GCSE Options Booklet 2021-2022

GCSE

Subject Choices for GCSE 2021/22

Contents

CO R E S U B J E C TS All students will take these subjects: English Language ............................................................ 6 English Literature..............................................................7 Mathematics ...................................................................... 8

OPTIONS / ONE You have to choose one or more modern foreign language and two or more sciences:

Modern Foreign Languages: French .................................................................................10 German ................................................................................ 11 Mandarin ............................................................................ 12 Spanish ............................................................................... 13 Sciences: Biology................................................................................ 15 Chemistry ..........................................................................16 Computer Science .......................................................... 17 Physics ................................................................................18

G C S E O P T I O N S C A L E N DA R

O P T I O N S / T WO You have a free choice of subjects from this list, to give you a total of 9 GCSEs. Art .....................................................................................20 D&T - Graphic Design/Product Design/ Textiles .....22 Drama ..............................................................................24 Geography .....................................................................26 History .............................................................................28 Latin .................................................................................30 Modern Foreign Languages French ..............................................................................10 German ............................................................................. 11 Mandarin.......................................................................... 12 Spanish............................................................................. 13 Music ................................................................................. 31 Physical Education ..................................................... 32 Religious Studies .........................................................34 Sciences Biology ............................................................................. 15 Chemistry ........................................................................16 Computer Science ....................................................... 17 Physics .............................................................................18

E X T R A - 1 0 T H S U BJ E C T

January 2021 Meeting with SMT/Tutor/Head of Year

Students request to be considered for a tenth subject

Tuesday 12 January Parents’ Information Meeting

Classical Greek ............................................................................................................ 36 Additional Maths ..................................................................................................... 37

Tuesday 2 February Parents’ Evening Friday 5 February Final Options Deadline Friday 12 February Parents sign-off student choices

2

NON EXAMINED All students will study PPE apart for those who have opted for Classical Greek GCSE. Politics, Philosophy, Economics .......................................................38

Introduction

As you embark on the next phase of your education, you need to know that you are not alone. We are here to help you, but not just by providing this booklet, which we suggest you read carefully. Ask your teachers about what it means to study their subject to GCSE. Talk to older students to give you their first-hand experiences.

You will also have the opportunity to discuss your choices and get advice in an individual meeting with your form tutor, Head of Year or senior member of staff. Armed with your research and along with your parents, you will be able to make an informed choice that is right for you.

The WHS GCSE curriculum is constructed to ensure that you have a broad and balance spread of subjects. It is important that you choose subjects which will allow you access the next steps in order to fulfil your ambitions. Please be aware, there are a number of ways of reaching the same goal: most courses can be followed at different levels and retraining will become part of the general pattern in the future, whatever career path you follow initially. It is quality not quantity that counts; universities are much more interested in the grades you achieved at GCSE than the number of exams you sat. At Wimbledon High School the standard is for everyone to study for 9 GCSEs. In some circumstances you will be able to apply to study one more. It is our firmly held and evidenced belief that as a truly academic school, we should be doing more than simply chasing exams. So we will also be encouraging you to supplement your GCSE studies in all sorts of exciting ways, not least our non-examined Politics, Philosophy and Economics course for Year 10, more of which you can read about later in this booklet.

Some of you may have a clear idea about what you want to study at A Level and university, as well as an eventual career, so you should research the subjects that you will need at GCSE in order to attain those ambitions. However, I am sure many of you will have no idea yet about your future. Do not worry. Choose those subjects that you enjoy most, that you find fascinating and that present you with a challenge. Choose those that inspire wonder in you. We design the options structure to give you breadth, so whatever you choose you should still have a broad range of subjects.

You are embarking on the next stage in the great, lifelong adventure of learning. Enjoy it and good luck!

Clare Duncan Deputy Head Academic

3

Options

You will study nine GCSEs/IGCSEs. The aim is to achieve a broad and interesting combination of subjects that will enable you to fulfil your potential whilst providing a solid foundation for further study at A Level and beyond.

To this end, you will take the three core subjects: English Language, English Literature and Mathematics. You will then choose an additional six, comprising at least two sciences, at least one Modern Foreign Language (MFL) and another three from any of the subjects listed below that have not already been selected. The breadth that

this combination of options will give you will stand you in good stead for the next step in your education journey and keep your options open.

As you know at WHS, we value STEAM, with the Arts playing a crucial role alongside STEM subjects. The skills that the creative subjects bring can prove invaluable to many aspects of future choices. Humanities teaches many fundamental skills, such as critical thinking and analysis. We do advise you to have a mixture across the range of subjects.

S U B J E C T L I S T S TO C H OO S E F R O M ( TOTA L O F 9 I N M O S T C A S E S ) AT L E A S T T WO SCIENCES

ONE OR MORE MFL

Biology Chemistry Computer Science Physics

French German Spanish Mandarin

FREE CHOICE

Geography History Religious Studies Latin Physical Education

You can request to be considered for a tenth GCSE in Greek (Classical) and students are invited to study Additional Maths. These will be those who have demonstrated their strength academically and have the capacity to be able to cope with the additional workload. However, they are a ‘nice to have’ and not a ‘necessity’.

Greek would be studied outside of the formal timetable: in Year 10, in curriculum time instead of the Philosophy, Politics and Economics course we offer, and also at

10TH EXTRA SUBJECT

Art Drama Music Design and Technology

Classical Greek Additional Maths

lunchtime; and in Year 11 both during lunchtime and after school.

Additional Maths is delivered to the top set students within their normal Maths lessons. Second set pupils are given the option of studying Additional Maths by attending one lunchtime session in both Year 10 and Year 11.

Please note the particular aptitudes needed for Drama, Music and PE, as stated on the relevant pages.

E X A M P L E S – F O R I L L U S T R AT I O N O N L Y E X A M P L E 1 : CO R E : E N G L I S H X 2 A N D M AT H S + P P E +

Biology, Chemistry

French, Spanish

Geography, Art

E X A M P L E 2 : CO R E : E N G L I S H X 2 A N D M AT H S +

Physics, Chemistry, Computer Science

4

Mandarin

History, Design and Technology

Classical Greek

Core Subjects at GCSE

English Language English Literature Mathematics All students will study these subjects

5

CO R E S U B J E C TS

English Language

You will take TWO separate GCSEs to gain a qualification in both subjects. However, at WHS, the teaching of the English and English Literature courses is integrated.

This course allows you to become astute, perceptive readers and powerfully skilled writers. In a society in which we are increasingly bombarded with information, the ability to analyse texts shrewdly is a vital skill, as is the ability to confidently wield your pen to craft your own ideas and responses.

E X A M PA P E R 1 ( 5 0 % ) :

Explorations in Creative Reading and Writing

E X A M PA P E R 2 ( 5 0 % ) :

Paper 2: Writers’ Viewpoints and Perspectives This exam also has a mixture of short and long answer questions on two unseen texts, one from the 20th or 21st century, and one from the 19th century, and in your responses you will consider how the writers powerfully convey their ideas through their craft. There is also a transactional writing question which tests your ability to write on demand in different styles and for different audiences.

NON-EXAM ASSESSMENT

(separated endorsement): Spoken Language This exam has a mixture of short and long answer questions relating to the linguistic and structural devices in an unseen fiction text from 20th or 21st century.

You will also write a creative piece, using skills to engage the reader.

6

In this component, which acts as a complementary qualification, you will give a short speech and respond to questions from your teachers and classmates. Here, you will impress us with your ability to convey important ideas and persuade us of your points of view about big topics.

English Literature

English Literature at GCSE allows you to begin to tackle some of the big questions about love, identity, power, and society.

Through the rigorous study of literary texts you hone your analysis skills, exploring texts in increasingly independent and conceptual ways. You will sharpen your craft of analytical writing and become embroiled in hot debate in class. This is simply a wonderful course.

E X A M PA P E R 1 ( 4 0 % ) :

Shakespeare and the 19th Century Novel You will answer one question on a play by Shakespeare and one question on a 19th century novel, writing an extended essay exploring how writers use different techniques and methods to engage you and present different ideas. While these are older texts, the issues they depict are timeless and speak to the complexities of the human condition; you will love studying them!

E X A M PA P E R 2 ( 6 0 % ) :

Modern Texts and Poetry

on this text. You will then answer an essay question comparing two poems from the AQA ‘Power and Conflict’ cluster of poetry, and then some shorter questions on a poetry text you will not have seen before. You will hone your close analysis skills through plenty of practice!

SCHOLARSHIP

Throughout the course we expect you to aim above the requirements for GCSE, developing the skills that allow you to flourish at A Level English Literature.

As well as the rigour and depth of class discussion which develops your independence of thought, we ask you to read widely, using the A Level Journals such ‘Emag’ and ‘English Review’ to sharpen your understanding of texts and to debate different critical opinions – decidedly an A Level skill.

As well as this, we explore the significance of texts’ social, historical and literary contexts – again an essential skill for success at A Level. By Year 11, your essays will develop the scholarly voice of a much older student.

For this paper you will study a text written in the 20th or 21st century, thinking about how writers use their craft to convey their ideas. In the exam, you will answer one of a choice of two essay questions

7

CO R E S U B J E C TS

Maths

At Wimbledon High School we begin Maths GCSE at the start of Year 9 and follow the Edexcel specification. All students are prepared to sit the higher tier qualification at the end of Year 11. Currently in Year 9, students are studying content and gaining skills appropriate to the new GCSE (9-1).

The content of the qualification is designed to lead them towards the Edexcel content of A Level Maths which we offer at Key Stage 5 (A level).

KEY AIMS

• to develop knowledge and understanding of mathematical concepts and techniques • to give students a foundation of mathematical skills for further study in Maths or in related areas • to enable students to enjoy using and applying mathematical techniques and concepts and to be confident in problem solving • to give students an appreciation of the importance of Maths in society, employment and study

The 9-1 specification has a larger content and there is a greater emphasis on problem-solving and mathematical reasoning.

The recommendation is for greater curriculum time for Mathematics and at WHS we are providing extra lesson time in Year 10 and Year 11.

We develop a variety of skills; students are encouraged to be rigorous, methodical and to hypothesise. You learn to work collaboratively and develop your questioning.

Your problem-solving skills are developed by posing open-ended questions, which require you to select appropriate techniques in a variety of contexts.

Set 1 will cover the Additional Mathematics topics in their usual Maths lessons and start in Year 9 after Easter.

Set 2 students will be invited to cover the Additional Mathematics qualification in a weekly lunchtime academic slot, starting in Year 10. It will be optional for set 2 students to take up this opportunity. If they do, then they are expected to attend every week (with some pre-agreed exceptions such as a sports fixture ) and complete homework.

A B O U T T H E CO U R S E

See page 37 for more detail about Additional Maths.

As with Key Stage 3, the syllabus content contains work from the five sections we cover each year: • Number • Algebra • Ratio and Proportion • Geometry and Measures • Statistics and Probability

8

Subject Choice at GCSE Modern Foreign Languages Sstudents must choose ONE Language and may choose more We stipulate you must study a modern foreign language as we passionately believe that languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment.

Students learn to appreciate different countries, cultures, communities and people. By making comparisons, students gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill benefiting education, employment and leisure in this country and throughout the world.

Learning languages gives students opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. Furthermore, language learners explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways.

The development of communication skills and the understanding of the structure of language lay the foundations for the study of other languages in the future.

Mathematics

CO R E S U B J E C TS

French

WHAT WILL I STUDY?

Students will study a variety of topics concentrating on both their own personal experiences and a wider global dimension. In addition to the topics of local area and food that we studied in Year 9, you will learn about: • • • • • • • •

Daily life and routine Celebrations and festivals in France Personal identity and relationships Free time Education and the world of work Holidays The environment Caring about our world – ethical shopping and volunteer work

The students will be assessed in all four skills; Listening, Reading, Writing and Speaking. Each skill is worth 25% of the overall grade.

Each paper is targeted at grades 9 - 1.

Students are assessed positively which means the assessment criteria reward and do not penalise.

Almost all questions and answers will be in the target language.

The reading and writing papers require translation into English and French respectively.

In the writing and the oral exam, half the marks are awarded for extended vocabulary, more complex structures and accuracy.

Students cannot use dictionaries in the exams.

OPPORTUNITIES BEYOND THE CL ASSROOM

Learning a language is not just about vocabulary tests and grammar exercises. Whilst these play an important part in honing skills, ultimately learning a language is about being able to communicate with other people, about understanding another culture, about expanding our horizons.

In Year 10 there is a fantastic opportunity to spend 5 days in France, living with a French family and experiencing daily life in Rouen (a large university town in northern France) Lessons tailored to the GCSE course provide extra opportunity to practise communication 10

skills and excursions and workshops offer the chance to learn more about this part of France.

We highly recommend, Covid permitting, that our students visit France, as it is motivating and brings to life everything learnt in the classroom. Many students organise their own exchanges and cultural visits in addition to the above trip.

Students will have a weekly session with the French assistant, an invaluable opportunity to practise pronunciation. French Breakfasts, hosted by our Sixth Form Subject Leaders, offer another great opportunity to simply chat in French.

The WHS languages magazine, Linguistica, has an online publication twice a year and a printed copy in the summer term. This is an exciting way to learn more about France, research an area you are interested in, write a film review, comment on French music, fashion or food.

German

WHAT WILL I STUDY?

Students will study a variety of topics concentrating on both their own personal experiences and a wider global dimension. The GCSE themes develop organically from topics studied in Year 9 and students will already have a foundation for these.

• Identity and culture - Who am I? - Daily Life - Cultural Life • Local area, holiday and travel Holidays - Travel - Town, region and country • School - what school is like – rules and pressures celebrating success - exchanges • Future aspirations, study and work - Ambitions and careers and further language study • International and global dimension - Bringing the world together - Environmental issues Students of German will have the opportunity to explore these topics both in relation to the German-speaking world and the UK. German television, poems, literature and songs will be used to complement the study of these topic areas, while also offering opportunities to delve into German culture.

plays, screenings or lectures at such venues as the Goethe Institut or King’s College London. Students have the opportunity to produce the modern languages magazine Linguistica. As part of our co-curricular programme, we frequently offer master classes ranging from literary topics to Christmas baking.

Students at WHS have in recent years benefitted massively from scholarships and bursaries from the German Government to do work experience visits, youth ambassador schemes; as well as a Peace and Reconciliation conference in Berlin. In recent years, we have had no fewer than four prizewinners in the nationwide Oxford German Olympiad and many of our students continued to be prizewinners in national writing competitions.

The opportunities we offer at GCSE are an excellent preparation for further study of German at A Level and should students continue beyond GCSE, a wonderful world of history, politics, film and literature awaits, together with a cultural trip to Vienna. A great many of our A Level Germanists continue to study the language at university. There is a high demand for advanced skills in German and qualifications in this language are highly sought after.

OPPORTUNITIES BEYOND THE CL ASSROOM

Students opting to study German at GCSE will join a vibrant and dynamic community and benefit from numerous excellent opportunities to enhance their learning and broaden their horizons. Students continue their relationships with their pen friends from Munich and will be given the opportunity of a full exchange with them. Furthermore, Years 10-13 have weekly sessions with our assistant who comes to us from Tübingen University and helps students to practise the spoken language. Each assistant brings his/her own individual touch to the role, and it is always very enjoyable to speak to a young person on a regular basis. As they progress, students become more and more able to benefit from the reading material we have available in the library – be it magazines, graphic novels or books.

We always aim to pursue any culturally interesting opportunities to enhance students’ insight into the German-speaking world and, Covid permitting, we undertake trips to events in London. These include 11

CO R E S U B J E C TS

Mandarin

Learning Mandarin Chinese opens up a world of rich culture and fascinating history. It is an excitingly different language to learn. Mandarin GCSE is only suitable for those students with prior knowledge of the language.

WHY STUDY MANDARIN?

There are approximately 950 000 000 native speakers of Mandarin Chinese worldwide, making it the world’s most spoken language. Being able to communicate in Mandarin opens many doors, in terms of travel, education and employment.

China’s growing economy brings with it huge business opportunities for Britain. Being able to speak Mandarin is a highly desirable skill in the global market.

TOPICS

Students will study a variety of topics concentrating on both their own personal experiences and a wider global dimension, thus allowing for a greater appreciation of the culture and history of the target country. These topics include identity and culture; local, national, international and global areas of interest; current and future study and employment.

INFORMATION ABOUT THE EXAMINATIONS

Students will sit examinations in all four of the skill areas; Listening - 25% of GCSE Reading - 25% of GCSE Speaking - 25% of GCSE Writing - 25% of GCSE (including writing in Chinese characters).

• All of the papers target grades 9-1 • The Listening and Reading papers include comprehension questions to be answered in English and a translation from Mandarin Chinese into English • The Speaking assessment includes a role-play, a discussion about a picture and a general conversation.

• The Writing paper requires the student to use Chinese characters to answer open ended questions and translate into Chinese.

12

OTHER OPPORTUNITIES

Spending time in the target language country is ideal for gaining proficiency in a language. Covid restrictions have inevitably meant we have thus far not been able to plan a trip to China for this cohort, but if it does become possible, we will try!

The WHS languages magazine, Linguistica, has an online publication twice a year and a printed copy in the summer term. This is an exciting way to learn more about China, research an area you are interested in, write a film review, comment on Chinese music, fashion and food.

Spanish

WHAT WILL I STUDY?

OPPORTUNITIES BEYOND THE CLASSROOM

Students will study a variety of topics concentrating on both their own personal experiences and a wider global dimension. Building on the topics of holidays and school life that we studied in Year 9, you will learn about: • Personal identity and relationships with friends and family • Media and technology • Everyday life, customs, shopping, food and drink • Cultural life including celebrations and festivals in the Spanish speaking world • Describing where they live, towns and different countries • Travel and accommodation • Further study, future aspirations, work and careers • Environmental issues: being “green” • Bringing the world together – global events, campaigns and good causes Students of Spanish will have the opportunity to explore these topics both in relation to the UK and the many countries of the Spanish-speaking world.

Spanish films, poems, literature and songs will be used to further develop and enhance these topic areas, whilst also offering opportunities to share the many other experiences and cultures all students bring to the classroom. The new GCSE has been designed as a perfect springboard to help the transition to the new A level with its grammar, translations and literary texts as well as the importance of encouraging spontaneous discourse.

Learning a language is not just about vocabulary tests and grammar exercises. Whilst these play an important part in honing skills, ultimately learning a language is about being able to communicate with other people, about understanding another culture, about expanding our horizons. In Year 10 there is a fantastic opportunity to spend a week in Spain, Covid permitting, living with a Spanish family and experiencing daily life in Salamanca (the oldest university town in the country, open since 1218) Lessons tailored to the GCSE course provide an excellent opportunity to practise communication skills and excursions and workshops offer the chance to learn more about the Hispanic culture.

HOW WILL I BE EXAMINED?

The WHS languages magazine, Linguistica, has an online publication twice a year and a printed copy in the summer term. This is an exciting way to learn more about Spain, research an area you are interested in, write a film review, comment on Hispanic music, fashion or food.

You will be assessed in all four skills; Listening, Reading, Writing and Speaking. Each skill is worth 25% of the overall grade. Each paper is targeted at grades 9 - 1.

Students are assessed positively which means the assessment criteria reward and do not penalise.

Almost all questions and answers will be in the target language.

The reading and writing papers require translation into English and Spanish respectively.

The reading paper include engaging and carefully adapted authentic texts, including some from works of literature.

In the writing and the oral exam, half the marks are awarded for extended vocabulary, more complex structures and accuracy.

Students cannot use dictionaries in the exams.

We highly recommend that our students visit Spain or any Spanish-speaking country, as it is motivating and brings to life everything learnt in the classroom. Many students organise their own exchanges with our help and cultural visits in addition to the above trip. Students will also be given the opportunity to write to pen pals from our partner schools. Students will have a weekly session with the experienced Spanish assistant, an invaluable opportunity to practise pronunciation. Focussed Spanish clinics offer support and guidance for the oral, grammar and examination techniques at important points during the school year. Extra support and practice is also provided, where necessary, through one-to-one help and with the help of our Sixth Form mentors.

13

Subject Choice at GCSE

Science students must choose two sciences and may choose more The IGCSE courses in Biology, Chemistry and Physics have already started in Year 9, taught by subject specialists throughout Years 10 and 11.

Girls must take at least two Sciences, which could include Computer Science and may take all four.

Those considering studying Medicine, Dentistry or Veterinary Science at university will need to study the three traditional sciences and those wishing to study a science subject should be looking to take at least two of these.

Each subject results in a separate IGCSE.

5

Biology

W H Y C H OO S E B I O L OG Y ?

• Because you want to explore the way Biology affects our everyday life!

• Because you want to investigate the answers to: how does the heart pump blood around the body? How do organisms develop; grow and reproduce? And to other fascinating questions which focus on life itself!

• Because you want to be able to evaluate the scientific data that you see on the Internet, in newspapers and magazines, and on television to make up your mind.

S U B J E C T OV E R V I E W

The study of Biology will give you a greater understanding of the amazing world we live in. As your biological knowledge grows, you will appreciate the richness of life on Earth, the delicate balancing of our environment and the challenges ahead for humankind. You will develop your skills in scientific method and research and understand how to apply your knowledge. We include numerous opportunities for scholarship, stretch and challenge, and encourage participation in the National Biology Challenge as well as co-curricular clubs such as Scientific Society. This course is a stimulating, inspiring and thought-provoking programme of study and an excellent preparation for A Level Biology.

CO N T E N T O V E R V I E W

• • • • •

The nature and variety of living organisms Structure and functions in living organisms Reproduction and inheritance Ecology and the environment Use of biological resources

• •

•

• •

appropriate precision, record these methodically and present them in appropriate ways identify independent, dependent and control variables use scientific knowledge and understanding to analyse and interpret data to draw conclusions from experimental activities that are consistent with the evidence communicate the findings from experimental activities, using appropriate technical language, relevant calculations and graphs assess the reliability of an experimental activity evaluate data and methods taking into account factors that affect accuracy and validity.

ASSESSMENT

Paper 1 The paper is assessed through a 2-hour written examination paper.

• The total number of marks is 110.

• A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions.

Paper 2 • The paper is assessed through a 1-hour and 15-minute written examination paper.

• The total number of marks is 70.

• A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions.

In the assessment of experimental skills, students may be tested on their ability to: • solve problems set in a practical context • apply scientific knowledge and understanding in questions with a practical context • devise and plan investigations, using scientific knowledge and understanding when selecting appropriate techniques • demonstrate or describe appropriate experimental and investigative methods, including safe and skilful practical techniques • make observations and measurements with 15

CO R E S U B J E C TS

Chemistry

OVERVIEW

The principles of Chemistry underpin so many aspects of the world in which we live. It is also these principles that are the foundations to many of the solutions to the various crises our planet faces today. Chemistry is an essential choice for girls considering careers in the health and clinical professions, including medicine, veterinary science, nursing, dentistry and forensic science. Studying Chemistry will also prepare our girls for industry careers, such as those within engineering, pharmaceuticals or petrochemical sectors. The skills acquired when studying Chemistry are also very useful in other less thought of careers, such as law.

• • • •

Principles of Chemistry Inorganic Chemistry Physical Chemistry Organic Chemistry

Being a physical science, we lay huge emphasis on practical work in Chemistry. Investigative skills are assessed through the written examinations but we stress the importance of skills and application in a practical context when conducting practical activities throughout the course. The Chemistry IGCSE course provides an excellent and relevant foundation for progression to the study of A level. We include numerous opportunities for scholarship, stretch and challenge. For example, we advise participation in the RSC Chemistry Olympiad as well as the Cambridge Chemistry Challenge.

CO U R S E OV E R V I E W

The course aims to enable students to: • learn about unifying patterns and themes in Chemistry and use them in new and changing situations • acquire knowledge and understanding of chemical facts, terminology, concepts, principles and practical techniques • apply the principles and concepts of Chemistry, including those related to applications of chemistry to different contexts • evaluate chemical information, making judgements on the basis of this information • appreciate the practical nature of Chemistry, developing experimental and investigative skills bases on correct and safe laboratory techniques 16

• analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations • recognise the importance of accurate experimental work and reporting scientific methods in Chemistry • select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions • develop a logical approach to problem solving in a wider context • select and apply appropriate areas of mathematics relevant to Chemistry as set out under each topic • prepare for more advanced courses in chemistry and for other courses that require knowledge of Chemistry ASSESSMENT SUMMARY

Two examination papers sat at the end of Year 11 assess the sciences across all the Assessment Objectives, as set out by the specifications (4CH1). The papers are a mixture of different question styles, including multiplechoice questions, short-answer questions, calculations and extended open-response questions. Students are required to perform calculations, draw graphs and describe, explain and interpret scientific phenomena. Some of the question content will be unfamiliar to students; these questions are designed to assess data-handling skills and the ability to apply scientific principles to unfamiliar information.

Questions targeted at grades 9 – 7 will include questions designed to test knowledge, understanding and skills at a higher level, including some questions requiring longer prose answers.

Computer Science

L E A R N T H E L A N G UAG E O F T H E F U T U R E !

HOW WILL I BE ASSESSED?

Technology is a rapidly evolving people-centred subject, which has disrupted markets and created new subject areas to explore. It has changed the way people work in every area from medicine and fashion to engineering and economics. The ability to use new computing tools will be a useful skill; however, GCSE Computer Science will teach you the fundamental concepts of designing and building tools for others to use and this can open up a huge range of opportunities. By studying Computer Science GCSE, you will be able to grow your knowledge of how technology operates, develop your critical thinking, analysis and problem solving skills and appreciate the impact that technology can have in every area of life. It is a subject which links to fields such as electrical engineering, physics, chemistry, and biology, and to any profession from medicine to business.

Paper 1: Computational Thinking and Problem Solving – Examines content from Unit 1 Paper 2: Written Assessment – Examines all of Unit 2 and may contain some elements of data representation and computer systems from Unit 1.

W H AT W I L L I L E A R N ?

We explore the principles of digital technology, delving deep into the theoretical side of different technologies, while developing skills in problem solving with coding in a high-level language (such as Python). You’ve got to be able to think logically, solve puzzles and be tenacious when the going gets tough. But it is also really creative and you’ll get a real buzz out of getting something to work yourself, especially when programming.

Unit 1: Computational Thinking and Problem Solving This unit looks at how algorithms (and the programs derived from them) can be used to solve problems.

You will learn to evaluate different methods for solving a problem and how to turn them into a piece of software on screen.

• Fundamentals of algorithms • Programming • Fundamentals of data representation • Computer systems

W H AT N E X T ?

Many people have the misconception that only programmers need to know about Computer Science.

However, the skills that you develop in the two-year course can be applied to lots of different career paths, including: Financial Trading, Machine learning engineer, CAD designer, 3D printing materials manager, Games developer, Geographical information systems officer, Data analysis, Cybersecurity: MI5 MI6 and GCHQ, Science researcher If you think that Computer Science might just be for you, you could try some of the following: • Visit the Science Museum’s Information Age Exhibit: https://www.sciencemuseum.org.uk/see-and-do/ information-age • Improve your Python or try something new at https://www.codecademy.com/ • Give your brain a workout with a logic puzzle: https://logic.puzzlebaron.com/ • Solve a programming challenge at https:// projecteuler.net/

Unit 2: Theory of Computer Science In this unit, you will learn how the technology behind the screen works.

• Fundamentals of computer networks • Fundamentals of cyber security • Ethical, legal and environmental impacts of digital technology on wider society.

• Aspects of software development 17

CO R E S U B J E C TS

Physics

W H Y S H O U L D I C H OO S E P H Y S I C S ?

You already love Physics!

You’re curious… you always ask questions and love searching for answers.

You’re thinking of a career in Physics, Astronomy, Chemistry, Medicine, Engineering, Finance, Environment, Aviation, Computer Science, Music and Acoustics, Research, and many more…

We have designed the course around the principle of interleaving, each topic building on the last and every topic being regularly reviewed, especially in the run up to key internal examinations and of course the real thing in the Summer of Year 11.

ASSESSMENT

Assessment is by written examinations at the end of Year 11.

S U B J E C T OV E R V I E W

In Year 10 we look at build on your understanding of the topics you learned in Year 9, starting with a more in depth look at electricity. We’ll also pick on the Mechanics that you will learn at the end of Year 9 and show how to link this this topic of Energy Transfers and Efficiencies. In addition we’ll start topics on Radioactivity and Astrophysics.

In Year 11 we start to bring a lot of the different ideas we’ve looked at together, finishing off the topics on Astrophysics and Radioactivity and explaining the Physics behind some of the Chemistry content in the Solids, Liquids and Gases topics. The course ends with the study of Electromagnetism, exploring how the seemingly disparate ideas of Electricity and Magnetism are in fact two sides of the same coin.

18

Paper 1 – is 2 hours long and assesses the key concepts that you have studied.

Paper 2 – is 1 hour 15 minutes long and assesses some of the more challenging ideas you’ve studied.

You will also be expected to complete a number of core practicals during the course. These are not formally assessed.

Subject Choice at GCSE

Subject Choice Choose from this list of subjects from options 2 to give you a total of 9 GCSEs, mindful of keeping a breadth of interests.

CO R E S U B J E C TS

Art

IS THIS THE RIGHT SUBJECT FOR ME?

W H AT W I L L I L E A R N ?

In order to understand our increasingly visual world, we need to have a basic working knowledge of the art and design practices, processes and skills involved in creating and interpreting images. If you are considering studying Art and Design you should have a commitment to, and love of, the subject and feel motivated to develop your visual skills in order to express your ideas. Ask a member of Year 11 whose GCSE course is reaching completion and she will tell you it is challenging and fun.

GCSE Art and Design covers a range of activities and in-depth assignments. How many different ways are there of approaching and solving a problem? You have the exciting prospect of discovering your own personal solution and the satisfaction of seeing your own progress and development. You will be able to explore your own strengths and preferences and build a portfolio of work.

This specification explores drawing, painting, collage, mixed media, printmaking and three-dimensional work.

The prime intention is to emphasise the importance of a wider understanding of the nature of art and design. You design the course within the broad outline of the syllabus.

Lots of encouragement, help and constructive criticism will be given to you throughout the two years, and the atmosphere in the studios is friendly and informal.

This course is suitable for students who are: • keen to develop their visual skills; • creative, enthusiastic and imaginative; • able to sustain an investigation; • keen to visit galleries, museums, workshops and studios; • willing to experiment and take risks; • willing to review their progress and make improvements.

20

Art

H OW W I L L I B E A S S E S S E D A N D H O W I S T H E CO U R S E S T R U C T U R E D ?

Edexcel’s GCSE Art and Design Fine Art is made up of two units, each assessed separately out of 72 marks.

Component 1 Personal Portfolio – This constitutes 60% of the overall marks.

Internally set and marked; assessed through controlled assessment.

The best work produced will be selected for the final assessment of the Personal Portfolio.

There are usually 2 separate themes.

Component 2 Externally Set Assignment – This constitutes 40% of the overall mark Externally set theme and internally marked Preparatory period: approximately 20 hours Sustained focus: 10 hours Single theme Life drawing Life drawing is one of the best ways to improve your powers of observation there will be compulsory weekly Life drawing sessions throughout the year, running at lunchtime.

Assessment Objective 4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

The development of the above should be evident in all aspects of your artwork and combined with the appropriate processes and practices. There is a strong critical and historical component where you study the work of other artists, cultures and contexts in relation to your own work. Visits are made to current exhibitions and are often used as a starting point for a theme. Students are expected to be both practitioners and critics.

You will be assessed formally at the end of each cycle of work, approximately twice a year. Emphasis is placed on joint discussion, evaluation and presentation.

At the end of the two year course you will mount an exhibition of selected pieces of your work and celebrate this with a private view evening.

NEXT STEPS

You can find out more about GCSE in Art and Design, by accessing the website: www.edexcel.com, and by talking to Year 11 /12 students and art teachers.

You will be assessed using the following 4 Assessment Objectives: Assessment Objective 1 Develop ideas through investigations, demonstrating critical understanding of sources Assessment Objective 2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes Assessment Objective 3 Record ideas, observations and insights relevant to intentions as work progresses

21

Design and Technology We will be offering Graphic Design, Product Design and Textiles W H Y D E S I G N A N D T E C H N O L OG Y I S T H E S U B J E C T F O R YO U

A subject that brings learning to life, requiring students to apply their knowledge and skills from all subjects into real-life situations.

It allows students who want to experience a different way of working, who enjoy problem solving, creativity and practical application.

A qualification that relates authentic real-world awareness of the iterative design process and strategies used by the creative, engineering and manufacturing industries. Where you will be required to use critical thinking leading towards invention and design innovation, to design and make prototypes that solve real and relevant problems, considering your own and other stakeholders’ requirements.

A course for our future Designers, Architects, Engineers, Technologists, Problem solvers and Inventors.

S U B J E C T OV E R V I E W

Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.

The course allows students to study core technical, designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth. GCSEs that complement this qualification include Art and Design, Computer Science, Maths, English, Geography, Science and many more.

22

CO N T E N T O V E R V I E W

In Year 10, you will develop a wide range of skills covering the Core and Specialist knowledge through practical and theory lessons. In Year 11, you will primarily work on your major project (Non-examined Assessment / NEA), with the remainder of the time dedicated to exam preparation. Students are expected to provide materials for their NEA project to a budget of their own choosing.

All students will visit the Design Museum.

ALL STUDENTS

In Year 10 you will be introduced to the core knowledge of the DT course, learning about the 5 different material areas (Textiles, Timbers, Polymers, Metals & Paper and Boards), as well as: New and emerging technologies, Energy generation, Development in new materials, Systems approach to design, Mechanical devices and Designing and making principles. Alongside the theory element, you will be working on a practical project based on your chosen specialism, where you will develop a more in-depth understanding of related tools, equipment, process and environmental impact.

In the second term students will apply their new skills and knowledge within a practice NEA, where they will develop a greater understanding of the design thinking process, working on a mini project.

Students will develop research techniques, sketching skills, understand the importance of feedback, as well as continue to develop their practical skills whilst manufacturing their outcomes. On 1st June, the exam board will release the 3 contexts for the NEA; at this point you will have developed all the required skills and knowledge to independently develop a project based on one of the contexts.

Design and Technology

C H OO S E O N E O F T H E T H R E E O N O F F E R

T H E R E A R E T H R E E E L E M E N T S TO T H E CO U R S E

(please note that the qualification is in DT) D E S I G N A N D T E C H N O L OG Y : G R A P H I C D E S I G N

Core knowledge Specialist Technical Principles project – Paper and board focus Practice NEA – mini project – Graphic product project NEA context released 1st June (deadline February half term) D E S I G N A N D T E C H N O L OG Y : P R O D U C T D E S I G N

Core knowledge Specialist Technical Principles project – Polymers focus Practice NEA – mini project – Woods, Metals and Polymers focus NEA context released 1st June (deadline February half term) D E S I G N A N D T E C H N O L OG Y : T E X T I L E S

Core knowledge Specialist Technical Principles project – Textiles focused Practice NEA – mini project – Textiles focus NEA context released 1st June (deadline February half term)

Core Knowledge (20%) You will learn the basic knowledge of a small range of different materials which can be used when developing any product. This will allow you to make informed choices as a designer/design engineer.

Specialist Knowledge (30%) You will specialise in one material area of your choice where you will learn in-depth knowledge, understanding and design development skills.

Non-examined Project (major project / NEA - 50%) You will use the knowledge and skills learnt in the areas above to complete a design and make project.

You will be expected to produce a portfolio and a final prototype in response to a given ‘context’ in which you must develop your own Design Brief.

ASSESSMENT

There are two assessed components of this GCSE: - a written exam worth 50% - a major project worth 50%.

23

Drama

Drama

T H I S S U B J E C T O F F E R S A N E XC I T I N G A N D DIFFERENT CHALLENGE.

In addition to learning about acting, directing and the design elements of theatre, you will reflect on the value and potential of the Arts in our society and develop a wide range of vital skills such as: Leadership and teamwork: negotiation and effective communication; Releasing creativity: being prepared to explore physically and intellectually; Improvisation: responding to challenges and learning to be flexible; Time management: planning carefully for a successful outcome.

As you will realise from the above, to be successful at this level in Drama it is crucial to enjoy working with others; the achievement of each individual depends more than anything on how well the members of a group work together. On this course, you will be encouraged to improve and develop your performance skills with particular focus on physical and vocal techniques, through improvised drama and also scripted work. Being able to share and explore your thoughts and feelings about important issues facing society today will be important when you are called upon to devise an original piece of theatre. Producing a play for performance is an exhilarating - often difficult - process and you should understand that this can be a mentally, physically and emotionally demanding subject.

It is often surprising to the students taking GCSE Drama, just how much they are required to engage with so many of the many challenges facing society in this moment – politically, socially and economically.

The academic ability of the students at WHS is well known, but to achieve in any subject at A level and be competitive for the best universities it is vital that you engage with the more difficult questions and dilemmas facing society, and reflect on who has the power to make a difference. From GCSE onwards, the

24

Drama department pushes you to engage with these issues. Another aspect of Drama which students find challenging but ultimately satisfying is the way they have to ‘own’ their work. We teach, supervise and support but ultimately in Drama, you learn to take responsibility for managing your time and level of commitment: a crucial part of your preparation for success in any subject at A level.

Drama GCSE provides an obvious foundation for taking A Level Theatre Studies, but clearly helps you develop skills which are necessary more generally to succeed academically. Studying Drama also helps you become confident and effective in so many other useful ways, which will support your development throughout your life.

CO M P O N E N T 1 : D E V I S I N G ( 4 0 % )

You will perform in an original piece of theatre which has been created and developed by your group from a stimulus given to you by your teachers. This performance will be marked by your teachers but the video will be moderated by Edexcel examiners (15 marks available for the performance). You will keep a log book of your process which will then become your written coursework. This will detail the creative process you have gone through and will also evaluate the success of the work you have done (45 marks available for the written coursework).

CO M P O N E N T 2 : P E R F O R M A N C E ( 2 0 % )

You will be put into groups and will study, rehearse and perform two key extracts (10 minutes each) from a play chosen by us. Each group can perform extracts from different plays. You will perform in front of a visiting examiner from Edexcel. You have to provide the visiting examiner with 200 words explaining the intention of your performance(s) before his or her visit.

Drama CO M P O N E N T 3 : W R I T T E N E X A M I N AT I O N - 1HR 30 MINUTES (40%)

Section A: You answer questions on an extract from a SET PERFORMANCE TEXT which we will have studied together in class (45 marks available).

Section B: You are required to analyse and evaluate a piece of theatre you have seen live, either on a school trip with us or, if you prefer, something you have seen independently (15 marks available). You can bring notes for this section into the examination.

On this course you will be required to take part in lots of practical activity in order to learn about various practitioners and their performance techniques. Much of the work we do is necessarily active, practical, and then reflective and evaluative. You will need to bring enthusiasm, energy and ultimately resilience into Drama lessons.

You will study two performance texts, mostly through active practical work on the texts, and will learn about a range of highly influential theatre practitioners. You will also be taken to see at least two high quality live performances as part of this exciting course.

Drama

You will be encouraged to analyse, develop and improve your own performance skills in order to be able to use vocal, physical and non-verbal techniques to communicate meaning with subtlety and sensitivity on stage. Your performance work and your written work will have to show that you understand how performance techniques, use of stage space, and other production elements combine to create meaningful theatre that is valuable within its own and our historical, social, and cultural context.

YO U S H O U L D B E AWA R E T H AT :

Drama students usually find they want to continue rehearsing for exam performances in their own extracurricular time; Drama does have less written work to complete than most subjects, but you will be required to keep your coursework log up to date and there will, of course, be opportunities to practise writing exam answers under timed conditions; And finally…. GCSE Drama at WHS is a popular option, taught by fully qualified specialist Drama teachers assisted by a full-time Theatre Technician and an Assistant Theatre Technician. Students are actively encouraged to make the most of the excellent facilities in the Rutherford Performing Arts Centre.

25

Geography

Drama

G E OG R A P H Y ; F O R E N Q U I R I N G M I N D S

IS THIS THE RIGHT SUBJECT FOR ME?

The world in which we live is likely to change more in the next 50 years than it ever has before over the same period of time. Geography helps us to understand how and why the world is changing, and gives us the tools to prepare us for those changes.

In order to answer this question, ask yourself what you enjoy about studying geography.

Try these questions.

Geography is a subject that often makes the news and we will study examples from all over the world. You will have the opportunity to develop and extend your knowledge of locations, places, environments and process, looking at issues from a range of scales and through social, political and cultural contexts. You will gain an understanding of the interactions between people and environments, the change in places and processes over space and time, and develop a range of geographical, mathematical, statistical and enquiry skills.

We hope that by studying Geography at GCSE you will develop a sense of wonder about the world, the world that you will all become future leaders of in one way or another. By having an understanding of why it is the way it is, and ideas about how to solve some of the issues, you will be a well-equipped 21st century citizen of the world.

Do I want to…

• learn and understand more about the world I live in?

• develop skills that will help me in other subjects and in employment, such as ICT and research?

• complete practical work away from the classroom?

• learn how to work in a team with other students?

• learn through investigating, not just listening and reading?

W H AT W I L L I L E A R N ?

You will learn about a range of geographical themes and topics encapsulating both the geography of the UK and the rest of the world. The world is always changing. This specification gives you the chance to learn about those changes.

Unit 1: Our Natural World The natural world contains a rich diversity of distinctive landscapes and ecosystems which are constantly changing through physical processes and human interactions. You will have the opportunity to explore the natural world we live in, understand why it looks the way it does and appreciate its value. You will investigate global hazards which humans face as well as examine how the climate is changing and what this means for the world today. We will study a range of landscapes from those we may be more familiar with in the UK, to places such as the Arctic tundra and a number of the world’s tropical rainforests.

Unit 2: People and Society This unit investigates patterns and processes that shape the human planet. It explores the connections between people and places, questioning how these may change over time and space. We will look at the social, cultural, political and economic forces that make places unique.

You will identify urban trends, study how and why people live in cities and examine what the future holds for the human planet.

26

Drama We will have an opportunity to learn about the causes of development inequalities, evaluate the UK’s significance in the 21st century and look at potential solutions to one of the biggest threats to human society – our attempts to feed an ever-increasing global population.

There will be a residential fieldtrip in April of Year 10 to Swanage in Dorset to learn how to undertake a range geographical, mathematical and statistical skills which you will need for your GCSE examination.

Fieldwork is absolutely vital to Geography as it gives you the experience of learning and applying specific geographical knowledge, understanding and skills to the real world, outside of the classroom. By doing fieldwork you will practise a range of skills, gain new geographical insights and begin to appreciate different perspectives on the world around you. You will learn how to collect primary and secondary information and interpret results critically, as well as study the interaction between physical and human geography in more depth.

Geography

H O W C A N G E OG R A P H Y H E L P M E W I T H A FUTURE CHOICE?

Statistics show that, compared with students of other subjects, Geographers are among the most employable.

This is because Geographers possess the abilities and skills that employers seek such as conducting research, developing questions and arguments, writing effectively, thinking critically.

Geography really is an education for life. Employers and universities value the broad range of transferable skills that Geography delivers, and the ability to ‘think like a Geographer’ refers to the unique opportunity to evaluate at a range of scales, contexts and perspectives.

Geography fits neatly with science, arts and humanities.

Geographers also tend to have very good ICT skills.

A GCSE in Geography is excellent preparation for a range of careers. Past WHS Geographers have taken up careers in fields as diverse as law, accountancy, teaching, the civil service, international development and the charities sector.

H OW W I L L I B E A S S E S S E D ?

There are three examinations which are sat in the summer of Year 11. There is no coursework element.

The exam papers consist of a range of short answer questions and longer extended-response questions.

All papers are accompanied by a resource booklet containing maps, photographs and diagrams to help you answer the questions.

Paper 1: Examines content from Unit 1 (Our Natural World) and physical Geography fieldwork.

Paper 2: Examines content from Unit 2 (People and Society) and human Geography fieldwork.

Paper 3: A series of questions focusing on synoptic assessment of material from topics in both Our Natural World and People and Society. The synoptic nature of bringing together ideas from different topics will allow you to show that you can ‘think like a Geographer’. This paper will also feature a decision-making exercise to assess your understanding of a variety of resources in relation to a particular issue.

27

History

The past is the spotlight on the present.

In History GCSE you’re not expected to learn lots of dates. Instead, you’re taught to think, then make up your own mind – the very practice of History itself.

•

•

W H Y TA K E H I S TO R Y ?

When we ask our current and past IGCSE historians what they enjoy about IGCSE History, they almost always say the content. If you’re enjoying the Year 9 course, you will love what’s to come! Here’s something to whet your appetite and give you a sense of the amazing range of topics we study: • • • • • • • • • • • • •

Germany after WW1 The Wall Street Crash The Japanese invasion of Manchuria The Italian invasion of Abyssinia Hitler’s takeover of Europe The division of Germany and the Berlin blockade The Cuban Missile Crisis The Korean and Vietnam Wars The rise and fall of the Berlin Wall The collapse of communism in eastern Europe Iraq under Saddam Hussein The Iranian Revolution China since the 1930s

Also, History develops a whole range of skills that are invaluable in later life. Here are just some of the advantages of studying History: •

• •

•

You will use information effectively - this can help shed light on a particular problem or issue confronting an organisation or individual. You will weigh up conflicting factors carefully before making critical decisions.

You will be analytical and critical when considering information presented to you.

You will understand how and why humans behaved as they did - and may behave in similar circumstances again. This can be vital in relations with the most complex factor in any job - your colleagues!

You will learn the arts of oral debate and expressing a clear personal point of view - invaluable skills at job or university interviews.

28

•

You will enjoy looking at the past! It’s fun! People in the past were every bit as clever, stupid, interesting and varied in personality as people today.

You will see how studying the people of the past can give you real insight into people alive now. It will help you understand how and why humans behave as they do when confronted with the crises of today.

Unless you become a lighthouse keeper or a hermit, you’ll need to understand other people with all their complexities. Knowledge of people is the greatest asset of all.

You will see how many of the problems and strengths of the world today have their roots in the past: great or mistaken decisions; combinations of developments; conspiracies or complete mess-ups all played their part!

W H AT DO E S T H AT M E A N I N T E R M S O F W H AT YO U ’ L L DO I N L E S S O N S ?

History is taught through many ways, for example: • reading and critiquing the work of historians; • sharing your own independent research into aspects of the course which most interest you; • role-plays; • constructing a reasoned argument both in writing and in debates; • fun simulations designed to make ideas easier to grasp; • using a range of multi-media resources.

This all means that, by the end of the course, you won’t be repeating the ideas of others; instead you’ll be a true historian with convincing views of your own.

H O W A R E YO U A S S E S S E D ?

The course is made up of: 3 examination papers The Core Unit we study is: The C20th: International Relations since 1919. The Depth Study we currently study is: China, c1930 – c1990.

The examination papers cover a mixture of source analysis and recall skills, and is most certainly not all essays by any means. As for the topics we cover, they are interesting, challenging and very relevant to today’s world - so ask you teacher for more information about these units!

History

W H AT E L S E I S O N O F F E R ?

In April we are again offering Year 11 the chance to visit Berlin and we intend to offer this trip to the current Year 9 and 10. We also took a group to China jointly with the Geography department in October 2018 and are planning another long-haul trip in the next few years.

These are optional, but designed to supplement your studies in an interesting and enjoyable way. The cost will depend on the destination, but Berlin is currently in the region of £550.

Year 11 also participate in our History Society known as the History Girls. Every week, a student leads a discussion on a topic which interests them – anything from Ancient Greece to witchcraft to the global youth revolt of 1968. Lively debate and broadening of horizons are guaranteed!

W H E R E C A N H I S TO R Y TA K E YO U I N T H E F U T U R E ?

Anywhere and everywhere! Universities and employers recognise the skills you develop in studying History.

They want people who are: Independent thinkers Open-minded Disciplined Good at problem solving Able to pick out the essential from the trivial Studying History is all about this – as we said at the start of this section. We’ll leave the last word to the ‘Which?’ company: ‘Historians are regarded as having had an education that trains their minds to assemble, organise and present facts and opinions and this is a very useful quality in many walks of life and careers…history is an excellent preparation for very many other jobs’.

So History really can help you end up wherever you want to be!

29

Latin

Latin’s great breadth and diversity invariably captivate students’ interest and imagination through its rich cultural heritage and fascinating history, its elegant language and stimulating literature.

CO U R S E A I M S A N D B E N E F I T S

The course aims to develop a greater understanding of the Roman world and its influence on modern society.

An increased knowledge of the Latin language can provide an awareness of the many links with modern European languages, including French and Spanish.

The logical structure of Latin will help you develop an analytical approach to other languages and will heighten your understanding of English. It is possible to study Latin alongside another European language at GCSE. One of the main aims of studying Latin GCSE is to gain access to the wealth of famous literature from the classical world and develop an appreciation for Latin literature in its cultural context. To that end, the Department runs a variety of trips, which may include visiting Oxford or the British Museum. As well as being exciting and inspiring, this course helps you develop an intellectual flexibility, which will be useful in further study and subsequently a wide range of careers.

CO U R S E CO N T E N T

The GCSE course is taught using Taylor’s Latin to GCSE, Part 2 (supplemented by Essential GCSE Latin and OCR past papers). Two prescribed texts are studied, one prose and one verse. The prose text for examination in 2023 will consist of extracts from Apuleius’ Metamorphoses (better known as ‘The Golden Ass’), a lively novel following the exploits and adventures of its hero Lucius, whose curiosity about witchcraft leads to his transformation (or ‘metamorphosis’) into an ass; your verse text will be extracts from Book 6 of Virgil’s great epic The Aeneid, describing how the poem’s hero Aeneas goes down to the Underworld in order to meet the ghost of his dead father Anchises, who in their moving encounter tells Aeneas about the importance of his destiny and the future glory of the Roman race.

ASSESSMENT

At the end of Year 11 students take three examinations: Language 1 hour 30 minutes; 50% of marks Prose Literature 1 hour 25% of marks Verse Literature 1 hour 25% of marks The course caters for a wide variety of interests: literary and linguistic, as well as cultural and historical, making it an excellent complement to many other subjects.

We stretch students well beyond what is required for GCSE, getting them to translate English into Latin and exposing them to many sophisticated literary analytical techniques usually only taught at A level. Latin is very highly regarded by universities and employers alike whatever discipline or career you intend to pursue.

30

Music

Music is a central part of life; all of us hear music and are impacted by music on a daily basis.

Music is an academic subject of tremendous value in later life. It is a practical subject – a specific skill – which enables young adults to stand out from the crowd.

As well as developing the confidence to perform in public, the ability to work independently on ideas is encouraged and developed. Such traits are central to success at university. An open mind, a desire to work independently and a willingness to engage with wholeschool musical activities are essential traits for success in this qualification.

T H E CO U R S E I S D I V I D E D I N TO 3 U N I T S : G C S E CO U R S E O U T L I N E

Component 1: Performing Music This is a coursework unit and accounts for 30% of the total GCSE. Students perform a solo performance and an ensemble performance of around ABRSM Grade 5 standard. The pieces can be recorded at any point in the 2nd year of study and can be re-recorded, if required.

Component 3: Appraising Music This unit makes up the remaining 40% of the qualification and is a 105 minute written exam at the end of the course. The examination paper is in two sections: Section A is based on 8 set works (from 4 Areas of Study), Aural Dictation and one unfamiliar piece of music. Section B is a response in the form of an extended answer to one familiar and one unfamiliar piece of music, creating a comparison essay. The set works for the qualification are listed below: W H AT CO U L D I DO N E X T W I T H M U S I C ?

Music is a specific skill that few people have truly mastered. As such, it adds diversity to your subject list. Further, it is a skill which requires independent learning on open-ended tasks; these are essential skills that universities want to see. Musical study allows for a greater appreciation of historical events and the arts in general. Lastly, listening to music is an absolute joy; so is studying it!

ANY FURTHER QUESTIONS?

Please talk to Mr Bristow. If you have studied Music in Year 9 you are very well prepared for the GCSE course already.

Component 2: Composing Music This is a coursework unit and accounts for 30% of the total GCSE. Students must compose two compositions – one from a brief set by the exam board and one free choice composition. The pieces must total at least 3 minutes and may be written in any musical style.

AOS 1: Instrumental music 1700 - 1820 and Screen

AOS 2: Vocal Music

AOS 3: Music for Stage

AOS 4: Fusions

J S Bach 3rd Movement from Brandenburg Concerto 5

H Purcell Music for a while

Schwartz Defying Gravity

Afro Celt Sound System Release

L van Beethoven 1st Movement from Piano Sonata no. 8 in C minor

Queen Killer Queen

J Williams Main title (from Star Wars Episode IV: A New Hope)

Esperanza Spalding Samba Em Preludio

31

Physical Education

P R AC T I C A L AC T I V I T I E S

Physical activity is a key part in leading a healthy, active lifestyle. Physical Education at GCSE level is a brilliant introduction to the academic aspect of PE and the wider world of sport. It is an academically rigorous subject which focuses primarily on the science of sport that complements excellence in physical performance as well.

Theory: The study of applied physiology and anatomy allows the exploration of the body’s adaptations through diet whilst looking at how training can optimise performance. In the topic of socio-cultural influences, the relationship the media and commercialism when linked to sport is studied, and when studying sport psychology, pupils will gain understanding of the impact of the mind on performance.

Practical: The practical section of the syllabus assesses candidates in three sporting activities. These must be sports that you take part in (regularly) whether inside or outside of school. In addition, students will write a piece of coursework (AEP) where candidates will need a good knowledge of the skills, rules, techniques and tactics used in a particular sporting area of their choice.

They will learn how to analyse and improve their own/ others’ performance by identifying strengths and areas for development.

This is the list of activities students can perform in for their individual and team activities: Individual Activity Aerobic Gymnastics, Amateur Boxing, Athletics, Badminton*, Boccia, Canoeing, Cycling, Dance*, Diving, Equestrian, Figure Skating, Futsal, Golf, Gymnastics, Ice Hockey, Inline Roller Hockey, Kayaking, Polybat, Rock Climbing, Sailing, Sculling*, Snowboarding, Squash*, Swimming, Table Tennis*, Tennis*, Trampolining, Water Polo. *Some activities cannot be assessed as both individual and team e.g. Badminton singles & doubles.

Team Activity Association Football, Badminton*, Basketball, Blind Cricket, Camogie, Cricket, Cross Country Running, Dance*, Figure Skating, Gaelic Football, Goal Ball, Handball, Hockey, Hurling, Lacrosse, Netball, Powerchair Football, Rowing, Rugby League, Rugby Union, Sailing, Skiing, Squash*, Table Cricket, Table Tennis*, Tennis*, Trampolining, Volleyball, Wheelchair Basketball, Wheelchair Rugby, Windsurfing.

Some activities cannot both be taken together e.g. Snowboarding & Skiing/Rugby League & Union

THE GCSE PHYSICAL EDUCATION COURSE COMPRISES THESE 3 ELEMENTS: CO N T E N T OV E RV I E W

ASS E SS M E N T OV E RV I E W

Applied Anatomy and Physiology Physical Training

Physical factors affecting performance (01) 60 MARKS 1 hour written paper

Socio-cultural influences Sports Psycology Health, finess and well-being

Socio-cultural issues and sports psychology (02) 60 MARKS 1 hour written paper

Practical activity assessment Analysing and Evaluating Performance (AEP)

Performance in physical 40% of education (03)* total GCSE 80 MARKS non-exam assessment (NEA)

32

30% of total GCSE

30% of total GCSE

All elite sportswomen have access to: sports nutritionists, sports psychologists, physiotherapists, sports scientists, exercise physiologists, dieticians, life-style managers, event managers and sports agents.

This course covers many of these areas.

Performance of three activities taken from two approved lists.

• one from the ‘individual’ list • one from the ‘team’ list • one other from either list.

Analysing and Evaluating Performance: written task

Drama

Physical Education

W H AT ’ S I N I T F O R YO U ?

W H AT C A R E E R C A N G C S E P E L E A D O N TO ?

The emphasis throughout the course is on introducing the theoretical concepts within Physical Education and Sports Science and then relating them to performance.

At the same time you will develop interest, knowledge, competence and confidence in a range of skills that will support you in other areas of your life including: • Analysis, evaluation and planning • Leadership • Research • Becoming an effective decision maker as a team and individual • Skill development in practical activities

It complements subjects such as Biology, Physics, and Sociology at A level.

Beyond A Level it can lead onto: Medicine, Sports Medicine, Physiotherapy, Sports Science, Exercise Physiology, Biomedical Sciences, Sports Marketing and Journalism, Sports Psychology, Sports Engineering and Product Design, lecturing, working for large organisations such as the English Institute of Sport or the International Olympic committee.

NEXT STEPS!

You can find out more about GCSE Physical Education (9-1) by accessing the website: www.ocr.org.uk and by talking to Year 10 and 11 GCSE PE students as well as the PE department.

If you enjoy PE and Sport then this is a GCSE course for you!

33

Religious Studies

RELIGIOUS STUDIES

W H O TA K E S R E L I G I O U S S T U D I E S G C S E ?

‘GCSE Religious Studies was the course I most enjoyed in Year 10 & Year 11.’

‘The course was fun, relevant and always interesting.’

‘Religious Studies introduced me to many issues and topics that I had never studied before and prepared me for my degree in Medicine.’

(Quotes from former students)

Anyone who has some curiosity about, interest in and sensitivity to philosophy, religious ideas and ethical issues will enjoy the course. You may be uncertain about what you believe and be open to new insights; you may have strong traditions in your family and firm convictions of your own and wish to study them in depth; perhaps you would rather develop an understanding of unfamiliar beliefs and cultures in order to enhance your career prospects, become a better citizen or travel the world with greater enjoyment.

W H AT I S T H E CO U R S E A B O U T ?

Knowledge of the beliefs, values and traditions of those in your community is key to building a society where everyone is understood and respected. With this in mind, the Religious Studies department offers an exciting course that covers the main issues of Philosophy and Religion as well as Religion and Ethics.

The two units you will study cover the following fascinating topics and consider religious teachings, beliefs and attitudes about: • Sex, marriage and divorce • Families and gender equality • Philosophical arguments for and against the existence of God • Religion, violence, terrorism and war • Religion and belief in 21st century conflict • Religion, crime and the causes of crime • Religion and punishment • Human rights

34

W H AT W I L L I G A I N F R O M TA K I N G T H E CO U R S E ?

Religious Studies will help you develop marketable skills and aptitudes including: • analytical and strategic thinking; • research skills; • critical judgement; • the ability to work with abstract, conceptual ideas; • an ability to ‘understand both sides’ and negotiate and resolve conflict; • problem-solving skills; • leadership skills; • understanding of the impact of conflicting ideologies; • an appreciation of human diversity, belief systems, cultural and spiritual experiences.

Drama

Religious Studies

These skills are particularly useful for future careers in law, education, social work, politics, medicine, administration or the media and can be a preparation for later studies in psychology, philosophy, anthropology and sociology as well as theology.

H OW W I L L YO U S T U D Y ?

We don’t read through textbooks every lesson – we discuss newspaper articles and learn from debate. You will continue to use active-learning techniques such as role-play, brainstorming and group discussion and there is an emphasis on using interactive tools such as Firefly, YouTube and other online resources.

An interest in up-to-date issues is essential to get the most out of studying Religious Studies.

The curriculum will be enriched by visiting speakers: for instance, members of a particular faith, or a chaplain from a local hospice. We will have at least one educational visit in Year 10 and Year 11; last year, we visited two synagogues in North London and the Jewish Museum.

Students of Religious Studies GCSE are encouraged, Covid permitting, to take part in our annual trip to Poland, a trip that has real impact on everyone who participates. We take a tour of the beautiful city of Krakow with its stunning square filled with boutiques and Polish craft shops as well as try out some of the local cuisine. Students visit Wieliczka Salt Mine, which is breathtaking. The focus of the trip is a reflection on the Shoah, the Holocaust. We visit the camps of AuschwitzBirkenau and the museum and have the opportunity to meet a Holocaust survivor who shares their testimony with us and to visit the factory of Oscar Schindler, a man who saved hundreds of innocent Jewish adults and children, risking his own life by doing so. Closer to home, students visit a London church and a Jewish synagogue in Hendon, guided by a member of the community who tells us of what it means to be Jewish and the impact that the laws of Judaism have on their lives.

H O W W I L L YO U B E A S S E S S E D ?

There will be two examination papers at the end of the course.

35

EXTRA 10TH SUBJECT

Classical Greek

Classical Greek GCSE is completed from scratch in two ASSESSMENT years. This subject provides suitable challenge for able At the end of Year 11 students take three examinations: linguists, who have an interest in the culture and history, Language myths and legends of classical Greece. The course is 1 hour 30 minutes; 50% of marks well suited for those who are taking Latin GCSE, but Prose Literature can be studied equally well as an independent option.

1 hour; 25% of marks Because this GCSE is taught in only two years, the pace 1 0 GLiterature C S E / I G C S E O PT I O N S / CO R E S U B J E C TS Verse will be fast, and you should bear this in mind if you are YE A R 1 hour; 25% of marks considering the option of studying Greek GCSE. CO U R S E A I M S A N D B E N E F I T S

The course aims to develop a greater understanding of the classical Greek world and its influence on modern society, particularly in the fields of language, science, history, the arts and our political systems. As you begin studying Greek in Year 10, the course will help you develop analytical skills and a more sophisticated appreciation of language, enabling you to discover some of the many links between Greek and languages still spoken today.

One of the main aims of studying classical Greek is to gain access to the wealth of famous literature from the ancient world and to develop an appreciation of Greek literature in its cultural context. The Department runs a variety of trips, including visits to see Greek plays in London, Oxford and/or Cambridge. As well as being exciting and inspiring, this course helps you develop an intellectual flexibility, which will be useful in further study and subsequently a wide range of careers.

CO U R S E CO N T E N T

You learn Greek using Taylor’s Greek to GCSE (Parts 1 & 2), which provides knowledge and understanding of both Greek language and culture. Two prescribed texts are studied, one prose and one verse. The prose text for examination in 2023 will be the philosopher Plato’s moving account in his dialogue Phaedo of the death of his teacher and friend Socrates; the verse text will be an extract from Book 7 of Homer’s Odyssey, the great epic which tells the story of its hero, Odysseus’ ten-year journey home after the Trojan War. In the prescribed section, you will read Odysseus’ own account of his trials and tribulations that he tells to the King and Queen of the Phaeacians, a people who entertain him after he escapes from a violent storm and struggles ashore onto their land.

36

The course caters for a wide variety of interests: literary and linguistic, as well as cultural and historical, making it an excellent complement to many other subjects.

We stretch students well beyond what is required for GCSE, getting them to translate English into Greek and exposing them to many sophisticated literary analytical techniques taught at A level. Classical Greek is very highly regarded by universities and employers alike, whatever discipline or career you intend to pursue.

CO N T R O L L E D A S S E S S M E N T

There is no Controlled Assessment for Greek.

EXTRA 10TH SUBJECT

Additional Mathematics

At Wimbledon High School, we begin IGCSE at the start of Year 9 and all students are prepared to sit the higher tier qualification at the end of Year 11. The Additional Mathematics qualification is designed to build on the IGCSE Mathematics syllabus and starts in Year 9 or 10 depending on your class.

Set 1 will cover the Additional Mathematics topics in their usual Maths lessons and start in Year 9 after Easter.

Set 2 students will be invited to cover the Additional Mathematics qualification in a weekly lunchtime academic slot, starting in Year 10. It will be optional for set 2 students to take up this opportunity. If they do, then they are expected to attend every week (with some pre agreed exceptions such as a sports fixture ) and complete homework.

This course is targeted at those students who have demonstrated an aptitude for Mathematics and have already expressed and demonstrated a desire to continue to some form of post-16 Mathematics course of study. It is not a pre-requisite course for either Maths or Further Maths A Levels and we welcome applications to both A Level courses from all Year 11 students who meet the minimum course requirements.

KEY AIMS

The Free Standing Maths Qualification Additional Mathematics encourages students to: • develop knowledge and understanding of mathematical concepts and techniques • develop mathematical skills for further study in the subject or related areas • enjoy using and applying mathematical techniques and concepts, and become confident to use Mathematics to solve problems • appreciate the importance of Mathematics in society, employment and study.

K E Y F E AT U R E S A N D B E N E F I T S O F T H E S P E C I F I C AT I O N :

• provide a course of study for those whose mathematical competence may have developed early • enable students to acquire knowledge and skills with confidence, satisfaction and enjoyment • develop an understanding of mathematical reasoning and processes, and the ability to relate different areas of Mathematics • develop resourcefulness when solving problems • provide a solid basis for students wishing to progress to progress to A Level Maths, AS Further Maths or A Level Further Maths.

37

NON EXAMINED SUBJECT

Philosophy, Politics and Economics

Our students’ education would not be complete without the non-examined courses covering Sport / PE and Personal, Social and Health Education (PSHE) elements of the curriculum. In addition, we’ve been delighted to add (from 2019 onwards) a bespoke and ambitious Politics, Philosophy and Economics course (PPE), developed here at WHS and aiming to equip our girls with a greater understanding and appreciation of the world.

Our pioneering PPE course at WHS comes from our vision for students to “stride out” to better shape the society in which they live and work. Year 10 is a critical time when we expect students to look outwards, understand the world around them and question the ideologies – political, economic, philosophical – that are so influential today.

From understanding UK governance and political systems, to exploring personal and global finance, to grappling with big philosophical concerns about

38

aesthetics or ethics, our PPE course inspires our students to think big. In the first year of running the course, we’ve seen students develop their understanding of the nuances behind newspaper headlines and the ramifications of policies.

We aim for the girls’ opinions and the voices they use to air those opinions to mature, with students becoming ever more thoughtful and increasingly bold.

Additionally, students become astute and spirited writers about their individual areas of interest within the PPE course.

PPE is taken by all Year 10 students apart from those who opt for Classical Greek, due to timetabling.

This is a stimulating course and delivered at a high level by subject specialist teachers.

Politics and Economics are offered at A Level, so this is a great introduction for students who might want to study these subjects in Sixth Form.

G C S E / N OT E S

Notes YO U R C H O I C E S : A place to work out your options....

CO R E

OPTIONS 1

OPTIONS 2

EXTRA 10TH

All students will take these subjects:

You have to choose two or more sciences and one or more modern foreign language:

Depending on how many sciences and languages you have chosen, add more subject choices here, to total 9

Students request to be considered for a 10th GCSE. (Set 1 Mathematicians automatically do Add Maths)

Classical Greek

Maths English Language

Additional Maths (Set 2 Mathematicians only)

English Literature

How the new GCSE grade structure relates to the previous structure

PREVIOUS GCSE GRADING STRUCTURE A*

9

A

8

B

7

6

C

5

4

D

E

F

3

2

1

U

N EN WE W 9 - 1GGCCSSEEGGRRAADDI N I NGGSSTTRRUUCCTTUURREE 39

GCSE

G C S E O PT I O N S

Mansel Road, London SW19 4AB www.wimbledonhigh.gdst.net