GCSE Options Booklet

2

GCSE Results 2015................................................................................................................................................4Introduction and frequently asked questions .................................................................................................6Option subject: Classical civilisation .................................................................................................................8Option subject: Classical Greek ........................................................................................................................8Option subject: Computing ................................................................................................................................9Option subject: Design and technology ......................................................................................................... 10Option subject: Drama ...................................................................................................................................... 10Core subject: English language ........................................................................................................................ 11Core subject: English literature ....................................................................................................................... 12Option subject: Fine art ................................................................................................................................... 12Option subject: Geography .............................................................................................................................. 13Option subject: History..................................................................................................................................... 14Option subject: Information technology........................................................................................................ 15Option subject: Latin ......................................................................................................................................... 16Core subject: Mathematics .............................................................................................................................. 16Core/option subject: Modern languages ....................................................................................................... 17Option subject: Music ....................................................................................................................................... 18Option subject: Physical education ................................................................................................................. 19Option subject: Religious studies .................................................................................................................... 19Core subject: Science......................................................................................................................................... 20 3

A year group of 128 pupils were entered from the Upper Fifth produced the following results:Subject %-age %-age %-age %-age Ave Entries A* A B C D E F G U A* A*/A A*-B A*-C ptsArt 15 4 4 6 1 0 0 0 0 0 27 53 93 100 6.73ArabicClassical civilisation 1 1 0 0 0 0 0 0 0 0 100 100 100 100 8.00Design and technologyDrama 25 3 7 6 6 2 1 0 0 0 12 40 64 88 6.00English languageEnglish literature 19 4 7 8 0 0 0 0 0 0 21 58 100 100 6.79FrenchFrench IGCSE 23 3 8 11 1 0 0 0 0 0 13 48 96 100 6.57GeographyGraphic communication 130 38 63 25 4 0 0 0 0 0 29 78 97 100 7.04HistoryICT 130 14 50 49 16 1 0 0 0 0 11 49 87 99 6.46LatinMathematics 24 0 2 3 15 4 0 0 0 0 0 8 21 83 5.13MusicPhysical education 51 21 14 14 2 0 0 0 0 0 41 69 96 100 7.06Religious studiesScience: biology 78 16 26 21 8 3 4 0 0 0 21 54 81 91 6.41Science: chemistryScience: physics 22 3 13 6 0 0 0 0 0 0 14 73 100 100 6.86ScienceScience (Additional) 97 39 34 17 6 1 0 0 0 0 40 75 93 99 7.07SpanishSpanish IGCSE 7 3 2 2 0 0 0 0 0 0 43 71 100 100 7.14 12 2 3 3 3 1 0 0 0 0 17 42 67 92 6.17 130 25 39 46 19 1 0 0 0 0 19 49 85 99 6.52 7 0 2 3 2 0 0 0 0 0 0 29 71 100 6.00 48 13 26 8 1 0 0 0 0 0 27 81 98 100 7.06 27 10 12 3 2 0 0 0 0 0 37 81 93 100 7.11 84 29 39 16 0 0 0 0 0 0 35 81 100 100 7.15 84 22 36 25 1 0 0 0 0 0 26 69 99 100 6.94 84 25 36 23 0 0 0 0 0 0 30 73 100 100 7.02 46 1 12 27 6 0 0 0 0 0 2 28 87 100 6.17 46 1 12 23 10 0 0 0 0 0 2 28 78 100 6.09 28 0 3 10 11 4 0 0 0 0 0 11 46 86 5.43 35 18 15 2 0 0 0 0 0 0 51 94 100 100 7.46Totals 1253 295 465 357 114 17 5 0 0 0 23.5 60.7 89.1 98.2 6.71 4

5

At GCSE we offer a wide range of subjects to meet our grades possible as universities will place considerable weightpupils’ needs and interests. We promote intellectual on GCSE grades when making offers of places. For example,curiosity, academic excellence and an increasing emphasis on top universities will be looking for grades of A* and A witha more independent work ethic over the two years of the the very top asking for almost exclusively A* grades.Fifth Form, all within the context of the opportunities that an Given recent changes to A level examinations which placeall-round education affords. We do this by ensuring our less importance on the AS level, pupils should be aware thatlessons are exciting and interesting, our courses are relevant GCSE grades will be even more crucial in helping universitiesand inspiring and the environment we create is rigorous yet and employers judge the suitability of applicants.supportive. Our Fifth Formers are increasingly confident To arrive at the full complement of GCSEs, the followingyoung men and women who are proud of their success and choices have to be made:of their School. CORE SUBJECTSI hope the information contained in this booklet is useful and Pupils entering the Lower Fifth year in September 2016 willinformative. study mathematics, English language and English literature,Emma Pattison dual or triple science, a modern foreign language (French, German or Spanish) and three other subjects to GCSE. PupilsDeputy Head (Academic) will therefore be prepared for a total of nine or, depending on their progress in science, ten GCSEs over the two Fifth Form years. Please see the science page for more details regarding the dual or single science awards.GCSEs are awarded by four examining bodies, Edexcel, OCR,AQA and the Welsh board WJEC. The differences between CHOICE OF A MODERN LANGUAGEthe groups lie mainly in the method of assessment and thestyle of examination questions. We believe the study of a modern language is an important component of a St John’s education and is highly valued byThe structure of GCSE courses has recently undergone universities. Pupils will therefore continue with one or twomajor change and all GCSEs will be examined at the end of modern languages to GCSE. We offer a continuation ofthe course. Pupils will therefore not sit any external French, German or Spanish as these are taught in the Fourthexaminations until the end of the Upper Fifth year. Form with strong and motivated linguists deciding to study two of these. An exception may sometimes be made to theThis said, some subjects still retain a coursework element, requirement to study a modern language but this would onlyalso known as ‘controlled assessment’, which allows for the apply under special circumstances, such as where English isassessment of a broad range of skills under controlled not the pupil’s first language and such dispensation is onlyconditions. The degree of control and the methods ofassessment are geared to the needs of individual subjects. given by the Deputy Head (Academic).The timings of the assessments are at the discretion of Heads CHOICE OF OPTION SUBJECTSof Department, and this will continue to be the case. Detailsfor each subject will be found in the course descriptions that Pupils will choose a further three subjects, or two if theyfollow. wish to study two languages. The subjects available are (in alphabetical order): classical civilisation, classical Greek,As a result of these changes, some subjects offer the IGCSE design and technology, drama, fine art, geography, history,because we believe they offer a better method of assessment ICT, Latin, music, physical education and religious studies.in this subject and are better preparation for study at A level We also hope to offer computer science as a GCSE for thefor our pupils. first time in 2016 and this will depend upon uptake.GCSEs are currently graded from A* to G, however under When making these choices it is important to consider thethe new system, GCSEs and IGCSEs will be graded by a longer term implications, particularly on the options availablenumbered system from 1 to 9, 9 being the highest. Clearly, 8 to your son or daughter regarding careers, university coursesgrades do not fit neatly into 9 numbers and the new system and A level subjects. Generally speaking, careers of a scientifichas not been designed to tie in with the old grading system. or technical nature, including medicine and engineering, haveHowever, it has been suggested that candidates who would more specific requirements. The prerequisite for many, butpreviously have been awarded a grade ‘C’ will now achieve a not all, AS and A levels is that a subject has been studied at4 or 5 and those who would have gained ‘A’ will now gain, GCSE. The GCSE subjects make up the core of the Sixthroughly speaking, a 7. Form curriculum; further information can be found in the relevant sections of this booklet but you should also feel free to contact the relevant Head of Department whose name isTHE CHOICES TO BE MADE also detailed. Your own subject teachers and tutor shouldIt is important that GCSE subjects are chosen carefully, not also guide you in your choice.only so that they complement the subject combinations your You will be given a copy of an options form which you shouldson or daughter may choose at A level and university but also complete and return to your tutor no later than 1 March,so that they meet the prerequisites particular universities or 2016.courses might demand. It is of utmost importance that pupilswork hard over the two GCSE years to achieve the highest It should be noted that not all subject combinations can be 6

guaranteed but we do aim wherever possible to meet all HOW AND WHEN DO I DECIDE WHICH SUBJECTS TOrequests for option combinations that are made by the STUDY?February deadline. It is wise to select subjects that you enjoy as you are more likely to want to give more time to these and therefore willSUMMARY OF OPTIONS probably be more successful in them. You should also consider your strengths and weaknessesAll pupils will study the following core subjects:- when making your final choices. Studying 9 or 10 subjects to GCSE level can be challenging and playing to your strengths English language will help to ensure success across your subjects. English literature The deadline for your subject choices is 1 March 2016. Mathematics One modern foreign language (a choice from French, German or Spanish) Science (either as three separate sciences or the dual award of science plus additional science)Pupils will choose three from the following options:- Classical civilisation ARE SOME SUBJECTS MORE VALUED THAN OTHERS? Classical Greek Computing All subjects are highly valued and a balanced profile which Design and technology demonstrates creative, linguistic, scientific and mathematical Drama skills will impress. If you are intending to apply to a highly Fine art academic university, you will be keen to offer a very academic Geography profile with your subject choices but what this looks like will History depend upon the subject you intend to study. It is unlikely ICT that your GCSE subject choices will preclude you from any Latin future courses but seek advice from your tutor, Housemaster/ Music mistress and teachers if in doubt. Physical education DO I HAVE TO DO SOME SUBJECTS IF I HAVE A Religious studies PARTICULAR CAREER IN MIND? A further language (a choice from French, German or Through its core subjects, St John’s ensures that, to a certain Spanish) extent, you keep your options open and don’t make choices which preclude you from further study in any specific areas. This said, if you are considering a career in architecture, it isENTRY INTO ST JOHN’S SIXTH FORM advisable to study either fine art or design and technology.It is important to be aware that we run a points system to Design and technology is also useful for engineers (but isdetermine entry to the Sixth Form at St John’s. These entry rarely compulsory).requirements exist to guide pupils and parents as to thesuitability of courses and establishment for their Sixth Form as SHOULD I STUDY A HUMANITY?it is important that the Sixth Form curriculum sets anappropriate challenge for pupils and that the pace of learning is We do not insist that pupils study a humanity subject (history,suitable. geography, religious studies) as this allows very creative pupils who intend to follow careers in the creative arts to specialiseAll pupils entering the Sixth Form at St John’s, including those early on. This said, a humanity is among most pupils’ finalalready at St John’s, are expected to achieve at least three A choices, not only because the subjects themselves are popular,grades or better at GCSE level. In addition, the School will use but also because of the skills they develop, which are favoureda system of tariff points to reward achievement of A* grades. by universities and employers.The system is as follows: WHY DO SOME DO DUAL / TRIPLE SCIENCE AND HOWA* grade = 8 points, A grade = 6, B grade = 5, C grade = 4 IS THIS DECIDED?(no points are awarded for grades below a C). The system has been devised to help pupils achieve the best possible grades in science while still ensuring all pupils receivePupils taking 10 GCSE (or IGCSE) examinations will be the educational benefit of the study of all three sciences. Theexpected to achieve 51 points for entry into the Sixth Form. Head of Science writes to parents early on in the Lower FifthThose taking 9 GCSEs (or IGCSEs) will be expected to year to help identify which pupils are most likely to take theachieve 46 points. dual award and which will take a GCSE in each of theIn certain subjects, pupils will normally be required to have individual sciences and thereby earn two or three GCSEachieved an A grade at GCSE level to follow that subject at grades respectively. The final decision is usually taken at theAS/A level. end of the Lower Fifth year after the internal assessments. 7

HEAD OF DEPARTMENT: MR N COYLE HEAD OF DEPARTMENT: MR N COYLEExamination Board: OCR Examination Board: OCRGCSE classical civilisation covers a diverse and fascinating Classical Greek is the study of the language and literature ofrange of topics, encompassing literature and history, the ancient Greeks, whose culture exerted a profoundmythology and religion, and social and political life in the influence on the Western world. It is a highly prestigiousclassical world. academic subject, which trains mental rigour and precision throughout one’s studies, develops core linguistic skills andTopic 1: Ancient Rome knowledge transferrable to many other languages; it allowsA study into how the Romans lived their lives, worshipped pupils to study and discuss original Greek literature firsttheir gods, and kept busy during their free time. Pupils will written two and a half millennia ago.study, among other things, Roman gods, temples, gladiator andchariot entertainments, slavery and education. LOWER FIFTH YEARTopic 2: Ovid, Metamorphoses The classical Greek course is an intensive language course forA study of selected books from the Metamorphoses, Ovid’s strong academics and linguists who have flourished in thewitty and grandiose retelling of Greek myths. Pupils will Fourth Form Greek course. Pupils should be prepared toconsider his use of humour, characterisation, and themes of work hard accordingly. In the Lower Fifth year, pupils willlove and violence in constructing his tales. continue their progress through Taylor, Greek to GCSE, inTopic 3: Sparta language lessons. From the second half of the year, they willA study into how the Spartans, among other things, organised begin to meet and discuss original Greek literature. Pupils willtheir society, prepared for war, and raised their children. prepare the first of two ‘set texts’: prepared translations ofPupils will consider the reasons for Sparta’s unique social short extracts from Latin literature about which they willarrangements and how they helped to defend Greece from answer questions in the GCSE examination.the Persian Empire. UPPER FIFTH YEARTopic 4: Sophocles Antigone In the first half of the Upper Fifth, pupils translate the secondA study of a tragedy by Sophocles, which traces the aftermath of two set texts, while meeting the final linguistic features ofof a civil war through the conflict between its law-breaking the Greek language. After this, pupils will focus on perfectingheroine, Antigone, and the lawful king, Creon. their knowledge of the reasonably short vocabulary list, andThe GCSE course requires no previous knowledge of the developing the necessary skills to score highly in the GCSEsubject, although most pupils will have studied classical examinations. Pupils have a considerable period in which tocivilisation or Latin in the Fourth Form. consolidate their linguistic knowledge.THE GCSE ASSESSMENTPupils sit three examinations at the end of the Upper Fifth. THE GCSE ASSESSMENTEach examination is 1 hour long, and is worth 25% of theoverall marks. The fourth examination is a controlled Three written examinations:assessment paper, reading and responding to Sophocles’  Greek language (1 hour 30 minutes), involving aAntigone. The controlled assessment is prepared for andcompleted in the first term of the Upper Fifth year. combination of translation and comprehension questionsWHAT CAN I STUDY NEXT? from Greek, and some very basic sentences for translation into Greek.  Two literature papers (1 hour each), involving a number of comprehension and discussion questions about the previously prepared set texts.A GCSE in classical civilisation develops important skills in WHAT CAN I STUDY NEXT?reading complex texts, extracting key information, and Greek is a challenging subject, ideal for strong linguists anddeveloping a response in writing. It is excellent preparation for academics who wish to stretch themselves in their GCSEs.A levels in classical civilisation, English, history, and any other Strong, self-direct learning is essential; but those whoessay-based subject. undertake the challenge will find it hugely rewarding. There is a natural crossover with Latin, and the two subjects are often seen as markers of academic excellence. A level choices within classics are common beyond GCSE, and the skills learned are also excellent preparation for a wide range of other academic subjects, including modern languages, English, history, mathematics, and the sciences. 8

Topic 2: Theoretical content (40% of GCSE)HEAD OF DEPARTMENT: TBC 1. Fundamentals of computer networksExamination Board: TBC 2. Fundamentals of cyber securityPlease contact Mrs E Pattison, Deputy Head (Academic) for 3. Ethical, legal and environmental impacts of digitalfurther details. technology on wider society, including issues of privacy 4. Aspects of software developmentWe hope to offer a GCSE in computing from 2016. This Topic 3: Non-examined assessment (practical element) (20%exciting development demonstrates the School’s commitment of GCSE)to a modern curriculum which is relevant to our pupils andtheir futures. A programming project which deals with problem solving.The course is considered a science and is an excellent ASSESSMENT OBJECTIVESpreparation for A level computing. While the two subjects THE GCSE ASSESSMENTcomplement each other to a certain extent, computing differsfrom ICT GCSE in that the course centres around the designand implementation of computers whereas ICT GCSE looks at The assessment is via two examinations lasting each lastingtheir use and application. one and a half hours and worth 90 marks. The non-examined unit is a project completed in class during the course.www.computingatschool.org.uk uses the analogy of a car to WHAT CAN I STUDY NEXT?explain the key difference between ICT and computing as An interesting and challenging subject in its own right,school subjects. computing is considered a science and, as such, success at ICT is the equivalent of teaching how to drive a car, and GCSE level demonstrates excellent analytical and problem- solving skills. It is a good precursor (but by no means a how to navigate it. Once basic skills have been learned necessary prerequisite) for the study of physics, maths and (e.g. how to use the clutch), the emphasis is on the computer science. The increasing importance of digital appropriate choice of destination, how to drive safely, computing technologies means there will be a growing demand how to develop a good route to the destination etc. for professionals who are qualified in this area. In this respect, Computing is the equivalent of teaching automotive the course will make an excellent preparation for learners engineering: how the clutch works, how to design new who want to study or work in areas that rely on these skills, cars, and how to maintain existing ones. Computing is especially where they are applied to technical problems. These more than just programming, which in the car analogy areas include robotics, AI, financial and resource management, would be the equivalent of metalwork. science and medicine and a broad range of engineering disciplines.The likely course to be followed is the GCSE offered by AQAand this is detailed below. Other courses offered are similarin the way they are assessed and in terms of the content ofthe course.This course builds upon the most popular aspects of currentcomputing specifications and adds fresh features, includingcomputational thinking, to provide an academically challengingprogramme of study for students of all ability levels.Pupils will: Develop an understanding of current and emerging technologies and how they work; Look at the use of algorithms in computer programs; Acquire and apply creative and technical skills, knowledge and understanding of computing in a range of contexts; Develop computer programs to solve problems; and Evaluate the effectiveness of computer programs/solutions and the impact of computer technology in society.WHAT IS COVEREDTopic 1: Computational thinking (40% of GCSE) 1. Fundamentals of algorithms 2. Programming 3. Fundamentals of data representation 4. Computer systems 9

HEAD OF DEPARTMENT: MR J WARD HEAD OF DEPARTMENT: MR J GARBETTExamination Board: Edexcel Examination Board: EdexcelDesign and technology is an inspiring, rigorous and practical Drama encourages and nurtures pupils through directsubject. Using creativity and imagination, pupils design and personal expression to expand their creativity, hone theirmake products that solve real and relevant problems. Pupils analytical abilities, develop their performance skills anddevelop a range of practical, technical, creative and explore their imagination. Drama is a skill that can be learned,Information Technology (IT) skills. They combine these skills hence the pursuit of high standards in creating and performingwith subject-specific theory knowledge and apply them to a without losing the sense of playfulness is at the core of thedesign process, in order to arrive at a high-quality outcome. teaching and learning. We put great emphasis on thePupils learn how to think and how to communicate as a enjoyment of learning performance, devising skills anddesigner; they are able to apply professional standard developing technical awareness and competence. As a result,Computer Assisted Design (CAD) software in their objectives pupils not only develop a greater cultural awareness, but alsoand have access to high-technology manufacturing facilities. develop the self-confidence to directly address the widerWe follow a resistant materials curriculum, which means that world.pupils are working largely in three main material areas: wood,metals and plastics. Trips to the theatre are compulsory and an integral part of the course, they deepen pupils’ awareness of the theatre as a siteLOWER FIFTH YEAR of production and reception and pupils are given the opportunity to evaluate the complex relationship between theIn the Lower Fifth, pupils develop their understanding of the two. We ask for a contribution of around £30 for each ofdesign process and use their graphics, CAD and IT skills in these trips.their work. They develop their theory knowledge, apply it intheir design work, and have the freedom to develop andimplement their own ideas. They build on their skills andknowledge by practical experience of materials, components LOWER FIFTH YEARand technologies. They develop, manufacture and evaluate high In the Lower Fifth year, pupils will be introduced to the-quality products. fundamental skills required to excel at GCSE drama. DuringUPPER FIFTH YEAR the course of study, pupils are expected to engage maturely with complex texts, to make connections across different times, places and cultures, and to communicate this learningIn the Upper Fifth pupils apply their skills and knowledge to a through practical assignments. Time is taken to build thedesign and make a project which constitutes a controlled necessary confidence in performance.assessment task. They choose from a range of design briefsand produce a detailed design portfolio. They undertake anumber of activities, including research, idea generation and UPPER FIFTH YEARmodelling, and develop their chosen solution to the point In the Upper Fifth year, pupils will hone and perfect the skillswhere they are ready to start manufacturing. They apply their that they have learned from the previous year. They willgraphics, IT and CAD skills throughout their portfolio in order create and deliver two group performances, one as a piece ofto communicate their design thinking. devised drama and the other as a performance of a scriptedTHE GCSE ASSESSMENT drama. Pupils will also learn how to reflect upon and evaluate the quality of their process and their final performance.At GCSE level, the controlled assessment task represents 60% THE GCSE ASSESSMENTof the total mark. It comprises a design portfolio and a 3Dproduct. The 1 hour 30 minute written examinationrepresents 40% of the total mark. The course is assessed through a written examination paper and two practical examinations.Marks are awarded for spelling, punctuation and grammar Unit 1 – Devising(SPAG) in this subject.WHAT CAN I STUDY NEXT? 60 marks - 40% of the GCSE. Internally assessed and externally moderated. This unit requires pupils to devise their own piece of original theatre.GCSE design and technology is an ideal preparation for A levelstudy. Pupils who excel in this subject go on to study thefollowing types of courses at university: engineering, product Unit 2 - Performance from textdesign, industrial design, architecture or construction. 48 marks - 20% of the GCSE. Externally assessed by a visiting examiner and externally moderated. Pupils will either perform in and/or design for two key extracts from a performance text. Performer or designer routes available. Unit 3 - Theatre makers in practice 60 marks - 40% of the GCSE. Written examination of 1 hour and 30 minutes. The written examination will require a 10

response to the study of one complete performance text anda response to a live theatre evaluation. Marks are awarded forspelling, punctuation and grammar (SPAG) in this subject. HEAD OF DEPARTMENT: MISS L DALTON Examination Board: EdexcelWHAT CAN I STUDY NEXT? The two-year IGCSE English language course is designed toGCSE drama could lead on to further study in drama, theatre build on the groundwork of the Fourth Form curriculum tostudies, performing arts and expressive arts at A level and cover a basic working knowledge of English-based skills,above, or other related subjects such as English, music, dance, focusing on reading, writing, speaking and listening. Englishart and design. Career opportunities for pupils who study language is taught in parallel with English literature and it isdrama at a higher level include: the media, theatre, television, expected that by the end of the course each pupil will achieveradio, the film industry, arts administration, drama therapy, GCSEs in two separate qualifications - English language andeducation. English literature. LOWER FIFTH YEAR In the Lower Fifth, pupils are introduced to the format of the examination. They practise responding to unseen passages in preparation for Section A of the examination. In addition, they study nine passages from an anthology of non-fiction and practise writing to inform, describe and explain in order to address Section B of the examination. Midway through the year, they complete the first of two coursework tasks: a piece of creative writing. During the course of the year, pupils undertake all three speaking and listening tasks (an individual presentation, a paired task and a group discussion). The summer examination, which is modelled on elements of the Edexcel IGCSE English paper, tests pupils’ knowledge and understanding of the course to date. UPPER FIFTH YEAR In the Upper Fifth, pupils complete their second coursework task: a written response to poetry taken from the Edexcel Anthology. They continue to practise their reading and writing skills in preparation for the final assessment in summer, including sitting a practice paper. There is a sustained focus on revising examination techniques and practising past papers in preparation for the summer examination. THE GCSE ASSESSMENT The IGCSE English language course comprises:  A single examination of 2 hours and 15 minutes (70% of the final mark);  two pieces of written coursework (20%); and  three speaking and listening assessments (10%). Marks are awarded for spelling, punctuation and grammar (SPAG) in this subject. WHAT CAN I STUDY NEXT? English language is a discursive and creative subject and so naturally complements those subjects that involve a similar focus on creativity and discussion such as history, drama, religious studies and classical civilisation. At the same time, the close analysis of language that the subject demands makes it a natural companion to classics and modern foreign languages. 11

HEAD OF DEPARTMENT: MISS L DALTON HEAD OF DEPARTMENT: N EVANSExamination Board: Edexcel Examination Board: EdexcelOver the two-year English literature course, we aim to Fine art is both a form of communication and a means ofexplore the worlds of literature and the imagination, while expression of ideas and feelings. It is a language whichconsolidating and extending the literacy skills of all pupils. complements those of the literary, mathematical, scientific andWide reading, debate and critical discussion are actively factually based subjects, and is especially concerned with theencouraged throughout the course. English literature is taught development of those complex mental processes involved inin parallel with English language and it is expected that by the visual perception and aesthetic experience. The syllabus hasend of the course, each pupil will achieve GCSEs in two been devised to combine the necessary breadth and depth ofseparate qualifications. study with the freedom of choice required to accommodate a wide range of abilities and material requirements. The pupilsLOWER FIFTH YEAR will cover a combination of methods and genres from the following disciplines: drawing, installation, lens/light-basedIn the Lower Fifth, pupils will study both of the set texts for media, mixed media, land art, printing, painting and sculpture.the drama and prose examination: a play by Shakespeare, such LOWER FIFTH YEARas Henry V or Romeo and Juliet; and a novel such as To Kill A Topics: Still Life (two terms) and Viewpoints (one term)Mockingbird or Of Mice and Men. They will be tested on their Art fosters and encourages through direct personalknowledge and understanding of the texts through regular expression, imagination, sensitivity, conceptual thinking,internal assessments. observation, analytical abilities and practical making skills. Through direct experience of making and supported by artUPPER FIFTH YEAR history, it leads to a fuller understanding of the part played by visual arts in the varied history of mankind’s development andIn the Upper Fifth, pupils will complete their coursework task technical advances. The areas of study within the coursefor IGCSE: a written response to poetry taken from the include for the first year, ‘Still Life’, which will cover all theEdexcel Anthology. They will continue to revise the set texts different possibilities and artistic skills needed for the two yearin preparation for the final assessment in summer, including course. This will include drawing, printing, painting, sculpturesitting a practice paper. There will be a sustained focus on and compositional skills. The second topic is a thematic-basedrevising examination techniques and practising past papers in project titled ‘Viewpoints’. This will help prepare pupils topreparation for the summer examination. challenge new concepts and stretch their contextualisation skills in relation to art. This will encourage divergent thinkingTHE GCSE ASSESSMENT and analysis of what they want their art work to convey as a meaning.The IGCSE English literature course comprises: UPPER FIFTH YEAR A single examination of 1 hour and 45 minutes, worth Topics: An internally set examination themed project and the externally set assignment (ESA) 60% of the final mark; and In their second year, the pupils will advance from their first one piece of written coursework worth, 40% of the final themed project of ‘Viewpoints’ onto their art assessment work on a past examination themed paper. This will help the mark. pupils gain an understanding of the examination process and the duration of a set examination (eight weeks’ preparation).WHAT CAN I STUDY NEXT? Pupils will learn how to develop their support portfolio before making a standalone piece in 10 hours. The second part of theEnglish literature encourages discussion and debate, as well as year is taken up by the externally set assignment and theclose textual analysis. As such it complements the study of pupils will be given eight weeks to develop their ideas before asubjects with a similarly discursive and analytical focus 10 hour examination.including history, drama, religious studies, classics and modernforeign languages. The GCSE ASSESSMENT is in two parts ASSESSMENT 1: CANDIDATE PORTFOLIO (60%) The tasks are set by the Department to embrace and challenge thematic briefs to be developed by the candidate from a personal perspective. The portfolio must:  Be selected and presented by the candidate and based on work undertaken within the course over three separate projects; and  provide evidence of how the candidate has met each of the assessment objectives. 12

ASSESSMENT 2: EXTERNALLY SET ASSINGMENT (40%) HEAD OF DEPARTMENT: MISS H GLASSThe examination project should elicit a personal response Examination Board: Edexcelfrom the candidate in relation to the thematic brief set by theexamination board. It should: Enable candidates to provide evidence of how they have The world is rapidly changing and the study of IGCSE met each of the assessment objectives; and geography allows pupils to explore these changes and the reasons for them. Many contemporary issues in the world provide a sustained period of focused study of no longer relate to geography, such as environmental challenges, than 10 hours. resource consumption and population pressures. This makes geography an exciting and engaging course to study, drawingWHAT CAN I STUDY NEXT? regularly on current issues and events in the world.In the past few years, pupils have attained places on numerous We currently offer the Edexcel International GCSEfoundation courses, architecture courses, graphic design, specification, which gives pupils the chance to learn about aphotography and art history courses as well as using art and broad range of geographical topics and develop keydesign as an A level subject in a UCAS offer. A good grade in geographical skills. Geography is a popular and successfulfine art can also lead onto courses in textile design, fashion, subject at St John’s and many pupils also go on to take it at Aweb design and theatre design, both costume and stage set level. The course is divided into four different sections.interpretation. LOWER FIFTH YEAR Section A: The natural environment This section covers the physical geography aspects of the natural world and the issues related to the environment. Pupils complete two of the following three topics: 1. River environments 2. Coastal environments 3. Hazardous environments Section B: People and their environment This section covers the human geography aspects of the world we live in and the issues related to the people living on our planet. Pupils complete two of the following three topics: 1. Economic activity and energy 2. Ecosystems and rural environments 3. Urban environments UPPER FIFTH YEAR Section C: Practical geographical enquiry This section covers the practical geographical skills that are essential for all GCSE geography pupils. They gain an understanding of cartographic and graphical enquiry, Information Technology (IT) and Geographical Information Systems (GIS) skills and expertise into how to apply them to geographical investigations. The pupils will undertake fieldwork related to the topics studied in Sections A and B. This element will be assessed as part of the IGCSE examination. Current plans for 2016-18 include 3 fieldwork days and we will ask for a contribution of around £20 per day for these trips. Section D: Global issues This section covers the issues related to our planet currently and in the future. Pupils complete one of the following three topics: 1. Fragile environments 2. Globalisation and migration 3. Development and human welfare Revision Sections A-D are reviewed and a structured revision programme takes place in the final term. 13

THE IGCSE ASSESSMENTIt is externally assessed through a 3 hour examination paper, HEAD OF DEPARTMENT: MR N WHITMOREset and marked by Edexcel. It is single tier entry and the paper Examination Board: Edexcelwill contain a variety of questions types, such as multiple The course analyses major political, social and economicchoice questions, short and extended answer questions, developments across Europe, North America and the Far Eastgraphical and data questions, and practical enquiry questions. during the Twentieth Century. It provides a rich appreciationEach question in Sections A, B and C is worth 25 marks; each of significant events and their impact in recent times. Thequestion in Section D is worth 30 marks. course also develops the skills of extended writing and sourceWHAT CAN I STUDY NEXT? analysis.Geography spans the arts/science barrier and consequently it Topic 1: International relations 1919-1939combines well with many subjects and provides access to a The course charts the impact of the Treaty of Versailles, thewide range of career and higher education opportunities. League of Nations and the extent of international cooperation between the wars; it then analyses Anglo-French appeasement of Hitler. Topic 2: Superpower relations 1945-1962 The course addresses the first phase of the Cold War, including its origins, the division of Europe and Germany, de-Stalinisation, the Berlin Wall and the Cuban missile crisis. Topic 3: The fall of communism in Europe 1979-1991 The course follows the emergence of opposition movements in eastern Europe, the impact of the Soviet war in Afghanistan, the role played by Gorbachev and the dramatic events of 1989. Topic 4: China 1911-1989 The course addresses major change in Chinese society and government, from rule by the warlords, Japanese colonisation, civil war and Communist revolution; it then follows changes in Communist rule from Mao’s reforms to the introduction of capitalist economics. THE IGCSE ASSESSMENT Two examination papers:  International Relations 1919-1939 and Superpower Relations 1945-1962 (1 hour 30 minute examination, 50% of the IGCSE)  The fall of Communism 1979-1991 and China 1911-1989 (1 hour 30 minute examination, 50% of the IGCSE) WHAT CAN I STUDY NEXT? Besides continuing with history to A level, this IGCSE complements other subjects including English, politics and economics, plus modern foreign languages and geography. 14

HEAD OF DEPARTMENT: MR A MOONEY number of other subject areas. The course builds andExamination Board: WJEC develops skills for data collection, analysis and presentations.The information and communication technology course offers Pupils are taught how to problem solve, work collectively,a unique opportunity for candidates to identify and solve real evaluate and develop information for others to use; skillsproblems by designing IT systems in a wide range of contexts. applicable to all A level courses.ICT develops candidates’ interdisciplinary skills and theircapacity for imaginative, innovative thinking, creativity andindependence. Those with other interests and aspirations canalso benefit from the many transferable skills inherent in thestudy of this subject. This syllabus is interesting, pacey andmore importantly, enjoyable.It is important that pupils understand the difference betweenICT and computing GCSE. For more information on thisdifference, please see the entry for computing on page 9 ofthis booklet.LOWER FIFTH YEARUnit 1: Understanding ICT (20%)This examination paper will assess the requirements of theKey Stage 4 programme of study for ICT and the functionalelements of ICT in a home, business and school context. Thisunit supports many of the practical tasks carried out in unit 2.Unit 2: Solving problems with ICT (30%)This controlled assessment consists of a portfolio of work,which shows candidates’ attainment in obtaining andinterpreting different types of information; using, developingand communicating information to meet the purpose of theirstudies, and presenting the results. This assignment will assessthe practical aspects of the functional elements of ICT.UPPER FIFTH YEARUnit 3: ICT in organisations (20%)This examination paper will assess the 'application' content ofICT in a business and industry context. This unit explains therole and technical aspects of ICT in businesses and includesthe functions of management information systems inorganisations. This unit is worked on throughout Lower Fifthand Upper Fifth to support the practical tasks.Unit 4: Developing multimedia ICT solutions (30%)This controlled assessment will give candidates theopportunity to develop a piece of work using multimediasoftware that will include sound and video editing, web pagedesign and using a sophisticated range of IT tools, all with ahigh level of skill. This unit comprises a single task brief issuedby WJEC and is completed in Upper Fifth.THE GCSE ASSESSMENTAll four units are examined at the end of the course in theUpper Fifth. Units 1 and 3 are assessed by the end of course inwritten terminal examinations lasting 1 hour 30 minutes. Units2 and 4 are controlled assessments, submitted electronicallyto the examiner for moderation at the end of the Upper Fifth.Marks are awarded for spelling, punctuation and grammar(SPAG) in this subject.WHAT CAN I STUDY NEXT?This subject will equip pupils to support their studies in a 15

HEAD OF DEPARTMENT: MR N COYLE HEAD OF DEPARTMENT: MRS R EVANSExamination Board: OCR Examination Board: EdexcelLatin is the study of the language and literature of the ancient Confidence in the use of numbers is an essential skill forRomans, whose culture profoundly shaped the Western everyday life. Mathematics also teaches you to think logically,world. It is a prestigious academic subject that trains mental approach problems from many different directions and analyserigour and precision throughout one’s studies, develops core information effectively. A qualification in mathematics is a keylinguistic skills and knowledge transferrable to many other requirement for many jobs, but even if your career path is notlanguages, and enables pupils to study and discuss original Latin directly linked to mathematics, you will learn many importanttexts first written two millennia ago. skills that are highly valued in the workplace. The course aimsLOWER FIFTH YEAR to develop knowledge and understanding of mathematical concepts and techniques, instil an enjoyment and confidence in using and applying these to solve problems and to ingrain aFor the first half of the year, pupils will study the remaining foundation of mathematical skills for further study in thegrammatical material required for GCSE, continuing on from subject or related areas.the Fourth Form course. In the second half of the year,language revision will begin, while pupils will also meet their Number and algebrafirst taste of Latin literature. In lessons, pupils will prepare the The number and algebra unit includes number system,first of two ‘set texts’: prepared translations of short extracts calculations, solving numerical problems, equations, formulaefrom Latin literature about which they will answer questions in and identities, sequences, functions, graphs, set theory,the GCSE examination. calculus and quadratics.UPPER FIFTH YEAR Geometry and measureIn the first half of the Upper Fifth, pupils translate the second The geometry and measure unit involves geometricalof the two set texts, while revising the core features of the reasoning, transformations and coordinates, measures andLatin language. After this, pupils will focus on perfecting their constructions, Pythagoras, and trigonometry and vectors.knowledge of the reasonably short vocabulary list, and Probability and statisticsdeveloping the necessary skills to score highly in the GCSE The probability and statistics unit involves representing andexaminations. Little or no new material is required, and pupils processing data, histograms, measures of spread andhave a long period in which to consolidate their linguistic probability.knowledge.THE GCSE ASSESSMENT THE GCSE ASSESSMENTThree written examinations: Assessment takes the form of two, 2 hour written papers - both allowing the use of a calculator. The total number of Latin language (1 hour 30 minutes), involving a marks for each paper is 100. Each paper weighted at 50% ofcombination of translation and comprehension questions the qualification, targeted at grades A* – D.from Latin, and some very basic sentences for translationinto Latin. Assessment objectives Two literature papers (1 hour each), involving a number AO1: demonstrate knowledge, understanding and skills in of comprehension and discussion questions about the number and algebra (55% of IGCSE): previously prepared set texts.  numbers and the numbering system  calculationsWHAT CAN I STUDY NEXT?Latin is a challenging subject, but one that is highly rewarding  solving numerical problemsfor any pupil who is willing to put in the necessary time  equations, formulae and identitieslearning vocabulary and set texts. There is a natural crossover  sequences, functions and graphswith classical Greek, and the two subjects are often seen as AO2: demonstrate knowledge, understanding and skills inmarkers of academic excellence. A level choices within the shape, space and measures (25% of IGCSE):range of classical subjects are common beyond GCSE, and the  geometryskills learned are also excellent preparation for a wide range ofother academic subjects, including modern languages, English,  vectors and transformation geometryhistory, mathematics and the sciences. AO3: demonstrate knowledge, understanding and skills in handling data (20% of IGCSE):  statistics WHAT CAN I STUDY NEXT? As a core subject, mathematics is a good accompaniment to many A level subjects. In particular, mathematics will support the further study of physics, economics, business studies and chemistry. 16

HEAD OF MODERN LANGUAGES: MR G HICKS HEAD OF FRENCH: MR G HICKSExamination Board: Edexcel The emphasis on authentic, everyday language clearlyLearning a foreign language is a skill for life. It is a real asset in strengthens the case for time to be spent in France, and pupilsour multicultural society and is increasingly important in the are encouraged to participate in organised study trips orcommercial world. In learning a modern foreign language, not homestays abroad. Such stays develop personal and socialonly will pupils open doors to discover other cultures but they skills while enabling pupils to take risks with their language in awill develop their overall literacy and communication skills, secure environment.which will assist them in all areas of the curriculum.In their chosen language(s), pupils will gain confidence inspeaking, writing and understanding the language whilediscovering and appreciating francophone cultures and ways ofthinking. They will be challenged intellectually and culturally, The study of German lends itself to further language study inquestioning how best we communicate with each other in our the future but the literacy skills gained will aid all arts andincreasingly global community. humanities subjects. However, the problem-solving needed to decipher foreign languages should not be ignored and the skills used here match well with more mathematical subjects. PupilsWe believe that this IGCSE course produces a greater depth often move on to study a range of language courses atof linguistic expertise and prepares our pupils for a smoother university or continue to develop their skills in joint honourstransition between IGCSE and A level. courses alongside other subjects such as businessThe Edexcel IGCSE examination is wholly assessed externally management.and comprises three papers that are all taken at the end of theUpper Fifth year:Speaking (25%) HEAD OF SPANISH: MR J BARBERListening (25%) The study of Spanish lends itself to further language study inReading and writing (50%) the future but the literacy skills gained will aid all arts and humanities subjects. However, the problem-solving needed toThe Edexcel examination board is centred on five key topic decipher foreign languages should not be ignored and the skillsareas for IGCSE. These include: used here match well with more mathematical subjects. Pupils often move on to study a range of language courses at Home and abroad university or continue to develop their skills in joint honours Education, training and employment courses alongside other subjects such as business House, home and daily routine management. The modern world Social, activities, fitness and healthLessons are fast-paced and active, incorporating all four skillswith a variety of reading, listening, writing and speaking. Pupilswill be asked to participate fully in order to developspontaneity and confidence in communication. In order toachieve success in any language pupils must develop a widerange of vocabulary, a sound ability to convey informationclearly when speaking and writing, a very good understandingof tense formation and high-level communication strategies.Pupils will also have conversation sessions with a foreignlanguage assistant. 17

HEAD OF DEPARTMENT: MR N SMITH 2. Vocal musicExamination Board: Edexcel (awaiting accreditation at time of H Purcell: Music for a Whilewriting) Queen: Killer Queen (from the album ‘Sheer Heart Attack’) 3. Music for stage and screenGCSE music is a rewarding and engaging qualification that S Schwartz: Defying Gravity from ‘Wicked’promotes the key skills of performing, composing, listening J Williams: Star Wars episode IV: A New Hope - Main Title/Rebeland appraising. The qualification is appropriate for a widerange of musicians, from classical to popular, as well as a wide blockade runnerrange of abilities. Pupils should seek to achieve a performing 4. Fusionslevel of ABRSM Grade 5 by the end of the course. The course Afro Celt Sound System: Release (from the album ‘Volume 2:is divided into three units: Release’)Unit 1: Performing music Esperanza Spalding: Samba Em Preludio (from theThis is a coursework unit and accounts for 30% of the total album’Esperanza’)GCSE. THE GCSE ASSESSMENT Units 1 and 2 are internally assessed and externally Pupils perform at least two pieces, one solo and one moderated. Unit 3 is marked externally. ensemble performance with a combined duration of at WHAT CAN I STUDY NEXT? least four minutes. The obvious subject that would follow and complement this course would be A level music, but many of the components Performances must be completed in the academic year of this GCSE course also lend themselves to an A level in the pupil completes the qualification. music technology. Pupils can perform on any instrument and in any style. Improvisation and arranging tasks can also be submitted, as can performances of the pupil’s own composition.Unit 2: Composing musicThis is a coursework unit and accounts for 30% of the totalGCSE. Pupils produce: Two compositions, with a combined duration of at least three minutes total. One composition is in response to a set brief, of at least one minute in duration. The other is a free composition of at least one minute in duration.Both compositions must be written up in a minimum of fivehours of controlled conditions.Unit 3: Listening and appraising musicThis unit makes up the remaining 40% of the qualification andis a 1 hour 45 minute written examination at the end of thecourse. The examination paper is based on four areas of study,two set works within each. You are examined on music thatyou have studied during the course along with unfamiliar musicthat has not been stipulated within the specification. Theexamination is divided into two areas: Section A - Eight questions, broken into smaller parts, based on listening to extracts from the set works. One question will be on dictation and one on a piece of unfamiliar music. Section B - One essay comparison question on one set work and one unfamiliar piece of music.The set works for the qualification are listed below:1. Instrumental music 1700-1820J S Bach: 3rd movement of Brandenburg Concerto no.5 in D majorL van Beethoven: 1st movement from Piano Sonata no.8 in C minor ‘Pathetique’ 18

HEAD OF DEPARTMENT: MR C ROBERTS HEAD OF DEPARTMENT: MRS C HANDZELExamination Board: OCR Examination Board: OCRA GCSE in physical education provides an opportunity for GCSE religious studies provides an opportunity for the inpupils to study the wider aspects within sport and physical depth study of Christianity as a major world religion,education, with a large element on external factors that will accompanied by study of the beliefs, teachings and practices ofimpact both performance and participation. Pupils will develop Judaism as a second religion. It encourages pupils to adopt anknowledge, skills and understanding on a number of related enquiring, critical and reflective approach to the study oftopics ranging from anatomy and physiology to international religion and to reflect on fundamental philosophical and ethicalsporting events. questions relating to the existence of God, relationships and families, peace and conflict, and dialogue between religious andThe following topics are studied: non-religious beliefs and attitudes in a multi-cultural society. It The structure and function of the skeletal system nurtures the skills necessary for pupils to develop their own The structure and function of the muscular system values, opinions and attitudes to these questions. Movement analysis LOWER FIFTH YEAR The cardiovascular and respiratory systems Effects of exercise on body systems Pupils study the beliefs, teachings and practices of Christianity Components of fitness and Judaism. The study of each religion is divided into two sections, which cover the following topics: Applying the principles of training Preventing injury in physical activity and training Beliefs and teachings: the nature of God, life after death, and the problem of evil and suffering. Engagement patterns of different social groups in physical  activities and sports  Practices: worship, prayer, festivals, and pilgrimage. Commercialisation of physical activity and sport Ethical and socio-cultural issues in physical activity and UPPER FIFTH YEAR sport Sports psychology Pupils study philosophy and ethics in the modern world from Health, fitness and wellbeing the perspective of Christianity. The unit is divided into four sections, covering the following topics:The controlled assessment element of the course enables  Relationships and families: the roles of men and women,pupils to improve their ability to plan, perform and evaluate inorder to improve performance. marriage, equality, and gender.  The existence of God: including arguments for theTHE GCSE ASSESSMENT existence of God, the nature of reality, and experience of God.The course is assessed by means of practical and controlled  Religion, peace and conflict: religious attitudes to violenceassessment which accounts for 40% of the overall marks and and non-violence, terrorism, just war, and pacifism.two 1 hour examinations, accounting for 60%.Marks are awarded for spelling, punctuation and grammar  Dialogue between religious and non-religious beliefs and(SPAG) in this subject. attitudes: secularisation, potential clashes between religion, tradition and secular law, and the relationship between religious and secular attitudes towards science and medical ethics.Pupils must perform in three practical activities: one from the‘individual’ list, one from the ‘team’ list, and one other fromeither. Please note that some activities cannot be chosen THE GCSE ASSESSMENTtogether (e.g. rugby union and rugby league). Pupils are assessed by two 2 hour examinations, which bothTeam sports: Association football; badminton; basketball; count towards 50% of the overall mark. Marks are awardedblind cricket; camogie; cricket; dance; Gaelic football; goal ball; for spelling, punctuation and grammar (SPAG) in this subject.handball; hockey; field hockey; hurling; lacrosse; netball; There is no controlled assessment for religious studies.powerchair football; rowing; rugby league; rugby union; squash; WHAT CAN I STUDY NEXT?table cricket; table tennis; tennis; volleyball; wheelchairbasketball; wheelchair rugbyIndividual sports: Amateur boxing; athletics; badminton; Pupils who study religious studies have also studied English,boccia; canoeing; cycling (track or road only); dance; diving; geography, history, psychology, languages and sciences. Theyequestrian; golf; gymnastics; kayaking; polybat; rock climbing; have gone on to university to study English, languages, law,sculling; skiing; snowboarding; squash; swimming; table tennis; philosophy and theology and a range of other subjects.tennis; trampoliningWHAT CAN I STUDY NEXT?The breadth of the subject allows it to sit alongside a largenumber of subjects at A level, with the obvious benefit that itis a stepping stone to A level physical education. 19

HEAD OF DEPARTMENT: DR P REILLYHEAD OF BIOLOGY : DR P REILLYHEAD OF CHEMISTRY : MR J DAVIESHEAD OF PHYSICS : MR M ROGERSExamination Board: EdexcelThere are two Edexcel programmes that we follow at StJohn’s. Firstly, our stronger scientists will follow coursesleading to three IGCSE examination grades (one in each ofbiology, chemistry and physics), while others will pursue acourse of study leading to an IGCSE in Science (DoubleAward). Whatever programme, they follow, they will bestretched and stimulated and will gain a clear understanding ofscience and its relevance to the modern world. Pupils will gainpractical skills, develop their numerical skills and have agrounding in scientific theory suitable for further study.DOUBLE AWARDPupils have 18 lessons a fortnight, shared between biology,chemistry and physics, these lead to two separate GCSEgrades. Biology: the nature and variety of living organisms, the structures and functions in living organisms, reproduction and inheritance, ecology and the environment, use of biological resources. Chemistry: principles of chemistry, chemistry of the elements, organic chemistry, physical chemistry and chemistry in industry. Physics: forces in motion, electricity, waves, energy resources and energy transfer, solids, liquids and gases, magnetism and electromagnetism, radioactivity and particles.The examination will consist of three 2 hour papers, one foreach of the three sciences.SEPARATE SCIENCESPupils who are likely to achieve at least a B grade in all threesciences will study biology, chemistry and physics as singlecertificates. They will have a total of six periods per fortnightfor each science in the Lower Fifth and Upper Fifth. This willlead to three separate GCSEs. The content of these courses isas given above but in addition there is a paper of extensionmaterial, which covers wider aspects of each subject. Pupilswishing to study science at A level and those with an interestin pursuing scientific careers, including medicine andengineering, will benefit from this additional exposure.The examination for each subject will consist of a 2 hour paperas above and a 1 hour paper which includes extension material.WHAT CAN I STUDY NEXT?While the separate sciences provide a wider coverage, and arethus highly suitable for those wishing to continue their studiesin science to A level, a pupil who performs well in doubleaward will still be suitably prepared to study one or morescience subjects at A level. 20

St John’s School 01372 373 000Epsom RoadLeatherhead www.stjohnsleatherhead.co.ukSurrey [email protected] 8SP