Sherborne Girls Fifth Form Booklet - A Guide to GCSE Studies

Sherborne Girls

THE FIFTH FORM A guide to GCSE Studies

For GCSE courses starting September 2018...

Contents

Roots to Grow, Wings to Fly Education Reforms Understanding IGCSEs and GCSEs How to Choose Subject Groups The Subjects at a Glance Informed Decisions Life in the Fifth Form Adventure and Leadership

Core Subjects

English Mathematics Modern Languages Religious Studies Science

Option Subjects

2 3 4 6 7 8 9 10 12

14 15 16 17 18

Art & Design Classical Civilisation Classical Greek Design & Technology Drama Food Preparation & Nutrition Geography History Latin Music

20 22 23 24 26 27 28 29 30 31

Fifth Form

1

Roots to Grow, Wings to Fly

“Throughout the school we offer a curriculum which is broad, appropriate, coherent, challenging and forwardthinking, with opportunities for differentiation.”

Our Mission

To provide a broad and enriching, full boarding education that develops the unique talents of every girl within a supportive community.

To send out into the world girls of character, commitment and compassion who are able to think clearly and creatively, choose wisely and have the courage to make a difference.

Our Values Curious Sherborne girls will be intellectually enquiring and imaginative; they will seek challenge and inspiration in the pursuit of excellence.

Courageous Sherborne girls will be bold and adventurous; they will have the courage to take risks, the resilience to overcome adversity and the inner confidence to lead others.

Compassion Sherborne girls will be principled, considerate and kind; they will have a sense of responsibility to make a positive contribution to the communities in which they live and work.

Adaptable Sherborne girls will be resilient and flexible; they will be able to adapt to the demands of the modern day and to respect and celebrate the difference of others.

Spiritual Sherborne girls understand Christian values, they value reflection and well-being in themselves and others.

Our curriculum for the ‘GCSE years’, our Middle Fifth (M5) and Upper Fifth (U5) provides breadth and enrichment. We offer a full suite of GCSE subjects which embrace the opportunity for girls to develop the whole person whilst providing an element of choice at this stage. Our individualised approach to teaching and learning ensures that every girl is encouraged to reach her potential.

Specific learning requirements whether enrichment or support are addressed wherever possible by subject specialists in the classroom and via our considerable co-curricular programme that is possible in a full-boarding school.

Louise Orton (Deputy Head Teaching and Learning) 2

Education Reforms New Courses

Reformed GCSEs were introduced by the Government in 2015 with the aim of increasing problemsolving skills, understanding, application and recall, and to remove continual assessment (coursework).

The new grading structure 9 to 1 replaces the A*-G grading as a strategy for greater differentiation at the top end.

These changes have resulted in: • More demanding content • Less coursework (although this will remain for subjects where non-exam assessment reflects the nature of the course, for example Art, Drama, DT and Food and Nutrition).

• New grading scale 9 (top) to 1 (except for English) These changes were phased with the first examinations of the new style in the summer of 2017 and all subjects are now delivering the reformed courses.

New Grading Scale The current top grade of A* will be split into two grades 8 and 9 with 9 being awarded to just the top 3-4% of candidates in each subject. The C grade is benchmarked at grade 4 although some universities and employers may well be looking for a grade 5 which equates to a ‘high C/low B’ on the old system of grading. This graphic produced by OFQUAL (The Office of Qualifications and Examinations Regulation) shows how the new grades 9 to 1 match to the legacy system A* to G.

3

Understanding IGCSEs and GCSEs

(Referred to collectively as ‘GCSEs’)

At Sherborne Girls we offer a combination of IGCSEs (International GCSEs) and GCSEs. We adopted IGCSEs in some subjects, mainly the core subjects, several years ago in the belief that they were a better preparation for sixth form study. They are very similar to the newly reformed GCSEs. There have been some changes to the IGCSE courses following the reforms, just as the GCSEs have changed.

At Sherborne Girls we embrace the opportunity, as an independent school, to select the courses that are most appropriate for our pupils. Heads of subject have considered all the specifications and opted for the ones that most suit our school values. The following subjects have chosen to follow the IGCSE courses: • English • Mathematics • Modern Foreign Languages • History

Please note that English is currently the only IGCSE course that we offer where the grades remain A*-G.

4

5

How to Choose How many GCSEs Students are strongly encouraged to make subject selections with the following considerations in mind: • The breadth, balance and content of their eventual total programme; academic and co-curricular.

• Ability, aptitude and past record in each particular subject.

• Plans for sixth form and beyond, if any at this stage.

These factors will vary from person to person, as will their choices. The important thing is to aim for as broad and balanced a selection as possible which does not close off a choice at a later stage.

With the exception of Classical Civilisation, all subjects must be studied at GCSE if girls wish to continue with the subject at A Level or IB. We cannot guarantee to be able to timetable every combination of subjects, but will do our best to satisfy demand for balanced programmes.

6

Girls can select up to four option subjects, one of which is their language choice; the majority would select three.

Universities are interested in your average GCSE score or top 8 grades depending on the university – remember ‘quality not quantity’ in this regard.

Subject Groups Selection will be made up from the following groups:

Core Subjects

Option Subjects

Science

Language

All girls will study biology, chemistry and physics and will be awarded three GCSE grades (Separate Science) if they are in the top two sets, otherwise two GCSE grades (Combined Science).

Please refer to the science section of this course guide for more information.

Mathematics Girls in the top set only will be prepared for two GCSE subjects (mathematics and further mathematics) which provides enrichment for the most able mathematicians.

English

All girls study both English language and English literature as separate examinations resulting in two GCSE grades.

Religious Studies (RS) RS is compulsory. Two programmes are offered allowing girls to choose either the full GCSE or the short GCSE (half a GCSE) as part of their core courses. The half GCSE requires half the lessons and for some girls could be a way of creating further time for independent work and cocurricular activities.

We expect all girls to follow an additional modern foreign language and they can choose from French, German, Mandarin and Spanish (for some students this may not be appropriate in which case we will not enforce a language option). In addition, we offer Latin and Classical Greek. All of these language courses are designed for girls who have studied the language for at least one year and are learning it as a nonnative speaker. Students who are bilingual may sit language examinations without tuition but all GCSE examinations are to be sat at the end of the U5.

Humanities

In addition to religious studies, which is compulsory as a full or half GCSE, students may also study any of the following humanities subjects: classical civilisation, geography and history. The humanities subjects promote critical thinking, test the ability to write analytically and for extended periods, encourage girls to think creatively, to ask questions about our world and to reason, thereby allowing girls to develop ideas through reflective study. We would not usually recommend a student to study both classical civilisation and history as this would narrow their academic programme.

Creative Subjects It is a good idea to balance a programme with a subject from this selection: art, product design (textiles or resistant materials), drama, food preparation and nutrition or music. Studying a creative subject develops emotional intelligence, encourages independent decision-making, risktaking and attention to detail. Girls may wish to take more than one creative subject if this represents their strengths.

An outline of the course content of all of our subjects can be found in this booklet.

7

The Subjects at a Glance The Core (Compulsory)

Option Subjects (choose 3-5 subjects)

to include at least one Language to include RS Full or Short Course

English Language

Art

English Literature

Classical Civilisation

Mathematics

Classical Greek

Science

Drama

One language from the options list

Food Preparation and Nutrition

One RS option from the options list

French Geography German History Latin Mandarin (Improvers only and not native speakers) Music Design and Technology (Textiles or Resistant Materials) Religious Studies Full Course Religious Studies Short Course Spanish

Please note: If there is insufficient demand for a course it may not run

Use this table to organise your initial thoughts Core

Language choice

Options

• English Language

•

•

• English Literature

•

• Mathematics

Think carefully before

• Science (2 or 3 GCSEs)

adding another subject

• Religious Studies (tick)

•

Full

Short

Tutors will discuss options with the girls and will direct them to other members of staff as appropriate.

Parents with any particular queries should contact their daughter’s tutor. The flowchart on the next page indicates the key stages of the support provided to girls and their parents to support informed decisions.

We ask that you complete the online form for subject choices (a link to the form is available on the SG Portal) by Monday 26 February 2018.

8

INFORMED DECISIONS GCSE Information available on website and portal

GCSE Information Presentation

Students 13 January

Parents 9 February

Discussion with tutors

Parents’ Meeting 9 February

Half Term Discussions with daughter Parents can contact individual tutors or Head of Year

Students discuss with tutors, teachers etc

Complete Online Options Form from 26 February

Checked by tutors and Head of Year

9

Life in the Fifth Form

One of the most important aspects of the Fifth Form

years will of course be

preparing to sit GCSE

examinations, however there

is a great deal more to this

stage of life at Sherborne

Girls than just exams. When

girls make the transition

from Lower to Middle Fifth,

a whole range of new

opportunities become

available. Here are some

things to look forward to

over the next two years: 10

The Middle Fifth Business Challenge The Business Challenge takes place after the February examinations and requires students to build a viable business model, starting with just ÂŁ10. In small teams, girls must think of an original idea, name their business, and make as much money as possible by putting their idea into action. All funds raised go to a good cause and there is a presentation evening at the end of term.

In previous years there has been dog walking, car washing and cake baking to name but a few.

Oscars The Oscars takes place in the Trinity term and challenges girls to create a short film based on an inspirational theme. It is designed to encourage girls to think creatively, work as a team and develop their presentation skills, as well as being a great deal of fun.

Awards are presented at the end of the challenge.

Exchanges Middle Fifth girls are offered the opportunity to step out of their comfort zone and exchange with pupils at Launceston Grammar School in Tasmania.

Silver Arts Award This award is an optional course that gives young people an opportunity to use their creative and artistic skills to earn a qualification that is equivalent to a GCSE. Its main aim is to encourage students to engage and develop their creative skills by taking on challenges in an art form of their choice, whether that be photography, drama, fashion or something else.

Students who take part in this award will create a portfolio to keep a record of their creative achievements as well as undertaking arts research and identifying and planning an arts challenge.

The Upper Fifth Careers Testing

Post GCSE Programme

In the Upper Fifth girls should start thinking about the subjects they would like to study in the Sixth Form, which is often a difficult choice for some. Careers testing is conducted by an external company to help them decide their options. After the testing is complete the results are analysed and girls are presented with an individual report and are interviewed.

Girls in the Upper Fifth go into the Sixth Form feeling well prepared. When the summer examinations are over the, year group come together to develop their critical thinking abilities, their team work skills and their presentation techniques. The Post GCSE programme not only allows the girls to spend time together before they go home for summer, but also helps to prepare them for the academic demands of Sixth Form life.

Exchanges Upper Fifth are given the chance to exchange with pupils in St Mary’s Waverley in Johannesburg and St Peter’s in Adelaide. They will experience living with another family for three weeks as well as hosting their exchange partner at school. The application process also gives pupils the chance to practise writing application forms and to prepare for interviews.

11

& Adventure Leadership L5

John Muir Award and Bronze Duke of Edinburgh Award

During the L5, your daughter has been following a programme of Adventure and Leadership that will lead to a John Muir Award for all girls. Girls will have the opportunity to sign up to Bronze DoE in February of their L5, which is completed during the remaining half of the L5 school year.

M5/U5

Silver Duke of Edinburgh Award

During the ‘Middle School’ all girls have the chance to enrol into the school’s Silver Duke of Edinburgh programme.

There is no requirement for girls to have completed the Bronze Award, but our suggestion is that undertaking Bronze represents good preparation.

The award scheme comprises of four sections: • Volunteering • Physical • Skills

• Expeditions

12

Many sections will recognise some of the activities that the girls already take part in. Each of the sections requires a certain time commitment, where the girls must be active in their activity for at least 1 hour a week over a period of months.

Advice will be given to girls about identifying activities, or taking up new ones, on enrolment.

Please note that commitment to Silver Duke of Edinburgh requires a commitment to certain expedition dates, which we will publish at the point of enrolment. We make every effort to avoid affecting the girls’ academic timetable and to ensure that expeditions are completed well ahead of the pressure of exams.

In terms of expeditions, we intend to continue offering two disciplines for Silver:

We are currently looking at our provision for the U5, and intending to run a mountain skills trip at the outset of the October half term in 2019, alongside more leadership events for this year group. Where there are spaces available on our L6 overseas trips (which usually depart at the beginning of the summer holidays) these will be offered to the U5, representing a fantastic opportunity to explore and develop.

• Cycling

• Walking

All girls will complete a number of training walks/rides, some night navigation and two expeditions in conjunction with their silver award. Our aim is that the girls develop the ability to become increasingly self-sufficient, finishing with a 3 day assessed expedition. Recent locations have included Dartmoor, Exmoor and the Yorkshire Dales. Girls will develop the skills of teamwork, leadership, resilience and independence whilst visiting some amazing places around the UK.

Level 2 Award for Young Leaders

In the Middle Fifth all girls will take part in an exciting series of workshops in order to earn an externally recognised qualification in leadership. The course aims to help pupils develop skills in selfleadership, motivation and resilience.

Not only does this qualification set girls apart from other candidates when applying to university and jobs, but also teaches them key skills which will help them to overcome self-doubt and tackle challenges head-on.

13

Core Subjects

English

Cambridge IGCSE First Language English and Literature syllabuses. 0500 English (First Language) and 0486 Literature (English).

This is a two-year course. During the Middle Fifth year all students will study a common core for both English and Literature. It is envisaged that most students will be entered for the Extended Tier (full grade range) in both subjects.

For English, the emphasis is on language skills, and students will learn to understand and respond to what they hear, read and experience.

The course enables students to use relevant vocabulary, correct grammar, spelling and punctuation, and to demonstrate a sense of style and an awareness of audience. Assessment is via two equally weighted examination papers, each of two hours’ duration: Paper 2, Reading Passages and Paper 3, Directed Writing and Composition.

For Literature (English), students learn to enjoy the experience of reading literature by interpreting and evaluating English literary texts from different periods and from different cultures. In addition to an internally-assessed unit on a Shakespeare play, the students will study prose, drama and poetry through a range of texts written originally in English. They will develop their ability to appreciate the different ways in which writers achieve their effects, and communicate their personal response to the texts studied, as well as considering the contribution English literature has made to our wider understanding. Assessment is via three examination ‘components’: 1, Poetry and Prose, 1 hour 30 minutes, with a 50% weighting; 3, Drama, 45 minutes, with a 25% weighting, and 4, Unseen, 1 hour 15 minutes, also weighted at 25%.

There is no requirement for coursework in either subject, or for mandatory formal assessment of Speaking and Listening skills, though these will continue to be developed and monitored throughout the two-year course.

14

English as an additional language Some students whose first language is not English will be encouraged to study for qualifications such as the Cambridge Certificate in Advanced English or the Cambridge First Certificate in English in Middle Fifth and IGCSE English and Literature in Upper Fifth. These examinations test reading, writing, listening and usage skills.

Mathematics

Edexcel IGCSE in Mathematics (Specification A) (9-1): 4MA1. This subject is taught in sets.

Assessment

Key subject aims • To develop a knowledge and understanding of mathematical concepts and techniques.

• To give students a foundation in mathematical skills for further study in the subject or related areas.

• To enable students to enjoy using and applying mathematical techniques and concepts, and become confident in using mathematics to solve problems, investigate and take initiative.

• To give students an appreciation of the importance of mathematics in society, employment and study.

In Mathematics we aim to promote the joy of learning by encouraging students to adapt a positive and productive approach to the study of mathematics by delivering the syllabus in a variety of ways, developing independence, responsibility, initiative and a spirit of involvement. A key focus of the new 9-1 specification is developing problem-solving skills and good mathematical reasoning skills.

AQA Further Mathematics level 2 certificate is taught as an enrichment course for the top set only in Upper Fifth. Students do not, however, take their IGCSE Mathematics early.

Assessment is by two papers each of 2 hours duration. There is no coursework.

Assessment Objectives The syllabus is varied and comprehensive falling into these main categories: • Number and Algebra (A01): the purpose of basic number work is obvious and solving linear equations is often done in our heads without realising it. The use of algebra is a skill essential for problem solving in all areas of life. Mental arithmetic gives students a feel for numbers and the relationships between them and the patterns that they make. In numerous occupations the facility to perform mental calculations quickly and efficiently is essential which is why this section forms approximately 60% of the assessment.

CORE SUBJECTS

Mathematics is everywhere! Without realising it we use mathematics every day and it plays a part in nearly all of our daily activities. Every time we pick up the phone, use the internet, manage money, go to the doctor or travel anywhere, mathematics plays its part.

Mathematics is a compulsory subject because it belongs to a tool kit that everybody needs to go through life.

• Shape, Space and Measures (A02): i.e. Geometry: the study of shapes and the way they relate to each other and the space around them. This is the knowledge and skills used by designers, architects, engineers and physicists to name but a few and forms 25% of the assessment.

• Handling Data (A03): the study of statistics and probability is essential for people embarking on a career in medicine and medical research, the financial world, politics, social and natural sciences, manufacturing or law. The list is endless.

This section forms the remaining 15% of the assessment.

15

Modern Languages AQA syllabus (French, German, Spanish) Edexcel syllabus (Chinese, Mandarin) Three modern foreign languages are offered in M5/U5 leading to AQA GCSE French, German and Spanish. Mandarin Chinese may be also taken at GCSE (Edexcel) by girls who have studied it previously.

The AQA GCSE modern languages courses are designed to enable students to communicate with other people, find out more about how language works and teach them about other countries and cultures. By studying foreign languages they will learn many useful skills such as the ability to communicate clearly, being confident about speaking in public and using problem-solving strategies. They will create greater opportunities for themselves to work abroad or for organisations in the UK with international links. They will also gain the skills to enable them to study languages at a more advanced level. A wide variety of resources is used in the study of each language, including digital media in the language laboratory and the classroom; there are also native-speaking language

16

assistants who work with the teachers to develop the girls' spoken language. We encourage girls to visit France/Germany/ Spain on an exchange or paying guest basis during their holidays.

Parents who are interested in opportunities for their daughter to take part in a study visit abroad are encouraged to contact their daughter's teacher or the Head of Modern Languages.

Students are assessed in the four skills of Listening, Speaking, Reading and Writing, and key assessment objectives at GCSE level are:

The courses build on the knowledge gained in the Lower Fifth. Having studied at least one of these languages, the students already know much of the vocabulary and grammar that they need for GCSE. They will build on familiar topics as well as move on to new topics. Students study all of the following themes on which the assessments are based.

• Understanding and responding to different types of written language

Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment

• Understanding and responding to different types of spoken language • Communicating and interacting effectively in speech for a variety of purposes

• Communicating effectively in writing for a variety of purposes The Sherborne Girls Portal pages provide much useful information and links to a wealth of invaluable resources for personal study and practice of modern languages and we advise pupils to make full and regular use of these resources in the holidays as well as in term time.

Religious Studies

AQA – Revised course for 2017-2019 GCSE Religious Studies A (8062) – Full Course GCSE Religious Studies A (8061) – Short Course

Both courses promote critical thinking and the ability to write analytically and to develop ideas through reflective study.

The religious, philosophical and ethical studies themes will be chosen from: • Theme A: Relationships and families.

• Theme B: Religion and life.

• Theme C: The existence of God and revelation.

Both courses will provide a strong foundation for an A level programme in Religious Studies or for the IB Philosophy course.

• Theme D: Religion, peace and conflict.

The specifications for the GCSE course are as follows:

• Theme E: Religion, crime and punishment.

GCSE Religious Studies A (8062) – Full Course There are two components to the course: 1. The study of religions: beliefs, teachings and practices 2. Thematic Studies – from religious, philosophical, ethical and textual themes For the first component students will study the beliefs, teachings and practices of Christianity and Islam. This component will be assessed by a written examination of 1 hour 45 minutes.

For the second component students will study two religious, philosophical and ethical studies themes and two textual studies themes. The two textual studies themes are i) The gospel of Mark – the life of Jesus and ii) The gospel of Mark as a source of religious, moral and spiritual truths.

• Theme F: Religion, human rights and social justice.

CORE SUBJECTS

At Sherborne Girls all students follow Religious Studies to GCSE. Two programmes are offered so students can choose either the full GCSE course or the short GCSE (half a GCSE) as a part of their core course.

This component is also examined with a written exam of 1 hour 45 minutes.

GCSE Religious Studies A (8061) – Short Course There are two sections to this course: Section A: The study of religions: beliefs and teachings of two religions – students will study Christianity and Islam.

Section B: Thematic Studies: religious, philosophical and ethical studies: • Theme A: Relationships and families.

• Theme B: Religion, peace and conflict.

Assessment is by a written examination of 1 hour 45 minutes.

17

Science AQA GCSE Combined Science: Trilogy - 2 GCSEs or Separate Sciences: Biology, Chemistry and Physics - 3 GCSEs This subject is taught in sets. The top two sets will take the Separate Science course and the others will take the Combined Science Trilogy course.

We aim to give the students the chance to: • Acquire a body of scientific factual knowledge • Develop experimental and investigative skills • Understand the nature of scientific thought, how scientists work, the strengths and weaknesses of the scientific method and the interpretation of scientific evidence • Understand how scientific controversies arise; recognise that Science cannot provide the answers to all questions • Develop awareness and understanding of the relevance of Science to environmental and technological issues and appreciate the economic, ethical and social implications The new Science curriculum focuses on working scientifically with an emphasis on practical work. The aim is to generate more enthusiasm for Science, making it more interesting and relevant, more accessible to students and encouraging more post-16 study of Science.

COMBINED SCIENCE: TRILOGY – 2 GCSES

Students study for two GCSEs in Science, which will cover aspects of each of Biology, Chemistry and Physics. Each Science subject is taught separately in two lessons per week by specialist teachers (six lessons per week in total). Each Science subject will be examined separately in two 1 hour 15 minute papers (six papers in total).

The content for Combined Science Trilogy includes:

Biology • Cells and cell division • Tissues organs and organ systems • Bio energetics (photosynthesis and respiration) • Human Biology, including the circulatory system, the nervous system, digestion, homeostasis and immunity • Inheritance, variation and evolution • Ecology, including food chains and webs, adaptations and distribution of organisms

Chemistry • Chemical analysis • Atomic structure and the Periodic Table • Bonding and structure • Metals and their reactivity • Crude oil, fuels and organic Chemistry • Quantitative Chemistry

Physics • Forces • Energy • Waves • Electricity • Magnetism and electromagnetism • Particle model of matter • Atomic structure

18

Students taking Separate Sciences will be taught in the same teaching time as those students taking Combined Science Trilogy, but at a brisker teaching pace. Each Science subject will be examined separately in two 1 hour 45 minute papers.

The same content is taught as for Combined Science: Trilogy, plus extra material which comprises:

Biology • Microbiology • Monoclonal antibodies and plant disease • More Human Biology, including the brain, eye and body temperature control

Chemistry • The Periodic Table and transition metals • Chemistry of alcohols, acids and esters • Chemical cells and fuel cells • Synthetic and naturally occurring polymers • Chemical and spectroscopic techniques • The Haber Process and using resources

Physics • Space Physics • Moments, levers and gears

Coursework There is no coursework, but practical skills will be assessed within the written examination papers. There are also compulsory practicals which must be carried out in class during the course. There are 21 compulsory practicals for Combined Science: Trilogy and 8 for each Separate Science subject (24 in total).

CORE SUBJECTS

SEPARATE SCIENCES – 3 GCSES (BIOLOGY, CHEMISTRY AND PHYSICS)

Examinations All examinations for Combined Science: Trilogy and the Separate Sciences will be taken in the Trinity Term of Upper Fifth.

• Pressure • Sound • Lenses • Black body radiation

• Plant hormones

• Static electricity

• A more detailed approach to DNA, genetics and evolution

• Transformers

• More Environmental Biology and food production

19

Option Subjects Art & Design AQA Specification 8201

GCSE Art aims to develop more than just practical skills. It tries to go deeper, to affect the way we see and think about things; it tries to produce perceptive people able to notice and appreciate or question their surroundings.

Students will be encouraged to work independently and show individual responses to themes and ideas. The development of basic drawing skills is seen as an essential requirement for this. Once their confidence has grown, students are able to determine their own direction, which is a particular strength of the department. Our syllabus aims to introduce students to a wide variety of media and techniques. It is hoped that an experimental and inventive approach, coupled with increasing technical competence, will enable them to realise their creative intentions more fully as the course progresses.

Art and Design GCSE requires a Portfolio unit of work which will show that a student has been able to sustain an area of study from its conception to realisation. We usually produce three separate projects or ‘units’ of work. Due to our unique facilities here at Sherborne Girls, students are encouraged to work in all areas: • Painting, drawing and mixed media • Fabric printing and textile design • Ceramics and three-dimensional work • Etching, Lino, collagraph and screen printing, • Photography Students visit London and go to local galleries whenever possible. Seeing artwork first hand is considered an essential part of the course. In recent years a UK residential art trip has taken place, which has been a great success and the foundation of one of their units of work. The art department also runs workshops and activity sessions to support GCSE. 20

What is Assessed?

A Portfolio Unit (60%), and an externally set assignment, which demonstrates the student’s ability to respond to a given brief or stimulus under supervision (40%).

The paper is given out in January and developed in class, then the supervised period of 10 hours usually happens in late April. All the work is marked internally, then moderated by an external examiner.

OPTION SUBJECTS

Studying art at GCSE is a progression route to A Levels and potentially a career within the Creative Industries. However, studying art at this level is also good for promoting creative conceptual thinking and dexterity. It provides students with an awareness of their environment and develops good presentation skills.

21

Classical Civilisation OCR Syllabus J199

You do not need to know any languages, all the texts are in translation and it does not matter if you have not studied the Greeks and Romans since primary school; all you need is an interest in the Ancient World and its cultures. From women in the Ancient World to the study of religious beliefs and ancient ideas about war, Classical Civilisation involves interesting discussions about things that are still important today.

This new GCSE focuses on the civilisations of Greece and Rome and involves the study of literature, art, artefacts, archaeological sites and the ancient historical context.

Why not try something completely different? Classical Civilisation lets you do a bit of everything whilst studying two of the most important civilisations of the Western world. You will learn...

• Whether or not the Trojan War actually happened

Component 1 Thematic Study: Women in the Ancient World

Component 2 Literature and Culture: Roman City Life

• What Romans did in the bath

This study has been designed to enable

• Where Odysseus was all those years

students to explore women in a variety of capacities and to find out what we can infer about them as both historical and legendary/mythological figures. We look at women in fifth-century Athens and Republican Rome, as well as Sparta and Pompeii. We examine the realities of life as a woman in these societies; both women who are portrayed as living a respectable, ideal life of virtue and those who created more scandal. In addition, their lack of voice in the state decisionmaking process will be studied, as will the way in which this is portrayed and perceived. For students in a society where issues of equality and political rights are central, this area of study will be interesting and engaging as they inevitably draw comparisons with their own experiences. There is a wealth of famous women in myth and legend.

From Helen to Cleopatra, students will enjoy learning about these figures in more depth and exploring how the ancient world thought about these figures, about whom stories are still written.

Here we explore everyday life in Roman cities, with a particular focus on the Imperial period and popular sites and artefacts from Pompeii, Ostia and Rome.

Examining typical Roman housing can be an excellent way to make learning tangible and relatable for students, as can the study of education and the lives of young people in the Roman world.

The Roman social system was notorious for its intrigues and politics and this, coupled with the study of the spectacle provided by Roman entertainment, gives students a tremendous insight into the scenes often depicted in the cinema.

The Literature topics examine poetry and prose, fiction and non-fiction texts, all in translation. The Satires of Horace and Juvenal, fiction of Petronius and letters of Pliny will give students an insight into different literary styles and techniques, as well as into interesting areas of Roman life and society.

• How it felt to be on the front line of an ancient battle • How to insult your ex like a Roman • What the Romans did with the sacred chickens • How rude the Greeks were about their politicians.

Both components are externally assessed. Each component has a one and a half hour paper worth 50% of the course. The question paper will consist of both short answer and extended response questions. Students will be required to respond to both literary and visual/material sources, some of which will be unseen and some from the prescribed material. In the third section of the paper students will be required to compare two ancient sources, one of which will be literary, the other visual/material; one Greek, one Roman.

22

Classical Greek A GCSE in Classical Greek is an ideal opportunity to develop linguistic skills that will help both in the study and application of English and other languages as well as the study of ancient literature. Together students will gain an insight into the life and culture of the ancient world and will develop their knowledge of texts and stories in Classical Greek. No previous knowledge or experience is required, though enthusiasm for the subject is needed.

There is no coursework in this subject.

Component 1 - Language This is the language paper. Students study texts and stories in Classical Greek to build knowledge and understanding of Greek vocabulary and language.

Students translate a passage of Greek, answer comprehension questions and either answer questions on grammar within the context of a narrative passage or translate short English sentences into Greek. This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written exam of 1 hour 30 minutes.

OPTION SUBJECTS

OCR Syllabus J292

Component 2 – Prose literature Students read prescribed passages from Herodotus (Solon and Croesus) and questions are set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written exam of 1 hour.

Component 3 – Verse literature Students read prescribed passages from Homer (Odyssey book 6) and questions are set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written exam of 1 hour.

23

Design & Technology OCR J310

For this course, the students can specialise in either Textiles or Resistant Materials, although Core Design and Technology knowledge is also required.

WHY STUDY DESIGN AND TECHNOLOGY? Learning about Design and Technology will encourage students to develop design and thinking skills that open up a world of possibility, giving them the tools to create the future. The course will excite and engage students with contemporary topics covering the breath of this dynamic and evolving subject. Students will study a wide range of materials including textile fibres and fabrics, woods, metals and plastics. The course will give students the ability to confidently analyse and evaluate products, situations and society in every walk of their lives now and in the future.

Design and Technology is a subject that brings learning to life, requiring students to apply their learning to real-life situations.

This qualification aims to relate authentic real-world awareness of design practices and strategies used by the creative, engineering and manufacturing industries.

Students will be required to use critical thinking leading towards invention and design innovation, to design and make prototypes and solve real and relevant problems, considering their own and others’ needs, wants and values. The OCR course requires students to apply mathematical and scientific knowledge, understanding and skills. This reflects the importance of Design and Technology as a pivotal STEM subject.

24

The assessment of this subject will consist of both coursework and examined elements. Students will need to have an understanding of the following topics in both forms of assessment: 1. Identifying requirements 2. Learning from existing products and practice 3. Implications of wider issues 4. Design thinking and communication 5. Material considerations 6. Technical understanding 7. Manufacturing processes and techniques 8. Viability of designs solutions

Unit 1: Principles of Design and Technology Written Examination (50%) Students will sit the examination paper at the end of the Upper Fifth year. This written paper is externally assessed and is separated into two sections which will allow students to demonstrate their core knowledge of Design and Technology principles, as well as showing their in-depth knowledge of at least one main material category. This could be either resistant materials or textiles.

Unit 2 and Unit 3: Iterative Design Challenge Non-Examination Assessment (50%) The coursework, or non-examination assessment (NEA), offers students the opportunity to demonstrate understanding of and skill in designing and making. OCR will release three contextual challenges for students to choose from. Students will explore the requirements of user groups, create innovative design solutions and evaluate whether needs have been met. Students will produce an eportfolio and one final quality product from either resistant materials, textiles or both. The NEA is expected to take approximately 40 hours and is internally assessed.

What are the benefits?

Design and Technology enables students to learn how to communicate and present ideas successfully as well as equipping them with problem solving skills. Students will become independent and critical thinkers as well as learning to be ambitious and open to explore ideas. Students will also develop an awareness of the implications of costs, commercial viability and marketing of products, all skills which can be used in a wide range of future career choices.

OPTION SUBJECTS

Assessment

25

Drama AQA 8261

Drama is an exciting, creative and challenging GCSE course.

Students will engage in a blend of practical and written assignments that will deepen their understanding of drama as an art form and also develop their practical performance skills. The course will involve workshops with professional practitioners and trips to see a range of live theatre productions.

Much of the work is collaborative and students will be required to work sensitively and creatively with others.

However, all marks are given on an individual basis.

Drama GCSE is assessed through the following: •

Understanding Drama (40% of GCSE) Written examination - 1 hour 45 minutes - 80 marks This is the written examination for the course that will be sat in the Upper Fifth. There are three sections which test understanding of drama terminology; ability to describe the performance of a section from a play studied and ability to evaluate a piece of theatre observed.

•

Devising Drama (40% of GCSE) Devising log - 60 marks Group devised performance - 20 marks This is mainly a practical piece of coursework where students will work in groups of between 2-6 and create their own piece of drama based on a stimulus given by the teacher. They have to consider their genre and performance style and complete a devising log which shows evidence of their contribution to the group piece.

•

Texts in Practice (20% of GCSE) Performance of Extract 1 – 25 marks Performance of Extract 2 – 25 marks This is an entirely practical examination. Students will perform two sections of the same script, but one of these might be a monologue or duologue and the other a group piece. Different characters can be played in each one. It will be assessed by a visiting examiner in the Lent Term of the Upper Fifth with only one attempt at this performance.

The benefits of studying Drama Drama enables students to develop a wide range of skills that are vital for GCSE studies as well as future education and careers.

• Confidence and presentation skills • Problem solving, creativity and improvisation • Critical thinking and analysis • Collaboration and team work • Communication • Project and time management and self discipline • Giving and receiving constructive criticism • Hard work and motivation 26

SEPTEMBER 2017 COURSE AWAITING UPDATES FOR 2018

OCR J309

The Food Preparation and Nutrition GCSE course has been designed to motivate students to develop the high level of knowledge, understanding and skill to cook and apply the principles of food science, nutrition and healthy eating.

They will learn about improving lives through better knowledge of food, where it comes from and how it affects our bodies. They will also explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes.

The subject is divided into five sections and food preparation skills (or cookery) is integrated into each section: 1.

2.

3.

4.

5.

Assessment:

Task 2 – Food preparation

• Theoretical knowledge is assessed through a written examination which is 1 hour 45 minutes in length. It forms 50% of their final GCSE grade.

• Students will demonstrate their knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food together with application of nutrition related to a chosen task.

• The other 50% of the GCSE is made up of non-examination assessment (NEA). Students will undertake two tasks.

OPTION SUBJECTS

Food Preparation & Nutrition

• Students will prepare, cook and present a final menu of three dishes.

Task 1 – Food Investigation • Students will demonstrate their understanding of the working characteristics, functional and chemical properties of ingredients through practical investigations.

Food, nutrition and health Food science Food safety Food choice Food provenance 27

Geography AQA 8035

Geography is a subject that fosters an interest in the world, concern for the environment and develops useful skills.

Geography offers a wide-ranging course combining physical and human topics, and links well to many other subjects. It is a useful subject for many future career choices.

Students will study three options from each group below: Physical Geography includes: • The challenges of natural hazards (volcanoes, earthquakes and extreme weather)

Students will learn: • How to write clearly and accurately about the world and its people • How to research facts and figures, including using ICT • How to use maps, photographs, graphs and diagrams • How to collect and interpret data gained through fieldwork.

Assessment: There will be 3 parts: 1. Physical Geography (35%) 2. Human Geography (35%) 3. Geographical Applications (30%) All of the above examinations consist of a variety of question types including shorter responses, longer prose and multiple choice.

• Physical landscapes of the UK (two from either coasts, rivers or glacial environments) • The Living World (tropical rainforests and either hot deserts or polar environments)

Human Geography includes: • Urban issues and challenges (A study of cities in both wealthier and poorer parts of the world to compare and contrast opportunities and challenges they face) • The changing economic world (to explore the changing world of work and the impacts of modern technology and globalisation) • The challenge of resource management (one from food, water or energy) 28

These topics are illustrated by detailed studies of places at different levels of development in different parts of the world.

History

Cambridge IGCSE (9-1) Syllabus 0977

History offers us windows into the past.

As a subject it considers: Why was a small island like Britain able to become a leader in industrial and technological development and control around a fifth of the world?

Why did people have to resort to violence in order to get the vote?

Why were there so many revolutions that ultimately failed in the 19th century?

Why did an advanced country like the USA descend into a Civil War?

Some of the historical characters that are studied are: Giuseppe Garibaldi, Otto Von Bismarck, Abraham Lincoln and Al Capone If you decide to study History at IGCSE, you will be studying 19th century Europe and their overseas empires, the civil war in the United States and build on your existing knowledge of the causes of the First World War. For our Depth Study you will look at the USA, 1919-41. At IGCSE you develop the skills that you need to research topics properly and produce clear and balanced arguments. You will practise writing and speaking about the past, learn to read and understand original written and visual source materials, including photographs and cartoons. You will make site visits to places of historical importance.

Above all, you will learn how to find out the truth.

OPTION SUBJECTS

History enables students to investigate:

Assessment: • Three examination papers • No coursework or controlled assessment Component 1 • 2 hour paper worth 40% • Students are tested on all the course content through structured essays.

Component 2 • 2 hour paper worth 33% • Students are tested on their ability to work with source-based material.

Component 3 • 1 hour paper worth 27% • Students answer one question on the Depth Study.

29

Latin

OCR Syllabus J282

A GCSE in Latin will encourage students to develop insights into the relevance of Latin and of ancient literature and civilisation to our understanding of our modern world of diverse cultures.

Students should be able to use their knowledge and understanding of Latin to deepen their understanding of English and other languages and also to relate their knowledge and understanding of the ancient world to other disciplines. Latin is a GCSE that tends to develop research and analytical skills that will empower students to become independent learners and enquirers, equipping them for further study in arts, humanities and sciences. There is no coursework in this subject.

Component 1 - Language This is the language paper. Students study texts and stories in Latin to build knowledge and understanding of Latin vocabulary and language. The Language component requires students to translate a passage of Latin, answer comprehension questions and either answer questions on grammar within the context of a narrative passage or translate short English sentences into Latin.

This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written examination of 1 hour 30 minutes.

Component 2 – Prose literature Students read prescribed passages about Druids, Boudicca and a rebellion at Pompeii written by Caesar, Tacitus and Pliny and questions are set on the context, background and literary and linguistic content.

This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour.

Component 3 – Verse literature Students read prescribed passages from Virgil (Aeneid 4, the story of Dido and Aeneas) and questions are set on the context, background and literary and linguistic content.

This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour.

30

Performing (30%)

Edexcel

Composing (30%) Two pieces required: one is a ‘free’ composition, the other is written in response to a set ‘brief’ -which is issued at the start of the Upper Fifth. Minimum total time is three minutes, and both scores and recordings are required.

Appraising (40%) There are four Areas of Study, each containing two set works: • Instrumental Music (pieces by Bach and Beethoven) • Vocal Music (pieces by Purcell and Queen) • Music for stage and screen (music by Schwartz and John Williams) • Fusions (tracks by Afro Celt Sound System and Esperanza Spalding) Some background listening to unfamiliar music is also expected, as well as dictation and an essay.

Students will prepare pieces (or songs) in their individual music lessons for the performance coursework (Unit 1). Given the high standard of practical music-making at Sherborne Girls, GCSE students will usually be Grade 5 standard (or above) by the end of their Upper Fifth year. Students are able to take advantage of many opportunities to play in school concerts and regularly achieve very high marks in this unit.

OPTION SUBJECTS

Music

At least two pieces are required, contrasting solo playing with ensemble work. Minimum total time is four minutes, with the recordings made during the Upper Fifth year.

Composition lessons (Unit 2) enables students to write compositions in a variety of styles, from which the best two will be selected for coursework submission.

They will also learn to use Sibelius notation software. Once ‘into the swing’ of composing, many students find this a very enjoyable part of the course.

In Unit 3, students can look forward to experiencing a wide diversity of music, some of which may not have been encountered before. The unit develops ability to analyse and evaluate music; skills that are important to all musicians.

31

Parents are asked to complete the GCSE Options Form by 26 February. A link to this online form will be provided in the SG Friday Bulletin on Friday 9 February, following the Parents' Meeting. Please contact your daughter's tutor or House Master/Mistress if you have any further questions.

32

Sherborne Girls, Bradford Road, Sherborne, Dorset UK, DT9 3QN registrar@sherborne.com sherborne.com February 2018