Year 9 Subject Choices for September 2015

Year 9 Subject Choices for GCSE September 2015

Wimbledon

High School

Index

Subject Page Introduction

3

Examined Core Subjects Mathematics English and English Literature Sciences (Biology, Chemistry and Physics)

5 6 7

Optional Examined Subjects Languages Modern Languages (French, German, Spanish) Latin Classical Greek Humanities Geography History Philosophy and Ethics (Religious Studies)

Creative and Technological Art & Design Computer Science Design and Technology (Graphics with Product Design and Textiles) Drama Music Physical Education

Year 10 Curriculum

Thursday 8 January 2015 Tuesday 13 January 2015 Thursday 5 February 2015 Tuesday 10 February 2015

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9 10 11

12 14 16

18 20 22 24 26 27 28

Options Evening for Parents Interviews begin for all Year 9 pupils Parents’ Consultation Evening Last day for return of completed choice forms

Introduction “It is our choices … that show what we truly are, far more than our abilities.”

Dumbledore, Harry Potter Congratulations and welcome to your future! This is a key moment for you, because it is your first chance, after 10 years of education, to make an individual choice about what you want to study at school from September 2015.

Before you make your choices, read this booklet carefully: it has been produced to help you.

Ask your teachers about what it means to study their subject for GCSE or IGCSE and talk to older girls who are currently studying the various subjects you are considering. You will have the opportunity to discuss your choices on an individual basis with your form tutor, your Head of Year or a senior member of staff. The Year 9 Options and Consultation Evenings, your options interview and work in PSHE are important because they will help you, together with your parents, to make an informed choice.

The WHS GCSE curriculum is deliberately constructed to ensure that you have a broad and balanced spread of subjects, so that you are not disadvantaged by dropping a subject now which proves important for your next set of decisions and the next step on your way to fulfilling your ambitions. However, do not forget that there are many ways of reaching the same goal: most courses can be followed at different levels and retraining will become part of the general pattern in the future, whatever career you follow initially. This is the main reason why we recommend that your choices now should cover the full range of subject areas: humanities, languages, creative and technological subjects. As a result you will have the flexibility necessary, if you want to change direction in the future. It is also important that you think very carefully about the number of GCSEs you take. It is quality not quantity that counts; universities are much more interested in the grades you achieved than the number of exams you sat.

Some of you may have a clear idea about what you want to study at A Level and at university, as well as your eventual career, so you should research the subjects that you will need. If, however, you do not have any idea about your future (and I expect that this is most of you), do not worry.

Choose those subjects that you enjoy most, that you find fascinating and that present you with a challenge. Choose those that inspire wonder in you… if you do that, you will enjoy every moment of the next two years.

GCSEs are designed to test the whole range of ability, and hard work will bring success; the next two years should be very exciting as well as tough and challenging at times. We are all here to help you.

You are embarking on the next stage in the great, lifelong adventure of learning. Enjoy it and good luck!

Jane Lunnon Head

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Examined Core Subjects

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Mathematics Board: Edexcel IGCSE

Everyone continues to study Maths. At WHS we will be preparing all pupils to sit the higher tier International GCSE.

Key Aims • To develop knowledge and understanding of mathematical concepts and techniques.

• To give pupils a foundation of mathematical skills for further study in Maths or in related areas.

• To enable pupils to enjoy using and applying mathematical techniques and concepts and to be confident in problem solving.

• To give the pupils an appreciation of the importance of maths in society, employment and study.

Assessment • • • • •

The standards in IGCSE Maths are equivalent to Edexcel’s UK GCSE in Maths.

There are two exams at the end of Year 11. Each counts for 50% of the final mark.

The exam papers are balanced in terms of topics and difficulty.

Questions are accessible to pupils across the whole WHS ability range.

There is no coursework.

About the Course • As with KS3, the syllabus content contains work from the 4 sections we cover each year: Number, Algebra, Shape & Space and Data Handling.

• In addition, we will be developing problem-solving skills by posing open-ended questions, which require the students to select appropriate techniques in a variety of contexts.

Additional Mathematics: FSMQ Board: OCR

In Year 11, pupils in Set 1 will be given the opportunity of studying this ‘Free-Standing Mathematics Qualification’ in addition to their Mathematics IGCSE. It is aimed at pupils who pick up Mathematics topics with ease and have the time and desire to study Mathematics at a greater depth.

Additional Mathematics touches on some topics from the A-Level and is therefore good preparation for girls considering taking Mathematics in the Sixth Form, particularly Further Mathematics. The content is comparable with one-sixth of the A-Level, but is covered at some speed in after-school lessons in Year 11, hence the limitation to Set 1 girls. It is a ‘nice to have’, not a necessity: many pupils continue to study Mathematics A level without it, although those considering Further Mathematics are advised to take it.

Set 1 pupils will be told more about it at the end of Year 10.

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English and English Literature Board: Cambridge IGCSE

The teaching of the English and English Literature courses is integrated, so students will be taking both the English Language and English Literature examinations.

English

You will increase your ability to understand the spoken word and to express yourself effectively in a number of formal and informal oral activities inside and outside the classroom. Activities include debates, individual speeches, role-play and group presentations to the class.

The ability to read, understand and respond to all types of writing and the skills of information retrieval, analysis of writers’ methods, creative and directed writing will be developed by studying literary and non-literary material in class . You will undertake a range of writing tasks to help you express your ideas clearly and accurately, matching style to audience and purpose.

One of the English Language examination questions will test your ability to retrieve information from passages taken from a fiction or non-fiction text and to use that information to do your own, original piece of writing. This may be in the form of a script of a speech, a report, a letter or an article. The second question will test your ability to ‘read between the lines’, infer, and respond to a writer’s techniques when handling an extract from a short story, novel or nonfiction text. Summary skills are examined in a third task.

For both Language and Literature there is a coursework element; English Language coursework covers a range of types of writing: creative, discursive and informative. Coursework assignments will mostly be started in school and finished at home. The Exam Board requires evidence of drafting and re-drafting. For English Language, three pieces of coursework, covering a range of writing skills, are required.

English Literature

You will study three texts for the examination and will be required to answer a question on each of them. You are encouraged to annotate your own copies of these texts while studying them and clean copies of the Drama text are provided for the examination as per regulations. The texts will be a selection of poetry, drama and prose. For example, Thomas Hardy’s Poetry, ‘All My Sons’ by Arthur Miller and a prose text which will be a selection of short stories. For your coursework option you will study some complementary texts, including a Shakespeare play and a pre-20th century prose text and submit two pieces of written work of 1000 words.

Methods of Assessment

In addition to sitting the examination papers, each candidate must submit a coursework folder for both English Language and Literature showing achievements in creative writing and essays demonstrating a range of skills. This is worth 50% for English Language and 25% for English Literature. Reading skills as well as writing objectives must be demonstrated by response to both non-fiction texts and extended literary texts, including Shakespeare.

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Sciences

Biology, Chemistry and Physics Board: Edexcel IGCSE For the rest of Year 9 and during Years 10 and 11, students will continue to study Biology, Chemistry and Physics taught by subject specialists, resulting in three separate Science IGCSEs.

Overview

The IGCSE courses include aspects of science appropriate for the 21st century, with a straightforward linear assessment model. Investigative skills are assessed through the written examinations. The science IGCSEs provide an excellent and relevant foundation for progression to the study of A-levels.

The Edexcel International GCSE science specifications enable students to: • acquire knowledge and understanding of scientific facts, concepts and principles; • develop an appreciation of the significance of scientific facts, concepts and principles and the skills needed for their use in new and changing situations; • appreciate the importance of accurate experimental work to scientific method and reporting; • form hypotheses and design experiments to test them; • sustain and develop an enjoyment of, and interest in, the study of science; • evaluate, in terms of their scientific knowledge and understanding, the benefits and drawbacks of scientific and technological developments, including those related to social, environmental and economic issues.

Assessment summary

Examination papers sat at the end of Year 11 assess the sciences across all the Assessment Objectives, as set out by the specifications (4BIO, 4CHO, 4PHO). Each science subject has two papers.

Paper 1 (Two hours) All the content in the specifications which is not in bold will be assessed in Paper 1. The maximum mark for this paper is 120.

Paper 2 (One hour) All the content in the specifications, whether bold or not, will be assessed in Paper 2. The maximum mark for this paper is 60.

There will be a range of compulsory, short-answer structured questions in both papers, which are ramped to ensure accessibility for all our students.

Students may be required to perform calculations, draw graphs and describe, explain and interpret scientific phenomena. Some of the question content will be unfamiliar to students; these questions are designed to assess data-handling skills and the ability to apply scientific principles to unfamiliar information. Questions targeted at grades A* – B will include questions designed to test knowledge, understanding and skills at a higher level, including some questions requiring longer prose answers.

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Optional Examined Subjects

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Modern languages French, German and Spanish Board: Edexcel IGCSE What Does The Study of Languages Offer?

Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. Pupils learn to appreciate different countries, cultures, communities and people. By making comparisons, the students gain insight into their own culture and society.

The ability to understand and communicate in another language is a lifelong skill benefiting education, employment and leisure in this country and throughout the world.

Learning languages gives pupils opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity.

Furthermore the language learners explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways.

The development of communication skills, together with the understanding of the structure of language, lays the foundations for future study of other languages and supports the development of literacy skills in a pupil’s own language.

Source: QCA Website

Examination Board and Topics

For the International GCSE examination we use the Edexcel Board, which specifies five topic areas. These are: 1. Home and abroad 2. Education and employment 3. House, home and daily routine 4. The modern world and the environment 5. Social activities, fitness and health

Information on Examinations: Papers Paper 1, Listening

Paper 2, Reading and Writing Paper 3, Speaking

Duration Weighting Approximately 45 minutes 25% (which includes 5 minutes reading of questions) 1 hour 30 minutes 50% 10 minutes 25%

• Each paper is targeted at grades A* to G. • Students are assessed positively which means the assessment criteria ‘reward and do not penalise’.

• Almost all questions and answers will be in the target language.

• The students’ responses to the Listening and Reading papers will be assessed for communication only.

• However, in the writing and the oral exam, half the points are awarded for extended vocabulary, more complex structures and accuracy.

• Students cannot use dictionaries in the exams.

Spending Time Abroad

We highly recommend that our students visit the countries whose languages they study, at some stage during their two-year course. A visit is highly motivating and brings to life everything learnt in the classroom. The students could attend a language course, participate in a home stay or exchange visit, or the family might plan a holiday to the target-language country.

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Latin

Board: OCR sic itur ad astra

(“This way to the stars”). Virgil Latin is a subject of great breadth and diversity, which captivates students’ interest and imagination through its rich culture and fascinating history, its elegant language and stimulating literature.

Course Aims and Benefits

The course aims to develop a greater understanding of the Roman world and its influence on modern society. An increased knowledge of the Latin language can provide an awareness of the many links with modern European languages, including French and Spanish. The logical structure of Latin will help you develop an analytical approach to other languages. It is possible to study Latin alongside another European language at GCSE. The main aim of studying Latin is to gain access to the wealth of famous literature from the classical world and develop an appreciation for Latin literature in its cultural context. To that end, the department runs a variety of trips, including a visit for year 10 students to the Roman city of Bath (Aquae Sulis). As well as being exciting and inspiring, this course helps you develop an intellectual flexibility, which will be useful in further study and subsequently a wide range of jobs.

Course Content

The course continues to use the Cambridge Latin Course, alongside a variety of media, including films, images and web resources to aid understanding. Two set texts are studied, one prose and one verse. The current texts include a selection from Pliny’s Letters, including the famous letter providing an eye-witness account of the eruption of Mount Vesuvius in AD 79, as well as part of Book 9 of Virgil’s great epic The Aeneid, in which two young Trojan warriors embark on a doomed night-time mission to try to get a message to their leader Aeneas.

Assessment

At the end of Year 11 students take four examination papers: Language 1 (Mythology and Domestic Life) Language 2 (History) Verse Literature Prose Literature

1 hour 1 hour 1 hour 1 hour

25% of marks 25% of marks 25% of marks 25% of marks

The course caters for a variety of interests: literary, linguistic and historical, which makes it an excellent complement to a wide range of other subjects. Latin is highly regarded by universities and employers alike, whatever discipline or career you intend to pursue.

Controlled Assessment

There is no Controlled Assessment for Latin.

Head of Classics:

Please see Mr Wilmore if you require further information.

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Classical Greek Board: OCR

“The unexamined life is not worth living.”

Socrates Classical Greek GCSE is completed over two years. It provides suitable challenge for able linguists and those with an interest in the culture and history, myths and legends of classical Greece. The course is well-suited for those who are studying Latin, but can be studied equally well as an independent option.

Course Aims and Benefits The course aims to develop a greater understanding of the classical Greek world and its influence on modern society, particularly in the fields of science, history and our political systems. As you begin the language from scratch, the course will help you develop analytical skills and an appreciation of language, enabling you to discover some of the many links between Classical Greek and languages still spoken today.

The main aim of studying Classical Greek is to gain access to the wealth of famous literature from the classical world and to develop an appreciation of Greek literature in its cultural context. To that end, the Department runs a variety of trips, including visits to see classical Greek plays in London, Oxford and Cambridge. As well as being exciting and inspiring, this course helps you develop an intellectual flexibility, which will be useful in further study and subsequently a wide range of jobs.

Course Content The course followed is John Taylor’s Greek to GCSE, which provides understanding of Greek language and culture. Two set texts are studied, one verse and one prose. The current prose text is a selection of passages from Lucian’s ‘A True Story’, arguably the first ever science fiction novel, about a journey to the moon; the verse text is from Book 21 of Homer’s Odyssey (one of the earliest pieces of literature in the western world), which tells how, on returning home from the Trojan War, the hero Odysseus prepares to deal with the numerous suitors he finds who are trying to marry his wife Penelope.

Assessment

At the end of Year 11 students take four examination papers: Language 1 (Mythology and Domestic Life) 1 hour Language 2 (History) 1 hour Verse Literature 1 hour Prose Literature 1 hour

25% of marks 25% of marks 25% of marks 25% of marks

The course caters for a variety of interests: literary, linguistic and historical, which makes it an excellent complement to a range of other subjects. Classical Greek is very highly regarded by universities and employers alike, whatever discipline or career you intend to pursue.

Controlled Assessment

There is no Controlled Assessment in Classical Greek.

Head of Classics:

Please see Mr Wilmore if you are considering Classical Greek.

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Geography Board: Edexcel (Geography B) Evolving Planet Geography is a subject that often makes the news and case studies are drawn from all over the world. You will be expected to develop a responsible attitude toward your studies, whether working on your own or in groups. You should be able to draw maps, handle statistics, write essays and make sound geographical decisions using available resources. Empathy with different viewpoints is important as well as understanding geographical processes. The world in which we live is likely to change more in the next 50 years than it ever has before over the same period of time.

Geography explains why the world is changing, and helps us to prepare for those changes.

Is this the right subject for me?

In order to answer this question, ask yourself what you enjoy about studying geography. Try these questions. Do I want to… …learn about and understand the world I live in? …develop skills that will help me in other subjects and in employment, such as ICT and research? …complete practical work away from the classroom? …learn how to work in a team with other students? …learn through investigating, not just listening and reading?

What will I learn?

The world is always changing. This specification gives you the chance to learn about those changes. There are four units.

Unit 1: Dynamic Planet This will give you a sound understanding of important physical processes such as geological processes, ecosystems, the atmosphere and climate, and the hydrological cycle. These topics are interlinked and, although you may study them separately, the unit is designed to show you how physical geography combines to create a ‘life support system’ for the planet.

Unit 2: People and the Planet This focuses on human geography. In a similar way to Unit 1, it links together to build an overall understanding of human geography. You will study how populations grow and change, where people live and work, and how they exploit and use resources.

There are also options in Units 1 and 2, so you will choose to study some topics in more depth such as rivers or coasts, cities or the countryside, development or economic geography and oceans or extreme climates.

Unit 3: Making Geographical Decisions This is a decision-making exercise, where you study a specific topic, such as Antarctica, in detail.

This is designed to teach you how to make decisions about that topic, based on the evidence studied. The skills you will learn in this unit will be valuable in all aspects of this GCSE in Geography, and in the rest of your life.

Unit 4: Researching Geography This will involve undertaking research, carrying out fieldwork and then writing it up. The research and fieldwork can be undertaken out of class, but the writing up will all be in class time. This means you have to spend less time at home doing your geography coursework.

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How will I be assessed?

Core Units 1 and 2: the main exam papers are resource-based. You will have maps, photographs and diagrams to help you answer the questions. Questions will range from short questions up to larger, extended-writing questions.

Unit 3: Making Geographical Decisions is a decision-making exercise. Questions will assess your understanding of a variety of resources in relation to environmental issues and sustainability.

Unit 4: Researching Geography is the controlled assessment (coursework) unit. You will complete fieldwork and data collection for this unit, and analyse and write up your results in class.

Each of the four units is worth 25% of the GCSE marks.

What about the field trip?

There will be a field study visit in April of Y10 to study coastal management in North Norfolk. This will provide you with the opportunity to collect primary information for your GCSE controlled assessment. On your return you will use the Internet to research secondary data and write up your investigation for Controlled Assessment.

How can Geography help me with a future career choice?

Statistics show that, compared with students of other subjects, geographers are among the most employable. This is because geographers possess the abilities and skills that employers seek.

Geography really is an education for life. Employers and universities value the broad range of transferable skills that Geography delivers. Geography fits neatly with science, arts and humanities. Geographers also tend to have very good ICT skills. A GCSE in Geography is excellent preparation for a career in planning, resource and countryside management, tourism and recreation and, environmental management and development. Past WHS Geographers have taken up careers in fields as diverse as law, accountancy, teaching, the civil service, international development and the charities sector.

Next steps!

If you would like to find out more about the issues and topics that modern geographers study visit the following sources: • Gapminder website: http://www.gapminder.org • WorldMapper website: www.worldmapper.org • The Royal Geographical Society’s Geography in the News website: www.geographyinthenews.rgs.org • The National Geographic magazine website www.nationalgeographic.com/index.html • Google Earth applications eg real time earthquakes from the United States Geological Survey: KML file can be downloaded at http://earthquake.usgs.gov/learn/kml.php

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History Board: Cambridge International Examinations IGCSE “Not to know what went before you is to remain forever a child.”

From the memorial plaque at Auschwitz Extermination Camp.

The past is the spotlight on the present. In History GCSE you’re not expected to learn lots of facts and dates. Instead, you’re taught to think, then make up your own mind – the very practice of History itself.

Why take History?

It develops a whole range of skills that are invaluable in later life. Here are just some of the advantages of studying History: • You will use information effectively - this can help shed light on a particular problem or issue confronting an organisation or individual. You will weigh up conflicting factors carefully before taking critical decisions.

• You will be analytical and critical when considering information presented to you.

• You will understand how and why humans behaved as they did - and may behave in similar circumstances again. This can be vital in relations with the most complex factor in any job your colleagues!

• You will learn the arts of oral debate and expressing a clear personal point of view - invaluable skills at job or university interviews.

• You will enjoy looking at the past! It’s fun! People in the past were every bit as clever, stupid, interesting and varied in personality as people today.

• You will see how studying the people of the past can give you real insight into people alive now. It will help you understand how and why humans behave as they do when confronted with the crises of today. Unless you become a lighthouse keeper or a hermit, you’ll need to understand other people with all their complexities. Knowledge of people is the greatest asset of all.

• You will see how many of the problems and strengths of the world today have their roots in the past: great or mistaken decisions; combinations of developments; conspiracies or complete mess-ups all played their part!

What does that mean in terms of what you’ll do in lessons?

History is taught through many ways, for example: • role-plays; • constructing a reasoned argument both in writing and in debates; • fun simulations designed to make ideas easier to grasp; • using a range of multi-media resources.

This all means that, by the end of the course, you won’t be repeating the ideas of others; instead you’ll be a true historian with convincing views of your own.

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How are you assessed?

The course is made up of:

3 examination papers

The Core Unit we study is:

The C20th: International Relations since 1919

The Depth Study we currently study is:

China, 1930 – c1990

The examination papers cover a mixture of source analysis and recall skills, but is most certainly not all essays by any means. As for the topics we cover, they are interesting, challenging and very relevant to today’s world - so ask you teacher for more information about these units.

This year (2014/15) we are again offering Year 11 the chance to visit Berlin and we intend to offer this trip to the current Year 9 and 10 - or to even more ‘exotic’ locations! This would be optional, but is designed to supplement your studies in an interesting and enjoyable way. The cost will depend on the destination, but is currently in the region of £480.

Where can History take you in the future?

Anywhere and everywhere! Universities and employers recognise the skills you develop in studying History. They want people who are: • independent thinkers; • open-minded; • disciplined; • good at problem-solving; • able to pick out the essential from the trivial.

This is what studying History is all about – as we said at the start of this section. We’ll leave the last word to the ‘Which?’ company: ‘historians are regarded as having had an education that trains their minds to assemble, organise and present facts and opinions and this is a very useful quality in many walks of life and careers…history is an excellent preparation for very many other jobs’.

So History really can help you end up wherever you want to be!

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Philosophy and Ethics (Religious Studies) Board: AQA (Specification A)

“I just think the word love gets tossed around a lot. I don’t think it means much anymore. Of course it means something, when it’s meant truthfully. Love is a very precious thing and it’s something everyone seeks.”

Spencer Matthews, 2013

What is the course about?

You don’t have to be a cast member of Made in Chelsea to think about life’s great questions once in a while (see above). The Religious Studies department offers an exciting new course that covers the main issues of Philosophy and Religion as well as Religion and Ethics. The two units you will study cover the following fascinating topics – Philosophy and Religion • The Existence of God - some of the main arguments including the Cosmological and the Design arguments • The role of Religious Experience in religion and in proving that God exists • The Problem of Evil - the contradiction between an all-knowing, all-loving, all powerful God and the existence of evil and suffering as well as the different ideas about the origins of evil • The Free-Will Defence as a theory about a loving God who accepts evil because it might lead to something better and religious responses to evil • Science and Religion - the interpretations of the stories of creation (e.g. Genesis 1 and 2) including the fundamentalist approach to these stories • Big Bang and other scientific theories • The Darwinian view of evolution • Fundamentalist views on evolution • The afterlife - evidence for and against the existence of an afterlife • Reincarnation and rebirth - arguments for and against these beliefs Christian Ethics • Abortion - views on when life begins, pro-life and pro-choice arguments, alternatives to abortion • Euthanasia - types of euthanasia - voluntary and non-voluntary, views about the right to self-determination and the role of the hospice movement • The use of Medical Technology - Fertility Treatments including artificial insemination, in vitro fertilisation (IVF), surrogacy (as an alternative to standard fertility treatments), Gene Therapy and Genetic Engineering and designer babies • Sexual Relationships and sexuality - including heterosexuality, homosexuality and contraception • The use of drugs • Marriage - religious and civil marriage ceremonies, alternatives to marriage, including cohabitation and civil partnerships and attitudes to divorce and remarriage • Prejudice and Discrimination - causes of prejudice and discrimination • Global concerns - including environmental problems, destruction of natural habitats, use and abuse of natural resources and climate change

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• • •

World Poverty - characteristics of Less Economically Developed Countries (LEDCs) and causes of poverty War and Peace - causes of war, the Just War theory, pacifism, terrorism, nuclear warfare and proliferation Crime and Punishment - the causes of crime, punishment and its impact on society and the individual including fines, imprisonment, community service, and the death penalty (capital punishment)

Who takes Philosophy and Ethics GCSE?

Anyone who has some curiosity about, interest in and sensitivity to religious ideas and ethical issues will enjoy the course. You may be uncertain about what you believe and be open to new insights; you may have strong traditions in your family and firm convictions of your own and wish to study them in depth; perhaps you would rather develop an understanding of unfamiliar beliefs and cultures in order to enhance your career prospects, become a better citizen or travel the world with greater enjoyment.

What is in it for you?

Religious Studies will help you develop marketable skills and aptitudes including: • • • • • • • • •

analytical and strategic thinking; research skills; critical judgement; the ability to work with abstract, conceptual ideas; an ability to ‘understand both sides’ and negotiate and resolve conflict; problem-solving skills; leadership skills; understanding of the impact of conflicting ideologies; an appreciation of human diversity, belief systems, cultural and spiritual experiences.

These skills are particularly useful for future careers in law, education, social work, politics, medicine, administration or the media and can be a preparation for later studies in psychology, philosophy, anthropology and sociology as well as theology.

How will you study?

We don’t read through textbooks every lesson – we discuss newspaper articles and learn from debate. You will continue to use active-learning techniques such as role-play, brainstorming and group discussion. An interest in up-to-date issues is essential to get the most out of studying Philosophy and Ethics.

The curriculum will be enriched by visiting speakers: for instance, members of a particular faith, or a chaplain from a local hospice.

How will you be assessed?

There will be two examination papers of 1 hour 30 minutes.

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Art and Design Board: Edexcel

Is this the right subject for me?

In order to understand our increasingly visual world, we need to have a basic working knowledge of the art and design practices, processes and skills involved in creating and interpreting images.

If you are considering studying Art and Design you should have a commitment to, and love of, the subject and feel motivated to develop your visual skills and express your ideas by working through projects and assignments. Ask a member of Year 11 whose GCSE course is reaching completion and she will tell you it is challenging and fun.

What do I need to know, or be able to do, before taking this course?

This course is suitable for students who are: • keen to develop their visual skills; • creative, enthusiastic and imaginative; • able to sustain an investigation; • keen to visit galleries, museums, workshops and studios; • willing to experiment and take risks; • willing to review their progress and make improvements.

What will I learn?

GCSE Art and Design covers a range of activities and in-depth assignments. How many different ways are there of approaching and solving a problem? You have the exciting prospect of discovering your own personal solution and the satisfaction of seeing your own progress and development. You will be able to explore your own strengths and preferences and build a portfolio of work.

This specification mainly explores drawing and painting, but it is broadly-based and will also include some mixed media work, printmaking and three-dimensional work. The prime intention is to emphasise the importance of a wider understanding of the nature of art and design. You design the course within the broad outline of the syllabus. Lots of encouragement, help and constructive criticism will be given to you throughout the two years, and the atmosphere in the studios is friendly and informal.

How will I be assessed and how is the course structured?

Edexcel’s GCSE Art and Design is made up of two units, each assessed separately out of 80 marks.

Unit 1 Personal Portfolio –This constitutes 60% of the overall marks.

Internally set and marked; assessed through controlled assessment.

The best work produced within the approximately 45-hour controlled assessment period will be selected for the final assessment of the Personal Portfolio.

Usually three separate themes.

Unit 2 Externally Set Assignment – This constitutes 40% of the overall mark Externally set theme and internally marked Preparatory period: around 20 hours Sustained focus: 10 hours Single theme

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You are assessed on your ability to: Develop develop ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding; Refine refine ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes; Record record ideas, observations and insights relevant to intentions in visual and/or other terms; Present present a personal, informed and meaningful response, demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.

The development of the above should be evident in all aspects of your artwork and combined with the appropriate processes and practices. There is a strong critical and historical component where you study the work of other artists, cultures and contexts in relation to your own work.

Visits are made to current exhibitions and are often used as a starting point for a theme.

Students are expected to be both practitioners and critics.

You will be assessed formally at the end of each cycle of work, approximately twice a year.

Emphasis is placed on negotiated assessment, joint discussion, evaluation and presentation.

At the end of the two year course you will mount an exhibition of selected pieces of your work and celebrate this with a private view evening.

Next Steps!

You can find out more about GCSE in Art and Design, by accessing the website: www.edexcel.com, and by talking to Year 11 /12 students and art teachers.

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Computer Science

Board: OCR

“Whether we’re fighting climate change or going to space, everything is moved forward by computers, and we don’t have enough people who can code. Teaching young people to code early on can help build skills and confidence and energize the classroom with learning-by-doing opportunities.”

Richard Branson Founder, Virgin Group Computers are everywhere. We use mobile phones, TVs and cars that include large amounts of software; almost everyone has a computer in their home and the UK computer games industry is worth £1.7 billion. Computer science is crucial to the success of the British economy.

When you study Computer Science, you will learn about the fundamental principles of the subject as well as advanced techniques that are used for practical systems development. You will learn how to think and solve problems in a logical way and how to express your solutions as computer programs.

GCSE Computer Science explores the principles of digital technology, delving deep into the theoretical side of different technologies, while developing skills in problem solving with coding as a core of the course. You’ve got to be able to think logically, solve puzzles and be tenacious when the going gets tough. But it is also really creative and you’ll get a real buzz out of getting something to work yourself, especially when programming.

Key aims are to:

• develop your understanding of current and emerging technologies and how they work; • look at the use of algorithms in computer programs; • become independent and discerning users of IT; • acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts; • develop programs to solve problems; • evaluate the effectiveness of computer programs/solutions and the impact of computer technology in society.

Assessment

There are three parts that make up the GCSE: Controlled Assessment 1 - Practical investigation - scenario set by the exam board with choice of research tasks (30%). This controlled assessment will assess the following: research, technical understanding, analysis of a problem, historical perspective, use of technical writing skills, recommendations and evaluation.

Controlled Assessment 2 - Programming project - to design, develop and test a solution to a problem (30%). This controlled assessment will assess your understanding of standard programming techniques, ability to design an algorithm, and ability to create and test a coded solution Written Exam Paper - This includes short-answer questions and essay-type questions (40%) and covers the body of knowledge about computer systems that underpins the subject.

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Career Choices

You have grown up in a world where technology is evolving rapidly, creating new subject areas to explore and changing the way people work in every area from medicine and fashion to engineering and economics. So whatever your career plans, you know it’s vital to develop your grasp of these ideas and concepts that will shape your world.

Computer Science is a diverse enriching subject area; it’s a great way to develop critical thinking, analysis and problem-solving skills, which is a sought-after transferable skill in further learning, careers and everyday life. It links to fields such as electrical engineering, physics, chemistry, and biology, and to professions such as medicine and business.

How can I find out more?

Have a chat with your Computer Science teacher or visit Room N to take a look at the course materials.

“Learning to write programs stretches your mind, and helps you think better, creates a way of thinking about things that I think is helpful in all domains.”

Bill Gates Founder of Microsoft

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Design and Technology

Graphics with Product Design and Textiles Board: AQA

Design and Technology is...

• • • • •

for the imaginative and innovative; for the adventurous who are willing to experiment; for those interested in working in different materials; for the creative thinker and future designers; for our future architects, engineers, technologists and inventors.

Assessment

All focus areas share a common framework. The controlled assessment project that you will produce provides 60% of the final mark and is completed in all lessons from September to February in Year 11, and includes a whole day off timetable. The remaining 40% will be awarded on a written paper. Whatever your chosen area of focus, there will be the enjoyment of manipulating materials whilst developing your intellect through your design skills. There will also be the satisfaction of being able to identify a need or a problem and to find a means of solving it.

Areas of Focus - choose one of the two on offer:

Design and Technology is offered in two material areas of which you should select one. It should be noted that group sizes are limited and a back up choice within the creative/technology option group should be seriously considered.

In Textiles, students are expected to provide materials to a budget of their own choosing.

Graphics with Product Design

This specification is for students who wish to study Graphics and Product Design. If you like the idea of using a range of drawing skills, as well as computer-generated designs, that enhance the popularity and subsequent saleability of a wide range of products made using wood, plastics, metal and/ or paper and card then this is the course for you.

Through a variety of design-and-make tasks in Year 10, your knowledge and understanding will be developed to include: • product design and manufacture; • innovation and product development; • materials, manufacturing techniques and processes; • the use of computers and graphical techniques as a design tool; • quality control, product analysis and environmental issues; • designing for users, including ergonomics and anthropometrics; • a wide range of graphical techniques and processes.

In the second year of the course you will primarily work on a major project and the remainder of the time will be used to prepare for the written paper.

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Textiles Technology

This course is concerned with the understanding and use of textiles as materials in everyday life and society as a whole. Opportunities are given for producing creative products related to fashion, theatre, furnishings, interiors or accessories.

Would you enjoy designing and making garments, learning how to develop your own patterns like a true designer, making costumes for a theatre production, furnishings for a home or accessories? This course is all about creating original and unique pieces and simulating industry.

You will visit the ‘Graduate Fashion Week’ in June (which will cost around £25) to develop inspirational ideas and approaches to designing, and to gain an understanding of the wide range of careers available.

Areas of study include: • creative product design and manufacture; • new technology using computers to aid design and computerised machinery to aid manufacture; • health and safety; • consumer awareness; • fibre and fabric technology; • decorative techniques • wider issues such as, ethical design, sustainability and the environmental impact on design.

A skills base is acquired in Year 10 through the study and making of textile products and appropriate computer-aided systems for design, manufacture and control so that in Year 11 you can use these practical and creative skills to complete an individual project of your choice.

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Drama Board: AQA

This subject offers an exciting and different challenge. In addition to learning about acting, directing and the design elements of theatre (costumes, make-up, set and props, lighting and sound), you will develop a wide range of vital skills such: Leadership and teamwork: negotiation and effective communication; Releasing creativity: being prepared to explore physically and intellectually; Improvisation: responding to challenges and learning to be flexible; Time management: planning carefully for a successful outcome.

As you will realise from the above, to be successful at this level in Drama it is crucial to enjoy working with others; the achievement of each individual depends more than anything on how well the members of a group work together. On this course, you will be encouraged to improve and develop your performance skills with particular focus on physical and vocal techniques, through improvised drama and also scripted work. Being able to share and explore your thoughts and feelings about important issues facing society today will be important when you are called upon to devise an original piece of theatre. Producing a play for performance is an exhilarating - often difficult - process and you should understand that this can be a mentally, physically and emotionally demanding subject.

Drama GCSE provides the obvious foundation for taking A Level Theatre Studies, but should also help you become confident and effective in many other areas of your life. (Please note that we do not make GCSE Drama a pre-requisite for studying A Level Theatre Studies).

GCSE Drama is made up of Practical Coursework (60%) and a Written Examination (40%)

Practical Coursework

The practical coursework is worth 60% of total mark. You are required to prepare and perform in two different practical examination assessments. [You complete more than two exam pieces during the course in order that the best two sets of marks can be submitted].

Performance Option 1 – Improvisation / Devised Drama This unit is about using drama to explore ideas and issues in response to stimulus material from different times and/or cultures, selected by your teacher. You will be taught how to use a range of drama skills and techniques to produce an exciting and thought-provoking piece of devised theatre for examination. You will be required to keep a journal of lesson activities in order to be able to write about this process in Section A of your written examination.

Performance Option 2 – Scripted Performance This unit focuses on the exploration of a complete play chosen by your teacher. The purpose of this unit is to give you knowledge and understanding of the ways in which playwrights, performers, directors and designers use the medium of drama to communicate their ideas to an audience. You will then select and rehearse a section of the text in groups, to be performed for examination. You will need to keep a journal of lesson activities as you may choose to write about this process in Section A or B of the written paper.

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Written Examination

The written examination is 1hour 30mins and is divided into 3 sections: • Section A is compulsory and requires you to answer 4 short questions based on your involvement in one of the assessment pieces you did for your practical work.

Students then choose to answer one question from either Section B or Section C • Section B asks you to write about the play you studied for the Scripted Performance Option of your practical coursework.

• Section C allows you to write a review of a piece of live theatre.

The written paper is an ideal opportunity for you to show the examiner just how good your understanding of drama really is. Having a written examination at the end of the course means there is no written coursework at any other part of the course which will make it much easier for you to manage your overall workload in Year 11.

You should be aware that:

• Drama students usually find they want to continue rehearsing for exam performances in their own extra-curricular time; • Drama does have less written work to complete than most subjects, but you will be required to keep your lesson journal up to date and there will, of course, be opportunities to practise writing exam answers under timed conditions; • We also aim to go on at least 2 theatre trips per year - tickets usually £15 -20.

And finally….

GCSE Drama at WHS is a popular option, taught by two highly qualified specialist Drama teachers assisted by a full-time Theatre Technician. Students are actively encouraged to make the most of the excellent facilities in the Rutherford Performing Arts Centre.

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Music

Board: Edexcel “Without music, life would be a mistake.” - Friedrich Wilhelm Nietzsche Music is a central part of life; all of us hear music and are impacted by music on a daily basis.

Music is an academic subject of tremendous value in later life. It is a practical subject – a specific skill – which enables young adults to stand out from the crowd. As well as developing the confidence to perform in public, the ability to work independently on ideas is encouraged and developed. Such traits are central to success at university. An open mind, a desire to work independently and a willingness to engage with whole-school musical activities are essential traits for success in this qualification. The course is divided into 3 units:

GCSE Course Outline

Unit 1: Performing Music This is a coursework unit and accounts for 30% of the total GCSE. Pupils perform a solo performance and an ensemble performance of around ABRSM Grade 5 standard. The pieces can be recorded at any point during the course and can be re-recorded, if required.

Unit 2: Composing Music This is a coursework unit and accounts for 30% of the total GCSE. Pupils compose two contrasting compositions from different areas of study, lasting at least 2 minutes each. There is no maximum duration to their compositions and they can compose for whatever ensemble they feel confident with.

Unit 3: Listening & Appraising Music This unit makes up the remaining 40% of the qualification and is a 90 minute written exam at the end of the course.

The examination paper is based on 12 set works from four different areas of study (AOS). You are only examined on music that you have studied during the course. The examination is divided into two areas – a listening test and an essay. The set works for the qualification are listed below: AOS 1: Western Classical Music

AOS 2: 20th Century Music

AOS 3: Popular Music

AOS 4: World Music

Handel: Messiah (extract)

Schoenberg: Peripetie

Davis: All Blue

Rag Desh: 3 versions

Mozart: Symphony No. 40/i

Bernstein: West Side Story (extract)

Moby: Why Does My Heart Feel So Bad?

Capercaillie: Waulking Song

Chopin: Prelude in Db

Reich: Electronic Counterpoint (extract)

Buckley: Grace

Koko: Yiri

What could I do next with music?

Music is a specific skill that few people have truly mastered. As such, it adds diversity to your subject list. Further, music is a skill which requires independent learning on open-ended tasks; these are essential skills that universities want to see. Lastly, listening to music is an absolute joy; so is studying it!

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Physical Education Board: Cambridge IGCSE Physical Education comprises two sections: 1 Practical:

Perform in four practical activities - 50% Analyse & improve a practical performance (written coursework) – 10% 2

Theory: Written Paper – 1 hour 45 minutes - 40%

Practical

Performance activities cover a wide range of sports. Sports that you learn in PE lessons and that you take part in outside school can be used as part of your assessment e.g. skiing, horse riding, hockey, dance, sailing, Karate etc.

Candidates must select FOUR sports from a selection of seven activity groups.

These activity groups are: • • • • • • •

Games activities; Gymnastics activities; Dance activities; Athletic activities; Outdoor & adventurous activities; Swimming activities; Combat activities.

Pupils will need a good knowledge of the rules, techniques and tactics used in a particular sporting area of their choice so they can analyse and improve their own performance by identifying personal strengths and areas for development that can be incorporated into a Personal Exercise Programme. The purpose of the GCSE course is to improve pupils’ knowledge of a variety of sports and develop analytical, evaluative and planning skills so that they can improve practical performances.

Theory

The theory content is a brilliant introduction to the academic aspect of PE and the wider world of sport. All elite sportswomen have access to Sports Nutritionists, Sports Psychologists, Physiotherapists, Exercise Physiologists, Dieticians, Life-style managers, Event Managers and Sports Agents – this course covers many of these areas.

GCSE PE will also give you a sound grounding in the physiology of the body; muscles, tendons, bones, joints, the circulatory & respiratory systems are topics that will be studied. Finally, GCSE PE will give you a platform to discuss drugs in sport, diet for sport, injuries and what motivates us to opt in or out of physical activity. These are interesting topics for ‘Extended Projects’ in the Sixth Form. The theory also links very closely with biology and girls will find that the two subjects support each other well.

What can GCSE PE help lead you into?

A level PE leading onto, Physiotherapy, Sports Marketing and Journalism, Sports Psychologist, Sports Engineering and product design, lecturing, working for large organisations such as the English Institute of Sport or the International Olympic Committee.

Or, you could just enjoy the course! If you enjoy PE then this is a GCSE course for you with coursework that combines theoretical and practical activities.

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Wimbledon

The Curriculum in Year 10 High School

Every girl studies at least ten full GCSEs/IGCSEs. (All references to GCSE herein should be taken to include IGCSE.) The aim is to achieve a broad and interesting combination of subjects that will enable each girl to fulfil her potential and provide her with a solid foundation for further study at Advanced Level and beyond. To this end, all girls take the National Curriculum core subjects, English, Mathematics and the three Sciences, plus four (or possibly five) additional subjects as shown in the diagram below. Her education would not be complete, however, without the non-examined courses covering the physical, and personal, social and health elements of the curriculum.

GCSE Options

Four options, Mathematics English [Language] chosen from the

English Literature Biology Chemistry Physics

table below. We recommend at least one should be chosen from each of the three subject groupings shown:

Non-Exam Courses

Additional GCSE§

PE PSHE Global Perspectives

Greek Lessons outside the timetable

é

Humanities

Languages

Creative/ Tech

Geography

French

History

German/Spanish

Philosophy and Ethics (Religious Studies)

Latin

Art & Design Computer Science Design and Technology Music PE

é

Core GCSEs

Design and Technology Foci Graphics with Product Design Textiles

Where Greek is chosen, it is expected to be a fifth option, with lessons taking place outside the timetable. It has been our experience that some girls embark on a heavy diet of GCSEs, only to find that they are overstretched a few months later. It is far better to make sensible, limited choices now, rather than become overburdened during the course. Greek is the only subject that can be taken as a fifth option, as it lies outside the conventional timetabled option blocks.

Whilst we endeavour to satisfy all requested combinations, we cannot guarantee being able to do so, given the number of possible permutations. Wherever issues arise, we will contact you again to discuss the alternatives. Please note the particular aptitudes needed for Drama, Music and PE, as stated on the relevant pages.

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Wimbledon High School Mansel Road London SW19 4AB

e: info@wim.gdst.net t: 020 8971 0900 @WimbledonHigh

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