GCSE OPTIONS 2020
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ST DUNSTAN’S COLLEGE I GCSE OPTIONS 2020
Contents Core subjects • English Literature and Language • Maths • Science • Modern Foreign Languages
Options subjects • Art and Design • Classical Civilisation • Computer Science • Design and Technology • - Product Design • - Engineering • Drama and Theatre Studies • Geography • History • Latin • Music Stanstead Road, London SE6 4TY Charity number: 312747 www.stdunstans.org.uk 020 8516 7200
• Physical Education • Religion, Philosophy and Ethics
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Introduction
S
eptember will arrive quickly. When it does, you will be in Year 10 studying ten subjects, all of which you will be expecting to do well at, in GCSE or IGCSE examinations at the end of Year 11. The aim of this booklet is to give you information about the subject choices available to you. Please read it carefully and use it to support informed decisions. Enjoying your GCSE studies and achieving the strongest grade profile across them all is the goal. Because you will not sit AS examinations at St Dunstan’s at the end of Year 12, your GCSE grades will be the only public examination results visible to universities and employers when you make applications to them in Year 13. That may seem like an age away, but you should be aware now. The universities or employers you apply to in Year 13 will not have your A Level results at the time of your application and so they will undoubtedly judge it based in part on your GCSE profile. Strong grades in all your subjects, and not just in your favourite few, will matter. Never has this outcome been more important to work towards, then, and so the choices you make now must be made carefully. The school will help you with this, and you must help yourself too. The Middle School (Years 10 and 11) is a time of growing independence, responsibility, and choice. Making good choices now and through Years 10 and 11 is the way to give yourself greater choice later – over A Levels, universities, and careers. Before going into more detail about the subject choices, it is also important to remember that a healthy, successful, and enjoyable future is built on more than just academic results. In the Middle School there will be plenty of opportunities for you to develop other talents, knowledge, skills and interests. We expect you to stay involved in our vibrant co-curricular programme, and to become more selfreliant and confident; to acquire greater experience in leadership and to undertake more responsibility within the College.
CHOOSING YOUR OPTIONS Back to the subjects - the key purpose of this booklet! You will study courses leading to GCSE or IGCSE examinations in a ‘core’ of subjects expected by employers and universities to be at the heart of a young person’s GCSE profile, whatever his or her ultimate ambitions. That core is: •
Mathematics
•
English Language
•
English Literature
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Sciences - Biology, Physics and Chemistry (you will study all three and will be given advice and/or a choice over whether to choose Double Award or Triple Science before the end of Year 10)
•
At least one Modern Language (chosen from French, German or Spanish)
Information about these subjects is provided first in this booklet. In addition to the core, you will select three other Options subjects. We do not insist on particular combinations across your Options, and no subjects are viewed as better or necessarily more helpful than others. High grades in your Options subjects alongside the Core will help you more in two years’ time than lower grades in subjects you felt you ‘ought’ to take. In addition to your ten subject choices, your curriculum time in Year 10 will include PE and Games. PE will only be examined if you choose it as a specific GCSE subject. Games is not examined. There is no one right way to make your choices. You may find it useful to ask yourself these questions, however: • •
What do I enjoy studying the most? What am I achieving the best in?
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accommodate, but we will try if you have requested them. Please do, therefore, make the choices now that to the very best of your consideration, you intend to stick with.
GCSE OPTIONS DEADLINE We ask that you complete the online form on or before Thursday 13 February 2020. Shortly after options evening full instructions will be sent to parents/carers outlining how to use our online form.
Do I want to keep a wide balance of subject areas (humanities and creatives)? • Are some subjects examined in a way that suits me more or less (such as via coursework, or not)?
LOOKING AHEAD
•
These are all good questions to ask yourself and to raise with teachers. Please think carefully about your GCSE choices, and do discuss them with teachers and parents, as well as friends. Full details on how to submit your choices using our online system will be made available after options evening.
ARE THERE RESTRICTIONS ON THE SUBJECTS THAT MAY BE CHOSEN? In so far as possible, we give you free choice. We expect to be able to give you what you choose on your form. On rare occasions it might not always be possible to allocate a student to all their first three choices due to timetabling or other constraints. This is unusual, and please assume it will not happen. If it does happen to you, we will be in touch with you and your parents before Year 10 begins to discuss the situation and the options available to you.
CAN YOU CHANGE YOUR MIND? We create the timetable based on the original choices made. If you change your mind after submission of your original choices, we will make a note of the new request and review it in August to see if it can be accommodated within the timetable that has been created. We will not adjust the lists and timetable planning from the original choices between now and August. You will understand that re-planning timetables every time any individual changes their mind would make the process impossible to complete effectively. What this means is that we cannot guarantee that changes will be possible to
The College looks forward to celebrating your achievements by the end of Year 11 based on the choices you make. Our expectation is that you will complete all of your ten chosen subjects and meet our entry requirements into Sixth Form by having a Grade 6 or better in at least six subjects. The vast majority of students at the school exceed this level of attainment considerably. In the rare circumstances where evidence in Years 10 and 11 suggests a student is not on track to meet this level and have these options available to them, the school will offer academic support and educational advice over how best to proceed. If the situation persists, our advice and expectation may be that you withdraw from one or two appropriate subjects to support best achievement in the rest. Our priority will always be to support students to a position where they have choices at the end of Year 11 based on as strong an overall GCSE profile as possible. Thank you very much in advance for your careful decision making at this important and exciting time. We, as a school, look forward to advising and supporting you.
Mr A Johnson Deputy Head Academic
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Core subjects
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English Language and English Literature
Paper 2: Modern texts and poetry (2 hours 15 minutes) 60%
AQA GCSE
Section B: Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from the Love and Relationships poetry anthology.
Students study AQA courses in both English Language and English Literature which lead to two GCSE awards at the end of Year 11.
Content
Section A: Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text.
Section C: Unseen poetry: students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.
English Language
Assessment
Two external examinations that count for 100 % of the total GCSE English Language mark.
All components externally-assessed through terminal examination.
Paper 1: Explorations in Creative Reading and Writing (1 hour 45 minutes) 50%
Teaching Methodology
Section A Reading: one unseen literature fiction text. Section B Writing: descriptive or narrative writing. Paper 2: Writers’ Viewpoints and Perspectives (1 hour 45 minutes) 50% Section A Reading: one non-fiction text and one literary nonfiction text. Section B Writing: writing to present a viewpoint. Non-examined assessment: Spoken Language English Literature Two external examinations that count for 100 % of the total GCSE English Literature mark. Paper 1: Shakespeare and the 19th-century novel (1 hour 45 minutes) 40% Section A: Shakespeare: students will answer one question on their studied play. 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 studied novel. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.
Students can expect to take part in class discussions of texts, to prepare presentations, to work in groups as well as completing individual reading and writing tasks and essays. Drama-based activities support our study of texts as well as a whole range of speaking and listening activities.
Co-curricular and Enrichment The English Department offers creative writing and reading clubs through the LRC, the successful Debating Society, a creative writing trip to the Arvon centre, and the opportunity to take part in drama performances. Theatre trips are offered to support literary study.
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Mathematics Edexcel IGCSE 4MA1
Content Students already began the IGCSE Mathematics course at the start of Year 9, with all of the topics covered between Year 9 and 11 forming the examinable content. There are at least 5 sets in Years 9 to 11. Students will be placed in the appropriate set for them, based on their performance in class tests and their teacher’s professional opinion. To be moved up a set, the student must consistently be working at the top of their set, performing highly in tests and completing extension material. All sets will take the IGCSE in the Trinity Term of Year 11.
Assessment Students are assessed regularly, usually towards the end of each half term. These marks are used to create the attainment scores across each year. The final written examination consists of two papers and a scientific calculator is required for both. Each examination is two hours long.There is no coursework or controlled assessment for IGCSE Mathematics.
Teaching Methodology Mathematics lessons often include some teacher explanations and examples, alongside a range of activities to practise the new concept for that lesson. This could include the use of matching tasks, mini whiteboards or formal written practice using textbooks and worksheets. It is essential that students develop their problem solving and written communication skills as they move towards their IGCSE examinations, so we include lots of practice of these elements across our lessons. MathsWatch is used for revision purposes and for some homework. Students have homework books, which will be used for further written practice. We often encourage students to use their scientific calculator in lessons and show them efficient calculations they can perform on them. Many lessons also include drawing graphs or constructions using compasses and protractors. For students to access these lessons fully, it is important for them to have access to the correct equipment for each Mathematics lesson: scientific calculator, ruler, pen, pencil, protractor, compasses, scissors and glue stick. If students are stuck on a concept or question, they are encouraged to use their homework books, MathsWatch clips,
notes and examples in their exercise books to help them, in the first instance. We always encourage questions in class as well. If these attempts prove unsuccessful, then we welcome students with questions to come to weekly Maths Clinics or speak to their teacher at break, lunch or at the end of the school day.
Co-curricular and Enrichment Students in the top sets in Years 10 and 11 are entered annually for the UKMT Intermediate Mathematics Challenge and there are opportunities for the very best mathematicians to compete against other schools in the Hans Woyda team, which trains in Forder time in the Michaelmas Term. Year 10s are then able to attend Maths Challenge Club in Lent Term to prepare for another inter school team competition, the FMSP Maths Feast. Chess and Go club are also available, which assist with logical and strategic thinking. All teachers use opportunities for enrichment whenever possible in lessons, with a particular focus on developing problem solving and logic skills.
Progression after GCSE Students can progress to A Level Mathematics and Further Mathematics, both of which are linear courses, with no coursework elements. We offer the OCR (MEI) specification, which emphasises the practical use of mathematics to solve problems in industry. In order to succeed beyond GCSE, students should have a very secure knowledge of all of the IGCSE specification - as a guide, a Grade 7 minimum for Mathematics and a Grade 8 for Further Mathematics is expected. Both courses rely heavily on all of the techniques taught at GCSE and students who only achieve a Level 6 will not have mastered the fundamental skills with the fluency required to succeed at A Level. Students can then progress to university courses in Mathematics, Engineering, Economics or Computer Science after A Level, as well as many other options.
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Sciences (Biology, Chemistry, Physics) Edexcel IGCSE Biology: Edexcel IGCSE Biology (4BI1) Chemistry: Edexcel IGCSE Chemistry (4CH1) Physics: Edexcel IGCSE Physics (4PH1)
Content All students study a programme that covers the current National Curriculum for Science at Key Stage 4 and additional topics essential for progression to Sixth Form in Biology, Chemistry and Physics. Most students at St Dunstan’s College will take three separate Science IGCSEs – one each of Biology, Chemistry and Physics, this is not only an excellent preparation for those who wish to carry on and study the Sciences at A Level and beyond, but also provides a broad Science education for those who wish to study other subjects. Alternate examination pathways will be available to those students it will be beneficial to.
Assessment For each of Biology, Chemistry and Physics: two papers per subject, one paper of 2 hours and one of paper of 1 hour and 15 minutes. This leads to three grades, one in each science. There is no controlled assessment or coursework.
Teaching Methodology All students study Biology, Physics and Chemistry separately, taught by specialists.
Co-curricular and Enrichment In Science we always link theory to relevant topical issues. There is a range of enrichment activities that students are encouraged to participate in such as Science Week which provides us with the ideal opportunity to explore science beyond the syllabus, and to make links across other curriculum areas.
Progression after GCSE High achievement in all three Sciences is strongly advised for progression to A Level. Grade 7 in the Science you wish to study is the normal entry level required for A-level Sciences, with a similar grade in Mathematics.
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Modern Foreign Languages Edexcel IGCSE French 4FR0/German 4GM0/Spanish 4SP0
Content All four skills (Listening, Reading, Writing and Speaking) are assessed and final grades are determined by performance on a scale of 9-1.
Assessment *ASSESSMENT TAKES PLACE IN MAY/JUNE (SPEAKING IN APRIL) Paper 1: Listening paper (30 minute examination + 5 minutes reading time): 25% OF THE TOTAL IGCSE Paper 2: Reading and Writing paper (1 hour and 45 minutes): 50% OF THE TOTAL IGCSE
Develop knowledge and understanding of the grammar of the TL and the ability to apply their knowledge and understanding in a variety of relevant contexts which reflect their previous learning and maturity. Develop a knowledge of countries and communities where the TL is spoken.
Paper 3: Speaking paper (maximum 10 minutes): 25% OF THE TOTAL IGCSE
Develop positive attitudes to modern foreign language learning as students are provided with a suitable foundation for further study of the TL or for the practical use of the TL. acquire a suitable foundation for further study, especially at Sixth Form level.
Teaching Methodology
Co-curricular and Enrichment
Extensive use is made of audio recordings by native speakers; students are encouraged to speak as often as possible, pairwork being used to practise in particular role-play situations. The more traditional learning of grammar and vocabulary is, however, of fundamental importance in order to develop the ability to analyse and manipulate the key structures. It is also important to build reliable and extensive vocabulary knowledge.
Study trips and individual exchanges to France, Germany and Spanish-speaking countries are encouraged and organised by the College. Students are very strongly recommended to take part in these visits.
Students in Years 10 and 11 have weekly sessions with our Modern Languages assistants during which they can practise and improve their conversational skills with native speakers. Our intention is to get students to: Develop the ability to communicate effectively in the (Target Language) TL through both the spoken and the written word using a range of vocabulary and structures.
Progression after GCSE If you have enjoyed your language option and would like to progress to A level, there are many areas open to you after that. With an A Level in an MFL you can apply to university to study the language, study this language and take up a second language ab initio at university, combine a language with another subject (e.g. business) at university, communicate with people from other countries, work abroad, work for a company with international links, improve your UCAS application for any subject, have more fun on foreign holidays!
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Options subjects
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Art and Design Edexcel London Syllabus GCSE
Content
Unit 2- Externally Set Assignment: (40% weighting) Students will be given an eight-week preparatory period for the controlled test. During this period students may consult with staff and be supplied with supporting guidance and material. The timed element (10 hours) is an opportunity for the candidate to show how capable he or she is of carrying out in-depth work unaided.
This is an innovative course and best suited to those who wish to channel their creative energies into producing original art pieces that reflect their individuality. It is about having an adventurous and enquiring approach to the visual world and cultivating the skills to respond to it. In year 10, students work thematically on a variety of different ideas and media while in year 11, they have the opportunity to work more independently on their own project. Students will develop an understanding of past and contemporary Art and Design and will be able to produce a personal response embracing a range of ideas.
Co-curricular and Enrichment
Work is unit-based using direct experience as a starting point. Students are given the opportunity to explore a wide variety of techniques and materials such as sculpture, painting, photography and related mixed media; textiles and printmaking
Those in the past who have taken GCSE Art and Design have greatly benefited from the fact that there is an opportunity to research and respond critically to the visual world, both culturally and historically, in a personal and meaningful way. Many of these skills are valued and transferable across other subject areas. The course also equips students with an understanding and knowledge of art history and the ability to make their own informed judgements.
A unit of work includes: • An individual response to a theme. • Making connections between your own work and the work of artists. • Drawing using a range of materials and approaches. • A final piece.
Assessment All work is internally assessed and marked and externally moderated. Each unit is assessed separately out of 72 marks using 4 assessment objectives of develop, review/experiment, record, present. Unit 1-Personal Portfolio: (60% weighting) Students’ portfolio work will consist of a body of research, supporting studies and developmental work leading to one or more outcomes or to a variety of resolutions. Submissions for each unit must contain a workbook.
There are opportunities for students to visit galleries and museums such as the Tate and the National Gallery as well as workshops and talks. Students also have the chance to take part in events organized by the Art and Design Society and join in our extra-curricular programme. Every year the department offers an art based gallery visit to a European City.
Progression after GCSE
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Classical Civilisation OCR GCSE (J199)
Content Classical Civilisation GCSE offers students the chance to explore a wide range of aspects of the Greek and Roman civilisations, including their daily life, entertainment, literature and history. Students will explore themes touched on in the Key Stage 3 Latin course, such as Roman burial customs and Greek Mythology, but will also encounter new topics, including the adventures of the Greek hero Odysseus, the labours of Hercules, the archaeology of Mycenae, Tiryns and Troy and will learn about life during the times of Achilles. Classical Civilisation is an excellent option for anyone who enjoys learning about ancient Greeks and Romans, or new cultures generally, but does not want to continue to study the Latin language beyond Year 9. Classical Civilisation has no language component; all material is read in English. Students will study Greek and Roman art and architecture, literature and archaeological sources, underpinned by a purpose-written textbook and the vast range of resources available in the Classics subject area.
Assessment There is no Controlled Assessment. All units are assessed by examination.
There are two components to the GCSE course, each worth 50% of the final grade: Component Group 1: Thematic Study Myth and religion (11) This component involves a comparative study of ancient Greece and Rome, and combines literary and visual/ material sources. Component Group 2: Literature and Culture The Homeric world (21) Students will read selections from Homer’s great epic, The Odyssey, telling the story of Odysseus’s travels back from the Trojan War and his encounters with numerous monsters, villains and gods along the way. They will discuss what makes a good adventure story, a winning hero and a chilling monster! This component contains two elements: one in-depth cultural study and one study of related literature.
Co-curricular and Enrichment Students will have the opportunity to attend a Classics Trip to sites of particular classical interest in Europe, such as Rome and the Bay of Naples, which will directly assist in their understanding of the material they have studied. Students are also encouraged to join the Classics Society.
Progression after GCSE Classical Civilisation GCSE ties in well with a broad range of subjects, due to its historical, sociological and literary elements and is of great benefit to students with a general interest in any of these areas. It provides an excellent opportunity to learn about new cultures and get a different perspective on modern beliefs and practices, and is valued amongst universities and employers for that reason.
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Computer Science Cambridge iGCSE 0984
Content This course will introduce you to the core principles of computer science and develop your problem-solving and computational thinking skills. Building on knowledge of visual programming languages (such as Scratch) you will study widely used textual programming languages such as Python, Java and HTML as well as emerging trends in computing technologies and their impact on individuals, society and the environment. You will also learn about systems, networks, the Internet and web technology, as well as the ethical, legal and ownership issues related to the development of new technologies. You will learn to apply computational thinking in context, for example, spotting and executing data journalism stories or using pattern recognition to identify gender balance in movies.
Assessment Assessment is in the form of two examinations. Much of the content for Paper 1 will be covered in Year 10. 20 marks in Paper 2 are from questions set on the pre-release material which students will receive in Year 11. Both exams are externally assessed.
• •
Paper 1 - Principles of Computer Science (Theory) (1 hour and 45 minutes): 60% Paper 2 - Application of Computational Thinking (Programming) (1 hour 45 minutes): 40%
Teaching Methodology Class discussions, group work and independent learning all play a role in the Computer Science course. There is a large amount of theory to cover over the two years so it’s important all learners have the dedication to work independently and meet deadlines each week.
Co-curricular and Enrichment At various points of the course, external speakers will be invited into school and class trips will be planned for Computer Science students to apply their knowledge of real-world scenarios.
Progression after GCSE Knowledge and understanding of how technology works will be invaluable to you whatever path you choose next and the technical and problem-solving skills you gain are highly transferable to other subjects (such as mathematics, science and engineering) as well as to a number of careers. In addition, should you wish to continue studying computer science, the rigorous approach to the subject at GCSE level will enable you to transition smoothly to the next level.
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Design and Technology Product Design AQA GCSE
Content Design and Technology: Resistant Materials Technology: GCSE (AQA) GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise. Design Technology GCSE will particularly appeal to students who enjoy designing and making practical products for everyday use. It will allow students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth. • • •
Core technical principles Specialist technical principles Designing and making principles
Assessment • •
Coursework: A brief set by AQA released on 1 June in the first year of study – (50% of GCSE) Exam: 2 hour examination - written answers (50% of GCSE)
Teaching Methodology Theory lessons form an integral part of the course but the majority of the students’ class time is allocated to coursework tasks, including design folio production and practical work. Students should therefore understand that they need to develop an independent and self-
disciplined approach to research work and study outside the classroom. A high standard of presentation and a range of graphic techniques including good quality, freehand sketching, use of computer-aided design software and desk-top publishing will be needed in producing design folios and other coursework. Students should already have a firm basis of these skills to be developed further during the GCSE course. High quality, Computer Aided Design (CAD) software is provided for students wishing to install this on a PC at home.
Progression after GCSE The study of Design and Technology provides students with the opportunity to develop a wide range of research, analytical, creative, evaluative and IT skills; many of which readily ‘transfer’ to other disciplines. Design and Technology provides a foundation for future study in a huge range of design related subjects and helps equip students with the ability to become more discerning consumers in a world where almost all they see and touch has been designed. Students will only be able to pick one Design and Technology subject for GCSE. Students who choose to study either Design and Technology: Resistant Materials Technology or Design and Technology: Engineering will be required to list their preference in the options booklet. Note: depending on student uptake we cannot always guarantee their first choice of GCSE.
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Design and Technology Engineering AQA GCSE
Content The sky’s the limit. Engineering is an increasingly innovative and exciting area to work in. It affects every aspect of modern life – from skyscrapers to smart phones, cars to carrier bags. Our new GCSE introduces students to a host of new technologies, helping them to gain practical skills and understanding to inspire a lifelong interest in engineering. It will particularly appeal to those who enjoy being creative, with an affinity for drawing, design, maths and problem-solving. Core content 1. Engineering materials 2. Engineering manufacturing processes 3. Systems 4. Testing and investigation 5. The impact of modern technologies 6. Practical engineering skills
Assessment
practical skills. Year 11 will be predominantly completing the coursework. A high standard of presentation and a range of graphic techniques including good quality, freehand sketching, use of computer-aided design software and desktop publishing will be needed to produce design folios and other coursework. Students should already have a firm basis of these skills to be developed further during the GCSE course. High quality, computer-aided design (CAD) software is provided for students wishing to install this on a PC at home.
Written exam: 2 hours - 120 marks - 60% of GCSE
Progression after GCSE
Coursework: A brief set by AQA released on 1 June in the first year of study. - 80 marks - 40% of GCSE
The study of Engineering provides students with the opportunity to develop a wide range of research, analytical, creative, evaluative and IT skills; many of which readily ‘transfer’ to other disciplines. Engineering provides a foundation for future study in a huge range of design related subjects and helps equip students with the ability to become more discerning consumers in a world where almost all they see and touch has been designed.
Teaching Methodology Theory lessons form an integral part of the course but the majority of the students’ class time is allocated to coursework tasks, including design folio production and practical work. Students should therefore understand that they need to develop an independent and selfdisciplined approach to research work and study outside the classroom. In Year 10 students will be completing several projects to teach them the Engineering theory as well as learn
Students will only be able to pick one Design and Technology subject for GCSE. Students who choose to study either Design and Technology: Resistant Materials Technology or Design and Technology: Engineering will be required to list their preference in the options booklet. Note: depending on student uptake we cannot always guarantee their first choice of GCSE.
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Drama and Theatre Studies GCSE (WJEC EDUQAS)
Content WJEC Eduqas GCSE in Drama offers a broad and coherent course of study enabling students to:
supporting evidence an evaluation of the final performance or design.
Component 2: Performing from a Text Non - exam assessment: externally assessed by a visiting examiner (20% of qualification) Students will be assessed on either acting or design.
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apply knowledge and understanding when making, performing and responding to drama
Students study two extracts from the same performance text chosen by the centre.
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explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created
Students participate in one performance using sections of text from both extracts.
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develop a range of theatrical skills and apply them to create performances
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work collaboratively to generate, develop and communicate ideas
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develop as creative, effective, independent and reflective learners able to make informed choices in process and performance
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contribute as an individual to a theatrical performance
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reflect on and evaluate their own work and that of others
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develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice
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adopt safe working practices
Assessment Component 1: Devising Theatre Non - exam assessment: internally assessed, externally moderated (40% of qualification) Students will be assessed on either acting or design. Students participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC. Students must produce: a realisation of their piece of devised theatre
Component 3: Interpreting Theatre Written examination: 1 hour 30 minutes 40% of qualification Section A: Set Text A series of questions on one set text from a choice of five: 1. The Tempest, William Shakespeare 2. The Caucasian Chalk Circle, Bertolt Brecht 3. Hard to Swallow, Mark Wheeller 4. War Horse, Michael Morpurgo, adapted by Nick Stafford 5. DNA, Dennis Kelly.
Co-curricular and Enrichment Students will pay for relevant, compulsory theatre visits during the course. Tickets prices vary but usually cost between £12.00 and £25.00 depending on the mode of transport to and from the theatre involved.
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Geography Edexcel 4GEO
Content Geography aims to bring together the wide range of ideas that shape the world we live in, and explain how we can adapt and work with them. Geographers are able to combine skills: analysis, data interpretation and fieldwork, combined with the ability to explain your ideas and evaluate them for an audience. As a contemporary subject, you’ll study the world around you and the forces that shape it: using real world examples, current events and clear case studies to deepen and strengthen your understanding.
Assessment The new IGCSE is assessed in two separate papers, with no controlled assessment. Paper 1: Physical Geography
Coastal environments
(4GEO/01)
Hazardous environments Fieldwork to investigate these topics
Paper 2: Human Geography
Economic activity and energy
(4/GEO/02)
Urban environments Globalisation and migration Fieldwork to investigate these topics
Full information and typical content can be found on our Firefly page: http://stdunstans.fireflycloud.net/geography/year-10-11-igcse
Teaching Methodology Taught by expert teachers, we have examiners and subject experts to get you the best results we can. We expect high standards, and we will keep pushing you to constantly challenge your world view – through fieldwork, travel, and an exciting curriculum that keeps you involved in explaining the events you experience. Be prepared for a great journey.
Co-curricular and Enrichment The new IGCSE specifications gives you the best Geography that we can. We are bringing in new skills – like GIS, and online mapping; getting the best out of interactive and case study driven lessons, and making use of our position in the heart of London to be in contact with universities and researchers alike.
You’ll be part of the Senior Geography Society, meeting and hearing from excellent speakers from academic and business worlds. You’ll be able to join some of the Senior Geography adventures, building on Iceland, and future destinations will reflect the demands and inspiration for our Geography students! We expect to conduct a variety of local fieldwork through the duration of your IGCSE course, which helps in key parts of the examination, but does not need to be written up formally. This is a significant change to previous Geography courses – we think it’s a major advantage! Trips will be small scale, local and help build real depth and understanding: without costing the Earth.
Progression after GCSE Geography opens up a world of options. You’ll find that your skills will take you a long way: Geography goes well with Arts and Sciences alike, and is academically rigorous to provide excellent support for almost any combination, as well as being a rich academic subject to lead your studies. We have an excellent track record of Geographers at university, including Oxford applications, and of achieving great results at A Level and beyond. So, why not take the first step?
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History Cambridge iGCSE Option B (0977)
Content
source material, exploring the varied meanings behind sources as well as the motivations of the authors. Individual written tasks allow students to consolidate their understanding of key historical concepts such as cause and consequence and change and continuity. Independent research is encouraged and will often form the basis of homework tasks to enrich students’ understanding of the subject.
History GCSE at St Dunstan’s College offers students the opportunity to explore international relations in the 20th Century, examining key issues such as were the Peace Treaties of 1919 fair, to what extent was the League of Nations a success, why had international peace collapsed by 1939 and who was to blame for the Cold War. The course offers depth as well as breadth through a detailed investigation into the Russia from 1905 until 1941. Students will explore History from a diversity of perspectives – social, economic, cultural and political – as well as gaining an appreciation of historical evidence and how to use it.
Co-curricular and Enrichment
Assessment
History equips students with a wide variety of valuable skills, opening up all manner of opportunities. The abilities to critically evaluate evidence, to present clear and logical arguments as well as to debate and evaluate ideas will hold you in good stead for whatever path you choose to pursue after GCSEs. We have an excellent track record of Historians taking History and/or related subjects at university as well as a strong record of excellent A Level results.
Paper 1 – 2 hours, 60 marks. Students select two questions from a choice of four on international relations as well as one question from a choice of two on the Russian Depth Study. It is worth 40% of the total mark. Paper 2 – 2 hours, 50 marks. Candidates answer six questions on a prescribed topic from their international relations course. This paper includes a range of source material and the six questions are based on the source material provided. It is worth 33% of the total mark. Component 3 – coursework. Students produce a 2000-word essay, based upon the content of the Russian Depth Study. It is worth 27% of the total mark. This is completed in dedicated class time as well as at home.
Teaching Methodology Students should expect to take part in whole class debates and discussions, encouraging them to question their own assumptions and to gain a greater understanding of the issue at hand. They will regularly have the opportunity to test out their ideas in smaller groups. They will engage in critical analysis of historical
The History Department has run successful trips to Germany to bring our international relations course to life. We have a student-run History Society in which participation and presentations from GCSE Historians are always welcomed. We also have a twice weekly drop-in clinic for students. Finally, we have ensured the library is stocked with a wealth of history books to further students’ passion for the subject.
Progression after GCSE
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Latin J282 OCR GCSE
Content Latin GCSE offers students the opportunity to study the language and culture of one of the most remarkable and influential civilisations of the Ancient World. Students will read a variety of literature, both prose and poetry, whose subject matter is of universal interest, with the aims of developing precise analytical skills, a personal appreciation of the value of all language and literature and of the influence of Classical society on the modern world.
Assessment There are three papers in the examination: Language (01) externally assessed written paper, 100 marks, 1 hour 30 minutes – weighting 50% The Language question paper has two sections. Section A: Students will be required to answer comprehension questions, derivations and will choose between either answering questions on accidence and syntax or translating three short English sentences into the classical language. Section A is worth 30 marks. Section B: Students will be required answer comprehension questions and translate a passage of unseen prose. Section B is worth 70 marks. Prose Literature (03) externally assessed written paper, 50 marks, 1 hour - weighting 25% Each question paper assesses a specific prose set text (110– 120 lines). Students are required to answer comprehension questions, translate a section of the set text into English, answer questions focusing on literary style, characterisation, argument as appropriate to the set text studied and an extended response. Our prose authors for the examinations in 2022 and 2023 will be Cicero and Apuleius. Verse Literature (04) externally assessed written paper, 50 marks, 1 hour – weighting 25% Each question paper assesses a specific verse set text (110– 120 lines). Students are required to answer comprehension questions, translate a section of the set text into English, answer questions focusing on literary style, characterisation, argument as appropriate to the set text studied and an extended response. The verse authors for the examinations in 2022 and 2023 will be Catullus, Ovid and Petronius.
Teaching Methodology Apart from the rich resources developed by the department, students use John Taylor’s comprehensive textbook, ‘Essential Latin for GCSE’ as well as Cullen and Taylor’s ‘Latin to GCSE’, which provide excellent means for developing the linguistic skills necessary to tackle the original Latin works encountered as the course progresses.
Co-curricular and Enrichment Students may have the opportunity to attend a Classics Trip to sites of particular classical interest in Europe, such as Rome or Greece, which will directly assist in their understanding of the material they have studied. Students could also join clubs such as the Roman Poetry Club and the Classics Society.
Progression after GCSE Latin at GCSE is, of course, a prerequisite for any student considering the study of classical subjects and ancient history at Key Stage 5 (A Level) or beyond. However, it is also a vastly cross-curricular discipline which will be of benefit to students with a more general interest in humanities, languages or literature. It is valued by Higher Education institutions and employers as a result of the transferable skills in which it trains students, such as problem-solving, evaluation, linguistic fluency and versatility. Due to the linear nature of the subject and requirement for substantial existing linguistic knowledge, Latin is only available as an option to students who have studied the subject at Key Stage 3, and only recommended for those achieving grade 6 or higher in the Year 9 Latin Summer Examination.
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ST DUNSTAN’S COLLEGE I GCSE OPTIONS 2020
Music GCSE (OCR)
Content Music is everywhere. It’s an integral part of modern life. We are exposed daily to a huge range of musical styles and cultures all of which have the power to affect us deeply as humans. OCR GCSE Music is an exciting and diverse qualification that offers students the ability to analyse what they hear as well as learning to produce their own music. The course constitutes the three main areas of performance, composition, and listening and appraising. There are 5 areas of study: 1.
My Music
2.
The Concerto Through Time
3.
Rhythms of the World
4.
Film and Video Game Music
5.
Conventions of Pop
Teaching Methodology The GCSE Music classroom is a vibrant, dynamic and fun environment. Lessons usually feature a balance of all three of the main aspects of the course. Practical work forms a significant component and students are expected practise regularly in their chosen discipline. Score-writing and sequencing software, such as Sibelius, GarageBand and Logic Pro X are available to students to assist with composing. Students will have the opportunity to participate in masterclasses and workshops to help with their performing unit, as well as attending concerts and gigs in the London area in order to enrich their understanding. It is recommended that students opting for Music are performing at the equivalent of Grade 3 in their instrument/voice at the start of Year 10. Should the candidate be short of this required standard, but can demonstrate a commitment to their chosen performance discipline, an assessment with the Director of Music may be required. Students will have access to the exciting new Performing Arts Centre facilities from September 2021, including a new studio facility.
Co-curricular and Enrichment
Assessment
There is a wealth of opportunities for students to perform both formally and informally throughout the course and to present their creative work to a wider audience. GCSE students should play a full and active role in the life of the Music Department, attending groups and ensembles as appropriate to their voice or instrument. Trips are arranged to productions, concerts and workshops in London.
1. Integrated Portfolio (30%): Coursework - assessed internally and moderated by the exam board.
Progression after GCSE
Solo performing (15%) and a free composition to a brief set by the candidate (15%) 2. Practical Component (30%): Coursework - assessed internally and moderated by the exam board. An ensemble performance (15%) and a composition of a piece of music in response to a set brief in relation to one of the areas of study (15%) 3. Listening and Appraising (40%): Examination – 1 hr 30 minutes Questions are based on students’ learning throughout the course on areas of study 2, 3, 4 and 5. Pupils respond to unprepared listening extracts, identifying their musical elements and contexts, through a set of short and medium-form questions.
Pupils studying Music GCSE will develop and nurture their creativity, listening skills, performance skills, numeracy and literacy skills, confidence, resilience, team-work and technological capability. These attributes will assist them with any A Level courses that they choose as well as interviews and applications to higher education and employment.
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Physical Education OCR – J587
Content Component 01: Physical factors affecting performance Students explore how parts of the human body function during physical activity and the physiological adaptations that can occur due to diet and training. They also develop skills in data analysis, and an understanding of the principles of training, why we train in different ways and how training plans can be made to optimise results. There are two topics: • Applied anatomy and physiology • Physical training. Component 02: Socio-cultural issues and sports psychology Students develop their knowledge of the social-cultural and psychological influences on levels of participation in sport, and also how sport impacts on society more broadly. This includes the individual benefits to health, fitness and well-being of participating in physical activity, as well as the influences of commercialisation, sponsorship and the media. There are three topics: • Socio-cultural influences • Sports psychology • Health, fitness and well-being. Component 03: Performance in physical education Students are assessed in performing three practical activities and one performance analysis written task. In the practical performance, they demonstrate effective performance, the use of tactics or techniques and the ability to observe the rules and conventions under applied conditions. They are also required to demonstrate their ability to analyse and evaluate a performance to produce an action plan for improvement
Assessment Component
Marks
Duration
Weighting
Physical factors affecting performance
60
1hr
30%
Socio-cultural issues and sports psychology (02)
60
1hr
30%
Performance in physical education (03) - NEA
80
-
40%
(01)
Teaching Methodology Students will have 5 academic PE lessons a fortnight, 4 of these will be theory based in a classroom with the other being a practical lesson. We require students to attend the co-curricular sporting sessions and continue to represent the college where possible in order to support their practical grade.
Progression after IGCSE The GCSE is a qualification in its own right but also acts as a first step into the rapidly growing industry of Sport Sciences. For those students wishing to progress to A Level PE it provides excellent preparation, whilst also offering students excellent opportunities to develop interpersonal skills relevant to further study in all areas. A grade 7 is the preferred minimum requirement at GCSE. Students who have studied A Level Physical Education have often gone on to their first choice courses in Higher Education, taking a wide range of subjects from Sports Science to Physiotherapy at institutions such as Bath, Birmingham, Leeds and Loughborough.
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ST DUNSTAN’S COLLEGE I GCSE OPTIONS 2020
Religion, Philosophy and Ethics (AQA Religious Studies)
Content Component 1(A): The Study of Religion Christianity Key beliefs about the nature of God, creation accounts and the afterlife; beliefs about Jesus Christ and salvation; the distinction between private and public worship, baptism, Eucharist, Christmas, Easter and places of pilgrimage. Islam Key beliefs about the nature of Allah, the Qur’an, predestination and the afterlife; beliefs about the Five Pillars of Islam, Jihad, and the festivals of Eid; differences between Sunni and Shi’a worship. Included in all aspects of RPE discussion and debate are relevant perspectives from Atheism and Humanism – Key beliefs and concepts, and how these relate to the traditional faiths of Christianity and Islam. Component 2(A): Thematic studies in Philosophy and Ethics Theme B – The Ethics of life The origins of the universe (including the Big Bang theory), human responsibilities to the world, and stewardship/ dominionship. The ethical concepts surrounding the sanctity of life, including the analysis of abortion, euthanasia, and the existence of any afterlife. Theme C – Philosophical arguments for and against the existence of God The traditional philosophical arguments for the existence of God, including the Design (Teleological) and First Cause (Cosmological) arguments. The problem of evil and suffering for theism, and scientific responses to religion. The use of visions and revelations (e.g. dreams) for philosophy and religion. Theme D – The Ethics of War Just War Theory, weapons of mass destruction and nuclear deterrence, and pacifism. Religious concepts of peace, justice, and reconciliation. Violence and violent protests, and religious terrorism or Holy War. Religion and belief as a cause and prevention of war and violence in the modern world. Theme E – Crime and Punishment
The causes of crime, including moral responsibility questions when related to poverty and upbringing (nurture versus nature). Mental illness and addiction in the context of crime and a just/fair punishment. The concepts of greed and hate. The aim of punishment, and the use of corporeal punishment. The Death Penalty, and the religious concept of forgiveness.
Assessment The AQA syllabus is a full GCSE course assessed through two 1 hour 45 minute examination papers, each worth 50% of the overall GCSE grade. There is no coursework in this Religious Studies GCSE specification.
Teaching Methodology RPE is a subject where you are awarded not only for what you know but for the strength of your argument. We therefore spend time honing debating and argumentative skills, and exploring issues that have no right or wrong answer. Students relish this ability to learn and achieve through discussion!
Co-curricular and Enrichment GCSE students attend conferences where they debate issues of life, death, truth, secularism, and extremism with other students from around the country, and we run a Philosophy Club (ThinkSoc) for those students keen to explore those areas of the GCSE and A Level in more detail.
Progression after GCSE A significant number of students continue with RPE to A Level, but the fact the GCSE trains students to argue confidently and analytically is a skill highly valued by other essay subjects at A Level such as English, History, Geography, Classical Civilisation, Economics, and Business. This is why RPE is known as the Queen of all the Humanities!
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Stanstead Road, London SE6 4TY Charity number: 312747 A co-educational, independent College for ages 3 to 18 www.stdunstans.org.uk 020 8516 7200