GCSE OPTIONS Information for boys in the Third Year 2023-24
Dear Parent In September 2024 your son will be moving up to the Fourth Year and starting or continuing GCSE courses which end in summer 2026. This means he must soon - with your help and ours - make a choice of which subjects he wishes to take at GCSE. You will have the opportunity to discuss this at the Third Year Parents’ Evening next term, but you may find it useful to have some relevant information now. We must also ask you now for your son’s preliminary and non-binding choices - he will have the opportunity to change these later if necessary. We need this early assessment of likely choices so that in planning next year’s staffing requirements, any suggestion of a change in past patterns of choice will allow us to react quickly to recruit additional staff precisely at the time when their availability and quantity are greatest. All boys will continue to study Biology, Chemistry, English Language, English Literature, Mathematics, their first choice Modern Language and Physics throughout the next two years and will sit GCSEs in these subjects (see note 1 regarding English and note 3 regarding Science on page 12). There will be ‘setting’ in both the main Modern Language (French or German or Spanish) and Mathematics. Physical Education and Life Issues/Mindfulness complete the compulsory curriculum.
As well as these compulsory core subjects, your son must now choose three GCSE options from the following:
Ancient History Art • Computer Science • Design Engineering • Drama • French • Geography • German
Greek with Latin History • Latin • Mandarin • Music • Religious Studies • Russian • Spanish
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(Further information about the above subject options is included in this booklet). Clearly, boys are best advised to choose what they most enjoy or think they may come to enjoy; it is also vital to consider possible requirements for entry to Higher Education or a future career. Please bear in mind, however, that most boys change their ideas about a career several times between the Third Year and the Upper Sixth. It is important to avoid ‘closing doors’ at this stage, but virtually all the specific requirements for courses in Higher Education and for careers will be met by good GCSE passes in our compulsory ‘core’ subjects, followed by a suitable choice of courses in the Sixth Form (about which we shall advise your son at the appropriate time). The choice of option subjects is not usually critical, although please note it is not usually practical to take up certain subjects in the Sixth Form or at university which have been dropped at the GCSE stage.
We cannot guarantee to offer every course listed, as the provision of these courses will depend on a number of factors, some of which are outside the School’s control. The School reserves the right to change the courses at any time prior to or after the start of the academic year. In the event that the School does change the courses that are on offer, it will work with parents and pupils affected to find the pupil a suitable replacement.
It is worthwhile impressing on your son that he will not know who will teach him at GCSE before making his choices. He would therefore be ill-advised to choose a subject in order to be with (or to avoid!) a particular teacher. Similarly, boys choosing exactly the same options as each other will not necessarily be taught in the same groups. I should be grateful if you would discuss your son’s GCSE options with him and complete the Microsoft form that has been sent to him by email by Tuesday 9 January 2024. Later in the term your son will have the opportunity to have an individual interview with one of our careers staff to discuss the implications of his chosen subjects and we shall write to the parents of any boy we feel would benefit from changing his original choices. You are, of course, also welcome to consult any of us here. Please be reassured that your son will have opportunities to change his mind later on in the process. Nevertheless, I should like to point out that it may not be practicable for him to change the subjects he has chosen after the staffing requirements and timetable structure for next year have been set. Please also note that changes after courses start in September 2024 will only be possible under exceptional circumstances. It is important that you contact us as soon as possible after the start of the Fourth Year should your son wish to change his options. Yours faithfully Dr S A Hendry Deputy Head Email: S.Hendry@hamptonschool.org.uk Telephone: 020 8979 5526
INT RO DUCT IO N I 0 1
GCSE RESULTS THREE-YEAR AVERAGE I/GCSE Results 2021 – 2023
Average no. of entries per year
% 9-8
% 9-7
% 9-5
% 9-4
Ancient History
17
69
90
100
100
Art
35
45
77
100
100
Biology
204
78
93
100
100
Chemistry
204
83
94
100
100
Chinese (Mandarin)
8
92
100
100
100
Classical Greek
14
76
98
100
100
Computer Science
45
62
84
99
100
Design Engineering
43
56
82
100
100
Drama
43
80
91
100
100
English Language
204
73
93
100
100
English Literature
204
85
98
100
100
French
126
83
95
100
100
Further Maths
125
93
99
100
100
Geography
118
86
93
100
100
German
35
79
97
100
100
History
124
80
92
99
100
Latin
44
93
99
100
100
Maths
204
88
96
100
100
Music
24
93
100
100
100
Physics
204
91
99
100
100
Religious Studies
49
82
98
100
100
Russian
11
91
100
100
100
Spanish
94
70
89
99
100
In 2021, grades were awarded using assessed grades. 02 I
NO T E S I 0 3
OPTIONAL SUBJECTS: DETAILS FROM OUR HEADS OF DEPARTMENT GCSE Ancient History ........................ 4 Art ........................................... 5 Computer Science ................... 6 Design & Engineering ............... 7 Drama ..................................... 8 French (see Modern Languages) ........ 11 Geography .............................. 9 German (see Modern Languages)....... 11 Greek with Latin ..................... 9 History .................................. 10 Latin .......................................10 Mandarin ............................... 11 Modern Languages ................11 Music ..................................... 12 Religious Studies ................... 12 Russian (see Modern Languages)........ 11 Spanish (see Modern Languages)........11
04 I A N C I E N T H I S TORY
ANCIENT HISTORY
This course provides the opportunity to study some of the most fascinating aspects of the Greek and Roman worlds. No prior knowledge is required. We study both archaeological and written sources (in translation) so it is a great way to explore and discuss some of the most exciting and pivotal periods in ancient history, while at the same time promoting critical examination of the evidence before us. In the Fourth Year, pupils will study the Persian Empire, which, in the course of a few decades (559 – 465 BC), rose from nowhere to become the largest empire then known in history, and greatly influenced the development of the Greek world. Pupils will also study the foundations of Rome, learning about the myths of the legendary kings and the early history of the Roman Republic. In the Fifth Year, study moves to examine, on the Greek side, either the development of democracy in classical Athens, perhaps one of our most important legacies from the ancient world, or the exploits of the renowned warlord Alexander the Great, who had conquered most of the known world by the age of 32. On the Roman side, we will explore either Hannibal’s infamous march across the Alps to invade Italy and threaten the existence of Rome itself, or the alluring and mysterious figure of Cleopatra, the last Queen of Egypt, and her turbulent political and personal relationships with Julius Caesar and Mark Antony.
ART
Self-expression is key in Art at GCSE. 60% of the final mark is based on the coursework portfolio, which consists of one major project and a selection of experimental work completed during the course. It is therefore essential that anyone taking this subject should be genuinely interested and enthusiastic: ability is also required but real motivation is the most important factor for success. The course is based on developing skills in painting and drawing, but other areas such as printing, historical and contextual studies, sculpture/3D, photography, and computer graphics are explored. An externally set theme culminating in a ten-hour timed test accounts for 40% of the final grade. Work is internally marked and externally moderated. New for 2024, a second option of ‘3D Design’ is now offered to pupils who would prefer to focus on three-dimensional artworks or buildings. The course focuses on the study and making of sculpture and architecture. Pupils will develop skills in model-making such as assemblage, relief or architectural models. Drawing, photography, and digital design are also used as tools for design and recording.
AR T I 0 5
DESIGN ENGINEERING
Learning about Design and Technology encourages pupils to develop design and thinking skills that open up a world of possibility and give them the tools to create the future. Pupils will need to use critical thinking which, in turn will lead towards invention and design innovation. They will design and make prototypes that solve real and relevant problems considering their own and others’ needs, requirements and values. The course aims to build authentic real-world awareness of the iterative design practices and strategies used by the creative, engineering and manufacturing industries. Pupils will develop independence and the ability to manage extended pieces of work, as well as advance their decision-making and time management skills – all of which are very useful for higher-level study in any field.
COMPUTER SCIENCE This is an exciting and engaging introduction to computer science, a subject at the heart of the modern world. It encourages computational thinking by exploring various algorithms and there is a heavy emphasis on developing coding skills. The principles of computer science are also looked at in depth: binary and hexadecimal, encoding of text images and sound, data compression, systems architecture, networks, cybersecurity, and the impact of computing technology all feature.
The OCR specification includes ‘core’ principles that all pupils are required to know and ‘in depth’ principles that are more specific to the materials or systems of which they have a deeper practical and design experience. These principles will be assessed in a written, 2-hour examination – Principles of Design and Technology. Alongside this, pupils will be required to interpret one of three contextual challenges supplied by the examination board, to create a suitable design problem. Once defined, pupils will independently research, explore and evaluate possible solutions and produce prototypes using the wide range of materials, tools and equipment available in the Department. This forms the Non-Examined Assessment (NEA) and is approx. 40 hours of directed time, and starts when the NEA contexts are released on 1 June. Both the NEA and the written examination carry equal weighting, 50% each.
The final assessment is split evenly between a theoretical paper and practical paper, with the former on paper and the latter on screen. 06 I COMPUTER SCIENCE
DE SIG N & E NG INE E RING I 0 7
DRAMA
The Eduqas Drama GCSE course is an exciting, inspiring course promoting involvement in and enjoyment of theatre. Over the two years, boys will follow a rigorous and creative programme, developing and extending their analytical writing skills and performance techniques, helping them understand drama from both a performance and a technical perspective. Pupils taking the course will develop as actors and will perform practically, in both scripted and devised pieces. Lesson time allows boys to work collaboratively to generate, develop and communicate practical ideas. Although some of the coursework component is completed in groups, pupils are marked individually. There is also the opportunity for boys to work as designers and all pupils are taught how lighting, sound and staging can enhance and add meaning to a piece of drama. During the course, pupils will also have the opportunity to watch a variety of live theatre, developing a critical eye as an informed and thoughtful audience member. Although there is written assessment, the majority of lesson time will be practical, learning through exploration. Pupils will apply knowledge when making, performing and responding to drama in the following components: COMPONENT 1. Devising Theatre
% OF QUALIFICATION 40
ASSESSMENT
• Performance or design of a devised piece of theatre • Written portfolio of supporting evidence • Written evaluation of performance/design
0 8 I DR A M A
2. Performing from a text
20
3. Written Examination
40
Performance or design of two extracts from a professional script Written examination
GEOGRAPHY
Geography is a subject for our times. As many of the most pressing issues facing our planet are intrinsically linked to the subject, this broad course prepares and challenges pupils to explore their place in it. From international migration and globalisation, to sea level rise and intensified tropical storms, the course explores a wide range of contemporary issues. This Edexcel IGCSE course is structured around five units including physical geography (‘Coastal Environments’ and ‘Hazardous Environments’), and human geography (‘Urban Environments’, ‘Economic Activity and Energy’ and ‘Globalisation, Migration and Tourism’). Throughout the course, pupils learn a varied range of skills which include analysing data, evaluating the validity of arguments, interpreting graphs and plotting data on to a custom map. Fieldwork investigations are a key part of geography at IGCSE and there are several opportunities to travel and gain experience of fieldwork in the course. A fieldtrip to London Docklands is undertaken, involving a journey through the Isle of Dogs looking at urban land use change and regeneration, whilst a trip to Seaford allows pupils to explore coastal processes and their management. An optional enrichment trip to Iceland provides the opportunity to witness an astonishing tectonic landscape that sits astride the Mid-Atlantic Ridge There is no coursework project but pupils are assessed on the fieldwork skills they have acquired over the two-year course in two examinations; one on physical geography, and the other on human geography.
GREEK WITH LATIN
What better way to experience the ancient world (its history, art, philosophy, literature, culture) than through the words and language of its own people? Each course consists of a 50-50 divide between unseen translation and set texts (prose and verse). The translation work builds on the sturdy foundations laid in the First to Third Year. Preparation for the set texts involves reading and discussing in class selections, in the original language, from some of the defining authors of western civilisation: like Homer (verse) and Herodotus (prose) in Greek, and Virgil (verse) and Caesar (prose) in Latin. Boys choosing to take this course must have studied the Third Year combined Greek and Latin course. Boys sit the Latin component of the course at the end of the Fourth Year and the Greek component of the course at the end of the Fifth Year. There is no Controlled Assessment for this option.
G E O G RAPHY & G RE E K I 0 9
HISTORY
MODERN LANGUAGES
For an understanding of current global events, a knowledge of our past is essential and CAIE IGCSE History is a fantastic course within which to gain this context. Covering topics such as the Treaty of Versailles, causes of World War II and key events of the Cold War, the IGCSE History syllabus will give pupils a strong grasp of 20th Century international relations, the results of which we can still see playing out in today’s world. As well as an understanding of the period, the assessments will support pupils in writing analytically with a clear structure and source analysis, all skills that are useful in the future whether or not you are studying History.
(French, German, Russian and Spanish) In today’s increasingly interconnected and interdependent world, proficiency in other languages is a vital skill that gives you the opportunity to engage with the world in a more immediate and meaningful way—whether in your neighbourhood or thousands of miles away—while better preparing you in your personal and professional lives. Why should I learn another language?
The syllabus consists of three examined components, two of which are exam papers, the other coursework. Between them, these pose questions (some requiring skills of source analysis, others testing historical knowledge and understanding) on both the ‘core content’ (international relations from the end of the First World War to the collapse of Communism) and the ‘depth study’ (inter-war America); the coursework is a question on America. There is an optional visit to Berlin in the summer of the Fourth Year which gives pupils a wonderful opportunity to deepen their knowledge of the history of Germany and the Cold War and is a very popular trip with pupils who attend.
LATIN
What have the Romans ever done for us? Perhaps the best way to find out would be from the Romans themselves, analysing the very words of their immortal language. Indeed boys who have enjoyed Latin so far will undoubtedly relish the greater challenge and more thorough immersion that the GCSE provides. The course consists of a 50-50 divide between unseen translation and the study of original Latin texts (prose and verse). The translation work builds on the sturdy foundations laid in the First to Third Year. Preparation for the set texts involves reading and discussing in class selections from some of the defining authors of western civilisation: such as Caesar, Tacitus, Pliny and Apuleius (prose), and Ovid, Catullus and Virgil (verse). Boys choosing to take this course must have studied Latin in the Third Year. There is no Controlled Assessment for this option. 10 I H I S T O RY & L AT IN
MANDARIN
There is no coursework for this option. We follow the AQA GCSE which consists of four externally examined papers based on the following skills: listening, speaking, reading and writing. There will also be weekly vocabulary tests and occasional assessment of speaking and writing during the course. This option is available only to those who have studied the language in the Third Year. Mandarin is a very challenging language and it is essential that the boys who choose this option are committed to the language and dedicated in their work.
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People who speak more than one language have improved memory, problem-solving and critical-thinking skills, enhanced concentration, ability to multitask, and better listening skills.
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Language skills can be a significant competitive advantage that sets you apart from your monolingual peers.
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Language is the most direct connection to other cultures.
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Travelling as a speaker of the local language can revolutionise a trip abroad. At Hampton we organise 15 different language trips every year.
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Speaking at least one additional language empowers us to access information that would otherwise be off-limits.
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Become a polyglot: research shows that it makes picking up additional languages a much easier feat.
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Learning a language means putting yourself out there and moving out of your comfort zone.
There is no coursework for any of these language options. Assessment is through IGCSE examinations (GCSE for Russian) in listening, speaking, reading and writing, all of which are taken at the end of the course with the exception of the speaking element which is assessed at the end of the Spring Term. Modern Language options are only available to boys who have studied the language in the Third Year and are essential for those who may be thinking ahead to A Level or the European Framework for Languages courses or equivalent in Russian that we offer in the Sixth Form. Most Hampton boys who start learning a foreign language in the Third Year are very capable of gaining a top grade at I/GCSE. MANDARIN & MO DE RN L ANG UAG E S I 1 1
MUSIC
The IGCSE is a flexible course with components for performing, composing and listening. Two performances are required: one must be solo and one ensemble. Of the two compositions submitted, one must be in a traditional Western Classical style, and the other a free composition in a style of the candidate’s choosing. The performing and composing components are each worth 30% of the IGCSE. The final 40% is a listening paper based on a variety of areas of study across the two years: the two main topics are Western Music from the Baroque to the Modern periods and World Music. There is also a single set work to be studied in depth. Boys who choose this option should be performers of a good standard, aiming to reach a minimum of Associated Board grade 5 by the beginning of Fifth Year. Familiarity with staff notation is a requirement of this course.
RELIGIOUS STUDIES The course has three components: Philosophy and Ethics (50%), Christianity (25%), and Buddhism (25%). The Philosophy and Ethics, explores contemporary moral issues, encouraging pupils to engage in a considered and rational way with many of the most important and pressing issues of contemporary British society, including euthanasia, war, inequality, and crime and punishment. Some ancient and perennial themes of philosophy are also examined, such as the existence of God, the nature of reality, and the veracity of religious experiences. The Buddhism component covers the history of Buddhism along with key religious teachings, worship, meditation practices, and festivals. The major traditions within Buddhism are studied, as well as the effect that these have upon the everyday belief and life of Buddhists around the world. The third element, Christianity paper covers such topics as the origin of the universe, the question whether there is life after death, and the problem that evil and suffering poses for a Christian God. Key Christian practices are also explored, including the role that the Church plays in the world today.
1 2 I M US I C & R E L I G I O U S ST U D IES
NOTES
NOTE 1: English
English is comprised of two separate IGCSEs: English Language and English Literature. The English Language course focuses on pupils’ reading and writing skills, helping them to develop their ability to infer, collate information and explain explicit or implicit meanings. The specification is also set up to improve their ability to articulate opinions and feelings by using language and register appropriate to audience and context. There are both analytical and creative elements to the Language course. The English Literature course is comprised of assessments on poetry, prose, drama and unseen texts. In this course, pupils develop their ability to construct sophisticated written arguments, analyse language and imagery, whilst also improving their emotional intelligence and capacity for critical debate. Texts frequently change, but there is typically a pleasing variety of contemporary and modern literature. Naturally, both courses promote oracy and the development of a range of transferable skills helpful to the study of all other subjects. All units of the two IGCSE courses are assessed externally during summer exams.
NOTE 2: Mathematics
All boys currently take Higher Level Edexcel IGCSE Mathematics. This course prepares pupils well for further study of the subject. All sets will sit their IGCSE exams at the end of the Fifth Year. Boys in all sets will study some material which is relevant to both the IGCSE and the AQA Further Mathematics Level 2 Qualification. In the spring term of the Fourth Year there will be re-setting, based on progress in class tests, and, from that point onwards, sets 3p, 3q, 3r 4a and 4b will move to focus solely on their IGCSE exams, while boys in sets 1a, 1b, 2p, 2q, 2r and 2s will continue to prepare to also sit the AQA Further Maths exams at the end of the Fifth Year. The IGCSE and AQA Further Maths courses will be taught concurrently to these sets but priority will be given to achieving a top grade in the IGCSE. AQA Further Maths is a GCSE standard qualification that is well respected by universities as well as being a good and necessary foundation for taking Further Maths in the Sixth Form. Generally speaking, boys who have not done Further Maths in the Fifth Year cannot then take Further Maths in the Sixth Form. They can, of course, still take Maths A Level, or the one-year Maths course. Neither IGCSE nor Further Maths contains a coursework component.
NOTE 3: Science
In the Fourth and Fifth Year, boys will continue to study three separate sciences at GCSE (Edexcel International GCSE in Biology, AQA GCSE in Chemistry and Edexcel International GCSE in Physics), Physics), with with all all examinations examinations to to bebe taken taken at at thethe end end of of thethe Fifth Fifth Year. Year. Pupils Pupils willwill be taught three lessons perper week in each science withwith subject specialist teachers. be taught three lessons week in each science subject specialist teachers.
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