Upper School Curriculum, from September 2024

THE UPPER SCHOOL CURRICULUM From September 2024

CONTENTS

The Upper School Curriculum The Library Bibliographies Study Skills and Learning Support Art and Design Biology Business and Money Management Chemistry Classical Civilisation Computer Science Design and Technology Drama English Language English Literature Food Preparation and Nutrition Geography Greek (with Latin) History Latin (only) Mathematics Modern Languages Music Pastoral Curriculum Philosophy and Religious Studies Physical Education Physics Games in the Upper School

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THE UPPER SCHOOL CURRICULUM The Portsmouth Grammar School, in line with other strong academic schools, provides a broad base of compulsory (core) subjects supplemented by a range of optional subjects within the curriculum.

This approach is welcomed by universities and employers which expect traditional core subjects combined with evidence of other subject interest. The Upper School curriculum provides an excellent grounding for continued breadth of study in the Sixth Form. Pupils normally take 9 or 10 GCSEs or IGCSEs before moving on to their A Level courses.

We recently introduced an enhanced A Level Curriculum, which places the emphasis on academic enrichment and personal development alongside pupils’ core A Level subjects. Pupils are now able to study either three or four A Level subjects. These subjects are supplemented by the Academic Enrichment Curriculum, which includes lessons in Critical Thinking and Study Skills, and an independent extended project (PGS Extend), which can be certificated as an EPQ, combined with our Ignite! Programme of short enrichment courses. Within the Personal Enrichment Curriculum, all pupils participate in our leadership development programme and in the Pastoral Curriculum, as well as engaging in partnership activities in local organisations and workplaces.

Whether your son or daughter is selecting Year 9 or 10 options, their choices should be governed by what they enjoy, as pupils are more likely to thrive if they enjoy what they study. As well as strong grades, universities, value candidates who have studied a breadth of subjects and have a true passion for them. If you would like advice on subject suitability for a particular degree or career, please contact your child’s tutor in the first instance, who can consult with our Careers and UCAS staff. Top universities and medical facilities normally require at least six grades at grade 8 or above at GCSE.

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THE CURRICULUM GCSE option subjects marked * normally require pupils to study the subject in Year 9.

Year 9 Core - compulsory for all pupils English Language and Literature Maths Biology Chemistry Physics Geography History Philosophy and Religious Studies One Modern Language (French, German or Spanish) Pastoral Curriculum PE Games

Years 10 and 11 Core - compulsory for all pupils English Language and Literature Maths Biology Chemistry Physics One Modern Language (French, German or Spanish) Pastoral Curriculum PE Games

Options - pupils pick three Art and Design Computer Science Design and Technology Drama Food and Nutrition Latin (or Latin/Greek)* A second Modern Language* (French, German or Spanish) Money Management Music*

Options - pupils pick three Art and Design Business Classical Civilisation (cannot be combined with Greek) Computer Science Design and Technology Drama Food and Nutrition Geography History A second Modern Language* (French, German or Spanish) Latin (or Latin/Greek)* Music* Philosophy and Religious Studies PE (GCSE) 6

BANDING Banding of pupils takes place only in a small number of subjects. In Mathematics, pupils are set in Years 7-11. In their core Modern Language, pupils may be banded in Year 9-11 if timetabling allows. In Science subjects, pupils are banded from Year 10. In some circumstances, setting sometimes has an impact on which exam a pupil takes. Further details can be found under each subject entry in this booklet.

GCSE / IGCSE IGCSE is an alternative but equivalent to GCSE. IGCSEs were originally designed to cater for candidates sitting exams abroad but they have long been offered in strongly academic independent schools such as PGS because the mode of assessment is normally via terminal examinations. GCSEs have now been reformed to become more similar to the IGCSE, including a reduction in the number of subjects assessed in part through coursework. All reformed GCSEs are graded 9-1 with a 9 being equivalent to a top A* and this change has been echoed by the exam boards offering IGCSEs. This means that all pupils will receive 9-1 grades in all qualifications. IGCSEs offered by PGS are recognised by universities as being equivalent to a GCSE. Details of the subjects for which PGS enters pupils for IGCSE are also given under each subject entry in this booklet.

Non-Examination Assessments Non-examination assessments (NEA) measure subject-specific knowledge and skills that cannot be tested by timed written papers that are externally set and taken by candidates at the same time under controlled conditions. They are essentially a form of internal assessment, similar to coursework, that appear in some of the reformed GCSEs. NEA normally entails an extended period of preparation time which may or may not take place outside lessons depending on the exam board requirements for the subject. Further details of the NEA elements in subjects are given under individual subject entries in this booklet. In addition, any IGCSE that still includes an element of coursework is flagged in the individual subject entry. A NEA timetable is available on PGS Online, accessible by pupils using their computer log-on. NEA may account for 0%, 30%, 40% or 60% of the final mark, depending on the subject.

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TIMING OF INTERNAL SCHOOL EXAMINATIONS IN THE UPPER SCHOOL In Year 9 the end of year exams are planned to take place just after the half term break in May, around the same time as exams for Years 7 and 8, though there will be interim tests and assessments at various points in the year. In Year 10 the exam period is planned to happen shortly after the Easter holidays. GCSE-style examination questions are used and the results of the exams are helpful in guiding decisions for progress into Year 11, including advising the most suitable groups for pupils in Mathematics and the Sciences. In Year 11 there is a full set of mock examinations in January and the main GCSE period normally begins in early May, from which point study leave would be granted.

HOW AND WHEN TO MAKE CHOICES Options are chosen in the spring term preceding Years 9 and 10. Pupils and parents should consider various issues before finalising options.

Year 9 is a good time to try something new and to study subjects which you may or may not take to GCSE Some GCSE options require pupils to have studied the subject in Year 9 Pupils perform best in subjects they enjoy and which challenge and interest them High GCSE grades are important for the most competitive courses at UK universities Universities outside the UK may have specific requirements that should be considered The PGS core ensures a broad base but it is important to consider any career requirements Further guidance is available from Tutors, Heads of Year, Heads of Department and the Careers Department (based in the Sixth Form Centre)

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THE LIBRARY The Library is a welcoming and peaceful area for study and reading. We have a huge selection of exciting fiction, we offer up-to-date non-fiction, magazines and journals on a comprehensive range of subjects to support and extend your interests and knowledge. In addition, the e-Library offers access to online resources, journal archives and video lectures.

We run a busy lending service and always welcome requests and recommendations for books and articles. The Library is home to several lunchtime reading groups.

One-to-one coaching is available from Dr Webb to support study skill development, revision and exam preparation. Research skills are taught in small groups, subject classrooms and through webinar recordings. Please ask if you need help or advice with any aspect of the library service.

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The Sixth Form Library and Memorial Library offer a university-style learning environment with tailored resources, specialised journals and support from staff to assist in the development of independent learning and academic pursuits. The first is a 21st century contemporary design and the second is situated in a more traditional classical setting.

The Main Library offers fiction, non-fiction and magazines for Years 7-11.There are Chromebooks and laptops available for pupils in Years 7 and 8 to assist them in their studies. It offers a peaceful space before school from 8am, at break, lunchtime and after school until 6pm.

The Project Room hosts the library lunchtime clubs, the teaching of research skills and offers a study area for collaborative work throughout the day. It hosts a supervised after school study for those in Year 9 to 11.

The e-Library We provide a comprehensive e-Library which is available on the school’s intranet, accessible via the Library lion logo on the pupil dashboard. There are links to subscription databases, journal archives and useful websites. In addition to the subject resources which can be found on the main page, there are several sub-sections which include News, Reading and Podcasts. This is a dynamic environment that is constantly changing, and your feedback is always welcome.

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BIBLIOGRAPHIES A bibliography is a list of all the resources that you used to create a piece of work. It is important because it shows the range and quality of the sources that you researched and read. It needs to be included at the end of an assignment and give enough detail so that your teacher or examiner can locate the books, websites or articles listed.

Copying material from other sources without giving references or footnotes and listing it in the bibliography is called plagiarism. This is taken very seriously by the school, exam boards and universities. It can mean the loss of some, or all of your marks in internal and external qualifications.

What do I include in a bibliography?

You should list every source you use, such as a book, a film, a website, an interview or any information that did not come from you.

For a book your Bibliography will look like this: Weinberg, Steven (2015) To explain the world : the discovery of modern science Surname, First name

(Date of publication)

Full Title

For a website it should look like this: Author (Date of publication) Title. Retrieved from Full website address; For example: University of Cambridge (2016) First evidence of icy comets orbiting a sun-like star. Retrieved from https://www.sciencedaily.com/releases/2016/05/16051822.htm If you have watched a clip on YouTube or Clickview, record it like this: Horizon. What if everything we know about the Universe is wrong? [Television programme] BBC Support It can seem like a very complicated task so please do ask for assistance from any member of the Library team.

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STUDY SKILLS AND LEARNING SUPPORT Every department offers a range of weekly academic tutoring sessions, sometimes tailored to specific year groups and focused on subject-specific support for academic progress. Teachers are available to revisit the work taught in the classroom, to help formulate ideas for essays and to offer reassurance about what is required from a particular task. These take place before school, at lunchtime and after school. Details are published in the Yellow Book under the heading Academic Tutoring.

The Learning Support Department offers a fixed number of individual or small group lessons to pupils.

The specific focus is tailored to the individual needs of the pupil but may include spelling, proofreading, study/revision skills and effective reading strategies. A pupil may also be referred to the Librarian, who offers study skills support.

All Learning Support in Years 7-9 is arranged during the pupil’s English Library lesson. In Years 10 and 11, pupils will be seen during tutor time in the mornings or on a rotation basis during lessons. In the Sixth Form, pupils are seen during one of their Study Periods. Learning support is offered for a fixed number of sessions which is usually between 4-6.

Access arrangements are agreed before an assessment and in accordance with the JCQ regulations (these are updated annually).

Further Information Mrs C Smith, Head of Learning Support, Tel 023 9236 4264, Email c.smith@pgs.org.uk For subject specific queries, you may wish to contact the relevant Head of Department (please see subject entries in this booklet for contact details.)

Notes: All support for learning is provided at no additional cost. The School’s policy on pupils with English as an Additional Language can be found on our website in the Policies section of the Senior School area. Pupils gifted in curriculum subjects will be challenged through personalisation in lessons, homework and co-and cross-curricular activities.

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SUBJECTS

ART AND DESIGN Year 9 Course Outline Art and Design in Year 9 is largely seen as preparation for the GCSE course although it also opens creative thought and understanding, skills that are highly rated at university and in the workplace.

During the year, pupils have the opportunity to work on projects that include many of the elements that will be encountered in the GCSE course. The projects cover a range of 2D and 3D media, with all pupils having a common starting point. Instruction is given in the use of new techniques and pupils are encouraged to develop a personal approach to the subject.

Years 10 and 11 Course Outline Pupils will be following the Edexcel Art and Design Course. During Years 10 and 11, pupils work on a Personal Portfolio (Unit 1) project, exploring a range of disciplines and themes. Pupils are expected to make connections between their own work and that of other artists and designers. The documentation of contextual research and idea development is critical and all pupils are expected to record their work in a visually stimulating manner within sketchbooks and journals. Past examples of GCSE sketchbooks are housed in the Art Department.

Skills Required and Developed Pupils wishing to pursue Art and Design beyond Years 7 and 8 (the Middle School at PGS) require good basic drawing and observational skills. Pupils wishing to study the subject at GCSE would ideally have shown enthusiasm and commitment during the Year 9 course and developed their technical ability. During Years 10 and 11, pupils are encouraged to experiment with a wide range of materials and conduct focused visual research. They are expected to engage in dialogue with their teacher about their ideas and pursue independent lines of enquiry.

External Assessment The Externally Set Assignment (ESA) is a taught examination. During the spring term in Year 11, pupils spend approximately twelve weeks preparing for a ten-hour terminal test. This preparatory period takes place under the guidance and tuition of the Art teacher whilst the terminal test takes place over two days under formal examination conditions when pupils will work unaided and under supervision.

Final Assessment The Personal Portfolio (Unit 1) is worth 60% of the final award.

The Externally Set Assignment (Unit 2) is worth 40%.

Each pupil has their work internally standardised by the Art Department, with the marks being externally moderated and scrutinised by a representative of the examination board.

Beyond the Classroom During the course, pupils are encouraged to participate in gallery visits if relevant to a particular project. Our studios are open each lunch time and often into the evening so that pupils can be given support and help when they feel it is required.

Further information Mr R Peebles, Head of Art and Design, Tel 023 9236 0036 ext 316 Email j.peebles@pgs.org.uk Exam board website: http://qualifications.pearson.com/en/qualifications/ edexcel-gcses/art-and-design-2016.html

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BIOLOGY Year 9 Course Outline Pupils explore: Cells, tissues and organs; Transport across membranes; Photosynthesis; Respiration and gas exchange; Digestion and enzymes; the circulatory system and exercise; Transport in plants.

Years 10 and 11 Course Outline Pupils explore the following areas during Year 10: Communicable diseases; Genetics; Cell division, cloning and genetic engineering; Evolution and natural selection; Distribution and adaptations of organisms.

Pupils explore the following areas in Year 11: Food chains, webs and pyramids, food production; Sampling methods; Decay and the carbon cycle; Human impact on the environment; The nervous system; Control and co-ordination in plants; Homeostasis; Reproduction.

Skills Required and Developed Pupils in Years 9 and 10 follow the AQA GCSE in Biology. This course has no required NEA element, and is assessed terminally. Throughout the course, it is expected that pupils will: develop their knowledge and understanding of Biology and its effects on society develop an understanding of the importance of scale in Biology apply their knowledge and understanding of the nature of science and of scientific processes; including their understanding of the relationships between hypotheses, evidence, theories and explanations, and their awareness of risk and the ability to assess potential risk in the context of potential benefits

apply their observational, practical, modelling, enquiry and problem-solving skills and understanding in laboratory, field and other learning environments develop their ability to evaluate claims based on science through critical analysis of methodology, evidence and conclusions both qualitatively and quantitatively develop their skills in communication, mathematics and the use of technology in scientific contexts.

External Assessment At PGS about 80% of pupils are entered for each of the three sciences separately for AQA GCSE. The remainder of the cohort is entered for a qualification called Combined Science GCSE. Although the pupils take examinations in each of the three sciences separately, the results in these examinations are combined to give a total score that is converted to a double grade. Typically, pupils in the Upper and Middle band sets take separate science qualifications, but the final decision for individual pupils is made based on performance during Year 10 and on the Year 10 summer examination. The separate science qualifications at PGS provide an additional level of challenge that many of our pupils find stimulating and can help pupils demonstrate high academic ability in Science. However, we are sensitive to pupil attainment and the reduced content of the Combined Science course means that there is a greater chance for success as there is more time to focus on the challenging concepts. Pupils following the Combined Science route can also devote greater focus to their attainment in other subjects.

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Furthermore, the summation process can be useful in helping gain a better overall grade than would be obtained separately. The Combined Science examination does not disadvantage in terms of the opportunity to take any form of science education further at A Level.

Beyond the Classroom There are cross-curricular links with the Pastoral Curriculum, PE, Geography, Chemistry, Physics and Technology. All Year 10 pupils compete in the national Biology Challenge Competition. Trips are arranged for appropriate exhibitions. Year 11 are taken out of the classroom to conduct sampling activities.

Further Information Miss R Poole, Head of Biology, Tel 023 9236 4225 Email r.poole@pgs.org.uk Exam Board Website: https://www.aqa.org.uk/subjects/science/gcse

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BUSINESS AND MONEY MANAGEMENT Year 9 Course Outline In the Year 9 Money Management option, pupils are introduced to the courses in the department through the PGS Money Management programme which includes topics on being a citizen, the economy, personal finance decisions and running a business. It has clear curriculum links with GCSE Business and Sixth Form Economics and Business. At the end of the year, pupils are able to make basic financial decisions, understand the key aspects of banking including saving, borrowing and automated banking tools, understand the key sources of money including earned income, inheritance, selling and borrowing and understand the concept and consequences of currency exchange fluctuations. This course gives pupils the opportunity to develop key skills that are relevant to everyday life. Pupils should feel more confident and informed in making financial decisions and begin to take ownership of planning their finances.

Years 10 and 11 Course Outline Pupils study GCSE Business, which focuses on the study of the firm. It examines how the firm operates internally and how it interacts with its external environment. With regard to its internal operation, the course includes the study of the legal structure of the firm and the differences between such organisations as the sole proprietor and the public limited company; the role of various departments within the firm, including the finance department which involves examining how a firm monitors and controls its money flows; the management and motivation of human resources; the areas of production and marketing, where decisions about where and how to produce and then how to distribute and sell are made.

The other aspect of the firm – its relations with its external environment – involves examination of those factors which are largely outside the direct control of the firm, such as the state of the economy, but which crucially influence its growth and prosperity.

Skills Required and Developed Business suits pupils who are inquisitive about the operation of business and have an interest in following current economic affairs. It requires pupils to investigate, calculate, select and make reasoned judgements, developing a pupil’s skills of enquiry, analysis and evaluation.

External Assessment The Year 9 Money Management course is assessed through two internal examinations in January and May. The GCSE Business course is assessed through two external examinations in the summer of Year 11.

Beyond the Classroom Pupils can enhance their learning by light reading of business news pages and an up to date library collection. Speakers visit the school across the year alongside a number of subject seminars and workshops.

Further Information Mr M Hipperson, Head of Economics & Business Studies, Tel 023 9236 036, Email m.hipperson@pgs.org.uk Exam board website: Year 9: http://www.libf.ac.uk/study/financialcapability/qualifications GCSE: http://www.ocr.org.uk/qualifications/gcsebusiness-j204-from-2017/

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CHEMISTRY Year 9 Course Outline The start of the GCSE course begins by a better understanding of matter, quickly proceeding to the structure of the atom, which is taught alongside the language of Chemistry: symbolic formulae and balanced equations. The more conceptual and theoretical work is accompanied by a study of structure and bonding. Here pupils learn the fundamentals that allow them to explain concepts that they encounter later in the course. By the end of the academic year pupils have a sound grasp of the basic tools of Chemistry and are ready to undertake study of more complex chemical systems.

Years 10 and 11 Course Outline The course builds on the knowledge gained in Year 9 by allowing pupils to apply their knowledge to topics ranging from crude oil and fuels to electrolysis, rate of reaction and environmental aspects of chemistry.

Skills Required and Developed The course assumes only basic mathematical skills and prior knowledge. In this course pupils will also learn to be scientifically literate. This involves, amongst other things, learning to question experimental evidence, engaging in informed debate and learning how to use evidence to make decisions.

The course will develop experimental skills through practical work and provides an excellent foundation for further study.

External Assessment At PGS about 80% of pupils are entered for each of the three sciences separately for AQA GCSE. The remainder of the cohort is entered for a qualification called Combined Science GCSE. Although the pupils take examinations in each of the three sciences separately, the results in these examinations are

combined to give a total score that is converted to a double grade. Typically, pupils in the Upper and Middle band sets take separate science qualifications. The separate science qualifications at PGS provide an additional level of challenge that many of our pupils find stimulating and can help pupils demonstrate high academic ability in Science.

However, we are sensitive to pupil attainment and the reduced content of the Combined Science course means that there is a greater chance for success as there is more time to focus on the challenging concepts.

Pupils following the Combined Science route can also devote greater focus to their attainment in other subjects. Furthermore, the summation process can be useful in helping gain a better overall grade than would be obtained separately. The Combined Science examination does not disadvantage in terms of the opportunity to take any form of science education further at A Level.

Beyond the Classroom There are cross-curricular links with Maths, English, Biology, Geography, Physics and Technology. The course also aims to highlight potential careers. Trips are arranged to appropriate exhibitions and competitions.

Further Information Mr M Shields, Head of Chemistry, Tel 023 9236 0036, Email m.shields@pgs.org.uk Dr M Smith, Second in Chemistry, Tel 023 9236 0036, Email m.smith@pgs.org.uk Exam board website: https://www.aqa.org.uk/subjects/science/gcse

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CLASSICAL CIVILISATION Year 9 Course Outline Classical Civilisation is not offered in Year 9. Some pupils study Latin or Latin/Greek in Year 9 and these courses include some material relevant to the Classical Civilisation course that begins in Year 10.

The majority simply start Classical Civilisation GCSE in Year 10.

Years 10 and 11 Course Outline Classical Civilisation is an immensely varied and interesting area of study and that variety is reflected in the topics in the syllabus. Of these, the teacher, in consultation with the pupils in any particular year group, selects two. No knowledge of the Latin or Greek languages is required.

Component Group 1: Thematic Study: Myth & Religion The Myth and Religion component involve a comparative study of ancient Greece and Rome, and involve the study of both literary sources (such as inscriptions, literature or private letters) and visual sources (such as paintings, statues and classical buildings). Topics include the Roman and Greek Pantheon, Temples, Heroes and Foundations Myths.

Component Group 2: Literature and Culture Pupils study the Homeric World, which includes the study of Key sites, Life in the Mycenaean age, Decorative arts and Tombs, graves and burials.

different subjects at A Level such as Maths or Sciences in that it opens up an alternative world full of surprising facts and unusual ideas.

Classical Civilisation helps to develop analytical skills, essay-writing skills and perhaps most uniquely, an awareness of different cultures which help us reflect more closely on our own. For instance, we think of our country as a democracy but, compared with Classical Athens, we have very few political rights. At the ancient Olympic Games, there were no second prizes, cheats were beaten as well as fined and the athletes wore no clothes. Better or worse?

External Assessment Components 1 and 2 are externally assessed in two 1 hour 30 minute papers, each worth 50% of the total GCSE. Beyond the Classroom There is a biennial trip to Italy or Greece.

Further Information Mr M G D Murray, Head of Classics, Tel 023 9236 0036 ext 326 Email m.murray@pgs.org.uk Exam Board Website: http://www.ocr.org.uk/qualifications/gcse-classicalcivilisation-j199-from-2017/

Skills Required and Developed Those thinking of studying Classical Civilisation must be prepared to write essays and learn a good deal of information. It particularly suits those with an interest in History, English, Mythology or Archaeology, but is often enjoyed by those who intend to pursue quite

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COMPUTER SCIENCE Year 9 Course Outline In Year 9 pupils are taught an introduction to Computer Science and the foundations are laid for any pupil wanting to take Computer Science for GCSE. The year consists of a good mixture of Computer Science-based theory as well as practical programming elements on HTML and Python. At the end of the year pupils will be able to create a website from scratch using only HTML code and have developed their understanding of programming concepts and design. A key goal for this year is for all pupils to have GCSE level ability programming in Python.

Years 10 and 11 Course Outline Pupils will study IGCSE Computer Science which is broken down into two main elements of Computer Science - Theory and Programming. These sections are broken down again to cover all aspects of Computer Science including data representation, communication and internet technologies, hardware and software, security and ethics. The practical programming element is broken down into algorithm design and problem-solving, pseudocode and flowcharts, programming concepts, data structures, arrays and databases.

Skills Required and Developed In order to access all aspects of the course, pupils require good computer literacy including file management, familiarity with Microsoft Office applications and a basic knowledge of programming.

In addition, this course will only be suitable for pupils with sufficient mathematical ability.

The key skills developed are the ability to design and write effective computer programs which solve given problems. In their solutions, pupils will be able to effectively validate input data, sequence instructions, manipulate, store and process data and represent the results of the processing in an appropriate format.

They will be able to plan thorough systematic testing of programmed solutions.

External Assessment Paper 1 Computer Systems Theory – 1 hour 45 minutes (50%). This written paper contains short-answer and structured questions.

Paper 2 Algorithms, Programming and Logic – 1 hour 45 minutes (50%).

This written paper contains short-answer and structured questions.

Beyond the Classroom Co-curricular opportunities are available throughout the academic year. The department runs a programming club, robotics club and also coding for girls each week during term time. We also take part in a variety of competitions and challenges such as Bebras, Oxford Computing Challenge, Perse Braben Cup and the elite British Informatics Olympiad.

Further Information Mr H Stayte, Head of Digital Learning, Tel 023 9268 1399, Email h.stayte@pgs.org.uk Exam Board Website: https://www.cambridgeinternational.org/programme s-and-qualifications/cambridge-igcse-9-1-computerscience-0984/

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DESIGN AND TECHNOLOGY Year 9 Course Outline In Year 9, pupils have one specialist teacher for the year, focusing on the fundamental disciplines required to become innovative designers. Pupils complete four projects over the course of the year, including an architecture themed animal house, a poised lamp, a bottle opener, and a rocket car which pupils get to race. These projects are designed to encourage a greater depth of understanding of design in the wider world and to further develop their practical skills. Pupils are encouraged to be creative, independent learners, drawing on and widening their practical skills and knowledge to develop a multimaterial approach to product design.

Years 10 and 11 Course Outline In Year 10, pupils complete a range of mini projects in the style of the NEA to develop key coursework skills and cover theory topics through a practical approach. Pupils will have the opportunity to research, create a design specification and brief, produce a range of design ideas through traditional hand sketches and use of 3D CAD modelling, develop these ideas through physical modelling to create a final design, which they will have to accurately make, test and evaluate. Projects include a robot themed nutcracker, pizza cutter, CAD/CAM gadget stand and skills-based projects in the different material areas. In the summer term of Year 10, pupils choose their coursework project from a range of contexts written by the exam board. This forms the basis of their GCSE portfolio. They use the skills learnt in their previous projects to research and develop ideas for their coursework culminating in a made product.

Innovation and creative thought are encouraged

throughout, and pupils find the course a very enjoyable experience. The relevant theory and exam preparation is also taught alongside these practical projects in preparation for the examination at the end of Year 11.

Skills Required and Developed Practical skills are developed using a wide range of tools, machinery and processes including lathes, traditional hand tools, casting equipment, laser cutting and 3D printing. Innovative thought, high quality graphics skills, good CAD modelling skills, problem solving, and the application of science and mathematics principles are nurtured and encouraged.

Due to the nature of the coursework for GCSE, good time management is important, and we encourage pupils to establish early routines. The skills and theory learnt in Design and Technology can be transferred to Science, Business and Maths, giving strong crosscurricular links for careers in engineering and architecture. The subject also has strong skills links to Art. External Assessment The course is examined through the AQA GCSE Design and Technology course. The coursework element (NEA) accounts for 50% of the total marks available and the terminal exam accounts for the remaining 50%. The coursework is marked out of 100.

Section A – analysis of research (10 marks) Section B – Design Brief and Specification (10 marks) Section CDesign ideas (20 marks) Section D- Design Development (20 marks) Section E – Realising the design - practical work (20 marks) Section E – Evaluating (20 marks).

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Beyond the Classroom There are links to local industry, alongside national STEM competition entries. Technology club is designed to develop pupils’ design and practical work outside of lessons, giving pupils the opportunity to explore different manufacturing techniques and processes. GCSE DT design clinics and catch-up sessions are available both at lunch and after school to help develop pupils’ practical and theory skills which they can apply to their coursework and GCSE examination.

Further Information Mr T James, Head of Design and Technology, Tel 023 9236 4227, Email t.james@pgs.org.uk Exam Board Website: https://www.aqa.org.uk/subjects/design-andtechnology/gcse www.technologystudent.com

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DRAMA

Year 9 Course Outline In Year 9, pupils take part in a wide range of Drama activities in lessons including improvisation, devised work, and scripted drama designed to both engage and to prepare for potential GCSE enrolment. There are also opportunities for some technical exploration of the use and effect of sound and lighting. The majority of the work is practical, and performance based, but written work is also set, in the form of rehearsal diaries and termly essays, to evaluate pupils’ own practical work or to review a production which they have seen.

There is an opportunity to perform in the dedicated Upper School Spring Term production, as well as take part in other projects such as the Senior production in the New Theatre Royal in the Autumn Term, and House Drama.

Years 10 and 11 Course Outline The AQA Drama course offers a range of performance and technical options in which the GCSE group will build and develop their skills, working towards the performance of two scripted extracts and an original devised piece. Alongside the latter pupils will complete coursework in the shape of a Devising Log. There is also a written examination at the end of the course which focuses on knowledge of drama vocabulary, interpretation of a set text and analysis of a live production (seen during the course).

The department organises theatre trips locally, remotely and to London to ensure that pupils see a good range of styles of theatre. As in Year 9, there is an opportunity for Year 10 pupils to perform in the dedicated Upper School Spring Term production, as well as take part in other projects such as the Senior production in the New Theatre Royal in the Autumn Term, and House Drama.

Skills Required and Developed Pupils should enjoy working with others creatively and collaboratively, reading play scripts and going to the theatre. Drama develops a wide range of physical, social and communication skills. Pupils also learn to think critically about Drama and learn to write about their own work and that of others, so they should be prepared to analyse and evaluate on paper.

Assessment The GCSE course is 30% practical and 70% written: 40% is Component 1, the written exam – “Understanding Drama”, 40% is Component 2, the devised piece – “Devising Drama” (30% Devising Log, 10% performance); and 20% is Component 3, the scripted piece – “Texts in practice”.

Beyond the Classroom PGS offers a very broad range of Drama from the Senior production at the New Theatre Royal and the Upper School play through to House Drama and technical involvement in all our projects. All pupils are encouraged to take part in co-curricular Drama either as performers or as part of the large stage crew organised by our Theatre Technician. There are many opportunities for pupils to see live productions and to participate in Drama trips within the UK and abroad.

LAMDA is currently run up to and including Year 9, and Arts Award is available for all year groups from Year 9 upwards.

Further Information Mr J F Robinson, Director of Drama, Tel 023 9236 0036, ext. 357 Email j.robinson@pgs.org.uk Exam Board Website: https://www.aqa.org.uk/subjects/drama/gcse

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ENGLISH LANGUAGE Year 9 Course Outline English Language is taught in conjunction with English Literature in Year 9. Pupils follow a curriculum designed to equip them with the higher order skills required at Key Stage 4. The programme of study includes a Shakespeare play as well as a range of poetry. Pupils will study An Inspector Calls, which will connect to the GCSE curriculum. The development of technical accuracy and speaking and listening skills is embedded into lessons. Some work is undertaken in Year 9 specifically towards IGCSE English Language, namely the exploration of non-fiction texts and “Transactional Writing”. The end of year examination for English Language will be a Transactional Writing question.

Years 10 and 11 Course Outline Pupils work towards the Edexcel IGCSE in English Language (which is taught alongside GCSE English Literature). In Year 10, we focus on a piece of coursework for “Imaginative Writing” and comprehension/analysis work on extracts from nonfiction texts. In Year 11, pupils study “Transactional Writing”, which includes writing persuasive letters or informative articles. A second piece of coursework (textual analysis) is undertaken in the first half term of Year 11. Good technical accuracy is vital and we encourage pupils to write in a concise and succinct manner. Teachers use a variety of texts and extracts to deliver the English Language specification.

Skills Required and Developed Pupils will develop the ability to write accurately and effectively in a variety of styles, including persuasive, narrative, descriptive and analytical writing, as well as learning how to deconstruct a range of texts, both

literary and non-fiction or media texts. Pupils will be introduced to a wealth of exciting and thoughtprovoking texts, which will require dedication, time and effort, but will deliver great rewards.

External Assessment Pupils will undertake two pieces of Non Examined Assessment (“coursework”) for IGCSE English Language - one in the first term of Year 10 and one in the first term of Year 11.

In Year 10, pupils sit an internal exam for English Language (Transactional Writing) as well as a mock English Literature paper. In Year 11, pupils sit a full mock paper for English Language (Non-fiction and Transactional Writing) in January. The terminal external examination will take place in May/June of Year 11.

Pupils are also required to complete a speaking and listening assessment, which is graded separately (Pass, Merit or Distinction).

Beyond the Classroom Pupils may attend appropriate theatre visits to enhance their study of drama texts and we usually run optional enrichment trips. The Library holds reading lists for every year group.

Further Information Mrs Stephanie Burkinshaw, KS4 & KS5 Coordinator for English, Email s.burkinshaw@pgs.org.uk Exam Board Website: https://qualifications.pearson.com/en/qualifications /edexcel-international-gcses-and-edexcelcertificates/ international-gcse-english-language-a2016.html

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ENGLISH LITERATURE Year 9 Course Outline English Literature is taught in conjunction with English Language in Year 9. Pupils follow a curriculum designed to equip them with the higher order skills required at Key Stage 4. The programme of study includes a Shakespeare play as well as range of poetry. Pupils will also study a modern drama, An Inspector Calls, which is one of their GCSE English Literature texts. The development of technical accuracy and speaking and listening skills is embedded into lessons. The end of year examination focuses on An Inspector Calls. Following the end of year exams, pupils study a range of non-fiction texts, developing their ability to argue and persuade.

Years 10 and 11 Course Outline Pupils work towards the Edexcel GCSE in English Literature (which is taught alongside IGCSE English Language). In Year 10, we focus on a collection of 15 poems and a novel written before 1900. Examples of prose texts pupils might study include A Christmas Carol, Silas Marner and Dr Jekyll and Mr Hyde. In Year 11, pupils study a play or prose text written after 1914 (An Inspector Calls) and a Shakespeare play (such as Macbeth or The Merchant of Venice).

Skills Required and Developed Pupils develop the ability to analyse and appreciate a wide range of texts, such as short stories, poetry, prose and drama. Skills include the ability to discern the effects of a writer’s choice of language, form and structure. By the end of the course, pupils are able to respond critically to a range of different writing styles, offering personal interpretations and exploring layers of meaning.

External Assessment Pupils take Edexcel GCSE in English Literature. The course is terminally examined and pupils sit two papers: one on Poetry and a Pre-1900 Novel (we set a mock examination for this in Year 10) and one on Shakespeare and a Post-1914 Novel or Play (we set a full mock examination for this in Year 11). Both examinations are “closed book” and so pupils will have to know their four set texts very well.

Pupils do not produce NEA (“coursework”) for GCSE English Literature.

Beyond the Classroom As with English Language, pupils may attend appropriate theatre visits to enhance their study of drama texts. Pupils should spend time reading and rereading their set texts outside of the classroom but should also be aware that reading for pleasure will enhance everything they experience and achieve in this subject.

Further Information Mrs Stephanie Burkinshaw, KS4 & KS5 Coordinator for English, Email s.burkinshaw@pgs.org.uk Exam Board Website: https://qualifications.pearson.com/en/qualifications /edexcel-gcses/english-literature-2015.html

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FOOD PREPARATION AND NUTRITION Year 9 Course Outline The Scheme of Work in Food Preparation and Nutrition aims to build on the skills learnt in Years 7 and 8. The Autumn Term focuses on analysis of the five main nutrients in our diet and includes practical sessions. During the Spring and Summer terms we study modules that incorporate bread, pastry, pasta making and International Cuisine. There is an emphasis on theory which is underpinned by a range of high level making skills. Each module is assessed by end of unit tests and a written exam at the end of the year. The learning in Year 9 forms the foundation for the GCSE course.

Years 10 and 11 Course Outline Pupils prepare for the AQA GCSE Food Preparation and Nutrition examination. The course offers an interesting and stimulating programme of study and builds upon previously acquired skills. Both theory and practical lessons are based on Diet and Health, in line with current dietary recommendations. Aspects of food storage, preparation and cooking run alongside socio-economic factors affecting our choice and consumption of food. There are strong links with Biology. Assessment is on going across practical and theory sessions, with regular one to one feedback, where pupils are encouraged to comment on their plan to improve.

Skills Required and Developed In Year 9, practical skills are developed through the use of a range of standard kitchen utensils, with the introduction of small electrical equipment. Health and Safety issues associated with handling and preparing food are studied and pupils become familiar with working independently.

Time management is a large part of the planning process

and pupils develop a wider range of skills over 5 lessons per fortnight. There are cross curricular links with Science and Geography. Formative assessment is both verbal and written, with regular feedback and a mark for each module completed. Half term grades are based on these marks.

In Year 10 and 11, during the GCSE course, food preparation skills are developed through the use of advanced utensils including large scale electrical equipment. Research is done through a wide range of sources, books, periodicals and current magazines and includes the use of nutritional analysis software.

Pupils are encouraged to work independently, not only in practical sessions but in the research for their NonExamined Assessment.

External Assessment 50% of the final marks are gained through two NonExamination Assessments: a Food Investigation and a Food Preparation Assessment with a 3 hour practical examination, both in Year 11. The remaining 50% is a 90-minute written examination.

Beyond the Classroom Pupils can further their food preparation skills in Year 9 Activities on a Monday night. In Years 10 and 11, pupils may choose to develop their practical skills as part of the Duke of Edinburgh Award. In the Sixth Form, Food for Thought is an option on the A Level Ignite! course.

Further Information Mrs A McNeice, Food and Nutrition, Tel 023 9236 0036, Email a.mcneice@pgs.org.uk Exam Board Website: https://www.aqa.org.uk/subjects/food/gcse

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GEOGRAPHY Year 9 Course Outline Geography is taken by all pupils for three periods per fortnight and one homework per fortnight is set. The textbook issued is the third in the Geog.123 series and topics covered include: Place (including place design), Tectonic Hazards (earthquakes and volcanoes), Development and Ecosystems. The Place unit is supported by a field trip to Brighton to construct a place profile of the city and to consider the extent to which it caters for protected characteristics/ Diversity and Inclusion. This trip includes a trip up the i360 tower to gain a holistic sense of place.

Years 10 and 11 Course Outline The GCSE Geography course follows the OCR Specification B “Geography for Enquiring Minds”. The course consists of three units: Our Natural World: 35% of total GCSE (1 hour 15 minute exam). This unit is made up from Global Hazards, Changing Climate, Distinctive Landscapes and Sustaining Ecosystems. This component gives learners the opportunity to explore the natural world they live in to understand how it is shaped.

People and Society: 35% of the total GCSE (1 hour 15 minute exam). This unit is made up of UrbanFutures, Dynamic Development, the UK in the 21st Century and Resource Reliance. This component investigates patterns and processes that shape the human planet. It explores the connections between people and places, questioning how these may change over time and space. The component examines the social, cultural, political and economic forces that make places unique.

Geographical Exploration: 30% of the total GCSE (1 hour 30 minute exam). The assessment of this unit draws upon both the Our Natural World and the People and Society components. There is no specific content prescribed within the assessment of this component as it is drawn from a range of topics. The synoptic nature of bringing together ideas from different topics will allow each learner to “think like a geographer”.

Skills required and developed during the GCSE course Geographical skills are fundamental to the study and practice of geography. They are integrated into all aspects of the subject. The skills required for this GCSE course are listed in the specification and provide a basis for further study and research across a range of subjects as well as being core skills for the world of work. Learning these skills in the context of the specification covering the eight topics from components (01) and (02) will stimulate learners to ‘think geographically’. Some of the skills pupils will develop are: fieldwork skills including assessing risks, data collection and analysis and report writing. They will also extend their research skills including the use of internet search engines and evaluation of webbased information. They will acquire and improve map skills and report and extended writing skills. Numeracy skills are used in the interpretation of data and problem solving skills are also deployed for the application of a range of solutions to the Decision Making Exercise. Good organisation is required to manage the range of assessment tasks.

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GEOGRAPHY continued

External Assessment The GCSE Geography course follows the OCR Specification B, full details of which can be found here: http://www.ocr.org.uk/qualifications/gcsegeography-b-geography-for-enquiring-minds-j384from-2016/ Beyond the Classroom Geography presents many opportunities for learning outside the classroom. There are two fieldwork days during Year 10 to Hengistbury Head, Dorset and the New Forest; these allow for the collection of data and to practise skills required for the Geographical Skills paper. There are other occasions when lessons may be spent locally off-site to enhance classroom learning, for example a trip to Old Portsmouth when studying the potential impacts of climate change.

There are also optional overseas trips offered to Years 10 and 11 every other year and in 2024 we will be exploring the Swiss Alps. Previous trips have included Sicily, Tenerife and Iceland. You can see the previous excursions at these links: Iceland trip, March 2018 https://youtu.be/WfT49wCVMFM, Tenerife trip, March 2019 https://youtu.be/rPlWBcX9DtU Year 12 Lake District Geography and Geology A Level, March 2019 https://youtu.be/jhhHEGJpQps Further Information Miss L Burton, Head of Geography, Tel 023 9236 0036, Email l.burton@pgs.org.uk

GREEK (WITH LATIN)* *The Classics Department offers Latin only or a combination of Latin and Classical Greek as options in Years 9-11. For details of the Latin option see under the heading Latin.

Year 9 Course Outline In Year 9 there is an opportunity for pupils to study both Classical Greek and Latin. This is a single option, combining the two subjects. Pupils study the same Latin material as those doing Latin only (see details under Latin) so that pupils are in no way disadvantaged if, in the end, they decide to opt for Latin only at GCSE. In addition to Latin, they gain an understanding of the alphabet and structure of the Greek language and start reading some stories in the original Greek. As background work we study Homer’s Iliad and Odyssey and aspects of Greek Mythology.

Years 10 and 11 Course Outline Pupils are able to continue to study Greek and Latin to GCSE in Years 10 and 11, when both subjects are taught in a single timetable allocation. Pupils selecting this option at GCSE level should normally have studied both subjects at Year 9. As with Latin, they develop their translation skills and start studying and evaluating Greek authors such as Herodotus and Euripides in the original Greek. In Latin pupils work towards the Eduqas GCSE Latin qualification which consists of three elements: Latin Language (1½ hrs); Latin literature (sources) (1 hr); Latin literature (narratives) (1 hr).

Skills Required and Developed Pupils who opt for Greek as well as Latin in Year 10 do an additional GCSE within the regular timetable.

They therefore need to be able and confident linguists who are prepared to put in some extra work.

This is not an easy option, but a highly rewarding one.

Pupils should discuss their initial choice with their Latin subject teacher or the Head of Department.

Ancient Greece has been rightly described as the cradle of Western civilisation. The writings of the first playwrights, historians, geographers and philosophers were in Greek; above all, the principles of democracy and judicial law were founded in Ancient Athens. The challenges that the study of Greek demand are well recognised by universities and undergraduates with some knowledge of Greek are much sought after by Classics Departments.

External Assessment Dependent on progress and aptitude, pupils may be entered either for the Full Greek GCSE or the Short Course. (All are entered for the full Latin GCSE. For details, please see Latin section in this booklet.) There is no non-Examined Assessment coursework.

Full Course: Greek Language 1: Unseen translation (mythology and history) (1½ hrs) Greek Language 2: Greek Prose Literature (1 hr) Greek Language 3: Greek Verse Literature (1 hr) Beyond the Classroom See Latin section Further Information Mr M G D Murray, Head of Classics, Tel 023 9236 0036 ext 326, Email m.murray@pgs.org.uk Exam Board Websites: Classical Greek: http://www.ocr.org.uk/qualifications/gcse-classicalgreek-j292-from-2016/ Latin: http://eduqas.co.uk/qualifications/latin/eduqas33 gcse-latin-spec-from-2016.pdf?language_id=1

HISTORY Year 9 Course Outline Pupils endeavour to understand some of the key themes and challenges which make up the modern world. The course is entitled ‘An introduction to the Modern World’. The course begins with a study of the Great War, its causes, course and consequences. This is supplemented by a trip for most of the year group in mid-October to see some of the key Flanders battlefield sites, while the remainder visit the Tank Museum at Bovington in Dorset. The second unit focuses on the rise of Hitler and life in Hitler’s Germany and its impact on different sections of German society including women, children and various minority groups. We then move on to undertake a brief survey of the Second World War and examine the changes and continuities with the Great War. The final unit involves a study of the development of the civil rights movement, predominantly in the US, but also with reference to the UK, looking for example at the Bristol bus boycott.

Years 10 and 11 Course Outline In order to accommodate a range of preferences for historical periods, the department continues to offer two courses. One course is the Cambridge IGCSE which focuses very much on 20th century history, while the other option is a GCSE History course offered by AQA. The IGCSE course is graded 9-1 and includes a coursework component which equates to 30% of the final mark. The GCSE course is also graded 9-1 and has no non-examination assessment.

Both courses are equally valued by employers and universities and pupils will have a free option in Year 9 as to which course they would prefer. The IGCSE course will cover a range of topics including

international relations between the wars, the Cold War into the 1960s and inter-war America. The GCSE course includes more British history and ranges over a wider time period. As well as topics such as 19th century America and conflict and tension in the modern world 1999-2009 (the war on terror), it also includes a breadth study on power and the people from c.1170 AD to the present day and Restoration England 1660-1685. A simple way to compare the two courses is to see the IGCSE as a more focused study on modern history, and the GCSE as providing a more broad-based study of the past.

Skills Required and Developed History is very highly valued by both employers and universities as a GCSE subject. It combines both vital literacy skills, such as assessing and arguing ideas on paper, and the more forensic skills of source analysis.

History seeks to develop an enquiring mind and to promote high standards of written argument. It also serves to inform us of the world around us, and how we have come to be where we are today. It requires intellectual rigour, the study of humanity (with all its good and bad points) with relevant lifelong skills. Also, and perhaps most importantly, History is interesting because people themselves are interesting. In particular, those thinking however vaguely of a career in the law, civil service or journalism would be strongly advised to consider taking History as a Year 10 option due to the skills it demands and hones. It is, though, a very worthwhile and well-regarded subject for all students who believe the past is both interesting and relevant to understanding society today.

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External Assessment The IGCSE has two written exams, each of two hours, plus coursework that is internally marked and externally moderated. The GCSE is similarly examined but without the additional coursework.

Beyond the Classroom Pupils studying History in Years 10 and 11 have the opportunity to participate in annual History trips at Easter or during October half term. A trip to Russia ran in October 2019, though is unlikely to feature again for a considerable period of time! In Easter 2022, a trip to the east coast of the USA (Boston, New York and Washington) ran, while one to Vietnam took place in October 2022. October 2023 saw a joint History and Music trip to Vienna and Budapest.

Further Information Mr S Lemieux, Head of History and Government & Politics, Tel 023 9236 0036, Email s.lemieux@pgs.org.uk Exam Board Websites: https://www.aqa.org.uk/subjects/history/gcse

https://www.cambridgeinternational.org/Images/64 9638-2024-2026-syllabus.pdf

LATIN (ONLY)* *The Classics Department offers Latin only or a combination of Latin and Classical Greek as options in Years 9-11. For details of the Latin option see under the heading Greek.

Year 9 Course Outline In Year 9 pupils continue their study of Latin with such varied topics as the Underworld, Chariots and the Circus Maximus, the City of Rome and Prophecy.

Years 10 and 11 Course Outline Pupils selecting Latin at GCSE level should normally have studied the subject at Year 9. At GCSE, study of the language itself and the investigation of aspects of Roman civilisation continue to run in parallel with each other, with Latin literature a new addition to lessons. The study of actual Roman writers is a particularly interesting and challenging feature of the GCSE. Pupils will also develop their linguistic skills to allow them to translate and answer comprehension questions on short pieces of Latin.

Skills Required and Developed New pupils are very welcome to opt for Latin although some prior experience of the language would normally be expected. If pupils are intending to start Latin from scratch, their parents should contact the school to discuss. Such pupils will be expected to undertake appropriate preparatory work prior to their arrival at PGS. Latin provides a secure foundation for English and other modern languages as well as being an interesting and challenging area of study in its own right. It also demands highly disciplined thinking and therefore ensures an excellent general training of the mind.

External Assessment The examination (Eduqas) consists of three papers.

There are no non-Examined Assessment coursework.

Latin Language Unseen translation with sections on mythology and history (1½ hrs) Latin Literature and Sources Study of literary extracts and images on a particular theme (1¼ hrs) Latin Literature (Narratives) Translation and commentary on a Latin story in prose or verse (1 hr) Beyond the Classroom The department organises a trip to visit the Roman baths in Bath. There is also an annual trip to the British Museum and a biennial trip to Italy or Greece. Pupils are encouraged to take part in the Latin Reading Competition held each year. Trips to Classical plays are also regularly arranged and there are opportunities to help out at Fishbourne Roman Palace.

Further Information Mr M G D Murray, Head of Classics, Tel 023 9236 0036 ext 326, Email m.murray@pgs.org.uk Exam Board Websites: http://eduqas.co.uk/qualifications/latin/eduqasgcse-latin-spec-from-2016.pdf?language_id=1

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MATHEMATICS Year 9 Course Outline Pupils in Year 9 start to focus on the Edexcel IGCSE syllabus. The major emphasis for all groups is on the accuracy of number work and gaining a solid understanding of algebra as these principles underpin all other areas of the syllabus. The programme of study will recap and build on work initially introduced in Years 7-8, looking at making connections across the syllabus, and then introducing some contextual questions which pupils will commonly encounter in public examinations. Pupils will also extend their knowledge of geometry to include trigonometry and circle theorems. The development of skills to analyse questions and decide on important mathematical requirements set in worded problems will be embedded into lessons.

Pupils are assessed by continuous formative assessment and regular low stakes progress checks through the year to prepare them for three formal assessments, one before Christmas, one before Easter and one towards the end of the summer term, which will test understanding of all topics covered.

Pupils use devices where appropriate to access Dr Frost worksheets and courses that follow the scheme of learning and Sparx Maths.

Years 10 and 11 Course Outline The programme of study at IGCSE covers the core topics of Number, Algebra, Geometry and Statistics to include manipulation of number and the number system, equations, formulae and identities, sequences, functions and graphs, shape, space and measure, trigonometry, vectors, transformations and an introduction to differential calculus. The statistics topics covered include the graphical representation of data, use of statistical measures and probability.

All groups sit the higher tier Edexcel IGCSE at the end of Year 11.

Throughout Years 10 and 11, the three Extend groups work beyond the IGCSE curriculum with the goal of sitting an extra qualification at the end of Year 11. The top Extend group works towards the OCR Additional Mathematics (Level 3)qualification which covers some of the material encountered at the beginning of the A Level course such as additional algebra, coordinate geometry, further trigonometry, differentiation and integration as well as some application to kinematics.

The second and third Extend groups work towards AQA Further Mathematics (Level 2 certificate) which again covers some of the material encountered at the beginning of the A Level course such as additional algebra, coordinate geometry, further trigonometry, differentiation, and matrices.

Both qualifications offer excellent preparation for further study in Mathematics and the choice to sit the exam at the end of Year 11 is largely dependent on pupils’ individual confidence levels and workload. The decision is made after careful discussion between pupils, teachers and parents. Just having been introduced to the ideas covered by the Additional Mathematics or the Further Maths course is often enough to strengthen understanding considerably and to prepare pupils for further study at a higher level.

Pass grades for the Additional Maths paper are at A to E grade as with A Level qualifications whereas Further Maths is 9 to 1. The Additional Maths course offers more challenge through its content-heavy curriculum whereas the Further Maths course offers challenge through its greater depth of problem solving and non-calculator paper, hence why there are two pathways.

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For pupils in the Core groups, AQA Further Mathematics level 2 certificate is offered as a lunchtime club to provide an opportunity for those pupils who wish to pursue further study to do so.

Skills Required and Developed A good grasp of number work (fractions, percentages, ratios, indices etc) is essential. The course aims to develop confidence in the use of mathematics to solve problems and pupils are introduced to a wide range of skills and techniques across many topic areas. Practice and experimentation are required to gain a full appreciation of the application of mathematics and pupils will be expected to develop the skills to enable them to choose appropriate methods to solve a given problem and apply these methods accurately to gain the highest grades.

External Assessment The Edexcel IGCSE course does not contain nonexamined assessment. The higher tier IGCSE is examined through two 2 hour papers at the end of the course. A calculator may be used in both papers.

There is one 2 hour examination paper for the OCR Additional Mathematics qualification. There are two 1 hour 45 minute papers for Further Mathematics, with one of them being a non-calculator paper.

Beyond the Classroom Help and support is always at hand within the department and drop-in maths academic tutoring runs every lunchtime. This is for anyone to get help with questions that they might have about tasks set or ideas covered in lessons. We encourage those experiencing any difficulty or confusion to access topic based support related to the curriculum covered in lessons during the week.

All pupils are encouraged to ask as many questions as possible to clarify understanding and there is an expectation that pupils will actively use materials and notes provided in lessons alongside support offered to practise and consolidate knowledge outside lessons.

We have a Dr Frost course for each group which pupils can access independently to gain help and support with the majority of topics when outside the classroom or at home.

Extend band pupils at PGS sit the Junior Maths Challenge whilst in Years 7-8, the Intermediate Maths Challenge in Years 9-11 and then the Senior Maths Challenge in Sixth Form, which can lead on to further competitive tests such as British Maths Olympiad rounds. There is a regular weekly Maths Puzzle club that is run in preparation for these challenges as well as weekly Maths puzzles and videos.

Alongside this we also run virtual and in-person events to inspire pupils in their love of Mathematics, taking part in team competitions run locally and nationally.

Further Information Mr T Fairman, Head of Mathematics, Tel 023 9236 0036, Email t.fairman@pgs.org.uk Mrs S Smith, Second i/c Mathematics, Tel 023 9236 0036, Email s.smith@pgs.org.uk Exam Board Website: https://qualifications.pearson.com/en/qualifications /edexcel-international-gcses/international-gcsemathematics-a-2016.html https://www.ocr.org.uk/qualifications/fsmq/ https://www.aqa.org.uk/subjects/mathematics/aqa -certificate/further-mathematics-8365/introduction

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MODERN LANGUAGES: French, German, Spanish Year 9 Course Outline Pupils receive a good grounding during Years 7 and 8 in one modern language. Those who have enjoyed it are encouraged to consider taking up a second modern language at this stage, as part of the option system, which also allows them to study all three modern languages, should they wish. There are 5 periods per fortnight in any one language.

The minimum requirement is that all pupils study one modern language in Year 9 and this must be the language they began in Year 7 in order to maximise their momentum and attainment at GCSE. Pupils from outside PGS are expected to study, as their core language, the language which they studied for longest at their previous school and select their second modern language within the option system.

Years 10 and 11 Course Outline All pupils must take one modern language at GCSE although pupils are encouraged to continue with two modern languages, if they studied two in Year 9. To encourage communication skills, pupils have regular lessons in our language laboratories giving access to the departmental websites with custom-made materials and, most importantly, the ability to speak and listen in small groups.

Skills Required and Developed The emphasis is on communication and using the target language to talk about daily life and the culture of the target language countries. The aim is to gain competence in the four main language skills: Speaking, Listening, Reading and Writing.

Additionally, pupils gain insight into European cultures and civilisations as well as a better

understanding of their own language. They develop more confidence in their use of the target language to describe daily life and issues. Pupils work towards the Edexcel IGCSE. The study of Modern Languages to GCSE will be an excellent preparation for A Level and, above all, for the world of work and leisure beyond.

External Assessment Speaking, Writing, Reading and Listening are externally assessed in the summer of Year 11 and each skill accounts for 25% of the qualification. There are two written papers and an oral exam.

Beyond the Classroom The Department provides many opportunities for pupils to experience the everyday life and culture of another country. Currently we run a Year 10 Spanish Exchange (October Half Term - Outward; March in Term Time - Inward), a Year 9 study trip to Paris (October Half Term) and a trip to the Berlin Christmas markets. There are also many more events, such as the visiting Onatti plays and the Linguistics Olympiad, in which pupils are encouraged to take part.

Further Information Mr O Stone, Head of Modern Languages and Spanish, Tel 023 9236 0036, Email o.stone@pgs.org.uk Mr P Gamble, Head of French, Tel 023 9236 0036, Email p.gamble@pgs.org.uk Mr J O‘Meara, Head of German, Tel 023 9236 0036, Email j.omeara@pgs.org.uk Exam Board Website: http://qualifications.pearson.com/en/qualifications/ edexcel-international-gcses-and-edexcelcertificates.html

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MUSIC Year 9 Course Outline The Year 9 Music course provides the opportunity for pupils to gain practical experience of a wide range of musical cultures and traditions, through listening, performing and composing. By Year 9, pupils should be developing a certain amount of practical proficiency on an instrument or voice. They are required to perform regularly and are encouraged to explore their own musical interests when selecting what to perform. It is also expected that they will be involved in at least one ensemble in their voice or instrument. A series of projects tie together composition and appraising with related listening and performing. The course topics include Programmatic and Film Music, Pop music and songwriting and World Music and Fusion.

Years 10 and 11 Course Outline In Years 10 and 11 the Edexcel GCSE syllabus is followed. Pupils selecting Music at GCSE level should normally have studied the subject at Year 9. If this is not the case, individual consultation with the Music department is required. During the two-year course, listening lessons continue to develop the pupils’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the repertoire and context of music within four areas of study. The coursework element is divided between composition and performance. Pupils submit two compositions: one free choice composition and one to a brief set by the examination board. The performance aspect assesses pupils’ ability to play or sing and perform as individuals and in an ensemble.

Skills Required and Developed Pupils should have attained a standard of at least Grade 4 or equivalent on their first instrument by the end of Year 11. Pupils should also be performing regularly in at least one ensemble. We recommend all pupils sing in the Chamber Choir.

External Assessment The compositions (at least five hours must be completed under controlled conditions and worth 30%) and performance (30%) are marked internally and sent to the examination board for moderation at the beginning of the final term. The listening paper (40%) is taken during the normal examination period at the end of Year 11.

Beyond the Classroom Academic lessons are supported by many opportunities to perform in school ensembles, attend regular trips to concerts and musical theatre shows in London and closer to home, as well as enjoy music workshops and masterclasses with visiting specialists.

Further Information Mr G Hemmings, Director of Music, Tel 023 9236 4226, Email g.hemmings@pgs.org.uk Miss S Heath, Head of Academic Music, Tel 023 9236 4257, Email s.heath@pgs.org.uk Exam Board Website: https://qualifications.pearson.com/en/qualifications /edexcel-gcses/music-2016.html

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PASTORAL CURRICULUM Year 9 Course Outline All Year 9 pupils benefit from the Pastoral Curriculum which is taught as a subject in the timetable.

The main areas of focus in Year 9 are: addiction legal and illegal drugs sex, sexuality, and sexual health.

Years 10 and 11 Course Outline All Years 10 and 11 pupils benefit from the Pastoral Curriculum which is taught as a subject in the timetable.

The main areas of focus in Year 10 are: body image, gender and mental health sexual consent and sexual assault conspiracies, extremism and terrorism.

Develop independence and responsibility Play an active role as members of society Make the most of their abilities.

External Assessment There is no external assessment for this course. Pupils will be assessed internally on their participation in the course and their acquisition of skills.

Beyond the Classroom Elements of the Pastoral Curriculum programme are complemented and enhanced by academic departments, in particular: Biology, Food and Nutrition, Geography, Philosophy and Religious Studies and Sport. The co-curricular experience of the pupils also forms part of the Pastoral Curriculum.

Further Information Mr D Frampton, Head of Pastoral Curriculum, Tel 023 9236 0036, Email d.frampton@pgs.org.uk

The main areas of focus in Year 11 are sexual consent and coercive control first aid and CPR wellbeing, stress management, and study skills.

Skills Required and Developed Pupils will develop an awareness of personal health and well being, and an acquisition of life skills and attitudes which will aid them in managing their lives and relationships in a responsible and healthy manner. Pupils should: Develop self-awareness, positive self-esteem and confidence Develop a healthy lifestyle Reflect on their impact on the environment and on non-human animals Learn to keep themselves and others safe Develop effective and satisfying relationships Learn to respect the differences between people

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PHILOSOPHY AND RELIGIOUS STUDIES Year 9 Course Outline Over the last two years, parts of our exciting Year 9 curriculum has been revamped to take account of pupils’ interest in philosophy and debating. The main theme of this year’s study is learning how to debate, sourcing information correctly using empirical methods, examining PRS’ links with other academic subjects such as Science and History, and debating topical ethical issues in the news.

An Introduction to Ethics (half term) – the pupils will learn that debating is more than just sharing random ideas on a particular thorny issue but instead will learn that ethical dialogue needs to be reasonable and persuasive. They will look at issues such as the death penalty and other ethical issues of their own choice.

Religious and philosophical responses to the Holocaust (one term) – pupils will look at the causes of the Second World War and the ways in which Jews were treated by the Nazi regime.

They will look in particular at responses from Jews who survived the concentration camps.

Exploration of Good and Evil through the books of Harry Potter Years 10 Course Outline We follow AQA Religious Studies Specification A and pupils are required to answer questions from the following two papers: Buddhism: Beliefs and teaching Themes Paper: Application of Buddhist teachings to themes such as Crime and Punishment, Abortion, Euthanasia, Gender and Sexuality

Year 11 Course Line We follow AQA Religious Studies Specification A and pupils are required to answer questions from the following papers: Christianity: Beliefs and teachings Study of Buddhism and application to moral issues (see above for themes) Study of Christianity and application to moral issues (see above for themes).

Skills Required and Developed Knowledge and understanding of two religions, their beliefs, practices and ethics The ethical and philosophical beliefs of these two religions. Examples include arguments for the existence of God, concepts of life and death, capital punishment, equality between men and women, abortion and euthanasia.

External Assessment Both modules are sat at the end of Year 11; there is no non-examined assessment.

Beyond the Classroom Years 10 and 11 are invited to the fortnightly D&I meetings, plus there is a trip to Auschwitz memorial camp in October for Year 10. We have the Philosophers Cafe, meeting fortnightly to which Years 9-11 are warmly invited.

Further Information Dr R Richmond, Tel 023 9236 0036, Email r.richmond@pgs.org.uk Exam Board https://www.aqa.org.uk/subjects/religiousstudies/gcse

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PHYSICAL EDUCATION

Year 10 and 11 Course Outline Pupils who choose this option will study the AQA specification for GCSE Physical Education. This is one of the most varied GCSE subjects that can be studied, including anatomy and physiology, biomechanics, health, fitness and wellbeing, diet, sport psychology, engagement patterns in different groups in society, commercialisation of sport, ethics in sport, performance enhancing drugs and many others. The course is classroom-based but a pupil’s core PE lessons will be used for the teaching and assessment of some of their practical performances.

External Assessment The course is made up of two written papers (60%) and a non-examined assessment (40%).

Paper 1 – The human body and movement in physical activity and sport (30% of GCSE) Paper 2 – Socio-cultural influences and wellbeing in physical activity and sport (30% of GCSE) NEA Practical performance 1 – team sport (10% of GCSE) Practical performance 2 – individual sport (10% of GCSE) Practical performance 3 – either a team or individual sport (10% of GCSE) Analysis and evaluation of performance to bring about improvement in one activity (10% of GCSE) A full list of team and individual sports can be found on pages 46-49 of the AQA specification. There is a full list of disability/specialist sports if required.

Beyond the Classroom It is fully expected that pupils studying GCSE PE will be training and regularly competing in their three sports for assessment. We would also expect GCSE PE pupils to play a full part in the PGS sporting programme throughout the year, especially in the sports that the pupils are being assessed in for their practical performances. Should a pupil select a sport or activity which is not part of the PGS sports programme, then they will need to provide video evidence of skills and competitive performances.

Pupils’ practical performances will be assessed against nationally- standardised criteria which require high technical proficiency and high-level competitive performances.

Skill Required and Developed Pupils will develop the skills needed to analyse and evaluate information. They will also learn and develop confidence to justify their answers. As part of their NEA performance, pupils will be able to analyse their own performances in a sport of their choosing, picking out strengths and weaknesses and creating an action plan to improve a skill and a weakness in their fitness. They will also develop a range of technical and tactical skills in a variety of sports.

Further Information Mr A Seddon, Head of Physical Education, Tel 023 9268 1388, Email: a.seddon@pgs.org.uk Exam Board https://www.aqa.org.uk/subjects/physicaleducation/gcse/physical-education-8582

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PHYSICS Year 9 Course Outline Pupils explore key ideas providing the foundation for the GCSE AQA Physics course. Important, fundamental topics are covered through a very practical approach. These include Electromagnetism, Wave Physics, Optical Systems, the Electromagnetic Spectrum and Energy resources.

Years 10 and 11 Course Outline Pupils are offered the route through GCSE that we feel will provide them with the most suitable understanding of Physics for their future. All pupils cover similar topics, but may pursue different courses, as explained below. Topics covered will include most of the following: Year 10: Forces and motion, Static electricity, Electrical circuits and components, Electrical power and safety, Energy transfers, Materials, Thermal Physics.

Year 11: Waves and the electromagnetic spectrum, the particle theory of gases and liquids, Optical physics, EM induction and its applications, Radioactivity and Nuclear Physics, Sound and Space.

Skills Required and Developed It is expected that pupils will: Develop a deeper understanding and appreciation of the key ideas in Physics, which underpin modern technology and ask the Big Questions about Life, the Universe and Everything!

Develop critical skills in data analysis, evaluating evidence and understanding scientific methods Develop an informed and balanced approach to weighing up the risks and benefits of scientific advances

Develop confidence in practical skills and the discipline to thoroughly analyse and draw conclusions from the results Develop confidence and fluency in communication, teamwork, mathematical skills and the application of ICT in scientific contexts Above all, apply themselves to solving unfamiliar problems using the knowledge and practical skills they have acquired External Assessment At PGS about 80% of pupils are entered for each of the three sciences separately for AQA GCSE. The remainder of the cohort is entered for a qualification called Combined Science GCSE. Although the pupils take examinations in each of the three sciences separately, the results in these examinations are combined to give a total score that is converted to a double grade. Typically, pupils in the Upper and Middle band sets take separate science qualifications, but the final decision for individual pupils is made based on performance during Year 10 and on the Year 10 summer examination. The separate science qualifications at PGS provide an additional level of challenge that many of our pupils find stimulating and can help pupils demonstrate high academic ability in Science. However, we are sensitive to pupil attainment and the reduced content of the Combined Science course means that there is a greater chance for success as there is more time to focus on the challenging concepts. Pupils following the Combined Science route can also devote greater focus to their attainment in other subjects.

Furthermore, the summation process can be useful in helping gain a better overall grade than would be obtained separately.

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The Combined Science examination does not disadvantage in terms of the opportunity to take any form of science education further at A Level.

Beyond the Classroom Year 9 are involved in the Lockheed Martin Engineering Challenge and trips and lectures are organised as appropriate for all years. . The Physics department has links with local industries and actively seeks opportunities to invite guest speakers to enrich and extend pupils knowledge.

Further Information Mrs S McLean, Head of Physics, Tel 023 9236 0036, Email s.mclean@pgs.org.uk Exam Board Website: http://www.aqa.org.uk/subjects/science/gcse/physi cs-8463

GAMES IN THE UPPER SCHOOL Our Purpose is to: “Instil a love of sport in our pupils so that they continue to take part in physical activity beyond PGS” The department aims to provide all pupils with expert coaching through their activities in Upper School. We want to encourage as many pupils as possible to represent the school at an appropriate level through the provision of concurrent sporting activities and A, B, C and occasionally D team fixtures, while maintaining the highest standards of sporting behaviour. We are particularly proud of the percentage of pupils who represent the school and this process gathers momentum annually. Pupils also have the opportunity to represent their House in a variety of activities. Many co-curricular clubs are offered at PGS and these are open to all pupils.

Pupils wishing to represent the school in fixtures are expected to attend these clubs. As well as a competitive performance programme we also offer fitness training, aerobics, badminton, and squash to pupils in Year 11. Consistently high levels of effort is one of the ways in which success is measured and, along with the challenge to work outside of personal comfort zones, pupils will inevitably encounter improved performance in their chosen games option.

Coaches invest in all boys and girls in all age groups, with the aim of developing teams which are competitive at County, Regional and National level.

Pupils are actively encouraged to represent Regional or National teams.

The quality of opposition in inter-school fixtures is selected to challenge our pupils to continually make progress. All individuals and teams are encouraged to improve performances rather than focusing solely on the outcome of the event. Pride and an understanding of the importance of representing the school in a mature and dignified manner are benchmarks of success.

Further Information We have our own PGS Sport website www.pgssport.uk Parents’ guide to PGS Sport can be found on the PGS website: https://www.pgs.org.uk/beyond-theclassroom/sport Director of Sport, Mr Simon Copleand, Email s.copeland@pgs.org.uk Head of Rugby, Mr Henno Venter, Email h.venter@pgs.org.uk Head of Hockey, Mr Alex Leach, Email a.leach@pgs.org.uk Head of Netball, Miss Robyn Tourino, Email r.tourino@pgs.org.uk Head of Tennis, Mr Steve Hawkswell, Email s.hawskwell@pgs.org.uk Head of Athletics, Miss Amy Chaplin, Email a.chaplin@pgs.org.uk Head of Cricket, Mr Scott Curwood, Email s.curwood@pgs.org.uk Assistant Head of Hockey, Mr Will Gammon, Email w.gammon@pgs.org.uk

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Upper School Curriculum 2024