GCSE Courses 2015-2017
Art Biology Chemistry Design & Technology Drama English Geography History Latin Mathematics Modern Languages Music Physical Education Physics Religious Studies Science
Contents
1 30 3 5 7 8 10 12 14 15 16 18 19 20 21 23 25 26 29
Core Curriculum and Making Choices Examination Boards Art Chaplaincy Core PE & Games Design & Technology Drama English Language & English Literature Geography History Latin Mathematics Modern Languages Music PSHCE Physical Education Religious Studies Science Study Skills
2
Details in this booklet may be subject to change
3
Looking forward to GCSE studies Our main aims in designing the curriculum for GCSE are:
To provide a curriculum which allows pupils either to retain breadth and balance between all areas of experience up until the end of GCSE, or to follow a specialism by weighting their own personal choice of study according to their particular abilities and interests
To create the opportunity for pupils to take up to ten GCSEs, depending upon their ability and aptitude
Most pupils will study the following core GCSE courses: English Language and English Literature Mathematics Core and Additional Science (two GCSEs) They will also study a GCSE language of their choice (French or Spanish), PSHCE (Personal, Social, Health & Citizenship Education), ‘Learning to Learn’ (Study Skills), Chaplaincy and core PE. Pupils will have the opportunity to study a further three optional GCSE subjects from the following: Art Design and Technology (Resistant Materials or Systems) Drama Geography History Latin Modern Languages (French or Spanish) Music Physical Education Religious Studies Some pupils will be suited to studying fewer subjects in the form of a personally tailored and individual curriculum. If this is the case, discussions with pupils and parents will begin at the start of the subject selection process. It is better to achieve higher grades in fewer subjects.
However, some higher ability pupils may want to study four optional subjects. These pupils should be A grade level in most subjects and should seek the advice of Dr Guntrip before making a decision. If studying four optional subjects, ‘Learning to Learn’, core PE and in some cases PSHCE are not available. The programme for making choices
Heads of Departments advise tutors as to the suitability of pupils for the various subject options Pupils start discussing these options with their tutors and teachers from the middle of the spring term Dr Guntrip gives a presentation to all Fourth Form pupils just after the spring half-term and to parents at the end of the spring term Option forms are sent out during the Easter holidays so that pupils can have discussions with their parents Option forms are handed in to the School Office at the beginning of the summer term Pupils’ choices are analysed and then confirmations and/or further advice are sent out to parents just after the summer half-term
2
ART Course Content GCSE Art and Design is about having an adventurous and enquiring approach to art and design, and developing the skills to express it. Pupils will develop an understanding of past and contemporary art, and be able to produce a personal response to a range of ideas. The skills developed will be varied. Pupils will develop a working knowledge of materials, practices and technology of art and design. They will investigate, analyse and experiment, and develop their imaginative powers, as well as the skills to express their ideas and feelings. They will nurture an understanding of the place of art, craft and design in history and in society and develop an understanding of the language of art and design. The skills they learn will vary depending on the area of study they choose. However, whether they see themselves as a painter, designer or sculptor, the same basic rules apply. GCSE Art and Design follows on from earlier studies and the foundation year in the Fourth Form. The emphasis in GCSE is the process of developing both ideas and work. Method of Assessment GCSE Art and Design contains two papers. Unit 1: Unit 2:
Personal portfolio in Art & Design Externally Set Assignment in Art & Design
Personal Portfolio (60%) This includes research, supporting studies and work showing the development of ideas, leading to one or more outcomes of finished pieces of work. Assignments and tasks will be set by art teachers.
3
Externally set assignment in Art & Design (40%) This takes the form of a broad thematic starting point. Work produced for assessment will consist of approximately 30 hours supervised activity, including 10 hours of sustained focus. If pupils are interested in art, craft or design, and have an aptitude for the subject i.e. they are creative or ‘good at drawing’, they may well have the basic skills to succeed.
4
CHAPLAINCY Chaplaincy in the Lower Fifth Each term the Lower Fifth have a day off timetable to study a moral and spiritual issue in depth. The three terms cover: 1. 2.
3.
World needs and human responsibility. As a Methodist school we study how we can help meet the needs of those who are poorest. Human rights and human wrongs. Starting with a study of God’s perspective on human rights, we study the work of organisations like Amnesty International and Christian Aid as they work and campaign for justice and freedom. Soul survivor. We spend a day connecting with God through music, meditation and prayer. The guided meditation though the parkland at Culford is one of the highlights.
Chaplaincy Lessons in the Upper Fifth The process of maturing through teenage years can be an emotional rollercoaster - some find it exhilarating and some are just plain scared! Central to teenage experience is the understanding of one’s own identity in the world. Becoming an adult is a difficult and sometimes painful process. Teenagers need to question the world around them and establish their own views and sense of self. These are difficult waters to navigate through. As a Methodist school, Culford firmly believes that the best way we can understand ourselves is to understand something of God. Being certain of your eternal worth helps your self worth; to be certain of God’s compassion helps you deal with some of the angst and rebellion; and to be certain of your place in the web of human existence gives your life clearer focus and greater purpose. To this end, every pupil in the Upper Fifth has one lesson a week of Chaplaincy, taken by the Chaplain, Rev’d Crompton-Battersby. The purpose of these lessons is to develop the pupils’ spiritual and emotional literacy. A sample of the twelve modules are:
5
Exploring your own journey of faith. How did you get to this point of faith or no-faith? What has been the biggest test to your belief so far? What might change your mind about God? Meditation. A six week course learning how to meditate, how to develop an acceptance of yourself, and how to de-stress. All of this uses Christian images and ideas, and it also gives the pupils practical skills they can use at key moments of stress in the future. “101 ways to say I love you without having sex”. Christianity teaches that because sex is so powerful, it is best expressed in a secure and permanent relationship. Unfortunately, although the media bombards teenagers with explicit messages suggesting that sex is normal and exciting, it gives little encouragement to teenagers who wish to wait. This six week module deals with the language of friendship and affection. Within this context of Christian teaching the pupils learn how affection and affirmation can be gained without having sex. Values and standards. “Rules change with circumstance but the principles behind them are eternal.” We examine six core values: Selfless commitment, respect for others, loyalty, integrity, discipline, and courage. We examine each of these in the context of contemporary life and a Bible passage (such as David and Bathsheba). As a result, the pupils develop a personal moral compass that will guide them through life. All the lessons take place in our purpose built Chaplaincy centre.
6
CORE PE & GAMES Along with the major sports for each term, there is a diverse range of activities covered including: swimming, badminton, basketball, volleyball, tennis, squash, fitness and gym. This gives pupils an opportunity to take part in and sample a broad range of sports and, whilst maintaining fitness, also increases awareness of the need for physical activity as an important part of a healthy lifestyle. Lessons also offer pupils the opportunity to develop competence and ability in specific activities and make an important contribution to each pupil’s personal and social development. They are designed not only to enhance individual/team skills, but also to be enjoyable whilst giving pupils the opportunity to be part of a team and to promote health and physical wellbeing. Pupils learn how to plan, perform and evaluate actions, ideas and performance to improve their quality and effectiveness. Through this process pupils discover their aptitudes, abilities and preferences, and make choices about how to get involved in lifelong physical activity. Philosophy We hope that all pupils leaving the school will have achieved the following:
The ability to participate in and enjoy a range of physical activities, thereby leading to a high percentage taking up physical activities in their leisure time
An appreciation of the importance of physical activities and fitness
An awareness of being sympathetic to the needs of others in a social setting and sporting context
7
DESIGN AND TECHNOLOGY We offer two courses in design and technology. Both enable pupils to develop their skills in creativity, critical analysis, decision-making and the design and manufacture of quality products. DT Resistant Materials DT Electronics and Control Systems Course Content Both courses follow on from the foundation work covered at Key Stage Three. These courses provide pupils with an exciting and challenging opportunity to consider the sometimes conflicting demands of sustainability, aesthetics, technical, economic, environmental, ethical and social dimensions in designing and making. During these courses pupils will:
Analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on the quality of life of the users Develop decision making skills through individual and collaborative working Engage in the processes of design and technology in order to develop as effective and independent pupils
Method of Assessment The two courses share a common assessment framework, only differing in the content depending on the specialism that is studied. Unit 1 – Introduction to designing and making (30%) A controlled assessment where pupils develop a working prototype to a set theme. (20 hours) Unit 2 – Making quality products (30%) A controlled assessment during which the pupils design and manufacture a quality product, developing and demonstrating their designing, making and evaluative skills. (20 hours)
8
Unit 3 – Sustainability and technical aspects of designing and making. (40%) 1 hour 30 mins written paper Section A: will focus on sustainability, product analysis and design. Section B: will focus on aspects of working with equipment and the design of products. Resistant Materials: explores the commonly used resistant materials, making processes and methods of industrial production. Electronics and Control Systems: allows pupils to apply electronic, mechanical or pneumatic knowledge to problem solving and product design. These pupils will only sit a Unit 3 paper in one of the three disciplines mentioned above.
9
DRAMA Course Content GCSE Drama is an exciting practical subject and the AQA board that we follow at Culford also provides a written element, which gives the qualification value and allows it to blends well with other GCSE choices. Pupils will study a variety of options including acting, devised thematic drama and improvisation. Working as a team is often what draws people to drama, and this is also a valuable skill for life, as a qualification in drama demonstrates that pupils have shown creativity and imagination, worked with others constructively, worked to and met tight deadlines, learned to communicate effectively and interpreted their own and other people’s ideas, realising them in their own performances. Practical lessons form much of the study at GCSE, and pupils will take part in lively workshops, bringing to life plays such as ‘Warhorse’ or ‘Kindertransport’ for example. Pupils will also write their own original pieces of drama, and have a chance to direct them if that is what interests them. Working in groups and exploring text and characters is a fantastic creative way of exploring language, where pupils can lift the language off the page and bring their own unique qualities to performing. Performances of pieces are a highlight of the course, and the preparation period and structured rehearsals produce work that pupils will be proud of and will remember for the rest of their life, whether they continue with drama or not. A variety of theatre trips to professional productions will inform pupils’ understanding of good practice and widen their knowledge of all types of theatre styles. The course includes a written examination. It means that this qualification has academic worth, which is important to consider when choosing GCSEs. The written examination is based on the practical work that pupils complete.
10
How is the course assessed? Unit 1 Written paper - 1 hour 30 minutes - 40% – this will test the pupils on what they have done practically during the course Unit 2 Process and Performance (60%) – the teacher will assess the understanding of skills and the development as pupils work on projects and pupils will be marked on their presentation of a final performance. The majority of marks are for acting skill, so pupils must have talent in this area and be able to communicate very clearly in the English language. So, if pupils want an academic qualification that includes predominantly practical work and is lively, engaging and fun, then they will thoroughly enjoy GCSE drama.
11
ENGLISH Pupils will follow the English Language and English Literature specifications (OCR). The course leads to two separate GCSE qualifications. English Language Assessment Overview This assessment consists of two written exams, assessed externally by OCR. Spoken Language is a separate endorsement, internally assessed and externally moderated. Component 1: Communicating Information and Ideas 50% of the total GCSE 2-hour written paper 80 marks This is an examined component. Pupils answer all the questions in Section A: responses to two unseen texts or extracts (25%) Pupils answer one of two extended writing tasks in Section B (25%). Component 2: Exploring Effects and Impact 50% of the total GCSE 2-hour written paper 80 marks This is an examined component. Pupils answer all the questions in Section A: responses to two unseen texts or extracts (25%) Pupils answer one of two extended creative writing tasks in Section B (25%). Component 3: Spoken Language This is a separately endorsed, internally assessed component. Pupils are assessed on the following skills: Presenting information and ideas, selecting and organising information effectively and persuasively Listening and responding appropriately to questions and feedback Expressing ideas using Standard English when appropriate.
12
English Literature Assessment Overview: This assessment consists of two exams assessed externally by OCR. Component 1: Exploring Modern and Literary Heritage Texts 50% of the total GCSE 2-hour written paper 80 marks This is an examined component (closed book) Pupils answer two questions in total. Pupils respond to one question on: Modern drama OR prose text (25%) and to one question on 19th Century Prose text (25%). Component 2: Exploring Poetry and Shakespeare 50% of the total GCSE 2-hour written paper 80 marks This is an examined component (closed book) Pupils answer two questions in total Pupils respond to one question on: Themed poetry cluster (25%) and to one question on a Shakespeare play (25%).
13
GEOGRAPHY The Edexcel IGCSE course involves pupils learning both physical and human elements of geography. The course includes a residential fieldtrip. Course Content The syllabus is divided into the following units: Section A The Natural Environment River environments Coastal environments Section B People and their Environments Ecosystems and rural environments Urban environments Section C Practical Geography Enquiry The development of fieldwork skills Section D Development and human welfare
Method of Assessment: Externally assessed through a 3 hour examination paper.
14
HISTORY Course Content Unit 1: International Relations: Conflict and Peace in the C20th Written paper – 1 hour 45 mins (37.5%) Pupils will study the Cold War from 1945-2000, covering topics such as the dropping of the atomic bombs on Hiroshima and Nagasaki, communism in Eastern Europe, the arms and space race, the Berlin Wall, the Cuban Missile Crisis, the war in Afghanistan, the collapse of communism in 1989-1991, and conflicts following the end of the Cold War. Unit 2: C20th Depth Studies Written paper – 1 hour 45 mins (37.5%) This unit will deal with events in the USA from 1919-1929, including issues such as the economic boom and the Wall Street Crash, as well as cinema, jazz and flappers. Pupils will also study Nazi Germany 1929-1945, looking at why Hitler came to power and the methods of control that the Nazis utilised. Finally pupils will cover race relations in the USA between 1945 and 1968, studying such people and events as Rosa Parks, Little Rock, the Black Power Movement, Martin Luther King and Malcolm X. Unit 3: Historical Enquiry Controlled assessment – 2000 words (25%) Pupils will study the development of women in Britain from 1900 to the present day, covering the various aspects of women’s struggle for equal rights in politics, in the workplace, in family life and in the media. They will then have 8-10 hours to research their Enquiry, and will finally write the Enquiry in sessions under exam conditions. Pupils will be able to use their notes and sources in these sessions.
15
LATIN Course Content GCSE Latin provides pupils with a secure foundation in the Latin language Course Content GCSE Latin provides the pupils with a secure foundation in the Latin language but is also a springboard to help you succeed in many other subjects including maths, science, humanities and other languages. The opportunity to read ancient authors is a really exciting prospect and gives huge rewards to those who have worked hard to master the grammar as they realise they can successfully translate challenging texts. Although not essential for law or medicine, the subject is still highly regarded for extending pupils’ vocabulary and training the mind in a variety of disciplines. It is therefore a good balancing subject for those very interested in maths and science. Close analysis of the set text will build skills essential for any humanities subject and the effect on success in these subjects is significant. Latin is still highly regarded by employers and universities alike, whether you are interested in medicine, the civil service, modern foreign languages, history or RS. There is no coursework. Language: We will continue to study the Latin language through stories which will help us to learn more about the myths and history of Ancient Rome. The exam is a mixture of comprehension and translation and comprehension based on mythology and history. Pupils will be provided with a defined list of vocabulary as they were at Common Entrance. At no point in the course are you required to translate English into Latin. Literature: This is one of the most enjoyable and challenging parts of the course as you have the opportunity to read extracts from some of the most famous Latin authors. Read Pliny’s letters to find out that he was an eyewitness of the eruption of Vesuvius, which so famously destroyed Pompeii, and study the Aeneid, a great epic which has influenced most
16
of the great writers throughout history, and still has influence today. Extracts from the text are prepared in class and do not just discuss the language but also what the texts can tell us about the ancient world.
Method of assessment: Assessment consists of four papers, two language and two literature. The papers are equally weighted. Each paper is one hour long.
17
MATHEMATICS All sets follow the Edexcel IGCSE course. Set S do the examination at the end of the Lower Fifth. Sets A, B and C sit the examination at the end of Upper Fifth. Some pupils may sit the Foundation paper if it is felt more appropriate for them. The subject is assessed via two two hour papers. Both papers allow the use of a calculator though arithmetic questions are set which require full working to be shown. The major strands covered are: Algebra Geometry Number Probability and Statistics Simple calculus and some applications Functions Set theory The top set then move onto the Additional Mathematics course which is a Free Standing Mathematics Qualification administered by the OCR board. This provides an excellent preparation for A level Mathematics and is particularly useful for those wishing to take on Further Mathematics A level in the Sixth Form. This course is assessed by a very demanding two hour paper at the end of the Upper Fifth. This qualification is also worth up to 20 UCAS points when pupils come to apply for university.
18
MODERN LANGUAGES FRENCH and SPANISH Course Content Pupils acquire competence in four skills: listening, reading, speaking and writing. There is a balance between fluent communication and accurate composition in speaking and writing. The language tasks are relevant to real-life experience in the country. The language the pupils encounter in the classroom is that which an English teenager would experience abroad, whether as a tourist, an exchange pupil or whilst on work experience. Method of Assessment The four skills or attainment targets are assessed in a series of examinations for Listening and Reading, each ranging over two levels of difficulty. Speaking and Writing are assessed by controlled assessment on topics relating to the two years of the course. Most pupils will start written assessments in the summer of Lower Fifth. Since pupils' competence in each of these attainment targets may be at a different level, they may take the tests up to the appropriate level of their ability in the respective skills. Traditionally, almost all Culford pupils sit Higher Tier papers in most, if not all, of the four skill areas. Level 1 constitutes Foundation Tier, which gives access to grades G - C. Level 2 constitutes Higher Tier which gives access to grades D - A*.
19
MUSIC GCSE Music is an ideal option for pupils who already learn a musical instrument. The study of music at GCSE level divides broadly into three areas, those of Performing, Composing and Listening & Appraising. There is, of course, a considerable amount of overlap between these areas and this will be reflected in the teaching methods used. Course Content Performing: Pupils will be expected to learn a musical instrument throughout the course, either in class time or more usually with an instrumental music teacher inside or outside school. They are also encouraged to play in an ensemble as well as giving solo performances. Composing: As part of the course, pupils will be required to compose or arrange music in a traditional or contemporary idiom. Two compositions will be submitted as coursework. Each composition will be linked to an area of study. These include:
Western classical music 1600-1899 Music in the 20th century Popular music in context World music
Listening & Appraising: Pupils will be taught to develop their listening and appraising skills through the study of music across a variety of styles and genres. A selection of set works will be studied drawn from the four areas of study listed above. Method of Assessment Performing: This is assessed internally and then submitted to the examining board for moderation at the end of the course. Pupils will play a solo piece and perform in an ensemble on a number of occasions during the two-year course. (30%) Composing: Two compositions are marked internally and these are also submitted to the examining board for moderation. (30%) Listening & Appraising: The listening section of the GCSE examination is assessed through a 1hr 30min paper set and marked by the examining board.
20
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP EDUCATION (PSHCE) Adolescence is a time when young people undergo major transitions and begin to develop autonomy and independence. At the same time they are expected to cope with academic and social pressures, changing dynamics in relationships with family and friends, and increasing exposure to such ‘adult’ concerns as drugs, drinking and sexuality. PSHCE gives pupils opportunities to find out about and discuss, in a safe environment, issues that are relevant to their lives. The PSHCE curriculum at Culford aims to promote the physical, social, health and mental well-being of the individual by: Enabling pupils to consider attitudes and values Providing comprehensive, unbiased and correct information Enhancing pupils’ self-esteem and self-confidence Developing informed decision making and problem solving Developing personal, emotional, social and communicative skills The PSHCE curriculum is part of the wider school ethos of promoting selfrespect for others, e.g. the peer mentoring and the buddy system. It also encourages pupils to build those skills vital within positions of responsibility, service and leadership offered to them throughout their time at Culford. Pupils expect to be treated, and to treat each other, in a way that reinforces the messages conveyed in the PHSCE curriculum. The Lower and Upper Fifth have one timetabled PSHCE lesson a week, taught by experienced teachers who have an interest in PSHCE. The concepts addressed (see below) are based on various published resources, chiefly Your Life 4 & 5 (Collins 2005) and the QCA curriculum guidelines. We also deliver sessions about eating disorders, sexual relationships, mental health issues and emergency first aid. The Lower Fifth course runs until May half term to allow revision time for internal examinations at the end of the year. Also, running up to the Christmas internal examinations teachers can allow one week’s session as a revision opportunity. The Upper Fifth course runs until Easter holidays, with the timetabled lesson then available for in-class private study as they approach their GCSEs.
21
PSHCE continued
Unit
Lower Five
Upper Five
1
Identity
Exploring Views
2
Family and Friends
Careers
3
Health
Health, Well-Being and First Aid
4
Alcohol, Smoking, Drinking and Peer Pressure
The EU and UK Politics
5
Sexual Health and Relationships
Careers, Work Experience and the Future
22
PHYSICAL EDUCATION Pupils must have a keen interest in Sport and be committed to improving their performance. The course allows pupils to develop a wide understanding of Physical Education, Sport and Training. The course links well with Biology at both GCSE and Advanced levels and allows pupils to expand on a variety of skills. Pupils will be expected to acquire scientific and analytical abilities alongside developing performing, coaching and officiating skills. The course is split into four modules. Theory (40%) Pupils undertake two theory modules. These are assessed through two written examinations, each an hour long, both to be taken at the end of the Upper Fifth summer exam season. The modules include the study of:
Physiology and how exercise impacts on the body’s systems Understanding and application of different methods of training The structure and development of excellence in the UK How skills are acquired and developed Health and Safety in sport
Practical (48%) Pupils will be assessed in four activity areas. These can include the traditional sports such as Rugby, Hockey and Netball as well as Personal Survival, Safe and Effective Exercise and Horse Riding. Pupils may also be assessed in activities that they take part in outside of school such as Karate, Dance or Gymnastics. Pupils may also be assessed on their ability to Coach and/or Officiate.
23
Analysing Skill and Lifestyle (12%) Pupils will also be expected to undertake a piece of coursework where they observe, comment on and suggest an action plan to improve the lifestyle and performance of an individual. This is an exciting and rewarding course. It requires diverse skills and a high level of commitment. Pupils considering this as an option should ensure that they talk to PE Staff regarding their suitability and ability to achieve in this area.
24
RELIGIOUS STUDIES Religious Studies is studied from an academic point of view; it is not a test of personal faith, nor is it taught from a denominational perspective. This option is interesting, stimulating and consistently relevant to an understanding of our changing world and of ourselves. Course Content There are two units in the new specification for the Edexcel course, each of equal value in the marking scheme. The first unit deals with Religion and Life from a Christian Perspective including the study of at least one other religion: Believing in God (Christianity only) Matters of life and death Marriage and the family Religion and social cohesion The second unit is entitled Religion and Society and includes the study of at least one other religion: Religion: Rights and responsibilities (Christianity only) Religion: Environmental and medical issues Religion: Peace and conflict Religion: Crime and punishment Method of Assessment The course is spread over two years and therefore builds on the foundation thinking done in the Fourth Form. There is no coursework component to this programme. Examinations are set for each of the two units at the end of the course. The lessons, workshops and the examinations test a pupil's ability at three levels. The first is factual knowledge of the subject matter, the second is the pupil’s understanding of that knowledge, and the third is the ability to evaluate the issues which arise from it.
25
SCIENCE All pupils study a two year Science curriculum beginning in Lower Fifth and leading to either three separate IGCSE passes in Biology, Chemistry and Physics or two separate IGCSE passes in Double Award science. Both the Separate science route and Double Award science include equal proportions of Biology, Chemistry and Physics. However Separate scientists cover a third more science in each subject. Pupils are invited to choose either Separate science or Double Award science. Those pupils who wish to choose Separate science will opt for science as one of their GCSE option choices. These pupils will particularly enjoy science and are possibly thinking of taking science A-levels. It is important that pupils make this decision following discussion with their teachers. The three science subjects are taught separately within dedicated departments. A proportion of the IGCSE course is taught in the Fourth Form in each subject. Topic areas to be studied include:
Fourth Form All
BIOLOGY
CHEMISTRY
Cells & cell structure Digestive system Importance of plants Lung structure & function Homeostasis (principles) Biodiversity Adaptations & extremophiles
Rates of reaction Reactivity of metals Crude oil Acids, bases & salts Food/chemistry Air & water Global experiment
26
PHYSICS Thermal energy transfer Energy and efficiency Static electricity Waves and wave properties Electromagnetic Spectrum Introduction to basic current in electrical circuits
BIOLOGY
CHEMISTRY
PHYSICS
Lower Fifth Double Award
Transport into & out of cells Enzymes Nervous system Defence against disease Evolution & speciation
Atomic structure Periodicity Structure and bonding Metals Rates of reaction Quantitative chemistry
Forces and their effects Motion Resultant Forces Elasticity Current in electrical circuits
Lower Fifth Separate
Transport into & out of cells Enzymes Nervous system & brain Defence against disease Circulation Evolution & speciation Sexual reproduction in flowering plants
Atomic structure Periodicity Structure and bonding Metals Rates of reaction Quantitative chemistry
Forces and their effects Motion Resultant Forces Elasticity Current in electrical circuits Momentum Hydraulics Refraction Lenses and the eye
Upper Fifth Double Award
Cell division Homeostasis Inheritance Respiration Gene cloning Energy flow
Crude oil and fuels Other useful substances from crude oil Energy changes Electrolysis Analysis
Momentum Energy Nuclear Physics
27
BIOLOGY Upper Fifth Separate
Cell division & cancer Homeostasis (detailed) Inheritance Respiration Gene cloning Energy flow Humans and their effects on the environment
CHEMISTRY Alcohols, carboxylic acids and esters Energy changes The production of ammonia Electrolysis Analysis
28
PHYSICS Momentum Energy Circular motion Motors, generators and transformers Nuclear Physics
STUDY SKILLS Guided Independent Learning and Learning to Learn for the Lower Fifth Culford promotes a learning environment that helps pupils develop skills which they can use throughout their academic life at school, university and in the work place. Pupils are encouraged to develop the following specific skills: Independent enquiry Creative thinking Reflective learning Self-management Effective participation Team work Tenacious learning These skills are incorporated into academic lessons but the Lower Fifth are also exposed to them within stand-alone Learning to Learn periods. Pupils are provided with advice on how best to revise and learn during Prep and within the classroom. Memory techniques are taught as well as advanced reading techniques and how to motivate yourself. Time Management and organisation, note taking and using aids such as mind maps are taught. Mobile apps and their contribution to learning are investigated and the use of revision websites is discussed. The Lower Fifth are also provided with a revision pack for both the end of the autumn and summer terms.
29
GCSE/ICGSE Examination Boards and specifications: 2015-2017 Art & Design
Edexcel 5AD01/02
Design & Technology Resistant Materials
OCR J306
Design & Technology Electronics and Control Systems
OCR J301
Drama
AQA 4242
English Language
OCR J351
English Literature
OCR J352
French
Edexcel 2FR01
Geography IGCSE
Edexcel 4GEO
History
AQA B 9147
Latin
OCR J281
Mathematics IGCSE
Edexcel 4MA0H & 4MA0F
Music
Edexcel 2MU01
Physical Education
OCR J586
Religious Studies
Edexcel 5RS01/5RS08
Spanish
Edexcel 2SP01
Science: IGCSE
AQA 8401 AQA 8402 AQA 8403 AQA 8404
Biology Chemistry Physics Core & Additional Science
30
31
32
Culford School Bury St Edmunds Suffolk IP28 6TX Tel 01284 728615 Fax 01284 728631 www.culford.co.uk 33