Sherborne Girls
THE FIFTH FORM A guide to GCSE Studies
For GCSE courses starting September 2019... Contents
Roots to Grow, Wings to Fly Education Reforms Understanding IGCSEs and GCSEs Subject Groups Subjects at a Glance How to Choose Informed Decisions Life in the Fifth Form Adventure and Leadership
Core Subjects
English Mathematics Religious Studies Science
Option Subjects
2 3 4 6 7 8 9 10 12
14 15 17 18
Art & Design Classical Civilisation Classical Greek Drama Food Preparation & Nutrition Geography History Latin Modern Languages Music
20 23 24 25 26 27 28 29 30 31
Fifth Form
1
Roots to Grow, Wings to Fly
“Throughout the school we offer a curriculum which is broad, appropriate, coherent, challenging and forwardthinking, with opportunities for differentiation.” Our Mission
To provide a broad and enriching, full-boarding education that develops the unique talents of every girl within a supportive community. To send out into the world girls of character, commitment and compassion who are able to think clearly and creatively, choose wisely and have the courage to make a difference.
Our Values Curious Sherborne girls will be intellectually enquiring and imaginative; they will seek challenge and inspiration in the pursuit of excellence.
Courageous Sherborne girls will be bold and adventurous; they will have the courage to take risks, the resilience to overcome adversity and the inner confidence to lead others.
Compassionate Sherborne girls will be principled, considerate and kind; they will have a sense of responsibility to make a positive contribution to the communities in which they live and work.
Adaptable Sherborne girls will be resilient and flexible; they will be able to adapt to the demands of the modern day and to respect and celebrate the difference of others.
Spiritual Sherborne girls understand Christian values, they value reflection and well-being in themselves and others. Our curriculum for the ‘GCSE years’, our Middle Fifth (M5) and Upper Fifth (U5) provides breadth and enrichment. We offer a full suite of GCSE subjects which embrace the opportunity for girls to develop the whole person whilst providing an element of choice at this stage. Our individualised approach to teaching and learning ensures that every girl is encouraged to reach her potential. Specific learning requirements whether enrichment or support are addressed wherever possible by subject specialists in the classroom and via our considerable co-curricular programme that is possible in a full-boarding school. Louise Orton (Deputy Head Teaching and Learning) 2
Education Reforms New Courses
Reformed GCSEs were introduced by the Government in 2015 with the aim of increasing problemsolving skills, understanding, application and recall, and to remove continual assessment (coursework). The new grading structure 9 to 1 replaces the A*-G grading as a strategy for greater differentiation at the top end. These changes have resulted in: • More demanding content • Less coursework (although this will remain for subjects where non-exam assessment reflects the nature of the course, for example Art, Drama, DT and Food and Nutrition). • New grading scale 9 (top) to 1 These changes were phased with the first examinations of the new style in the summer of 2017 and all subjects are now delivering the reformed courses.
New Grading Scale The grade of A* has been split into two grades 8 and 9 with 9 being awarded to just the top 3-4% of candidates in each subject. The C grade is benchmarked at grade 4 although some universities and employers may well be looking for a grade 5 which equates to a ‘high C/low B’ on the old system of grading. This graphic produced by OFQUAL (The Office of Qualifications and Examinations Regulation) shows how the new grades 9 to 1 match to the legacy system A* to G.
3
Understanding IGCSEs and GCSEs
(Referred to collectively as ‘GCSEs’)
At Sherborne Girls we offer a combination of IGCSEs (International GCSEs) and GCSEs. We adopted IGCSEs in some subjects, mainly the core subjects, several years ago in the belief that they were a better preparation for sixth-form study. They are very similar to the newly reformed GCSEs. There have been some changes to the IGCSE courses following the reforms, just as the GCSEs have changed. At Sherborne Girls we embrace the opportunity, as an independent school, to select the courses that are most appropriate for our pupils. Heads of subject have considered all the specifications and opted for the ones that most suit our school values. The following subjects have chosen to follow the IGCSE courses: • English • Mathematics • Modern Foreign Languages • History • Drama
4
5
Subject Groups Selection will be made up from the following groups:
Core Subjects
Option Subjects
English
Language
All girls study both English language and English literature as separate examinations resulting in two GCSE grades.
Mathematics This is a compulsory subject. Girls in the top set will be also automatically prepared for GCSE further mathematics which provides enrichment for the most able mathematicians.
Science
All girls will study biology, chemistry and physics and if they are in the top two sets they will be awarded three GCSE grades (Separate Science) otherwise two GCSE grades (Combined Science). Please refer to the science section of this course guide for more information.
Religious Studies (RS) RS is compulsory. Two programmes are offered allowing girls to choose either the full GCSE or the short GCSE (half a GCSE) as part of their core courses. The half GCSE requires half the lessons and for some girls could be a way of creating further time for independent work and co-curricular activities.
We strongly recommend pupils to study a modern foreign language to GCSE. However, for some pupils this may not be appropriate in which case we will not enforce a language option. Pupils may select languages from French, German, Spanish and Mandarin. It is possible for pupils to select an additional language. All language courses are designed for girls who have studied the language for at least one year and are learning it as a non-native speaker. Girls who are bilingual may sit language examinations without tuition but all GCSE examinations are to be sat at the end of the U5.
Humanities
In addition to religious studies, which is compulsory as a full or half GCSE, pupils may also study any of the following humanities subjects: classical civilisation, geography and history. The humanities subjects promote critical thinking, test the ability to write analytically and for extended periods, encourage girls to think creatively, to ask questions about our world and to reason, thereby allowing girls to develop ideas through reflective study. We would not usually recommend a pupil to study both classical civilisation and history as this would narrow their academic programme.
Creative Subjects It is a good idea to balance a programme with a subject from this selection: art and design (art, textile design or 3D design), drama, food preparation and nutrition or music. Studying a creative subject develops emotional intelligence, encourages independent decision-making, risktaking and attention to detail. Girls may wish to take more than one creative subject if this represents their strengths. An outline of the course content of all of our subjects can be found in this booklet. 6
Subjects at a Glance Core Subjects (Compulsory)
English Language English Literature Mathematics Science Set 1 and 2 (3 GCSEs) Set 3 to 6 (2 GCSEs)
Subjects Choices (choose 3 or 4 subjects)
We recommend pupils include at least one language and study a minimum of eight GCSEs Languages French German Spanish Latin Mandarin (Improvers only and not native speakers) Classical Greek
One RS option from the options list Religious Studies Full Course Religious Studies Short Course
Humanities Classical Civilisation Geography History Creative Subjects Art and Design - Art - Textile Design - 3D Design Drama Food Preparation and Nutrition Music
Pupils are not restricted to selecting from each of these groups of subjects but are encouraged to consider a breadth of subjects.
Tutors will discuss options with each girl and will direct them to other members of staff as appropriate. Parents with any particular queries should contact their daughter’s tutor. The flowchart on page nine indicates the key stages of the support provided to girls and their parents to ensure informed decisions. We ask that you complete the online form for subject choices (a link to the form will be available on the SG Portal) by Monday 25 February 2019 following the February half term.
Please note: if there is insufficient demand for a course it may not run.
7
How to Choose How many GCSEs
Pupils are strongly encouraged to make subject selections with the following considerations in mind: • The breadth, balance and content of their eventual total programme; academic and co-curricular; • Ability, aptitude and past record in each particular subject; • Plans for sixth form and beyond (if any at this stage). These factors will vary from person to person, as will their choices. The important thing is to aim for as broad and balanced a selection as possible, which does not close off choices at a later stage. With the exception of Classical Civilisation, all subjects must be studied at GCSE if girls wish to continue with the subject at A Level or IB. We cannot guarantee to be able to timetable every combination of subjects, but will do our best to satisfy demand for balanced programmes. If we are unable to schedule a selected combination of subjects, we will advise you by the end of the Lent term.
8
Girls can select up to four option subjects one of which is their language choice; the majority of girls would select three option subjects. Universities are interested in the average GCSE score, or top eight grades depending on the university – the focus should be on ‘quality not quantity’ in this regard. For detailed information please refer to the subject pages in this guide, Core Subjects pages 14 to 18 and Option Subjects pages 20 to 31. Please note that the terms ‘syllabus’ and ‘specification’ both refer to the course content supplied by the examination board.
INFORMED DECISIONS GCSE Information available on website and portal
GCSE Information Presentation
Pupils 28 January
Parents 15 February
Discussions with tutor
Parents’ Meeting 15 February
Discussions with pupil
Complete online Options Form by 25 February
Checked by tutors and Head of Year
9
Life in the Fifth Form
One of the most important aspects of the Fifth Form
years will of course be
preparing to sit GCSE
examinations. There is
however a great deal more to this stage of life at
Sherborne Girls than just
exams. When girls make the
The Business Challenge takes place after the February 2020 examinations and requires pupils to build a viable business model, starting with just ÂŁ10. In small teams, girls must think of an original idea, name their business, and make as much money as possible by putting their idea into action. All funds raised go to a good cause and there is a presentation evening at the end of term. In previous years there has been dog walking, car washing and cake baking to name but a few.
Oscars The Oscars event takes place in the Trinity term 2020 and challenges girls to create a short film based on an inspirational theme. This event is designed to encourage girls to think creatively, work as a team and develop their presentation skills, as well as being a great deal of fun. Awards are presented at the end of the challenge.
transition from Lower to
Exchanges
of new opportunities
U5 are given the chance to exchange with pupils in St Mary’s Waverley in Johannesburg and St Peter’s in Adelaide. They will experience living with another family for three weeks as well as hosting their exchange partner at school. The application process also gives pupils the chance to practise writing application forms and to prepare for interviews.
Middle Fifth, a whole range become available. Here are
some things to look forward
to over the next two years: 10
Business Challenge
M5 girls are offered the opportunity to step out of their comfort zone and experience new cultures exchanging with pupils at Launceston Grammar School in Tasmania.
Silver Arts Award
Post GCSE Programme
This award is an optional course that can be started in M5. It gives young people an opportunity to use their creative and artistic skills to earn a qualification that is equivalent to a GCSE. Its main aim is to encourage pupils to engage and develop their creative skills by taking on challenges in an art form of their choice, whether that is photography, drama, fashion or something else. Pupils who take part in this award will create a portfolio to keep a record of their creative achievements as well as undertaking arts research, and planning an arts challenge.
Girls in the U5 go into the Sixth Form feeling well prepared. When the summer examinations are over, the year group come together to develop their critical thinking abilities, team work skills and presentation techniques. The Post GCSE programme not only allows the girls to spend time together before they go home for summer, but also helps to prepare them for the academic demands of Sixth Form life.
Careers Testing
Assessments: M5 examinations - February 2020 U5 mock examinations - November 2020
In the U5 girls should start thinking about the subjects they would like to study in the Sixth Form, which can be a difficult choice for some. Careers testing is conducted by an external company to help them decide their options. After the testing is complete the results are analysed and girls are presented with an individual report and are interviewed.
11
& Adventure Leadership L5
Bronze Duke of Edinburgh Award
During the L5, girls have been following a programme of Adventure and Leadership developing many of the transferable skills that will help them during their time at school and also prepare them for life beyond Sherborne Girls. She will have had the opportunity to sign up to be assessed for the Bronze Duke of Edinburgh Award and can look forward to taking part in a two-day expedition later in the year.
M5/U5 (if age allows)
Silver Duke of Edinburgh Award
During the ‘Middle School’ all girls have the chance to enrol into the school’s Silver Duke of Edinburgh programme. There is no requirement for girls to have completed the Bronze Award, but our suggestion is that undertaking Bronze provides good preparation. The award scheme comprises of four sections: • Volunteering
• Physical Activity • Skills
• Expeditions
12
Many sections of the DofE Award will incorporate some of the activities that the girls already enjoy in and out of school. Each of the sections requires a certain time commitment, where the girls must be active in their activity for at least 1 hour a week over a period of months. Advice will be given to girls about identifying activities, or taking up new ones, on enrolment.
Please note that involvement in the Silver Duke of Edinburgh Award requires a commitment to certain expedition dates, which will be published at the point of enrolment. Every effort is made to avoid affecting the girls’ academic timetable and to ensure that expeditions are completed well ahead of exams.
The girls will have the opportunity to plan and take part in a walking expedition. This will involve completing a number of walks, some night navigation and two expeditions in conjunction with their Silver Award. Our aim is that the girls develop the ability to become increasingly self-sufficient, finishing with a three-day assessed expedition. Recent locations have included Dartmoor, Exmoor, the Quantocks and the Yorkshire Dales. Girls will develop the skills of teamwork, leadership, resilience and independence whilst visiting some amazing places around the UK.
Level 2 Award for Young Leaders
In the M5 all girls will take part in an exciting series of workshops in order to earn an externally recognised qualification in leadership. The course aims to help pupils develop skills in selfleadership, motivation and resilience. Not only does this qualification set girls apart from other candidates when applying to university and for jobs, but also teaches them key skills which will help them to overcome self-doubt and tackle challenges head-on.
13
Core Subjects
English
Cambridge IGCSE First Language English and Literature syllabuses. 0990 English (First Language) and 0992 Literature (English). This is a two-year course. During the M5 year all pupils will study a common core for both English and Literature. It is envisaged that most girls will be entered for the Extended Tier (full grade range) in both subjects. For English, the emphasis is on language skills, and girls will learn to understand and respond to what they hear, read and experience. The course enables pupils to use relevant vocabulary, correct grammar, spelling and punctuation, and to demonstrate a sense of style and an awareness of audience. Assessment is via two equally weighted examination papers, each of two hours’ duration: Paper 2, Reading Passages and Paper 3, Directed Writing and Composition. For Literature (English), pupils learn to enjoy the experience of reading literature by interpreting and evaluating English literary texts from different periods and from different cultures. In addition to an internally-assessed unit on a Shakespeare play, the girls will study prose, drama and poetry through a range of texts written originally in English. They will develop their ability to appreciate the different ways in which writers achieve their effects, and communicate their personal response to the texts studied, as well as considering the contribution English literature has made to our wider understanding. Assessment is via three examination ‘components’: 1, Poetry and Prose, 1 hour 30 minutes, with a 50% weighting; 2, Drama, 45 minutes, with a 25% weighting; and 3, Unseen, 1 hour 15 minutes, also weighted at 25%. There is no requirement for coursework in either subject, or for mandatory formal assessment of Speaking and Listening skills, though these will continue to be developed and monitored throughout the two-year course. 14
English as an additional language Some pupils whose first language is not English will be encouraged to study for qualifications such as the Cambridge Certificate in Advanced English or the Cambridge First Certificate in English in M5 prior to sitting IGCSE English and Literature in U5. These examinations test reading, writing, listening and usage skills.
Mathematics
Edexcel IGCSE in Mathematics (Specification A) (9-1): 4MA1. This subject is taught in sets. Assessment
Key subject aims • To develop a knowledge and understanding of mathematical concepts and techniques. • To give pupils a foundation in mathematical skills for further study in the subject or related areas. • To enable pupils to enjoy using and applying mathematical techniques and concepts, and become confident in using mathematics to solve problems, investigate and take initiative. • To give pupils an appreciation of the importance of mathematics in society, employment and study. In Mathematics we aim to promote the joy of learning by encouraging girls to adapt a positive and productive approach to the study of mathematics by delivering the syllabus in a variety of ways, developing independence, responsibility, initiative and a spirit of involvement. A key focus of the new 9-1 specification is developing problem-solving skills and good mathematical reasoning skills. AQA Further Mathematics level 2 certificate is taught as an enrichment course for the top set only in U5. Pupils do not, however, take their IGCSE Mathematics early.
Assessment is by two papers each of two hours duration. There is no coursework.
Assessment Objectives The syllabus is varied and comprehensive falling into these main categories: • Number and Algebra (A01): the purpose of basic number work is obvious and solving linear equations is often done in our heads without realising it. The use of algebra is a skill essential for problem solving in all areas of life. Mental arithmetic gives pupils a feel for numbers and the relationships between them and the patterns that they make. In numerous occupations the facility to perform mental calculations quickly and efficiently is essential which is why this section forms approximately 60% of the assessment.
CORE SUBJECTS
Mathematics is everywhere! Without realising it we use mathematics every day and it plays a part in nearly all of our daily activities. Every time we pick up the phone, use the internet, manage money, go to the doctor or travel anywhere, mathematics plays its part. Mathematics is a compulsory subject because it belongs to a tool kit that everybody needs to go through life.
• Shape, Space and Measures (A02): i.e. Geometry: the study of shapes and the way they relate to each other and the space around them. This is the knowledge and skills used by designers, architects, engineers and physicists to name but a few and forms 25% of the assessment. • Handling Data (A03): the study of statistics and probability is essential for people embarking on a career in medicine and medical research, the financial world, politics, social and natural sciences, manufacturing or law. The list is endless. This section forms the remaining 15% of the assessment. 15
16
Religious Studies
AQA Syllabus GCSE Religious Studies A (8062) – Full Course GCSE Religious Studies A (8061) – Short Course At Sherborne Girls all pupils follow Religious Studies to GCSE as part of their core block (see page 7). Two programmes are offered so girls can choose either the full GCSE course or the short GCSE (half a GCSE).
The religious, philosophical and ethical studies themes will be chosen from:
Both courses promote critical thinking and the ability to write analytically and to develop ideas through reflective study.
• theme C: The existence of God and revelation;
They will provide a strong foundation for an A Level programme in Religious Studies or for the IB Philosophy course.
• theme E: Religion, crime and punishment;
GCSE Religious Studies A (8062) – Full Course There are two components to the course: • The study of religions: beliefs, teachings and practices; • Thematic Studies: from religious, philosophical, ethical and textual themes.
• theme B: Religion and life;
• theme D: Religion, peace and conflict;
• theme F: Religion, human rights and social justice. This component is also examined with a written examination of 1 hour 45 minutes.
CORE SUBJECTS
The specifications for the GCSE course are as follows:
• theme A: Relationships and families;
GCSE Religious Studies A (8061) – Short Course There are two sections to this course:
For the first component pupils will study the beliefs, teachings and practices of Christianity and Islam. This component will be assessed by a written examination of 1 hour 45 minutes. For the second component pupils will study four religious, philosophical and ethical studies themes.
Section A: The study of religions: beliefs and teachings of two religions – pupils will study Christianity and Islam. Section B: Thematic Studies: religious, philosophical and ethical studies: • theme A: Relationships and families; • theme B: Religion, peace and conflict. Assessment is by a written examination of 1 hour 45 minutes.
17
Science AQA GCSE Combined Science: Trilogy - 2 GCSEs or Separate Sciences: Biology, Chemistry and Physics - 3 GCSEs This subject is taught in sets. The top two sets will usually take the Separate Science course.
We aim to give pupils the chance to: • acquire a body of scientific factual knowledge; • develop experimental and investigative skills; • understand the nature of scientific thought, how scientists work, the strengths and weaknesses of the scientific method and the interpretation of scientific evidence; • understand how scientific controversies arise; recognise that Science cannot provide the answers to all questions; • develop awareness and understanding of the relevance of Science to environmental and technological issues and appreciate the economic, ethical and social implications. The new Science curriculum focuses on working scientifically with an emphasis on practical work. The aim is to generate more enthusiasm for Science, making it more interesting and relevant, more accessible to pupils and encouraging more post-16 study of Science.
COMBINED SCIENCE: TRILOGY – 2 GCSES
Pupils study for two GCSEs in Science, which will cover aspects of each of Biology, Chemistry and Physics. Each Science subject is taught separately in two lessons per week by specialist teachers (six lessons per week in total). Each Science subject will be examined separately in two 1 hour 15 minute papers (six papers in total). The content for Combined Science Trilogy includes:
Biology • Cells and cell division • Tissues organs and organ systems • Bio energetics (photosynthesis and respiration) • Human Biology, including the circulatory system, the nervous system, digestion, homeostasis and immunity • Inheritance, variation and evolution • Ecology, including food chains and webs, adaptations and distribution of organisms
Chemistry • Chemical analysis • Atomic structure and the Periodic Table • Structure and bonding • Chemical reactions and energy changes • Crude oil, fuels and organic Chemistry • Quantitative Chemistry • Rates and equilibrium • Analysis and Earth’s resources
Physics • Forces • Energy • Waves • Electricity • Magnetism and electromagnetism • Particle model of matter • Atomic structure
18
Pupils taking Separate Sciences will be taught in the same teaching time as those girls taking Combined Science Trilogy, but at a brisker teaching pace. Each Science subject will be examined separately in two 1 hour 45 minute papers. The same content is taught as for Combined Science: Trilogy, plus extra material which comprises:
Biology • Microbiology • Monoclonal antibodies and plant disease • Further Human Biology, including the brain, eye and body temperature control
Chemistry • The Periodic Table and transition metals • Chemistry of alcohols, acids and esters • Chemical cells and fuel cells • Synthetic and naturally occurring polymers • Chemical and spectroscopic techniques • The Haber Process and using resources
Physics • Space Physics • Moments, levers and gears
Coursework There is no coursework, but practical skills will be assessed within the written examination papers. There are also compulsory practicals which must be carried out in class during the course. There are 21 compulsory practicals for Combined Science: Trilogy and 10 for each Separate Science subject (30 in total).
CORE SUBJECTS
SEPARATE SCIENCES – 3 GCSEs (BIOLOGY, CHEMISTRY AND PHYSICS)
Examinations All examinations for Combined Science: Trilogy and the Separate Sciences will be taken at the normal examination time in U5.
• Pressure • Sound • Lenses • Black body radiation
• Plant hormones
• Static electricity
• DNA structure and genetic theory
• Transformers
• Energy in Ecosystems and food production
19
Option Subjects Art & Design
AQA Specification 8201/8204/8205
We offer a choice from three GCSEs • Art • Textile Design • 3D Design
All Art and Design subjects share the same assessment criteria. All three GCSE Art and Design subjects develop more than just practical skills. In our increasingly visual world, Art and Design aims to challenge the way we think and see. These courses encourage pupils to produce work that responds to current thinking and the needs and desires of our global community. Art and Design promotes independent learning and sound project management. In digital times we are concerned about the manual dexterity of the future generation, Art and Design helps develop appropriate control and presentation skills for the working environment. Please note that pupils may study more than one of these options and will receive a grade for each examination. However, due to the shared assessment criteria, only one GCSE will be accepted for a university application. Pupils with a strength in these creative subjects should not be deterred by this, but be remindful that if choosing two of these subjects, they must be taking a minimum of nine GCSEs in total.
20
Component 1 - Portfolio (60%)
Art and Design GCSE requires a Portfolio unit of work which will show that a pupil has been able to sustain areas of study from its conception to realisation. This portfolio is project based and introduces pupils to a wide variety of techniques and processes in their chosen subject area; Art and/or Textile Design/3D Design.
Component 2 - Externally Set Assignment (40%)
The externally set assignment demonstrates the pupil’s ability to respond to a given brief or stimulus under supervision. The paper is given out in January and developed in class, then the supervised period of 10 hours is scheduled in late April. All the work is marked internally, then moderated by an external examiner. Critical and contextual referencing is an integral part of all Art and Design titles. This takes the form of analysing the work of artists, designers and craftspeople, and formative and summative evaluation. Pupils visit London and go to local galleries whenever possible. Seeing artwork first hand is considered an essential part of the course. In recent years a UK residential art trip has taken place, which has been a great success and the foundation of one of the units of work. The art department also runs workshops and activity sessions to support GCSE classes.
Which Art and Design choice is right for me? Art
This GCSE covers a wide range of skills, techniques and processes. Pupils develop their creative thinking skills in order to convey an experience or respond to a theme / issue of personal significance. Areas covered include:- drawing, painting, printmaking, sculpture, mixed media, illustration and lens-based media.
Textile Design
This GCSE covers a wide range of techniques and processes to create designs and products for stitched, printed, knitted, woven and decorative textiles that might have a functional or non-functional purpose. Areas covered include:- fashion design and illustration, art textiles, costume design, constructed textiles, surface pattern, textiles for interiors and digital textiles.
OPTION SUBJECTS
Art GCSE is a good choice for progression on to A Level Fine Art or IB Visual Arts and combines well with all other subjects.
Textile Design GCSE is a good choice for progression on to A Level Design Technology Fashion and Textiles or IB and combines well with all other subjects.
3-Dimensional Design
This GCSE covers a wide range of skills, techniques and processes to design, prototype and model or make primarily functional and aesthetic products, objects and environments, utilising intellectual, creative and practical skills. Areas covered include:- product design, architectural design, jewellery and body adornment, ceramics, 3D digital design, design for stage and screen. 3D Design GCSE is a good choice for progression on to A Level or IB Design Technology Product Design and combines well with all other subjects.
21
A view to the future . . . We live in exciting times for Art and Design in the UK, the wider employment sector genuinely values creative thinking and well-rounded employees, that can articulate their ideas, verbally or visually. A few people that study Art and Design become self employed artists or designers but most join the growing and developing Creative Industries sector, highlighted by the infographic below. Art and Design enables pupils to learn how to communicate and present ideas successfully as well as equipping them with problem solving skills. Pupils will become independent, critical thinkers as well as
learning to be ambitious and open to explore ideas. Most years we run a live project brief that gives pupils the opportunity to develop an awareness of the implications of costs, commercial viability and marketing, all skills which can be used in a wide range of future career choices. Our excellent facilities enable us to introduce pupils to a wide variety media and techniques. Specialist teachers that can work across disciplines promote a creative and personalised approach to learning.
The UK Creative Industries VALUE
UK Creative Industries split 2016* (£m)
(GVA*)
Change in GVA 2010 - 2016
The UK Creative Industries 2016
91.8
A YEAR
£ bn £ 10.5m
Advertising
4,203
34,704
Architecture
11,622 Publishing
22.7%
IT, Software & Games
AN HOUR
7.6%
44.8%
12,312
3,537 Design & Fashion
421 Crafts
15,361
8,237
Music, Arts & Culture
Film & TV
UK AVERAGE
INCREASE IN VALUE SINCE 2015
*GVA = Gross Value Added.
CREATIVE INDUSTRIES
www.thecreativeindustries.co.uk Source: DCMS, November 2017
22
Classical Civilisation OCR Syllabus J199
Classical Civilisation includes the study of two of the most important civilisations of the Western world. Pupils will learn... • whether or not the Trojan War actually happened;
Component 1 Thematic Study: Women in the Ancient World
Component 2 Literature and Culture: Roman City Life
• what Romans did in the bath;
This study has been designed to enable pupils to explore women in a variety of capacities and to find out what we can infer about them as both historical and legendary/mythological figures. We look at women in fifth-century Athens and Republican Rome, as well as Sparta and Pompeii. We examine the realities of life as a woman in these societies; both women who are portrayed as living a respectable, ideal life of virtue and those who created more scandal. In addition, their lack of voice in the state decisionmaking process will be studied, as will the way in which this is portrayed and perceived. For pupils in a society where issues of equality and political rights are central, this area of study will be interesting and engaging as they inevitably draw comparisons with their own experiences. There is a wealth of famous women in myth and legend. From Helen to Cleopatra, pupils will enjoy learning about these figures in more depth and exploring how the ancient world thought about these figures, about whom stories are still written.
Here we explore everyday life in Roman cities, with a particular focus on the Imperial period and popular sites and artefacts from Pompeii, Ostia and Rome. Examining typical Roman housing can be an excellent way to make learning tangible and relatable for pupils, as can the study of education and the lives of young people in the Roman world. The Roman social system was notorious for its intrigues and politics and this, coupled with the study of the spectacle provided by Roman entertainment, gives girls a tremendous insight into the scenes often depicted in the cinema. The Literature topics examine poetry and prose, fiction and non-fiction texts, all in translation. The Satires of Horace and Juvenal, fiction of Petronius and letters of Pliny will give pupils an insight into different literary styles and techniques, as well as into interesting areas of Roman life and society.
• where Odysseus was all those years; • how it felt to be on the front line of an ancient battle; • how to insult your ex like a Roman; • what the Romans did with the sacred chickens; • how rude the Greeks were about their politicians.
Both components are externally assessed. Each component has a one and a half hour paper worth 50% of the course. The question paper will consist of both short answer and extended response questions. Pupils will be required to respond to both literary and visual/material sources, some of which will be unseen and some from the prescribed material. In the third section of the paper girls will be required to compare two ancient sources, one of which will be literary, the other visual/material; one Greek, one Roman.
OPTION SUBJECTS
For this course, pupils do not need to know any languages, all the texts are in translation and do not require recent knowledge of the Greeks and Romans; just an interest in the Ancient World and its cultures. From women in the Ancient World to the study of religious beliefs and ancient ideas about war, Classical Civilisation involves interesting discussions about things that are still important today. This GCSE focuses on the civilisations of Greece and Rome and involves the study of literature, art, artefacts, archaeological sites and the ancient historical context.
23
Classical Greek OCR Syllabus J292
A GCSE in Classical Greek is an ideal opportunity to develop linguistic skills that will help both in the study and application of English and other languages as well as the study of ancient literature. Together pupils will gain an insight into the life and culture of the ancient world and will develop their knowledge of texts and stories in Classical Greek. No previous knowledge or experience is required, though enthusiasm for the subject is needed. There is no coursework in this subject. Component 1 – Language This is the language paper. Pupils study texts and stories in Classical Greek to build knowledge and understanding of Greek vocabulary and language. They translate a passage of Greek, answer comprehension questions and either answer questions on grammar within the context of a narrative passage or translate short English sentences into Greek. This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written examination of 1 hour 30 minutes.
24
Component 2 – Prose literature Pupils read prescribed passages from Herodotus (The Ethiopians and The Power of Custom) and questions are set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour. Component 3 – Verse literature Pupils read prescribed passages from Homer (Iliad book 3) and questions are set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour.
Drama
Cambridge IGCSE Syllabus
Drama is an exciting, creative and challenging GCSE course. Pupils will engage in a blend of practical and written assignments that will deepen their understanding of drama as an art form and also develop their practical performance skills. The course will involve workshops with professional practitioners and trips to see a range of live theatre productions. Much of the work is collaborative and girls will be required to work sensitively and creatively with others. However, all marks are given on an individual basis. Drama GCSE is assessed through the following: •
Written examination 40% of iGCSE and is 2 hours 30 minutes – 80 marks.
•
The written examination for the course will be sat in U5. There are three sections and candidates will write about a piece of their own original drama as well as a set text. The stimulus and the set text are given to the candidate in November of the previous year.
Paper 2 •
Coursework 60% – 120 marks. There is no written element to Paper 2.
•
Candidates submit: • one individual performance based on an extract from a play;
OPTION SUBJECTS
Paper 1
• one group performance based on a extract from a play; • one group performance based on a original devised piece. Candidates will work on Paper 2 throughout the four terms of the course.
The benefits of studying Drama Drama enables pupils to develop a wide range of skills that are vital for GCSE studies as well as future education and careers such as: • confidence and presentation skills; • problem solving, creativity and improvisation; • critical thinking and analysis; • collaboration and team work; • communication; • project and time management and self discipline; • giving and receiving constructive criticism; • hard work and motivation.
25
Food Preparation & Nutrition OCR Syllabus J309
The Food Preparation and Nutrition GCSE course has been designed to motivate pupils to develop a high level of knowledge, understanding and skill to cook and apply the principles of food science, nutrition and healthy eating. They will learn about improving lives through better knowledge of food, where it comes from and how it affects our bodies. They will also explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes. The subject is divided into five sections and food preparation skills (or cookery) is integrated into each section: 1. 2. 3. 4. 5.
26
Food, nutrition and health Food science Food safety Food choice Food provenance
Assessment
Task 2 – Food preparation
• Theoretical knowledge is assessed through a written examination which is 1 hour 30 minutes. It forms 50% of their final GCSE grade.
• Pupils will demonstrate their knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food together with application of nutrition related to a chosen task.
• The other 50% of the GCSE is made up of non-examination assessment (NEA). Girls will undertake two tasks.
Task 1 – Food Investigation • Pupils will demonstrate their understanding of the working characteristics, functional and chemical properties of ingredients through practical investigations.
• Pupils will prepare, cook and present a final menu of three dishes.
Geography AQA Syllabus 8035
Geography is a subject that fosters an interest in the world, concern for the environment and develops useful skills.
Pupils will study three options from each group below: Physical Geography includes: • the challenges of natural hazards (volcanoes, earthquakes and extreme weather); • physical landscapes of the UK (two from either coasts, rivers or glacial environments); • the Living World (tropical rainforests and either hot deserts or polar environments).
Pupils will learn: • how to write clearly and accurately about the world and its people; • how to research facts and figures, including using ICT; • how to use maps, photographs, graphs and diagrams; • how to collect and interpret data gained through fieldwork.
Assessment There will be three parts: 1. Physical Geography (35%) 2. Human Geography (35%) 3. Geographical Applications (30%)
OPTION SUBJECTS
Geography offers a wide-ranging course combining physical and human topics, and links well to many other subjects. It is a useful subject for many future career choices.
All of the above examinations consist of a variety of question types including shorter responses, longer prose and multiple choice.
Human Geography includes: • urban issues and challenges (A study of cities in both wealthier and poorer parts of the world to compare and contrast opportunities and challenges they face); • the changing economic world (to explore the changing world of work and the impacts of modern technology and globalisation); • the challenge of resource management (one from food, water or energy).
These topics are illustrated by detailed studies of places at different levels of development in different parts of the world.
27
History
Cambridge IGCSE Syllabus 0977
History offers us windows into the past. iGCSE History enables pupils to investigate: Why were there so many revolutions in Europe that ultimately failed in the 19th century? Why did an advanced country like the USA descend into a Civil War?
Some of the historical characters that are studied are: Giuseppe Garibaldi, Otto Von Bismarck, Abraham Lincoln and Al Capone History at IGCSE, involves the study of 19th century Europe and their overseas empires, the civil war in the United States and builds existing knowledge of the causes of the First World War. The Depth Study is the USA, 1919-41. At IGCSE pupils develop the skills required to research topics properly and produce clear and balanced arguments. Pupils will practise writing and speaking about the past, learn to read and understand original written and visual source materials, including photographs and cartoons. They will make site visits to places of historical importance and above all, will learn how to find out the truth.
Assessment • Three examination papers • No coursework or controlled assessment Component 1 • Two-hour paper worth 40% • Pupils are tested on all the course content through structured essays. Component 2 • Two-hour paper worth 33% • Pupils are tested on their ability to work with source-based material. Component 3 • One-hour paper worth 27% • Pupils answer one question on the Depth Study.
28
Latin
OCR Syllabus J282
Component 1 – Language This is the language paper. Pupils study texts and stories in Latin to build knowledge and understanding of Latin vocabulary and language. The language component requires girls to translate a passage of Latin, answer comprehension questions and either answer questions on grammar within the context of a narrative passage or translate short English sentences into Latin. This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written examination of 1 hour 30 minutes.
Component 2 – Prose literature
OPTION SUBJECTS
A GCSE in Latin will encourage pupils to develop insights into the relevance of Latin and of ancient literature and civilisation to our understanding of our modern world of diverse cultures. Girls should be able to use their knowledge and understanding of Latin to deepen their understanding of English and other languages and also to relate their knowledge and understanding of the ancient world to other disciplines. Latin is a GCSE that tends to develop research and analytical skills that will empower pupils to become independent learners and enquirers, equipping them for further study in arts, humanities and sciences. There is no coursework in this subject.
Pupils read prescribed passages about Germanicus and Piso as well as Regulus. The authors are Tacitus and Pliny. Questions are set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour.
Component 3 – Verse literature Pupils read prescribed passages from Virgil (Aeneid 2, the story of the destruction of Troy) and questions are set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour.
29
Modern Languages AQA syllabus (French, German, Spanish) Edexcel syllabus (Chinese, Mandarin) Three modern foreign languages are offered in M5/U5 leading to AQA GCSE French, German and Spanish. Mandarin Chinese may be also taken at GCSE (Edexcel) by girls who have studied it previously. The AQA GCSE modern languages courses are designed to enable pupils to communicate with other people, find out more about how language works and teach them about other countries and cultures. By studying foreign languages they will learn many useful skills such as the ability to communicate clearly, being confident about speaking in public and using problem-solving strategies. They will create greater opportunities for themselves to work abroad or for organisations in the UK with international links. They will also gain the skills to enable them to study languages at a more advanced level. A wide variety of resources is used in the study of each language, including digital media in the language laboratory and the classroom; there are also native-speaking language
30
assistants who work with the teachers to develop the girls' spoken language. The courses build on the knowledge gained in the L5. Having studied at least one of these languages, the girls already know much of the vocabulary and grammar that they need for GCSE. They will build on familiar topics as well as move on to new topics. Pupils study all of the following themes on which the assessments are based. Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment
Pupils are assessed in the four skills of Listening, Speaking, Reading and Writing, and key assessment objectives at GCSE level are: • understanding and responding to different types of spoken language; • communicating and interacting effectively in speech for a variety of purposes; • understanding and responding to different types of written language; • communicating effectively in writing for a variety of purposes. The Sherborne Girls Portal pages provide much useful information and links to a wealth of invaluable resources for personal study and practice of modern languages. We advise pupils to make full and regular use of these resources in the holidays as well as in term time.
Performing (30%)
Edexcel Syllabus
Composing (30%) Two pieces required: one is a ‘free’ composition, the other is written in response to a set ‘brief’, which is issued at the start of the U5. Minimum total time is three minutes, and both scores and recordings are required.
Appraising (40%) There are four areas of study, each containing two set works: • instrumental music (pieces by Bach and Beethoven); • vocal music (pieces by Purcell and Queen); • music for stage and screen (music by Schwartz and John Williams); • fusions (tracks by Afro Celt Sound System and Esperanza Spalding). Some background listening to unfamiliar music is also expected, as well as dictation and an essay. Pupils will prepare pieces (or songs) in their individual music lessons for the performance coursework (Unit 1). Given the high standard of practical music-making at Sherborne Girls, GCSE girls will usually be Grade 5 standard (or above) by the end of their U5 year. Pupils are able to take advantage of many opportunities to play in school concerts and regularly achieve very high marks in this unit.
OPTION SUBJECTS
Music
At least two pieces are required, contrasting solo playing with ensemble work. Minimum total time is four minutes, with the recordings made during the U5.
Composition lessons (Unit 2) enables pupils to write compositions in a variety of styles, from which the best two will be selected for coursework submission. They will also learn to use Sibelius notation software. Once ‘into the swing’ of composing, many girls find this a very enjoyable part of the course. In Unit 3, pupils can look forward to experiencing a wide diversity of music, some of which may not have been encountered before. The unit develops ability to analyse and evaluate music; skills that are important to all musicians.
31
Parents are asked to complete the GCSE Options Form by Monday 25 February. A link to this online form will be provided in the SG Friday Bulletin on Friday 15 February, following the Parents’ Meeting. Please contact your daughter's tutor or House Master/Mistress if you have any further questions.
32
Sherborne Girls, Bradford Road, Sherborne, Dorset UK, DT9 3QN registrar@sherborne.com sherborne.com January 2019
