GCSE Courses 2017-2019
Art Biology Chemistry Design & Technology Drama English Geography History Latin Mathematics Modern Languages Music Physical Education Physics Religious Studies Science
Contents
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Core Curriculum and Making Choices Art, Craft & Design 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 Examination Boards
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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 Combined Sciences (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 Separate Sciences 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.
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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
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ART, CRAFT & DESIGN Course Content GCSE art and design is about having an adventurous and enquiring approach to art, craft 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 and individual. Pupils will develop a working knowledge of materials, practices and technology of art, craft and design. They will analyse and experiment, and develop their imaginative powers, as well as express their ideas and feelings. They will nurture an understanding of art, craft and design contextually and develop an understanding of a specialist visual creative vocabulary. The skills they learn will vary depending on the area of study they choose. However, whether they see themselves as a fine artist or a designer the same rules apply. GCSE art, craft and design follows on from earlier studies and the foundation year in the Fourth Form. The emphasis in GCSE is the process of developing ideas and personal responses. Method of Assessment GCSE Art, Craft and Design contains two papers Component 1 Personal Portfolio Component 2 Externally Set Assignment Personal Portfolio in Art, Craft and Design (60%) Pupils’ work must comprise of supporting studies and personal response. Assignments and tasks will be set by art teachers. Externally Set Assignment in Art, Craft and Design (40%) Pupils must present personal responses to an externally set broad based thematic starting point. A period of preparation allows pupils the opportunity to develop and explore ideas, research primary and contextual sources and experiment with media. These will culminate in a 10 hour period of sustained focus, when pupils will work unaided to produce a personal response.
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ART, CRAFT & DESIGN continued All work is internally set, internally marked and externally moderated. If pupils are interested in art, craft and design, have an aptitude for the subject and are creative or ‘good at drawing’, they may well have the basic skills to succeed.
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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:
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CHAPLAINCY continued 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.
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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
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DESIGN AND TECHNOLOGY A qualification in design and technology will prepare pupils to become a creative and critical thinkers, developing skills to design and deliver prototypes that solve real-world and relevant problems. The specification introduces concepts of innovation and iterative design, taking pupils through a process of “explore > create > evaluate”. This will prepare them for a career in creative design, engineering and as a knowledgeable consumer.
Course content During the two year course, pupils will study a wide range of materials including: • Papers and boards • Timber • Metals • Polymers • Textile fibres and fabrics • Systems, programmable components and mechanisms They will learn about wider design principles and the effect of design on users and the world we live in. Pupils will develop a deeper knowledge and understanding of specific materials and related techniques and processes in order to construct working prototypes and achieve functioning design solutions. This will be achieved through the study of existing designs. Design and technology requires them to apply mathematical and scientific knowledge, understanding and skills. This content reflects the importance of design & technology as a pivotal STEM subject.
Method of Assessment The Iterative Design Challenge is a single task that is worth 50% of the qualification. There will be three open and real-world contexts for learners to interpret and explore, creating iterations when designing and making through the processes of ‘explore, create and evaluate’. The other 50% of the qualification covers the principles of design and technology in a 2 hour examination. This is a single examination component with questions covering both ‘core’ and ‘in-depth’ content.
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DESIGN AND TECHNOLOGY continued What are the benefits?
Pupils will gain skills useful in a wide range of jobs, in further study of design or engineering and in their personal life. They will develop decision making skills, including the planning and organisation of time and resources when managing a project
Pupils will become independent and critical thinkers who can adapt their technical knowledge and understanding to different design situations
Pupils will learn to be ambitious and open to explore and take design risks in order to stretch the development of design proposals
Pupils will develop an awareness of implications of the costs, commercial viability and marketing of products.
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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 blend well with other GCSE choices. Working as a team is often what draws pupils 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, as pupils study ‘Acting in Scripted Drama’ and ‘Devised Theatre’. Pupils’ study of ‘Acting’ will culminate in the performance of two contrasting extracts and the ‘Devised Theatre’ project will see pupils create an original piece of theatre from scratch and perform it to an audience. 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 lives, 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. Pupils will write about one of these performances in the exam. The course includes a written examination, which is a good thing. It means that this qualification has academic worth, which is important to consider when pupils are choosing GCSEs. The written examination is based on the practical work that pupils complete.
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DRAMA continued How is the course assessed? Component 1: Understanding drama Written exam – 1 hour and 45 minutes 40% of GCSE This assesses: Knowledge and understanding of drama and theatre The study of one set play Analysis and evaluation of the work of live theatre makers Component 2: Devising drama (practical) Devised performance Devising logbook 40% of GCSE This assesses: Process of creating devised drama Performance of devised drama Analysis and evaluation of own work Component 3: Texts in practice (practical) Performance of 2 contrasting extracts 20% of GCSE This assesses: A range of performance skills as demonstrated in the performance of two extracts from one play. Marks are for acting skill, so pupils must have a talent in this area and be able to communicate very clearly in the English language.
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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 14
ENGLISH continued
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 a modern drama OR prose text (25%) and to one question on a19th 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 a themed poetry cluster (25%) and to one question on a Shakespeare play (25%)
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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.
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HISTORY Course Content Paper 1 Written examination: 1 hour and 15 minutes Thematic study and historic environment: Medicine in Britain, c1250-present The British sector of the Western Front, 1914-18: injuries, treatment and the trenches Pupils will study medieval medicine, working through changes in the Renaissance and Victorian periods to the state of medicine in modern Britain. There are case studies in the Black Death, the Great Plague, the cholera epidemic of 1854 and the use of current science and technology in diagnosis and treatment. The WWI study involves an enquiry into the people who manned the medical services, as well as new techniques in the treatment of wounds, the use of mobile x-ray units and the creation of a blood bank for the Battle of Cambrai. Paper 2 Written examination: 1 hour and 45 minutes Period study and British depth study Anglo-Saxon and Norman England, c1060-88 Superpower relations and the Cold War, 1941-91 The British depth study takes a detailed look at the causes and events of the Norman Conquest as well as the changes brought about to Anglo-Saxon society and the key figures such as Edward the Confessor, William I, the Earls Edwin and Morcar, Edgar the Aethling, Hereward the Wake and William Rufus. The Cold War section covers topics such as the dropping of the atomic bombs on Nagasaki and Hiroshima, communism in Eastern Europe, the arms and space race, the Berlin Wall, the Cuban Missiles Crisis, the war in Afghanistan and the collapse of communism.
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HISTORY continued Paper 3 Written examination: 1 hour and 20 minutes Modern depth study The USA, 1954-75: conflict at home and abroad This part of the course looks at two aspects of modern American history; the fight for civil rights, including the discrimination of the 1950s and the roles of Martin Luther King Jr and Malcolm X, and the Black Power movement. The war in Vietnam is also covered, explaining why America became embroiled in the conflict, and why it proved so difficult in Vietnam and at home.
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LATIN Course Content GCSE Latin provides you 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 your vocabulary and training the mind in a variety of disciplines. It 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 humanity subject and the effect on success in these subjects is significant. Latin is still highly regarded by employers and universities alike, whether you are interesting in medicine, the civil service, modern foreign languages, history or religious studies. Method of assessment: Assessment consists of one language and two literature exams. The language paper is worth 50% and is an hour and a half long. The literature papers are one hour and worth 25% each. 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 based on Roman mythology and history. Pupils will be provided with a defined list of vocabulary. Pupils have a choice between simple prose composition and answering questions on grammar. 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 Horace’s poetry to learn about life in Ancient Rome and study Tacitus, who left us a written account of Boudicca’s famous rebellion and the religion of the ancient British Druids. Extracts of approximately 115 lines are prepared in class and we do not just discuss the language but also analyse what the texts can tell us about the ancient world. 19
MATHEMATICS
All sets follow the Edexcel IGCSE course. At present Set S do the examination at the end of the Lower Fifth and then go on to study an additional mathematics qualification in Upper 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 & Trigonomertry Number Probability and Statistics Simple calculus and some applications Functions Set theory At the moment 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 the pupils come to apply for university.
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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 by terminal examinations in listening, speaking, reading and writing. 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 all of the four skill areas. Level 1 constitutes Foundation Tier, which gives access to grades 1-4. Level 2 constitutes Higher Tier which gives access to grades 5-9.
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MUSIC GCSE Music is a dynamic subject with a strong practical focus. It is an ideal option for pupils who already learn a musical instrument. The course comprises three principal activities, those of performing, composing, listening and appraising. Music technology also features prominently. Creative skills are developed and supported by our suite of iMacs running Logic and Sibelius software. The new Pearson Edexcel syllabus is studied. Course Content Performing: Pupils will be expected to learn a musical instrument throughout the course, usually with an instrumental teacher inside or outside school. They are also encouraged to play in an ensemble as well as giving solo performances. For the examination they must perform for at least four minutes’ combined duration. This will include at least one solo and one ensemble performance. Composing: During the course, pupils will compose two compositions, of at least three minutes’ combined duration. One composition will be based on a brief set by the examining board and one free composition will be set by the student. 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 below: Instrumental Music 1700-1820; Vocal Music; Music for Stage and Screen; Fusions 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 perform at least one solo and one ensemble performance. (30%) Composing: Two compositions are marked internally and externally moderated. (30%) Listening & Appraising: the listening section of the GCSE examination is assessed through a 1hr 45min paper set and marked by the examining board. (40%)
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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 and changing dynamics in relationships with family and friends, alongside the increasing exposure to such ‘adult’ concerns as the internet, 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 Enhancing pupils’ self-esteem and self-confidence Building confidence and awareness of personal safety in today’s society Developing personal, emotional, social and communicative skills Ensuring children become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background Encouraging pupils to understand basic British values and the importance of respect, and leave school fully prepared for life in modern Britain The PSHCE curriculum is part of the wider school ethos of promoting respect 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 PSHE Education for KS3/4 by Lesley De Meza and the ISI curriculum guidelines.
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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 the Easter holidays, with the timetabled lesson then available for in-class private study as they approach their GCSEs. This also includes time spent looking at revision techniques and time management in preparation for the GCSE summer .
Lower Five
Content
Identity
Sense of identity, British values, rights and responsibilities
Family and Friends
Relationships, stereotyping, prejudice and discrimination, bullying
E-Safety
Radicalism, Sexual Exploitation, Cyberbullying and other dangers
Health
Lifestyles and eating disorders
Alcohol, Smoking, Drinking and Peer Pressure
Impacts, pressures, the law
Sexual Health and Relationships:
Sex and the media, the law, pressures, contraception, sexual health, pornography, e-safety and my safety
Upper Five
Content
Exploring Views
Exploring the media, moral issues
Careers
Careers investigation, CV and personal statement writing, work experience, e-safety and money
Identity
Shared identity, challenging discrimination, radicalism, being a leader Recognising and balancing emotions, exam pressures, health and time management and keeping yourself safe
Health and Exams
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PHYSICAL EDUCATION Pupils must have a keen interest in Sport and be fully committed to improving their performance throughout the course, both inside and outside of lessons. The course itself is brand new and is still awaiting accreditation. The specification is explained below and in brief will help pupils develop a wide understanding of physical education, sport and training. The course links well with many other courses and allows pupils to expand on a variety of skills. Pupils will be expected to acquire scientific and analytical skills alongside developing three chosen practical activities. The course is split into two key areas. Theory (60% of total GCSE) Two theory papers, both an hour long, will be taken at the end of the two year course. Paper one (01) concentrates on applied anatomy and physiology along with physical training. Learners will start to explore the ways in which parts of the human body work and function during physical activity and the physiological adaptations that can occur due to diet and training. Learners will also develop their knowledge and understanding of the principles of training, why we train in different ways and how training plans can be made to optimise results. The second paper (02) examines knowledge of socio-cultural influences, sports psychology, health, fitness and well being. Learners will develop knowledge of socio-cultural influences that impact on participation and performance and they will also develop knowledge of how sport impacts on society. Commercialisation of sport along with sponsorship and media influences are also among topics covered.
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PHYSICAL EDUCATION continued Sport psychology relating to acquiring movement skills and how to optimise performance is another aspect, and learners will also look at the benefits of participation in sport and enhance their understanding of diet, nutrition and hydration. Practical (40% of total GCSE) Three activities are required for assessment and these must include one from the team sport list and one from the individual list. The third option is then one more which can be selected from either list. There is now a tighter restriction on activities that can be selected for the practical assessment. Please seek advice from Mrs Kemp to ensure that your three activities are available for assessment. In addition to three activities, learners are required to demonstrate their ability to analyse and evaluate their own performance and create an action plan to improve the quality and effectiveness of their performance.
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RELIGIOUS STUDIES Why should you choose Religious Studies as one of your GCSE options? Religion has always been with us. Throughout history, it has expressed the deepest questions human beings can ask, and it has taken a central place in the lives of virtually all civilizations and cultures. As we think all the way back to the dawn of human consciousness, we find religion everywhere we turn. In recent times, critics have suggested that religion is on the way out. Technology and science have changed our view of the world radically, leading some to say that we've entered a new stage of human existence, without religion. Soon, they argue, it will truly be a thing of the past. However, we still find religion everywhere; on television, in film, in popular music, in our cities and villages. We discover religion at the centre of global issues and cultural conflict. We see religion in the lives of the people we know and love, and in ourselves, as we live out and wrestle with our own religious faith. Why does religion continue to thrive? There are many reasons, but one thing is certain: religious traditions are adaptable in important ways. For many, contemporary religion even has room for scepticism, science, and the secular, which allows it to keep going strong in our rapidly changing world. Overall, religion is powerful and persistent, and it shows no signs of disappearing. It provokes heartfelt commitment, eloquent expression, forthright action, and intense debate. For both practitioners and observers for everyone who wants to be informed about the world around them religion is an intensely curious phenomenon that calls out for better understanding. Course Content Learners will be encouraged to develop and understand personal values and beliefs, with an emphasis on critical analysis and the ability to construct balanced and informed arguments within the context of religious, philosophical and ethical awareness. In the first year learners will study two major world religions, Christianity and Buddhism. The focus of study for each religion is on ‘Beliefs and teachings’ and ‘Practices’.
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RELIGIOUS STUDIES continued In the second year learners will study one major world religion, either Christianity or Buddhism. The focus of study is on religion, philosophy and ethics in the modern world from a religious perspective. Method of Assessment Learners must take two components from Component Group 1 (Components 01–05) and one component from Component Group 2 (Components 06–10) to be awarded the OCR GCSE (9–1) in Religious Studies. At the end of the first year learners will sit two papers, one based on their study of Christianity and one based on their study of Buddhism. Each paper is worth 25% of their total GCSE and will last one hour. At the end of the second year learners will sit one paper, based on their study of either Christianity or Buddhism. This paper will be worth 50% of their final GCSE and will last two hours.
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SCIENCE All pupils study a two year science curriculum beginning in the summer term of the Fourth Form and leading to either three separate GCSE passes in biology, chemistry and physics or two separate GCSE 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 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.
Biology
Chemistry
Physics
Lower Fifth
Transport into & out of cells
Atomic structure and the periodic table
Forces and motion
Double Award
Enzymes Heart and circulation Lifestyle and disease Infection and response
Bonding, structure, and the properties of matter Chemical calculations Chemical changes
Classification Ecology
Chemistry of the atmosphere
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Forces and their interactions Electricity Work, energy, power and momentum
SCIENCE continued Lower Fifth Separate
Transport into & out of cells
Atomic structure and the periodic table
Forces and motion
Enzymes
Forces and their interactions
Brain & eye
Bonding, structure, and the properties of matter
Heart and circulation
Chemical calculations
Lifestyle and disease
Chemical changes
Infection and response
Pressure and pressure differences in fluids Electricity
Chemistry of the atmosphere
Classification
Work, energy and power Momentum
Ecology Upper Fifth Double Award
Photosynthesis
Energy changes
Homeostasis
Rates and Equilibrium
Waves (advanced concepts)
Crude oil and fuels
Nuclear physics
Chemical analysis
Internal energy and energy transfers
Inheritance Respiration Genetic engineering
The earth’s resources Electrolysis
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SCIENCE continued
Upper Fifth Separate
Photosynthesis
Energy changes
Electromagnetism
Energy flow
The rate and extent of chemical change
Waves and black body radiation
Homeostasis (detailed)
Space physics Organic chemistry
Inheritance
Nuclear physics Chemical analysis
Respiration Genetic engineering
Using the earth’s resources
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Internal energy and energy transfers
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.
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GCSE/ICGSE Examination Boards and specifications: 2017-2019 Art & Design
Pearson Edexcel Level 1/Level 2 GCSE (9-1) Art and Design Art, Craft and Design (1AD0) Component 1AD0/01 1AD0/02
Design & Technology
OCR J310
Drama
Edexcel 1DRO
English Language
OCR J351
English Literature
OCR J352
English as a Second Language
Edexcel 4SE0
French
AQA 8658
Geography
IGCSE
Edexcel 4GEO
History
Edexcel 1HI0
Latin
OCR J282
Mathematics
IGCSE
Edexcel 4MA0H & 4MA0F
Music
Edexcel 1MU0/01/02/03
Physical Education
AQA 8582
Religious Studies
OCR (9-1) J265 OCR (90) Short Course J125
Spanish
AQA 8698
Science:
Biology Chemistry Physics Double Award Science
AQA 8461 AQA 8462 AQA 8463 AQA 8464
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