Options
A guide to GCSE subjects
Years 10 & 11
Key Information
MS HEIDI-JAYNE BOYES
HEAD (JANUARY 2025)
MR H BRIGGS
DEPUTY HEAD, ACADEMIC
MRS E CUNNINGHAM
DEPUTY HEAD, PASTORAL
MR J MOYLE
ASSISTANT HEAD, CURRICULUM
MRS E GOY
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 A SPILLMAN
DIRECTOR OF BOARDING
MRS S TAYLOR
DIRECTOR OF ADMISSIONS & MARKETING
Mr Briggs, Mr Moyle, Mrs Goy, 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.
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. This is a great chance to have more agency over your studies, be sure to select a broad range of subjects but, most importantly, ensure that these reflect your passions.
By now you will know the subjects that really excite you, the ones that make a timetable look like a ‘good day.’ As well as these subjects I would encourage you to think about your aspirations for a career or areas of study in Higher Education. 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 RHB 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 RHB 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 seize 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.
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, I will be available to discuss your options at the Year 9 Academic and Choices Evening on Monday 9 December 2024.
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.
Mr H Briggs Acting 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 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 the Sciences.
The school’s choice of qualifications is made on educational grounds. For each subject, the course 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 RHB 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.
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.
Examining Boards
RHB uses five examining boards for GCSE: Edexcel Pearson
AQA 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.
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.
Your year group will be the ninth 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.
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.
GCSE Subject Choices
(non-examined)
(non-examined)
an Additional Language
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.
Most 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, 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.
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
◆ For Non-Native speakers
■ For overseas students (ask Mr Briggs for details)
▲ Short Course = Half GCSE
★ By invitation
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 qualifications in Classical Greek 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. For some students, nine GCSEs may be too much. We will talk to specific students where this may be the case to offer a reduced timetable.
Do read this booklet carefully and speak to your teachers about each of these subjects. The Options form must be completed by Friday 7 February 2025.
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 twenty- six 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 would be an IB diploma subject taken as a stand-alone qualification at Standard Level.
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
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
English
Course outline
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.
In English Language, we explore different kinds of nonfiction, 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.
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.
In the English Literature course, we study plays, poems and novels, developing your ability to articulate wellinformed 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 and nuanced expression is vital, both in school and in the wider world beyond.
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 the essence of the human condition.
There are a range of enrichment activities on offer in Years 10 and 11. Interested in public speaking? 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.
If you are interested in journalism, writing for a school magazine can be an opportunity to hone your skills. The sixth formers who run Quokka are always looking for collaborators in KS4.
And finally, if you need inspiration, join one of the reading groups and expand your literary horizons.
EDEXCEL INTERNATIONAL GCSE
Mathematics
EDEXCEL INTERNATIONAL GCSE
Course outline
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.
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.
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 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.
The most important thing is to make enough time to think about and apply your Mathematics.
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.
For those of you considering continuing with Mathematics after your IGCSE, having a strong understanding of algebraic techniques will ensure a smoother path.
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 certain lunchtimes each week.
We also subscribe to a range of websites which can be used to revise and consolidate your learning. Check out our HUB page for more information.
Science
EDEXCEL INTERNATIONAL GCSE | AQA (DOUBLE SCIENCE SUPPORT GROUP ONLY)
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 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:
• 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, MANDARIN, SPANISH – EDEXCEL GCSE | EDEXCEL
Course outline
Content: The specification covers topics that are relevant and interesting to young people today. From social media and technology to environmental issues and global citizenship, you’ll explore themes that matter to you.
Practical Skills: The course emphasizes real-world communication. You’ll practice speaking, listening, reading, and writing in ways that you’ll use in everyday life. Whether it’s ordering food in a café, chatting with a pen pal, or understanding language in real-life situations, you’ll gain practical skills that are immediately useful.
Cultural Insights: Language learning isn’t just about words and grammar; it’s about understanding cultures. The courses include fascinating insights into the traditions, history, and daily life of countries where the language is spoken. This cultural knowledge enriches your learning experience and broadens your worldview.
What will language GCSE do for you?
Unlock global opportunities: Learning a language opens doors to international travel, study, and career opportunities.
Boost your brainpower: Studies show that learning languages enhances cognitive abilities, improves memory, and even boosts problem-solving skills. It’s like a workout for your brain.
GCSE MODERN LANGUAGES | PEARSON QUALIFICATIONS
Make you stand out in the job market: In our globalized world, employers highly value multilingual candidates. By mastering a second language, you’ll have a competitive edge in fields like business, tourism, diplomacy, and more.
How Will You Be Assessed?
Each skill comprises 25% of the qualification.
Listening: You’ll develop the ability to understand spoken language through a variety of listening activities, from conversations to announcements.
Speaking: You’ll have the chance to practise speaking in different scenarios. This builds your confidence and fluency. You will have weekly conversation lessons with our nativespeaker language assistants.
Reading: You’ll read a range of texts, including articles, stories, and emails, helping you to understand written language in different contexts.
Writing: You’ll learn to express yourself clearly and creatively in writing, whether it’s composing a letter or writing a blog post.
Extra-curricular activities
You will have the opportunity to participate in trips to France, Germany and Spain, as well as take part in linguistic activities throughout the year, from MFL karaoke to codebreaking for GCHQ!
Languages in the KS4 curriculum
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).
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.
English as an Additional Language (EAL)
EDEXCEL INTERNATIONAL GCSE
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.
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
• Listen to and understand spoken English language extracts and identify key informationbroadcasts, 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 contextspecific 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
We believe that high quality PE is an invaluable part of a school’s curriculum, whereby pupils should gain access to a variety of opportunities to develop their knowledge and physical literacy. When this is married with a professional sports and physical activity programme for Games, offering diversity and competition, all pupils will be inspired to fulfill their potential as a sports performer and or most significantly foster a positive lifelong attitude and engagement.
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:
• Enhance athletic proficiency by mastering fundamental movement patterns and achieving bodily control, which form the foundation for performance in all sports and physical activities.
• 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.
PHYSICAL EDUCATION/ GAMES/EXTRACURRICULAR
• 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.
Games sessions
Through games sessions at the beginning or 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.
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, spinning, strength and conditioning and yoga.
Extra-curricular activities
As part of the RHB 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.
Education for Life – Relationships, Health and Sex Education (RSE)
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.
There are three areas within RHSE: Health and Well-Being
• 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.
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.
Option Subjects
Art and Design
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’ 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.
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
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.
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.
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.
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 businessrelated 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.
CAMBRIDGE INTERNATIONAL GCSE
Classical Civilisation
OCR GCSE J199
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.
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.
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
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.
‘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.
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 2027 are ‘The Olympic Games’ ’and ‘Athenian Society’.
Verse Literature includes the study of Classical Greek set texts, prepared together in class, with questions in English. Students learn how to analyse, evaluate and respond to the ancient literature they have studied. The text examined in 2027is a selection of lines from Homer’s Odyssey, Book 10 which tells the story of Circe turning Odysseus’ men into pigs
Computer Science
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 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 suitable for a wide range of students. It works well for those who enjoy Mathematics but also offers great scope for creativity. Programming is a major part of the course and provides the opportunity for students to use their imaginations to develop a range of different solutions to any one problem.
Component 1: Computer Systems (50%)
Introduces students to the hardware and software which together make up a computer system. The course looks at how binary forms the building blocks for everything we use computers for today. Students learn about networks and much in-demand cybersecurity skills. Recent innovations in artificial intelligence show how new technology affects us all and this component considers the ethical, legal, cultural and environmental concerns associated with computer science.
Component 2: Computational Thinking, Algorithms and Programming (50%)
Students develop skills and understanding in computational thinking and algorithms. Programming is a major part of the course and students will become competent programmers using the high-level programming language Python (most will already have experience of using this during Key Stage 3).
The Computer Science GCSE provides opportunities for girls to become confident coders and to explore their own areas of interest. Students will be assessed on their programming skills during the written examinations.
Co-curricular
Students take part in a range of competitions. Since September Computer Science GCSE girls have participated in the international Bebras computational thinking challenge and a cyber security competition run by the University of South Wales, University of the West of England and Cardiff University. In the past two years there have been trips to a range of events and digital days in local industry.
We have a variety of school computing clubs which provide drop-in help for those studying GCSE and A-Level but also leadership and mentoring opportunities to inspire the younger girls.
Careers
This GCSE is beneficial to anyone wanting to further their studies in Computer Science, Mathematics, Engineering or Medicine.
Problem solving and an understanding of cybersecurity are essential for all organisations and so the skills taught in Computer Science are highly sought after by employers.
For those who find their programming skills flourishing there are myriad opportunities, particularly for female programmers. The local area has strong aerospace engineering and microchip design centres which are frequently looking to recruit.
Dance
AQA GCSE
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.
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%)
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 Annual School Musical.
Design Technology
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.
GCSE Design Technology is an exciting STEM subject that gives you 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.
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. 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 .
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 IB Design Technology 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 engineeringtype profession.
Drama
EDUQAS GCSE
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
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.
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
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.
Food Preparation and Nutrition
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 ever- increasing 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.
Possible careers/jobs
• Health Promotion/Dietician.
• Food stylist.
• 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.
• Food chemist/ sports researcher.
• Buyer for large supermarkets.
Through cooking, experiments and classwork, you will learn about:
• 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
GEOGRAPHY GCSE
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.
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.
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.
History
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?
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 specification includes coursework on a topic from the German Depth Study and is worth 30% of the final grade. This is completed at the end of Year 10.
In addition to coursework there are two exams,: Paper 1 is knowledge based structured questions and Paper 2 is Source based. The topic for Paper 2 changes every year.
Historians investigate decisive themes in world historical experience and seek to provide a balanced understanding after rigorous interrogation of evidence. 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.
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.
CAMBRIDGE INTERNATIONAL GCSE (0977)
Latin
OCR GCSE J282
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 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 becomes the focus of Year 11.
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.
The prose set texts bring to life stories that inspired generations to come, such as Androcles and the Lion or the tale of Cupid and Psyche. u The verse set text vividly describes how the Trojans were convinced to accept the Trojan Horse after the death of Laocoon, taken, from Book 2 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.
EDUQAS
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, with a combined total of 4-6 minutes in length. 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 four areas of study. Alongside these, students will focus on two specific set works which will form part of a written paper.
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.
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 RHB has never been better.
Physical Education
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.
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
• 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.
Religious, Philosophical and Ethical Studies
EDUQAS:
GCSE ROUTE A2
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 non-religious 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.
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.
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.
RELIGIOUS, PHILOSOPHICAL AND ETHICAL STUDIES
Extension Options
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.
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.
Religious, Philosophical and Ethical Studies
EDUQAS: GCSE ROUTE A2
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.
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.
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:
• Issues of Relationships.
• Issues of Life and Death.
This section covers 50% of the course.
RELIGIOUS, PHILOSOPHICAL AND ETHICAL STUDIES
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 have in-house experts on hand to meet with you and with parents, so that you have 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 with an experienced careers adviser. These sessions are provided at no additional cost and there is no ‘limit’ on how many times a student can utilise this service. 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.
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.
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 qualified and experienced teachers , one is also a specialist teacher of Specific Learning Differences (SpLD), the other is a Qualified SENCO 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 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 highquality 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 provision is used to create an individual package of support
Targeted support from outstanding subject teachers in class
Lunchtime Exam Support Sessions from subject teachers
Learning Skill and Exam Preparation Courses for Years 10 and 11*
From Year 9
Exam access arrangements in place as normal way of working
Targeted Study Skills Group Sessions for Exam Preparation led by the Learning Support department
Level 1 Level 2
Sixth Form mentor for younger students
In-class supported working with teaching assistant
*There is a charge for this provision
Small focus group sessions such as:
• Spelling Club
• Study Skills
• Science Topic Focus Groups
• Maths Topic Focus Groups
Level 3
1-1 Support Sessions with a
Level 4