GCSE COURSES FOR SEPTEMBER 2021
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
GENER A L CERTIFIC ATE OF SECONDA RY EDUC ATION (I) G CSEs AT TR INIT Y Your son is now approaching the stage when choices for GCSE subjects must be made. This booklet contains information on the examined courses taught at Trinity. Some subjects will follow International GCSE courses instead of GCSE courses. In each subject, we have selected the course that we feel provides the best route for our students, with all these courses valued by universities. In this booklet, the term GCSE will be used to refer to both types of course. Please note that all subjects have recently been reformed to new specifications, and all subjects will be graded on the new 9 – 1 scale. All students are expected to take GCSEs in English Language, English Literature, and Mathematics. In Science, all students will continue to study Biology, Chemistry and Physics and will take separate examinations for each science. For some of our students, the results of these will be combined to produce two GCSE grades, known as Double Award Science grades. For others it will lead to three separate GCSE grades, one in each science. The decision as to which of these routes will be best for each student will be made at the end of the Fourth Year and further details about this will be sent to you nearer that time. In addition to the GCSE qualifications above, four additional subjects need to be chosen from this list: Art
French
Music
Chinese
Geography
Physical Education
Computer Science
German
Photography
Design Technology
History
Religious Studies
Drama
Latin
Spanish
Although major changes are not anticipated, there may be some alterations to the detail described in this booklet between now and September. Please note that as well as examined GCSE courses, all boys do games on one afternoon each week and have one PE lesson per week. They also follow a non-examined course over the two years in personal development. December 2020
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Please note that there are no beginner courses at GCSE so students must choose subjects they are currently studying in the Third Year. To ensure a balanced curriculum the following conditions must also be met: • At least one modern foreign language must be chosen. • At least one humanity must be chosen (Geography, History, Religious Studies) Students who have been following the extra Greek course in the Third Year and who opt to take Latin as one of their GCSEs, may choose to continue with Classical Greek to GCSE as an extra subject. This is taught in additional lessons during one lunchtime and one after school session. Students will be given guidance about how they should go about choosing their optional subjects early next term during an assembly. Ability and interest are strong motivators, which should guide their choices. There are very few career implications in choices made at this stage. Every reasonable effort is made to ensure that the selected subjects are provided in the timetable in any combination. However, subjects can only run if there is sufficient demand and it may not always be possible to provide every combination. If any difficulties should arise for particular individuals, we will discuss the situation with you as soon as possible. I will ask all students to send me their provisional choices by completing a form on Firefly by Friday 29th January to help us forward plan, but final decisions are not needed until Friday 26th March, just after the Parents’ Evening. At this Parents’ Evening, you may wish to discuss the provisional choices made with your son’s subject teachers. Further ahead will be the decision concerning entry to the Trinity Sixth Form. Admission to the Sixth Form is not automatic. We expect students to have shown good work habits during their GCSE courses and to achieve Grade 7 or better in at least six subjects. Grade 7 is the new grade threshold corresponding to the A grade threshold under the previous system. There are also subject specific grade requirements for each A Level course. Students who are not likely to achieve this will need to take further advice about their options.
Andrew Corstorphine Deputy Head Academic
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
A RT A ND PHOTOGR A PH Y Eduqas GCSE Art and Design: Fine Art and Eduqas Art and Design: Photography Specification: https://www.eduqas.co.uk/qualifications/art-and-design/gcse/ The Art Department offers two GCSE courses, officially known as Fine Art [usually referred to as Art] and Photography. Each course provides a good preparation for progression onto A Levels and a future career in the Creative Industries. The distinction between these courses lies in their activities. In both subjects, pupils will work within given themes and develop their art or photography using a wide range of creative skills and techniques. They will study the work of other artists and cultures to inform their own practice. They will receive theoretical, conceptual and technical guidance and be encouraged to develop independent and personal learning styles. They will gain experience in the following areas:
FINE ART: Painting; Drawing; Printmaking; Sculpture; Digital and film Photography; Graphic Design; Computer manipulated images; Critical and contextual studies.
PHOTOGR APHY: Analogue and Digital Photography; SLR, Medium Format and Pinhole Cameras; Processing film and darkroom enlarging processes; Experimental darkroom and digital creative techniques; Image manipulation software and graphic design using Adobe Creative Suite software; Video animation and editing using Final Cut and Adobe Premiere; Collage and photomontage; Multimedia and photo sculptures; Some painting and drawing. Historical and technical aspects of the subject are studied alongside the practical work. Boys are encouraged to develop their organisational and management skills during their studio and location assignments. All boys studying Photography require their own 35 mm and/or digital single lens reflex camera before they commence the course: use will be made of this in an assignment set for completion during the summer holiday at the end of this academic year.
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Both Art and Photography GCSE will aim to allow students to: • actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds • develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products • become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques • develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills • develop and refine ideas, personal outcomes or solutions with increasing independence • acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent • develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures • develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries • develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work • demonstrate safe working practices in art, craft and design.
A SSESSMENT: In both courses the examination consists of a ten-hour practical examination (Externally Set Assignment, Component Two) with preparatory work in the form of a work journal. This makes up 40% of the GCSE. The other 60% comes from their “Personal Portfolio” (Component One) The candidate (with staff assistance) will mount a final assessment exhibition of work for marking and grading by the Art Department and moderation by an external assessor.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
COM PU TER SCIENCE Cambridge iGCSE in Computer Science (0984) Specification: https://www.cambridgeinternational.org/programmes-and-qualifications/ cambridge-igcse-9-1-computer-science-0984/ Technical computing and programming skills are in short supply in the UK. This specification has been developed in conjunction with universities and will equip students with the problem solving and technical development skills required in today’s workplace. You will be learning programming skills, developing your research capabilities and working through the important elements of computing theory. In doing this, you will understand what is expected in the software development profession. An interest in the working of computers and in software development is essential to this course. There is more to Computer Science than simply programming. Computer Science is the study of how computer systems work, and how they are constructed and programmed. A good understanding of Maths is needed to help you on this course. It consists of a body of knowledge, a set of techniques and methods for solving problems, as well as practical programming skills. What this means is that a course in Computer Science should cover theory, as well as practical problem solving and programming. Pupils will work on four topics which cover a variety of skills and techniques. Throughout the two years pupils will develop an: • Understanding of what algorithms are, what they are used for and how they work; ability to interpret, amend and create algorithms. An ability to code python to a level where you will design and create a working program. • Understanding of binary representation, data representation, data storage and compression, encryption and databases; ability to use SQL to insert, amend and extract data stored in a structured database. • Understanding of components of computer systems; ability to construct truth tables, produce logic statements and read and interpret fragments of assembly code. • Understanding of computer networks, the internet and the World Wide Web. • Awareness of new trends in computing technologies, understanding of the development and use of automated and emerging technologies.
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A SSESSMENT: Two Units: Computing Theory, assessed through examination and worth 50%; Computational thinking and algorithms exam worth 50%.
PROGRESSION: Computer Science is highly desirable for many jobs today. Many universities have numerous degree courses in this growing subject.
WHAT OTHER SKILL S MIGHT I DEVELOP? As well as acquiring the skills involved in Computer theory, understanding Algorithms and programming, you will learn to independently solve problems, work in groups as part of a team and develop a working knowledge of the computer systems around us every day. You will develop from being a simple user of technology to one that understands how and why it works. Studying Computer Science will help to expand and extend work and study opportunities in the future.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
DESIGN A ND TECHNOLOG Y OCR GCSE in Design and Technology (J310) Specification: http://www.ocr.org.uk/qualifications/gcse-design-and-technology-j310-from-2017/
“DESIGN AND TECHNOLOGY IS A PHENOMENALLY IMPORTANT SUBJEC T. LOGIC AL , CREATIVE AND PR AC TIC AL , IT’S THE ONLY OPPORTUNIT Y STUDENTS HAVE TO APPLY WHAT THE Y LEARN IN M ATHS AND SCIENCE.” Sir James Dyson Founder and Chairman of Dyson and Patron to the D&T Association
Design and technology is part of everyday life and is constantly evolving. This exciting, open-ended and varied course builds upon the knowledge, skills and experience which boys have gained in previous years and develops their abilities to solve the increasingly complex design problems that shape the modern world. The course also develops and refines timemanagement skills; encouraging and rewarding an independent working methodology. The course is open to any students who have an interest in problem-solving and in developing their design, analytical, evaluative and making skills as they apply them to a practical design solution. All aspects of the course encourage students to view the world through the eyes of a designer and to question and understand how creative and practical decisions affect the built environment and shape the development of manufactured products. Students will cultivate their designing and making skills across a range of projects in the Fourth Year in preparation for a single ‘design and make’ activity undertaken in the Fifth Year, which will arise from investigating a contextual challenge. This component will account for 50% of the overall GCSE mark. The contextual challenges will give students the freedom to take design risks and to innovate in a situation where it is safe to test and refine ideas. Sample contextual challenges set by the exam board include: “Addressing the Needs of the Elderly”, “The Contemporary Home” and “Children’s Learning and Development”
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Students will create a working prototype and portfolio of work that will test each student’s ability to: • investigate client needs and investigate factors including economic and social issues • employ a core of knowledge in the fields of materials, systems and control, manufacturing processes, mechanisms and structures • present realistic design ideas using a range of graphical, ICT techniques and modeling • evaluate their ideas in consultation with a client to develop an ideal design solution • plan and safely manufacture a product using a range of manufacturing, engineering and quality control techniques • analyse and evaluate throughout the design process Within these general, and deliberately open-ended challenges, student groups are encouraged to develop a solution in consultation with staff to complement their own skills, interests and future educational needs. They will have the opportunity to use our superbly resourced workshops and studios to develop solutions using an extensive range of wood, metal and plastic processes. The remaining 50% is assessed through an end-of-course written and design examination which tests the students’ understanding of Design and Technology. The knowledge will have been built up by their own experiences of the coursework and during the programme of complementary studies. They will also have the opportunity to study specialist technical principles in greater depth. GCSE Design and Technology opens the door to a wide range of careers in the creative, engineering and manufacturing industries. It is also excellent preparation for careers in many other fields e.g. medicine, law and computer science. Whatever career students choose, the knowledge and skills they learn, particularly those concerned with rapidly developing technologies, will be extremely valuable. They will also develop skills such as teamwork and time management which are highly prized by employers.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
DR A M A Eduqas GCSE Drama (C690QS) Specification: http://www.eduqas.co.uk/qualifications/drama-and-theatre/gcse/ GCSE Drama helps students develop empathy, teamwork and confidence as well as skills in research, analysis and evaluation. Students will have the opportunity to devise their own original pieces of theatre as well as to practically explore famous and established plays. Analysis and evaluation comprise a fundamental part of what students learn, and they will have the opportunity to experience varied and exciting productions of live theatre. Students can also get involved in workshops and seminars with professional actors and theatre companies, designed to complement students’ learning in the course and to further their interest in Drama. The course combines a creative practical study of performance with detailed textual analysis. It builds on skills and concepts students have learnt lower down the school such as vocal and physical acting skills, devising, written play analysis and live theatre review. There is also the opportunity to learn about theatre design such as lighting, set, costume and sound. Students should leave the course as confident public speakers, with emotional literacy and excellent skills in teamwork and cooperation.
GCSE A SSESSMENT Component 1 comprises a devised practical performance and supporting evidence through a written portfolio and evaluation. The majority of this component is completed in Fourth Year, which means that students have completed 40% (60 marks) of the qualification in the First Year of the course. Students will create, rehearse and perform a play inspired by a choice of stimuli, and will have the option to be assessed as an actor or as a designer for set, costume, lighting or sound. Teachers will assess students in a live, filmed performance which will be moderated by the examination board. The accompanying portfolio and evaluation provide students with an opportunity to document the research and development of the devising process, and to demonstrate their contribution to the group. Component 2 includes a practical performance of two extracts from an established play chosen by the student and their teacher. The small groups will direct themselves with guidance from their teacher in preparation for a final performance in the Spring of your Year. All students will provide a brief account (150 words) about how they intend to interpret their character or what they want to communicate through their design as appropriate. This performance is worth 20% of the GCSE and is assessed by an external examiner. Although performing as part of a group is essential, all marks are awarded on an individual basis. Component 3 makes up the final 40% of the course and comprises one 90-minute written exam in which students will be assessed on their ability to analyse a set text as an actor, designer and director and to answer a question about a piece of Live theatre. Students prepare for the written exam through practical exploration in class, directing each other in scenes and creating their own costume and staging concepts. The Drama Department run frequent trips to the Theatre to prepare students for the Live Theatre Review, in which they will analyse a production as an informed audience member.
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ENGLISH ST UDIES Within the five weekly periods which are allocated to English, all boys will study for two IGCSE subjects; English Language and English Literature. Work will involve discussion and participation in a speaking and listening activities and the production of responses to a range of written texts to develop understanding of themes and attitudes and the means by which writers achieve their effects. There will also be focus on the development of the ability to convey meaning effectively in writing, matching style to audience and purpose.
ENGLISH L A NGUAGE Edexcel International GCSE in English Language (Specification A) (4EA1) Specification: http://qualifications.pearson.com/content/demo/en/qualifications/edexcelinternational-gcses-and-edexcel-certificates/international-gcse-english-language-a-2016.html A written examination paper carrying 60% of the total marks is taken at the end of the two-year course. Boys are tested on their understanding of and ability to analyse and compare selected passages of written English. Some of these will have been discussed and annotated in class, others are unseen. Boys are also tested on their ability to write ‘transactional writing’ – articles, speeches, letters - for different audiences in a variety of modes. Boys will learn and practise the necessary skills during the course. There is also a written coursework component which offers the opportunity for boys to engage in a wider range of styles and topics than in the examination. The areas of study will be creative writing, and analysis of two texts. A folder of coursework is produced and a selection made for final IGCSE assessment (40% of the total mark).
ENGLISH LITER AT UR E Edexcel International GCSE in English Literature (4ET1) Specification: http://qualifications.pearson.com/content/demo/en/qualifications/edexcelinternational-gcses-and-edexcel-certificates/international-gcse-english-literature-2016.html A written examination carries 60% of the marks. One element of this assesses response to poetry, unseen and pre-taught, the other to a modern prose text. The coursework component carries 40% of the marks. It requires the study of a modern drama text and a classic text, (Shakespeare). A range of topics and titles is possible and this will allow some freedom to pursue individual interests and complete a variety of written essays. In addition, boys will be encouraged to develop and extend a love of reading for its own sake through undertaking a programme of individual private reading. The demands of the two subjects offer boys an introduction to at least some of the wealth of literature available to them, and an opportunity to develop confidence and proficiency in their use of language, whether spoken or written.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
GEOGR A PH Y Edexcel International GCSE in Geography (4GE1) Specification: http://qualifications.pearson.com/content/demo/en/qualifications/edexcelinternational-gcses-and-edexcel-certificates/international-gcse-geography-2017.html Geography is a dynamic subject, providing the flexibility to study a wide range of topics and contemporary world issues making it relevant to so much of the world around us all. Having studied elements of the Hazardous Environments (Earthquakes and Volcanoes) module in the Third Year, you should have a good feeling for the content and depth of material which is required at GCSE. Studying Geography at GCSE builds upon the solid foundations you will have established in the Junior School and helps you to synthesise and ultimately analyse information at a high level. Geography also enables you to develop literacy, graphicacy and numeracy, as well as a wide range of geographical skills. We follow the International GCSE specification, which gives students a broad and varied course, provides plenty of interesting topics to study, balances an understanding of physical and human geography and allows us the opportunity to embark on some fascinating fieldwork. The Edexcel International GCSE in Geography: • Aims to actively engage students in the study of Geography, developing them as critical and reflective thinkers with enquiring minds. • Promotes an understanding of our responsibilities as global citizens and of how students can contribute to a future that is sustainable and inclusive. • Encourages the use of out-of-classroom activities and fieldwork to underpin knowledge and understanding, yet does not require a coursework write-up. • Is assessed through two separate external examinations. • Is designed to have a clear and manageable case study requirement. • Provides a solid basis for progression to A Level qualifications in Geography.
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A SSESSMENTS The two examination papers (1 hr 15 mins worth 40% of the overall grade and 1 hr 45 mins worth 60%) will contain a variety of question types, such as multiple choice; short and extended answers; graphical and data questions and fieldwork questions. The content of the specification is both conceptual and issues-based, and is divided into traditional core of physical (1&2) and human (3&4) geography, fieldwork (5) as well as contemporary global issues (6). The topics covered are: • Coastal environments • Hazardous environments • Economic activity and energy • Urban environments • Globalisation and migration
FIELDWORK There is no written coursework requirement; however, the specification requires that fieldwork is undertaken in a variety of different environments to aid understanding of the core themes. There are a variety of individual field days for the different topic areas including a day on the South Coast to study coastal processes and assess management strategies, as well as a day in Stratford to assess the drastic re-imagining of the urban area. Overall, the course teaches students about many of the processes that shape the world around us, but more importantly it helps them to make their own informed and balanced decisions about the world in which we live. The wide range of skills taught complement and supports all of their other GCSE subjects. The course is an excellent foundation for A-Level and beyond.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
HISTORY Edexcel International GCSE in History (4HI1) Specification: https://qualifications.pearson.com/en/qualifications/edexcel-internationalgcses-and-edexcel-certificates/international-gcse-history-2017.html The philosophy behind the Edexcel International GCSE is to test not what candidates learn by heart, but what they know, understand and can do. A great advantage of this course is that it allows the study of a range of countries, cultures and types of history which will encourage learning above and beyond the syllabus. By the end of the course, all students will have learnt not only about democracy, fascism and communism but also transferrable skills such as argument construction, writing fluently and analysing source material. It is our philosophy to teach boys at a level that will not only ensure examination success, but will prepare them for the Sixth Form and beyond. The History course will do just this; teaching students about the background to the world we live in and providing good preparation for further study of a multitude of subjects at A Level.
A SSESSMENT: There are two exams of 90 minutes each, one covering Section A, the other Section B.
SEC TION A i) DEVELOPMENT OF DICTATORSHIP: WEIMAR AND NAZI GERMANY 1919-1945 Students explore Germany between the wars and the impact of WW2 on life within the country. The greatest focus is on the rise of the Nazis and the state they led, with clear development of the collapse of the Weimar government, the Wall Street Crash and the consolidation of power. The course also explores Nazi social, economic and racial policy, an investigation into the nature of Hitler’s rule and a study of the Holocaust. ii) A DIVIDED UNION: CIVIL RIGHTS IN THE USA, 1945–74 Students study American history in the aftermath of WWII, focussing on the Civil Rights Movement. The context of the Cold War and the Red Scare is explored before an analysis of the African American movement in the 1950s and 1960s, the movement against the war in Vietnam, and the Women’s liberation cause. The unit ends with an investigation into Nixon and the Watergate scandal.
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SEC TION B iii) THE VIETNAM CONFLICT, 1945–75 Why did America become involved in the Vietnam War? Who were they fighting? Did they even know? These are some of the questions that students will explore in their unit on the war in Vietnam. The focus is very much on a flawed American political and military policy, and how the most technologically advanced force in the world was defeated by a relatively backward Guerrilla force. The key question assessed throughout the unit is why this happened. iv) ONE OF THE FOLLOWING: a) Conflict, Crisis and Change: China c1900-1989 The module begins with an exploration of the Chinese Revolution and the rise of the Communist Party. Boys then study the civil war, the Great Leap Forward and the Cultural Revolution before finishing with the abandonment of Maoism and the Deng Revolution. It is designed to give students a detailed narrative of how china emerged from the 20th Century as one of the leading powers. b) The Middle East: conflict, crisis and change, 1917–2012 An overview of the crises in the Middle East, this unit begins with the context of the aftermath of the First World War, and the British attempts to deal with clashes between Palestine and Jews. A focus on the creation of Israel, the conflicts of 1967 and 1973, and the attempts to find a solution will be explored.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
L ATIN OCR GCSE in Latin (J282) Specification: http://www.ocr.org.uk/qualifications/gcse-latin-j282-from-2016/ Latin GCSE enables students to continue with the rigorous and intellectually satisfying art of translating this challenging language; thus it develops such skills as logic and flexibility. Latin has also had profound influences on English and other modern languages and knowledge of it at this level definitely gives a greater depth to one’s understanding of these languages. It also opens up a window into Roman life and literature, giving students their first taste of original Latin texts. This exposure to a culture which has such similarities to our own, but which is also so utterly different, helps with understanding of different cultures and beliefs, whilst developing an important appreciation of our own roots. Lastly, in studying two different set texts students develop important analytical skills and their ability to communicate their individual evaluative response to a text. Students will have four Latin lessons a week, as well as the chance to take trips to the British Museum and further afield to complement their work in the classroom and further their understanding of the ancient world.
L ANGUAGE 50% This paper assesses candidates’ ability to translate passages of Latin which they have not seen before. It involves comprehension questions in English on Latin passages, including questions about the derivation of English words from Latin, and the translation of longer passages into English. In addition, there is the option of either translating simple English sentences into Latin or answering grammatical questions on one of the passages. There is a set vocabulary list for both the Latin-English and the English-Latin sections.
VERSE LITER ATURE 25 % Students will be given the chance to study original Latin poetry. This will either be the tragic story of Echo and Narcissus as told by the Roman poet Ovid in his Metamorphoses and love poems by Catullus and Petronius, or selections from Virgil’s Aeneid Book VI, dealing with the Trojan hero Aeneas’ fabled descent into the underworld. In the exam, students will be tested not only on their comprehension and translation skills of the texts, but also on their ability to analyse the set texts as poetry and respond to them as sensitive readers. This usefully complements their study of English literature.
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PROSE LITER ATURE 25 % For this paper, students will study one of two selections. First is an extract from Julius Caesar’s Gallic War, recounting his exploits in Gaul whilst crushing the revolt of the local tribes, an account of the climax of the historic rebellion which Queen Boudicca led against the Romans as reported by Roman historian Tacitus, and a letter written by the famous orator and statesman Cicero detailing the troubles his brother Quintus was facing in his marriage to Pomponia. All three texts focus on the universal themes of conflict and conquest. The other selection includes an intriguing story taken from Apuleius’ Metamorphoses about witchery and magic, and an extract from Cicero’s De Officiis, which he wrote to guide his son towards living a moral life. There is no coursework. As well as exploring the exotic world of Roman civilisation - by turns mysterious, luxurious, sophisticated and distasteful - the study of Latin develops logic and analytical skills, immeasurably improves understanding of both English and other European modern languages, and allows students to get acquainted with the very roots of the culture they live in.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
CL A SSIC A L GR EEK OCR GCSE in Classical Greek (J292) Specification: https://www.ocr.org.uk/qualifications/gcse/classical-greek-j292-from-2016/ Students currently taking the Greek course in the Third Year who choose Latin as an option at GCSE may also apply to carry on with the Greek course to GCSE. One session will run during a lunchtime from 1.40 – 2.15pm, and one session from 4.00 – 5.00pm on a different day after school. This is the equivalent of just under three timetabled periods per week and hence this course sets a challenging but manageable pace and is only suitable for those who have demonstrated strong skills in Greek already and who will be taking Latin at GCSE as one of their options. It will, however, provide the opportunity to study a second fascinating classical language and culture, one which has been fundamental to the development of Western thought. The exam papers follow the same format as Latin above, and very much complement study of the other classical language. The verse set text will be either an extract from Homer’s Odyssey, the famous epic and cornerstone of western literature which tells the tale of the Greek hero Odysseus’ journey back from Troy and the nail-biting adventures he has along the way, or selections from the Greek tragedian Euripides’ Bacchae, which tells of the tragic downfall of King Pentheus of Thebes at the hands of his mother and the women of Thebes in their ecstatic worship of the god Dionysus. The prose set text will be either selections from Herodotus, also known as the Father of History, detailing some of the highlights of his research and travels in Egypt, from how Psammetichus became king of Egypt, to why the Egyptians mummified crocodiles, or selections from the great Athenian philosopher Plato detailing the final dramatic days of Socrates.
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M ATHEM ATICS Edexcel International GCSE in Mathematics (Specification A) (4MA1) Specification: http://qualifications.pearson.com/content/dam/pdf/International%20 GCSE/Mathematics%20A/2016/Specification%20and%20sample%20assessments/ International-GCSE-in-Mathematics-Spec-A.pdf All boys will study Higher Tier Mathematics and are entered for the examination at the end of the Fifth Year. Those who are able to progress more quickly in the subject are placed in sets where the depth and breadth of the course are greater, providing them with appropriate challenges. Students who have a deeper understanding of their prior learning will therefore study work in addition to the GCSE course and may be entered for an additional examination beyond GCSE. Those students who have less prior learning are placed in smaller sets allowing more individual help from their teacher. The assessment involves a final examination of two written papers (50% each). Calculators are permitted in each paper. There is no coursework element to this course. The course covers the four areas below, and there are underlying concepts which link these. Number includes the principles of arithmetic, ratio, percentage, standard form and index form, number patterns and harder topics such as surds. Mental arithmetic and the use of a calculator are included. Algebra includes much that is traditional in school mathematics such as the transformation of formulae, simultaneous equations, quadratic functions and simple calculus. The algebra of sets and functions is also included. Shape, Space and Measures incorporates the geometrical topics: this includes symmetry, areas, volume, trigonometry, circle theorems and geometrical transformations. Handling Data includes the important ideas of statistical interpretation and probability. It is our aim to provide a course which is both useful and enjoyable. We are anxious that all pupils should complete the course feeling confident in their ability to make use of mathematics in their future lives and we recognise that for some pupils this will be at a more sophisticated level than for others. Pupils are encouraged to approach members of the department if they have queries or are concerned about their learning. Parents may also feel free to contact us if they feel that a discussion would be helpful.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
MODER N FOR EIGN L A NGUAGES: EUROPE A N L A NGUAGES: FR ENCH, GER M A N A ND SPA NISH Edexcel IGCSE from 2017 in French (4FR1), German (4GN1), Spanish (4SP1) Specification: http://qualifications.pearson.com/en/qualifications/edexcel-internationalgcses-and-edexcel-certificates.html European languages in the Fourth and Fifth Years build the bridge between gaining a basic understanding of the language in the Lower School and in-depth study at A Level. The aim is to provide students with language skills that are highly sought after in an ever-changing job market, but at the same time to give them an understanding of different cultures and lifestyles. European languages, therefore, play an integral part in the personal development of students by helping them to build self-confidence in dealing with a wide variety of situations encountered in the modern world. French, German and Spanish are all taught to IGCSE, A Level and Oxbridge Entrance. The course is all examined at the end of the Fifth Year and the topics studied are: • A - Home and abroad • B - Education and employment • C - Personal life and relationships • D - The world around us • E - Social activities, fitness and health. The four skill areas are organised in three exam papers:
LISTENING ( 35 MINUTES, 25%). Exam questions test the ability to listen for precise details in increasingly complex texts, for example radio news or weather reports, or conversations on music, fashion or the environment. Language items range from shorter extracts to more complex dialogues and passages, and the questions often require logical thinking or a good knowledge of synonyms to spot the answers or eliminate red herrings (false friends).
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READING AND WRITING (105 MINUTES, 50%). The reading paper tests the students’ ability to understand signs and simple messages as well as to comprehend more difficult passages including letters, websites, magazine extracts, leaflets and brochures. Students will learn how to skim-read longer texts and how to quickly extract the necessary information. Students will also produce one short written passage (60-75 words) and an extended piece of writing (130-150 words) reacting to a short stimulus. They will have to demonstrate their ability to write creatively and imaginatively. To be able to access the higher marks, students will learn a number of more complex and varied linguistic structures which will make their language sound more authentic. Finally, there is also a short grammar section which tests their knowledge of verb forms, tenses and sentence structures.
SPEAKING (10 MINUTES, 25%). Students will be asked questions about a picture of their choice, followed by a discussion on the wider topic area. This is followed by further questions on two more of the overall five topic areas. In this discussion students will have to demonstrate that they can take part in a meaningful conversation, in which they will have to respond spontaneously and creatively. A period of time spent abroad is of great value. Every year trips suitable for most age groups are organised by the French, German and Spanish departments. All those who return from these trips find they have greatly benefited from their period abroad and we therefore encourage all our linguists to take part if they can.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
MODER N FOR EIGN L A NGUAGES: CHINESE (M A NDA R IN) AQA GCSE Chinese (8673) https://www.aqa.org.uk/subjects/languages/gcse/chinese-spoken-mandarin-8673 https://filestore.aqa.org.uk/resources/chinese/specifications/AQA-8673-SP-2017.PDF Chinese is well established at Trinity with over a hundred students in the school studying the subject. GCSE has been offered at Trinity for the last ten years and students achieve outstanding results. As part of the course, students have regular oral language lessons with a native speaker to ensure that students are learning to communicate with Chinese speakers in authentic Chinese. Chinese GCSE assesses skills in speaking, writing, reading and listening. All exams can be taken at foundation and higher levels and are assessed by examination. It is envisaged that students will take the four skills at the higher level. The published syllabus outlines very clearly the topic areas to be covered and there is also a comprehensive list of minimum core vocabulary. Since September 2017 in the Sixth Form, pupils have also been offered the option of Pre-U Chinese Cambridge Qualification, equivalent to A Level Chinese.
THE FOUR SKILL S ARE EX A MINED A S FOLLOWS LISTENING: (45 MINUTES + 5 MINUTES READING TIME) All questions are set in English. The instructions to students are in English. There is no requirement for students to produce written responses in Chinese.
SPEAKING: Internally conducted and externally assessed (10-12 mins + 12 mins preparation time) Students are assessed on their ability to communicate and interact effectively through speaking in Chinese for different purposes and within different settings. There are three tasks which must be conducted in the following order: Task 1 – a role play based relating to one allocated topic Task 2 – questions based on a picture stimulus based on one allocated topic Task 3 – conversation based on two themes. The first theme is based on the topic chosen by the student in advance of the assessment. The second theme is allocated by AQA.
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READING: (1 HOUR) Students are assessed on their understanding of written Chinese across a range of different types of texts, including advertisements, emails, letters, articles and literary texts. Students are required to respond to multiple-response and short-answer questions based on these texts. Section A is set in English. The instructions to students are in English. Section B includes a translation passage from Chinese into English with instructions in English.
WRITING: (1 HOUR AND 15 MINUTES) Students are assessed on their ability to communicate effectively through written Chinese within various contexts and for a range of audiences. Students are required to produce responses of varying lengths and types to express ideas and opinions in Chinese. The instructions to students are in English. Character counts are specified for each question. There are two open-response questions and one translation into Chinese. We are again planning to offer students taking GCSE Chinese a chance to join a school exchange trip to China and Taiwan. This has been a very popular option in the past. Students will experience a variety of cultural lessons in our Taiwanese exchange school and will apply their language skills there whilst travelling and visiting major Chinese cities.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
MUSIC Edexcel GCSE in Music (1MU0) Specification: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/ music-2016.html This course is ideal for anyone who enjoys performing and composing, and especially for those who additionally listen to a lot of music. It caters for a wide range of abilities, incorporating all styles of music, from Western Classical Music to Film Music, Rock Music and Music Theatre. Although the course may have an immediate appeal to pupils who are already involved in school music activities, it is designed to include those whose experience may be less formal. A genuine interest in music is the main criterion for choosing to take this subject. Ideally, students aiming for a high grade at GCSE should be at or near to Grade 6 standard on their instrument or voice by the Spring term of the Fifth Year.
PERFORMING ( 30%) Internally assessed, externally moderated. Candidates will have to submit: a. One solo performance b. One ensemble performance Performances need to be a combined total of at least 4 minutes and each piece must be at least 1 minute long. Candidates may offer a second instrument if they wish.
COMPOSING ( 30%) Internally assessed, externally moderated. The board requires candidates to submit two compositions. One is to a brief set by the board, the other is a free composition. During the first part of the course, the candidates build up a portfolio of compositions relating to the areas of study. In the second half of the course the students focus their attention on adapting or writing a piece to fit one of the briefs set by the board (briefs released in September of Fifth Year) and preparing a second composition for submission. The compositions need to be a combined total of at least 3 minutes and each piece must be at least 1 minute long.
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LISTENING AND APPR AISING (40%) Written examination, externally marked. The emphasis in this element is on the development of critical listening applied to a wide range of musical styles relating to the study of set works from four areas of study: i) Instrumental Music 1700-1820 ii) Vocal Music iii) Music for Stage and Screen iv) Fusions Candidates spend the course studying 8 set works (2 from each of the areas of study) and look at other works to develop their contextual understanding. In the exam they answer a mixture of short answer questions and complete longer, essay style, responses.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
PH YSIC A L EDUC ATION OCR GCSE in Physical Education (J587) Spectfication: http://www.ocr.org.uk/qualifications/gcse-physical-education-j587from-2016/; https://www.ocr.org.uk/Images/234827-guide-to-non-exam-assessmentgcse.pdf The Physical Education course offers you the chance to put the sporting skills you have already learned together with some new ones to earn marks towards an excellent GCSE grade. The work you have done in Games and PE lessons has put you in a very good position to do well in the practical elements of the course. To prosper you need to demonstrate skills and playing ability in three sports/activities from an extensive range (at least one team and one individual). The coursework element is completed by demonstrating the ability to analyse sporting performance and suggest ways to improve. The practical component is Non-Exam Assessment (NEA), and is internally assessed, externally moderated. Boys who show the skills outlined above will have gained a large chunk of marks towards the final grade but will need to augment these marks in an examination. Physical Education specification content is divided into three components. Each component is further sub-divided into topic areas and the detailed content associated with those topics. Topics covered include: Anatomy and Physiology; Exercise Physiology; Sports Injuries and First Aid; Health and Fitness; Diet; Fitness and Training; Organisation of sport; The Media, Sponsorship and Sport Psychology.
EX A MINATION - 60% 60% of the total marks will be awarded for a theory examination across two 1-hour papers covering the areas of study mentioned above.
COURSEWORK - 40% 40% of the marks are awarded for coursework and a practical examination of sporting performance. Boys will need to present their practical accomplishments in three sporting activities drawn from a variety of sporting disciplines. This practical performance represents 30% of the total marks.
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The final 10% of marks are awarded for written coursework which involves reflection upon and analysis of strengths and weaknesses in practical performances from one of their chosen activities (AEP). It is envisaged that boys will experience both theory and practical lessons, although there will be heavy reliance upon the sporting achievements and progress already achieved by most of Trinity’s sportsmen in order that the less familiar activities can be brought up to good standards. Participation in school practices and matches will be required for boys undertaking sports played within school to allow full and accurate assessments to be made.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
R ELIGIOUS ST UDIES AQA GCSE in Religious Studies (8062) Specification: http://www.aqa.org.uk/subjects/religious-studies/gcse/religiousstudies-a-8062/introduction The course is ideal for students who want to learn to argue effectively, to freely develop their own views and to hold up what is being said to well-informed scrutiny. This academic course focuses on the development of higher order thinking skills through the study of philosophy, ethics and religion. It is valued by those who want to develop a sophisticated range of critical methods in this subject and across the curriculum. The content of RS interlinks with the full range of academic disciplines in the arts, humanities and sciences. It also has especial value in enabling students to be literate in the ideas, ethics and philosophies that are shaping the modern world. The course is liberal in its approach and is open to students of whatever outlook who want to develop a creative understanding of how and why individuals and peoples think and act the way they do. Anyone who enjoys in-depth discussion and informed argument about the way modern life is developing will appreciate this modern GCSE RS Course. Because the course touches so many aspects of the curriculum and invites intellectual imagination, it brings insights which can appeal to a wide range of ambitions in higher education and in employment. Each year RS Overseas visits are held. These are low-cost optional events. A trip to Rome is planned for Easter 2020. There are also UK visits to cultural events and lectures. The Department welcomes suggestions from students and their families.
SYLL ABUS The course is an ideal introduction into Philosophy and Ethics. It takes the form of a critical study of Christianity, Islam and Humanism. There are two Exam Papers. There is no coursework involved, and the course has plenty of room for individuals to explore the topics in depth.
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TOPICS STUDIED INCLUDE: • Religion, crime and punishment: Causes of crime, aims of punishment, capital punishment • Medical ethics: Genetics; Cloning; Abortion; Euthanasia; Animal rights and experimentation • Religion, Peace and Conflict: War and peace, United Nations, terrorism, religion as a cause of war • Religion and Science: Does God exist; Origins of the Universe; Evolution; Theories of Good and Evil; Life after Death These issues are studied with a focus on current affairs, religious belief and an understanding of how the world is changing. Students are given ample opportunity to discuss and debate the issues raised as well as being encouraged to consider views of a range of people in society. Examination questions ask students to consider a range of different viewpoints and so an ability to debate, criticise and evaluate is developed throughout the course. If you choose the GCSE course, you will find that the topics in the Third Year course have given you a good start in developing the skills needed for success at GCSE.
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TRINIT Y SCHOOL GCSE COURSES FOR SEPTEMBER 2021
SCIENCE Edexcel International GCSE in Science (Double Award) (4SD0) Specification: https: //qualifications.pearson.com/en/qualifications/edexcel-international-gcses/ international-gcse-science-double-award-2017.html OR, Edexcel International GCSEs in separate science subjects: Biology (4BI1) https://qualifications.pearson.com/en/qualifications/edexcel-internationalgcses/international-gcse-biology-2017.html Chemistry (4CH1) http://qualifications.pearson.com/en/qualifications/edexcelinternational-gcses-and-edexcel-certificates/international-gcse-chemistry-2017.html Physics (4PH1) https://qualifications.pearson.com/en/qualifications/edexcelinternational-gcses/international-gcse-physics-2017.html The Dual and Triple Award courses are particularly suitable for our students. They have a straightforward assessment structure with very clear goals and requirements, spelt out in detail in the relevant specifications. Academic rigour and sensible breadth of content mean that the Triple format in particular offers an excellent grounding for the many who will want to continue with Science subjects in the Sixth Form. We expect that around two-thirds of the boys at Trinity will take the Triple Award examinations, which lead to three separate GCSE grades; one for each of the Sciences. About a third will take the Double Award examinations, in which the marks for the three individual subject papers are added together to produce an overall score. This score yields two GCSE grades such as 9 9, or 9 8, or 8 8, or 8 7, etc determined by the total overall score in the three papers. These Dual Award grades are not attached to any individual subject, but give an overall measure of achievement in Science. In either case the work follows on seamlessly from the material covered in earlier years and in both courses the three sciences continue to be taught separately by subject specialists. In order to make sure that each boy studies the most suitable course we make a decision for him based evidentially on his progress in all the sciences through and up to the end of the Fourth Year. We will send you more information about this at that stage. The smaller amount of content in the Double Award, coupled with its aggregate grading procedure, helps many boys achieve higher grades in Science. This is strategically sensible. Reduced workload may also assist their progress in other subjects. If good grades are obtained, successful progression to A-Level can occur from either the Double Award or Triple Award course. Throughout the course all boys are involved in practical and experimental work, but there is no assessed coursework. At the end of the course all candidates take a two-hour paper in each of the three sciences. Triple Award candidates take these same three ‘core’ science papers plus a further 75-minute extension paper in each science. The commonality of the core papers to both schemes locks in comparability, as well as establishing a similar foundation for continuing study at A-Level. Below is a summary of the main topic areas covered in both the Double Award and Triple Award courses. The Triple Award goes into greater breadth and depth in some of these topics.
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BIOLOGY
CHEMISTRY
PHYSICS
• Nature and Variety of Living Organisms
• Principles of Chemistry
• Forces and Motion
• Inorganic Chemistry
• Electricity
• Organic Chemistry
• Waves
• Physical Chemistry
• Energy Resources and Transfer
• Structures and Functions in Organisms • Reproduction and Inheritance • Ecology and the Environment • Use of Biological Resources
• Solids, Liquids and Gases • Magnetism and Electromagnetism • Radioactivity and Particles • Astrophysics
Trinity School Shirley Park Croydon, CR9 7AT T: 020 8656 9541 E: hmsec@trinity.croydon.sch.uk
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