GCSE 2013 2015
Studies
GCSE Studies GCSE CHOICES AVAILABLE FOR STUDY Art & Design Biology Business Studies and Economics Chemistry Core Science Classical Civilisation Design Technology Drama English French Geography Greek History Latin Mathematics Music Physical Education Physics Religious Studies Spanish
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DEADLINE FOR PUPILS TO HAND IN THEIR PRELIMINARY CHOICES Friday 22nd February 2013
Foreword from the Headmaster Contents Foreword from the Headmaster Choosing Your GCSEs EAL The Flecker Library
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GCSE COURSES Art and Design Business Studies & Economics Classics Design Technology Drama English Geography History Mathematics Modern Foreign Languages Music Physical Education Religious Studies Science Biology Chemistry Physics Core Triple Science
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The two-year GCSE course begins for your son or daughter at the start of the next academic year. For the majority, sights will be set on reaching a top university and there is overwhelming evidence that their GCSE results are likely to have a direct impact on the offers received. The criteria for some Russell Group (top 20) universities on popular courses are stringent, and a good clutch of A* and A grades is essential for many of these. For others, choosing the best set of subjects at GCSE is equally important in laying down good foundations for A level and then university study. The approach to study and the correct choice of subjects are therefore critical. While maintaining a breadth of study is educationally valuable, it is necessary to have a regard to the likely outcomes. There will be plenty of opportunity to discuss choices with teaching staff, heads of department, tutors, houseparents and the Director of Studies. I encourage all of the current Fourth Form (Year 9) to take personal responsibility for these decisions, helped by parents and others, and wish you all well as you look ahead to this important stage in your education. Jonathan Lancashire
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Choosing your GCSEs Although many begin thinking about their GCSE subjects sooner, we ask pupils to actively start considering their GCSE subject options in the Lent term of the Fourth Form (Year 9), with the process completed early in the Trinity term. Most pupils will study nine subjects, leading to 10 GCSE exams. The core curriculum studied by nearly all pupils is: • English (leading to two GCSEs, in Literature & Language) • Mathematics • Religious Studies (taken at the end of Year 10, the Remove) • PSHE (not assessed) • French* or Spanish* or English as an Additional Language. (*We refer to these as Core French & Core Spanish. Most will take French.) Five (a) more subjects are chosen. We encourage pupils to choose subjects that cover the breadth of the academic curriculum, including the sciences, humanities and creatives, whilst also, crucially, playing to their strengths and interests. The key thing is that the widest possible choice of future careers remains possible. Certain careers, medicine, dentistry & veterinary science require all three sciences. Typically this will mean choosing: • two or more sciences • one or more from the humanities • one or more creative subjects (it would be unusual to study more than two creatives) • one more subject, depending on the individual, to give a total of five However, we recognise that this will not be the right pattern for all. Some may choose one or more foreign or classical languages. (If French is the “core” subject, then Spanish may be chosen as an option, but not vice versa.)
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For those who find science really difficult, we suggest Core Science GCSE. This is a single GCSE, which has elements of all three sciences. We will advise you, if this is the best option for your son or daughter. The five GCSEs are taken from the following subject groupings: • Sciences: Core Science (b), Biology, Chemistry, Physics, Fast track Science (c) • Humanities: Classical Civilisation, Business Stuies & Economics (d), Geography, History, • Languages: Spanish, Latin, Greek • Creatives: Art, Design Technology, Drama, Music, Physical Education The process is as follows: During January & February tutor periods, pupils will discuss which subjects to choose with their tutors. The Head of Careers, David Fullerton, Head of Learning Support, Stephanie Thomas and I, Head of Fourth Form Studies, are all very willing to assist in these discussions. They will receive a “GCSE choices” form, on card. This needs to be signed by each teacher, whose subject they wish to study. This should ensure good conversations, where needed. They will receive this card at the start of the Lent term. If a pupil is advised not to take a particular subject, this will be good advice. I am happy for you to get in touch with me to discuss, but final decisions about the suitability of a course rests with the Directors of Studies. By Friday 22nd February the forms need to be submitted. The subjects must be entered on the form in order of preference, so that the fifth subject is a pupil’s last choice. At this stage the forms will have the signatures not only of subject teachers, but also the tutor, the pupil and either yours or the Housemaster / mistress.
Using all the pupils’ choices, five option blocks are created, corresponding as closely as possible to their preferences. (It does sometimes happen that a certain combination may not be possible; for that reason we ask the pupils to put down a sixth, “reserve choice” on the form.) These option blocks will then be published – we will let you know when they will be on the website. We appreciate that pupils do change their minds and we will do our best to help, whilst keeping an eye on set sizes. Alastair George, Director of Studies
Please note: For those receiving Literacy, EAL or Numeracy Support, it might make sense to study fewer subjects. Dr Stephanie Thomas will be involved with such discussions.
(a)
(b)
We expect the vast majority to study two or three sciences. However Core Science GCSE is a very sensible option for those who find science difficult. It leads to a full science GCSE and combines elements of all three subjects. Pupils will be advised if this is a sensible choice for them.
(c)
For the top academic pupils, only, there is the option of taking “Fast track” science. All three sciences are studied in the space of just two option blocks i.e. this counts as two GCSE options, not three. Pupils will be advised if this is a sensible choice for them. It effectively gives them an extra GCSE.
(d)
Business Stuies & Economics is a new GCSE subject for September 2013. We foresee a single set of “EcBus”. It gives further choice in the Humanities.
English as an additional language Dean Close welcomes pupils from overseas to all year groups. Many arrive in Remove (Year 10) to start their GCSE programme. We recognise that pupils come with different levels of English and so the EAL Department exists to support those who find the language required at GCSE level difficult, for some or all subjects. The Department prides itself on its flexibility and dedication to individual needs, to ensure pupils are supported pastorally and academically. All new international pupils are encouraged to attend the Overseas Induction weekend prior to the start of the academic year, in order to familiarise themselves with the School and its facilities, to meet key members of staff, to take part in activities and prepare themselves for the start of GCSEs. Pupils for whom English is a second language are assessed during this weekend (or on arrival if they cannot attend) to identify if extra language tuition is needed.
If so, typically, they will have EAL support during their Modern Foreign Language periods, which means 4 lessons per week. However, there may be more or less support given, depending on needs and timetables. The assessment will identify the particular strengths and weaknesses in the pupil’s language, and the type and level of support will be adjusted accordingly. These lessons mainly focus on the skills needed to pass GCSE English Language, although support is also offered for some curriculum subjects, particularly where essay writing may be a difficulty. A pass (C grade) in English Language is a minimum requirement for university in the UK and increasingly universities are asking for higher grades. Where this is the case, individual support can be arranged. We encourage all pupils to take advantage of these lessons from the outset, although they may join lessons at any time during the school year, either at their own request or when advised by the teaching/House staff. This support is
highly-valued and viewed as giving pupils the best chance of achieving good grades at GCSE. Alongside lessons, the School strives to achieve integration between international pupils and British nationals. There is an Overseas Pupils Committee where Sixth Formers mentor and support younger pupils from overseas, and we arrange regular gettogethers which all are invited to attend. Above all, overseas pupils are encouraged to take full advantage of all that Dean Close has to offer in order to receive an all-round education. Parents and guardians should look at the website for the latest information regarding charges for language support. Please note that due to timetable constraints, parents/guardians cannot necessarily choose group sizes for pupils.
Kit Morgan, Head of EAL
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The Flecker Library Aeschylus, Banksy, Camus, Dawkins, Efron, Jesus, Jobs, Keynes, Picoult, Shakespeare... all in one place, anytime, anywhere. Recently refurbished, the Schools’ Flecker Library supports learning, advanced information literacy and the pleasures of reading, empowering pupils through a wide-ranging, specialist information service. Exam Success Success at GCSE requires range of knowledge and application of understanding. Working closely with teachers and tutors across the School, the Library strives to provide pupils with the right opportunities and assistance to extend knowledge, challenge thinking and develop key information management skills, vital both for successful study and revision at the GCSE level and as a firm foundation for the academic demands of A levels.
21st Century Shakespeare From our leather-bound editions to our library iPad, the Library offers access and guidance to a multitude of exciting resources: • Thousands of fiction and non-fiction titles • Feature film, TV and documentary DVD collection • Daily newspapers, magazines & academic journals • Online library portal with video streaming • Academic database subscriptions including JSTOR & Britannica Online • iOS & Android apps • Contemporary Careers resources Learning Experience The Library continually seeks to provide the best space and methods for learning and research. Matching the dynamic needs of today’s students and tomorrow’s professionals, we are committed to staying at the forefront of both traditional and new technologies and providing appropriate environments in which to study and explore, offering: • Pleasant, flexible learning spaces including silent, independent, group and tech zones. • IT facilities and Wi-Fi • Specialist assistance in information research • An innovative and professional support team A good library remains the same: always changing For us, the work is never done. We are constantly updating our resources and refining our use of technologies, responding to pupils’ needs and the demands of the contemporary professional world. Upcoming developments will almost certainly include an eBook loan system offering eBook borrowing on laptops, smart phones and tablets, a more integrated virtual library environment, bespoke skill development sessions and in-house digital publishing. Aren’t libraries great?! Follow us on Twitter @dcslib Zach Suckle, Librarian
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Art & Design The two year AQA GCSE Art & Design, Fine Art Endorsed course provides the pupils with a busy and exciting programme of study. The Fine Art orientated approach presents broad opportunities to acquire knowledge and skills through practice in two and three-dimensional media including drawing, painting, printmaking, digital photography, ceramics and sculpture. The assessment of this subject is divided into two components: • Unit 1: Portfolio of Work (60%) and • Unit 2: Externally Set Task (40%) Unit 1: Portfolio “Candidates should submit a selection of thoughtfully presented work that demonstrates the breadth and depth of the course of study and evidences coverage of all of the assessment objectives. This should include more than one extended collection of work that demonstrates an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical/cultural sources”. (AQA GCSE Art & Design Specification) Unit 1: Externally Set Task “Candidates are required to elicit a personal response from one starting point or project
brief from the exam paper. They are expected to develop their own work informed by their preparatory studies and evidence coverage of all the assessment objectives”. The allocated preparatory period (usually 6 weeks) is followed by “a 10 hour period of sustained, focused study in which candidates are expected to develop their own unaided work informed by their preparatory studies”. (AQA GCSE Art & Design Specification) Remove (Year 9) The pupils will experience a variety of activities throughout the year which introduces them to a wide range of Fine Art orientated approaches and disciplines within Art & Design. The emphasis is on learning through experience and experimentation and should encourage independent thinking as well as developing skills and confidence.
throughout this year to be part of their final assessment portfolio for Unit 1. Fifth Form In the second year of the course increasing autonomy is given, encouraging more personal and individual responses to a set theme. The main portfolio project for Unit 1 is undertaken during the Michaelmas term and the pupils will specialise in one area of study (as described above) for the entire year. Unit 2 is undertaken in its entirety during the Lent term. Throughout the course the use of work journals (sketchbooks) is essential and these become the key record of visual research; observation; experimentation; the documentation and development of ideas; critical appraisal and contextual study. The work journals encourage personal involvement from the pupils helping to promote a sense of ownership.
During the year, pupils will rotate between three main discipline areas: • Drawing & Painting with Mrs Evans • Photography and Printmaking with Mrs Rushton • Sculpture and Ceramics with Miss Ash
The course concludes at the end of the second week of the Trinity Term when all the work is internally assessed and externally moderated. All the GCSE work is exhibited in the Art School as part of our end of year show on Commemoration/ Speech Day.
Pupils can select the best work produced
Caroline Evans, Head of Art
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Business Studies & Economics GCSE Business Studies and Economics is a broad, coherent, satisfying and worthwhile course of study which will allow pupils to gain an insight into related sectors. The course will prepare pupils to make informed decisions about further learning
opportunities in Business Studies and Economics A Levels and future career choices. The course will enable pupils to: • actively engage in the study of business and economics to develop as effective and independent pupils and as critical and reflective thinkers with enquiring minds • use an enquiring, critical approach to distinguish facts and opinions, to build arguments and make informed judgments • develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts • appreciate the range of perspectives of different stakeholders in relation to business and economic activities • consider the extent to which business and economic activity can be ethical and sustainable. Components Unit 1 Introduction to Small Business This unit concentrates on the key issues and skills involved in enterprise. It provides a framework to consider the marketing, financial, human and operational issues involved in starting and running a small business. This unit contains five topic areas:
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Topic 1 Topic 2 Topic 3 Topic 4 Topic 5
Spotting a business opportunity Showing enterprise Putting a business idea into practice Making the start-up effective Understanding the economic context
Unit 2 Investigating Small Business In this unit pupils will research, analyse and evaluate a selected task on enterprise issues. They select one Edexcel-set task from a choice of five, carry out primary research involving a real business and then complete a writing-up session under controlled conditions. Unit 3 Introduction to Economic Understanding This unit introduces pupils to the principles of economic understanding to provide a broad national and international perspective of the subject area. This unit consists of five topic areas: Topic 1 How can I start to think like an economist? Topic 2 Risk or certainty? Topic 3 Big or small? Topic 4 Is growth good? Topic 5 Is the world fair? Iain McGowan, Head of Business Studies & Economics
Classics Imagine a world in which nobody knew any Latin or Greek. How would we know anything about the two most important civilisations to have influenced and shaped the world which we inhabit. Who would truly understand the word “democracy” or the concept of “philosophy”. That would be truly TRAGIC, don’t you think? Latin and Greek Pupils have the option to study Latin, Greek or both at GCSE. Latin and Greek are no longer just the study of the languages as an end in itself. The courses take the form of continuous stories in Latin set in Roman or Greek times. Whilst learning the language, pupils are introduced to various aspects of Roman or Greek civilisation. Naturally the skills of fluent reading and accurate translation are a major part of the GCSEs as is an appreciation of literary style and historical background.
For both GCSEs, candidates are required to sit four papers: Papers 1 and 2 are language papers which take the form of unseen translation and comprehension. OCR produces a defined vocabulary list for these examinations. Papers 3 and 4 are set text papers in which candidates are expected to answer questions on prescribed literary works, one verse, one prose. Authors that have been examined recently at this level include Virgil, Homer, Pliny, Ovid, Euripides and Cicero. This is a once in a lifetime opportunity for you to engage with some of the greatest literature ever written! Classical Civilisation A two-year course with the AQA course leads to an examination of the major cultural features of the Graeco-Roman world. Through the study and evaluation of primary source material, the legacies of 5th Century Athens and Imperial Rome are assessed. There are three written examination papers and candidates can opt to concentrate solely on Greek or Roman material. A combined study of both Greece and Rome is also possible. Paper One explores Homer’s Odyssey, the greatest adventure story ever told
(featuring man-eating one-eyed giants, powerful gods, seductive women and a hero famous for his cunning and intelligence) whilst Paper Two investigates social life in Imperial Rome: gladiators (why were the Romans so blood-thirsty?), the baths, chariot racing, religious beliefs, sacrifice, the emergence of Christianity (why did it become so popular?), the status of women, marriage and family life. In preparation for Paper 3 you will have an opportunity to learn about the ancient Olympic Games: why were they so important to the Greeks, what are the differences between the ancient and modern games and what on earth was the hoplitodromos? Why didn’t the Greeks award prizes for second and third place? Through controlled assessment candidates can either learn about Ovid’s poem the Metamorphoses (all about weird transformations –it’s great) or Athenian vase painting in which you will come face to face with some of the ancient world’s greatest artists like Exekias and the Kleophrades Painter. At the same time you will learn lots about Greek mythology (more extremely weird stories!) and Athenian social life (I like the idea of a symposium!) Jon Allen, Head of Classics
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What about Exams? There are two exams at the end of the course, worth a combined 50% of the overall grade. They consist of a common designing paper and then a specialist materials or drawing examination and consist of questions on knowledge and understanding of designing, materials, processes. The other 50% of your grade will be based on the Coursework project you will work on during the Fifth Form.
Design Technology There are two options that can be followed for iGCSE: Graphic Products or Resistant Materials
Materials projects are often a high quality, working product supported by a portfolio of ideas and designs.
What is iGCSE Design and Technology: Graphic Products? It is Design Technology with a specialist focus on the use of Graphic tools and techniques.
Will you enjoy the course? Yes if you want to study a subject that:
What is iGCSE Design and Technology: Resistant Materials? It is Design Technology with a specialist focus on the use of tools and techniques to produce 3D working prototype products. For both courses pupils will be involved in the study of: • Materials and Components, Production Processes, Industrial Application, Social, Moral, Ethical and Environmental issues of Product Design, Product Analysis, Designing and Making processes. Pupils will then apply this knowledge and understanding when Designing and Making a 3D product and an A3 portfolio of design work. The difference between the two courses is: Graphic Product projects are often more prototype products with high quality graphic work to support; Resistant
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• is both technical and creative; is relevant to the consumer society you live in; encourages you to be a discerning consumer; enables you to design and make products; places an emphasis on practical work; develops a full range of skills that will be useful in other subjects you study and in employment. How does it follow on from what we have studied previously in the Fourth Form? So far pupils have had a wide experience of materials. They have produced small-scale products and design folders using these materials. Both courses follow on directly from the work done throughout your time at Dean Close. Pupils will produce products and design folders and be examined on their knowledge and understanding. However the products and folders will be larger and more sophisticated than those produced previously. There will be a lot more time to design and develop products and at the same time develop an in-depth understanding of the materials and processes involved.
What skills will you develop? Pupils will review and develop skills from all your previous Design Technology experiences. The course places emphasis on the design and manufacture of quality products. Pupils will be required to look at commercial products and form opinions as to their ability to satisfy consumer needs. They will also be asked to consider how those needs relate to social, ethical and environmental issues. Above all the course will encourage them to be imaginative and experimental in combining materials, skills and techniques as well as developing a good understanding of industrial process of designing and making products. They will build confidence in your ability to work with materials to produce quality products and solve practical problems. What can you do with an iGCSE in Design Technology? Graphic Products will provide a good base for careers in Graphic Design, Computer Graphics and Art and Design. Resistant Materials will provide a good base for careers in Product Design, Industrial Design, Engineering of all types as well as Architecture. Dominic Evans, Head of Design Technology
The Edexcel GCSE Drama syllabus is designed to introduce a wide variety of dramatic conventions, strategies and techniques and to subsequently explore and exploit these through textual analysis, workshop and performance. Typically, classic and contemporary texts will be used as a jumping-off point for detailed explorations of drama in both theory and practice, and class work will build on the basics that have been taught in the Fourth Form course. Paper 1 Worth 60% of the overall GCSE mark. This paper is split into two units, both of which are assessed by videoed workshop participation and a 3,000 word portfolio to be submitted as coursework. UNIT 1 Study for this unit will include the exploration of the dramatic potential of a range of ideas and issues; response to a range of texts from different times and cultures; comparing and connecting between texts; recording ideas for drama in the form of scripts, scenarios and storyboards; evaluating the effectiveness of the individual’s drama work and that of others; developing performing, devising and improvisation skills; developing and realising ideas within a group. In this coursework unit, the emphasis is on the development of an understanding of ideas and issues through drama and on the use of the medium and elements of drama to structure responses into a meaningful piece of work. UNIT 2 Study for this unit will include the interpretation of a complete and substantial play text, the recognition of the ways in which playwrights, directors and performers communicate meaning through the meaning of drama; the evaluation of the effectiveness of differing dramatic interpretations; the development of performance skills; the development and realisation of ideas within a group situation; the exploration of different staging methods; an appreciation of the various ways of exploring character; an understanding of the social, cultural and historical context of a complete and substantial play text. In this coursework unit, the emphasis is on developing an understanding on the ways
Drama in which playwrights record their ideas in a script and how performers and directors use drama to interpret and realise these ideas in performance.
find it overly challenging to work as a team, the 40% weighting of this paper strongly suggests that this subject is not for them.
This paper is internally assessed and externally moderated.
Expectations Prospective pupils would be expected to demonstrate a sound ability in English language and literature and a proven interest in and capacity for drama.
Paper 2 Worth 40% of the overall GCSE mark and entirely performance based. This should ABSOLUTELY be borne in mind when choosing options. Pupils will be split into groups of between three and nine performers and will be required to interpret, rehearse and perform a scene or scenes from a major play script. This will be assessed by an external moderator at any point between 1st March and 31st May in the Fifth Form. For those who enjoy performance, are adept at learning lines, are happy to take risks and can organise themselves and others to rehearse as a team outside normal lesson times, this is an exciting opportunity to shine in a subject that they are confident in, proficient at and passionate about. However for those who are nervous on stage, have problems with line learning and
Many pupils have extensive dramatic experience in school plays, the Cheltenham Festival of Performing Arts and Speech & Drama lessons and this will stand them in very good stead for the very specific discipline of drama at this level. Those with limited dramatic experience who have shown the necessary dramatic promise are equally welcomed – but would be expected to throw themselves more fully into the dramatic life of the school in order to both reflect and strengthen their newfound passion for the subject. Anyone considering GCSE drama as an option would be advised to discuss their potential for success in the subject with Rebecca Vines or Lloyd Allington at the earliest possible opportunity.
Lloyd Allington, Head of Drama
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English All pupils sit both English Language and English Literature. Texts for English Literature are varied and encompass both modern and classic works. Texts being taught currently and over the last few years include: • Romeo and Juliet • Lord of the Flies • Poetry of Seamus Heaney, Gillian Clarke, Thomas Hardy and Wilfred Owen • Educating Rita, A View from the Bridge • The Withered Arm and Other Wessex Tales • The History Boys • Journey’s End • Of Mice and Men The English Language course focuses on writing skills, as well as including an oral component of a short presentation, dramafocused activity, and class discussion or debate. There is also the chance to study the language of a public figure, involving an analysis of Barack Obama’s speeches.
English Components Unit 1 Controlled Assessment – Imaginative + one set text Drama: Romeo & Juliet or Julius Caesar Or poetry: Owen or Armitage or Duffy or Zephaniah Or prose: Pride & Prejudice, Hardy short stories, Of Mice & Men or Tsotsi by Athol Fugard Unit 2
Speaking and Listening i/ Drama focused ii/ Presentation iii/ Group discussion & Spoken Language
Unit 3
Written exam: Non fiction/media & writing information and ideas
English Literature Components Unit 1 Controlled Assessment i/ Shakespeare Julius Caesar, Macbeth, Romeo & Juliet, The Merchant of Venice and Film/Audi/Live performance ii/ Poetry Browning, Chaucer, Hardy, Owen, Rossetti, Shakespeare’s Sonnets Unit 2
Examination: Modern Drama The History Boys, Hobson’s Choice, A View from a Bridge, An Inspector Calls, Educating Rita, Journey’s End
Unit 3
Examination: Prose from different cultures Of Mice & Men, To Kill a Mockingbird, Anita & Me, The Joy Luck Club, Paddy Clark Ha Ha Ha, Tsotsi
Unit 4
Examination: Literary Heritage prose Pride and Prejudice, Silas Marner, Lord of the Flies, The Withered Arm and Other Wessex Tales, Animal Farm, The Strange Case of Dr Jeckyll and Mr Hyde & Contemporary poetry Armitage, Clarke, Cope, Duffy, Heaney, Zephaniah
The full specifications can be viewed at www.ocr.org.uk. Sean Hamill, Head of English
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Geography In 2013, pupils face the ever increasing challenge of making sense of the complex unequal, rapidly changing and often dangerous world in which they live. We cannot open a newspaper or watch the news without being confronted daily with issues of local, national and global concern: climate change, volcanic eruptions affecting tourists, the Japanese Tsunami and its impact on the supply of cars to the European car market, Tourism’s importance as a global industry, the future supply of water and food and the growth of China as an economic power. Geographers, more than any other subject group, have considered the interrelationship between different aspects of issues: economic, social, environmental, political and cultural. As a result Geographers tend to be informed and aware. They have developed a knowledge and understanding that enriches their lives and enables them to confidently play their part in shaping the world. The aim of this course therefore is to develop pupils’ understanding and interest in the environmental issues of the modern world, stressing how Geography has a major role to play in explaining contemporary global issues such as famine, flooding, pollution, over population and
socio-economic disparities. An attempt is also made to ensure a thorough understanding of the evolution of the physical environment and how people interact with it. The field is the geographic laboratory where young people experience at first hand landscapes, places people and issues and where they can above all learn and
practise geographical skills in a real environment. In addition, at the beginning of the 21st century fieldwork appears to be even more crucial in the school curriculum, especially with its contribution to sustainability and citizenship. Fieldwork is therefore an integral part of this course not only as a fundamental basis for one of the modules but it also allows students to observe in detail and try to measure and quantify the real world rather than study it from the isolation of the classroom. At GCSE, the AQA A syllabus is followed: Paper 1 37.5% Physical Geography topics including: • The Coastal Zone • Rocks, Resources and Scenery • Water on the Land Paper 2 37.5% Human Geography topics including: • Population Change • Changing Urban Environments • The Development Gap Local Fieldwork Investigation 25% A piece of extended writing (approx. 2000 words) largely produced under examination conditions based on primary data collected by the pupils at the end of Year 10. John Talbot, Head of Geography
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History
“To be ignorant of what occurred before you were born is to remain always a child” Cicero
For pupils, GCSEs fall at such a formative time in their “growing up”. In the History Department we believe that the study of History for GCSE will not just provide pupils with knowledge and academic skills, but that History helps them to become informed and intelligent adults. History is an eternally valuable subject. The academic rigour and value placed on a history qualification is highly regarded by employers and educational establishments alike; who appreciate the variety of transferable skills provided through study of the subject, chiefly the ability to understand and analyse issues and events to a high level of competence. Success in the subject provides pupils with the ability to express their views and opinions (both oral and written) in a clear manner, to put forward well researched ideas and arguments in a concise manner, to investigate and assess a variety of materials and to organise such material in a logical and coherent way. What’s It Like? History helps you discover how the world you live in today has evolved and to understand how things have come to be as they are. It provides you with context to understand the world around you and the society you live in. History helps you to develop the skills to look beyond the headlines, to ask questions properly and to express your own opinions. But, most importantly, the pursuit of historical knowledge of people and events is profoundly interesting and fun. Lessons will involve a range of activities from source work to discussion, from structured written answers to game play. We encourage pupils to participate in the lessons and to express their opinions on historical and contemporary issues. What Is Required of Pupils? Our primary requirement is a love of learning, along with motivation and hard work. We value these attributes as much as the ability to communicate clearly in written form. The Course Pupils at Dean Close will study the Edexcel iGCSE.
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Paper 1 Development of dictatorship: Germany, 1918-45 • The establishment of the Weimar Republic and its early problems • The recovery of Germany, 1924-29 • The rise of Hitler and the Nazis • Life in Nazi Germany • Germany during the second world war Dictatorship and conflict in Russia, 1924-53: under Stalin • The leadership struggle, 1924-28; Why Stalin comes to power • Five Year Plans and collectivisation • Purges and Show Trials • Cult of personality and the revision of history • The impact of the Second World War Paper 2 The origins and course of the First World War 1905-18 • The alliance system and international rivalry, 1905-14 • The struggle for control in the Balkans, 1905-14 • The growth of tension in Europe, 1905-14 • The Schlieffen Plan & deadlock on Western Front • The War at Sea and Gallipoli • The defeat of Germany Conflict Crisis and Change: The Middle East 1918-1995 • Build up of tension in Palestine • The creation of Israel, the war of 1948 and the Suez Crisis of 1956 • The Arab-Israeli conflicts of 1967 and 1973 • Superpower involvement in the Middle East • The attempts to find a lasting peace, 1979-95 Catherine Feltham, Head of History
Mathematics Pupils take the IGCSE in mathematics with the Edexcel exam board . The Edexcel IGCSE is a now established qualification that embraces the best practice of O level and GCSE. All IGCSEs are 100% externally assessed, ie. there is no coursework. It is particularly popular in the Independent Sector as it is perceived as being stable and free of political interference and is a better preparation for Sixth Form study. Since Dean Close adopted it the percentage of our pupils studying Mathematics in the Sixth Form has significantly increased. Edexcel IGCSEs are graded in the same way as GCSEs. Pupils will be entered either at Higher tier, where the grades available are from A* to D or at Foundation tier, where the grades are from C to G. Pupils will all follow a common syllabus and a final decision on which tier individual pupils can take can theoretically be delayed until after the January Trials in the Fifth Form. It must be pointed out that the Higher Tier has twice as much to study and a lot of this is far more challenging Maths. The syllabus is the same as the GCSE with three extra topics (sets, functions and an introduction to calculus) to stretch the most able. However there is less data handling content and both IGCSE papers allow the use of a calculator.
Note for Remove Set 1 The Remove Set 1, which takes the IGCSE at the end of the Remove year, follows in the Fifth Form the Additional Mathematics examination of the Oxford & Cambridge Board. It continues the introduction to the
calculus and forms an excellent preparation for A level Mathematics and Further Mathematics, and is a valuable tool for A levels in Sciences and Economics. Pete Garner, Head of Maths
15 | GCSE Studies 2013 ~ 2015
Modern Foreign Languages Most pupils study French to GCSE. There are normally four French sets. A few pupils take “Core Spanish” instead as their compulsory foreign language. Approximately a third of the year takes both French and Spanish to GCSE. Studying two GCSE languages is quite possible due to the similarities between the languages and the examination formats. At times pupils will inevitably become confused between the two subjects,
however, more often than not they will find that knowing a word in one language helps to figure out its meaning in the other. The aims of the course are to develop the ability to use French and/or Spanish as a means of practical communication, to form a sound basis for further study, to offer an insight into the culture and civilisation of foreign countries and to promote learning skills of more general application (eg.
analysis, memorising and drawing of inferences). The examination tests four skills at two levels. The four skills are reading, writing, listening and speaking. Writing and speaking are assessed by “controlled assessment” and make up 60% of the examination. All three languages follow the AQA syllabus: • • • •
Unit 1: Listening Examination Unit 2: Reading Examination Unit 3: Speaking Controlled Assessment Unit 4: Writing Controlled Assessment
Listening and Reading are tiered; candidates can enter for either Foundation or Higher Tier in any available series. Speaking and Writing are untiered. It is strongly recommended to spend some time in France or Spain if you are studying the languages to GCSE. The Nice and Salamanca study trips run in July in alternate years for all GCSE French and Spanish pupils. Pupils will also need a decent mid-size dictionary (the school shop stocks an ideal one). Chris Hooper, Head of Modern Languages
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Music combines academic rigour with practical and creative skills like no other subject.
Music Why study Music at GCSE? • Explore your creative side in composition • Get academic credit for your existing performing skills • Develop your listening awareness • This course will make you listen to music in a completely different way and enhance your appreciation of all styles. • Prepare to have your existing musical tastes challenged and converted as you are introduced to a huge variety of musical styles and cultures • Broaden your horizons! The two-year course with Edexcel aims to develop an understanding and appreciation of music through Performing, Composing and Listening. Such is the breadth of the course that pupils of differing musical experiences and abilities can enjoy the practical and theoretical aspects of the course. Performance accounts for 30% of the GCSE. Therefore candidates will need to study at least one instrument and will be required to perform one solo piece and one ensemble piece. These performances can take place at any stage during the course. Composition also accounts for 30% of the GCSE and two compositions are presented for assessment at the end of the course.
What’s it like? “You get to study a lot of different styles of music so there’s something for everyone” “The structure of the course with its three separate components of listening, composition and performance makes each lesson really varied” “Class size is really small so you get lots of individual attention” Although candidates must write pieces that fall into the areas of study prescribed in the listening section, there is enormous flexibility of style, making it possible to accommodate all tastes from Classical through to pop and ethnic music.
Helen Porter, Director of Music
Listening and appraising accounts for 40% of the GCSE and is assessed through a written paper which involves listening to extracts from twelve set works which fall into four areas of study: 1) 2) 3) 4)
Western Classical Music 1600 - 1899 Music in the 20th Century Popular Music in Context World Music
Pupils taking GCSE Music should be prepared to be involved in appropriate musical activities and attend concerts to enhance their musical awareness.
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Physical Education For pupils who enjoy the sporting life at school, PE is a really good option at GCSE. Sixty per cent of the course is practically based, with opportunities to improve skills and performances in four different activity areas. Learn how skills and techniques are developed, how the skeletal system and muscles work, how to lead a healthy, active lifestyle, and how schools, as well as social and cultural factors, affect participation, in the theory content of the course. This course should enable candidates to: • become increasingly physically competent through being actively engaged in a range of physical activities; • become increasingly effective in their performance in different types of physical activity and roles, such as performer, leader and official; • appreciate fundamental motor skills and their application to physical activities; • understand decision making in a range of physical activities; • respond appropriately when participating in different roles in physical activity. The OCR PE GCSE is broken down in to four modules, (two coursework and two examinations) all of which are entered and examined in the summer of Year 11,
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although the two controlled assessment components are completed throughout the two years. The assessment is divided into two components: • practical coursework and controlled assessment analysis tasks, which account for 60% of the final mark; • two written examinations, which account for 40% of the final mark. Over the two years, pupils are to be assessed practically in their ability to perform, coach or officiate effectively in four different selected areas, as well as their ability to complete two analysis controlled assessments. The first controlled assessment is in the Lent term of Year 10,
whilst the second is completed in the first half of the Michaelmas term of Year 11. The written examination component consists of two one hour papers sat in the Trinity term of Year 11. It covers a wide variety of topics including understanding the different factors that affect participation and performance, physiology of the body and understanding the health benefits and risks associated in taking part in physical activity. We would welcome anyone who has a keen interest in sport and is good practically across a range of activities, as well as wanting to learn the theory side. Rhona Donaldson, Head of PE
Religious Studies “A stand can be made against the invasion of an army: no stand can be made against an invasion by an idea”
All Remove pupils embark on a ‘Religion and Life’ short course which is examined with Edexcel GCSE status at the end of the year. This course looks at the perspectives of Christianity and Islam under the following headings: • Believing in God • Matters of life and death • Marriage and the family • Religion & community cohesion Sets 1 and 2 also study the partner course, Religion and Society and by doing so, they will make their qualification up to full course status in just one year. Religion and Society includes: • Religion and social responsibility • Religion and the environment • Peace and conflict Sets 1,2
Course Religion & Life Religion & Society
Qualification GCSE (Full Course)
3,4,5
Religion & Life
GCSE (Short Course)
It is believed that through learning about a wide range of perspectives, we can better understand others, hold our own beliefs up to scrutiny and confidently apply those views to the burning issues of our day. GCSE Religious Studies greatly enhances pupils’ ability to think critically about an issue and be able to express an informed point of view both verbally and on paper. In the Fifth Form pupils continue to consider various contemporary ethical dilemmas and their responses using multi-media, contemporary articles and discussions. Laura Mears, Head of Religious Studies
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Science - Biology Why Study Biology at iGCSE? Biology is the study of life, covering everything from the evolution of life on the planet, through the chemicals that make us up, to the structure of our bodies and the way in which we affect our environment. It links well to Geography and the other sciences and is an essential GCSE along with Chemistry if you want to pursue any career in the biological sciences, Agriculture, Medicine, Dentistry, Veterinary Science or any other allied subject. A GCSE in Biology will inform you about yourself; how you are made, survive and reproduce. It will also teach you about the Biology of plants and how we are ultimately dependent on whole ecosystems and other species for our food, oxygen and other resources. From evolution to genetic modification, Biology iGCSE covers all of the major aspects of this rapidly developing subject, informing you about issues that will affect all of our lives. What’s It Like? Biology is a practical subject with investigations carried out throughout the course. ICT and data handling skills, important skills in the modern laboratory, are developed and you will be encouraged to research and evaluate current issues in the press including looking at cloning, selective breeding and genetic
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manipulation. You will look at the benefits and drawbacks of biological developments in relation to social, environmental and economic issues. What’s Required of the Pupil? To study Biology you must be interested in the subject and want to find out more. An
enquiring mind is much better suited to a science subject where pupils are given the opportunity to carry out practical work, ask questions and carry out further research and reading. It is strongly advised that pupils also study Chemistry and Physics, Chemistry being essential if a pupil intends to pursue Biology to AS. You will be provided with an iGCSE textbook and revision guide, but Biology is a subject often in the press and we are keen for you to read around the subject if it is appropriate. The Biology Curriculum At Dean Close, we study for the Edexcel iGCSE course which is assessed in two papers at the end of the course: Paper 1 (2hours) contributes 66% of the total mark and Paper 2 (1 hour) contributes 33% of the total mark. Both papers contain elements of investigative skills work as there is no coursework in the iGCSE, and the main topics of the course are: • Organisms and Life Processes • Animal Physiology • Plant Physiology • Ecology and the Environment • Variation and Selection • Microorganisms and Genetic Engineering Leslie Kent, Head of Biology
Science - Chemistry What's it Like? iGCSE chemistry is a challenging course. It requires a greater depth of knowledge than the GCSE but you do have three years to do it in! We place a strong emphasis on practical work and most topics have opportunities for pupils to see the theory working experimentally. Many of our new pupils have limited practical experience so we start with a series of simple experiments and Heston Blumenthal’s “Kitchen Chemistry” course to teach them how to work safely and effectively in a laboratory. The three year course also means that we have time to do some practical investigations outside of the syllabus. These include a CSI project and an investigation into indigestion remedies.
Why Study Chemistry at iGCSE? Chemistry is a must-have qualification for anyone wishing to study sciences at a higher level, particularly any medical courses. It encompasses a wide range of subjects from the study of matter at its most basic levels to
designing materials for our modern life. An iGCSE in chemistry shows that you have a wide range of skills including mathematics, using abstract models and practical skills. It is an excellent preparation for A level.
What's Required of the Pupil? To excel at IGCSE chemistry the pupil must be willing and able to engage with the course. We encourage questions and discussion and hold clinics twice weekly for anyone who feels they need extra help. If you have a natural curiosity about the world around you and want the chance to poke it with a metaphorical stick, iGCSE chemistry might be for you. The IGCSE syllabus and specification can be found at www.edexcel.com. Aron Needs, Head of Chemistry
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Science - Physics Why Study Physics at iGCSE? Physics is one of the most highly respected qualifications you can have at GCSE level. It is an essential stepping stone towards studying Physics or Engineering at a higher level, and a very useful subject for anyone aspiring to study science A levels. Do you find yourself asking questions like: Why does this happen? How does that work? If so, you may find some of the answers in a Physics iGCSE course. What Is It Like? Physics is just ‘Maths with a story’. For some people, Physics is an extension of common sense, and the course will simply allow you to make sense of some of the things you have been wondering about for a while anyway. Others will find that the Physics iGCSE course opens their minds up to questions that have never occurred to them before. You will spend time doing practical experiments and pondering theoretical problems. Work is done both individually and in small groups. What’s Required of the Pupil? You should be competent at maths, and keen to think hard. Many physics problems require two or three stages of logical thought, so you need to be the sort of person who does not give up easily. You need to have a curiosity about the world
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around you, and about why it behaves as it does. It is strongly advised that pupils also take Chemistry, and Biology is an advantage. You will be provided with an iGCSE textbook and revision guide.
• Forces and Motion and Energy
The Physics Curriculum The iGCSE syllabus can be found at www.edexcel.com. Here is a list of the topics we study:
• Radioactivity (including nuclear weapons and medical uses)
• Space • Waves (mostly light and sound) • Matter (solids, liquids and gases) • Electricity and Magnetism
Jeremy Niblett, Head of Physics
Core Science
Fast Track Triple Science
For several years now we have offered the AQA GCSE Core Science A. This used to be called the Single Award Science, since you are awarded one GCSE for studying a single module from each of the three Science subjects. The course aims to make a recognised science qualification more accessible, applying scientific principles to more everyday situations, and to allow for a greater breadth of study than just one Science.
There will be a few pupils with a real academic flair who want to keep up with all three sciences and also leave room in the week to study a wide range of other subjects to iGCSE level. Therefore, as a new project from September 2013 we intend to run a single set of ‘Fast Track Triple Science’.
We look at questions from each Science, including: • How can we keep healthy through diet and exercise? • How does our nervous system allow us to respond quickly in a reflex action? • How can we use modern cloning techniques and what are their ethical issues? • What has “being in the limelight” got to do with limestone? • How can we make gold-plated watches? • Why is petrol expensive? • How can we save the cost of heating by insulating our house? • Is it worth installing solar panels on our roof? • How do mobile phones transmit signals and are they dangerous? Each of the three Science modules counts for 25% of a GCSE, and the remaining 25% comes from the Controlled Assessment. This is done in lessons and based on researching and designing an experiment, collecting the results and answering questions on the practical.
What Exams Will There Be? If you opt for this, you will take three full iGCSE science exams after the two year course, but you will have all that content squeezed into only two option blocks. Effectively you will study 3 subjects in the time that most people take to study only 2. This is likely to be quite a challenge, requiring a high level of motivation and ability, but we believe that it will benefit a number of pupils. Who Will Teach It? You will have three teachers, a subject specialist from each of Biology, Chemistry and Physics. What About Prep? You are likely to get more prep from this option than from other routes, since you will have proportionately less contact time with your teachers. Who Is Eligible For This? This option will only be available to the most able scientists and mathematicians of the year group. We anticipate a set size of approximately 15. Only pupils who have managed to exceed a minimum score in their internal exams for the three sciences will be accepted into this set. Will It Create Problems With Coursework? No. There is no coursework in any of the science IGCSE courses. Jeremy Niblett, On behalf of the Head of Science
Over the years the course has allowed many pupils, who would not see Science as their strength, to achieve success. However, it is not a route to taking an A level in any of the Sciences. Mayumbi Bradley, Core Science Co-ordinator
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DEAN CLOSE SCHOOL Shelburne Road Cheltenham Gloucestershire GL51 6HE Telephone 01242 258044 Email registrar@deanclose.org.uk www.deanclose.org.uk
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