Middle School Prospectus by merchanttaylorsschool

Merchant Taylors' Boys' School Middle School Prospectus 2023

Headmaster's Introduction The move from Lower School to Middle School marks the end of one stage of education and the beginning of the next. GCSEs are our boys’ first experience of national examinations, and one of our aims at this stage is to encourage them to take more responsibility for their own development and learning. We regularly monitor pupils’ progress, supporting and encouraging them to aim high and achieve their goals. We also expect all of the boys to play a full role in the co-curricular life of the school, whether it be on the sports pitch, in the concert hall or on the stage. There are so many wonderful opportunities on offer at Merchant Taylors’ and experience shows that those boys who continue to throw themselves into the life of the school are those who derive the most benefit. This booklet provides an introduction to the Middle School curriculum at Merchant Taylors’. It covers the main subjects studied along with information about the core curriculum. Classes are taught by subject specialists and class sizes are usually around 20, although in some subjects they may be smaller. The core GCSE curriculum comprises: - English, English Literature, Mathematics and Science - A language (modern foreign language or classical) and a humanities subject - Cornerstone, Games and activities – our enrichment programme In addition, boys choose further options from the other subjects that are outlined in this booklet. This means that most of the fortnightly timetable is devised using the pupil’s own subject choices, whereas in the past most of a pupil’s timetable has been prescribed. This is part of the process of boys taking more responsibility for their own learning. At the same time, through our option choices, we have maintained some academic breadth, which we feel remains important at this stage of a pupil’s career.

I would offer a few brief words of advice on how to choose subjects. The most important thing is to choose a subject which one likes (and not because one likes a specific teacher). It is also crucial to choose subjects in which one feels one has ability. Without doubt, these are the two most important things. Each of our Heads of Department and subject teachers will be happy to discuss the content of GCSE courses in more detail at any point. You may also wish to speak with Mrs Blease, our Careers Coordinator, especially if you are already considering a certain career path, to make sure that the subjects taken at GCSE will facilitate this. It is important to note, however, that if this involves taking subjects you don’t enjoy, then you may wish to reconsider your career choice! CEOs are increasingly describing the 21st Century Skills that they will be looking for in their employees of the future. These include critical thinking, creativity, communication, resilience, problem solving, perseverance, digital literacy and a global perspective. Therefore, I would urge boys to bear these in mind when making their subject choices. Adding a creative subject to their choices may well enhance their prospects for employment in later life. I hope that you find the information contained in this booklet of great help; however, there is no substitute for talking. Please do spend time talking at home about the options available as well as spending time talking to teachers. A final word on the matter: it is important for the pupil to take ownership of his subject choices, so he should be at the heart of this. The academic Parents’ Evening, scheduled this year for Tuesday 21 February, will offer an opportunity to fine-tune your thinking on choices after discussion with subject tutors. Subsequent to this, in some instances, boys will be further advised by senior members of staff, prior to final submission, regarding the GCSE diet best suited to them. Mr D. Williams Head of Boys' School d.williams@merchanttaylors.com

Pastoral Care and Academic Progress – The Head of Middle School Perspective I look forward to welcoming you to the Middle School at Merchant Taylors’ Boys’ School. I am Head of Middle School, working in tandem with a strong team of Form Tutors; together we take an integrated approach to pastoral and academic care, through which we provide scaffolded support so that we can create an overview of your academic and personal development. We want to empower you to mature and grow in independence while also ensuring that we offer a healthy framework to support you during your GCSEs. Your Form Tutor is the linchpin and should be the first point of contact for you and / or your parents in the event of enquiries or issues arising. I oversee the Form Tutor team and I am, in turn, responsible to Mr Yates, Assistant Head, Pastoral and Mr Williams Head of Boys' School. Self-motivation and resilience are important aspects of learning at GCSE level. At the start of Year 10, an afternoon session with a prominent revision and study skills specialist organisation will begin to emphasise the importance of independent learning in the quest for excellence at GCSE. We understand the benefits of self-motivation and so you will be asked to undertake further reflection about your expectations and ways in which you can set some realistic goals. Setting the goals is the easy part; putting a system in place to support you in those is where our experienced tutor team steps in. Form Tutors will closely monitor achievement and effort and offer strategies to support you in getting the most out of the education you are offered at Merchant Taylors’. You will be able to discuss our expectations of you and your reflection, with me and with senior academic staff. We will guide you in terms of study skills and support you to ensure that you put in maximum effort. You are welcome to attend all clinics and work sessions and are reminded that the Library is also open until 5.30pm every evening; this is a quiet space, conducive to work and staffed at all times. Linear examinations have now replaced the modular courses, and this has an impact on the way you

will need to approach the course; students can no longer ‘chunk learn’. You will now face the pressure that arises from sitting terminal examinations – in other words, you will be assessed at the end of the two-year course rather than in modular units along the way. The impact of this is huge and means that your ability to be driven and be organised is crucial. Rest assured, as in Lower School, your academic progress is recorded and reported on by subject teachers; in the Middle School, you will receive Anticipated Attainment Grades half-termly from the end of the Winter Term in Year 10. These attainments grades will be presented in terms of GCSE grading (9-1 for most subjects). As an indication of how you are working and of the learning habits you are developing, you will continue to receive Attitude to Learning grades on the half-termly grade card. This system enables effective monitoring of academic standards in order that intervention strategies can be adopted when we notice issues arising. This can be stressful, but it is the purpose of the Middle School team to ensure that you feel supported through a potentially stressful period in your education. A full mock programme is offered in the Spring Term of Year 11 which replicates the situation you will find during public examinations. Comprehensive feedback is provided by subject teachers and your overall profile is analysed by me – follow up meetings take place in the week after half term, where necessary. It is our aim to enable you to achieve the best grades you are capable of and we are experienced in identifying areas of weakness and supporting you through that. There continues to be a strong focus on PHSE; the topics are relevant to young men in the 21st Century and include the dangers of substance abuse, the perils of social media and study skills for linear examinations. Above all, we want you to feel comfortable approaching us with any issues you may have and we are also keen to celebrate your successes, academic or otherwise. Please do let us know of extra-curricular achievements that we may not otherwise be aware of. We do have high expectations of our Middle School pupils and we expect adherence to our code of conduct, which is found in the pupil handbook, but we also understand that this is a challenging time in your lives and we want you to feel safe to approach us with anything you wish to discuss. I look forward to getting to know you all and wish you a fulfilling and fruitful time in Middle School. Mr R. Fawcett, Head of Middle School r.fawcett@merchanttaylors.com

Choosing Your Subjects What do I need to consider when choosing my GCSE options? It is really important that you discuss your programme of study for the next two years with your Form Tutor and your parents. They are there to support you in this important decision-making process. When considering your choices, you should ask yourself the following questions: What subjects am I really interested in? What subjects do I really enjoy? Remember that motivation is essential to academic success. What are my strengths? Which subjects am I likely to make excellent progress in? Are my choices sensible, i.e. subjects that ensure a broad education and keep options open for the future? How well will I be able to balance any non-examined assessment (“coursework”) components? What sort of university course would I like to attend? Certain courses require specific A Levels so you should choose your GCSE subjects with this in mind. Some other considerations to note regarding GCSE choices at Merchant Taylors’: The core academic curriculum consists of English Literature, English Language, Mathematics and Science. You have a choice of Science courses available: you can choose all three separate Sciences (awarded three GCSEs), two of the three separate Sciences (awarded two GCSEs) or a single award combined Science course (awarded one GCSE). It should be noted that the single award course, whilst a robust GCSE, is not suitable for progression to A Level Science subjects. You then have several option subjects to select. The exact number of options depends on your Science choices: If you select three separate Sciences (i.e. Biology, Chemistry and Physics), you have three options available.

If you select two separate Sciences (i.e. two from Biology, Chemistry and Physics), you have four options available If you select the single award combined Science course, you have five options available Of your options, one must be a language (either a modern foreign language or a classical language) and one must be a humanity (History, Geography, Classical Civilisation and Religious Studies & Philosophy). The remaining options can be used to select from any of the subjects listed in this booklet. Government Changes to GCSEs As you will no doubt be aware, the Government has made significant changes to A Level and GCSE qualifications in recent years. September 2015 saw the first changes to A Level courses and September 2016 saw the first changes to the way GCSE and IGCSE courses are structured and taught. The changes affect both GCSE and IGCSE subjects, including a major change to the grading of examinations. Rather than the traditional A* - G grading system, GCSE and IGCSE courses are now graded 9 – 1 (with 9 as the highest grade and 1 as the lowest grade available). The Government believes that this will allow for greater differentiation between pupils of varying abilities, especially between the middle and highest achieving pupils. The following graphic, from the Department for Education, illustrates the comparability between the 9 – 1 grading regime versus A* - G grades. Mr J. Andrews Academic Director j.andrews@merchanttaylors.com

Careers Our role is to help your son build a solid foundation for his future career management. By helping him to understand his aptitudes and abilities, skills and interests we aim to support the transition from school to university and the working world. As part of the whole school’s commitment to encouraging breadth of opportunity and motivation to follow his passions we aim to translate his time at Merchant Taylors’ into career decisions that will be rewarded with fulfilment and success. We offer a full programme of education and guidance including a wide range of lessons and activities, dedicated career days and events, guest speaker programmes, insights and lectures targeted appropriately, as well as a work experience placement. We support the academic team, boys and parents by being available for parent consultations and school information evenings. The careers programme introduces employability skills and CV writing. We host our own Career Convention to help our students continue to explore career opportunities and this event is supported by many parents and old boys and girls who share their own career experiences. We are very keen supporters of the Young Enterprise Programme as well as other business competitions, encouraging teams to develop their business skills, with many successful outcomes. The Morrisby programme helps boys to identify aptitudes, abilities and personal qualities along with their own area of interest. Individual feedback meetings are given to each student. Where a student may have a vocational career in mind, such as medicine or dentistry, specialist advice is on hand from the careers team working closely with academic staff. Applying to university marks a very exciting time in a boy’s school career and at Merchant Taylors’ this process begins as early as Year 10, starting with advice on how to begin their research into courses and universities through formal testing and information delivered via assemblies and careers events. There are more than 50,000 degree courses on offer in the UK and we pride ourselves on the support we give to our university applicants, through the documentation supplied and the expert advice that is given throughout the process by our experienced UCAS advisers. We have an outstanding record of helping boys to secure their first-choice university place. Mrs J. Blease, Careers Co-ordinator j.blease@merchanttaylors.com

Learning Support The department is open to any boy in Middle School requiring extra input or support to help them achieve their full potential. The approach is flexible, providing support, as far as possible, where and when it is needed. It varies from small group booster sessions to working regularly on a one-to-one basis or supporting a whole class. Pupils requiring learning support are identified in a variety of ways. Class teachers, parents and the boys themselves play a vital part in raising concerns alongside results from formal assessment. External agencies, such as speech therapists or educational psychologists are consulted where appropriate. Regular contact between parents and school is encouraged. Parents are invited to discuss their son’s progress at an individual review meeting or at parents’ evenings throughout the course of GCSE study. Many students who receive learning support will have an individual learning plan that ensures continuity and focused support between the learning support team, subject and form teachers. The main areas of support offered by the department are: Academic organisation Literacy difficulties Numeracy difficulties Memory problems Exam strategy and revision techniques Specific subject support Mrs A Edwards Head of Learning Support (SENCO) a.edwards@merchanttaylors.com

Art & Design Course Outline The two-year GCSE will be a natural progression from the course followed in the first three years. All skills acquired during these years will be refined and candidates will be expected to use them to work from a neutral stimulus, interpreting it in their own individual way. Students follow a journey which starts with a visit to the Albert Dock and Tate Gallery during the summer break. Work continues in the Art studios initially via observational drawing, developing work in which the boys experience a diverse range of materials and techniques, resulting in each boy producing a calligraphic print, an acrylic or watercolour painting, computer manipulated images and finally a ceramic pot. GCSE Assessment Breakdown Coursework - No time limit - 60% of total marks Controlled Test - 10 Hours - 40% of total marks Candidates must respond to one starting point . Unlimited preparatory period and 10 hours of supervised time. Examination Results Art and Design candidates have consistently gained outstanding results. For the past few years, 100% of our students have achieved grade 9 - 6. Career Opportunities in Art and Design The study of Art and Design leads to an understanding of the importance of design in everyday life and propels people towards creative and unexpected destinations. You will use creativity in many jobs, whether you’re designing ships as a naval architect or creating cutting edge art. Visit: nationalcareersservice.direct.gov.uk/job-profiles/arts-crafts-and-design# for more information about career and opportunities paths in Art and Design. Mrs B. E. Toney, Head of Art b.toney@merchanttaylors.com

Biology Throughout this course there is a strong emphasis on the relevance and application of biological knowledge to our everyday lives and to the world around us, as well as learning about how our bodies work. It aims to develop interest in, and enthusiasm for, Biology and to develop skills in, and understanding of, scientific evidence and methods of enquiry. Biology remains one of the most popular subject choices at GCSE and there remains a lively emphasis on practical work. Boys develop practical skills throughout a series of required practicals. We are keen to develop learners with analytical and forensic skills as well as a natural curiosity about all things biological and we look forward to welcoming Year 10 students to a well-resourced department with experienced and dynamic teachers. The factual part of the GCSE is split into the following components: You have already started this unit during Year 9 where you have been studying healthy eating; and adaptation for survival. In Year 10, it continues with health and disease; coordination and control; drug abuse; variation and evolution; and how people affect the planet. Included in this year is a study of the structure and functioning of cells; inheritance; and enzymes and biochemical processes including respiration and photosynthesis. In Year 11, boys look at these topics in further depth. It also looks at our bodies’ exchange of materials with the environment, and at the transport of substances around the body. In addition, an interesting extra topic in this unit is microbiology and biotechnology. Miss J. M. Whitehead Head of Biology j.whitehead@merchanttaylors.com

Business Studies What do I need to know or be able to do before taking this course? Business Studies will be new to all students and so no prior knowledge of the subject is assumed or required. What is important is that you have a lively and enquiring mind, an interest in finding out about business and finance and an ability to communicate your ideas effectively. What will I learn on this GCSE course? Business Studies is a subject that can help students to acquire the understanding, knowledge and skills relevant to the changing world of work. The course aims to develop a critical understanding of all aspects of business and how it operates, addressing questions such as: How are businesses owned, organised and controlled? What are, or should be, the aims and objectives of business? How can people in business best be managed, developed and motivated? How can products be made most efficiently and sold most effectively? What are the essential components of successful financial management? How can products be successfully marketed and sold to consumers? How will I be assessed? The course is assessed through two 90-minute written examinations with a mixture of multiple choice, short answer and extended writing questions. Module 1: Investigating a small business Module 2: Building a business For what kind of student is this course suitable? This course will appeal to you if you: Like doing a subject that is real, relevant and often practical. Enjoy keeping up with what is going on in the world of business and finance. Appreciate the importance of being a responsible consumer, citizen and employee. Wish to develop your skills of communication, numeracy, ICT and self-organisation. Want to broaden your options, as well as having a useful qualification for the future. Want to develop as a commercially minded and enterprising individual, helping you to succeed in your chosen pathway. Mr. S. Kay, Head of Economics & Business s.kay@merchanttaylors.com

Chemistry There are many reasons to study Chemistry, even if you aren't planning to pursue a career in science: Chemistry is everywhere in the world around us! It's in the food we eat, clothes we wear, water we drink, medicines, fuel for transport we use, cleaners and much more. Chemistry helps you to understand current events, including news about crude oil, pollution, and the environment. Chemistry teaches many useful skills; there is a large emphasis on practical work, allowing development of practical dexterity and investigative techniques. Other skills such as manipulation of mathematical equations and analytical techniques are developed through the course. Chemistry helps you to grasp the importance to scientific methods of accurate experimental work and to develop a logical approach to problem-solving Chemistry is a fun yet challenging course! You will observe and learn about reactions that change colours, produce bubbles, give out or take in heat and change states. But you will also need to put your mind to understand new concepts, such as reactions that go in reverse. Please note that if you have a strong interest in Biology and might consider Biology for A level, you would be advised to choose Chemistry to GCSE. Many other Science related careers also require or look favourably upon Chemistry. More about the course We currently study the Edexcel International GCSE (IGCSE) in Chemistry. The qualification is assessed via two externally assessed written papers, sat at the end of Year 11. There is no controlled assessment element. The first assessment is a two-hour paper contributing 110 marks, while the second is a one and a quarter hour paper contributing 70 marks to a total of 180 marks. There are 4 main topic areas that will be studied, some of which will be familiar from your Year 8/9 studies. Topics introduced before Year 10 will be reinforced and secured in the GCSE Principles of chemistry, e.g. states of matter, solubility, atomic structure and chemical bonding Inorganic chemistry, e.g. Groups in the periodic table, gases in the atmosphere, chemical reactivity, acids and alkalis Physical chemistry, e.g. energy in reactions, speed of reactions Organic chemistry, learning all about carbon chemistry, e.g. crude oil and fractional distillation, alcohols, polymers The course is taught by all members of the chemistry department who have vast experience and a passion for the subject. Dr S Hardy Head of Chemistry s.hardy@merchanttaylors.com

Classics The Classics Department offers GCSE courses in the study of Latin, Classical Greek and Classical Civilisation. Latin and Greek involve study of the ancient languages whereas Classical Civilisation involves learning about the Greeks and Romans entirely in the medium of English. In order to take Greek and Latin for GCSE, boys are required to have studied these subjects in Year 9 but Classical Civilisation may be taken afresh in Year 10. Boys taking Greek often study Latin as well, but this is not a necessity. Why choose a classical subject? Although they are not directly vocational subjects, Classics continues to be respected by a wide range of employers, albeit in the more ‘traditional’ careers. The general consensus among universities and employers is that study of Classical subjects produces versatile minds and the intellectual skills acquired through study of them are numerous, diverse, and difficult to come by. One suggestion as to the appeal of Classics to employers can be found in the Times: “It’s quite an unusual choice. I suppose it implies that the person is quite interesting, that they have followed their interests and done something off the beaten track. I think employers look on that favourably.” (a spokesman for Milkround Graduate Recruitment)

Greek The point of learning the language is quite simply that what the Greeks wrote is still eminently worth reading. The course is therefore directed towards reading and comprehension, and for the GCSE examination two set texts are studied which introduce pupils to literary masterpieces by the likes of Homer, Herodotus and Plato. The quality of what the Greek world produced – in drama, philosophy, history, art, architecture etc. – is exceptional, and that the study of it is of equally great value. Students experience elements of the culture, language and social life of the Greek civilisation which has inspired many later generations. Knowledge of the Greeks’ achievements is a tremendous help to an understanding of European culture in general; according to Keats, “we are all Greeks.” The GCSE consists of three papers – one language and two literature papers. A prescribed vocabulary list of just over 350 words needs to be learned for the language papers; it tests memory skills and expands knowledge of English vocabulary, particularly scientific vocabulary, which is largely derived from Greek. Students detect similarities between Greek and Latin and studying both languages in tandem reinforces their awareness of grammar and syntax. The freer, more nuanced Greek requires sensitivity to language, style and tone; it encourages creative thinking within strict parameters. Greek caters for a single set of boys who are sound linguists and have an interest in the classical world. Mastering this language is an impressive indication of academic ability and the sheer rarity of this subject also marks out students to future employers. Standing out from the crowd is a definite advantage in the current educational climate. In 2019, the five boys taking both Latin and Greek gained four grade 9s and two grade 8s between them.

Latin GCSE Latin consists of 1 language and 2 literature papers. There is no coursework element and no translation from English into Latin. Students are issued with a vocabulary list of approximately 450 words which need to be learnt for the language exam; all other words are glossed for them. Two set texts are studied (one prose and one verse) and 50% of the marks in the exam are allocated to questions testing understanding of these works. The rest of the marks are given for translation and comprehension questions of the sort which are familiar from school exams. The Classics department uses a variety of resources as well as modern technology to bring the subject to life and get desirable results. The subject encourages discussion of one of the most fascinating periods in history – constant war, the pioneering engineering and technology of the Romans, slave revolts, gladiators, political intrigue and deranged emperors! GCSE Latinists are introduced to some of the best literature the world has ever known - Virgil’s Aeneid has exerted a huge influence over writers such as Dante, Milton and Shakespeare. The breadth and scope of the subject serves to enrich a student’s education and enhances their study in many other academic disciplines, whether humanities or sciences. By studying such an exact and logical language, students learn about English grammar and develop sophisticated linguistic and analytical skills. Students also expand their vocabulary base (in both Latin and English!) and hone transferable skills such as problem-solving and attention to detail. In short, they learn how to communicate clearly and effectively. Like any serious linguistic study, it provides training in clear and accurate thought and expression. The intricacy of the Latin language develops logic, the ability to analyse complex and concentrated data in a fashion not unlike the study of mathematics or technical music theory. It “requires attention to detail and a liking for precision,” says the careers advisor for one Russell Group university.

Classical Civilisation The Classical Civilisation course deals with the literature and history of the Greeks and Romans entirely in the medium of English. No knowledge of a classical language is required; however, there is a myriad of technical terms in both Greek and Latin which students need to be comfortable with. The course offers a broad introduction to this fascinating subject to those with no previous knowledge, and also to those who already have established an interest in the classical world. There are two broad components, each with a whole range of topics to study over the two years available. An integral aspect to this course is an abundance of visual material, rather than just the written word, so exploration of the classical world is going to be far wider than just studying literature in ancient texts; it will encompass art and architecture too. One unit you will study over two years is called Myth & Religion, dealing with the gods of both Greece and Rome, and heroes, such as Herakles, who visited the Underworld (another interesting part of this component) and Theseus who slew the Minotaur; the foundation story of Rome allows us to meet well known stories & famous Romans as well, such as Romulus and Augustus. You will learn about ancient attitudes to death and burial and how they practised their religion through festivals, sacrifices and building temples. 50% of Unit 2 is based on the world and works of Homer, who composed the Odyssey, one of the most famous and the earliest works of world literature. As well as reading some of Homer’s literature, there will be a chance to study the mysterious culture surrounding the tales of Homer about the heroes of Troy: the Mycenaeans are a shadowy race of early Greeks from as far back as 1750BC, who have left astonishing remains, some only recently uncovered, and one of the earliest forms of writing, whose code was only cracked less than a hundred years ago. There is plenty of history and archaeology in the Mycenaean part of the course which comprises the remaining 50%. The course is taught with up-to-date, modern resources and encourages pupils to develop critical and evaluative skills which will equip them for a wide range of A Level courses. Assessment: Two separate exams of 90 minutes will be sat at the end of Year 11. There will be no coursework or controlled assessment. Each unit is worth 50% of the full GCSE. The course is open to all students, and might particularly attract those with interests in literature, art, history and drama, but not exclusively so. S. Rohrer & H. Hoath, Heads of Classics s.rohrer@merchanttaylors.com/h.hoath@merchanttaylors.com

Combined Single-Award Science This exciting course covers all the core Biology, Chemistry and Physics topics that students need to know about to make sense of the world around them. The Biology topics are characteristics of living organisms, cells, biological molecules, enzymes, plant nutrition, animal nutrition, transport, gas exchange and respiration, coordination and response, reproduction organisms and their environment and human influences on ecosystems. The Chemistry topics are the particulate nature of matter, experimental techniques, atoms, elements and compounds, stoichiometry, electricity and chemistry, energy changes in chemical reactions, chemical reactions, acids, bases and salts, the Periodic Table, metals, air and water and organic chemistry. The Physics topics are motion, work, energy and power, thermal Physics, properties of waves, including light and sound, electrical quantities and electric circuits. There is both a mathematical and practical element to this course, and students are expected to be able to carry out a certain number of specific calculations by the end of their GCSE studies along with a series of compulsory practical experiments. Students will not just be taught the content that they need to master in order to achieve success in their examinations at the end of Year 11, but also the exam technique and revision skills required to excel in the final GCSE assessments. The students’ learning will be closely applied to real life situations. It should be noted that, whilst it is a robust GCSE, studying this course is not considered to be adequate preparation for studying any A Level Science course in the Sixth Form. Mrs A. C. Byrne Head of Combined Science c.byrne@merchanttaylors.com

Design & Technology Why choose this subject? GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise. What will I learn? Our GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth and apply previously acquired Engineering principles and craft skills. How is the subject examined? Written exam: 2 hours and worth 50% of the GCSE Section A – Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding. Section B – Specialist technical principles (30 marks) Several short answer questions (2–5 marks) and one extended response to assess a more in-depth knowledge of technical principles. Section C – Designing and making principles (50 marks) A mixture of short answer and extended response questions. Non-exam assessment (NEA): 30–35 hours and worth 50% of the GCSE Substantial design and make task Contextual challenges to be released annually by AQA on 1 June in the year prior to examination Students will produce a prototype and a portfolio of evidence Work will be marked by teachers and moderated by AQA Mr A.J. Beddard Head of Design & Technology a.beddard@merchanttaylors.com

Drama Component 1: Understanding drama (40% of the GCSE) What's assessed? Knowledge and understanding of drama and theatre Study of one set play from a choice of six Analysis and evaluation of the work of live theatre makers How it's assessed: Written exam: 1 hour and 45 minutes Section A: multiple choice Section B: four questions on a given extract from the set play chosen Section C: one question (from a choice) on the work of theatre makers in a single live theatre production Component 2: Devising drama – practical (40% of the GCSE) What's assessed? Process of creating devised drama Performance of devised drama (students may contribute as performer or designer) Analysis and evaluation of own work How it's assessed: Devising log (60 marks) Devised performance (20 marks) This component is marked by teachers and moderated by AQA.

Component 3: Texts in practice – practical (20% of the GCSE) What's assessed? Performance of two extracts from one play (students may contribute as performer or designer) Free choice of play but it must contrast with the set play chosen for Component 1 How it's assessed: Performance of Extract 1 (20 marks) and Extract 2 (20 marks) This component is marked by AQA. This course suits anyone who is interested in theatre. Students are taken to professional productions in Liverpool, Manchester and elsewhere. Professional actors such as Samuel Roukin visit the department and run workshops. This GCSE course forms a bridge to the A Level course, and to Drama School for those interested in pursuing Drama as a career. Mr C. Harrison Head of Performing Arts c.harrison@merchanttaylors.com

English & English Literature Students are entered for both English Language and English Literature and are awarded two separate grades at the end. The new AQA courses that began in September 2015 did herald significant change from previous years’ specifications, with Controlled Assessment a thing of the past and the new GCSE grading of 1-9 replacing the conventional letter grades. Moreover, although Speaking and Listening will still be assessed, it will not contribute to the overall English Language grade, while all examinations for English Literature will be ‘closed book’, meaning copies are not allowed into the exam room. Both courses build on skills and knowledge of English developed during Years 7, 8 and 9, and will provide a firm foundation for further study of English Language and Literature at Advanced Level. English Language There will be TWO examination papers – both featuring unseen texts. Each will demand responses assessed for Reading Comprehension and for Original Writing. Paper 1 - Explorations in Creative Reading and Writing will feature literary-style texts, while Paper 2 - Writers’ Viewpoints and Perspectives will assess responses based on non-fiction texts English Literature This will also feature TWO examination papers – both featuring a range of literary texts. Paper 1 will feature a Shakespeare play from the prescribed list – perhaps ‘Macbeth’ or ‘The Tempest’- and a further question on a pre-1900 work of fiction, again from the list of set texts including ‘Jekyll and Hyde’, ‘A Christmas Carol’ and ‘The Sign of Four’. This paper is worth 40% of the total award. Paper 2 completes the remaining 60% of the award and will feature four questions - one on a modern piece of prescribed drama, a second on a post 1914 set prose text (options include ‘Lord of the Flies’, ‘Pigeon English’ or ‘An Inspector Calls’), the third on set poems from the AQA Poetry Anthology and the fourth on ‘unseen’ poetry. Mrs C.Lewis Head of English c.lewis@merchanttaylors.com

Geography The aims of Geography: The GCSE Geography AQA specification builds on the skills, knowledge and understanding picked up in the lower school. The specification will lead effectively to A level study, entry to which requires a good result at GCSE. The course helps students to develop knowledge and understanding of contrasting human and physical environments. It also helps students to understand the ways in which people interact with each other and with their environments, as well as understanding different communities and cultures at a variety of scales. Why study Geography? Whilst giving our students a knowledge of the world and their place in it, Geography develops numerous broader skills, for example data analysis, critical analysis and comprehension. Geography is a popular choice at GCSE due to the variety of topics covered and the wide range of skills developed. It is a good bridging subject combining equally well with both arts and science subjects. Geography can lead directly to careers in the energy industry, town and regional planning, cartography, transport, surveying, teaching, environmental management and environmental engineering. Geographers also pursue skills in numeracy and literacy, opening up opportunities in accountancy and law among other wider fields. The Course Boys begin the GCSE course in the spring term of Year 9. This is to allow for the completion of content in detail, while enabling an adequate revision period at the conclusion of Year 11. Fieldwork is an important part of Geography. Students will carry out a number of skills based on observation, collection, representation, analysis, interpretation and use of data including maps and photographs. The fieldwork study is compulsory and will be based on work carried out in the summer term of Year 10, which will be done in the Lake District; the third exam paper is linked to this experience. This is a two-day residential trip, incorporating some work on the topic of ice on the land, rivers and resources. Boys will also look at urban change in various parts of Liverpool to support their understanding for paper 2. It is likely there will be an optional overseas trip to support your son’s GCSE and potentially A Level geographical studies.

The Examinations There will be three exam papers completed in the summer of Year 11 and the content and weighting are outlined below. Geographical skills will be examined in all three exams and use of effective spelling, punctuation and grammar will be rewarded appropriately.

Mr O. Harkness Head of Geography o.harkness@merchanttaylors.com

History “Historians are dangerous people” Nikita Khrushchev Apart from being an interesting, fun and dynamic conversation with the past, History is vital in a world full of opinions. People who see that you have a GCSE in History know certain things about you. They will know that you have taken on skills which, learned through History, can be applied to all sorts of situations. They know that you can understand how people tick, what motivates them, what they think and feel: you are able to gather and read different kinds of information; you are able to look carefully at this information and evaluate it; you can read maps, graphs and other diagrams; you are able to communicate clearly and have learned to express yourself verbally and on paper. History teaches you to read through lies and propaganda - the mountains of information we face on a day to day basis - and search for the truth. History is a useful, and often necessary, subject for a lot of careers and not just the obvious ones. "With a history degree you can aspire to be Prime Minister, press baron and media mogul, overlord of the BBC, 'the most famous lawyer in the land', Archbishop of Canterbury, top spook, leading diplomat, police chief, Oxbridge chancellor and vice-chancellor, England footballer and football manager, or chairman of the richest football club in the world, famous comedian or celebrated pop musician, best-selling novelist, trade union boss, business millionaire and perhaps even one day monarch of the realm." Professor David Nicholls, Manchester Metropolitan University. We will be studying the Edexcel 9 – 1 GCSE specification which gives students a fascinating range of topics to study. In addition to this it is likely to give them an excellent platform for going on to study the subject at A Level. At the same time, it should be seen as a subject which is accessible to all students but potentially challenging and stimulating for those pursuing the top grades. There is no coursework or controlled assessment and all assessment is made by three papers at the end of the two-year course. Topics being studied might include: Paper 1 Warfare and British society, c1250–present and London and the Second World War, 1939– 45 This paper examines how warfare has shaped life in Britain as well as studying the changing nature of warfare

itself. There are case studies on some of the great battles of British history such as Waterloo and the Somme and even a study as recent as the 2003 Iraq War. There is also a study of a historic environment: London in the Blitz. Assessment is made by questions which cover both knowledge and source analysis. Paper 2 Anglo-Saxon and Norman England, c1060–88 and Superpower Relations, 1941 -91 This paper includes two very different options. The British Depth Study is designed to give students a detailed insight into one of the most dramatic periods of English history: the Norman Conquest. It is a study of war and dramatic social change brought about by the invasion of England by William, Duke of Normandy, his victory at Hastings and his attempts to control his new kingdom. The second part of the paper is very much more modern in focus. This part of the course involves a study of the events which came to be known as the Cold War. It traces the collapsing relationship of the USA and USSR in the second half of the twentieth century which so nearly led to nuclear war on several occasions. Assessment is made by questions which target knowledge and understanding. Paper 3 Weimar and Nazi Germany, 1918-39 This in-depth study of Germany in the turbulent inter-war period examines the reasons for the rise of the National Socialist dictatorship which, by 1939, was already on its way to spreading terror across the continent of Europe. Assessment is made by questions which target both knowledge and source analysis. Any questions about GCSE History should be directed to Mrs Croxton. Mrs C. Croxton Head of History c.croxton@merchanttaylors.com

Computer Science The school now follows a Computer Science only curriculum in Years 10 and 11 which means that now, rather than learning how to work with computers, pupils learn how to create their own computers, computer networks and software to be run on them. Programming and Computational thinking make up a large proportion of the OCR course which is an extremely worthwhile skillset to possess, whether or not pupils wish to go on to study Computer Science further or pursue a career in it. Pupils learn how to write program code that processes data, creates graphics and manipulates files. Computational thinking especially benefits pupils in the logical solving of problems, helping them in other subjects such as Mathematics, Physics and Engineering. As well as working on software, pupils will also discover the fundamental hardware components and system architecture of computers as well networking and what networks offer in terms of creative and destructive potential with network security and crime featuring heavily in the new OCR specification. Assessment is via two written papers both lasting 90 minutes each. Computer Systems This component will introduce learners to the fundamentals of Computer Architecture, exploring the components and composition of the Central Processing Unit (CPU), computer memory and types of storage device. As well as this we explore how Operating Systems play a vital role in the running and maintenance of a computer as well as how they form the basis of a user friendly and effective system. Finally, the course examines the fundamentals of wired and wireless networks including their makeup, protocols and important pieces of hardware that connect the world many times over. Computational thinking, Algorithms and Programming This component incorporates and builds on the knowledge and understanding gained in Computer Systems, encouraging learners to apply this knowledge and understanding using computational thinking. Learners will be introduced to algorithms and programming, learning about programming techniques, how to produce robust programs, computational logic, translators and facilities of computing languages and data representation. Learners will become familiar with computing related mathematics. Mr T. Higham Head of Computer Science and ICT t.higham@merchanttaylors.com

Mathematics In common with many other HMC schools, Merchant Taylors’ students now follow an “international” GCSE in Mathematics as we feel it provides more of a challenge and a better bridge to A Level. The IGCSE course in Mathematics is an extension of the work covered in Years 7 to 9. It is the intention that all students will be entered for the higher Level IGCSE examination set by the EDEXCEL Examination Board. Assessment is by two 2-hour papers. In the past, some students have been offered the chance to be fast-tracked through the course, allowing time in Year 11 to embark on the AQA Further Mathematics Level 2 qualification. This supports the boys’ transition to A Level Mathematics and Further Mathematics in the Sixth Form. The syllabus content for the Middle School is outlined below. Angles and Straight Lines Circle Theorems Constructions Differentiation Factorisation, Algebraic Fractions, Equations - completing the square Finding Formulae Fractions, Recurring Decimals and Prime Factors Functions Graphs - including trig graphs and transformations Inequalities Limits of Accuracy – Upper and Lower Bounds Means, Medians and Modes, Cumulative Frequency and Histograms Percentages Perimeters, Areas and Volumes Polygons Probability Proof Pythagoras, Trigonometry and Non Right-Angled Triangles Quadratic Equations, Indices and Transposition of Formulae Ratio and Proportion Sequences - including arithmetic sequence and series Sets

Similar Figures Simultaneous Equations – Linear Simultaneous Equations – Lines and Curves Speed, Density and pressure Standard Form Straight Lines - including perpendicular lines Surds Transformations Unit conversion Use of Calculator Vectors Mr W. Miles Head of Mathematics w.miles@merchanttaylors.com

Modern Foreign Languages The scheme of assessment is linear and the four skills of Listening, Speaking, Reading and Writing are equally weighted at 25% each of the final grade. All papers must be taken in the same exam series (in the summer term of Year 11). The specification is set out to cover three distinct topic areas. These topic areas apply to all four papers. 3.1.1 Theme 1: Identity and culture Theme 1: Identity and culture covers the following four topics with related sub-topics shown as bullet points: Topic 1: Me, my family and friends - Relationships with family and friends - Marriage/partnership Topic 2: Technology in everyday life - Social media - Mobile technology Topic 3: Free-time activities - Music - Cinema and TV - Food and eating out - Sport Topic 4: Customs and festivals 3.1.2 Theme 2: Local, national, international and global areas of interest Theme 2 covers the following four topics with related sub-topics shown as bullet points: Topic 1: Home, town, neighbourhood and region Topic 2: Social issues - Charity/voluntary work - Healthy/unhealthy living

Topic 3: Global issues - The environment - Poverty/homelessness Topic 4: Travel and tourism 3.1.3 Theme 3: Current and future study and employment Theme 3: Current and future study and employment covers the following four topics: Topic 1: My studies Topic 2: Life at school/college Topic 3: Education post-16 Topic 4: Jobs, career choices and ambitions Mrs G. Eden Head of Modern Foreign Languages g.eden@merchanttaylors.com

Music The course covers the three main activities of music: • listening • performing • composition The listening (“Understanding Music”) is the only examined component, worth 40% of the overall marks, with an exam of one and a half hours. There are four areas of study. Western Classical tradition, 1650 – 1910 is the only compulsory area. This area includes a specific study piece, Mozart Clarinet Concerto in A major, 3rd movement, Rondo. Questions will require short observations about specific passages, along with a more extended question asking for pupils to show their understanding of the context of the piece. This ensures students have a solid musical foundation before we begin to explore these key musical concepts further in the other areas of study. There are three further areas to choose from, only two must be studied: Little Shop of Horrors, Paul Simon’s Graceland and Zoltán Kodály: Battle and Defeat of Napoleon and Intermezzo from Háry János. Students must also familiarise themselves with the following respective lists which accompany their set works: The Coronation Anthems and Oratorios of Handel, The Orchestra Music of Haydn, Mozart and Beethoven, the piano Music of Chopin and Schumann, the Requiem of the late Romantic period. Music of Broadway 1950s to 1990s rock music of 1960s and 1970s, film and computer gaming music, 1990s to present Pop Music 1990s to present. Blues Music from 1920–1950 Fusion Music incorporating African and/or Caribbean Music, Contemporary Latin Music Contemporary Folk Music of the British Isles. The performance component is worth 30% of the total and involves one solo performance, and one as part of an ensemble. The performances must last at least 4 minutes, are then marked in School, before being externally moderated. The remaining 30% of the GCSE is taken up with composing. Pupils have to show that they can develop and manipulate musical ideas to produce musically convincing compositions. There are two compositions. One is a response to an externally set brief, and needs to demonstrate use of at least four musical elements: Two out of rhythm, metre, texture, melody, structure and form, and two of harmony, tonality, timbre, dynamics, phrasing and articulation; however, the actual composition can be in any style or genre, so boys can work within areas

which allow them to show their experience and enthusiasm. The second composition is “free”, in that there is no brief, but must still explore four musical elements. Both compositions need to be notated in an appropriate manner – which may be traditional stave notation, a lead sheet, or other relevant forms of score. Both also need to be recorded, and this is something important to remember during the composition process. A grounding in theory and harmony is given, along with contextual work, which means this specification provides excellent preparation for A-level Music. This is an enjoyable course, with plenty of scope for candidates to exploit their own particular strengths and interests. Mr C. Harrison Head of Performing Arts c.harrison@merchanttaylors.com

Physics The photograph above shows the skeleton of the Atlas experiment at the Large Hadron Collider in CERN (LHC). The LHC is arguably the most ambitious feat of Physics and engineering ever completed. Society today has an ambivalent attitude towards science and technology. Benefits accrued over some two hundred years of development are enjoyed every moment of our waking lives, and are frequently taken for granted. Our Middle School course enables students to acquire a systematic body of scientific knowledge and skills that can be applied in new and changing situations in domestic, environmental and industrial contexts. Students have extensive opportunity to appreciate the practical nature of Physics, acquiring experimental and investigative techniques throughout the course. GCSE Physics continues to be a key element of a modern scientific education and is vital preparation for the career routes outlined below. Nuclear power, radiation and the environment constitute a pressing issue in today’s world, and discussion of the Physics involved provides a sound basis for critical discussion. The nature of waves and how they interact with matter provides the backdrop for an introduction to the all-pervasive electromagnetic spectrum, and that life-blood of modern society, electricity, allows the opportunity for extensive practical work. In addition to the classroom curriculum the department offers a programme of extension activities for a new generation of engineers and scientists. The Edexcel IGCSE in Physics comprises two single tier externally assessed papers, both of which are sat at the end of Year 11. Assessment of investigative skills is made throughout these papers. Physics is essential for potential engineers and physical scientists, and the problem solving element develops analytical thinking that would be of benefit to any discipline, including aspiring members of the medical profession. Mr M. Toney Head of Physics m.toney@merchanttaylors.com

Physical Education This is a course designed for those who enjoy PE and who would like to be rewarded for playing and analysing sports. Students have the chance to learn about the principles and practices which lead to good performance as well as developing their own skills in four chosen practical activities. The course Students follow OCR’s course in Physical Education (which is normally taught on 4 periods per week: 2 practical and 2 theory). A large number of practical activities can be chosen and you will also gain a basic grounding for some of the theoretical aspects students would come across at A Level. Although, if you are planning to continue onto A Level PE, you will need to work hard on your science too, as this forms an important part of the advanced course. Assessment Component 01: Physical factors affecting performance (30% of the total GCSE) – 1 hr Written Exam Component 02: Socio-cultural issues and sports psychology (30% of the total GCSE) – 1 hr Written Exam Component 03: Performance in physical education (40% of the total GCSE) – Assessment in three sports & synoptic assessment You will study: effective performance in three chosen physical activities observation and analysis of performance in one chosen activity actors affecting participation and performance in games health, fitness, risk assessment and safety regulations You will learn how to: develop advanced skills and techniques evaluate and improve performance understand how the physiological and psychological state affects performance understand the contribution which physical activity and sport make to health, fitness and well-being understand key socio-cultural influences which can affect involvement Mr G.T. Stiff, Head of Physical Education g.stiff@merchanttaylors.com

Religious Studies Who am I? Why am I here? Is there a God? What are good and evil? Is it ever right to go to war? What is Religious Studies about at GCSE? Students will follow the AQA Specification A syllabus and build on ideas, skills and understanding developed throughout the Lower School. It is open to students of all faiths or none, since the curriculum covers many issues and ultimate questions relevant to everybody. By engaging with these ideas, students will mature in their own views and learn to respect the views of others. GCSE Religious Studies also offers the opportunity to cultivate important study skills as the boys write essays, develop reasoned arguments, and express their own opinions whilst researching great philosophies of the past. The specification is split into two parts and each is examined with a 1¾ hour exam after two years. The first part involves studying the beliefs and practices of two major world religions. The second paper focusses more on philosophy and ethics and we will study four themes from a possible six. Those themes are: -

Relationships and Families Religion and Life The Existence of God and Revelation Religion, Peace and Conflict Religion Crime and Punishment Religion, human rights and social justice

Whilst these themes might seem somewhat vague, it is important to bear in mind that many of the themes covered are ones that have already been introduced further down the school. For example: The Problem of Evil, scientific arguments and euthanasia and abortion are all studied in year 9; prejudice and discrimination, the nature of religion, the importance of rules or morals are all studied in year 8. So the GCSE is to be seen as a continuation of many ideas that we have already started thinking about and will continue to formalise and deepen our knowledge. It is a great subject for those boys who want to study something a little different, continue conversations from the Lower School or develop their own philosophical tendencies. ‘But is there a job at the end of it?’ One the questions most frequently asked in Religious Studies lessons is whether the subject has any practical

application other than being another GCSE. The answer is most certainly ‘yes’ although the question about jobs is an inadequate one and could easily be levelled at certain other subjects too. R.S. is concerned with learning to think, so the study skills it encourages alone make it worthwhile. The ideas covered range from euthanasia and abortion to environmentalism and warfare; students may never get another opportunity to think through these everyday issues which frequently confront us in 21st Century life. Many universities also look favourably on Religion and Philosophy as excellent preparation for further studies, particularly for subjects such as PPE or Law. Mr R Fawcett Head of R.S. and Philosophy r.fawcett@merchanttaylors.com

Higher Project Qualification (HPQ) The HPQ is a project-based GCSE-standard qualification that all students may opt to take in addition to their GCSE subjects. Students choose to research a project in an area that interests them. They can choose to produce either an essay or an artefact. In addition all students will need to give a presentation on their project. Please note that the HPQ is taken through the Tendo programme and does not form part of the subjects that the students must choose for GCSE. The HPQ is a great way of developing independent study skills. It also allows students to show how they have planned, implemented and monitored a long-term project. These are exactly the sort of skills that will be of benefit to the student at university and in their future careers. In every Tendo session the students will meet with their supervisor to discuss their progress. They will also receive taught sessions to show them how to go about processes such as evaluating sources of information, producing a project plan and how to make academic references. The HPQ is an ideal introduction to skills that will be assessed in greater detail in the Sixth Form when students are given the chance to study for the Extended Project Qualification (EPQ) which is a more advanced version of the HPQ. Students should make an expression of interest in the HPQ when they complete their GCSE option choices. This is done as a stand-alone question at the end of the option process as the HPQ course sits separately to taught GCSE subjects.

Preparing for Life in Merchants' Sixth Form and Beyond Merchant Taylors’ prides itself on the number of successful applications by our students for competitive courses at red brick or Russell Group Universities. Our leavers head to top universities such as Oxford, Cambridge, Edinburgh, Leeds, Manchester and the LSE in the pursuit of a career in Medicine, Law, and Architecture, to name a few vocational courses, as well as Economics, English, Physics and so on. Preparation for such courses cannot wait until one’s Sixth Form years so it is essential that the boys have a foundation upon which to build from an early stage in their school career and that they go on to develop the key skills essential to have an edge compared to other applicants. Medicine and Law During the Middle School years, a number of Medical Taster Days are arranged for those students who feel they would be interested in Medicine. This allows students to question current doctors and those in training, develop interview skills and learn basic skills such as CPR and diagnosis. This is crucial for our boys as it helps confirm that this is the career choice for them. Similarly, boys can attend a Pathways to Law workshop to gain experience of a career in that field. The well-known name of Merchant Taylors’ has allowed us to secure work experience placements at local hospitals – Arrowe Park, Southport and Clatterbridge to name a few. This allows students a first-hand experience that will make a lasting impression; some of our students refer to situations that happened on placement in their medical interview. Once a student has received the offer of an interview for a university place, we will arrange a series of mock interviews and workshops so that he is well- prepared and acquits himself to the best of his ability. UCAS application We offer a personalised and extremely supportive UCAS service to all our Sixth Form boys; form tutors are subject specialists, as are Heads of Department, and both are available to offer advice and help. We hold a UCAS Induction Day for the Lower Sixth in the summer term to start the university application process, and continue to hold weekly sessions as they progress, offering expert help and advice through this important time in their school career.

Unifrog Unifrog is a platform the boys will use to help them find and compare university courses and institutions. Starting in Year 11, our students can begin to compare and rank undergraduate degree courses nationwide. We believe that starting this process early raises our students’ aspirations and allows them to make more informed choices. It also ensures that they do not limit themselves by making A Level subject choices that would not be best suited to certain degrees. This platform continues to provide guidance as boys begin to write their UCAS statement.