Uppingham School - GCSE Options Guide 2021-23 by uppinghamschool1584

2021-23

GCSE Options Guide

To all pupils due to enter the Lower Fifth Form at Uppingham (and their parents) This prospectus is designed to help you to choose your GCSE subjects. It contains descriptions, written by the heads of the academic departments, of the subjects which are studied in the Lower and Upper Fifth forms at Uppingham. There is also some general advice about how to make the choices appropriate to you. Some pupils have no difficulty with this choice; they are quite sure which subjects they wish to continue with to GCSE. For others, however, the choice is less obvious. If this is the case for you, we hope that this prospectus will be helpful – and that it will encourage you to seek advice from your teachers, and from others. The Lower Fifth form is essentially the entry point to the major public examination phase of a pupil’s education. The good working habits developed in the Fourth Form will be more important than ever. But motivation, above all, is essential. For this reason it is very important that pupils are happy with the choices they make. Do, therefore, read this prospectus carefully before making your choice of subjects for next year. Please note that for many subjects the pupils are prepared for IGCSE exams, rather than for GCSE syllabuses, since these ‘international’ courses are considered by the academic departments concerned to be the most suitable courses for study. We tend to use the term ‘GCSE’ even when referring to an IGCSE course.

Ben Cooper Deputy Head Academic January 2021

GCSE Options Guide

The GCSE Curriculum

Ben Cooper Deputy Head Academic dha@uppingham.co.uk

Lower and Upper Fifth formers at Uppingham follow a similar course. This includes study of the following subjects to GCSE: • English Language • English Literature • Mathematics • Science (see below) • One modern foreign language (a second language may be studied as an option) In addition all pupils have Wellbeing lessons. Beyond this common element of the curriculum, pupils choose a further three subjects from the following list of 20 subjects: Art (Fine Art OR Textiles)

Greek & Latin (often called ‘Gratin’; counts as one option)

Ancient History (also referred to as Classics)

History

Biology

Latin

Chemistry

Mandarin

Computer Science

Music

Design & Technology

Drama

Physics

French

Religious Studies

Geography

Spanish

German Science The arrangements for Science vary according to the ability band of pupils in the Fourth Form as they move into the Lower Fifth. For the whole of the Fourth Form, pupils will have studied science in mixed ability classes. At the beginning of the Lent term in the Fourth Form year, and before the GCSE parents choices meeting, pupils will be given a provisional band that they are likely to be in in their Lower Fifth year, based on the evidence from two sets of science examinations. Knowing the likely band at this stage is useful as it determines the possible option possibilities for a pupil. At the end of the Lent half term, we will know the results from three different science examinations, and at this stage we can be more confident regarding the band in which a pupil will be placed within their Lower Fifth year. Band 1 pupils will have two lessons per week of Biology, Chemistry and Physics and will take the GCSE separate science exams in each of the subjects, gaining three qualifications. Band 2 pupils choose two of the three science subjects and study for the GCSE separate science exams in each of them, with three lessons per week of each. Pupils may opt to study a third science subject as one of their options, in which case they would have a further three lessons of science each week. 4

GCSE Options Guide

Band 3 pupils may choose two of the three science subjects and study for the GCSE separate science exams in each of them, with three lessons per week of each. Pupils may however opt to study Single Award Science GCSE. If they choose this option they will have three periods per week of Science, covering Physics, Chemistry and Biology, gaining a single GCSE. This option enables pupils to choose an additional non-science GCSE option. Band 4 pupils study Single Award Science IGCSE. They will have three periods per week of Science, covering Physics, Chemistry and Biology, gaining a single IGCSE. This enables pupils to choose an additional non-science GCSE option (or in some cases study one fewer GCSE). Modern Languages All pupils must study at least one modern foreign language to GCSE. They may, if they wish, choose a second modern language within their selection of optional subjects. We offer French, Spanish, German and Mandarin. It is not possible to start a language in the Lower Fifth that has not previously been studied. In a few cases, where it is clearly inappropriate for pupils to choose a modern language, pupils may be dispensed from the requirement to study a language and may instead choose another non-language subject (or study one fewer GCSE). These cases usually involve pupils whose specific learning difficulties make learning a language inappropriate and must be discussed with the Head of Learning Support, the Housemaster/ Housemistress and the Deputy Head Academic. How to choose When considering their choices, pupils should try to balance the following factors: 1. 2. 3.

Interest and enjoyment Ability and progress Sensible combinations (those which are likely to ensure a broad education)

We stress at this stage the importance of a combination of ability, interest, breadth and balance. It is worth remembering that: •

A choice of career at this stage is premature, and experience shows, unlikely to last. A large proportion of pupils change their minds about careers – if they have any firm ideas at all – many times before the end of their education.

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Pupils should avoid choosing a subject if, in the opinion of their teachers, they are unlikely to secure a good GCSE grade. GCSE results are important evidence available to university admissions departments at the time they offer places.

Above all, we recommend that pupils study the subjects that they enjoy most, and at which they perform best. It is most likely that these are the subjects which would earn them the best grades at GCSE, and that they will be among the subjects from which the pupils will eventually select their Sixth Form subjects. Sixth Form considerations Pupils are required to have achieved a minimum of three GCSE grades at 7 and three GCSE grades at 6 for entry to the Sixth Form, and a grade of 7 or above is usually expected in any subject to be taken in the Sixth Form. In Mathematics, sciences and modern languages, continuation into the Sixth Form is only possible if a pupil achieves a grade of 8 or above.

GCSE Options Guide

Timetable for choosing Pupils will be given advice about choosing, and about the various subject choices, by subject teachers, tutors and housemasters/housemistresses. We hope you will spend time during the February half term exeat discussing choices. By that point, tutors will have given you the summaries of their discussions as advice. The choices form should then be completed and returned to Mrs Lesley Robertson, the Deputy Head Academicâ&#x20AC;&#x2122;s PA, by Wednesday 24 February 2021. While we aim to be as flexible as possible, next yearâ&#x20AC;&#x2122;s timetable will be based on the choices made in February, so careful consideration is important. It is likely that changes can be made thereafter only if spaces are available in the teaching sets provided. Further help Please seek help beyond the prospectus. Your teachers, tutors, housemasters/ housemistresses and the heads of department will all be pleased to assist as much as possible, and I will be happy to answer any general questions.

GCSE Options Guide

Subjects studied by all pupils

Dr J C Methven Head of English jcm@uppingham.co.uk

English and English Literature Edexcel IGCSE 4EAO (English Language A); AQA GCSE (English Literature) English Language IGCSE consists of one examined paper and one paper done as coursework. Paper 1 is the exam (worth 60%) which includes analysis of extracts from non-fiction texts, along with a piece of transactional (persuasive) writing. Paper 3 (worth 40%) is taken as a coursework option, written under controlled conditions in class; students submit two essays in their portfolio: an analysis of two poems or prose fiction extracts (chosen by the teacher), and a piece of creative writing. This is marked and moderated internally before being submitted to the exam board for external moderation. English Literature GCSE (from Summer 2021 examinations onwards) has two papers. Paper 1 (worth 40%) is extract based and focuses on William Shakespeare’s Macbeth and R L Stevenson’s Strange Case of Dr Jekyll and Mr Hyde. Paper 2 (worth 60%) focuses on modern prose (Kazuo Ishiguro’s Never Let Me Go) and poetry. For the poetry, there is an anthology with heritage and modern poems. Pupils write on an unseen poem; there is also a question on a set poem which is compared with another studied poem of the pupil’s choice. All pupils study both subjects and receive two separate grades. Anthologies are provided by both Edexcel and AQA.

Mrs M J Melville-Coman Head of Mathematics mjmc@uppingham.co.uk

Mathematics Edexcel 4MA1 All pupils are prepared for the Edexcel International GCSE (IGCSE) Mathematics A course. This qualification is equivalent to the normal GCSE and is accepted by all universities. All pupils are entered for the Higher Tier paper, which awards grades 9-4. The course aims to enable students to develop knowledge and understanding of mathematical concepts and techniques in Algebra, Number, Geometry, Graphing and Data Handling, whilst acquiring a foundation of transferrable skills in problem solving. Assessment Overview: This qualification is assessed through two 2-hour examinations, each of equal weighting, There is no coursework element. Additional Mathematics OCR FSMQ This program is offered as extension and challenge work for our top Mathematicians; pupils from sets 1, 2 and 3 are given the opportunity to sit this qualification. It is a Free Standing Maths Qualification, accepted by all universities and equivalent to a Level 3 AS qualification, awarding grades A-E. It carries UCAS points for university admissions. The FSMQ provides candidates with an introduction to many of the mathematical processes studied during A level Mathematics and is designed by OCR an enrichment program, to develop and further Mathematical understanding. It is best suited to pupils on track to achieve Grades 7,8,9 in their Mathematics IGCSE. This qualification is assessed through one 2-hour examination. There is no coursework element. Pupils do not need to opt into this course; the material is taught during the GCSE lessons for sets 1-3.

GCSE Options Guide

Mr R A King Head of Science rak@uppingham.co.uk

Science AQA GCSE 9-1 Separate Sciences Biology (8461), Chemistry (8462) and Physics (8463) Edexcel IGCSE Single Award Science 4SS0 In Science, we believe an understanding of scientific principles and methods are key elements of an Uppingham education. We also appreciate, however, that some find the sciences challenging and may not want as in-depth an experience as others. We therefore try to align pupils’ studies with their abilities and interests as best we can, aiming to create as positive and productive an experience as possible. We believe that all pupils should achieve a grade 6 or more in their science studies, aiding them in their future A level choices, whatever they want to study. The various routes described below are designed to meet these aspirations while also delivering an inspiring learning environment, as we flexibly manage the correct level of challenge and support for all our pupils. The choices available depend on current levels of ability demonstrated by February half-term of the Fourth Form, as carefully assessed during the first half of Fourth Form studies, resulting in pupil allocation to Bands 1-4:

Band 1 pupils • Given their high ability and aptitude for science, all Band 1 pupils will study all three sciences separately, working towards gaining three Separate Science IGCSE awards.

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They will have two lessons in each subject each week, totalling six lessons of science studies a week.

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This is sufficient time for all pupils of this ability to achieve a grade 8 or 9 in each subject.

Band 2 and 3 pupils • These pupils will be asked to choose two out of the three sciences to continue studying, working towards gaining two Separate Science IGCSE awards.

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Pupils will be taught each subject for three lessons a week, totalling six lessons of science studies a week.

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This element of choice and specialism, coupled with the extra time allocated to each subject each week, should enable the majority of pupils to achieve a grade 7, 8 or 9 in each of their chosen subjects.

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If a pupil in Band 2 wants to study all three sciences, they may choose a third science as an option. These pupils would gain three Separate Science IGCSE awards, studying each subject for three lessons a week, totalling nine lessons of science studies a week.

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Band 3 may also opt for Single Award Science if they wish, as this may present more opportunities when choosing other option subjects.

GCSE Options Guide

Band 4 pupils • Given the benefits across the whole curriculum, Band 4 pupils are selected for Single Award Science, as they continue to study each science but at a level that they will find engaging and accessible, whilst also creating options to embrace another subject they enjoy in as broad and exciting an educational experience as possible. • Single Award Science pupils will study elements of Physics, Chemistry and Biology in three general science lessons a week, taught by one science teacher. •

By choosing Single Award, pupils will limit the cognitive load expected of them during the course and in the final exams, tackling considerably less of the content of Separate Sciences, while also creating the space in their timetables to study a different subject. We believe this will improve their enjoyment of their science studies, increase their chances of achieving a 6 or higher in the final science exam and increase their chances of achieving more highly in other non-science subjects.

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Assessment for all science AQA GCSEs is by written exam papers; there is no coursework or formal practical assessment, but practical work and demonstrations are a significant part of learning science at Uppingham. Content for the Separate Sciences is examined in two written papers in each subject, taken at the end of the Upper Fifth.

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Paper 1 – 1 hour 45 minutes (100 marks); 50% of the GCSE Paper 2 – 1 hour 45 minutes (100 marks); 50% of the GCSE

Single Award is examined in one written paper for each subject, taken at the end of the Upper Fifth, with the three sets of results combined to calculate the final Single Award grade awarded. •

Paper 1 - 1 hour 10 minutes (60 marks)

The courses studied are excellent preparation for A level sciences and accepted by all UK universities. To continue with a science subject at A level, each science requires a grade 8 at GCSE in their subject, which we believe is possible for the majority of pupils in Band 1 and many in Band 2 and 3. For Band 2 and 3 pupils, pupils should bear in mind the following advice and pre-requisites for A level and further studies at university when making subject selections: • Pupils should not choose subjects based on their Fourth Form teachers, as they will probably have a different teacher for Lower Fifth and Upper Fifth studies. •

There will be many optional subject-specific and whole-faculty lectures and societies that Lower School pupils can attend, even after they have selected to continue with two sciences.

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To study a science subject at A level at Uppingham, the GCSE in that subject is a pre-requisite.

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To study medicine, veterinary studies or dentistry at university, Chemistry at A level is a pre-requisite, and Biology is either strongly advised or required.

• To study engineering at university, Physics and Maths are currently prerequisites. 9

GCSE Options Guide

We hope you find the options presented attractive and appropriate, and the subject-specific descriptions that follow illuminating. Please discuss any queries regarding a particular subject with that head of department, and any general queries about band allocation, or the routes outlined, with me; we look forward to answering your questions and helping you make these important decisions.

Miss H E M Waymark Head of Biology hemw@uppingham.co.uk

Biology AQA GCSE 8461 Biology is a very diverse subject, covering organisms from microscopic bacteria to multicellular animals and plants. This course aims to give students a taste of the different topic areas of Biology. Building on the work on cells from the Fourth Form, students will spend more time looking at how the human body and plant systems work and what happens when diseases interrupt these functions. They will also study the role of the organism in their environment and how humans can influence that environment. The course also includes modern molecular techniques including genetic engineering, stem cells and cloning. Why study Biology? As well as being essential for anyone who wishes to go on to a career as a doctor or a vet, Biology is one of the fastest changing subjects. The news is constantly filled with developments in this subject, from growing new organs with stem cells to gene editing in humans to cure diseases. There are also areas of increasing importance like antibiotic resistance, how we feed an ever- growing human population and how we can develop medicines to treat common human diseases. It is important that we can produce enough good scientists to meet the demand for new minds to contribute to these issues. It is also vital that everyone has at least a basic understanding of these issues, as they will affect every life in some way. The course The new AQA courses contain a greater emphasis on skills. As well as learning the foundations of biology, students will learn practical skills and how to plan and evaluate experiments. Through a variety of practical tasks, students develop skills in how to collect, analyse and present data. They will also look at how to communicate science effectively and how to apply their knowledge to new situations. As part of this course, you will study a number of systems in the human body including the nervous, circulatory, digestive and excretory systems, comparing them to similar systems in plants. Diseases of some of these systems will be studied, as well as the immune system, which seeks to protect humans from infectious diseases. Students will investigate the inheritance of characteristics, looking at DNA and how it is passed from parents to their offspring, as well as how humans can manipulate this inheritance to meet their own needs using genetic engineering, stems cells or cloning. There is also an ecological section looking at the interactions between organisms and with their environment. These topics provide the building blocks of biology, forming a strong foundation for any possible further study. They also equip students to understand more about the world around them, the possible challenges that we face and the solutions that science can provide. Continuing with Biology If you think that you may wish to take your biological studies further it is important that you consider your GCSE science courses carefully. Many university courses for Biology also require at least a GCSE in Chemistry. This is essential if you are considering Medicine, Vet Medicine and Dentistry among other healthcare courses. Please talk to your Biology teacher if you are unsure about this.

GCSE Options Guide

Mr R A King Head of Science and Chemistry rak@uppingham.co.uk

Chemistry AQA GCSE Chemistry (8462) An understanding of Chemistry is fundamental to fully appreciating the eloquence and nature of the modern world we inhabit. It is truly the central sciences which encompasses thousands of years of human progress and scientific endeavour. From unravelling the mysteries of matter through discussing atoms and molecules and the forces of attraction that hold the biological and physical world together, to the marvellous materials that comprise our industrialised existence, Chemistry helps us better conceptualise our world. The study of Chemistry will help pupils develop an array of highly valuable skills which will be keenly sought after by any universities or employers. Chemistry is always well-respected due to its ability to encourage students to solve complex problems through the application of knowledge and experience. The subject inculcates analytical thinking skills in all students and it encompasses numerical literacy and advanced mathematical principles. The subject helps students to become adept in logical thought, careful planning and practical proficiency through experimentation; giving then a truly comprehensive skill set. Those who may wish to study Medicine, Dentistry or Veterinary Science will require an A level in Chemistry (for which the IGCSE would be a prerequisite). However, Chemistry would also be a relevant and beneficial subject to someone seeking a career in any facet of Science or Engineering and in many other disciplines including Finance, Law and even Politics – one 20th century Prime Minister was a research chemist – the applications of Chemistry are truly myriad. The course • In the Lower Fifth the course will focus on the intricacies of chemical structures and understanding how these underpin the physical properties of those structures. It will also introduce students to the importance of the Periodic table in predicting and explaining chemical trends. The final half of the year will include an extensive study of the Chemistry of carbon-based molecules known as Organic Chemistry which includes how we refine oil and produce synthetic polymers for the plastics industry. • In the Upper Fifth the course focuses on developing and enhancing the student calculation competency. We also work on students’ practical knowledge and ability to plan and execute practical investigations into various salt preparations and qualitative analytical techniques. The final phase of the course focuses on the fundamental principles of chemical equilibria and electrolysis; both crucial principles when scaled to an industrial level.

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The course involves the undertaking of a number of core practical elements (twelve in total). Teaching staff will enhance the learning experience with many other practical opportunities.

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The department has developed a plethora of key resources including videos and multimedia resources to ensure the education experience for the students is as enriched and engaging as possible.

GCSE Options Guide

The skills It is our belief of the Chemistry Department that the subject develops truly holistic and comprehensive skills bases in our students including: •

Analysis: the ability to utilise and apply complex and abstract ideas and concepts to solve novel problems

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Experiment: the ability to hypothesis, target and plan effective practical investigations, record accurate results, draw logical conclusions and evaluate the efficacy of their investigations

• Explore: the ability to learn and explore new ideas in the chemical field of enquiry

Mrs E Ellis Head of Physics ele@uppingham.co.uk

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Communication: the opportunity to discuss and debate fundamental principles of nature

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Synthesis: the opportunity to construct their own ideas based upon a logical framework of prior knowledge

Physics Edexcel IGCSE 4PH1 Physics is the most fundamental of all sciences. Whether we wish to understand the Universe on the largest scale or seek to understand the interactions of the smallest particles – Physics is the subject that develops the skills to answer questions about how things work. By using mathematical formula, graphical methods and diagrams we will look at quantifying the world around us and develop laws that help us to make scientific predictions. Whether we wish to understand how a star can collapse at the end of its life to produce one giant planet-sized diamond or whether we wish to understand how an understanding of the atom can help us predict the material properties of an iron girder in a bridge, Physics is of use. This course will help you to apply mathematics to the world, and help you model complex systems simply. These skills make physicists especially useful in the world of finance and banking. The course The course covers all the main areas of modern physics at an introductory level: • Forces and motion • Electricity • Waves • Energy resources and energy transfer • Solids, liquids and gases • Magnetism and electromagnetism • Radioactivity and particles • Astrophysics

GCSE Options Guide

Advice • In terms of earning potential, a physics degree is ranked 4th amongst all degrees.

Miss M Kissane Head of French mk2@uppingham.co.uk

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Physics is commonly done with the other sciences but complements mathematics especially well. Some choose to combine the subject with D&T, music and art.

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Engineering, physics, astronomy, medical physics, architecture and meteorology all require physics.

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For financial modelling, banking, circuitry, technology development, computer programming and computer modelling Physics is beneficial.

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From the World Wide Web, electrical systems, mobile communication and aviation – all technological innovation has its origin in physics and engineering.

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Being good at physics is respected universally. Physics is considered to be the pinnacle of human knowledge and understanding – Einstein, Hawking and Curie were all considered to be a genius due their grasp of this subject. Qualifications in this subject have a very high value in the job market.

Modern Languages French Cambridge 7156 With 130 million speakers worldwide and 110 million foreign learners, French is the second most commonly taught second language in the world (after English). Along with English, it is the only language spoken as a native language on five continents and it plays an important role in many countries, either as an administrative, commercial or international language or simply due to the significant French-speaking population. It is also an important working language in dozens of organisations, including the European Union, NATO, The United Nations and The World Trade Organisation. The course In addition to the IGCSE qualification, top sets will also study towards the B1, or in some cases B2, level of the DELF diploma in the Upper Fifth year. This is the French certificate within the Common European Framework of Reference for Languages offered by the French Ministry of Education, which is at higher levels accepted by French Universities and National Employment Agency. This may be useful for GAP year work experience and studies abroad, but is primarily an excellent preparation for A level French. Top set pupils will sit the DELF exam in March before Easter and complete their IGCSE exams in the Summer Term of the Upper Fifth. Since the structure of the DELF examinations is exactly the same as the IGCSE, at a slightly higher level, DELF will serve as a further practice for the IGCSE that follows. Whilst many of the areas studied will be familiar (some time will be spent consolidating previously taught grammar and vocabulary), an emphasis is placed on rekindling interest for the lower sets and stretching the more able. The textbook used is Cambridge IGCSE French Foreign Language. All pupils also have regular exposure to the language through work with our French assistants, who practise oral skills and help pupils prepare for the Oral tests. Textbooks will be supplemented by multimedia resources, such as the language laboratory, satellite television and a variety of printed media.

GCSE Options Guide

An exchange trip is available at Easter to the Lower Fifth, while individual correspondence pairings can be arranged for Upper Fifth pupils with pupils from our partner school in Branne, near Bordeaux. All sets will take the IGCSE exams at the end of the Upper Fifth year. The Speaking examination will be taken in March of the Upper Fifth, and the rest during the main examination period; the Reading and Listening are based on everyday materials pupils will encounter in the foreign country. The examination The IGCSE examination consists of four papers, each worth 25%:

Mr R M B Wilkinson Head of German rmbw@uppingham.co.uk

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Listening (45 minutes).

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Reading (one hour).

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Speaking (10 minutes): one short role play, followed by conversation based on studied topics.

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Continuous writing (one hour). Candidates write three pieces of work: a list of French expressions and two longer pieces of writing one of 80-90 words and the other of 130-140 words. The emphasis here is on accuracy rather than on complexity, and the use of a range of structures.

German Cambridge IGCSE 0525 The importance of a language is defined less by the number of its speakers than by its economic significance – but on both scores a knowledge of German is vitally important to people in the UK. Even ignoring the other German-speaking countries, Germany has by many measures the world’s biggest economy. It’s Britain’s single most important trading partner, while German companies form the biggest group of foreign employers in the UK. German is not only one of the three official languages of the EU (along with English and French), but also the mother tongue of over 100 million Europeans - twice as many as any other - and the second language of much of Eastern Europe. German is, therefore, a key language in today’s world. Moreover, German and Germany are of huge significance to European culture, history, music, and philosophy, and a knowledge of the language will enhance any study in those areas. The course The main aims are to develop the ability to understand and communicate effectively in German, to develop a knowledge of its grammar and syntax, to increase understanding of the German-speaking countries, their people and way of life, and to provide a sound basis for A level study. The course builds upon the foundation laid in the Fourth Form, where pupils have already met all of the major grammatical concepts of the language. We deal with similar topics, but at a more advanced level. Pupils will have completed Echo Book 1 and most of Book 2 by the end of the Fourth Form; we then move straight on to the Cambridge IGCSE German textbook for the next two years. While the textbook provides a basis for the course, pupils will use a variety of other materials and resources, including IT, the Internet and satellite television, as well as working with the assistant during lessons each week. Pupils will be taught beyond the syllabus, so that the transition to A level is not too difficult.

GCSE Options Guide

We encourage pupils to spend some time in a German-speaking country, either through the school’s highly successful study visit for Lower Fifth and Upper Fifth to Munich at the start of the Christmas holiday, or using personal contacts. All sets will take the IGCSE exams at the end of the Upper Fifth year. The Speaking examination will be taken in March/April of the Upper Fifth, and the rest during the main examination period; the Reading and Listening are based on everyday materials pupils will encounter in the foreign country. The examination The IGCSE examination consists of four papers, each worth 25%: • Listening (45 minutes) •

Reading (one hour)

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Speaking (10 minutes): one short role play, followed by conversation based on studied topics.

• Writing (one hour): candidates write three pieces. The first exercise involves single word answers, the second activity is a short task of 80-90 words and the third exercise requires pupils to write around 140 words. The emphasis here is on accuracy rather than on complexity, and the use of a range of structures.

GCSE Options Guide

Other optional subjects Mr A D Burbidge Head of Spanish adb@uppingham.co.uk

Spanish Cambridge IGCSE 7160 Spanish is the third most commonly spoken language in the world with some 480 million speakers. It is the second world language as a vehicle of international communication and the third as an international language of politics, economics and culture. Latin America is the second fastest growing region in the world, accounting for nearly 10% of the World Trade. There are 46 million Spanish speakers in Europe; it is the lingua franca of 16 Central and South American countries and 45 million people in the USA can speak Spanish (35% of the population). In addition, Spain is becoming an economically significant member of the European Union. Spanish is, therefore, becoming an essential language in today’s world. The course The main aims are to develop the ability to understand and communicate effectively in Spanish, to develop knowledge of the grammar and syntax of the language, to increase understanding of the Spanish-speaking countries, their people and way of life, and to provide a basis for A level study. The course builds on the basis laid in the Fourth Form. Similar topics are dealt with but at a more advanced level. Lessons are based around the textbook, but will be supplemented by multimedia resources, such as the language laboratory, satellite television and a variety of printed media. We hope that pupils will spend some time in a Spanish-speaking country either through a school trip that is in planning stages for next year or through personal contacts. All sets will take the IGCSE exams at the end of the Upper Fifth year. The Speaking examination will be taken in March of the Upper Fifth, and the rest during the main examination period; the Reading and Listening are based on everyday materials pupils will encounter in the foreign country. The examination The IGCSE examination consists of four papers, each worth 25%: •

Listening (45 minutes)

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Reading (one hour)

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Speaking (10 minutes): one short role play, followed by conversation based on studied topics.

GCSE Options Guide

Mr Z Zeng Head of Mandarin zbz@uppingham.co.uk

Mandarin Chinese Cambridge IGCSE 0547 China’s economy is currently the second-biggest in the world and has a growth rate of almost 10% per year causing China to be one of the leading world powers. This impressive number demonstrates clearly that China is a country packed with opportunities. Speaking Mandarin is an extraordinary asset; it will increase your skills and will set you apart from everybody else. Not only will opportunities open up in mainland China but also in neighbouring areas and countries such as Taiwan, Singapore, Malaysia etc. You will be able to apply for a wider range of jobs and will qualify for higher positions involving higher salaries. If you are thinking of working in an international environment, for example in a multinational company, or in an international organisation, the ability to speak Chinese would be a particularly valuable asset. The course Students will develop the ability to communicate effectively in Mandarin Chinese, through reading, writing, listening and speaking, and gain knowledge and understanding of countries and communities where the language is spoken. Furthermore, this qualification enables students to develop understanding and use of written and spoken forms of Mandarin, in a range of familiar and practical contexts, and for a variety of purposes and to communicate effectively in Mandarin using a range of vocabulary and structures. Developing a knowledge and understanding of Mandarin grammar and its practical application is also key component of the qualification. This qualification includes written assessment in listening, reading and writing skills, provides assessment of spoken language and provides assessment rubrics in both English and Mandarin in both Paper 1 and Paper 2. The examination The IGCSE examination consists of four papers, each worth 25%: • Listening (35 minutes): Candidates listen to a number of recordings and answer questions testing comprehension. Externally assessed.

Mr S N Jarvis Head of Art snj@uppingham.co.uk

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Reading (1 hour 15 minutes): Candidates read a number of texts and answer questions testing comprehension.

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Speaking (15 minutes): Two short role plays, a short presentation of a topic chosen by the candidate, followed by conversation on this and other areas.

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Writing (1 hour 15 minutes). Candidates write two pieces. The first exercise is a short task of 80-100 characters and the second exercise requires pupils to write around 150 characters.

Art Edexcel Art and Design. Fine Art (1FA0): The course provides opportunities for candidates to develop: • Visual perception and understanding: creative, imaginative and practical skills for art, craft and design. • Visual literacy and an appreciation of the richness of our cultural heritage through practical and critical responses to achievement in art, craft and design. •

The individual’s aptitude and interests, and foster confidence, enthusiasm and a sense of achievement. GCSE Options Guide

The course Pupils will explore a range of media. These include drawing and painting, printmaking, ceramics, photography, film and video and work in three dimensions. During the course, using a variety of media, candidates will: • Record their responses to a stimulus through investigation to develop their ideas. •

Explore and use a range of media for working in two and three dimensions.

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Review, modify and refine their work as it progresses and realise intentions.

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Investigate, research and react to a range of disciplines within Fine Art.

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Make connections through contextual research into the work of Artists to support their own creative work.

Assessment The GCSE certificate is divided into two components, marked at the end of the course. 1. Coursework: two internally set projects. 2. Terminal Examination: a project set by the board and completed in 10 hours (with a flexible period of preparation time – normally about eight weeks.) Edexcel Art and Design. Textile Design (1TE0): The course provides opportunities for candidates to develop technical skills through working with a broad range of media, materials, techniques, processes and technologies. They will also cultivate an understanding of the textiles and fashion industries, though the exploration of current artists and designers. The course Pupils will explore a range of textiles techniques, including: pattern cutting, fashion design, constructed textiles, digital textiles, dyed fabrics, printed fabrics, soft furnishings, stitched textiles and embellished textiles. Work will be marked against the following four Assessment Objectives: 1.

Develop ideas through investigations, demonstrating critical understanding of sources

2. Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes 3. Record ideas, observations and insights relevant to intentions as work progresses 4. Present a personal response that realises intentions and demonstrates understanding of visual language Assessment 1. Coursework (Portfolio), 60%, marked out of 120. Internally set brief with no formal examination; the work is internally assessed and externally moderated. 2. Terminal Examination: a project set by the board and completed in 10 hours (with a flexible period of preparation time – normally about eight weeks.)

GCSE Options Guide

Dr D C Oliver Head of Classics dco@uppingham.co.uk

Ancient History (Classics) OCR J198 Ancient History (Classics) is the study of the worlds of ancient Greece and Rome, with particular attention paid to their well-known individuals and leaders, to their societies, and to their ways of life. These cultures can seem both very familiar and extraordinarily strange, and they have had an enormous influence on the modern world. The study of Ancient History (Classics) is diverse, with topics ranging from the life of Alexander the Great, who travelled to the furthest reaches of the ancient world through Persia into Africa and India, to Cleopatra, the exotic and powerful queen of Egypt, who very nearly toppled the might of Rome. The course also develops crucial transferable skills of analysis, evaluation, communicating with clarity of thought and expression. No knowledge of Latin or Greek is required and pupils do not need to have studied Classics previously. The course is suitable for pupils of all abilities. In the first week of the October half term exeat of the Lower Fifth there is a voluntary trip to a classical city in Europe; in October 2020 we are likely to visit Rome and the Bay of Naples. The aims of the course 1. To develop an understanding of Greek and Roman individuals, history and society through primary and modern day source material. 2.

To encourage the ability to analyse material, to evaluate evidence and to produce reasonable and relevant arguments.

To develop a sympathetic awareness of the differences and similarities between classical and modern times, particularly in terms of social systems and values, and of the influence of one upon the other.

To reflect upon the impact of individuals on ancient society and to assess the causes and importance of significant events in the ancient world and respond to these in a variety of ways.

The course Pupils will study one module on ‘Greece and Persia’ and one on ‘Rome and its neighbours’, which are assessed by examination at the end of the Upper Fifth. Greece and Persia – Pupils will study the kings of the Persian Empire in 6th-5th Century BC during the most exciting period of Persia’s dominance of the ancient world. There are big battles, huge technological advancements, rebellions and massive changes in society – really something for everyone! Also as part of this module, pupils will study Pericles and Athens in the 5th century, looking at his building programme, including the impressive sites of the Parthenon and the other buildings on the Acropolis. We will be looking at the foundations of Athenian democracy and will be able to track the developments of this system of government from the ancient world all the way up to our own. Through this, students will also get to study different aspects of Athenian society, such as slavery, foreign policy and the role of women.

GCSE Options Guide

Rome and its neighbours â&#x20AC;&#x201C; Rome is most often known for its Empire, but few get to know about how it achieved this impressive status in the first place. Pupils will learn about the legendary early kings of Rome, looking at the mythological and historical stories of Romulus and Remus and how Tarquinius Superbus was driven out of Rome for his tyranny. Pupils will also learn about Cleopatra when she was arguably the most powerful woman in the world, bringing important men like Julius Caesar under her spell and very nearly stopping the growing power of Rome in its tracks. Popular stories about Cleopatra such as her tempestuous and ultimately fatal relationships with both Caesar and Mark Antony are explored in this module.

Miss S E L Webster Head of Computer Science selw@uppingham.co.uk

Computer Science CIE 0984 Computer science is the study of the foundational principles and practices of computation and computational thinking and their application in the design and development of computer systems. Learning computational thinking involves learning to program, that is to write computer code, because this is the means by which computational thinking is expressed. Pupils will need to develop computerbased solutions to problems using algorithms and a high-level programming language. They also develop a range of technical skills, as well as the ability to test effectively and to evaluate computing solutions. This qualification will help pupils appreciate current and emerging computing technologies and the benefits of their use. They learn to recognise the ethical issues and potential risks when using computers. Understanding the principles of Computer Science provides pupils with the underpinning knowledge required for many other subjects in science and engineering, and the skills learnt can also be used in everyday life. Assessment is by examination at the end of the Upper Fifth. Theory of Computer Science (60%) 1 hour 45 minutes Pupils will need to demonstrate their understanding of binary and hexadecimal numbers and how computers use them, data transmission and how the internet works as well as logic gates, peripheral devices, operating systems, programming languages, security and ethics. Practical Problem-solving and Programming (40%) 1 hour 45 minutes Pupils will need to demonstrate their ability to design algorithms, understand and produce both pseudocode and flowcharts, as well as using data structures effectively

GCSE Options Guide

Mr C P Simmons Head of Design and Technology cps@uppingham.co.uk

Design and Technology Cambridge IGCSE Design and Technology - Resistant Materials (0979) Candidates will study resistant materials (primarily wood, metal and plastic). They will design and make products in these materials and study products and industrial processes that use these materials. Resulting outcomes will be a full size, fully-functioning product that matches its specification, for example, furniture, equipment for specific tasks and storage devices. The course is designed to allow students to demonstrate fully their creativity and design and technology capability by combining skills with knowledge and understanding in order to design and make quality products. Students will acquire and apply knowledge, skills and understanding through: • analysing and evaluating products and processes • engaging in focused tasks to develop and demonstrate techniques • engaging in strategies for developing ideas, planning and producing products • considering how past and present design and technology affects society • recognising the moral, cultural and environmental issues inherent in design and technology. Knowledge, skills and understanding Students are expected to acquire and apply knowledge of: • product design and market influence including the wider effects of design and technology • classification and selection of materials and components • preparing, processing and finishing components and materials • manufacturing commercial products Students are expected to acquire and apply skills of: • design development • production planning and making • communication and product evaluation. The course structure Designing skills, making skills and ICT skills will be developed through design and make tasks as coursework in the first two terms and a major project starting in the summer term of the first year for completion midway through the second year. Knowledge and understanding will be gained through these tasks and further topic study of materials and components, industrial and commercial processes, use of CAD CAM and control systems in industry.

Assessment Coursework

50% (internally marked and externally moderated) Candidates will present a portfolio including a major design and make project.

Terminal examinations

50% (externally marked) Paper 1 – Product Design 1 hour 15mins (25%) Paper 2 – Resistant Materials one hour (25%) Questions will test the candidate’s product analysis and design skills, and the knowledge and understanding of the topics covered.

GCSE Options Guide

Mr J Holroyd Head of Academic Drama jh2@uppingham.co.uk

Drama Eduqas The WJEC Eduqas GCSE in Drama is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama, as performers and/or designers. Additionally it provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audience members. Through following this specification, students will be given opportunities to participate in and interpret their own and othersâ&#x20AC;&#x2122; drama. Pupils have the option to work practically as performers and/or designers in Components 1 and 2. Pupils will investigate a practitioner or genre of drama, work collaboratively to develop ideas to communicate meaning and experiment with dramatic conventions, forms and techniques to produce and realise a piece of original theatre. They will also have the opportunity to participate in the performance of an extract from a play text. Students will demonstrate their knowledge and understanding of drama, including their ability to interpret texts for performance, in a written examination. However, in preparation for this assessment, students are encouraged to study their chosen text practically as a performer, designer and director. Component 1: Devising Theatre Non-exam assessment: internally assessed, externally moderated 40% of qualification. Pupils 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. Pupils must produce: - a realisation of their piece of devised theatre - a portfolio of 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. Pupils will be assessed on either acting or design. Pupils study two extracts from the same performance text chosen by the centre. Pupils participate in one performance using sections of text from both extracts. 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 Wheeler 4. War Horse, Michael Morpurgo, adapted by Nick Stafford 5. DNA, Dennis Kelly. Section B: Live Theatre Review One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

GCSE Options Guide

Mr T P Davies Head of Geography tpd@uppingham.co.uk

Geography Edexcel IGCSE There has never been a better or more important time to study Geography. With growing interest in issues such as climate change, migration, development, environmental degradation and social cohesion, Geography is one of the most relevant subjects a young person can choose to study. The Geography Department tries to develop pupils’ passion for the world. Studying geography provides knowledge and transferable skills that reward them personally and advance them professionally. The GCSE course develops a broad spectrum of knowledge and understanding. Pupils discover, for example, why our human and physical landscapes appear as they are, how they form, and how they inter-relate at various scales. How and why patterns of human and physical features differ from place to place. From a human perspective, pupils will also study the differences and inequality within the human world; especially the economic, social and political causes of inequality and economic development. Pupils will learn how to observe, describe, analyse, represent, interpret and report information about the world and how it operates as an integrated system. The IGCSE syllabus includes neither coursework nor controlled assessment. The topics studied are: • River Environments • Hazardous Environments • Economic Activity and Energy • Urban Environments • Development and Human Welfare Each of these five topics is examined in two terminal exams. Paper 1: Physical Geography + Fieldwork: 1 hour 10 minutes (40% of GCSE) Paper 2: Human Geography + Fieldwork: 1 hour 45 minutes (60% of GCSE) Question styles vary from multiple choice, to medium length answers worth five marks, to extended answers worth eight or twelve marks. Despite no coursework, practical fieldwork is still an important element of the course. This ensures that that classroom learning is applied to the real world, where pupils acquire certain skills, which they can use in everyday life, including the skills of observation, experimentation, investigation, problem solving, teamwork, communication and decision-making. There is a year group fieldtrip at the end of the Spring term in the Lower Fifth and a day-long trip to Leicester in the Autumn term in the Upper Fifth. Various other smaller scale out-of-classroom learning activities are interspersed throughout the course. The fieldwork is examined in the terminal exam in the form of structured questions. There are numerous opportunities to use computers throughout the course to manipulate and interpret geographical data. Geographical Information Systems are introduced to candidates through the use of ArcGIS software. The nature of the subject means that there is always a wealth of relevant, up-to-date case studies from around the world, which can be used to study these themes. It has become increasingly important for well-educated global citizens to have a grasp of complex geo-political issues and to understand the inter-relationships between global physical systems. Moreover, pupils should recognise how they, themselves, can contribute to a future that is sustainable and inclusive. The course is designed to meet these requirements.

GCSE Options Guide

Dr D C Oliver Head of Classics dco@uppingham.co.uk

Greek and Latin OCR J282 and J292 This course provides a deeper insight into the foundations of our civilisation from the best of perspectives: the original languages. Few languages can have had such profound effects for future generations; the ancient Greek and Roman worlds did not just encompass Europe, but stretched across North Africa and the Middle East. By the end of the course pupils will have studied poets and prose authors whose work has been the common currency for writers and thinkers over the last 2,500 years, enabling them to better understand the history and traditions of the modern world. Alongside gaining an understanding of incredibly influential cultures, the GCSE course allows pupils to develop a variety of skills that are highly sought after by universities and employers. Studying the languages encourages analytical and reasoned thinking, as well as the ability to solve complex problems. Reading and discussing the literature of the ancient Greek and Roman worlds reinforces these analytical skills whilst also developing an ability to understand and write thoughtfully about texts from a foreign culture. This is an opportunity for those of real ability to gain two very highly regarded GCSEs in almost the same time allocation as one GCSE (the Gratin set has an extra lesson each week in comparison with other subjects). It is a reasonably demanding task, but the amount of work required is reduced somewhat by the many overlaps between Greek and Latin grammar. There is a voluntary trip to Italy on offer to all classicists to a European classical city in the October half term exeat, as mentioned in more detail under ‘Ancient History (Classics)’. This is a wonderful opportunity to experience Mediterranean culture and to learn more about the ancient civilisations of those people who spoke Latin and Greek. Course structure • In the Lower Fifth, pupils have four lessons a week equally divided between Latin and Greek, in which time they will look mostly at the grammar and language content of the examinations and will start the prescribed literature (set texts). •

In the Upper Fifth the majority of lessons focus upon preparation for both GCSEs, revising language features and finishing the prescribed literature, leaving time for revision of language and literary features.

•

There is no coursework or controlled assessment.

•

The end result is two GCSEs within the teaching time of one option, both taken at the end of the Upper Fifth.

The benefits of Greek A GCSE in Classical Greek is widely regarded by both universities and employers as one of the most telling signs of a highly able pupil. For those considering applications to Oxford or Cambridge in any subject, it demonstrates a very high level of academic potential and the skills it encourages complement a broad range of degree choices, from the Sciences and Mathematics to History, English Literature and Modern Foreign Languages. A good grade in Greek GCSE is always seen as a sign of real intellect, and therefore will be viewed extremely favourably by university admissions tutors and future employers. For further information on GCSE Latin, see under ‘Latin’ below. 24

GCSE Options Guide

Mr M J Patterson Head of History mjp2@uppingham.co.uk

History CIE Cambridge IGCSE History 0470 “Modern World History” has been a popular GCSE course for many years now. The dynamic events of the turbulent 20th Century are the subject of our study. We look closely at the personalities of the big figures of the period – Lloyd George, Woodrow Wilson, Clemenceau, Stresemann, Hitler, Hindenburg, Hirohito, Lenin, Stalin, Mussolini, Roosevelt, Churchill, Khrushchev, Kennedy, Nixon, Reagan, Gorbachev, Margaret Thatcher and Saddam Hussein– in the course of making a much deeper study of the political, economic, philosophical and psychological factors which have determined the shape of the world in which we live during the past 90 years. The course outline The struggle between the Left, the Right and Democracy for the soul of inter-war Europe constitutes the first part of the course. The nervous Cold War years offer a contrasting appeal in the Upper Fifth. We take the story up to the modern era, with the collapse of the Soviet Union and the end of the Cold War in the early 1990s. A new component is the Crisis in the Gulf which looks at Iran, Iraq and western interventionism up to 2003. The course is specifically designed to allow pupils to study the events which have shaped the contemporary world, and we ‘contextualise’ their studies by relating these historical events to those which are currently shaping the 21st Century world. The course content (as well as the skills upon which they work) is of direct value to pupils, whether they give up the subject after GCSE or continue with it into the Sixth Form. Since we are working upon near-contemporary history we are able to enrich our studies with a great deal of DVD/video material, together with a wealth of photographic, cartoon, written and statistical material, all of which adds to the colour of the course. The core The central part of the core is International relations from 1919 to 1989. We start with the Versailles settlement of 1919, progressing to the turbulent 1920s and the elusive search for peace after the horrors of the First World War, the rise of aggressive nationalism in the 1930s (studying the expansion of Hitler, Mussolini and of the Japanese Empire) and the causes of the Second World War. In the Upper Fifth we study in some detail the development of the post-war world in the context of the superpower struggle, studying US attempts to contain the spread of Communism (with especial focus on the Korean War, the 1962 Cuban Missile Crisis and also on the Vietnam War). We also look closely at how the Soviet Union sought to control its Communist satellites in Eastern Europe 1945-89. Finally, we consider the Crisis in the Gulf 1970-2003. Depth study In addition we make a detailed study of Germany from 1919 to 1945; its collapse in 1918-1919, the Weimar Republic, the 1923 hyperinflation crisis, the emergence of Hitler and the Nazis, the slump and its catapulting to power of Hitler, the features of the totalitarian Nazi state, the Gestapo and the persecution and genocide of the Jews. We study Hitler’s rearmament and the road to war in 1939, as well as German opposition to the Nazis.

GCSE Options Guide

Coursework The coursework assignment gives pupils the choice of whether to study German, Russian or American history; they need to evaluate the significance of a named turning point in the 20th Century, weighing, this up against other key events and individuals. The piece is 2000 words in length and candidates are expected to utilise contemporary and secondary sources. Coursework is worth 27% of the overall mark. The skills The overall historical skills demanded at GCSE follow on from the foundations laid in the Fourth Form and earlier; selecting relevant material in response to specific problems; analysis of events, changes and issues; and learning how to respond to and utilise historical source material. Fundamentally we are teaching pupils how to organise an argument derived from a complex of different inputs, and to communicate that argument clearly, effectively and convincingly. In this way History teaches pupils invaluable transferable skills which are of great use to pupils after school and indeed in many walks of life: in business, the professions, journalism, and indeed in most vocations. Those who continue with the subject to A level will build upon and develop these skills further. GCSE is more searching in its demands than the courses pupils will have studied up to now, but if they have enjoyed their History to date, and if they are prepared to work diligently, they are sure to enjoy this new challenge. In particular, those who have enjoyed the work in the Fourth Form should relish GCSE, since their detailed study of the First World War has been designed as a lead-in to the GCSE course.

Dr D C Oliver Head of Classics dco@uppingham.co.uk

Latin OCR J282 The Roman Empire stretched across five million square kilometres from Europe to North Africa and the Middle East. The Latin language and the culture of those that spoke it have had an enormous influence on the modern world and provide a link between disparate places and societies. The best way to gain an understanding of the Romans is through their literature, works that are still considered among the greatest ever produced. Latin is a highly regarded GCSE amongst both universities and employers as it teaches a range of skills that are essential in the modern world. The ability to analyse and comprehend a complex language, to understand and write thoughtfully about texts from a foreign culture, and to express opinions in a measured and persuasive manner are crucial skills that pupils develop when studying Latin. They are also skills that pupils will go on to use regularly in whatever career they choose to pursue, from City Finance to Law, from Education to the Intelligence Services, from PR and Marketing to Politics and the Diplomatic Service. The study of Latin enhances many other subjects. Pupils can gain an understanding of the grammar of Modern Languages through comparison with their knowledge of Latin. Many also see the similarity of the logical thought processes required for both Latin and Mathematics. Ancient literature is drawn upon heavily by later English writers, and the study of Latin provides the basis for much English grammar, leading to a better and more sophisticated grasp of the English language. The analysis required for translation from Latin also helps to train the mind in historical analysis and the study of Roman culture fills a gap in pupilsâ&#x20AC;&#x2122; knowledge of European and World History.

GCSE Options Guide

Those who have studied Greek as well as Latin during the Fourth Form are encouraged to consider the continuation of Greek in conjunction with Latin, so that they gain two full GCSEs in the timetable allocation for one option. Please see under ‘Greek and Latin’ above. There is also a voluntary trip to Italy on offer to all classicists to a European classical city (Rome and the Bay of Naples in October 2020; see ‘Ancient History (Classics) for further information. This trip is a wonderful way to access the classical world and see the influence the Greeks had on Roman society, from their gods to their architecture to their literature. The course • As the ability to understand and translate Latin develops, the pupil is encouraged to adopt a sensitive and disciplined approach to language and writing by seeing English in relation to a highly structured language. He/she will also observe the influence of Latin upon English and other modern languages. • The course is tested by examinations sat at the end of the Upper Fifth year. The examinations test pupils’ knowledge and understanding of the prescribed grammar and vocabulary through unprepared translations and comprehensions. •  •

Mr P M Clements Head of Academic Music pmc@uppingham.co.uk

Pupils have one prose and one verse set text to study for their prescribed literature, on which there are comprehension and analytical questions about the content and cultural context of each story. There is no coursework or controlled assessment.

Music Edexcel The GCSE Music course compliments, contextualises and enhances - rather than duplicates - the performing experiences available to pupils at Uppingham: through detailed academic musical analysis and the study of composition, pupils are able to place their performing experience in a broader and deeper context, cultivating creative, critical and logical skills in the process. The flexibility and breadth of the course means that it caters for instrumentalists/singers at all levels and with any type of musical interest. Covering as it does a huge range of musical styles and genres, from western classical idioms to jazz, pop and world music, pupils who have instrumental or vocal backgrounds can easily take the performing element of the course in their stride. The GCSE course in music combines the three elements introduced in the Fourth Form curriculum: performing (30%), composing (30%) and listening/ analysis (40%). Performing (30%) Pupils offer two performances, recorded onto CD during the Upper Fifth year – one solo and one ensemble. The performances can be on any instrument or voice, and in any style; the combined length of the performances must be at least 4 minutes, and each performance last at least one minute. Though ability from Grade 4 level upwards will be credited, those without this level of attainment can choose to offer music technology work instead using the studio equipment, or even choose to DJ or MC. For the average performer at Uppingham, however, this is an easy section to do well in, given the numerous performance opportunities offered through the wider life of the Music Department.

GCSE Options Guide

Composing (30%) Pupils need to complete two original compositions, one written to a brief provided by the exam board the other to a self-determined brief. The specification is sufficiently broad to allow for composition in any style or form – from traditional Western classical musical style, to jazz blues and rock. Technology pupils may opt again for dance remixes or sequenced music. In recognition of the fact that students’ experience of composition may be limited, the composition sessions in the Lower Fifth consist of a skills acquisition course, in which students undertake short exercises designed to build their confidence in this area, before starting work on the coursework later in the course. Compositions are performed and recorded at annual Composers’ Concerts. Appraising (40%) In the Summer Term of the Upper Fifth, pupils sit one written paper, assessing their ability to discuss a wide range of musical styles on a CD played in the exam room. The topics covered in music history lessons cover a wide range of styles: Instrumental Music 1700-1820, Vocal Music, Music for Stage and Screen, and Fusions. Pupils are trained to improve their musical perception, to analyse musical structures and techniques, and to place pieces within a broader cultural context. Though theory skills are sometimes helpful, they are not as essential as an interest in different styles. Much of the history work focuses upon chosen set works, a series of pieces ranging from Bach, Beethoven and John Williams, to tracks by Queen and African Celt Sound System.

Mrs H N Bodsworth Head of PE hnb@uppingham.co.uk

Physical Education OCR The GCSE PE course allows students to apply their experiences in a practical setting to a theoretical framework and develop an understanding of the sports science underpinning their performance. The course is split into three main sections; one focusing upon how the human body works and how the athlete can use their body to its maximum potential. The second section explores the socio-cultural influences/factors that impact upon sports participation and the role of sport in wider society. It also includes the study of sports psychology – from how movement skills are developed to how best to mentally prepare for competition as well as developing an understanding of the benefits of physical activity and health on both an individual and societal level. The final component of the qualification is focused on the sporting capabilities of the student. The student is required to perform three practical activities which they will be assessed upon. One of these activities must be an ‘individual’ sport, one must be a ‘team’ sport and the final assessment can be based upon either. In addition to performing these three activities the pupil will also be asked to carry out one performance analysis task where they will analyse the performance, noting the strengths and weaknesses and produce an action plan to improve the quality of the performance.

GCSE Options Guide

Aims • Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance. •

Understand how the physiological and psychological state affects performance in physical activity and sport.

• Perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas. •

Develop their ability to analyse and evaluate to improve performance in physical activity and sport.

•

Understand the contribution which physical activity and sport make to health, fitness and well-being.

•

Understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.

Assessment • Applied anatomy and physiology – Physical training - one hour written paper for 60 marks. 30% of total GCSE •

Socio-cultural influences – Sports psychology, health, fitness and well-being. - one hour written paper for 60 marks. 30% of total GCSE

•

Practical activity assessment – Analysing and Evaluating Performance (AEP) - Non-exam assessment for 80 marks. 40% of total GCSE

Studying GCSE PE gives students the perfect opportunity to display the skill set they have built up over their time partaking in lower school PE lessons and their games options, whilst also gaining an understanding of how and why their bodies and minds work the way they do when in a sporting environment. It will also give pupils the opportunity to develop an appreciation for the power of sport within society.

GCSE Options Guide

Mr P M Shacklady Head of Philosophy and Religious Studies pms@uppingham.co.uk

Religious Studies Edexcel IGCSE 4RS0 This IGCSE course will allow pupils to investigate the fundamental questions of the meaning and purpose of life, as raised by religion and human experience. There will be a substantial focus on contemporary moral and philosophical issues and pupils will analyse different responses to these, including responses from the Christian faith. It will also be important for pupils to formulate and justify their own opinions. The course is open to all – from any religion or none. The course Part 1 Philosophy and Ethics • • • •

The Universe, Creation and the Place of Human Beings Life and Death Peace and Conflict, Rights, Equality and Social Justice

Part 1 accounts for 62% of the marks in the exam. Part 2 The Religious Community – Students will study the topics below considering both Christianity and Islam • • •

Origins and their Impact on the Community Celebration and Pilgrimage Worship and Practice

Part 2 accounts for 38% of the marks in the exam The backbone of the course is Philosophy and Ethics and so discussion and current affairs is a key feature of lessons. Pupils will be encouraged to develop their ideas and opinions; whilst also improving written fluency and the ability to write a persuasive argument. Assessment At the end of the Upper Fifth candidates are examined in two written papers. There is no coursework element. Skills The skills required and developed by the course are the fundamental ones of assessing evidence, presenting a clear argument and attempting to understand different viewpoints. The subjects dealt with are obviously crucial to the society in which we live, so Religious Studies is particularly suited to candidates who have a keen interest in the issues confronting society and the individual.

GCSE Options Guide

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