GCSE Options Booklet 2022 - 2024 by St Benedict's School

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GCSE OPTIONS 2022–2024

CONTENTS GCSE OPTIONS: THE UPPER SCHOOL ��1 ART & DESIGN .......................................................................................................4 BIOLOGY .................................................................................................................8 CHEMISTRY ..........................................................................................................10 CLASSICAL CIVILISATION ��12 COMPUTING ........................................................................................................13 DRAMA ..................................................................................................................15 ENGLISH LANGUAGE ��17 ENGLISH LITERATURE ��18 FRENCH ................................................................................................................20 GEOGRAPHY ........................................................................................................21 GERMAN ...............................................................................................................23 HISTORY.................................................................................................................25 LATIN......................................................................................................................26 MATHEMATICS ....................................................................................................27 MUSIC ....................................................................................................................28 PHYSICS ................................................................................................................29 RELIGIOUS STUDIES ��30 SPANISH ................................................................................................................32 SPORTS STUDIES .................................................................................................33 SEN SUPPORT ......................................................................................................35

GCSE OPTIONS: THE UPPER SCHOOL The move from Middle to Upper School is an exciting time for pupils. For the first time you will be asked to make choices which will have an impact on your future study and career paths. In addition to the core subjects of English Language, English Literature, Mathematics and Religious Studies, you will be asked to choose five subjects from the following optional subjects outlined below. Sciences

Languages

Humanities

Creative Subjects Applied Subjects

Biology Chemistry Physics

Latin French German Spanish

Geography History Classical Civilisation

Art & Design Drama Music

Sports Studies Computing

Our Recommendations You are free to choose whichever optional subjects you wish to study for GCSE. There are, however, certain recommendations that we would like to suggest to you, so that you make the most informed decision and follow a balanced curriculum. This is particularly important if you are not sure which A Level subjects you wish to take or career path that you might want to follow. Our recommendations are: 1. To study at least two sciences. Typical combinations would usually involve either • Physics and Chemistry (for careers in the mathematical sciences/engineering) • Chemistry and Biology (for the medical sciences such as biomedicine, biochemistry, medicine). It is strongly advised that Chemistry should also be studied at GCSE if you are considering studying Biology at A Level due to the large biochemistry content of the A Level Biology course 2. To study at least one language 3. To study at least one humanities subject 4. To consider taking a creative or applied subject 1

Key Factors to Consider

• • • •

Your ability and/or aptitude for all subjects Your interest and enthusiasm for all your chosen subjects The relationship of your chosen subjects to each other Your plans for A Level study, higher education and career

GCSE results have become an even more important part of a students’ academic record with the changes to the A Level curriculum. Universities are placing greater emphasis on GCSE results as part of their selection criteria, given there are no longer AS examinations to act as an indicator of potential.

THE TIMETABLE FOR CHOOSING GCSE OPTIONS FOR THE ACADEMIC YEARS 2022–2024 Thursday 20th January 2022

U4 GCSE Choices Evening for Pupils and Parents

Monday 7th February 2022

Deadline for returning Options Forms to Mr Wilks, Director of Teaching and Learning

September 2022

Commencement of GCSE courses of study

ART & DESIGN The Art and Design department fully embraces the creative breadth of the subject by offering three separate GCSE courses in areas of Art & Design, enabling pupils to build upon their successes from Key Stage Three (Years 7–9) and choose to specialise in the area in which they not only feel most confident, but also show most promise. All three of the Art & Design courses require pupils to be able to research and communicate their ideas, although direct observational drawing is only a pre-requisite for the Fine Art pupils. All prospective pupils need to be aware that Art & Design requires pupils to compile a coursework portfolio. This can be a time consuming activity and it is therefore necessary that pupils wishing to take this subject are prepared to return to co-curricular clubs in their own time to ensure that work is completed before the project deadline. The GCSE subject endorsements that we offer are: Art & Design: Fine Art – Full Course (1FA0) Art & Design: Three-Dimensional Design – Full Course (1TD0) Art & Design: Graphic Communication – Full Course (1GC0)

Course outlines Fine Art – Painting and drawing, printmaking and sculpture This course aims to develop the more traditional skills associated with Art. This course is for pupils who want to develop their own artistic individuality through paint, sculpture or print. All projects are based upon the development of ideas through drawing and digital photography to produce very personal and unique responses. Due to the heavy reliance on drawing it is important that pupils wishing to study this subject have competent observational drawing skills in order to communicate their ideas eloquently and get the most from the course.

Three-Dimensional Design – Product, interior and architectural design studies The aim of this course is to explore and understand the design process, from developing ideas through to the creation of a final 3D prototype that satisfies the demands of a design brief. Initial ideas will be communicated in 2D through conventional drawing and Computer Aided Design (CAD) using the program Google Sketch-Up, leading to the refinement stage whereupon 3D maquettes are created using a wide range of modelling techniques. Pupils will learn a range of techniques utilising the workshop machinery to realise their ideas into three dimensional prototypes. Course Structure 60% Coursework (Coursework projects) 40% Externally Set Examination (10 taught weeks of preparation and a 10 hour exam in which to complete a final piece) The coursework projects will cover areas within the endorsements listed above. Project themes may vary, but will always involve activities for pupils to address all four Assessment Objectives. Where possible, new project themes are supported by gallery and museum visits to develop an understanding of the work of other artists/designers. Throughout the course it is essential that all pupils compile a work journal of drawings, designs and other visual material that show the sequential development of their ideas, from initial research to the production of a final piece. The work journal should also show pupils’ growing ability to critically analyse the work of other artists/designers and make connections to their own practical work. Graphic Communication – Advertising, illustration & packaging This course is primarily aimed at developing pupils’ ability to use ICT and a variety of manual graphic techniques to produce graphic responses that not only look professional, but also satisfy the demands of a design brief. The ICT element will involve pupils utilising the industry standard programs from Adobe, such as Photoshop and Illustrator. The course will also teach more traditional hand drawn illustration techniques, such as gouache, lino printing and pen & ink. Digital photography is a vital tool for graphic designers and is fully integrated into all of the coursework units. Pupils wishing to opt for this endorsement should have Adobe Creative Suite on their PC at home to enable them to continue with their class work in their own time.

BIOLOGY

Biology is the study of all living things. How they work and how they interact within the environment. The Biology course is wide ranging and interesting. The pupils develop skills which are essential for further progress in a scientific career but also skills and information that will help them through life. There are a selection of practical experiments which are compulsory but these are just a fraction of the experiments which the pupils undertake. Practical skills have become the corner stone of the new A Level Biology course and a successful development of practical skills supports an easy transition into A Level. Information learned at GCSE is revisited and built on in the A Level course. But Biology IGCSE is not just a stepping stone into the sixth form course. It is a vibrant developing subject, relevant to lives being lived now and in the future. To be well informed is to be strong when choices about pollution, climate change and the destruction of the environment are being made. But also when understanding the outcome of a visit to the doctor. Biology is an important subject for students who want to pursue a University course in Medicine, Dentistry, Veterinary science, Biochemistry, Biomedical science, Bio-engineering and a plethora of other courses including Biology, Environmental Science, and Geography. By not studying Biology at GCSE many of these courses become difficult if not impossible to access at University level. The additional study of Chemistry is also often preferred at least to GCSE level. During the IGCSE there are five themes which are addressed. Each theme contains multiple topics giving our GCSE students a strong foundation in the study of many classical biological topics. 1. The nature and variety of living organisms 2. Structure and functions in living organisms 3. Reproduction and inheritance 4. Ecology and the environment 5. Use of biological resources

CHEMISTRY

We need a scientifically literate society, able to think critically about contemporary issues such as climate change, fracking and antibiotic resistance. Advances in chemistry and technology are extremely fast-paced, and the body of knowledge is expanding at a rapid rate to enormous proportions. To cope within this everadvancing technological society, the chemistry course offered will endeavour to encourage pupils to be resilient, adaptable, thinking individuals who are able to apply knowledge and initiative to solve problems. As well as being surrounded by chemistry in our daily lives, Chemistry overlaps with many other subjects: • Biology • Physics

CH3C

• Geography • Art

• Economics • Politics

Chemistry provides a route into such careers as medicine, veterinary medicine, forensic science, pharmaceuticals, the oil industry, communication industry, environmental agencies and engineering (chemical, mechanical, civil, aeronautical). Chemistry is assessed via two papers, which assess students only on their scientific ability. Questions are a mixture of multiple choice, structured, closed short answer and open response questions. The following topics are studied: Summary of content

1. Atomic structure and the periodic table

2. Bonding, structure and the properties of matter 3. Quantitative chemistry 4. Chemical changes 5. Energy changes

6. The rate and extent of chemical change 7. Organic chemistry 8. Chemical analysis 9. Chemistry of the atmosphere

10. Using resources

Paper

Timing

Paper code 4CH1/ 1C & 2C

Chemistry Paper 1 2 hours

61.1% of the total International GCSE (IGCSE) exam grade

Chemistry Paper 2

38.9% of the total IGCSE

1 hour and 15 minutes

COOH H O

CLASSICAL CIVILISATION This specification provides pupils with the opportunity to acquire an understanding of the ancient Greek and Roman civilisations in their historical context; to read, understand and make a personal response to literature in translation; to develop an awareness of similarities and differences between the Classical world and our own; and to make an informed response based on literary and archaeological evidence. No knowledge of Latin or Greek is required or assumed. The GCSE is suitable, therefore, for those who have an interest in the Classical world, or perhaps those who have enjoyed the background work to Latin but not the language itself. Because the GCSE involves the study of both literary and historical topics, it is a natural complement to courses in History, English, and Drama. A small number of pupils each year study both Latin and Classical Civilisation. Outline The new 9-1 GCSE is divided into two modules. For the first, pupils pursue a thematic study called Myth & Religion, in which they cover both Greek and Roman material: the gods; Hercules; religious architecture; religious festivals; death and burial, and some literature relating to myth (such as the underworld and foundation stories). Pupils also study a module called Literature and Culture, in which they take the Roman City Life option. This covers Roman housing, family life, society, leisure, and entertainment, using literary sources such as satire and the letters of Pliny to gain insights into Roman values and their experiences of city life.

COMPUTING Computing at GCSE level in St Benedict’s is now entering its sixth year in the school and we also have a large group of A Level Computer Science students in the Sixth Form. Computing has an immense impact on modern life and the job prospects for computer scientists are excellent. The field is rigorous, intellectually vibrant, and multi-faceted. What’s the difference between ICT and Computing? Consider a car. You can learn to drive it and it will make life easier. You can get from A to B quicker and get on with the other things you want to do. ICT is just that – it develops a skill set so you can “drive” your computer. You don’t care how it works as long as it helps you write a report or do the accounts. However, some people want to know how it works. They want to get under the bonnet and understand the basic principles. They might design better cars and invent new technologies for greener engines and autonomous vehicles etc. This is the equivalent to studying Computing. Computing is the study of how computers and computer systems work and how they are constructed and programmed. Its primary aspects of theory, systems and applications are drawn from the disciplines of technology, design, engineering, mathematics, physical sciences and social sciences. Challenges that test your logic and computational thinking skills through different types of fun and engaging problems can be found on the Bebras website (www.bebras.uk), and these will give you an insight into the type of thinking required for this subject. The newly structured GCSE is a practical and exciting route to teach the logic and problem solving skills that are needed by engineers of the future.

Computing students learn logical reasoning, algorithmic thinking, design and structured problem solving, all concepts and skills that are valuable well beyond the computing classroom. These skills are applicable in many contexts, from science and engineering to the humanities and business, and have already led to deeper understanding in many areas, including artificial intelligence in systems such as Deep Blue. Progress in science has always been linked with progress in technology and vice versa, and Computing is a vital and enabling tool that is already helping to solve significant healthcare problems too through the analysis of Big Data. Assessment: Paper 1

Paper 2

Programming Project

Computer systems Computational thinking, algorithms Programming Project and programming (50%) (50%) (Completed) Written paper

C 14

Written paper

In class

DRAMA Drama seeks to engage students through encouraging creativity by focusing on practical work which reflects 21st century theatre practice and develops skills that will support progression to further study of drama and a wide range of other subjects.

The new qualification focuses on the practical exploration of performance texts. The performance text that will be studied for the examination will require you to articulate how you would perform in certain roles, and direct and design for certain extracts, putting practical work at the heart of the qualification The GCSE Exam is broken down into three Units. Component 1: Devising This component deals with devising, which is an exciting and challenging opportunity to work collaboratively with others to explore a range of stimuli in order to create an original performance piece. Here you will develop skills in group work, research and negotiation, while also developing creativity and performance skills. There are three areas of focus: 1. Creating and developing a devised piece from stimuli (practical) 2. Group performance of the devised piece (practical) 3. Analysing and evaluating the creative process and group devised performance (written portfolio) Component 2: Performance from Text You will study a complete play text and perform in two key extracts to a visiting examiner and live audience. Component 3: Written Exam For the written paper you will practically explore a set text as an actor, designer and director. The written paper is divided into two questions: 1. The characteristics of the play, including genre, structure, characterisation, style, language, stage direction and social background, together with how a performance space can be used and the relationship between actor and audience are all studied. 2. Writing a live theatre evaluation of a production that we go to see at the theatre.

ENGLISH LANGUAGE GCSE English Language offers students the opportunity to develop reading and writing skills in a variety of ways, alongside encouraging an appreciation for language in its many forms. When reading, students will analyse both fiction and non-fiction texts, focusing on the writers’ methods and their effects upon the reader. Supplementing their study of literature, students will read a range of challenging, engaging extracts by writers such as George Orwell, Angela Carter and Ian McEwan. Students will analyse them both linguistically and structurally, developing an appreciation of how writers are able to engage and manipulate their readers. Students will also engage with non-fiction writing, studying 21st century texts such as broadsheet newspaper reports and magazine articles and 19th century literary non-fiction texts such as letters and articles by DH Lawrence and Charles Dickens. Using this enhanced appreciation of language, students will hone their own creative writing skills. For fictional writing, students will focus on their descriptive and narrative skills, while for non-fiction, students will learn to draft assured letters and newspaper articles, fostering informative, rhetoric and polemic tones. Developing these skills and an appreciation of the various forms of writing will provide pupils with an invaluable confidence. Language skills inevitably transfer to many other subjects and remain highly sought after in the modern, technological age.

Paper 1: Explorations in Creative Reading and Writing Section A: Reading (one literature fiction text) Section B: Writing (descriptive or narrative writing) Paper 2: Writers’ Viewpoints and Perspectives Section A: Reading (one non-fiction text and one literary non-fiction text) Section B: Writing (writing to present a viewpoint) Non-examination assessment: Speaking and Listening Students will undertake a prepared spoken presentation, lasting no more than ten minutes, on a specific topic chosen by them

ENGLISH LITERATURE

GCSE English Literature encourages students to develop their knowledge, skills and appreciation of challenging literature. Throughout the course, students will have the opportunity to read and watch texts of great cultural significance, such as a Shakespearean play, a 20th century play, a Victorian novella and a collection of poetry ranging from the Romantic period to 21st century contemporary poems. Pupils will engage with the various themes and concepts presented in these texts, the writers’ methods in conveying these ideas and the contextual factors that have influenced the production and reception of these texts. Throughout the course, pupils will be taught how to read texts in depth and analytically, enabling them to produce critical, evaluative essay responses. Pupils’ confidence in discussing complex ideas will be developed alongside their essay writing accuracy, with a focus on expression, grammar and spelling. By reading rich texts ingrained in the English literary heritage, students will also begin to make connections across texts and appreciate the wider power and importance of literature within our society and culture. In doing so, great empathy and critical thinking skills will be enhanced and an enthusiasm and inclination for further reading will be fostered. Furthermore, these skills and an appreciation for literature will enable students to pursue a range of challenging careers. Paper 1: Shakespeare and the 19th century novel Section A Shakespeare: students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole. Section B The 19th century novel: students will answer one question on their novel of choice. Paper 2: Modern texts and poetry Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text. Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. Section C Unseen poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

FRENCH “Un homme qui parle trois langues est trilingue. Un homme qui parle deux langues est bilingue. Un homme qui ne parle qu’une langue est anglais” Claude Gagnière, French writer As a native speaker of English, you may be ready to show the world that monolingualism can be cured! Embarking upon a GCSE in French is a new stage in your life, but one which should bring you much enjoyment as well as much challenge. The French course will be taught within the MFL Department and will include use of audio and video materials and our brand new multi-media software and you will be examined in the four skills of listening, speaking, reading & writing. We will encourage you to work with our French assistant and also take an active part in the Modern Languages Programme of Events – trips and outings, films and plays and celebrating special days in the Francophone calendar. There are many reasons why you may choose to study French at GCSE. You are most likely keen to develop your ability to communicate confidently and to gain a deeper understanding of French culture. However, you will also improve your listening skills and also your problem-solving skills through translation both into French and into English. This will be covered through the topics of identity & culture, your local area, school, future aspirations and, of course, the global dimension and all of these themes will be studied in the context of both your home country and that of countries and communities where French is spoken. You will probably already know that having a GCSE in a Modern Language will also put you at an advantage in the job market. So let’s keep the journey going!

“Le monde est un livre dont chaque pas nous ouvre une page” Alphonse de Lamartine

GEOGRAPHY GCSE Geography is a subject growing enormously in popularity with students, employers and universities. Geography is for students who are organised, motivated and who like to experience a range of topics and teaching methods, including learning up to date information about the changing world around them and getting outdoors to see that world in action.

GCSE Structure and Assessment: The linear GCSE course consists of three papers: a Physical paper, a Human paper, and a Geographical Applications paper, all sat at the end of the Upper 5th. Students will also complete two days of field courses to cover two separate investigations during the course. One field investigation will be human and one will be physical. The specifics of these trips will vary each year, but they will usually happen at the start of Trinity Term in the Lower 5th and will either involve a trip to the south coast or to east London. Students will complete an informal summary of the fieldwork for their revision notes and will be asked questions about their field days in one of the three examined papers. Paper 1 is called Living wih the Physical Environment. It gives a wonderful overview of a range of physical topics in Geography. In this we study three units. The first is The Challenge of Natural Hazards, which includes an overview of natural hazards, tectonics, tropical storms, extreme weather in the UK and climate change to give a range of UK and global hazards. The second is Physical Landscapes in the UK, including an overview of UK landscapes as well as the classic coastal landscapes and river landscapes. The last topic is The Living World, which includes an overview of ecosystems and a study of tropical rainforests and cold environments. Paper 2 is called Challenges in the Human Environment. It also has three sections: firstly, Urban Issues and Challenges, including world population growth and change, urban growth, and its importance on the world stage. This also looks into the topic of challenges for cities and sustainability. In the second section we provide an excellent base for A Level Geography and Economics by studying The Changing Economic World. This includes global disparities and inequality, the development gap and how growth has affected particular countries, as well as how the economy of the UK has changed both now and into the future. The last section considers Resource Management, including an overview of the uneven global distribution of food, water and energy resources, followed by the further study of one of these key resources. Paper 3: Geographical Applications comprises both fieldwork questions on students’ fieldwork days, as well as questions on unfamiliar ‘made-up’ fieldwork scenarios. The paper also has an issue evaluation section in which students complete a critical thinking and problem solving task based on a pre-released Sources Booklet that we get 12 weeks before the exam. The wide range of content covered within the new GCSEs is an excellent base layer for anyone intending to study either geography or a number of other subjects at university. We also hope that the exciting, contemporary content throughout will be enjoyable for all students.

GERMAN “If I’m selling to you, I speak your language. If I’m buying, dann müssen Sie Deutsch sprechen” Willy Brandt, former German chancellor As you probably know, English will only get us so far when doing business. Therefore, having a GCSE in a Modern Language will immediately put you at an advantage in the job market. There are many reasons why you may choose to study German at GCSE. You are most likely keen to develop your ability to communicate confidently and to gain a deeper understanding of Germanic culture. However, you will also improve your problem-solving skills through translation practice both into German and English. This will be covered through the topics of identity & culture, your local area, school, future aspirations and, of course, the global dimension. You will be examined in the four skills of listening, speaking, reading & writing in the context of your own country and the communities and countries where German is spoken. Studying German at GCSE should bring you much enjoyment as well as much challenge. The German course will be taught within the MFL Department and will include use of audio and video materials and our brand new multi-media software. We will encourage you to work with our German Assistant and also take an active part in the Modern Languages Programme of Events – trips and outings, films and plays and celebrating special days in the German speaking calendar. So stay with us on the adventure!

“Die Grenzen meiner Sprache bedeuten die Grenzen meiner Welt” Ludwig Wittgenstein

HISTORY History GCSE is essential for any student who wishes to understand the modern world, and in particular the nature of international relations and the way societies fall into extremism and war. This is a perfect course for those who are interested in contemporary affairs. In addition to simply learning the fascinating, terrible stories of Hitler and the Nazis or the Vietnam War, it will help you to make sense of recent news like Brexit and Donald Trump’s election! As part of this course students will be offered the opportunity to visit Berlin in year 10, to study the world of the Nazis and the Berlin Wall. We teach students to argue and judge arguments, to analyse and test sources, and to use a really detailed knowledge of the stories of the past to explain why events happened and to what extent societies actually changed. In terms of content, we study Germany from the end of the First World War through the Weimar Republic and Hitler’s Third Reich to the end of the Second World War. We then study international relations from the disastrous Treaty of Versailles, through the creation and failure of the League of Nations to Hitler’s expansionism and his invasion of Poland. After the Second World War, we study the origins and development of the Cold War, through the Berlin Blockade, the Korean and Vietnam Wars, the nuclear arms race and the Cuban Missile Crisis, to the eventual fall of the Berlin Wall in 1989. Students will sit two exam papers at the end of the U5th. Paper 1 is essay based and Paper 2 focuses on source analysis skills. There is also a coursework module, which is completed during the Michaelmas term of the U5th and makes up 27% of the final grade. History is an extremely well respected subject, and the skills gained provide a strong grounding for a wide range of careers, such as Law, Politics and Journalism to name but a few. It also provides an excellent basis for the study of numerous subjects at A Level and beyond, most obviously with other Humanities subjects such as Politics, Economics and Classical Civilisation, but also for subjects such as English and Modern Foreign Languages. 25

LATIN

The linguistic skills necessary for the understanding of Latin are those which are essential for the understanding of English and other languages. The study of Latin promotes logical and analytical thought (good Mathematicians are often good Latinists), but in demanding an imaginative, but precise, use of English, it also enhances the ability to communicate and to understand the ideas of others. Through the study of Greek and Roman society, we learn to appreciate our own, which, in all fields (e.g. political, social, scientific, religious, and literary) owes a great deal to its Classical origins. The ultimate goal of the course is to read the works of Classical authors in the original language: modern languages GCSEs do not require this. Pupils embarking upon Latin GCSE should be aware that this is not easy: Latin is considered one of the hardest GCSEs, and therefore one of the most prestigious. To be able to read original unadapted Latin in the Upper 5th, pupils will spend the Lower 5th working hard to consolidate and expand upon the grammar and syntax covered to date. The GCSE involves preparation for three papers: • Language: comprehension and translation of previously unseen Latin passages. There will be questions on derivations of English words, grammar, and sentence structure, and the option of translating some basic English sentences into Latin. • Verse Authors (e.g. Virgil): a text is carefully prepared in class for translation and comprehension questions. • Prose Authors (e.g. Pliny the Younger): a prose author is studied in the same way.

MATHEMATICS

GCSE students are assessed in three 1 ½ hour long papers on the following topics: 1. Number 2. Algebra 3. Ratio, proportion and rates of change 4. Geometry and measures 5. Probability 6. Statistics We also offer Additional Mathematics (OCR, FSMQ) over and above the Mathematics GCSE, to some students in the top sets of the GCSE cohort. The specification of the Additional Mathematics course has been constructed to extend students’ knowledge of the pure topics in the GCSE. This specification has been designed for pupils who have a high level of ability in Mathematics and is an excellent precursor to A Level Mathematics and Further Mathematics. Both the GCSE and Additional Mathematics exams are taken by the students at the end of year 11. In addition to the Mathematics course, extra topics are studied throughout years 10 and 11 to provide enrichment and to stretch and challenge the students. Students are also given the opportunity to take part in the annual UKMT Intermediate Mathematics Challenge event.

MUSIC The new GCSE Music course provides a qualification that reflects the demands of a truly modern and evolving music environment – it is a qualification that enables pupils to apply themselves and gives them the skills to succeed in their chosen pathway. There are three engaging components – performance, composition and analysis. The key content of musical elements, musical contexts and musical language are taught through four areas of study and set works to show real examples of how these are used within different types of music. The four areas of study are: instrumental music, vocal music, music for stage and screen and fusions. Pupils will investigate, analyse and evaluate music and its features, leading to in-depth study of different musical styles, genres and indeed their wider context. The diverse musical heritage we study will enable pupils to perform, compose and appreciate different types of music, developing critical and creative thinking, cultural, aesthetic and emotional awareness. The GCSE course allows pupils to develop their knowledge and skills of music, enabling them to progress into the A Level qualification in music. The course is clearly suitable for those pupils who play an instrument or sing and who have a sound knowledge of music theory.

PHYSICS The aim of Physics is to understand how nature works. Developing this understanding begins with careful observation and experimentation, followed by tentative hypotheses and eventually formal theories to explain the phenomena. Predictions made by these theories are in turn tested against new experiments leading to refinements in theory. Historically, the first successful theory of universal scope was Newtonian mechanics, which explained how forces cause objects to change their motion. Later physicists developed equally successful theories of electromagnetism, light (optics), and heat (thermodynamics). The aim of the IGCSE course is to introduce pupils to these universal theories and to develop an understanding of how engineers have used them to build the structures and machines that have revolutionised our lives. Pupils will also develop their own practical and investigative skills through experiments. The following topics are studied: 1. Energy transfers and resources 2. Electricity 3. Particle model of matter 4. Radioactivity 5. Forces 6. Waves 7. Magnetism and electromagnetism 8. Astrophysics Future career paths include: astronomy, education, engineering, medicine, meteorology and climate change, nanotechnology, oil and gas, renewable energy, scientific research, space exploration industries and telecommunications to name a few of the possible areas. Physics graduates are particularly attractive to companies outside the scientific sphere because of their skills in analysing information and solving complex problems, and their high levels of numeracy and computer literacy. Well paid careers can be found in the banking, insurance and accountancy sectors, as well as the software, computing and consultancy industries. 29

RELIGIOUS STUDIES There has arguably never been a time in human history when the need for religious literacy has been as pressing as it is today. In our soundbite culture there is rarely time to appreciate the sources and merits of a religious worldview. Yet such concerns remain at the forefront of justification for both war and peace; schism and reconciliation; division and unity. The Religious Studies course affords pupils the opportunity to give such matters the intellectual consideration they deserve. In a Catholic, Benedictine school a Religious Studies GCSE is also central to pupils’ continued faith formation. It involves the head, heart and hands. Pupils will have the opportunity to use their intellect to appreciate the rationality of faith and reflect upon ways they can make a personal response. And during the school year they will have ample opportunities to put this into practice through prayer and service. In addition, pupils will hone their critical faculties and will become adept at creating holistic arguments using logical chains of reasoning. There is much opportunity for dialogue and debate, which may well explain the subject’s popularity amongst pupils. The School follows Edexcel Specification A in Religious Studies. Pupils will begin their study in the Lower 5th with a stimulating module on Philosophy and Ethics. They will consider arguments for the existence of God and the ethical issues which arise for family life in the 21st century. In the Lent and Trinity terms they will undertake an in depth study of the richness of the Catholic faith. This will involve examining: beliefs and teachings; practices; sources of wisdom and authority; and forms of expression and ways of life. In the Michaelmas term of pupils’ Upper 5th year they will explore Judaism in detail. It will focus upon Jewish beliefs and teachings, and how they are lived by believers today. It is an exciting, engaging, demanding course which prepares pupils for lives of faith in the 21st century and for rigorous philosophical and theological study in the Sixth Form.

SPANISH “Una lengua natural es el archivo adonde han ido a parar las experiencias, saberes y creencias de una comunidad” Fernando Lázaro Carreter, Spanish journalist & literary critic Studying Spanish at GCSE will give you access to this archive of experiences, knowledge, beliefs & communities which together make up the Spanish language. You are most likely keen to develop your ability to communicate confidently and to gain a deeper understanding of Hispanic culture. However, you will also improve your problem-solving skills through translation practice both into Spanish and English. This will be covered through the topics of identity & culture, your local area, school, future aspirations and, of course, the global dimension in the context of your home country and the communities and countries where Spanish is spoken. Assessment will be through the four skills of listening, speaking, reading & writing. You will probably already know that having a GCSE in a Modern Language will also put you at an advantage in the job market. Embarking upon a GCSE in Spanish is a new stage in your life, but one which should bring you much enjoyment as well as much challenge. The Spanish course will be taught within the MFL Department and will include use of audio and video materials and our brand new multi-media software. We will encourage you to work with our Spanish Assistant and also take an active part in the Modern Languages Programme of Events – trips and outings, films and plays and celebrating special days in the Hispanic calendar. So let’s continue exploring!

“Caminante, no hay puentes, se hace puentes al andar” Gloria E. Anzaldúa

SPORTS STUDIES This course would suit those pupils who wish to develop a wider sporting knowledge and would like to improve their performance in a number of different sporting activities. It therefore requires an all-round sporting ability and a keen willingness to broaden sporting outlooks and horizons. However, this course should not be mistaken for previous experiences of Physical Education. GCSE Sports Studies is an academic subject that requires pupils to learn extensive sporting academic theory and then apply this knowledge to various physical sporting activities and applications. It is not a purely practical subject: theoretical content is worth 60%. The Sports Studies GCSE is split into two parts: the summer examination papers and the coursework. The examination papers account for 60% of the total marks and comprise of two papers, one that is 1 hour 45 minutes and one that is 1 hour 15 minutes.

The controlled and practical assessments account for the remaining 40% of the total marks. For the practical assessment (worth 30% of the 40%), each pupil will select three sports for which they will be coached and assessed. Pupils will be required to play to the highest standard possible. The activities must be selected from a mixture of team and individual sports. Pupils should therefore be playing a minimum of two sports competitively on a regular basis, ideally at school level or higher. In addition to the practical assessment the controlled assessment includes a P.E.P. (Personal Exercise Programme), in which pupils will be required to plan and prepare an exercise schedule aimed at improving the level of their performance. This aspect of the course accounts for 10% of the total marks and can be submitted in a written format or as a verbal presentation. A high level of written literacy and good science background will be required in order to cope with the demands of the course, and pupils will be expected to read and research independently in their own time. Because this subject is a “new” subject studied at GCSE without previous study, it is necessary to assess whether pupils will cope with the written and practical demands of the course. Any pupil interested in Sports Studies will be tested in the Lent term, mainly on the content of their Upper 4th Active Lifestyles, which dovetails into the GCSE syllabus the following year. In addition pupils will be monitored by staff in games lessons to assess their suitability for the practical components of the course. The practical activities that pupils are likely to be involved in are: rugby, hockey, netball, cricket and athletics during games lessons and badminton, volleyball, circuit training and weight training during GCSE practical lessons. Other sports not on offer at St Benedict’s can be assessed, particularly if pupils are competing in these sports for clubs outside school or where they can demonstrate that they have reached a very high standard. Common examples include skiing and swimming. Video evidence taken by a coach will be required.

SEN SUPPORT St Benedict’s priority is to ensure that all students reach their academic potential. Some students need some support to ensure that they succeed. This support is provided by the Teaching and Learning Support Department. All students are screened for Special Educational Needs in Form 3, Lower 4th and Upper 4th. This, combined with information from feeder schools and class teachers, is used to construct the School’s SEN register. Students can be placed within one of the following ‘stages’ of need: Monitor

Students on this stage have their progress monitored by the TLS Centre. Teachers may be asked to provide additional feedback on how these students are progressing.

Wave 1

These students have additional needs which are met within the classroom by the class teacher employing differentiation and relevant teaching strategies.

Teachers of students on this stage are provided with information about each student’s specific needs.

Wave 2

Students on this stage of intervention will receive a short period of intervention to ‘close the gap’ in their ability to learn. This will be provided by the TLS Centre. They will be set short term targets to help them improve.

A student on Wave 2 intervention may be issued with a ‘Pupil Profile’ document, which contains detailed information about the student and his or her needs.

Wave 3

Students on this stage of intervention have a diagnosed SPLD which means that they need to receive ongoing support and intervention from the Teaching and Learning Support Department. They will be set short term targets to help them improve.

A student on Wave 3 intervention will be issued with a ‘Pupil Profile’ document, which contains detailed information about the student and his or her needs.

Exam Concessions Exam concessions at St Benedict’s are awarded in accordance with the national rules for exam concessions set by JCQ. In doing so, we use a wide range of evidence including reports by educational psychologists and specialist teachers, and information about a student’s ‘normal way of working’ at school. Please note that we do not accept reports from educational psychologists who do not have a working relationship with the school. If you wish to arrange a report from an educational psychologist, please contact the school first. If you need more information, or you wish to discuss your child’s needs further, please contact the SENCO.

SUMMARY OF SPECIFICATIONS Subject

Exam board

Specification

Art & Design Edexcel Fine Art 1FA0 3D Design 1TD0 Graphic Communication 1GC0 Biology (IGCSE)

Edexcel

Chemistry

Edexcel 4CH1

Classical Civilisation

OCR

J199B

Computer Science

OCR

J277

Drama

WJEC Eduqas

C690QS

English Language

AQA

8700

English Literature

AQA

8702

EPQ (Level 2, Higher)

AQA

7992

French

Edexcel 1FR0

Geography

AQA 8035

German

Edexcel 1GN0

History

CIE

Latin

OCR J282

Mathematics

Edexcel 4MA1

Music

Edexcel 1MU0

Physics (IGCSE)

Edexcel

4PH1

Religious Studies

Edexcel

1RA0ZS

Spanish

Edexcel 1SP0

Sports Studies

Edexcel

4BI1

0977Y

1PE0

ST BENEDICT’S SCHOOL a

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ST BENEDICT’S SCHOOL a

Ealing •

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London •

in c ipe

W5 2ES

• V 020 8862 2000

M Mseniorschool@stbenedicts.org.uk enquiries @stbenedicts.org.uk

• L• stbenedicts L stbenedicts F St FBenedicts StBenedictsSchool School, Ealing