LEH School GCSE Course Guide 2023-2025

As you prepare to join Lower Fifth, you have another chance to refine your choice about the subjects you study.

Before you make these decisions, I recommend that you read this prospectus carefully: it has been produced to help you and has all the information you need for your decision making. You will be able to ask your teachers what it is like to study their subject for GCSE and to talk to older pupils who are currently studying the subjects you are considering. The Upper Fourth Options Evening, your options interview with a member of the Careers Team, and work in PSHE lessons, are all important because they will help you to make good choices.

As you start out on this next stage of your academic career, LEH will prepare you for whatever steps you decide to take beyond school. For many of you this will be university, however there are increasingly interesting alternatives to university and so the future promises to be very exciting. Enjoy the next two years as you pursue your own choice of subjects in a wonderful educational environment.

Heather Hanbury Head Mistress

The GCSE courses are stimulating, enabling you to stretch your academic interests, and it is exciting to pursue the subjects you have chosen.

Of course, your academic work is just a part of your experience at LEH. An excellent range of extra-curricular activities are on offer to help you to lead a balanced, healthy life, so that you experience joy and success both inside the classroom and in your life beyond. These help you to develop those all-important life skills, as well as enabling you to have some downtime and a positive break from academic work. We value highly the contributions of our Fifth Formers to the school community. You may be able to take more of a leading role in an existing activity; equally, why not try something new?

This is a an exciting two years in which you will enjoy greater independence, more responsibility and a stronger sense that your education is leading you onwards to your life beyond school. We are here to support you and to provide guidance so that you make decisions that will help you to realise your dreams. Work hard, play hard, and savour every moment. We are looking forward to welcoming you to the Upper School.

Flora Ellison Head of Upper School

Choosing your GCSE options for September 2023 is an exciting time.

Pupils in the Fifth Form are encouraged to be intellectually and physically adventurous.

What makes the Fifth Form special?

The Fifth Form has some unique and special features which will help to make these two years particularly memorable.

Developing as an independent learner

In Lower and Upper Fifth, you will participate in study skills sessions, where you will be guided through some excellent techniques to help you organise yourself efficiently, learn effective note‑taking and refine your revision skills. In the Upper Fifth you will have a private study period each week which allows you time within the school day to be working independently.

Throughout the two years, we will try and stimulate your interest in the world around you. In the Upper Fifth we have an enrichment programme that runs once over the two week timetable. In addition, weekly form time slots involve discussion of current affairs, TED talks and news about innovations and developments in our world today.

We are also keen for you to expand your personal intellectual horizons. The Martindale Prize is awarded to a pupil in Lower Fifth / Upper Fourth who has responded to a topic in a stimulating and challenging way. Recent topics include: ‘What is it to be human?’ and ‘What makes life better?’. A shortlist of entrants present their research to a small panel of judges, and the winner will present to a school audience of pupils. This has proved a popular opportunity for pupils to have a taste

of independent research; they enjoy the freedom to explore something different from their GCSE courses.

Developing your place in the school

Mrs Brown and Miss Nicholl chair the Fifth Form Forum, a democratic discussion group where pupils are invited to present ideas and explore items of concern that are unique to the Fifth Form. We endeavour to work with pupils to find solutions and are always looking for ways to make your experience even more exciting. This in addition to school council is an excellent opportunity to air your voice.

As the pupils move up the school, they play an important role in looking after younger pupils. Each Lower Fifth will be allocated a new Third to ‘buddy’ in September and activities are arranged to enable the pupils to get to know one another.

We also strive to spice up the year with some fun extra activities, such as Team Building Day and Ice-Skating at Hampton Court to help maintain a fun, positive atmosphere. The two years culminate with a popular day trip to Thorpe Park, where pupils are invited to celebrate their Upper School career.

But there can be occasions when you need our support, and we have a dedicated team ready to provide assistance. Our approach is to provide you with a safety net. We encourage you to grow more confident in dealing with difficulties, but we are ready to leap into action if a problem is overwhelming.

There is a clear pastoral structure of support

The two Form Tutors allocated to each Form are the first point of contact with minor anxieties and concerns. A dedicated Head of Year also provides an additional layer of academic and pastoral support. They are each assigned to a year group and will work closely with the pupils and their Form Tutors for the full two years. The Fifth form pastoral team also oversee the Upper School Mentoring Scheme, where pupils who may need further academic support are monitored more closely. A supportive approach is adopted and pupils are encouraged to set regular targets so that they can build their sense of achievement.

Ms Ellison is Head of Upper School, and has the overarching responsibility for the academic and pastoral needs of the pupils.

We love getting to know you as individuals, so please always feel free to drop in and see us for a chat.

We’re always there to listen

There are two dedicated School Nurses, who are always ready with a willing ear and helpful advice, medically or otherwise. The school also employs two counsellors. Pupils can be referred by Ms Ellison, Mrs Brown, Miss Nicholl or the School Nurses, or they are allowed to self-refer, should they wish to do so. In addition, our U6 Peer Mentors are available at lunchtimes if you want to drop in for a chat.

Wellbeing and happiness curriculum

Although we have lots of people for the pupils to talk to, who can support and assist, we want to teach the pupils how to look after their own health and Wellbeing. In the Upper School the pupils have wellbeing and mindfulness lessons within the Life Advice curriculum, which help them to develop their own toolkit for life.

Q and A with current Fifths

Lower Fifth pupil

How is life in the Fifth Form different from life in the Middle School?

Having different form groups from the last three years is a really good opportunity to meet new people as well as good preparation for making new friends in future. It is really nice to have subjects with different people, too. Lessons are quite similar to previous years and the work is a good continuation from Upper Fourth.

What are you most looking forward to about the next two years?

I’m really looking forward to being able to do Silver Duke of Edinburgh this year, as well as Work Experience at the end of Upper Fifth.

What do you recommend about the Fifth Form?

Being able to study subjects in more detail is great. Although it is more challenging because the courses are harder and the exams are national, the teachers really support us through it so it is enjoyable.

How do you feel about the pastoral system?

I have always felt well supported throughout the school and there are a number of people I know I could approach if I felt I needed to. It is really good that the school has two counsellors who come in regularly for the pupils to talk to.

Upper Fifth pupil

What surprised you most about the Fifth Form?

I think the way in which people work - when there is a set piece of work that needs to be done, we all just get our heads down and get the work completed. The smaller class sizes help a lot.

What differences have you noticed since joining the Fifth form?

There is more mixing with the older years - in sports, we train with the Sixth Formers and the same happens in the Music Department. There are so many opportunities to build relationships across the year groups. It’s also nice to be included in the Sixth Form talks about universities or hearing interesting speakers. It makes us appreciate that the Upper Fifth year really counts.

Academic Programme

The LEH GCSE curriculum is constructed specially to ensure that you have a broad and balanced spread of subjects. We recommend that your choices cover a good range of subjects, from the ones we offer. This will give you the flexibility necessary, whatever direction you choose in the future.

Don’t worry if you do not have a clear idea about your future in terms of A levels, university or career; these decisions are a long way off. If you follow the advice we give, you will make subject choices which keep all doors open. The most important thing is that you choose subjects you enjoy, find interesting and which present you with a challenge: this is the route which will lead to success. It is quality, not quantity, which counts at this stage, and our usual offer of 10 subjects is more than enough for any university or college.

GCSE choices are made during the Spring Term of the Upper

GCSE options for Lower Fifth

Subjects

Compulsory

Compulsory

Optional

English Language English Literature Mathematics

Combined Science or Separate Science (Biology, Chemistry and Physics)

MFLs French German Mandarin Spanish Humanities

Classical Civilisation* Geography History RS Technologies D&T Product Design Food Preparation and Nutrition* Other Options Art

Classical Greek Computer Science Drama Latin Music P.E.*

Fourth year. To assist in making her choices, every pupil has an interview with a member of the Careers Department and has the opportunity to discuss subject choices with her teachers. Each Head of Department gives a talk to the Upper Fourth year about their subject at GCSE and pupils discuss their choices with their Form Tutor.

Our key goals are for students to maintain maximum breadth in their choices, but also to choose the subjects they enjoy most. Therefore we always insist on one MFL and one Humanity.

Notes and important information

Choosing Combined Science will combine with five other choices. Choosing Separate Science will allow four other choices.

Pupils must choose one out of French, Spanish or German. They may also choose a second (and even third) MFL (including Mandarin), but cannot begin a new MFL at GCSE.

Pupils must choose a minimum of one Humanity.

Pupils may only choose one technology.

Pupils may only choose Classical Greek if they are studying Latin.

We recommend that pupils choose a maximum of two options which have NEAs (Non Examination Assessment). This would include: Food, D&T Product Design, Art, Drama, Music and P.E.

The school makes every effort to accommodate all pupils’ subject choice combinations. Greek is not a curriculum subject in the Middle School. The school reserves the right not to offer courses, should demand prove insufficient.

* Classical Civilisation, Food Preparation and Nutrition and P.E. are not currently offered at A level in the Sixth Form.

Teaching and Learning in the Upper School

The greater choice that pupils have over their programme of study inevitably means that the teaching and learning experience in the Upper School differs considerably from younger years.

Whilst the strong pastoral support which pupils receive in their form groups continues into the Lower Fifth year and beyond, lessons are now exclusively taught in subjects groups. Pupils are therefore studying with those who share their academic interests, taught by expert teachers who are passionate

GCSE 9-1 grades

Q: How are GCSEs now graded?

A: Rather than having grades A* to G, the GCSEs have grades of 9-1, with the top grade being a 9 (see table) and a 4 being the ‘pass’ grade. Broadly the same proportion of students nationally will achieve grades 9-4 as previously achieved grades A*-C. The top grade of A* has been split into two separate grades (8 & 9). The grade 7 is a direct equivalent of the A.

Q: What about IGCSE?

A: Some departments, because they feel it is the most appropriate qualification, have chosen to study IGCSE. In the same way as the GCSE, the IGCSEs we take have a 9-1 grading.

about their subjects. Higher level research and independent learning skills are nurtured, and there are many opportunities for pupils to develop further academic interests outside the classroom, through subject clubs, and inter school and national competitions.

Grading GCSEs from 2017

New grading structure 9 8 7 6 5 Strong pass 4 Standard pass 3 2 1 U

Current grading structure A* A B C D E F G U

ISI Report 2022

“Teaching approaches encourage pupils to develop higher-order thinking skills.”

Academic Achievement

The Upper School years at LEH are about much more than gaining good examination results.

However, GCSE examination results are increasingly used as the first screening process by university admissions tutors. It is therefore very important indeed that pupils choose subjects based on their aptitude and interest. In our many conversations with universities, we are told that, at this level, it is the grades rather than the subjects which are of importance. We also firmly believe that pupils should study as broad a range of subjects as possible to keep as many doors open to them as possible for Sixth Form study.

We are very proud of the pupils’ results, which have proved exceptional over a sustained period of time. The graph below shows the average examination results over the last three years, illustrating the percentage obtained at each grade. There is also a graph showing the statistics for last summer.

Careers

The Upper School Careers Programme is designed to encourage pupils to link their interests and skills with appropriate A level choices and possible future career paths.

Lower Fifth

• Structured sessions using the resources available in the Careers Room.

• Introduction to Unifrog, a software programme specifically designed for this age group to match interests and aptitudes with particular careers which students can then research using the same programme.

• ‘Meaningful Connections’. This is a hugely popular and much anticipated event when the pupils spend a day at the workplace of a parent, relative or family friend.

Upper Fifth

• Psychometric questionnaire, organised by the Morrisby organisation. This leads to a comprehensive report suggesting careers the pupils may be interested in based on their interests and skills.

• A one to one interview with a member of the LEH Careers Team when the pupils consider their A level choices and implications for degree choices and future careers.

• Careers Events – hosted by LEH and Hampton School.

• Work Experience during the summer holiday after their GCSE examinations.

All students are invited to use the lunchtime ‘Drop-In’ sessions when they can meet with one of the 13 members of staff that comprise the Careers Team. This provides an excellent opportunity to discuss work experience plans, apprenticeship opportunities and future careers or seek advice on using the many resources available in the Careers Library.

Outside the classroom

New extra-curricular opportunities include:

• Classics Society

• Duke of Edinburgh’s Sliver Award Scheme

• British Informatics Olympiad

Upper School years offer the ideal opportunity to develop existing interests or skills further, and to explore new ones.

The wide range of activities offered in the younger years is enhanced with new activities, some run jointly with the Sixth Form, creating opportunities to develop further subject passions, leadership skills, and to undertake service in the local area. Many pupils continue to develop their sporting, musical and theatrical skills, taking increasingly senior positions in their teams or ensembles, and having the opportunity to audition for leading roles.

LEH pupils are generous with their time and talents, and we encourage them to maximise these opportunities to make their mark on both the school and the wider community.

Community Projects

There are a variety of community projects to which pupils in the Upper School are able to contribute. Over recent years these have included the following:

• Organising charity events

• Service Volunteers

• Assisting with a variety of lunchtime activities at local schools:

Buckingham Primary School

Carlisle Infant School

Clarendon School

Hampton Hill Junior School

Trips and Activities

There are a wide variety of trips and activities each year, ranging from subject specific day trips to residential courses and study trips abroad, some run jointly with the Sixth Form. Varied and stimulating trips are a real feature of Upper School years, and are outlined in more detail in the subject pages.

Transition to Sixth Form

We offer a full programme of events to introduce students in the Fifth to the Sixth Form experience at LEH.

Lower Fifth Day as a Sixth Former

In the last week of the summer term of the Lower Fifth, pupils are invited to attend school in the role of a Sixth Form student. They have the use of one of the Sixth Form Common Rooms for the day and they are able to choose a bespoke timetable from a choice of all the Sixth Form subjects. The aims are to give them a taste of life as a Sixth Former at LEH and to help them choose their subject options later on. In the evening, all Lower Fifth pupils and their parents are invited to school for a more detailed overview of life in the Sixth Form, presented largely by current Sixth Form students.

Sixth Form Open Evening

In September, pupils and their parents are invited to attend the Sixth Form Open Evening. Tours of the teaching rooms, the common rooms and the Sixth Form Library are available, and pupils and their parents are encouraged to talk to staff and current Sixth Formers about the A level experience.

GCSEs and after

In order to give the pupils a taste of the greater freedoms in the Sixth Form, Upper Fifth pupils do not need to wear school uniform in the Summer Term.

After the end of their GCSE Examinations, pupils are invited back to school for a day to help prepare them for Lower Sixth. Pupils have the opportunity to meet the Heads of Department of the subjects they are studying in the Sixth Form and there are talks on various aspects of Sixth Form life, including the drama opportunities and the House Film Festival.

Pupils who are joining LEH for the Sixth Form also attend, providing an excellent opportunity for current pupils to get to know them, and welcome them to the school.

Quote from current Sixth Form Pupil

“The sense of independence that comes with life in the Sixth Form allows you to develop as a person and take control of your ambitions.”

The Sixth Form Experience

The two most exciting and diverse years of your academic life.

The four subjects you study in the Lower Sixth will form the bedrock of your academic experience. In addition, you will benefit from a range of other challenges, trips and opportunities.

As well as academic lessons, you’ll learn by taking part in activities such as sport, music, drama, Young Enterprise, Model United Nations, Combined Cadet Forces and joint enrichment lessons with the Sixth Form pupils at Hampton School. Mentoring younger pupils will deepen and enrich your outlook on the wider world. You’ll develop leadership skills by taking on roles within our House system and on committees, such as the Charity Committee. These experiences stay with you for the rest of your life.

LEH pupils leave for university well-rounded, grounded and intellectually curious, and go on to thrive in a range of academic settings. They know how to realise their full potential, contribute to their communities and retain a sense of fun, purpose and direction in everything they do.

Mark Tompsett Head of Sixth Form

Sixth Form life at LEH is a completely new experience

The Sixth Form is a close-knit student community where we are encouraged to reach our full potential by teachers and our peers alike. Classes are much smaller in Sixth Form, meaning that teachers and students get to know each other and can build strong relationships. There are vast opportunities for delving further into the subjects we love, and the Sixth Form environment is really conducive to personal development and preparation for the future.

The extensive array of opportunities offered is incredible, ranging from enrichment sessions, to fascinating lectures, and a whole host of extra-curricular activities. Much of what is on offer in Sixth Form can also be student-run, leaving a space for new ideas all the time. From the start of Lower Sixth, there are also chances to hold positions of responsibility, allowing you to develop leadership roles and get to know younger pupils.

The Careers Programme is really varied, and we have received so much support in helping us choose our future paths. The facilities available for us are great; the Sixth Form Library has subject specific books to help with research projects and essays, and the Café is an excellent place to relax with friends whilst enjoying a cup of tea!

Life in the Sixth Form has meant that we all have the opportunity to thrive, and really develop a passion for our subjects in an incredibly supportive and motivating atmosphere.

English Language and Literature

All pupils are prepared for IGCSE English Language and IGCSE English Literature; these courses are taught in an integrated way.

English Language

Course details (Edexcel 4EA1)

Pupils will build on their existing reading skills by studying a stimulating range of texts, including non fiction and literary non fiction, such as journalism, speeches, journals, autobiographies and travel writing. Some poetry is also studied as part of the coursework component. Pupils should be able to demonstrate their understanding of material from a variety of sources, explore the ways in which writers achieve their effects, and consider links and connections across texts and writers. They will also learn how to construct and convey meaning in their own writing, matching style to purpose and audience. In addition, pupils are required to develop their understanding of spoken English through participation in speaking and listening activities.

Component 1: Non-fiction Texts and Transactional Writing 2 hours and 15 minutes examination 60% of total IGCSE grade

Component 3: Poetry and Prose Texts and Imaginative Writing

Coursework portfolio – two internally-assessed assignments (one essay; one imaginative writing task) 40% of total IGCSE grade

English Literature

Course details (Edexcel 4ET1)

Pupils will study a range of texts. These may include: J.B. Priestley’s An Inspector Calls, a Shakespeare play such as Romeo and Juliet or Macbeth, and a range of twentiethcentury and contemporary poetry from the Edexcel Anthology. They will also hone their skills of critical analysis through work on unseen poetry.

Component 1: Poetry and Modern Prose 2 hours examination 60% of total IGCSE grade

Pupils answer one question on an unseen poem, one question requiring comparison of two poems studied in the Edexcel Anthology, and one question on a modern novel. All questions require pupils to demonstrate detailed analytical skills, as well as consideration of the relationships between texts and their contexts.

Component 3: Modern Drama and Literary Heritage Texts

Coursework portfolio – two internally-assessed assignments (one essay on a modern play and one essay on a literary heritage text, either a play or a novel) 40% of total IGCSE grade

Beyond the classroom

There are a number of extra-curricular opportunities for pupils, including theatre trips to see productions of set texts such as Romeo and Juliet and An Inspector Calls . Debating Club meets once a week and there are opportunities to participate in both debating and public speaking competitions at local, regional and national level. In addition to opportunities to contribute to the English Department’s own creative writing journal, The Fable, pupils are encouraged to enter regional and national writing competitions. Pupils are also invited to participate in specialised workshops and lectures given by visiting speakers. Recent highlights have included the BBC News School Report competition, a poetry workshop with the award-winning poet, Ash Dickinson, and lectures given by speakers from Oxford University, University College London, and the Institute of English Studies, among others.

Mathematics

Mathematics is compulsory for all pupils in the Upper School.

Mathematics is a fascinating subject and develops many vital skills, including logical thinking and problem solving. It has a key role in the development of science, is fundamental to the study of engineering, and is increasingly used in medicine. Perhaps less well known is its role in the social sciences and economics. Surprisingly, you will find an element of Mathematics in most of your GCSE options.

Course details (4MA1)

The Edexcel IGCSE Mathematics course has been selected by the Department for its excellent preparation for further study in Mathematics. It probes deeper into areas already studied in previous years and introduces key concepts such as Differentiation, Functions and Set Theory which are an integral part of the A level syllabus.

Pupils will continue to be taught in divisions. All divisions and all pupils follow the same curriculum and the same scheme of work. The main difference between the divisions is the size of the group, the depth of study and the pace at which topics are taught.

All pupils will take the Higher Paper with grades 9– 4 available. The assessment for the final grade is based on two 2-hour papers. The style of these papers is similar to those used for internal assessments and examinations and pupils will become more confident as they progress through the course. There is no coursework requirement in IGCSE Mathematics.

FSMQ (OCR 6993)

There is the opportunity for all pupils to study for an additional qualification in Mathematics, which is taught alongside the IGCSE in the Upper Fifth. This optional course provides excellent preparation for both A level Further Mathematics and A level Mathematics. Further details regarding this will be available in the Lower Fifth.

Beyond the classroom Are you ready for the challenge?

All Lower Fifth pupils are entered for the Intermediate Mathematical Challenge which involves logical thinking and problem solving.

Example: The Queen of Spades always lies for the whole day or always tells the truth for the whole day.

Which of these statements can she never say?

A Yesterday, I told the truth.

B Yesterday, I lied.

C Today, I am telling the truth.

D Today, I am lying.

E Tomorrow, I shall tell the truth.

Maths Clinic

For any pupil who needs additional support with Mathematics, a drop-in Maths Clinic is available two lunchtimes each week.

“If I were again beginning my studies, I would follow the advice of Plato and start with Mathematics.”

Galileo Galilei

Separate Sciences

The three GCSE Sciences are studied as independent subjects with specialist teaching staff in each discipline. GCSEs in Biology, Chemistry and Physics are awarded at the end of the Upper Fifth year. This is a brilliant option for those looking to continue with one or more sciences at A level and beyond. Pupils considering this option should have a genuine interest and enthusiasm for the sciences.

Biology (1BI0)

Biology is the study of living things. The Edexcel GCSE Biology course offers you an opportunity to learn about life processes in greater depth and reflects the ever changing face of Biology in the world. Biotechnology, genetic engi neering and areas such as stem cell research are included in this exciting and dynamic course. If you are interested in pursuing Biology at A level, or indeed beyond school, GCSE Biology is a good place to start. There are nine topics which go into more detail than those studied in the GCSE Combined Science.

1. Key concepts in Biology 2. Cells and control 3. Genetics 4. Natural selection and genetic modification 5. Health, disease and the development of medicines 6. Plant structures and their functions 7. Animal coordination, control and homeostasis 8. Exchange and transport in animals 9. Ecosystems and material cycles

Chemistry (1CH0)

Chemistry looks at explaining trends and patterns in the behaviour of the elements of the Periodic Table and the vast array of materials that are formed from them - including you and everything around you! The Edexcel GCSE Chemistry Course allows you to explore the subject in greater depth and also covers a wider breadth of topics. These include: 1. Key Concepts: Periodic Table, Atomic Structure and Bonding

States of Matter and Mixtures

Chemical Changes: Acids and Electrolysis 4. Extracting Metals, Equilibria and Chemical Calculations 5. Separate Chemistry 1: Transition Metals, Titrations, Fuel Cells etc 6. Groups 1, 7 and 0 of the Periodic table 7. Reaction Rates and Energy Changes 8. Fuels and Earth Science 9. Separate Chemistry 2: Organic Chemistry, Polymers, Nanoparticles etc

Physics (1PH0)

Physics is the branch of science concerned with the nature and properties of energy and matter. It is the study of the interactions between all things, with the main goal of Physics being to understand how the universe works. Physicists ask the fundamental questions and try to answer them through observation and experimentation. There are 15 topics, some of which are only covered in Separate Science, and others of which are explored in greater detail than in the Combined Science course.

Assessment

The GCSE Separate Sciences courses are all assessed by two examinations at the end of the Upper Fifth, each of which is 1 hour and 45 minutes long. The papers are worth 50% of the GCSE each.

Within each paper there will be a mixture of questions, including: multiple choice, short answer, long answer and calculations.

There will be questions that relate to the Core Practicals that you will complete in lessons throughout the course. There is no coursework.

“Pupils display highly sophisticated study skills for their age and quickly apply prior learning to new situations.”

Combined Sciences

This is an alternative approach towards studying all three disciplines of Biology, Chemistry and Physics. You will achieve two GCSEs in Edexcel Combined Science which reflect the reduced content covered in each subject. While still providing a good platform to begin one or more A level science course, this route allows time for another GCSE option to fit into the timetable. Each discipline is taught by a subject specialist.

Biology

Biology is the study of living things. The Edexcel GCSE Combined Biology course offers you an opportunity to learn about a wide range life processes (all nine topics) in slightly less depth than the Separate GCSE Biology course.

1. Key concepts in Biology 2. Cells and control 3. Genetics 4. Natural selection and genetic modification 5. Health, disease and the development of medicines 6. Plant structures and their functions 7. Animal coordination, control and homeostasis 8. Exchange and transport in animals 9. Ecosystems and material cycles

Chemistry Chemistry explains the trends and patterns in the behaviour of the elements of the Periodic Table and the vast array of materials that are formed from them - including you and everything around you! The Edexcel GCSE Combined Science Course will stimulate the intellect and imagination. It will give the students a passion for the subject and encourage them to care for our environment.

1. Key Concepts: Periodic Table, Atomic Structure and Bonding 2. States of Matter and Mixtures 3. Chemical Changes: Acids and Electrolysis 4. Extracting Metals, Equilibria and Chemical Calculations 5. Groups 1, 7 and 0 of the Periodic table 6. Reaction Rates and Energy Changes 7. Fuels and Earth Science

Physics

Physics is the branch of science concerned with the nature and properties of matter and energy. It can be applied to almost any activity and allows students to see things in ways that might not be obvious to others. Physicists ask the fundamental questions and try to answer them through observation and experimentation.

Assessment (1SC0)

The Combined Science assessment consists of six externally examined higher tier papers that are all completed in May / June in the Upper Fifth year. Each paper is one hour and ten minutes long, with two papers for each discipline of science. Each paper counts as a sixth of the total which is translated into two grades.

Within each paper there will be a mixture of questions, including: multiple choice, short answer, long answer and calculations.

Some questions will be based on the Core Practicals completed in lessons. There is no coursework.

Art

Who should choose GCSE Art?

GCSE Art provides an excellent opportunity for all students to develop their creative potential. The course is broad based and encourages the use of a wide range of technical processes and creative media. We foster critical and reflective thinkers who will develop a personal knowledge and understanding of historical and contemporary practice of Art, Craft and Design within the context of their own work. We nurture an environment of risk taking, resilience, commitment, imaginative and creative self-discovery.

GCSE forms the important foundation for a higher level of creative study at A level. Over the years LEH pupils have accessed an extremely broad range of high profile Art Foundation and Degree courses and followed successful careers within the creative industries. GCSE is the early stage of this journey and offers key elements to a broader education and can lead to understanding the different roles, functions, advances and consumers of Art, Craft and Design practice as well as nurturing a personal love of the creative process.

Beyond the classroom Art History and contemporary practice form an important part of the GCSE course.

Pupils are encouraged to visit galleries in order to study first hand sources and develop their own ideas. They will also take part in media-based workshops run by practicing artists.

Course details (OCR

J170)

The GCSE is divided into two sections:

Component 1: Portfolio (60% of total mark)

The portfolio consists of two separate projects. Each contains personal research, preparation studies and final outcomes.

• A 2 dimensional project with supporting studies including art historic research and the use of digital media.

• A 3 dimensional project with supporting studies including art historic research.

Component 2: Externally Set Task (40% of total mark)

A personally interpreted project which contains preparation studies and a final outcome to be completed during a timed 10 hour practical exam.

Classical Civilisation

Who should choose Classical Civilisation?

If you love mythology, are interested in the ancient world and want to gain a deeper understanding of today’s world through the lens of the past by studying the literature, history, religion and art that shaped the modern world then Classical Civilisation is for you.

You will develop your analytical and critical skills by evaluating written and material culture spanning over 1000 years and two civilisations.

You will study literature which has delighted and influenced readers worldwide for over 2000 years and art which has inspired artists and architects for millennia. You will hone your essay writing and source analysis skills while studying and discussing myth and religion’s role in society, the concept of the hero and man’s relationship with the gods.

Course Details: OCR J199

The course consists of two components, each worth 50% of the total GCSE, and is examined in two 90-minute examinations worth 90 marks in the summer of the Upper Fifth.

Component 1: The Thematic Study

This component involves the comparative study of ancient Greece and Rome and combines visual and literary sources.

Myth and Religion

Key topics include the gods, heroes such as Hercules and Theseus, the foundation myths of Athens and Rome, myths about the underworld and the use of myth as a symbol of power. You will examine the role of religion in the everyday lives of ancient Greeks and Romans by studying temples, religious festivals and rites.

Prescribed sources include Homeric Hymns, extracts from the Metamorphoses and Aeneid, works by Greek and Roman historians, the Parthenon Frieze, the Pantheon, the temple of Zeus at Olympia and a range of Greek sculptures and vases and Roman statues.

Component 2: Literature and culture

This component involves an in-depth cultural study with the study of a related body of literature.

The Homeric World

The Greeks themselves recognised the world of Homer’s poems as the cradle of Greek literature and civilisation; this component enables you to study the history of the Mycenaean world in which Homer’s epics were chronologically placed and the Odyssey, an epic of immense enduring appeal.

Culture

You will study the archaeological evidence for the Homeric world, looking at the sites of Mycenae and Troy, the evidence for their day-to-day lives and appraising the artefacts excavated, evaluating to what extent the Homeric world reflected its historic counterpart.

Literature

Odyssey Books 9, 10, 19, 21,22

You will have the opportunity to examine Homer’s literary techniques and key themes dominant in the narrative, such as return and revenge, deceit, the role of fate and the gods and hospitality. You also will form you own views on Odysseus as a hero and husband and the other key characters in his life, not least his wife, Penelope, a woman celebrated for her intelligence, and Circe, the inspiration for Madeline Miller’s novel.

Beyond the classroom

The Classics Department runs a wide range of extracurricular activities for those studying classical subjects.

Residential trips

The Department runs regular trips to Greece and Italy, enabling students to see the sites they are studying in their syllabus.

Other trips and events

A trip to the British Museum in the Lower Fifth will enable students to examine material sources on their syllabus first hand. Students can also participate in ClasSoc, our weekly Classics Society which we run jointly with Hampton School. In addition, we regularly run theatre trips to classical plays or plays inspired by Greek myths.

Classical Greek

Why should you choose Greek?

Starting Greek at GCSE is a natural choice for those who have loved studying Latin, are excited by learning how languages work and are fascinated by the ancient world:

• If you have really enjoyed Latin, you will also enjoy Greek. The languages are very similar and complement each other well. Don’t be put off by the fact that the alphabet is different: this is quickly mastered within a couple of weeks of starting the course.

• If you are an able linguist, you will enjoy the fast pace of learning and the stimulating challenge of acquiring a new language in two years.

• If you love literature and mythology and want to end up studying some of the most influential works from the western world, then Greek is the subject for you.

Course details (OCR J292)

The format is just the same as for Latin:

Language: Development of language skills up to GCSE standard. We use two books, Athenaze and Greek to GCSE Athenaze follows a similar format to the Cambridge Latin Course.

While you are starting from scratch in Lower Fifth, having Latin already means you are familiar with many of the concepts, which occur in Greek. At the end of the course, you will complete a language paper consisting of passages for translation and comprehension and some grammar questions. Just like in Latin, there is a set vocabulary list.

Literature:

Just like in Latin, you have a prose set text and a verse one, both of similar length.

Prose literature:

This is a selection of episodes from Tales from Herodotus, the father of history and ultimate storyteller.

Verse:

This will be selections from Euripides’ tragedy Medea, in which an abandoned wife takes vengeance on her unfaithful husband at her children’s expense.

Beyond the classroom

Whichever Classical subject you choose to do, there is a range of additional activities run by the Classics Department.

Residential trips

The Department organises regular trips to Greece and Italy.

Other trips and events

Every year those studying Greek in the Lower Fifth go to the British Museum or the Ashmolean Museum in Oxford to explore different aspects of Greek life. In addition, whenever Greek Tragedy is performed, we aim to take pupils to see it.

Computer Science

Why choose Computer Science?

The digital age needs Computer Scientists. Like it or not, you’re living in it – this era of innovation. Computer programmes have all but infiltrated every aspect of our lives. Computer Scientists theorise, design and develop software and hardware for the programmes we use day in, day out.

Computing: A little bit geeky? Yes. A little bit difficult? Yes. Undeniably cool? Oh yes!

If you are constantly asking “What happens if I change this?” and “How does it work?” when you are supposed to be typing up your homework, then GCSE Computer Science may be the perfect choice for you.

You’ll learn all about the hardware and software that make up a typical computer system and what really goes on inside those chips and circuit boards.

You’ll learn how to analyse problems in computational terms and write (code) real computer programs to solve them. Even better, you’ll develop the capacity to think creatively, innovatively, analytically, logically, critically and to see relationships between different aspects of Computer Science and possibly be inspired to becoming the next Ada Lovelace or Tim Berners-Lee.

Course details (Edexcel 1CP2) There are two final examinations:

Paper 1: Principles of Computer Science (*Paper code: 1CP2/01)

• Written examination: 1 hour and 30 minutes

• 50% of the qualification

• Assesses the theoretical topics: Computational thinking, Data, Computers, Networks and Issues and Impact.

Paper 2: Application of Computational Thinking

• Onscreen examination: 2 hours

• 50% of the qualification

• This paper is practical in nature and requires students to design, write, test and refine programs in Python in order to solve problems.

What subjects go well with it?

There is now no area of learning or research that does not involve technology in some way. The skills learned while studying Computer Science will enable pupils to become knowledgeable and objective about the use of these technologies. Logical analysis and problem solving in addition to creativity will complement all other chosen subjects.

Beyond

the classroom

There will be many opportunities for learning beyond the classroom as we have a very well-resourced department. In previous years pupils have participated in Bebras, TOCS Competition and The Matrix challenge. Many pupils are involved with Raspberry Pi Clubs which run during lunchtimes. Students also have access to VEX robotics, VR headsets and the programmable drones to accentuate their learning.

D&T: Product Design

GCSE D&T: Product Design aims to broaden the experience, awareness and capability of students to design, develop and build prototype products which are not only examples of ‘good design’ but are in themselves ‘designs for good’ i.e. creating products which solve real problems for real people.

The course provides students with lots of practical experience essential for successful product design. Product analysis, creative thinking, model making, design presentation and CAD/CAM are delivered through engaging and thought-provoking lessons.

Course details (OCR J310)

D&T Product Design involves:

• Being a creative and innovative thinker and problem solver.

• Understanding the issues that influence product design and meeting human need, including marketing and the circular economy.

• Learning about engineering, smart and modern materials, components, and manufacturing technologies including rapid prototyping.

• Using computer technologies to research, develop and manufacture new products.

Whilst this course places an emphasis on engineering materials, pupils can work with a combination of materials to manufacture their prototypes.

The course will enable you to develop a deeper knowledge and understanding of specific materials and related techniques and processes, in order to construct working prototypes and achieve functioning solutions.

The GCSE grade will be awarded based on the completion of two units of work:

Unit 1: Written paper (50%) Unit 2: Non-Examination Assessment (50%)

Beyond the classroom

All pupils studying GCSE D&T Product Design undertake design related events in the Lower Fifth and Upper Fifth. Visits to design consultancies, exhibitions and conferences and participation in workshops will help to broaden each pupil’s knowledge of product design and its associated disciplines.

Career Opportunities

You are encouraged to follow D&T if you have an interest in the design industry. Former pupils who have studied D&T: Product Design at LEH now have successful careers as engineers, product designers and architects.

DramaWho should choose GCSE Drama?

Anyone - you do not need experience, just a thirst for experimentation, developing mental agility and confidence-building. You should also have an active interest in theatre and performance and be prepared to work collaboratively in most lessons. The course really suits those students who want to be up on their feet, doing practical work and learning to work and lead in a team. You will explore a range of performance texts and live shows, as well as creating your own original pieces based around ideas that drive you. You will develop skills in communication and analysis as well as learning about naturalistic acting, farcical comedy, physical theatre, monologue work, and much more! In Drama you will discuss, debate, analyse, create, play and perform, and we guarantee you will enjoy every lesson.

What other subjects go well with Drama?

One of the best things about the course is its flexibility; you will have a say in what you study. We explore a range of play texts covering different historical periods, cultural and societal issues and human behaviour. History, Art, Music, Geography, Languages... there isn’t a subject, which wouldn’t benefit from the confidence, creativity and analytical skills you would gain when studying Drama. GCSE Drama will enrich your understanding of your other subjects, different cultures and the wider world.

Beyond the Studio

As part of your course you will see some of the best live performances that London (and therefore the world!) has to offer: you will go on a series of trips to see work of the highest standard. We will also book in outstanding industry professionals to work with you: in recent years we’ve had RADA for voice work as well as a range of physical theatre

companies including Frantic Assembly and The Paper Birds. The GCSE experience also sets you up well for National Youth Theatre and similar schemes.

Course details (CIE IGCSE 0994)

The course will cover three different aspects of drama:

• Studying a text from a performer’s, director’s and designer’s perspective

• Creating your own production from scratch

•

Realising scripted plays

It is worth noting that you are not just assessed on the productions you put on. There is also a written exam in which you discuss your ideas for the plays you have studied in class.

Food Preparation and Nutrition

The GCSE Food Preparation and Nutrition is a very exciting, creative and interesting subject to study. There is much to learn but most of this will involve ‘learning-by-doing’ as the focus is on practical making skills.

Over the two year course you will develop a range of creative making skills, technical knowledge and understanding relating to food products and invaluable transferable skills such as problem solving, working independently and time management.

Course details (AQA 8585)

• Learning about ingredients, processes and techniques

• Experimenting, investigating and testing food

• How to cook and develop new food products

• Developing skills which enable you to make food products

• Understanding about nutrition, diets and health

• Learn about food hygiene and safety

• Learning about food provenance

• Learning about food science

• Learning about food choice

There will be one examination for this qualification, which will assess your knowledge of the theory behind food preparation and nutrition. The examination will be 1 hour 45 minutes long. (50% of grade)

The second part of the assessment will be non-examination assessment and will consist of two tasks, involving practical work. (50% of grade)

Task 1: Pupils will carry out an investigation into the scientific principles that underpin the preparation and cooking of food.

This task will provide you with an opportunity to demonstrate your knowledge and practically apply your understanding of the science behind cooking. You will investigate ingredients and explain how they work and why.

Task 2: Pupils will plan, prepare, cook and present three dishes in three hours. This task will provide you with an opportunity to showcase your creativity and cooking skills.

Beyond the classroom

We arrange Masterclasses given by experienced chefs and informative talks with Food Science graduates.

Pupils are encouraged to watch contemporary food programmes such as Great British Menu and Food Unwrapped and to read monthly magazines such as ‘BBC Good Food’.

Career Opportunities

Food Preparation and Nutrition will prepare you for higher education and a rewarding career as a Food Technologist, Dietician or Nutritionist. Other possible career paths could include Hospitality and Marketing.

Former pupils who have studied Food Preparation and Nutrition at LEH now have successful careers in brand identity with global food producers.

Geography

Who should choose GCSE Geography?

You should choose Geography if you are enthusiastic about the world in which we live. It is a subject that has great relevance to many of the problems of the modern world, and pupils studying it examine issues that range in scale from global environmental change to matters within the UK. Geography bridges the arts and the sciences, combines literacy with numeracy, and goes well with most subjects. If you are interested in physical processes but also want to know about humans and their relationship with the environment, then Geography is the subject for you.

Studying GCSE Geography can help you:

• Develop a knowledge and understanding of geographical issues both within the UK and on a global scale.

• Investigate the earth and its peoples.

• Study the features of the earth - such as mountains, rivers and ecosystems - and how they were formed.

• Gain an understanding and appreciation of the cultures and backgrounds of people from all over the world.

• Study human issues such as the development gap between rich and poor and the problems that exist in our towns and cities.

• Develop a range of useful skills such as data collection, ICT, use of GIS and problem solving as well as transferable skills such as independent research, group work, debating and team work.

The Department delivers an exciting and contemporary GCSE that delivers real world examples from a global scale to a local scale. You will be studying current issues and processes, across a range of topics.

Paper 1: Physical Geography

This paper brings together physical geography and people-environment processes and interactions. The paper is divided into two sections:

Section

A - River environments

Students study features of the global hydrological cycle (including drainage basins), the physical processes that give rise to distinct river landforms and detailed case studies of river management in a developed and a developing or emerging country.

Section

B - Fieldwork

Students are required to undertake a geographical investigation involving fieldwork and research, in a river environment.

Paper 2: Human Geography

This paper brings together human geography and people-environment processes and interactions. The paper is divided into three sections:-

Section A

Economic activity and energy

Students study variations in economic activity over time and spatially, the relationship between population and resources and detailed case studies of energy resource management in a developed and a developing or emerging country.

Urban environments

Students study trends, characteristics and problems associated with urban environments, the challenges facing contrasting urban environments and detailed case studies of urban environments in a developed and a developing or emerging country.

Section B - Fieldwork

Students are required to undertake a geographical investigation, involving fieldwork and research, in an urban environment.

Section C

Students are required to apply their knowledge and understanding of human and physical geography to investigate broader global issues.

Fragile environments and climate change

Students study distribution, characteristics and threats facing the world’s fragile environments, the impacts of different processes, including climate change, on fragile environments, and different approaches to managing fragile environments in a more sustainable way.

Beyond the classroom

Typically, the Department runs two compulsory field trips across the course.

Rivers Investigation

A study of the changing characteristics of a river as you travel downstream.

Urban Investigation

An investigation into the success and sustainability of an urban development.

Palin

Course details Edexcel IGCSE (4GE01)

“Geography is the subject which holds the key to our future”

Michael

History

•

learn how to argue effectively, handle historical evidence and make informed judgements.

History made our world how it is, but History can also be part of your future.

At IGCSE you will learn how History both informs the present and prepares you for the world beyond school.

Course details (4HI1)

The Edexcel IGCSE focuses on modern history. We have chosen four topics which are interlinked, bringing together some of the key countries and historical themes of the 20th century. The course consists of four units, each worth 25% of the total IGCSE, and is assessed in two 90 minute examinations in the summer of Upper Fifth.

Paper 1: Two depth studies. Development of Dictatorship: Germany, 1918-1945: Germany’s tumultuous experience at the end of WWI provides the starting point for the study of the rise of Hitler and the creation of the Nazi Dictatorship. We study all aspects of the Nazi police state, including treatment of minorities and the Holocaust, as well as looking at Germany’s experience of the Second World War.

A World Divided: Superpower Relations, 1943-1972: We examine the development of the Cold War between the USA and USSR in the aftermath of the Second World War, asking how these war-time allies could so quickly become enemies and investigating the causes and consequences of events such as the Berlin Airlift, the Hungarian Uprising and the Cuban Missile Crisis.

Paper 2: One historical investigation and one breadth study in change.

The USA, 1918-41: Using historical sources to analyse the features of the ‘Roaring Twenties’, The Depression and the New Deal, this unit includes people and events which have captured the popular imagination: Prohibition, speakeasies and Al Capone; racial intolerance and the Ku Klux Klan; flappers and the birth of the Charleston. A fun and engaging look at a fascinating period in one of the world’s most influential countries.

Conflict, Crisis and Change: China 1900 1989: Tracing the development of a modern superpower, we explore the turbulent period to 1949 which saw both civil war and conflict with Japan before the victory of the Chinese Communist Party and creation of the People’s Republic of China. We continue with an assessment of the evolution of the Chinese state up to Tiananmen Square demonstrations of 1989.

Beyond the classroom

The Upper Fifth have the opportunity to visit Berlin. In addition, IGCSE historians are encouraged to take an active part in the School’s Model United Nations’ Society (MUN).

Why should you choose History?

• History teaches you to make sense of the present.

• It helps you understand what motivates people, and how their actions can affect others.

• How else are you going to change the world (and we hope you want to do so!) if you haven’t examined how it got in the state it’s in already?

You will

“History made our world how it is, but History can also be part of your future.”

Latin Who should choose Latin?

Course details (OCR J282)

There are two elements: Language & Literature.

Language:

Development of language skills up to GCSE standard. We use Latin to GCSE, working towards the language paper. This consists of three passages for translation and comprehension and a choice of either three short sentences from English into Latin or answering grammar questions on a passage of Latin. There is a prescribed vocabulary list for this paper, which will be covered over the course of the two years.

Literature:

There is always both a Prose Literature and a Verse Literature set text. The prose text will be Tacitus’ account of the trea sonous affair and death of the empress, Messalina, and the verse text is the opening section of Aeneid I in which Juno’s anger is unleashed upon Aeneas and the Trojans.

Beyond the classroom

Whichever Classical subject you choose to do, there is a range of additional activities, which are run by the Classics Department.

Residential trips

The Department runs regular trips to Greece and Italy.

Other Trips and events

Every year those studying Latin in the Lower Fifth go on a trip in the summer term. In previous years this has been to the BM or Colchester to support their study of the Latin Literature. In addition we regularly have theatre trips when Classical plays are performed.

If you have enjoyed Latin in the Middle School then you will enjoy Latin GCSE, which will develop your skills as a linguist, analyst and critic.

Modern Foreign Languages

Modern Foreign Languages take a strong part in the school curriculum. Students can choose to continue their study of either one or both of their current languages.

All four languages are two year courses. French, German and Spanish follow the Cambridge International IGCSE specifications, and Mandarin follows the AQA GCSE specification. Courses build on the skills and topics that pupils have already acquired in their study of the languages over the years. There will also be an emphasis on a thorough revision of ‘the basics’ at the beginning of the Lower Fifth year, ensuring that all pupils start with a common knowledge of the most essential grammar and structures.

Language teaching is varied and there is great emphasis on speaking, writing, listening to and reading authentic material. Lower Fifth and Upper Fifth classes have access to our digital language laboratory where they can practise intensive listening and speaking to enhance learning as well as making use of our ICT facilities. Pupils are able to practise their languages in weekly oral sessions in pairs or small groups with our language assistant.

Course details

The Cambridge International IGCSE course is a linear examination. This suits the nature of the subject particularly well as pupils will be able to accumulate knowledge and skills over two years. There will be uninterrupted teaching time and a final examination in all four skills at the end of the Upper Fifth year: listening, writing, reading and speaking will all be tested separately. Each skill is worth 25% of the overall grade. An academically rigorous course, the IGCSE will lay solid foundations for pupils considering continuing with a language at A level.

Parent in Good Schools Guide Review

“I really admire the school’s ability to go sideways in any subject, bringing in current affairs or going cross-curricular.”

Who should choose IGCSE French?

(7156)

You should choose French if you are interested in languages and communication, and if you enjoy learning about other cultures and ways of life. You should be curious about other people and want to find out about their lives as well as want to communicate about your own. The constant aim is to see the relevance of what you learn in the classroom while preparing you for the demands of the IGCSE examinations. All pupils also have a conversation lesson with the French assistant once a week.

Beyond the classroom

Lower Fifth pupils who study French are given the opportunity to take part in the joint exchange with Hampton School to our partner school in Paris, the Lycée privé Notre Dame de Sion. There are plenty of opportunities to speak French with the host family and exchange partner, as well as to discover interesting aspects of French culture and habits. Trips and exchanges are an important aspect of IGCSE MFL provision.

Who should choose IGCSE German?

(7159)

German is the second most widely spoken language in Europe and at the heart of the European and global business, travel and tourism, science and research, media and communications industries. Your knowledge of German will increase your career options in all of these fields. It is of course also the language of Goethe, Kafka, Mozart, Bach and Beethoven, and will appeal to you if you enjoy literature, music, art and philosophy.

Beyond the classroom

Since communication and authenticity form such a major part of the IGCSE course, all pupils are encouraged to be involved in an exchange or study visit to a German speaking country. We organise, in cooperation with Hampton School, an annual exchange visit to the Ellenrieder Gymnasium in Konstanz, twin town of Richmond-upon-Thames, during the Lower Fifth year. This provides an excellent opportunity for pupils to improve their confidence and proficiency in speaking and listening and gives them an opportunity to learn about a different culture and way-of-life.

French, German, Spanish and Mandarin

Who should choose IGCSE Spanish?

(7160)

You should choose Spanish if you enjoy learning about a vibrant global culture which is making its influence felt across the world: festivals - Day of the Dead (Día de los Muertos); literature - Magical Realism (Realismo Mágico); art - Frida Kahlo and Dalí’s Surrealism; music - Reggaeton, and foodtapas, enchiladas, tacos, burritos. The Hispanic list is endless, and growing - Spanish is the world’s second most spoken language after Mandarin, and studying Spanish will give you access to the richness of the continent of Latin America. As a Romance language, Spanish has its roots in Latin, and shares many similarities with Italian, French and Portuguese.

Beyond the classroom

Upper Fifth pupils who study Spanish are given the opportunity to take part in a study visit to Salamanca. There are plenty of opportunities to speak Spanish, enjoy Spanish food and learn how to dance Flamenco, amongst many other things!

Who should choose GCSE Mandarin?

(8673)

China is one of the world’s oldest and richest continuous cultures, over 5,000 years old; it is also the most populous nation in the world, with 1.28 billion people. Mandarin Chinese is the mother tongue of over 873 million people, making it the most widely spoken first language in the world, and China is the second largest economy in the world. There has never been a time when learning this fascinating language has been more relevant.

This fast-paced course is aimed at those who have taken Mandarin in the U4. The course will enable students to develop their knowledge of Mandarin to their full potential, equipping them with the knowledge to communicate in a variety of contexts. Themes covered include identity and culture, local, national, international and global areas of interest, and education and employment.

Beyond the Classroom

There will be opportunities for engagement in cultural events and visits throughout the course.

“Pupils are very well supported by their teachers whose strong subject knowledge they recognise.”

Music

Who should choose Music?

GCSE Music will allow you to study a broad syllabus covering a wide range of different musical styles. There are three units, each based on aspects of music that you will have already covered in your music lessons over the past three years.

The course will teach you about a wide variety of musical styles from different historical periods, different parts of the world and different social settings. You will have the opportunity to perform, both on your own and with other people.

The course is open to pupils who have regular individual instrumental or vocal lessons. In order to reach the standard required for the performing unit, you should be at a minimum standard of Grade 4 by the start of the course. Please see a member of the Music Department if you are unsure whether you are at the required standard for performing.

You will also learn how to compose in different musical styles. If you are interested in listening to music, performing either as a singer or instrumentalist and composing your own pieces, this course will enable you to become an informed and well-rounded musician with a broad and transferable skill base.

Course details (Edexcel 1MU0)

Performing Music (30% coursework): Performing assessments will take place on several occasions throughout the two year course. Sometimes this will be a solo, sometimes an ensemble. These will be recorded and, at the end of your course, your best performances will be chosen for submission as your performing coursework.

Composing Music (30% coursework): You will use music technology or more traditional methods to compose different pieces in a range of styles, and your best compositions will be chosen for submission. You will have four periods over two weeks in which to complete your compositions, and you will receive lots of help and guidance from your teacher.

Listening and Appraising (40% examination): Listening and appraising skills are developed through the study of a range of set works. You will learn about the different musical elements and stylistic features of each of the set works, and how they compare to other pieces from the same genre.

Assessment is through a written examination which will include some listening questions and one longer answer written question.

Beyond the classroom

There is a very high standard of extra-curricular music in the school, including six choirs, Symphony Orchestra, Senior and Intermediate Strings, Sinfonietta, Brass Group, Percussion Ensemble, Jazz Group, rock groups and chamber ensembles.

Throughout the year there are many formal and informal concerts in which these ensembles perform. The series of Friday Live lunchtime concerts provides extra opportunities for solo and group performances. It is expected that all GCSE musicians take part in at least one extra-curricular activity.

The Music Department also runs trips to see concerts and musicals in London throughout the course. This enhances your broader contextual understanding of the pieces studied as part of the set works.

Physical Education

Who should choose Physical Education?

If you are a keen sportswoman then GCSE PE is an exciting subject to take within the GCSE options. It includes contemporary topics which help students of all sporting abilities develop well-rounded skills. It prepares you for further studies in any field and sits comfortably with many GCSE options, in particular the Sciences and Food & Nutrition options.

There are several reasons to consider this subject at GCSE, from promoting active lifestyles and learning about the physiology of the body to psychological factors that affect performance, independent thinking and problem solving. Nutrition and wellbeing are studied in depth alongside ethical issues such as the commercialisation of sport, making this an engaging and intellectually stimulating GCSE option.

Course details: AQA 8582

Paper 1: The human body and movement in physical activity and sport

What’s assessed:

• Applied anatomy and physiology

• Movement analysis

• Physical training

• Use of data

How it’s assessed

• Written examination: 1 hour 15 minutes

• 30% of GCSE

• A mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

Paper 2: Socio cultural influences and well being in physical activity and sport

What’s assessed:

• Sports psychology

• Socio cultural influences

• Health, fitness and well being

• Use of data

How it’s assessed:

• Written examination: 1 hour 15 minutes

• 30% of GCSE

• A mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

Non-examination assessment: Practical performance in physical activity and sport

What’s assessed:

• Practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity).

• Analysis and evaluation of performance to bring about improvement in one activity.

How it’s assessed:

• Assessed by teachers

• Moderated by AQA

• 100 marks

• 40% of GCSE

• For each of their three activities, students will be assessed in skills in progressive drills (10 marks per activity) and in the full context (15 marks per activity).

• Students will be assessed on their analysis (15 marks) and evaluation (10 marks) of performance to bring about improvement in one activity.

Religious Studies

Who should choose Religious Studies?

The course is well suited to anyone who is interested in topical matters of ethics, who likes to express their opinions, and who is interested in what motivates people to follow a religion.

Course details (AQA 8062)

This consists of two papers:

A) The study of Christianity & Buddhism: beliefs, teachings and practices

B) Thematic studies: four Ethical themes

There will be two examinations, each taking 1 hour 45 minutes.

Christianity and Buddhism

East meets West in this half of the course where pupils will discover the beliefs, teachings and practices of two contrasting religious traditions. We will investigate the main teachings of these faiths and how these have had an impact on their ethical beliefs. Pupils will also have the opportunity to study the practices of these traditions and the significance of religious festivals.

A study of religions will enable pupils to make a connection between beliefs and lifestyle understanding how religion may impact the life of a believer and their ethical codes. They will be encouraged to reflect on their own beliefs and how these may contrast or compare to religions they are studying.

As part of this course pupils will investigate theological issues such as the Trinity, Jesus as the son of God and salvation. They will also study a history of the Buddha’s enlightenment and the role of meditation within Buddhism.

This course is well suited to pupils who are interested in the historical development of religious traditions and how these have influenced modern day believers. There will be plenty of opportunity for discussion and evaluating a range of opinions.

Ethics

Thematic studies in various areas will be studied where students will consider different religions, philosophical and ethical arguments and their impact and influence in the modern world. They will study the different perspectives on issues studied within and between religions, as well as non-religious views.

In the topic Relationships and Families, we study religious teachings and non-religious beliefs about sex, marriage and divorce, families and gender equality. In Religion and Life we will study beliefs about the origins and value of the universe and its impact on beliefs about the origins and the value of human life. We will see the impact these beliefs have on medical ethics.

Religion, human rights and social justice, and Religion, peace and conflict are also themes to be studied.

This course offers the opportunity to engage with topical issues, within a framework of exploring beliefs and values. Pupils who are interested in contemporary issues, who wish to explore and examine them, and who like the challenge of debating about them, will really enjoy this course.

Beyond the classroom

We will visit St. Paul’s Cathedral and the Buddhist Temple in Wimbledon. Students will also have the opportunity to participate in our biannual trip to Rome. This trip takes place in October half term.

“Pupils demonstrate communication skills, often significantly beyond expectations for their age in their use of specialist language, and they fluently articulate explanations of challenging ideas.”

“This is a school that bangs the drum very loudly about empowerment, constantly reminding girls they can do anything if they put their minds to it.”