and marked

by Pearson - worth 25%.

Writing – A 1 hr 15 min examination paper, set and marked by Pearson – worth 25%.

Listening – A 45-minute examination paper, set and marked by Pearson – worth 25%.

Speaking – A 22-minute individual assessment which is recorded and comprises of three tasks – worth 25%.

Physical Education, Games and Extra-Curricular AQA GCSE

Games sessions Through games sessions at the end of the school day pupils get to experience learning and developing their skills, techniques and tactics in our major sports of hockey, netball and cricket, in addition to our minor sports of cross country, swimming, athletics and tennis. Furthermore, pupils get the opportunity to compete in regular fixtures each term, either in their Games lessons and or on Saturday in a block fixture. Alongside our fixtures programme our teams are involved in local, county, regional and national competitions, as well as the GDST Trust Rallies programme.

Physical Education Lessons We seek to provide a full, varied, and interesting Physical Education curriculum which challenges, engages and excites our students.

The PE curriculum provides an educational experience that inspires, and students achieve through delivery and content.

To do this, we aim to: — Stimulate and maintain student interest and enjoyment in PE and to promote health and fitness for current and future lifestyles.

— Enable students to be familiar with a body of knowledge, principles, and vocabulary to relate to PE. — Enable students to develop a range of desirable personal qualities such as safety, awareness, politeness, resilience, concern for others, initiative, and independence. The establishment of self-esteem through the development of physical confidence is a major aim for the Physical Education department.

— Allow students to work independently and as part of a group or team in varied activities so that PE contributes to the development of core skills such as communication by speech.

— Provide opportunities for students to take part in a variety of extra-curricular activities, compete against other schools and signpost students to sports clubs.

We recognise that competitive sport is not for everyone and want pupils to understand that physical activity is. With that in mind, as pupils progress through the school they are given more freedom to try new physical activities to engage them in a healthy, active lifestyle such as Zumba, kickboxing, orienteering, fitness, off-site gym, strength and conditioning and yoga.

Extra-curricular activities As part of the RHSB Active programme, the PE and Sports Department offers a range of activities.

Squad training for our major termly sports take place for each age group. Alongside these physical activities, we offer clubs in cricket, badminton, cross county, tennis, gymnastics, Open Fitness Suite (whereby pupils of all years can use the gym of a lunchtime) and are always looking to extend this provision.

The PE and Sports Department is an energetic and busy one that aims to support all students, elite and recreational , towards achieving their goals.

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Education for Life – Relationships, Health and Sex Education (RSE) There are three areas within RHSE: Health and Well-Being

Peer Education Project

— Taking responsibility.

— Healthy choices.

— Risk (including internet safety).

— Alcohol and gambling.

— Emotional well-being.

— Coping with stress.

— Self esteem.

RSE — Personal values in relationships.

— Managing romantic relationships.

— Relationship risks.

All students have Relationship, Health and Sex Education (RHSE) lessons as part of their timetable as well as sessions with their tutor.

The aims of RHSE are: To teach the facts which are essential to their growth and development as individuals and as members of the community.

— To prepare students for living and working in the contemporary world.

— To enable students to acquire skills, such as those relating to personal safety, discussion and decision making.

— To encourage students to develop informed opinions and attitudes for themselves on a range of social, moral, spiritual and cultural topics.

The Wider World — Career and employability.

— Capability – enterprising and managing money.

— Risk-finance and careers.

— Economic understanding.

— Democracy and justice.

— Rights and responsibilities.

— Identities and diversity: living together in the UK. In Year 11 students will be taking part in preparation for the world of work. They will have sessions on finance, writing CVs, applying for jobs and career progression. They will have visiting expert speakers from local universities and leading experts.

Students have sessions on exam preparation and study skills. The focus will be methods to increase resilience and reduce stress during this time through sessions in emotional well-being.

In addition to this, they will explore personal wellbeing through understanding healthy choices.

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Option Subjects

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Art and Design AQA GCSE

work, experiment with materials, and draw from life to ensure each project is well considered and developed in a personal manner. Students will then produce a Final Outcome over a 10 hour period (two days) in the Art School which marks the end of their Coursework submission. This will be done before Christmas of Year 11.

Unit 2: Externally Set Task (40%) This is made up of one externally set project that encourages the students to respond creatively to a given theme. This is developed from January onwards of Year 11, culminating in the production of a Final Outcome. The students are given a further ten hours to realise their intentions in The Art School which marks the end of their Exam Unit.

This will be produced before they go on Study Leave so it is important that they manage their time well in Year 11.

The Art Department is housed in a beautiful, purpose built Art School. It was completed in November 2008 and opened by Sir Christopher Frayling – Rector of the Royal College of Art and former Chair of the Arts Council of the Arts Council. We have four studios and we specialise in drawing and painting, sculpture and printmaking.

Students are also encouraged to explore their own photography, with access to Photoshop and traditional Darkroom techniques using our purpose built Darkroom within the Art School.

Course outline Led by practising artists, you will be inspired and encouraged to explore and develop your individual creativity in a discipline which best suits your talents.

The course breaks down into two units of work: Coursework and Externally Set Exam Project.

Unit 1: Coursework (60%) This is a portfolio of work made throughout the course until December of their second year. Each student will be encouraged to produce at least two projects, resulting in two major/final pieces of work. The coursework is supported by the students’ Black Books, where they must explore other artists’

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Students are always encouraged to use the facilities in their free time and there are weekly clubs for extra opportunities to be creative.

Trips The GCSE year is a very important year for art education, in terms of development. We always endeavour to take Year 10 and 11 to galleries in London and locally. We have been to the Frieze Art Fair, The National Museum of Wales; we have also taken a small group of Year 10 Art students to work with Christopher le Brun RA at The New Art Centre at Roche Court, Salisbury and most recently we have visited RAMM, Exeter and Hauser and Wirth, Bruton, Somerset.

Business Studies CAMBRIDGE INTERNATIONAL GCSE

All candidates take two written exams, Paper One and Paper Two. Each lasts 90 minutes and is worth 50% of the final mark.

This course is both active and enjoyable. You need to be good at communicating and explaining your ideas, unafraid of learning new things and working with numbers to solve business problems.

Course outline The Cambridge IGCSE Business Studies syllabus develops learners’ understanding of business activity in the public and private sectors, and the importance of innovation and change.

Students find out how the major types of business organisation are established, financed and run, and how their activities are regulated.

Factors influencing business decision-making are also considered, as are the essential values of cooperation and interdependence.

You will learn how to be a creative thinker and how to make decisions. What’s more, you will also learn about the world of business through research and investigation, as well as through practical tasks. You will understand the reasons behind why some of your favourite brands are such a success, while others are struggling in the market.

IGCSE Business Studies can help you prepare for many areas of further education, not just A Level or IB Economics courses. You will become skilled in making decisions, being creative, solving problems, understanding finance, dealing with data, communicating and working as part of a team.

As well as the possibility of becoming an entrepreneur, Business Studies courses could lead to work in a business-related profession such as accountancy, law, marketing or the leisure and tourism industry or help anyone whose future may involve managing people or controlling a budget.

They will also gain lifelong skills, including: — The ability to calculate and interpret financial data.

— Communication skills needed to support arguments with reasons.

— The ability to analyse and evaluate business situations, and decisions, or make judgements.

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Classical Civilisation OCR GCSE J199

Myth and Religion This component provides the opportunity for the study of a wide range of material remains, including remarkable temples and works of art along with sections of significant literary sources, from ‘The Homeric Hymns’ to Ovid’s ‘Metamorphoses’. You will study both Greek and Roman gods, looking at their responsibilities and portrayal in ancient art, as well as how they are worshipped in temples such as the Parthenon in Athens. Stories about heroes journeying to the underworld combined with evidence of how the Greeks and Romans dealt with death and burial link fact with fiction, whilst foundation myths and festivals help provide a real flavour of the ancients’ cultural identity.

Course outline Classical Civilisation, though fascinating in itself, is also a perfect complement to other subject choices, opening up a wide and varied range of career choices as it fosters a range of skills essential in the modern world.

There are two components to the course, each worth 50% and each assessed by a written paper, lasting 1 hour 30 minutes. The ‘Thematic Study’ paper covers myth and religion and the ‘Literature and Culture’ paper covers the Homeric world.

In both components, you will study a range of prescribed literary and visual sources to develop an understanding of the social, historical and cultural context of the classical world. Analysing this evidence, you will develop reasoned and coherent arguments to explain the significance of these sources in our understanding of an ancient world both similar and different to our own.

You will be required to make informed comparisons between Greek and Roman ideas, including the characteristics of the different societies and the impact of different cultural contexts on the topics studied.

You do not need any prior experience of the ancient world to study this course and all the literary sources are studied in the English language.

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The Homeric World This component links the literary study of Homer’s ‘Odyssey’ with its archaeological context in the study of life in Mycenaean times. Studying key sites such as Tiryns, Troy and Mycenae with its rich grave goods, impressive decorative arts and sophisticated cultural heritage, you will be able to put into context your study of Homer’s ‘Odyssey’, which remains one of the most fascinating and entertaining literary works to this day. Studying Books 9, 10, 19, 21 and 22, you will follow Odysseus on his adventures after the fall of Troy back home to Ithaca. On his journey he must rescue his men from the Lotus-Eaters, avoid being eaten alive by the Cyclops and meet the witch Circe. His adventure continues back home, where he must save his household from the abuse and gluttony of his wife’s suitors. This combination of literature and archaeology is sure to capture the imagination of all students, whilst providing the opportunity to reflect upon the advanced cultural palace systems during Bronze Age Greece.

Classical Greek OCR GCSE J292

‘Reading Greek Stories’ further develops translation skills, beginning with simplified versions of Aesop’s fables and Herodotus’ historical anecdotes, before building up to original texts, such as extracts from Homer’s ‘Odyssey’ or from some Greek tragedies.

All students are required to study one language paper, lasting 1 hour 30 minutes, which is worth 50% of the GCSE. Students answer both comprehension questions and translate passages of Greek into English.

Course outline Like Latin, a GCSE in Classical Greek fosters numerous transferable skills and is set to stand students apart in future applications.

The subject is offered as an extra GCSE to those students who would like to study the subject, therefore the course runs outside the normal timetable.

We use the textbooks ‘Greek to GCSE’ Book 1 and Book 2 by John Taylor, which introduce the language in a structured way, building both grammatical knowledge and vocabulary through translations of stories and shorter exercises.

A further two papers are studied, chosen from a choice of verse literature, prose literature or sources.

Each paper lasts 1 hour and comprise 25% of the total GCSE. We study the Literature and Culture paper in Year 10 and the Verse Literature paper in Year 11.

Literature and Culture includes two topics on Greek Civilisation and Culture using the sources in the Prescribed Sources Booklet. Students answer questions in English on aspects of content, culture, social practices and values. The topics examined in 2026 are ‘Women in Ancient Greece’ and ‘Athenian Society’.

Verse Literature includes the study of Classical Greek set texts, prepared together in class, with questions with questions in English. Students learn how to analyse, evaluate and respond to the ancient literature they have studied. The text examined in 2026 is a selection of lines from the tragedy ‘Medea’, written by Euripides.

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Computer Science OCR GCSE J277

Practical Programming Students are given the opportunity to undertake a programming task(s) during their course of study which allows them to develop their skills to design, write, test and refine programs using a high-level programming language. Students will be assessed on these skills during the written examinations, in particular, section B of Component 2.

It is worth noting that this subject is completely different from ICT, as the focus is on scientific principles, logic and programming as opposed to use of everyday applications.

Co-curricular Course outline Computer Science is an exciting and dynamic STEM course which not only teaches students about the theory and design of computer systems, but also gives them a chance to improve their critical thinking, independent learning and resilience.

Nationally, only 20% of GCSE Computer Science entries are girls and we are working hard to ensure that girls here feel that they can compete equally with boys in this field. It is one of the fastest growing subjects at GCSE and A-Level.

Computer Science is about people and is a very creative subject, so it is suitable for a wide range of students, although if you enjoy Mathematics or the sciences you may find it more accessible. That said, a curious mind and a determination to succeed will get you far.

Component 1: Computer Systems Introduces students to the central processing unit (CPU), computer memory and storage, data representation, wired and wireless networks, network topologies, system security and system software. It also looks at ethical, legal, cultural and environmental concerns associated with computer science.

Component 2: Computational Thinking, Algorithms and Programming Students apply knowledge and understanding gained in Component 1. They develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic, and translators.

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Students will be entered into the Bebras Computational Thinking competition in November, which is really relevant to what we will be studying.

In the past two years, there have been trips to cyber security events and digital days in local industry.

We have a variety of lower school clubs which also provides drop-in help for those studying GCSE and A-Level but also leadership opportunities to inspire the younger girls.

Careers This GCSE is beneficial to anyone wanting to further their studies in Computer Science, Mathematics, Engineering and even subjects like Medicine.

Programming is a skill in its own right, so even girls who do not intend to take a related subject can benefit from the development of problem solving skills.

At the moment there is a shortage of good quality programmers in the UK, and female IT professionals in particular, are in very high demand.

The local area is particularly strong in aerospace engineering and microchip design and is currently experiencing a huge growth, so it is very relevant to our locality.

Dance AQA GCSE

The theoretical components of the course develop students’ knowledge and understanding of a range of dance styles and how production features such as costume, sound and lighting can enhance our appreciation of professional dance works. Both practical and written work is undertaken each week so each lesson requires an active body and a creative mind.

GCSE Dance is studied after school, two hours per week. The course is in two units: 60% practical examination; 40% written examination.

Component One – (60%) Performance (30%)

Course outline GCSE Dance is a rewarding option. It requires commitment and dedication, as well as an open and creative mind. GCSE Dance is not just about learning and copying routines, but the study of dance as a whole art form.

Dance is a distinct art form, which has its own history, body of knowledge, aesthetic values, cultural contexts and artistic productions. Dancers will refine their performance skills, choreographic flare and will study professional dance works.

The course is made up on 60% Practical and 40% Theory. The practical component is broken down into 30% Performance and 30% Choreography.

The course develops physical, technical and expressive skills which enables students to communicate choreographic intention and individuality as a performer. The set phrases are contemporary technique based and students get the opportunity to explore a range of dance styles including Ballet, Hip Hop and Samba through the analysis of the Dance Anthology. Any style of dance can be used to influence the girls’ choreography.

A solo performance of set phrases issued from AQA, and a duet trio performance devised by teacher and students.

Choreography (30%) A solo or group choreography by each individual candidate.

Component Two – (40%) Dance Appreciation (40%) 90 minute written exam based on students’ own practice in performance and choreography, and the professional works studied throughout the course.

The benefits of studying Dance at GCSE: — It is a creative outlet for artistic ideas.

— It teaches you how to take care of your body.

— It will develop your own dancing technique, performance and choreographic and analytical skills.

— You will see professional works.

— You’ll have extra opportunities to perform including in the annual Dance Show and GCSE Dance Sharing of Work evening.

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Design Technology AQA GCSE

This specification has been designed to encourage students to be able to design and make products with creativity and originality, using a range of materials and techniques. Packaging, labelling and instructions are encouraged as part of the complete design proposal and advertising, points of sale, etc. can be used to supplement the making experience and help create products which can be evaluated for their commercial viability.

Students will be enthused and challenged by the range of practical activities possible as the specification seeks to build upon the multimedia approach of materials and skills .

Course outline AQA Design Technology is structured with: 50% of the marks allocated to controlled assessment (coursework marked internally and moderated externally).

50% of the marks allocated to a two hour examination.

Controlled assessment is sub-divided into three sections: AO1 – Investigation and specification.

AO2 – Designing, development and making.

AO3 – Analysing and evaluating.

You are given the opportunity through a variety of projects to problem solve and design and manufacture environmentally sympathetic designs.

You will gain an in-depth understanding of the design process and how this links to issues such as industrial and commercial manufacturing, quality control and health and safety.

Supporting the theory, you will learn many manufacturing skills such as wood turning, traditional wood jointing, forming and laminating, use of sewing machines and computerised embroidery, through to Computer Aided Design and Computer Aided Manufacture, to name but a few.

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The specification is broken down into the core principles of Design Technology that are taught to all students. Students will have the opportunity to specialise in either Textiles and Resistant Materials.

The choice to specialise will be in June of Year 10 when the contextual challenges are released by the exam board. Students can pick from a choice of three briefs and design and manufacture a product of their choice to meet the context.

Future Careers This course follows into A Level Product Design and is ideal to career paths of Engineering, Product Design, Architecture, Graphic design, Interior design and Fashion In Year 11, students opting for A Level Product Design with Maths will have the opportunity to apply for an Arkwright Scholarship, a prestigious national award to support talented designers wishing to pursue a career in an engineering-type profession.

Drama EDUQAS GCSE

Students must produce: — A realisation of their piece of devised theatre.

— A portfolio of supporting evidence.

— An evaluation of the final performance or design.

Component Two: Performing from a Text Non-exam assessment: externally assessed by a visiting examiner (20%).

Students will be assessed on either acting or design.

Student’s study two extracts from the same performance text chosen by the centre.

Students participate in one performance using sections of text from both extracts.

Component Three: Interpreting Theatre

Course outline GCSE Drama is an inspiring, practical, and rigorous course. It promotes and provides, not only, the opportunity to explore a range of roles within the performing arts industry, but the flexibility to be assessed as an actor, designer, or both.

This makes it the perfect course for students equally excited about lighting design, as they are about acting.

GCSE Drama offers opportunities to attend live theatre performances and to develop critical skills as informed and thoughtful audience participants.

In addition, we organise a host of professionally led industry workshops. Past GCSE workshops have included sessions run by Frantic Assembly, Splendid Productions and The Egg Theatre.

Component One: Devising Theatre

Written examination: 1 hour 30 minutes (40%).

Component Three: Interpreting Theatre Written examination: 1 hour 30 minutes (40%) Section A: Set Text Students explore a play text practically and answer a series of questions from the perspective of an actor, director, and designer. We study one set text from a choice of five provided by the exam board.

Currently, we study Shakespeare’s Macbeth, a play with huge scope for imaginative approaches to direction and design.

Section B: Live Theatre Review One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

Non-exam assessment: internally assessed, externally moderated (40%).

Students will be assessed on either acting or design.

Students 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 Eduqas.

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Food Preparation and Nutrition AQA GCSE

Possible careers/jobs — Health Promotion/Dietician.

— Farming/Farm Shops.

— Making and selling individual artisan products.

— Food styling/recipe development.

— Food Photography.

— Home Economist working with companies like Good Food, or Chefs.

— Environmental Health.

— Childcare.

— Chef/Owner of deli or specialist food shop.

— Buyer for large supermarkets.

Through cooking, experiments and classwork, you will learn about:

Course outline This is an exciting and creative opportunity for students. The course focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance, and the working characteristics of food materials.

At its heart, this course focuses on nurturing practical cookery skills and giving a strong understanding of nutrition. In a world with everincreasing physical and social problems relating to diet and food, these are invaluable skills to have.

There are many careers and businesses relating to food and the food industry is the largest employer in the UK.

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— Food, Nutrition and Health.

— Food Science.

— Food Safety.

— Food Choice.

— Food Provenance.

Assessment A written exam paper at the end of Year 11: Food Preparation and Nutrition (one hour 45 mins) 50% of GCSE Non-Exam Assessment – Task One – Food Investigation and Task Two – Food Preparation assessment (examined practical work forms part of this).

These two tasks will make up the remaining 50% of the marks.

Geography AQA GEOGRAPHY GCSE

There will be a two day residential field trip during the course, usually in the summer of Year 10, at a study centre in Exmoor. Students will conduct one human and one physical geography study.

Geography is such an important subject for anyone who cares about our planet and the issues facing the world around us. It will keep you up to date and informed about some of the most important issues facing our world.

The knowledge you gain will apply to many of your future interests. It will help you understand the landscape around you and how it was formed. It will help you to appreciate the impact humans can have on the planet. It will teach you important research and investigation skills.

Course outline Unit One Living with the physical environment looking at natural hazards (hurricanes, volcanoes, etc.). UK landscapes, including coasts and rivers.

The living world such as tropical rainforests.

Unit Two Challenges in the human environment looking at urban growth, variations in global wealth and our use of resources such as food or water.

Unit Three Geographical Applications – where you think through options to a geographical problem and answer questions about your fieldwork study.

We run international trips as optional extras for our students, recently to Iceland and Morocco.

Our students have won national competitions recently with the Royal Geographical Society, the Geographical Association, the International Geography Olympiad and across the GDST. We are a UK Centre of Excellence in GIS education and were awarded the Royal Geographical Society Award for Excellence in Secondary Education.

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History CAMBRIDGE INTERNATIONAL GCSE

Depth Study: Germany 1918–45 Was the Weimar Republic doomed from the start?

Why was Hitler able to dominate Germany by 1934?

The Nazi regime The coursework on a topic from the German Depth Study and is worth 30% of the final grade.

GCSE History will give you an educated understanding of the world around you, the ability to judge events objectively and to present logical conclusions precisely.

Historians investigate decisive themes in world historical experience and seek to provide a balanced understanding after rigorous interrogation of evidence.

Course outline The Cambridge IGCSE History syllabus covers many of the major international issues of the twentieth century, as well as covering the history of a particular region in depth.

The course will follow on from your study of the First World War in Year 9 and how the world reacted and was shaped by that conflict, with particular emphasis on Germany.

In Years 10 and 11 you will study: International Relations 1919–2000 Was the Treaty of Versailles fair?

To what extent was the League of Nations a success?

How far was Hitler’s foreign policy to blame for the outbreak of war in Europe in 1939?

Who was to blame for the Cold War? How effectively did the USA contain the spread of communism?

How secure was the USSR’s control over Eastern Europe, 1948–c.1989?

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Knowledge of the causes and outcomes of the major events of the 20th century will be developed.

Key skills which are essential for a range of studies in Higher Education can be acquired. These include the selection of significant material, close analysis and allowing substantiated judgements to be delivered concisely and persuasively.

The History Department really values trips as a way of enhancing and enriching understanding.

We organise a biennial trip to Berlin during activities week and all GCSE historians are strongly encouraged to take part.

Latin OCR GCSE J282

All students are required to study one language paper, lasting 1 hour 30 minutes and which is worth 50% of the GCSE. Students answer both comprehension questions and translate passages of Latin into English.

There are two literature papers, which each last 1 hour and each comprise 25% of the total GCSE. Both the Prose and Verse Literature involve the study of our chosen Latin set texts. In these examinations, students analyse, evaluate and respond to the ancient literature we have prepared together in class, practising answering questions in English and supporting ideas with brief Latin quotation from the texts printed on the paper.

Course outline Latin broadens minds in countless ways. Whilst beautiful for its own sake and remarkably relevant to the modern world, its study also develops a logical and analytical mind. Latin is highly regarded in any future career. appearing impressive on future applications - whether in law, medicine, journalism, the media, architecture, politics, science, or indeed, in any sphere.

In their study of GCSE Latin, Year 10 continue with the Cambridge Latin Course, where Quintus visits our very own Roman city of Bath (Aquae Sulis) before embarking on further adventures in Chester.

Students learn and are tested upon the defined GCSE vocabulary list and discover that they know much of the vocabulary already. Furthermore, as so much of the English language is derived from Latin, making connections between English and modern European words always serves to delight and enthral. By the end of their first year of the course, students have covered all the grammar needed to practise past language papers and access and appreciate the real Latin of the literature texts written two thousand years ago, which is the focus of Year 11.

The prose set texts are translated using the Cambridge Latin Anthology and are a literary treat.

We study Tacitus’ ‘Messalina’, which is a shocking account of the emperor Claudius’ wife, her immoral behaviour and subsequent downfall. Contrasting this, we also study Pliny’s ‘avunculus meus’ which describes a day in the life of Pliny the Elder. The verse set text vividly describes Juno’s anger and a vicious storm sent to destroy Aeneas’ ships, from Book 1 of Virgil’s ‘Aeneid’, one of the most beautiful epic poems in western literature.

The skills developed at GCSE ensure all students are ready to embrace more literary gems in both IB and A Level Latin.

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Music EDEXCEL GCSE

Music is such an important part of all our lives and this course equips students with many of the skills they need to fulfil their potential as a performer and composer.

This course offers students the chance to discover more about music and their own creativity through working in a very practical way: performing, appraising and creating music is the basis of all lessons.

It is open to musicians from all backgrounds and interests, from rock singers to violinists.

During the course, there are lots of opportunities for students to share their performance talents with others, from concerts to leading workshops in primary schools.

Course outline This focuses mainly on coursework and has a written examination at the end of Year 11.

Performance – There are lots of opportunities for students to make music during the course.

Two performances are recorded at school: one solo piece and one ensemble, both of a Grade 5 standard. These pieces are then assessed internally and moderated by the examination board.

Composition – Students will compose a number of pieces for your instrument and others during Years 10 and 11 relating to areas of study. Finally, two compositions will be chosen and submitted as coursework.

Listening Paper – During the course, we cover a wide variety of musical styles based on eight set works. These range from Baroque to Rock.

Students will learn how to analyse and listen out for key features associated with each style and answer questions based on each piece.

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We also offer opportunities to attend concerts and masterclasses given by professional musicians locally and nationally.

We offer a multitude of extra-curricular opportunities and tuition on all mainstream instruments at the school, which supports students’ learning.

We are proud to be a part of the prestigious Steinway School family, and with the opening of our new Music School, including a state of the art recording studio, the experience of studying music at RHSB has never been better.

Physical Education AQA GCSE

4. Use of Data — Understanding how data is collected.

— Presenting data.

— Analysing and evaluating data relating to health and fitness.

This component is worth 30% of the GCSE and will be examined by a one-hour 15 minutes written paper.

Component 2: Socio-cultural influences and well-being in physical activity and sport This includes sports psychology, socio-cultural influences, health, fitness, well-being and the use of data.

1. Sport Psychology

Course outline GCSE Physical Education is suitable for any pupil who has an interest in physical activity, health and or sport. It provides students with the knowledge and understanding of how to promote a healthy and active lifestyle, whilst equipping them with the theoretical and practical knowledge of how to improve sporting performance.

Students will study the AQA course which consists of two theoretical components and one practical component.

Component 1: The human body and movement in physical activity and sport 1. Applied Anatomy and Physiology — Cardiorespiratory system.

— Musculoskeletal system.

— Anaerobic and aerobic exercise.

2. Movement Analysis — Biomechanical lever systems.

— Planes and axes of movement.

3. Physical Training — The relationship between health & fitness.

— The components of fitness.

— The principles of training.

— How to optimise training and prevent injury.

— Effective use of warm up and cool down.

— Classification of skills.

— The use of goal setting.

— Basic information processing.

— Guidance and feedback on performance.

— Mental preparation for performance.

2. Socio-Cultural Influences — Engagement patterns of different social groups in physical activity.

— Commercialism of physical activity and sport.

— Ethical issues in physical activity and sport.

3. Health, Fitness and Well-Being — Physical, emotional and social health, fitness and well-being.

— The consequences of a sedentary lifestyle.

— Energy use, diet, nutrition and hydration.

This component is also worth 30% of the GCSE and will be examined by a one-hour 15 minutes written paper.

Component 3: Practical performance in physical activity and sport.

Pupils are assessed in three practical activities of their choice and in their ability to analyse their own performance (NEA). Pupils must select at least one team and at least one individual activity from a prescribed list of sports. It is strongly advised that pupils compete at club level in at least one of their assessed individual or team sports. This component is worth 40% of the GCSE and will be internally examined.

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Religious, Philosophical and Ethical Studies EDUQAS: GCSE ROUTE A2

Specification Content The study of beliefs and practices of two world religions: Christianity and Hinduism Topics covered in this section of the course relate to: — The Nature of God. — The Afterlife.

— Prayer and Worship.

— Festivals and Celebrations.

— Sacred Sites and Pilgrimage.

This section covers 50% of the course.

Course outline Religious Studies is a course for thinkers; for those who like asking the BIG questions; and for those who like to explore and consider new ideas. The GCSE in Religious Studies has been updated to allow students to study more than one religion, whilst keeping the elements of Philosophy and Ethics that allow for so much debate and discussion.

The course aims to encourage students to develop the knowledge, understanding and skills to engage in debate and discussion about life in our modern multicultural and multi-faith society.

This includes developing an understanding of nonreligious beliefs.

In terms of skills, you will need to develop and explain your own personal values and views.

There is an emphasis on critical analysis and being able to give balanced and supported arguments that consider a range of ideas and attitudes.

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Religious, Philosophical and Ethical studies in the Modern World This popular element of the course looks at key questions in four topics: — Relationships.

— Issues of Life and Death.

— Good, Evil and Suffering.

— Human Rights and Social Justice.

This section covers 50% of the course.

There is no coursework or controlled assessment.

Extension Options The subjects in this block allow students to extend their curriculum, whether it is to expand their knowledge in the Sciences, Humanities (Religious Studies), to take a fast track additional language at as part of the extension block or explore another subject such as Graphic Design. This block will be studied for three hours per fortnight.

All students need to opt for one of the following: Triple Science – please see Science (page 12) for details of the course content. When adding in the core Science time; those studying Triple Science will have 12 hours of Science per fortnight and will achieve separate International GCSEs in Biology, Chemistry and Physics.

Fast Track Modern Foreign Language – Students also have the opportunity to take a fast track additional language at as part of the extension block. Please see Modern Foreign Languages (page 13) for details of the course content. This option is designed for motivated and hard working students who wish to widen their study of MFL alongside their other options.

This accelerated course will cover the full GCSE specification in 3 periods a fortnight. If you wish to opt for this course, please discuss your potential with your MFL teachers.

Silver Arts Award in Graphic Design Please see details on page 35. This qualification supports creativity and 21st century learning skills, and is run by the Technology department.

GCSE Short Course in RS Applied Ethics Please see details on page 36. This is a course for thinkers and students who enjoy asking BIG questions run by the Religious Studies and Philosophy department.

N.B. Some students may be advised, on an individual basis to join our science support or will be given additional science consolidation sessions in these lessons.

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Graphics – Silver Arts Award TRINITY COLLEGE LONDON – LEVEL 2 SILVER ARTS AWARD (GCSE EQUIVALENT LEVEL QUALIFICATION)

Suitability This course is suitable for any students who want to have a creative outlet to use in future careers.

This is not so much of a taught course as students are encouraged to explore their own individual areas of study and will thus be expected to attend exhibitions, webinars and complete research in their own time outside of the lessons. An ability to manage deadlines and to be self organised is a significant advantage.

Course Content As part of this course students complete two units to make up their portfolio:

Course outline

Unit 1: Arts practice and pathways

This qualification is designed to support students to grow their creativity and gain 21st century skills including communication, along with problemsolving, reflective-thinking and confidence.

Arts Challenge

The Silver Arts Award is awarded at the same level as a GCSE but is assessed by a coursework portfolio that students can take away with them as evidence for future courses. It is a creative journey, allowing students to discover their potential as an artist focusing on digital graphic design, whilst developing leadership skills – and gaining a recognised qualification along the way.

Students create their own portfolio of a range of graphics using a medium of their choice. Portfolios may consist of individual graphics as well as posters, advertising campaigns, websites and games etc.

The course helps students to develop an accredited skills set in Graphic Design, Leadership and Organisation which will prove invaluable at in the Sixth Form, at University and in the work place.

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— Identify and plan an arts challenge — Implement and review the arts challenge.

Arts pathways — Review arts events/experiences.

— Undertake arts research.

Unit 2: Arts leadership Plan the project — Identify leadership role and plan the project’s aims.

— Plan the practical issues.

Deliver the project — Effective arts leadership.

— Working effectively with others.

Review the project — Review the project and development of leadership skills.

Religious, Philosophical and Ethical Studies EDUQAS: GCSE ROUTE A2

Course Content The study of beliefs and teachings of Christianity and Hinduism Topics covered in this section of the course relate to: — The Nature of God. — The Afterlife.

— Key Teachings in Scripture.

— Creation and Cosmology.

This section covers 50% of the course.

Religious, Philosophical and Ethical studies in the Modern World This popular element of the course looks at key questions in the following topics:

Course outline This is a short course for thinkers; for those who like asking the BIG questions; and for those who like to explore and consider new ideas. The short course is literally half of the full course.

— Issues of Relationships.

— Issues of Life and Death.

This section covers 50% of the course.

You will study the same material, in the same depth. You develop the same skills, however you cover only half of the material.

The course aims to encourage students to develop knowledge, understanding and skills to engage in debate and discussion about life in our modern multicultural and multi-faith society.

This includes developing an understanding of non-religious beliefs.

In terms of skills, you will develop and explain your own personal values and views. There is an emphasis on critical analysis and being able to give balanced and supported arguments that consider a range of ideas and attitudes.

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Careers Supporting Your Next Steps Careers The Careers Programme in Years 10 and 11 helps to prepare you for the major decisions you have to make about your plans beyond GCSE. Your IB or A Level subjects choices will influence your higher education and career options. We will give you all the support you need to make appropriate and informed choices about your future.

Individual Careers Advice Unique in Bath, we offer individual careers advice three days per week, every week of the school year. The Head of Careers, Melanie Whalley, is a Level 6 qualified Careers Adviser and provides individual careers advice sessions for any student in the Senior School and Sixth Form. For Year 9s, this may be helpful for deciding GCSE options, as well as covering careers related to skills and interests. Any student in the Senior School can schedule an individual careers advice appointment directly with Mrs Whalley, or tutors and parents may refer students. Individual advice is especially encouraged for those in Year 11 as a part of the decision-making process for sixth form subjects, as well as frequent meetings during the Sixth Form to help navigate Post-18 options.

Melanie has a degree in Chemical Engineering from Princeton University and worked in finance for 12 years, both in London and overseas, before retraining as a Careers Adviser.

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Morrisby Online Careers Profiling Towards the end of Year 10, we arrange a time in school for you to take the online Morrisby Careers Profile assessment. This exercise produces a profile of your strengths and work preferences.

A detailed report is generated that suggests a wide range of careers which may be suitable for your strengths. This is followed by a PSHEE lesson with the Head of Careers where you will receive help in reviewing your Morrisby results, and starting careers research. The exercise is one input, along with teachers and parents, to help you with your choice of subjects for the Sixth Form.

Work Experience We encourage all girls in Years 11 and 12 to complete some work experience and/ or engage in a volunteering activity. This is a valuable opportunity for you to gain an insight into a career area that interests you and to develop some of the key skills that are needed in employment.

Work Experience in Year 11 should be completed in your own time; either during school holidays, or post GCSE, though please be mindful of important induction dates at the end of June which will prepare you for Year 12. During Year 12 there is the opportunity to do Work Experience during Activities Week in July. We are here to help you write your CV and application letters – this is also dealt with in PSHEE lessons. We also have a growing network of contacts to help the girls to make a start. Help is always available to encourage and assist this process.

RHS reunions and social events

GDST Life alumnae online network

RHSE

ALUMNAE GDST Networking groups (e.g. City/Law )

Career Pathway RHSE

Event

Event

YEAR

RHSE Support in finding summer work experience

Ongoing UCAS Alumnae application tips for support Oxbridge

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A wealth of networking opportunities

RHSE Developing your career during university

GDST Mentoring Programme for Alumnae

Event Alumnae tips for University

Interview preparation workshops

RHSE 21st century recruitment and first job common mistakes

RHSE

Event Career Personal guidance: 1:1 assembly with professional speakers from different careers advice industries Event

2 day UCAS application workshop RHSE

‘Next Steps’ evening

Event

RHSE

Event

Event

GDST Events: e.g.

‘Oxbridge on RHSE UCAS American University Track’ workshop Career assembly Research Workshop / LSE Careers with speakers series run by from a careers Service workshop / from different the GDST perspective Virtual work experience industries

Event Biennial ‘Picturing your Pathways’ sixth form only event

Personal RHSE guidance: 1:1 Introduction to LinkedIn, professional careers advice mandatory GDST Life for every girl and Rungway

RHSE

YEAR

12

RHSE

Event IB or A level evening

YEAR

11

RHSE Choosing Personal GDST Events: RHSE subjects for Sixth guidance: CV and letter e.g. Panels Form and how 1:1 professional on careers writing this affects careers advice in Law career options

Individual meeting with the Head to discuss aspirations for Event the future Event Intro to the Sixth Form

RHSE

Event Career assembly with speakers from different industries

RHSE

RHSE How to find GDST Events: summer work e.g. Panels on careers in Law experience and write a business email

Years 12-13: University preparation and beyond

RHSE

Morrisby Career Profile Assessment

Start a reflective careers journal

Personal guidance: 1:1 professional careers advice by request or referral from parents or staff

RHSE Research careers and understand the types of employment

Event Event Enterprise Days

YEAR

9

YEAR

10

Years 10-11: Studying at greater depth

RHSE

STEM career exploration (Women in Engineering Week)

Event

Event Personal guidance: Career breakfast: Event Event RHSE Career Informal discussion GCSE Subject 1:1 professional careers GCSE choices exploration and of GCSE options advice by request or Exploration evening employment law and career interests referral from parents Carousel or staff Eve

nt

RHSE RHSE Enterprise Skills RHSE

YEAR

8

RHSE Understanding employability skills and how to develop them

YEAR

7

Years 7-9: Exploring careers and interests

PREP

Make your mark

Building blocks for talking about careers

KS2 Careers Carousel

EY & KS1 Jobs We Do

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Helping you to Thrive Learning Support The Learning Support department supports the individual educational needs of all our students.

We celebrate individual strengths while enabling students with specific learning differences to address their challenges and we encourage celebration of achievements both academic and non-academic.

The Learning Support department consists of two specialist qualified and experienced teachers of Specific Learning Differences (SpLD) and they lead a team of teachers and teaching assistants who are able to provide support for dyslexia, and other needs, using structured, cumulative and multi-sensory teaching programmes.

We maintain a partnership between parents, teachers, learning support staff, and outside professionals (if appropriate) so that everyone is aware of a student’s strengths and weaknesses and how they can be supported to achieve. We always value regular contact with parents of students as we believe working in partnership is the foundation of student progress and success.

Provision for students with learning needs is offered from a palette of provision at four different levels: In class support is provided through specialist advice to subject teachers to assist them in delivering the curriculum. The next level is in class scaffolded support designed by the teacher and supported by teaching assistants and/ or subject specific support sessions by subject teachers during a lunch time. The third level if needed, is where students may have additional small focus group lessons

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such as study skills support during a lunch time or tutor time to avoid missing core curriculum.

Students supported in a group will have their information added to the Learning Support Register, which is accessible to all teachers and lists each student’s needs, strategies found to be effective for teaching and their interests and strengths. The final level is individual one to one lessons, adapted for individual strengths and vulnerabilities to supplement the high-quality teaching within the classroom. This enhanced individual level of provision is provided at an additional cost. Each student who is supported individually will have a personalised learning plan listing their strengths and weaknesses, and suggested targets and strategies for teaching and learning.

Revision techniques and study skills are emphasised from Year 9 onwards and we monitor the progress of students carefully.

Our exams arrangements assessor will screen students from Year 9 to determine if additional support in exams is required. There are also information sessions held about exam preparation and study skills throughout the year for Years 10 and 11.

Any student who needs advice or help with their academic studies and study skills is welcome to contact the department by email or in person.

Palette of Provison Students’ needs are determined and a palette of provisions are used to create an individual package of support

Targeted support from outstanding subject teachers in class

Learning Skill and Exam Preparation Courses for Years 10 and 11*

Lunchtime Exam Support Sessions from subject teachers

From Year 9 Exam access arrangements in place as normal way of working

Level 1

Targeted Study Skills Group Sessions for Exam Preparation led by the Learning Support department Sixth Form mentor for younger students

Small focus group sessions such as: • Spelling Club

1-1 Support Sessions with a Specialist Level 5 / Level 7 Qualified Teacher*

• Study Skills • Science Topic Focus Groups • Maths Topic Focus Groups

Level 4

Level 3

In-class supported working with teaching assistant

Level 2

*There is a charge for this provision

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Girls making their mark.

Senior School Lansdown Road, Bath BA1 5SZ royalhigh@rhsb.gdst.net +44 (0)1225 313877

@RoyalHighBath

Royal High School Bath

www.royalhighbath.gdst.net