Fifth Gorm GCSE Courses 2016

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Fifth FormGCSE Courses

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September 2016

Fifth Form GCSE Courses

Our Vision

Sidcot will become a pioneer, and a world-class centre of excellence, for inspirational education that is as much about nurturing the spirit as it is about outstanding academic success.

This vision is enshrined in the Testimonies of the Religious Society of Friends (Quakers) which acts as a touchstone and challenge to the whole school community; those with faith and those without, all of whom are equally welcomed.

Our Values

Truth and Integrity: we cherish the truth which enables our young people to develop integrity in what they do and what they think, helping them to build meaningful, lasting relationships.

Equality and Community: we believe all people are of equal worth and aim to build a truly international community that values all individuals and answers the good in everyone.

Peace: we encourage our young people to adopt peaceful methods of dealing with conflict in all its forms, taking both individual and collective responsibility in resolving differences.

Simplicity: we believe in living simply and adventurously, placing charity and concern for others at the centre of what we do.

Sustainability: we believe it is our responsibility to protect the Earth and to teach our young people to treasure and preserve it across the generations.

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Contents

Introduction 4IGCSEs 4Government Reforms to GCSEs 4

Making a Choice 5 to 6

Options Procedure 5Careers Education 5 to 6

GCSE Courses 7 to 28

Art 7Digital Media 8Business Studies (IGCSE) 9Computing 10Design Tecnology: Resistant Materials Technology 11Design Tecnology: Textiles Technology 12Drama 13 English Language & Literature 14 & 15Food Preparation & Nutrition 16Geography (IGCSE) 17 & 18History (IGCSE) 19Mathematics 20Modern Languages 21

Music 22

Physical Education 23Religious Studies, Philosophy & Applied Ethics 24The Sciences 25 & 26English (as a second language) (IGCSE) 27English as an Additional Language 28

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This is an exciting time in your academic career that will lay the foundation for your further education and future employment. It is also a challenging time that will require reflection and careful contemplation onwhat you wish to do in the future andwhich path you will choose to reachyour destination.

To help you on your journey at Sidcot, we have an excellent range of challenging and stimulating subjects perfectly complemented by a comprehensive extra-curricular programme to provide a broad, diverse and academic education. We have extensive experience in teaching at GCSE level and we achieve excellent results. We believe our GCSE programme provides an excellent preparation for the Sixth Form, leading to university entrance worldwide.

GCSE courses mean a deeper study of your chosen subjects. Success in these courses will depend not only on your ability to work hard in class, but also on your willingness to work independently. Some of the syllabuses demand pupils assemble a collection of project work and pupils who are preparedto work hard continuously over two yearsare rewarded.

One of the most crucial factors in making a success of your courses is the appropriate choice of subjects. You should choose subjects which you enjoy now, because a genuine interest and aptitude for a subject is a great advantage.

If you are currently at Sidcot, you must not base your choices merely upon the personalities of your present teachers, because you may have different teachers in the Fifth Form (Years 10 & 11).

You should carefully read the course outlines in this prospectus and you should discuss your proposed choices with your current teachers and your tutor. If you can, you should also talk to students in the Lower Fifth (Year 10) and Upper Fifth (Year 11), who are already following the courses which interest you.

Introduction

Another major consideration is your proposed career. Some of you may have made a definite and specific choice of career already, but most students in Upper Fourth (Year 9) will have only a general idea of the type of career they wishto take up at the end of their studies.

Students’ aptitudes and preferences often change, as they become more deeply involved in subjects. So, in general, you should be careful not to close too many avenues at this early stage. You should try to leave room for a change of direction when you have completed your GCSEs.

You will find useful advice in the careers section of this booklet: read this carefully before making any final decisions.

Please note that individual subjects willonly run if there is sufficient interestfrom pupils.

IGCSEs

Some subjects are studied as IGCSEs (Cambridge International Level 2 Certificates) which are courses equivalent to GCSEs. They are already used by hundreds of independent schools in the UK. For convenience in this prospectus we refer to all examined subjects as GCSEs.

Government Reforms to GCSEs

The UK government are gradually moving to a new grading system for GCSEs. GCSEs will be number graded 9 through to 1, instead of A* through to G and this change is being phased across subjects.

“Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above. Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above. For each examination, the top 20 per cent of those who get grade 7 or above will get a grade 9 – the very highest performers.” – Ofqual

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Options procedure

The Options Procedure starts in the Autumn Term, when we ask our existing Upper Fourth (Year 9) students to participate in a GCSE ‘interests’ survey/consultation, which enables us to design our ‘option blocks’. We then group subjects together into blocks from which students must select their GCSE options. In addition, students are given talks by various members of staff to inform them about new subjects. In the meantime, this prospectus is issued to students.

All students will study GCSEs in English, Mathematics and Sciences, as well as taking classes in Religious Studies, ICT, careers and sports as a core. Students will then be able to choose four more GCSE subjects from the published option blocks. They will be asked to complete a School Option Form, have it signed by their parents (or guardians) and return it to their tutor. The tutor will then discuss their options with them to ensure they have thought through their choices. The tutor may wish to make some comments or may ask for some further consultations with parents. Then the Options Form will be passed on to the Academic Deputy Head, Russell Spooner. Students and parents will also have the opportunity to discuss the student’s choices at Parent Consultations with the teachers. If pupils then wish to change their choices, they should inform Russell Spooner.

Students will be encouraged to select a balanced choice of subjects. We would recommend that the choice includes a more text based subject such as Geography or History, as well as a creative/practical subject and a modern language.

Courses will only be offered if there is sufficient demand from our students. If there are any problems regarding the viability of courses, students will be notified and further discussions will follow. Later changes can only be made in the context of the published option blocks and if a class has space in it.

Making a Choice

The options procedure, careers education and guidance during the GCSE years

If at any time in the options process, you or your parents would like more information on any aspect of courses or careers, we will be happy to assist you in any way we can.

Careers education

During the GCSE years, the Lower and Upper Fifth (Years 10 & 11) are able to take advantage of a wide range of opportunities to encourage decision making regarding their future career paths. The opportunities encompass considerable external input as well as Careers Education and Guidance lessons within school. The Lower Fifth (Year 10) all participate in a Work Experience Week, usually towards the end of the Spring Term.

The school careers programme covers personal discovery skills, action planning and the knowledge of and use of sources of information inside and outside of school. Life skills connected with the working world are also explored. The Trevelyan Library has an extensive range of software and literature contributing to career selection with librarians on hand to assist pupils at any time. Work experience and work shadowing are encouraged in the Fifth and Sixth Forms.

In the Upper Fifth (Year 11), students concentrate on the choices available for the next stage and on positive decision making. CVs, applications and interview skills are covered in depth. Individual interviews take place with students to ensure they maximise their GCSE grades and select the most appropriate A Levels or IB courses for their likely career routes.

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Aptitude Tests, administered by the careers organisation ‘Inspiring Futures’ are arranged. The Fifth Form careers programme leads on smoothly to a wide ranging Sixth Form programme which prepares pupils for entry to university and other careers. The aims of careers education are to aid decision

making relevant to individual talents and likely achievements and to address the issues experienced by young people in seeing themselves joining the world of work with its wide variety of challenges and skill requirements.

At this stage it is essential to keep open as many doors as possible. A sensible combination of subjects at GCSE level would be: Mathematics, English, Sciences, a foreign language, a humanities subject and a practical/arts subject.

The option subjects could be chosen according to the following criteria:

• Am I likely to be good at these subjects? • Will I like these subjects?

• By not doing these subjects am I going to close any possible careers doors?

Virtually all careers are kept open by studying in these basic five or six subject areas. However do be aware that for many, but not all, A Level or IB subjects, it is wise to have studied them at GCSE level. Please note that GCSE Combined Sciences represent a nationally accepted pathway for progression to A Levels in Biology, Chemistry and Physics.

We hope these notes offer some guidance but please do not hesitate to ask your teachers, tutors and me for advice in your final choice of subjects.

Russell Spooner Deputy Head – Academic

Making a Choice

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Externally Set Task

The examination paper is issued at the start of the Spring term of the second year, when you are given several weeks preparation time. As with the portfolio, you use this time to build up a sketchbook of research and development work, which culminates in ten hours of sustained focused study, spread over two consecutive days. The externally set task is 40% of the final mark.

Is there anything else I need to know about this subject course?

Since all of the work you produce is assessed, you need to work hard right from the start of Year 10. All the work you produce will contribute to your final grade.

Whether you are an excellent draughtsman, or a film-maker/photographer who is not so keen on drawing, or a ceramicist/sculptor, but not so good at the written side of things, you can achieve well in this course. Essays are not required, although any notes you do make are useful in describing to your teacher and the assessor how your ideas are progressing, and what your intentions are in your work. At Sidcot we tend to set broad themes which you respond to in a personal way. We teach you aspects that you individually want to develop, whether this is drawing, painting or printing, or ceramics or digital. It really depends on how and where you want your project to go. The emphasis of the GCSE course is on ‘development’ and ‘process’, as well as on the creation of finished work for exhibition. You will be taught techniques and skills, but the emphasis will be on you and your own creativity.

Portfolio of work 60%Externally set task 40%

Further information

Please visit our departmentalwebsite: www.artatsidcot.org or contact Ross Wallis, via the form on the website or [email protected]

Exam Board: AQA | Syllabus Number: 4200

4202 – Fine Art4205 – Three Dimensional Design4206 – Photography: lens-based and light-based media

Students can take two of the above endorsements, if they chose to study Art in two option blocks.

What will I be studying?

The GCSE Art course is very flexible. You can develop a personal artistic style, expressing your own creativity and individualism. You do this based on your own interests, cultural background and choice of media. The course enables you to take responsibility for your artistic development. We offer a sound structure of lessons, specialist teaching, workshop sessions, extra-curricular activities, visits from practising artists and trips to art galleries. You bring to the subject your enthusiasm, commitment and passion.

Depending on the sort of work you chose to do, you might enter for the Fine Art syllabus, which will be based on drawing, print-making and painting, Three-Dimensional Design, which is ceramics and sculpture, or Photography, which includes digital media, animation, film, darkroom photography smart phone and digital still photography.

How will I be assessed?

Portfolio of Work

Over the course you will build up a portfolio of work. Assessment is based on a complete record of the work that you have done over the course, both final pieces and sketchbooks that show all your thinking and working out. The sketchbooks will include research into art and artists, evidence of experimentation with materials and techniques, evidence of your inspiration, examples of first hand resources, your practice, explorations and experimentations, and how you have thought through your ideas to reach the creation of your finished works. This portfolio of work is 60% of the final mark.

GCSE

Art

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Assessment will be based on an individual portfolio of work and an externally set task presented towards the end of the course. Work can be presented in sketchbooks or as a website and blog that will chart the progress of investigation over the two years.

Students may enter for a GCSE in Art and Design through the 4206 syllabus – Photography: lens-based and light-based media. Please refer to the Art and Design section earlier in this publication.


Obviously students need to be keen on the use of digital media, be this taking photographs, making films, designing websites or programming games. Students’ own interests will help to create an interesting and fulfilling experience.

Students do not necessarily need to bring digital expertise to the course, as these skills will be taught, but they do need to bring commitment, dedication, self motivation, and a spirit of exploration. The course leader is Ross Wallis, who is an Apple Distinguished Educator, Adobe Education Leader, a digital pioneer and passionate advocate of digital media.

Examination Method

Assessment is through a portfolio of work

Further information

Please visit our departmentalwebsite: artatsidcot.org or Firefly: http://intranet.sidcot.org.uk or contact Ross Wallis: [email protected]

Exam Board: AQA Syllabus Number: 4206

“The digital revolution is an extraordinary phenomenon, perhaps as momentous as the invention of the wheel, and with particular relevance to Art and Design. Art as a visual language has always been about communication, the “C” in ICT. With cameras in mobile phones, the immense power of the world wide web, and software that gives young people the tools to create work that would previously have been the domain of the specialist and professional, we are in the midst of rapid, exciting and unprecedented change.”


Emphasis will be on learning through creation. Key concepts and processes will be specifically introduced, but the bulk of the course will be experimental and experiential, based on the learning cycle identified by the QCA in the introduction to the Creative Diploma: experience – reflection – generalisation – application. The emphasis of the course will be on invention and creativity from individuals, groups, and staff, aiming to challenge students across the Arts’ disciplines and strengthening understanding of the ‘arts in action’. Students can be working with a wide range of hardware and software, independent of the platform, from digital photography, through film and animation, to website design and gaming. Through this, they will gain practical skills with key software packages, and an understanding of aesthetic considerations through the creation of their own work, and investigation into existing practice and practitioners.

GCSE

Digital Media

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This IGCSE has two examination papers at the end of the course:

Paper 1: 1-hour 30 minutes – 50%Written examination consisting of four questions requiring a mixture of short answers and structured data responses.Candidates answer all questions.80 marks. Externally assessed.

Paper 2: 1-hour 30 minutes – 50%Written examination consisting of four questions based on a case study, provided as an insert with the paper. Candidates answer all questions. 80 marks.Externally assessed


Students will need to have a genuine interest in, and be willing to follow the news media with particular reference to business and economics items. There will be an opportunity to set up and run a mini-enterprise during the course.

Examination MethodWritten exam 100%

Further information

Please contact Amanda Brown:[email protected]

Exam Board: University of Cambridge International Examinations

Syllabus Number: 0450


1. Understanding business activity

• Business activity• Classification of businesses• Enterprise, business growth and size• Types of business organisation• Business objectives and

stakeholder objectives

2. People in business

• Motivating workers• Organisation and management• Recruitment, selection and training

of workers• Internal and external communication

3. Marketing

• Marketing, competition and the customer• Market research• Marketing mix• Marketing strategy

4. Operations management

• Production of goods and services• Costs, scale of production and break-even

analysis• Achieving quality production• Location decisions

5. Financial information and decisions

• Business finance: needs and sources• Cash-flow forecasting and working capital• Income statements• Balance sheets analysis of accounts

6. External influences on business activity

• Government economic objectives and policies

• Environmental and ethical issues• Business and the international economy

IGCSE

Business Studies

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Exam Board: OCR | Syllabus Number: A451

Overview

The course gives you a real, in-depth understanding of how computer technology works. You will be familiar with the use of computers and other related technology from your other subjects and elsewhere. However, this course will give you an insight into what goes on in the hardware, including computer programming;

The course provides excellent preparation for higher study and employment in the field of computer science. The increasing importance of information technologies means there will be a growing demand for people who are qualified in this area. Students who have taken a GCSE in Computing and who then progress to study the subject at A Level or university will have an advantage over their colleagues who are picking up the subject at these levels;

The course will develop critical thinking, analysis and problem-solving skills through the study of computer programming, giving you a fun and interesting way to develop these skills, which can be transferred to other subjects and even applied in day-to-day life. The course provides excellent preparation for students who want to study or work in areas that rely on these skills.


Unit A451 Computer Systems and Programming This unit covers the body of knowledge about computer systems on which the examination will be based.

Practical Investigation Unit A452An investigative computing task,chosen from a list provided by OCR.

OCR-set investigative task which assesses the following: research, technical understanding, analysis of problem, historical perspective, use of technical writing, recommendations /evaluation.

GCSE

Computing

Unit A453: Programming project Students will need to:• Understand standard programming

techniques • Be able to design a coded solution to a

problem including the develop and test a solution to: ° Develop suitable algorithms ° Design suitable input and output formats ° Identify suitable variables and structures

• Create a coded solution fully annotating the developed code to explain its function

• Test their solution: ° To show functionality ° To show how it matches the design criteria ° Identifying successes and any limitations


Unit A451 Computer Systemsand Programming. Written paper, 1-hour 30 minutes, 80 marks. 40% of total GCSE marks

Practical Investigation Unit A452. Controlled assessment 30% of total marks

Unit A453: Programming Project. Controlled assessment 30% of total GCSE marks

Further information

Please contact Matthew [email protected]

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Resistant Materials Technology is an exciting and practical course which is concerned with the activity of designing and making using wood, metal and plastics. During coursework, other materials are not excluded and the use of electronics and electronic circuits is also encouraged to complement the student’s products. Examination question papers will however address only the three main materials.

Pupils undertaking the course will be taught to:

Use designing and communication skills and combine them with the application of knowledge to design products to suitable specifications (designing).

Select strategies and use materials, tools, electronic components and equipment appropriate to the task and apply knowledge and understanding to the relevant processes, materials and techniques to produce work to suitable specifications (making).

The knowledge and understanding content will involve all aspects of the design process as well as manufacturing techniques and processes; use of tools, components and machines; quality control and assurance; environmental concerns; testing procedures; industrial production methods and practices; modification, planning and product evaluation; materials and components; economic and business understanding; systems and controls, and health and safety considerations.

The main emphasis of the course will be to engage students in interesting practical projects which enable them to demonstrate their design flair and manufacturing ability.


Controlled Assessment . Unit 2: Design and Making Practice (45602) Approximately 45 hours Controlled assessment will consist of

GCSE

Design & Technology: Resistant Materials Technology

two elements, designing (20%) and making (40%) but the project should be approached as an integrated design and make activity which results in a usable and useful product. Through the project candidates are required to consider industrial practices and the application of systems and controls.

Controlled assessment is worth 60% of the final mark.

Examinations

Candidates answer all questions in two sections and will be tested on their knowledge and understanding of designing and manufacturing in the three main materials; wood, metal and plastics. There is also a design based question concentrated on an annual theme. The examination is two hours long and is worth 40% of the final mark.


Projects will require a design folder and a manufactured product. Computer Aided Design (CAD) and Computer Aided Manufacture (CAM) are taught and used to enhance projects and to ensure good links with industrial production. Projects are based on a choice from the examination board and are available for candidates to keep after results have been issued.

Examination Method

Written exam 40%Controlled Assessment 60%

Further information

Please contact Niel [email protected]

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Textiles Technology is concerned with the designing and making of fashion items and accessories or furnishing products. The course provides opportunities to design and make exciting products, which are both functional and aesthetically pleasing, as well as being enjoyable and rewarding to create.The course aims to develop the design and technological capability in students who are encouraged to acquire and apply knowledge, skills and understanding in order to design and make exciting quality products by:

• Analysing and evaluating products and processes

• Engaging in focused tasks to develop and demonstrate techniques

• Engaging in strategies for developing ideas, planning and producing products

• Considering how past and present design and technology, relevant to a designing and making context, affects society

• Recognising the moral, cultural and environmental issues inherent in design and technology

Textiles Technology gives students the opportunity to apply skills, knowledge and understanding from other subjects. Textiles Technology enables students to develop practical abilities and the confidence to design, make and modify products, selecting and using resources effectively.

GCSE

Design Technology: Textiles Technology


Controlled Assessment. The Design and Making controlled assessment consists of a single design and make activity selected from a range of board-set tasks. Students will submit a design folder and a final product outcome. Approximately 45 hours will be spent on coursework.60% of final mark.

Examinations

Written paper: Candidates answer all questions in two sections. Pre-release material is issued to students. 2-hours – 40% of final mark.


Trips are organised to the Clothes Show Live at the NEC, Birmingham, to a clothing manufacturing company and to any other events or venues as appropriate. GCSE Textiles Technology is an interesting course that requires commitment and application. It develops skills that are transferable and can be applied to many situations – artistic or commercial. It enables students to feel a sense of achievement.

Examination Method


Further information

Please contact Donna [email protected]

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Exam Board: Edexcel Syllabus Number: 2DR01


At GCSE you will work with a variety of people in different situations, both to plan and perform work. This involves developing the skills of negotiation, communication, confidence (not only your own but also the ability to instil confidence in and motivate others), teamwork, compromise, criticism, evaluation and reflection, problem-solving, planning, structuring, presenting and articulate expression, to name a few. In other words, many extremely important life skills. Topics covered in Year 10

• History of theatre – including Greek theatre, mystery and morality plays, Commedia Dell Arte, Shakespeare, melodrama, etc

• Stanislavski, Brecht• Working with scripts• Devising

Topics covered in Year 11

• ‘Heaven and Hell’ – learning to develop work from a stimulus

• Blood Brothers• Construction and performance of a

scripted/devised piece• Option to look at lighting / sound /

set / costume


Controlled Assessments: Workshop sessions

Concerned with how you structure and plan your work as part of a group, these ‘workshop’ sessions start with a stimulus and ask you to show your understanding of the stimulus item as well as your ability to advise, convince, persuade and entertain an audience. Two six hour practical workshop sessions will produce notes to support the assessment in the following areas: drama exploration and exploring play texts.

GCSE

Drama

The controlled assessments are worth 30% each – together forming 60% of the final mark.

Examinations

A practical exam consisting of a devised or scripted performance presented to an external examiner.

The examination is worth 40% of the final mark.


Trips will be taken to see a variety of performances to support learning, one of which will be evaluated as part of the written coursework – maximum 2000 words. There is no written exam but you will have to provide notes/diaries or diagrams of the work you have put together in the workshop sessions.

GCSE Drama is an exciting, vibrant and demanding course that requires hard work and application. It is also a great way to develop important, transferable skills that can be applied usefully to many occupations and walks of life – business, industrial or artistic.

Examination MethodPractical exam 40%Controlled Assessment 60%

Further information

Please contact Charlotte [email protected]

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Exam Board AQA. English Language 8700. Literature 8702.


English Language

All students will study the core skills of English Language which covers: directed writing, analysis of writers’ language choices, summary skills and descriptive and discursive writing. AQA’s integrated course allows students to access a wide range of different texts studied covering 19th, 2oth and 21st century writers. Fiction and non-fiction are probed and students are coached to develop the key skills of analysis; in order that they feel confident exploring language impact and appreciating literary devices employed and identifying the respective impact. Writers are encouraged to practise coherence, clarity and accuracy and use ambitious vocabulary and emulate good writers’ language choices. The course culminates in two equally balanced papers, relating reading sources to the topic and theme of writing tasks.

English Literature

A range of writing is analysed to study how writers communicate their ideas about the world and how readers may respond to them. The syllabus develops a critical understanding of the ways in which literary texts are a reflection of, and an exploration of, the human condition. The way context shapes writing is explored through a wide range of genres and texts from 19th, 20th and 21st century texts. The appreciation the employment of writers’ structural choices is encouraged and their effect probed. The course culminates in 2 external exams.


English Language. 8700.

There are 2 exams of 1 hour 45 minutes, each 50% of the final grade.

Paper 1: Explorations in Creative Writing.- Section A: Reading. One prose extract. 3 questions.- Section B: Writing. Descriptive or narrative task. 80 marks.

Paper 2. Writers’ viewpoints and Perspectives.- Section A: Reading: Thematically linked fiction + nonfiction texts. 3 Questions.- Section B: Writing: Discursive writing. 80 marks.

English Literature. 8702.

Paper 1: 1 hour 45 minutes. 40%.- Section A: Shakespeare.- Section B: 19th Century novel. 64 marks.Paper 2. 2 hours 15 minutes. 60%.- Section A: Modern Texts. Set prose or drama texts.- Section B: Poetry AQA Anthology. Poems past and Present.- Section C: Unseen poetry analysis and comparison. 96 marks.

Is there anything else I need to know about these courses?

All students will sit their exams at the end of Year 11, there are no controlled assessments or coursework pressures. We’re enthused by the breadth of texts on the syllabi; and confident that freedom from administrative constraints will enrich student creativity and flair. Released teaching time will allow us to practise exam timing, essay techniques and consolidate all core skills. Two separate GCSE’s will be awarded as levels 9-1. All texts in the exam are unseen. Although there is no award for speaking and listening however, there is a non-examined assessment in spoken language and oracy is highly valued by us as a means of rehearsing good ideas and planning responses which emulate the successes of the modelled extracts.

GCSE

English Language & Literature

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Assessment objectives are shared across all parts of the exam and students will benefit from the transferable skills across both subjects. Students will enjoy the range of texts’ reading stimulus and engage with creative as well as real and relevant contexts.

Further information

Please contact Deirdre [email protected]

GCSE

English Language & Literature

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Exam Board: WJEC Eduqas

This new qualification will replace the current Catering GCSE and ALL current GCSE food qualifications from September 2016


Students will study six areas to equip them for the practical and written exams.

1. Food commodities 2. Principles of nutrition 3. Diet and good health 4. The science of food 5. Where food comes from 6. Cooking and food preparation


There are two components to the course:

1. 1. Written examination 1 ½ hours to be sat in June 2018. Principles of food preparation and nutrition. 50% of final marks.

2. Practical assessments. Food preparation and nutrition in action. 1x practical investigation 15% 8 hours. 1x complete meal 35% 12 hours. 50% of final marks

Further information

Please contact Donna [email protected]

GCSE

Food Preparation & Nutrition

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Exam Board: University of Cambridge International ExaminationsSyllabus Number: 0460


The syllabus aims are to encourage the development of a ‘sense of place’ and an understanding of relative location on a local, regional and global scale, with an awareness of the characteristics and distribution of a selection of contrasting physical and human environments. This is done by encouraging an understanding of some of the processes affecting the development of such environments, the spatial effects of the ways in which people interact with each other and with their environments, and the development of an understanding of different communities and cultures throughout the world, with an awareness of the contrasting opportunities and constraints presented by different environments.

Students are encouraged to demonstrate their knowledge and understanding of a wide range of processes, spatial patterns and interactions, and the importance of scale and changes through time, contributing to the development of physical, economic, social, political and cultural environments and their associated effects on the landscape.

The IGCSE specification places considerable emphasis on skills and analysis, particularly the analysis and interpretation of a wide range of geographical data, including use of maps, and to recognise patterns and deduce relationships through the techniques of observing, collecting, organising and presenting data.

The syllabus allows the opportunity for judgement and decision making in personalised and independent learning; students should be able to reason and make judgements (including evaluation and conclusions), gain aesthetic appreciation of the Earth, as well as an appreciation of

IGCSE

Geography

the attitudes, values and beliefs of others in cultural, economic, environmental, political and social issues which have a geographical dimension, and develop a willingness to review their own attitudes in the light of new knowledge and experiences, through the processes of decision making within a geographical context.

The syllabus will provide students with a clear overall view of the world in the first part of the 21st century and provide a sound foundation for those candidates who intend to continue to study the subject to a higher level. The specification will allow the development of ‘awe and wonder’ which will allow candidates to fully appreciate and learn from the world around them.

Fieldwork is carried out in Year 10 involving a 3 day residential field trip to a field studies centre. This will aid students in their completion of the coursework. The field studies centres have expert staff with a wealth of experience in geographical fieldwork. Feld trips are not just about work however, they are very popular with the students as they also learn good team work skills and make good friendships within their peer group.


Paper 1: Theme 1 – Population and Settlement (population dynamics; settlement); Theme 2 – The Natural Environment (plate tectonics; landforms and landscape processes; weather, climate and natural vegetation); Theme 3 – Economic Development and the Use of Resources (leisure activities and tourism; energy and water resources)

Paper 2: Skills and Techniques (skills of application, interpretation and analysis of geographical information, e.g.topographical maps, other maps, diagrams, graphs, tables of data, written material, photographs and pictorial material and on the application of graphical and other techniques as appropriate).

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IGCSE

Geography


Paper 1: Theme 2 – The Natural Environment (inter-relationships between the natural environment and human activities); Theme 3 – Economic Development and the Use of Resources (agricultural systems; industrial systems; environmental risks and benefits: resource conservation and management).

Paper 2: Skills and Techniques (learning skills of application, interpretation and analysis of geographical information etc, not already covered in Year 10, along with revision of skills and techniques already covered).

Paper 3: Coursework (centre-based assessment) – a local fieldwork investigation, and written assignment of up to 2000 words with a six hour write-up under direct supervision; and

Paper 4: Alternative to Coursework – exam paper preparation based on fieldwork and coursework skills covered in Paper 3 preparation.

Examination Method

Written exam 72.5%Coursework/alternative exam 27.5%

Further information

Please contact Matthew [email protected]

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Exam Board: University of Cambridge International Examinations Syllabus Number: 0470


The course offers students an opportunity to study the major global developments of the 20th century. They will also have the opportunity to look in depth at the history of at least one non-European region. This is an exciting course which prepares students wishing to go on to study the subject at IB or A Level or simply to develop their understanding of global issues.

The course helps students to develop both their historical knowledge and valuable and transferable skills such as presenting clear and logical arguments and interpreting evidence.

Studens are given the opportunity to participate in a four-day visit to Berlin, Germany, in Year 10.

Why study History?

History helps you develop the skills to look beyond the headlines, to ask questions properly, and to express your own opinions.History trains your mind and teaches you how to think and process information. History students are rounded individuals who develop an understanding of both past and present. The pursuit of historical events and people is fun – a form of time travel.

IGCSE History involves you in empathetic exercises which allow you to appreciate that people in the past were not just ‘good’ or ‘bad’, but motivated in complex and inconsistent ways, just like us.

The IGCSE course allows you to understand the modern world and how the past has influenced the present.

IGCSE

History


Here are three papers which are a combination of structured recall questions and source based questions:

Paper 1: (40%)

International relations since 1919 including:

• The Treaty of Versailles • Causes of WW2 • The Cold War

The USA 1919–41 including:

• The Roaring Twenties • The Wall Street Crash • The New Deal

Paper 2: (33%) One question on a prescribed topic on 20th Century history

Paper 4: (27%) The USA 1919–41

Examination Method

Written exam 100%

Further information

Please contact Karen [email protected]

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Exam Board: AQA Syllabus Number: 8300


The areas for assessment are:

• Number• Algebra• Ratio and Proportion• Rates of Change• Geometry and Measures• Probability• Statistics


Controlled Assessment. There is no controlled assessment component in GCSE Mathematics. Three exam papers at the end of the course.

Examinations

Three papers of 90 minutes, equally weighted Paper 1 – Non calculator

Mixture of question styles and question length. These will include multiple choice, short questions, multi-step questions and problem solving.

Papers 2 and 3 – Calculator

Mixture of question styles and question length. These will include multiple choice, short questions, multi-step questions and problem solving.

In all papers, the questions get more challenging as the student progresses through the paper.

GCSE

Mathematics


Functional skills are assessed in all three papers. Time is precious during the crucial GCSE years and it is essential that students arrive at all lessons properly equipped. In addition to exercise books and textbooks, for each lesson they will need: protractor, short ruler, 30 cm ruler, pen (with spare cartridges) or biro, pencil, rubber and sharpener and a Casio scientific calculator (available from the library). Students in the top set will be offered the opportunity to study an additional qualification beyond GCSE Maths.

Examination Method

Written exam 100%

Available Grades

Higher: 4 – 9Foundation: 1 – 5

Further information

Please contact Graham [email protected]

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Exam Board: Edexcel

Please note these details are based on a draft specification and may be subject to change.


The French, German and Spanish GCSE follow the newly revised Edexcel Syllabus. The four skills of listening, speaking, reading and writing will be assessed through examinations at the end of Upper Fifth (Year 11).

Aims

• To encourage pupils to communicate confidently and coherently in speech and writing.

• to encourage pupils to express and develop ideas spontaneously and fluently.

• To deepen pupils’ knowledge about how language works.

• To develop awareness and understanding of the culture and identity of the country where the language is spoken

• To develop language-learning skills both for immediate use and to prepare pupils for further study.

Content

The content is defined in terms of five common themes and grammar is developed on an ongoing basis.

• Identity and culture• Local area, holiday, travel • School• Future aspirations, study and work• International and global dimension.


The skills of listening, speaking, reading and writing are assessed through final examinations at the end of Upper Fifth. There are two levels of entry: foundation and higher.

Paper 1: Listening (written exam. Foundation - 35 mins, higher tier - 45 mins. 25%).• Understanding of standard spoken

language in a range of settings• Response to multiple-response and short

answer open response questions• Paper 2: Speaking (Internally conducted,

externally assessed. Foundation – 7-9 mins, higher 10-12 mins. 25%)

• Communicate in the target language through: o A role play o Questions based on a picture stimulus o Conversation based on two themes

Paper 3: Reading (Foundation- 45 mins; Higher 1 hr; 50 marks. 25%)• Demonstrate understanding of a text

through o Questions in English o Questions in the target language o Translation

Paper 4: Writing (Foundation 1 hour 10 mins, Higher - 1 hr 20 mins. 25%). Communicate in the written form, express an.d justify points of view in the target language• Foundation tier – three extended response

questions and one translation into the target language

• higher tier – two extended response questions and one translation into the target language

Is there anything else I need toknow about this subject course?

All components must be entered in the same tier. Entry can vary as appropriate to the candidate’s perceived competence. Grades are awarded using a scale of 1-9. Textbook: Pearson GCSE Course Book

Examination Method

100% final examination at the end of U5.

Further information

Please contact Alison Bell [email protected]

GCSE

Modern Languages

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Component 1: Understanding music

What’s assessed?

• Listening

• Contextual understanding

How it’s assessed

Exam paper with listening exercises using excerpts of music.

Questions:

Section A: Listening (68 marks). Section B: Contextual understanding (28 marks). The exam is one hour and thirty minutes. This component is worth 40% of GCSE marks (96 marks in total).

Component 2: Performing music

What’s assessed? Music performance

How it’s assessed

As an instrumentalist and/or vocalist and/or via technology:

Performance 1: Solo performance (36 marks)

Performance 2: Ensemble performance (36 marks). A minimum of four minutes and a maximum of seven minutes of performance in total is required, of which a minimum of one minute must be the ensemble performance.

This component is 30% of GCSE marks.

Non-exam assessment (NEA) will be internally marked by teachers and externally moderated by AQA. Performances must be completed in the year of certification.

GCSE

Music

Component 3: Composing music

What’s assessed? Composition

How it’s assessed

• Composition 1: Composition to a brief (36 marks)

• Composition 2: Free composition (36 marks)

A minimum of three minutes and a maximum of four and a half minutes of music in total is required. This component is 30% of GCSE marks. Non-exam assessment (NEA) will be internally marked by teachers and externally moderated by AQA.

Examinations

Written exam 40%. Coursework 60%


This is a new syllabus with completely new areas of study that are appealing and reflect developments in 21st Century music, whilst retaining essential subject content. There is a greater practical approach and weighting given to performance and more options including rapping, turntablism and music technology. This is to allow the pupils to demonstrate their full ability with maximum flexibility.

Throughout the course there will be the opportunity to see and hear live music both within the school day and by visiting venues in and around Bristol.

Further information

Please contact Bev King

[email protected]

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Why choose PE? The course is fun andchallenging, with both practical and theoreticalelements. The content of the course isdesigned to enable students to enjoy andunderstand the benefits of living a healthylifestyle; to provide a route to further studysuch as A Level and Higher Education in PE and related career opportunities.

Topics covered during the course will include:• The structure and functions of

musculoskeletal system.• The structure and functions of the cardio-

respiratory system.• Anaerobic and aerobic exercise.• Lever systems with sporting examples• The components of fitness, benefits for

sport and how fitness is measured and improved.

• The principals of training and their application to personal exercise / training programmes.

• How to optimise training and prevent injury.• Effective use of warm and cool down.• Present data (Including tables and graphs).• Basic information processing.• Guidance and feedback on performance.• Mental preparation for performance.• Engagement patterns of different social

groups in physical activity and sport.• Commercialisation physical activity

and sport.• Ethical and socio - cultural issues in

physical activity and sport.• Health, fitness and well-being.• Physical, emotional and social health,

fitness and well-being.• The consequences of a sedentary lifestyle.• Energy use, diet, nutrition and hydration.

GCSE

Physical Education


Controlled Assessment (40% of final mark).Practical performance of students’ abilitiesin three different physical activities in the role of player/performer.

(One in a team activity, one in an individual activity and a third in either a team or an individual activity).

Analysis and evaluation of performance to bring about improvement in one activity.

Examinations

Paper 1 (The Human body and movement in physical activity and sport). 1 hour 15 mins (30% of GCSE).

Paper 2 (Socio-cultural influences and well-being in physical activity and sport). 1 Hour 15 mins (30% of GCSE).

Is there anything else I need toknow about this subject course?

More detailed information is availablefrom members of the PE Faculty. A courseoutline leaflet is also available. For Furtherinformation visit www.aqa.org.uk and followthe links.

Examination Method


Further information

Please contact Rosie [email protected]

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Exam Board: OCR | Syllabus Number: J621

Philosophy and Applied Ethics is a living subject which asks big questions and evaluates ethical issues as they evolve within a global context. The course encourages students to explore and evaluate their own beliefs whilst studying a range of established faiths. Philosophical and ethical issues can be considered from many viewpoints within the Quaker framework at Sidcot.

Students begin this course in Upper Fourth (Year 9) as part of the core curriculum. The short course is completed by the end of Year 10, at which time many students will be entered for the short course examination. Students interested in gaining Full Course accreditation may attend additional (off timetable) lessons during Year 10 in order to study the required units of work. These sessions offer enrichment for more able students and involve a more Tutorial teaching approach, heated debate and many biscuits! The Full Course is also completed by the end of Year 10.


The Philosophy and Applied Ethics course offers a range of interesting topics which may be studied from the teachings of up to three major world religions. The course is mainly delivered with reference to the teachings of Christianity, including denominational differences. Students will need to refine the following skills in order to achieve success in this course:

• Describe, explain and analyze key philosophical concepts

• Show respect and empathy for different cultural and religious viewpoints

• Use evidence and reasoned argument to evaluate a range of differing viewpoints in relation to personal responses

GCSE

Religious Studies, Philosophy & Applied Ethics

Short course units of work covered in Upper Fourth (Year 9)

• Unit B601 Philosophy 1 • Belief in Deity • The End of Life (Hinduism)• Unit B603 Ethics 1 Poverty and wealth

(choice of religion)

Short course units of work covered in Year 10

• Religion and Human Relationships• Additional Units of work for the full course:• Unit B602 Philosophy 2 • Good and Evil (Christianity)• Reason and Revelation (Christianity)• Unit B604 Ethics 2 • Peace and justice (Islam) • Religion and the media (Christianity)


There is no controlled assessment or coursework in this syllabus. Students’ work will be internally assessed at least half termly using OCR marking criteria. The course is 100% examined, with two 1xhour exams for the short course and four 1x hour exams for the full course. The exams carry equal weighting towards the final grade. There will be mock examinations for Year 10.


Visits will be made to different places of worship and representatives from different belief systems will be invited to Sidcot to contribute.

Students are encouraged to follow current affairs and news, listening out for items with religious or cultural relevance in order to enrich and reinforce concepts being studied in lessons.


Further information

Please contact Charlotte [email protected]

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Exam Board: AQA

In the Lower and Upper Fifth (Years 10 and 11) all students have six science lessons with two periods of each of the sciences: Biology, Chemistry and Physics. The teaching builds on the foundation of knowledge and skill established in the Third and Fourth Forms (Years 7 to 9) and provides a broad and balanced Science education which is an important asset in an increasingly technological world.

New GCSE Science courses are starting across the country in September 2016. Most students at Sidcot will take the new Combined Science course (worth two GCSEs) leading to exams in 2018. Success in this course provides the necessary background for progression to study Biology, Chemistry, Physics or Psychology at A Level or in the IB Diploma in the Sixth Form.

Students with a particularly strong aptitude for science will be invited to join a group working towards separate GCSEs in Biology, Chemistry and Physics if they wish to do so. This Triple Science course is a challenging programme in which these three GCSEs will be taught in the same time normally allocated to two.


For both options pupils study the same topics with the depth of coverage being greater for Triple Science.

Biology

1. Cell Biology2. Organisation.3. Infection and response.4. Bioenergetics.5. Homeostasis and response.6. Inheritance, variation and evolution.7. Ecology.

Chemistry

1. Atomic Structure and the periodic table2. Bonding, structure and the properties

of matter3. Quantitative chemistry4. Chemical change5. Energy changes6. The rate and extent of chemical change7. Organic chemistry8. Chemical analysis9. Chemistry of the atmosphere

Physics

1. Forces2. Energy3. Waves4. Electricity5. Magnetism and electromagnetism6. Particle model of matter7. Atomic structure8. Space physics


The assessment is through written exams. There is a programme of practical work and this is assessed on the written papers.

Examinations

Controlled Assessment. There are no controlled assessments, but over the two years of the course pupils are required to complete a series of experiments which are supplied by the examination board. For combined science there are 16 practicals and for each science of triple science there are 8. The practicals are not assessed, but on the written papers 15% of the marks are for questions related to experimental work.

GCSE

The Sciences

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Examinations

Combined Science: There will be six exams each of 75 minute duration with two exams for each science. Each paper will cover different subject content.

Triple Science: For each of the sciences there will be two exams each lasting 1 hour and 45 minutes with the papers examining different course content.

For triple science the grades for each GCSE will be from 9 down to 1.

For combined science there will be a 17 point grading system from 9-9, 9-8 through to 2-1, 1-1.

Some of the questions will test mathematical skills. For combined science 20% of the questions will be of this type and for triple science the percentage will be biology 10%, chemistry 20% and physics 30%.

All examinations are at the end of year 11.


This a new science course which starts teaching in September 2016 with first examinations in the summer of 2018

Further information

Please contact Jim [email protected]

GCSE

The Sciences

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Exam Board: EdexcelSyllabus Number: 4ESO


• Leisure Time • Relationships • Way of Life • Take a Break• Fair Play • Ages and Stages• Technology Rules• Full of Flavour


• The Natural World• Making Contact• Money Matters• School and Beyond• Explain That• The Ideal Job• Mood and Memories


Examinations: (100% of final mark).Reading and writing – 2-hours, (66%).Listening – 45 mins (33%).Speaking – 12 mins – separately endorsed assessment.

IGCSE

English (as a second language)


Unless otherwise advised this is a required course for overseas students whose first language is not English. The course develops reading, writing, listening and speaking skills and benefits students in their wider academic studies. Resources for students are available at: www.edexcel.com


Further informationPlease contact James [email protected]

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Students whose first language is not English are assessed and a programme of individual or small group English lessons are put in place to develop their general English language skills and to help them with English for their subjects.

Students will usually have one 50-minute lesson per week and where it is deemed that more than one lesson is required this can be arranged in consultation with parents and/or guardians. The teacher will design an individual programme of work according to the specific language learning needs of each student.

EAL lessons are charged at an hourly rate for individual lessons with students paying for a block of ten lessons at the start of each term. In some cases this will need to be supplemented with further payments depending on the number of lessons taught.

EAL

English as an Additional Language

EAL Exams

Where appropriate students are encouraged to enter externally assessed EAL exams. We use the Cambridge English Language exams which are recognised worldwide:

• Cambridge PET (Preliminary English Test)

• Cambridge FCE (First Certificate in English)

• CAE (Cambridge Advanced English)• These exams test reading, writing,

listening and speaking skills; use of English (grammar) and vocabulary.

Foreign Language Exams

Overseas students may take a GCSE examination at the end of the Upper Fifth in their native language e.g. Chinese, Malay, Indonesian, Russian, Thai and Japanese.

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“Education is not the filling of a pail, but the lighting of a fire.”WB Yeats

Oakridge LaneWinscombe

North SomersetBS25 1PD

+44 (0)1934 [email protected]

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Oakridge LaneWinscombe

North SomersetBS25 1PD

+44 (0)1934 [email protected]

Printed with vegetable based inks

Documents

Fifth Gorm GCSE Courses 2016