The Malvern CollegeIGCSE/GCSE Information Booklet for pupils

taking IGCSE/GCSEs in 2018

IGCSE/GCSE PROGRAMME OF STUDY

3

The IGCSE/GCSE Years: Compulsory and Optional Subjects, from September 2016 4

COMPULSORY SUBJECTS

English 6

Mathematics 6

Studying Sciences for IGCSE 7

Biology 8

Chemistry 8

Physics 9

English as an Additional Language (for non-native speakers of English) 9

OPTIONAL SUBJECTS

Art and Design (Fine Art) 12

Design and Technology 13

Drama 14

French 15

Geography 16

German 16

Greek 17

History 17

Latin 18

Music 18

Physical Education 20

Religious Studies 21

Spanish 22

Table of Contents

4

In the Remove (Year 10) pupils study the following subjects. They will take these at GCSE or IGCSE in 2018, subject to the information below.

COMPULSORY SUBJECTSEnglish Language and English Literature

Mathematics ō� All pupils will take IGCSE Mathematics with the top

set taking Additional Mathematics as well.

Biology, Chemistry, Physicsō� For those currently in FY Sets 1 to 3, and for those

joining the Remove new in September 2016 who score strongly in the science entrance tests, there is the choice of taking either Double Award Science or three separate sciences if the “Separate Science” option is taken – see note 1.

ō� Pupils in FY Science Sets 4, 5 and 6, and those new entrants who do not perform strongly in the entrance tests, will take Double Award Science.

At least one Modern Language (French, German, Spanish) must be chosen except for non-native English speakers (who may choose to study a Modern Language but do not have to). All non-native English speaking pupils who are studying English as an Additional Language (EAL) in the FY must continue with it in the Remove and Hundred.

Physical Education

Life Skills

OPTIONAL SUBJECTSPupils will continue to study the optional subjects chosen for the Remove through to GCSE or IGCSE in the Hundred.

The following options are available in the Remove and Hundred: Art and Design, French, German, Music, Drama, Greek, Physical Education GCSE, Religious Studies, Technology, History, Geography, Spanish, English as an Additional Language (see Note 1), Separate Sciences (see Note 2), Latin.

Pupils in the Foundation Year or new entrants to the Remove (except for those who are in the lowest Foundation Year Mathematics set or who perform poorly in the Mathematics entrance test) may choose either any FIVE subjects from the above list, or they may choose any FOUR subjects if they prefer.

The IGCSE/GCSE Years: Compulsory and Optional Subjects, from September 2016

Pupils in the lowest FY Mathematics Set, or pupils joining in the Remove who performed poorly in the Mathematics entrance test, will be asked to choose any FOUR subjects.

NOTESNote 1. All non-native English speakers must choose

EAL as one of their 4 or 5 subject options.

Note 2. By choosing the “Separate Sciences” option, pupils will extend the core “Double Award” Science to three Separate Science IGCSEs. Those pupils taking “Double Award” Science study all 3 Sciences (Biology, Chemistry and Physics) but are awarded 2 IGCSE grades for their Science. Those pupils taking “Separate Sciences” are awarded 3 IGCSE grades.

SUBJECT BLOCKINGThe blocking of the subjects will be constructed after the initial choices have been made so that as many pupils DV�SRVVLEOH�FDQ�VWXG\�WKHLU�ğUVW�FKRLFH�FRPELQDWLRQ�RI�optional subjects.

PROCEDURE FOR CHOOSING OPTIONSPupils will be asked to make provisional choices shortly after half term in the Lent Term, in consultation with their Parents, Form Tutor and Housemaster or Housemistress. Such choices are not irrevocable. They will, however, be used to place the options into blocks. The consultation process will continue thereafter and by the end of the Summer Term it is expected that almost all pupils will have made up their minds and chosen their subjects.

SETTING IN THE REMOVEIn most subjects, those located in the option blocks, setting will be determined by the subject combination selected by the individual pupil, and so sets will be mixed ability. The only exception here is where there is more than one set in a subject in a particular option block, for example in Latin, and they may be set by ability in that subject. In Mathematics and Dual Award Science, setting will be by ability. In English there is a top set comprising WKH�PRVW�DEOH�SXSLOV�LQ�(QJOLVK��D�VHW�IRU�WKRVH�ZKR�ğQG�English challenging and, in between, either three or four mixed ability sets.

5

Compulsory Subjects

6

Throughout the Remove and the Hundred Years, pupils are made aware that our higher aims (higher, that is, than the mere accumulation of precious IGCSE FHUWLğFDWHV�ŋ�QRQH�PRUH�SUHFLRXV�WKDQ�,*&6(�(QJOLVK��DUH�WR�WHDFK�HIIHFWLYH�FRPPXQLFDWLRQ�LQ�WKH�ZRUOGłV�ğUVW�international language and to foster the enjoyment of reading with discernment. Accordingly, we aim to build on work completed in the Foundation Year and to look forward to the pleasures and challenges of still deeper English studies in the Sixth Form.

Pupils have three periods of English in the Remove. There is some setting according to ability, though it is normal also to have some parallel ‘middle’ sets. All sets have four periods per week in the Hundred. Pupils normally have the same teacher throughout the two-year course. The Department currently follows the Edexcel IGCSE English Language and the Cambridge (CIE) IGCSE Literature curriculums.

We aspire to be genuinely independent, offering a course that challenges and stimulates pupils beyond the bounds of the standard GCSE curriculum. Thus, alongside functional reading and writing skills, all sets study a range of texts including plays by Shakespeare and a range of poetry, prose and drama selected from a broad sweep of geographical areas and historical periods. This will lead successful pupils to the award of WZR�,*&6(�TXDOLğFDWLRQV���%RWK�WKH�(QJOLVK�/DQJXDJH�DQG�WKH�/LWHUDWXUH�TXDOLğFDWLRQ�LQFOXGH�D�FRXUVHZRUN�component and an external examination, and both give a unique opportunity to prepare our pupils for the IB or A Level.

The Mathematics Department prepares all sets for the Higher Level Edexcel IGCSE, with the top two sets being prepared for the OCR Additional Mathematics TXDOLğFDWLRQ���%RWK�RI�WKHVH�H[DPV�DUH�VDW�LQ�WKH�6XPPHU�session.

In the Remove all sets follow a common course until QHDU�WKH�HQG�RI�WKH�ğUVW�WHUP��ZKHQ�VRPH�UH�VHWWLQJ�WDNHV�place. The top set then pull away and aim to complete 90% of the IGCSE syllabus by the end of the year. The lowest set aims to complete, and be accomplished on, the Foundation Level syllabus by the end of that year. In recent years the lowest set have then attempted the Foundation exam in the summer; those that pass have the option to push on to Higher Tier and get a B grade, and those that do not get a C grade can re-attempt in the following year.

The IGCSE course is a good preparation for Mathematics in the Sixth Form (an A is really the minimum grade needed for progress to be made at that level), as the course contains some integral topics such as calculus and function work in addition to the standard GCSE topics of algebraic manipulation, numeracy, trigonometry, geometry and data handling.

Able pupils are encouraged to look beyond the syllabus, through opportunities to participate in national competitions such as Intermediate Maths Challenge and the Year 10 Team Challenge, as well as in-house initiatives which include a House Mathematics Competition, occasional lectures and trips away. For pupils who struggle with Mathematics there is extensive support provided either through extra tuition or several clinics during the week.

For a calculator, we strongly recommend that pupils obtain the CASIO 991ES as the model which will best support them.

English Mathematics

7

In the Foundation Year all pupils study Biology, Chemistry and Physics. Each subject is taken for two periods every week and this provides a solid foundation for continuing the subjects in the Remove and Hundred years.

At the end of the Foundation Year those pupils in Sets 4, 5 and 6 will go on to study Double Award Science in the Remove and Hundred. Pupils in FY Sets 1 to 3 are given a choice of which science option they would like to pursue. Some pupils in the lower Science sets may also be given this option at the discretion of the Head of Science.

The options are:

IGCSE Science (Double Award)In this option pupils continue to take each Science VXEMHFW�IRU�WZR�SHULRGV�SHU�ZHHN��7KH�TXDOLğFDWLRQ�LV�equivalent to 2 IGCSEs in Science.

IGCSE Biology, Chemistry and Physics as separate subjectsIn this option pupils study each Science subject for three periods per week. The Science subjects are assessed and graded separately and pupils will achieve 3 IGCSEs in Biology, Chemistry and Physics.

Pupils in FY Sets 1 to 3 who are interested in the Sciences or who wish to consider studying Sciences in the Sixth Form (either at AS or IB Higher level) would be well advised to consider taking the Sciences as three separate subjects by choosing the “Separate Sciences” option.

Although Double Award Science is a reasonable preparation for studying Science subjects in the Sixth Form, the additional syllabus material covered in the Separate Science subjects provides a more extensive subject knowledge base and explores the applications of Science and the impact of Science in society in greater detail. The extra time allocated to the Separate Sciences also provides a greater opportunity to develop those practical, analytical and interpretive skills that are so important in modern Science courses in the Sixth Form and at university.

REASONS FOR DOING DOUBLE AWARD SCIENCE:ō� You don’t like Science and want to do as little of it

as possible! ō� You do like Science, but you want to study another

subject at GCSE which would not be possible if you GLG�WKH�6HSDUDWH�6FLHQFHV��7KLV�LV�ğQH�DQG�\RX�VKRXOG�be aware that the Science covered at Double Award is an acceptable preparation for ‘A’ level or IB Science.

REASONS FOR DOING THE SEPARATE SCIENCES:ō� You really like Science and you want to do as much

of it as possible.ō� You like Science and doing all three Sciences doesn’t

prevent you from doing all the other subjects you want to do at GCSE.

ō� You are considering studying a Science subject at university or in following a career involving some aspect of Science.

Studying Science Subjects in The Remove and Hundred

8

The IGCSE Biology course provides a broad foundation for pupils who may wish to continue the subject in the Sixth Form or at university after leaving school. Biology is a very important subject for anyone considering Medicine or Veterinary Medicine as a career but it is DOVR�YDOXDEOH�DV�D�TXDOLğFDWLRQ�IRU�DQ\�QXPEHU�RI�RWKHU�career areas.

The course sets out to provide pupils with solid knowledge and understanding of biological facts and principles as well as associated ethical, social, environmental, economic and technological issues. Pupils will be taught to apply their knowledge to new situations and assess the validity of biological information. Practical work will form an important part of the course and pupils will develop skills in planning and carrying out investigations, making and recording observations and measurements, drawing conclusions and evaluating data.

There will be no assessment of practical coursework in the IGCSE course. Instead pupils will sit written examinations that assesses both theoretical knowledge and practical skills.

The major themes studied in the course are:

ō� The nature and variety of living organismsō� Structure and function of living organismsō� Reproduction and inheritanceō� Ecology and the environmentō� The use of biological resources

These themes are common to both the Science (Double Award) and the Separate Science Biology courses. In the Separate Science Biology course these themes are explored in greater depth.

SPECIFICATION DETAILS:Edexcel London Examinations IGCSE Science (Double Award) (4SC0)

Edexcel London Examinations IGCSE Biology (4BIO)

The Edexcel IGCSE Chemistry courses provides a good preparation for both ‘A’ level and the Higher Level of the International Baccalaureate, and is a stimulating and challenging course with plenty of good opportunities for interesting practical work. Chemistry is essential for any pupils who wish to apply for medical, veterinary or dentistry courses, as well as some engineering courses. As well as this Chemistry is the most widely accepted subject for University courses such as Law and Accountancy since it develops mathematical as well as logical reasoning skills.

7KH�WRSLFV�\RX�ZLOO�VWXG\�DUH�EULHĠ\�OLVWHG�EHORZ�

Principles of ChemistryStates of matter, atoms, atomic structure, bonding, electrolysis, formulae and equations

Chemistry of the elementsThe periodic table, group 1, group 7, oxygen and oxides, hydrogen and water, reactivity series, tests for ions and gases

Organic chemistryAlkanes, alkenes, ethanol*

Physical chemistryAcids, alkalis and salts, energetics, rates of reaction, equilibria

Chemistry in SocietyExtraction and uses of metals, crude oil, synthetic polymers, the industrial manufacture of chemicals

Chemistry taken as a separate subject covers all these topics whilst Chemistry taken as part of the Double Award deals with the same topics (*except that of ethanol) but in slightly less depth and detail.

SPECIFICATION DETAILSEdexcel London Examinations IGCSE Science (Double Award) (4SC0)

Edexcel London Examinations IGCSE Chemistry (4CH0)

Biology Chemistry

9

The Science Department at Malvern College has decided to teach the Edexcel International GCSE syllabus for both Double Award and the Separate Sciences. The Physics element of both these courses provides a good preparation for both ‘A’ level and the International Baccalaureate and is a stimulating and challenging course with plenty of good opportunities for interesting practical work. There is no coursework element.

7KH�WRSLFV�\RX�ZLOO�VWXG\�DUH�EULHĠ\�OLVWHG�EHORZ�

ō� Motion and Forcesō� Energy, Work and Powerō� Thermal Physics and Heatō� Sound and Light Wavesō� Electricity and Magnetismō� Atomic Physics and Radioactivity.

The basic topics are the same whether you do Double Award or the Separate Sciences, but if you do the Separate Sciences each topic is looked at in slightly more depth.

SPECIFICATION DETAILSEdexcel London Examinations IGCSE Science (Double Award) (4437)

Edexcel London Examinations IGCSE Physics (4420)

The work in the Remove focuses on not only the production of grammatically correct English but also the VSHFLğF�ZULWLQJ�VW\OHV�DQG�WHFKQLTXHV�QHHGHG�LQ�RWKHU�academic subjects. We use course books and authentic material to develop vocabulary and include cultural topics in which the diversity of background within the small group can be exploited and enjoyed.

As part of their language development pupils are prepared in the Hundred for the International English Language Testing System (IELTS) examination, which is accepted by all British universities and many others around the world, as the most effective test of English language and skills. This gives a score rather than a pass/fail result.

The course covers the wide range of skills needed to study successfully in an English academic environment, including detailed Reading and Listening, different ZULWLQJ� VW\OHV� DQG� H[SUHVVLRQ� IRU� VSHFLğF� DFDGHPLF�topics. It also requires an awareness and knowledge of the culture and society of both the United Kingdom and the native country, for discussion in both the longer essay and the Oral examination. The scores gained in the four sections are averaged to produce the Band Score. A basic band score of 6.5 is the minimum level for entry to the Sixth Form in the absence of GCSE English at grade C.

Physics English as an Additional Language

10

11

Optional Subjects

12

Fine Art provides an opportunity for students to express their creative ideas whilst developing work that is of a technically high standard. GCSE Fine Art can offer the ğUVW�VWHS�IRU�WKRVH�ZKR�PD\�ZLVK�WR�SXUVXH�DQ�HYHQWXDO�career in any visual, media or creative discipline. Fine Art is often required for related University studies, for example Architecture, Restoration, and History of Art.

Students studying Fine Art follow a structured programme of projects designed to build their technical abilities primarily in painting, drawing and printmaking. There are also opportunities to develop experience in Photography and 3D. Ideas are developed through experimental approaches to drawing that provides students with a rich visual vocabulary to express their creative ideas. A series of workshops in areas such as painting, printmaking and digital imaging, ceramics and photography further strengthen the range of media contained within projects. Students are encouraged to study the work of others’ through visual analysis and UHĠHFWLYH�ZULWLQJ��$�QXPEHU�RI�YLVLWV�WR�JDOOHULHV�DQG�museums inform and give context to projects.

The course demands high standards and to be successful students need to be open to exploring new ideas, have a capacity for hard work and a growing passion for Fine Art.

COURSE STRUCTURE AND ASSESSMENTThe course is assessed by means of a coursework portfolio comprising work produced throughout the two year FRXUVH��WKLV�FRPSULVHV�����RI�WKH�TXDOLğFDWLRQ��7KH�Externally Set Component is completed in the second year of the course and consists of a preparatory period and 10 hour controlled test, comprising 40% of the GCSE.

AREAS OF STUDYō� Drawing and Painting ō� Digital Imagingō� Printmaking ō� Photographyō� 3D

Art and Design (Fine Art)

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Design and Technology

Design and Technology is a subject that both utilises and develops pupils’ personal creativity abilities to generate innovative ideas for solving visual, practical and technical problems. The skills to think literally and laterally, research and analyse information, generate ideas, identify solutions, understand the use of both traditional and modern techniques and processes are all part of the design process that can be applied to a much wider range subject disciplines.

During the Foundation Year, all students gain experience of the fundamental elements of the design process to enable them to research, design and make with a broad range of materials and techniques within the core disciplines of Textiles, Resistant Materials and Graphic Product Design.

For GCSE we offer the opportunity to specialise in one of these three core disciplines.

Textiles This GCSE provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personally relevant and developmental in nature.

7KLV�WZR�XQLW�VSHFLğFDWLRQ�HQDEOHV�VWXGHQWV�WR�GHYHORS�their ability to actively engage in the processes of Textiles Art and Design – to build creative skills through learning and doing, to develop imaginative and intuitive ways of working and develop knowledge and understanding of media, materials and technologies in historical and contemporary contexts, societies and cultures.

Assessment is by Unit 1: Portfolio of Work (Controlled Assessment) 60 per cent and Unit 2: Externally Set Task 40 per cent. The externally set task is completed during the Lent term of the Hundred year and culminates in a 10-hour practical assessment where a personal response is created.

It is a strong foundation for further progression to Textiles related courses such as A-level Textiles or Product Design.

,Q�WKH�ğUVW�\HDU�RI�VWXG\�WKHUH�DUH�D�VHULHV�RI�PLQL�SURMHFWV�including mark making on fabric, printing, and foiling. We have visiting textiles artists who come and work with the students engaging them in their work and setting

them a design brief. Our most recent artists are Kathleen Murphy of Murgatroyd and Bean and Angie Hughes.

Resistant MaterialsThis GCSE covers a wide range of activities based on designing and making products that are manufactured using materials such as wood, metal and plastics in many forms. As well as learning hand skills, you will use a range of industrials processes to shape and form materials into functioning products. Over the course of two years you will develop a whole range of creative designing and making skills, technical knowledge and understanding relating to Resistant Materials and invaluable transferable skills such as problem solving and time management.

Graphic Product This GCSE covers a wide range of products including, packaging, point-of-sale display, interior architectural design, garden design and 3D product (concept) design.

Over the course of two years you will develop a whole range of creative designing and making skills, technical knowledge and understanding relating to graphic products and invaluable transferable skills such as problem solving and time management.

,I�VXIğFLHQW�LQWHUHVW��*&6(�)RRG�7HFKQRORJ\�PD\�EH�available as another option (please seek further details).

PROGRESSION OPPORTUNITIESPupils completing the GSCE may want to consider GCE level study. These courses will build on the knowledge and skills achieved and prepare them fully for further study at degree level. Currently we offer GCEs in Product Design, Textiles and IB Design and Technology (Standard and Higher).

14

The WJEC Eduqas GCSE in Drama is an exciting, LQVSLULQJ� DQG� SUDFWLFDO� FRXUVH�� 7KH� VSHFLğFDWLRQ�promotes involvement in and enjoyment of drama, as performers and/or designers. Additionally it provides opportunities to attend live theatre performances and to develop skills as informed and thoughtful audience members.

7KURXJK�IROORZLQJ�WKLV�VSHFLğFDWLRQ��OHDUQHUV�ZLOO�EH�given opportunities to participate in and interpret their own and others’ drama. Learners have the option to work practically as performers and/or designers in Components 1 and 2.

Learners will investigate a practitioner or genre of drama, work collaboratively to develop ideas to communicate meaning and experiment with dramatic conventions, forms and techniques to produce and realise a piece of original theatre. They will also have the opportunity to participate in the performance of an extract from a play text. Learners will demonstrate their knowledge and understanding of drama, including their ability to interpret texts for performance, in a written examination. However, in preparation for this assessment, learners are encouraged to study their chosen text practically as a performer, designer and director.

SUMMARY OF ASSESSMENT Component 1: Devising TheatreNon-exam assessment: internally assessed, externally PRGHUDWHG�����RI�TXDOLğFDWLRQ

Learners will be assessed on either acting or design.

Learners participate in the creation, development and performance of a piece of devised theatre using either WKH�WHFKQLTXHV�RI�DQ�LQĠXHQWLDO�WKHDWUH�SUDFWLWLRQHU�RU�a genre, in response to a stimulus set by WJEC. Learners must produce:

ō� a realisation of their piece of devised theatre ō� a portfolio of supporting evidence ō� DQ�HYDOXDWLRQ�RI�WKH�ğQDO�SHUIRUPDQFH�RU�GHVLJQ�

Drama

Component 2: Performing from a TextNon-exam assessment: externally assessed by a visiting H[DPLQHU�����RI�TXDOLğFDWLRQ

Learners will be assessed on either acting or design.

Learners study two extracts from the same performance text chosen by the centre.

Learners participate in one performance using sections of text from both extracts.

Component 3: Interpreting Theatre Written examination: 1 hour 30 minutes 40% of TXDOLğFDWLRQ

Section A: Set TextA series of questions on The Tempest, William Shakespeare

Section B: Live Theatre ReviewOne question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

As part of the GCSE course, organized visits to view a range of theatre performances are arranged.

15

French GCSE is changing in 2016 and a draft of the new VSHFLğFDWLRQ�KDV�MXVW�EHHQ�SXEOLVKHG���:H�ZLOO�EH�RIIHULQJ�the new Edexcel GCSE examination at Foundation Level and Higher Level depending on the pupil’s ability.

NATURE OF THE SUBJECTOur approach is a combination of modern resource-based techniques and traditional learning of the structure of the language. There are three main aims:

ō� Grammatical sophistication and accuracyō� Communicative competenceō� Cultural awareness

Communicative skills are developed as a priority since DQ\�IXWXUH�FDUHHU�EHQHğWV�IURP�D�VRXQG�JUDVS�RI�WKH�language as a professional tool. We have two full-time French assistantes.

Naturally, cultural objectives are not ignored and the understanding of a different people’s way of thinking and feeling is an important ingredient of the study of DQ\�ODQJXDJH�DQG�RI�WKH�LQWHOOHFWXDO�EHQHğW�RQH�FDQ�gain from the course.

Whilst enthusiastic in the development of practical skills, we ensure that this is not to the detriment of rigorous training for a precise and accurate appreciation of linguistic problems.

A wide range of techniques is applied and full use is made of technological resources, not least the Internet.

ASSESSMENTSAssessment will be undertaken in the four core language skills:

Paper 1 : Listening and understandingUnderstanding of standard spoken French in a variety of scenarios from one or more speakers in public and social settings.

Paper 2: SpeakingRole-play, questions based on a picture stimulus and a conversation.

Paper 3: Reading and understandingUnderstanding of written French across a range of different types of texts: advertisement, emails, letters, articles and literary texts. A short translation from French into English is added too.

Paper 4: Writing Producing written texts of varying lengths to express facts, ideas and opinions. A short translation from English into French is added too.

No dictionary will be permitted for any of the above papers.

French

16

“Geography is life. It is impossible to conceive of

rounded human beings who have not grasped the

fundamentals of geography.”

DAVID PUTTNAM: PRODUCER OF ‘THE MISSION’ AND

‘THE KILLING FIELDS’

Geography is an exciting and challenging subject that is unique in its study of human and physical patterns and the interaction of people and their environment in shaping the landscape. It also makes a wider contribution to the curriculum in the skills and personal development, and also the moral, social and cultural development it fosters. Geography is an essential component in preparing our pupils for life beyond school where the challenges to the environment are multiplying, and geographical knowledge and understanding is more vital than ever in all areas of trade and industry.

At Malvern, Geographers are taught a wide-ranging combination of skills drawing in ideas from many VRXUFHV��LQFOXGLQJ�SUDFWLFDO�ğHOGZRUN�VNLOOV��7KH�FRXUVH�followed at Malvern is covered over two years from Remove to the Hundred, and culminates in the new AQA GCSE. There will be three papers in the exam, one covering human topics, one covering physical topics and one is a decision making exercise.

The skills learnt in geographical studies make our pupils of potential interest to a wide range of employers. The close link between the subject and the world around us makes for a long and varied list of related careers including working with development or aid agencies, environmental work, using Geographical Information 6\VWHPV��ZRUNLQJ�IRU�WKH�FHQVXV�RIğFH�DQG�LQ�WRXULVP�and recreation. However most of these areas involve only one part of the broad subject of Geography. Statistics show that, compared with other subjects, Geographers are among the most employable. Many of those leaving XQLYHUVLW\�ZLWK�D�*HRJUDSK\�GHJUHH�HQWHU�WKUHH�ğHOGV�of employment: administration and management, PDUNHWLQJ�RU�ğQDQFH��

Geography

The course is designed to take pupils with a little or no knowledge of German in the Foundation Year up to IGCSE level in the Hundred. Our pupils will take the Edexcel IGCSE examination. Those doing the subject are expected to reach a very good standard in writing, reading, speaking and listening. Our main aims in teaching the language are to provide cultural awareness, grammatical understanding and communication skills. Pupils have access to extensive resource materials in the form of DVDs, the Internet, CDs, newspapers, magazines and libraries. The course is designed as far as possible to smooth the transition from IGCSE to the rather more demanding work that will be done in the Sixth Form.

Pupils opting for German at Malvern are encouraged to take part in the German exchange trip to Berlin for one week in the Easter holidays of the Remove year, as well as helping to host visitors from Berlin in the Summer Term. This is a wonderful opportunity to use what they have OHDUQW��ğQG�RXW�KRZ�WR�FRSH�DQG�WR�GLVFRYHU�DQ�H[FLWLQJ�region of Germany, of rich historical importance. They also experience life in a German Grammar School, Gymnasium Steglitz.

The Remove course develops topic areas studied in the Foundation Year and moves on to new themes including media, technology and social relationships. In the Remove year, all verb tenses required at IGCSE are introduced / consolidated, so that pupils can converse and write using the present, simple past, perfect, pluperfect, future and conditional, while developing accuracy along with a greater range and variety is encouraged in the pupils’ own language production. Weekly conversation lessons with the native German assistant begin in the Remove, typically for half an hour per week in pairs.

The Hundred course completes the grammar work as required and focuses on building up vocabulary and in particular essay-writing technique for the IGCSE examination. There is much practice in the use of all areas of vocabulary and grammar that have been learned in the previous two years. Individual conversation lessons with the assistant continue on a weekly basis to UHDOO\�ERRVW�SHUIRUPDQFH�DQG�FRQğGHQFH�LQ�SUHSDUDWLRQ�for the speaking examination. From early on in the year we begin to look at examination papers so that, by the time the trial examinations take place in the Lent Term, SXSLOV�IHHO�FRPIRUWDEOH�DQG�FRQğGHQW�KDQGOLQJ�WKHP�

German

17

Greek is taken by well-motivated pupils who have normally studied the language for at least three terms. The two-year GCSE course in the Remove and Hundred comprises the detailed study of the Greek language and its literature and the exploration of Greek Civilisation.

The OCR GCSE Greek course requires pupils to do the following:

ō� learn a vocabulary list of 350 Greek wordsō� study and learn Greek grammar (e.g. declensions of

nouns and conjugations of verbs) and syntactical constructions (e.g. Indirect Statement and Purpose Clauses)

ō� study in great details two set texts (one prose and one verse) by different authors on a variety of topics (eg excerpts from Homer’s Odyssey, scenes from a Greek tragedy, the prosecution’s speech in a murder trial, highlights of the war between Athens and Sparta

ō� study, through books, slides, videos and the Internet, the primary evidence from the Classical World which tell us about the history and daily lives of the Greeks (topics include: Theatre, Religion, Mycenae, the Persian Wars and Alexander the Great)

All the above are tested by Internal Examinations in December and April of the Remove year; and Trial Examinations in January and four GCSE examination papers in June of the Hundred year.

The course not only provides useful background knowledge and skills for pupils wishing to study Greek or Classical Civilisation in the Sixth Form, but also complements the study of English, History, Philosophy and, of course, Modern Languages in the Lower Sixth and the Sixth Form.

Greek

The GCSE course is the IGCSE offered by the University of Cambridge. For our candidates, the course consists RI�WKH�IROORZLQJ�WRSLFV��VXEMHFW�WR�FRQğUPDWLRQ�DQG�WKH�possibility of minor change) examined via three papers:

Paper 1Core content: twentieth-century international relations:

ō� The origins of the First World Warō� The Peace Treaties: 1919 – 1923ō� The League of Nationsō� The collapse of international peace by 1939ō� The Cold War: its originsō� The USA’s attempts to contain the spread of

Communism

Depth Study: Germany 1918 – 1945

Paper 2One theme from Paper 1 which will require an analysis of sources. For examination in 2018 this will be ‘To what extent was the League of Nations a success?’.

Paper 4Depth Study: Germany 1918 – 1945.

AIMSThe broad aim is for pupils to understand the course of international relations from the background to the First World War to the emergence of the Cold War by 1949. They will also study events in Iran and Iraq between c1970 and 2000.

Pupils study the attempt to establish international peace and order between 1918 and 1939 and look at the impact of the Treaty of Versailles and the Great Depression in this section. A detailed “depth study” on Germany during this period allows pupils to understand why attempts to secure democracy failed and why Germany was re-cast as a single-party state and dictatorship. The analysis of Germany also extends into the years of the Second World War.

The course makes use of the wealth of contemporary documents that are available. Pupils develop source analysis and essay writing skills. At every stage, they are WDXJKW�WR�DVVHVV�WKH�VLJQLğFDQFH�RI�LGHDV�VXFK�DV�0DU[LVP�and Fascism, of personalities such as Hitler and Stalin, and key events such as the Wall Street Crash, as causes of change. Equally, they are taught to identify trends of continuity.

The History Department may need to make changes to the above at any time.

History

18

Latin in the Remove and Hundred is taken by well-motivated pupils who have already studied Latin for at least one year. The WJEC Latin GCSE course comprises the detailed study of the Latin language, Latin literature and Roman Civilisation.

This new WJEC GCSE Latin course requires pupils to do the following:

ō� learn a vocabulary list of 350 wordsō� study and learn Latin grammar (eg declensions of

nouns and conjugation of verbs) and syntactical constructions (eg Indirect Statement and Purpose Clauses)

ō� study in great detail about ten set texts by different authors of varying length and on a variety of topics (eg Pliny on Chariot Racing, Seneca on Gladiatorial Shows, Catullus on Dinner Parties, Horace on Philosophy, Martial on Love and Marriage)

ō� study, through books, slides, DVDs and the Internet, the primary evidence from the Classical World which tell us about the history and daily lives of the Greeks and Romans (current topics are: Pompeii and the Olympic Games)

Pupils are assessed at regular intervals throughout the course and also by internal examinations in June of the Remove year, Trial Examinations in January of the Hundred year, and three GCSE examination papers taken in May-June 2018.

The course not only provides useful background knowledge and skills for pupils wishing to study Latin or Classical Civilisation in the Sixth Form, but also complements the study of English, History, Philosophy and, of course, Modern Languages in the Lower School and the Sixth Form.

Latin

The teaching of GCSE Music from 2016 will be according WR�WKH�$4$�VSHFLğFDWLRQ���+RZHYHU��SOHDVH�QRWH�WKDW�WKLV�is a new syllabus and is still awaiting accreditation from JCQ.

The study of Music gives pupils opportunities to:

ō� develop their understanding and appreciation of a wide range of different styles of music

ō� extend their own interests in increasing their ability to make judgments about musical quality, and develop broader life-skills including critical and creative thinking, aesthetic sensitivity and emotional and cultural development.

Pupils should ideally be a minimum of grade three standard on an instrument or voice before embarking on this course. Grade 5 theory, whilst not a prerequisite, ZRXOG�EH�EHQHğFLDO�

The course falls into three broad categories:

ō� Understanding Music (40%)ō� Performing Music (30%)ō� Composing (30%)

UNIT 1: Understanding MusicThe assessment for this unit is by examination. Pupils will learn about music from four areas of study, and will develop the skills to appraise and demonstrate an in-depth knowledge and understanding of musical elements, musical context and musical language. In the examination, pupils will listen to unfamiliar music from all 4 areas of study and are required to identify and accurately describe musical elements and use musical language. They also need to critically appraise 2 study works, one of which will be Haydn’s ‘Clock Symphony’ (2nd movement).

ō� Area of Study 1: Western Classical tradition – 1650 – 1910 (study work - Haydn’s ‘Clock Symphony’ – 2nd movement)

ō� Area of Study 2: Popular Music (study work – 3 tracks from the Beatles album – Sgt. Pepper’s Lonely Hearts

Club Band)ō� Area of Study 3: Traditional Music (study work – 3

tracks from Santana’s album – Supernatural)ō� Area of Study 4: Western Classical tradition since

1910 (study work – Aaron Copland – Saturday Night Waltz and Hoedown from Rodeo )

UNIT 2: Performing MusicPupils must record an instrumental or vocal solo.

Music

19

Pupils must record an undoubled part within an ensemble.

The total time of the two recordings together must be between 4-7 minutes, with a minimum of 1 minute for the ensemble performance. Ideally, the technical GLIğFXOW\�RI� WKH�SLHFHV�SHUIRUPHG�ZLOO�EH�JUDGHV�����standard but the quality of the performance should not be compromised by choosing a piece that is too hard for the pupil to perform well.

UNIT 3: Composing MusicPupils will compose two pieces, one to a brief issued by AQA, and also a free composition.

The overall length of the combined pieces should be between 3 and 4 and a half minutes.

Music

20

Physical Education is on offer to all pupils as an examined subject at GCSE. The Edexcel GCSE course offers pupils the opportunity to develop their knowledge and understanding of factors that affect performance, and participation in their chosen sports and physical activity. The course provides an excellent foundation for those considering studying Physical Education at A level or IB Sport, Exercise & Health Science.

SYLLABUS CONTENTThe syllabus is broken down into four components:

Examination PaperComponents 1 and 2 will be assessed in May/June 60% RI�WKH�TXDOLğFDWLRQ�

Students will be required to answer all questions, the assessment consists of multiple choice, short-answer, and extended writing questions. Calculators may be used within these examinations.

Component 1: Fitness and Body Systems (1PE0/01); Written examination: 1 hour and 45 minutes, 36% of WKH�TXDOLğFDWLRQ�����PDUNV�

Content Overviewō� Topic 1: applied anatomy and physiologyō� Topic 2: Movement analysisō� Topic 3: Physical trainingō� Topic 4: Use of data

Component 2: Health and Performance (1PE0/02)Written examination: 1 hour and 15 minutes, 24% of WKH�TXDOLğFDWLRQ�����PDUNV�

Content Overview7RSLF����+HDOWK��ğWQHVV�DQG�ZHOO�EHLQJTopic 2: Sport psychology7RSLF����6RFLR�FXOWXUDO�LQĠXHQFHVTopic 4: Use of data

Controlled AssessmentComponents 3 and 4 will be assessed at any point during WKH�FRXUVH�����RI�WKH�TXDOLğFDWLRQ�

Component 3: Practical Performance (1PE0/03) Non-examined assessment: internally marked and H[WHUQDOO\�PRGHUDWHG�������RI�WKH�TXDOLğFDWLRQ������marks, 35 per activity)

Physical Education

Assessment overviewThe assessment consists of students completing three physical activities from a set list.

ō� One must be a team activity » Association Football, Badminton Doubles,

Basketball, Camogie, Cricket, Gaelic Football, Handball, Field Hockey, Hurling, Lacrosse, Netball, Rowing, Rugby League, Rugby Union, Squash Doubles, Tennis Doubles, Table Tennis Doubles, Volleyball, Blind cricket, Goal ball, Powerchair football, Table cricket, Wheelchair basketball, Wheelchair rugby.

ō� One must be an individual activity » Amateur boxing, athletics, singles badminton,

canoeing, track cycling, road cycling, Dance, Platform diving, Golf, Gymnastics, Equestrian, Kayaking, Rock Climbing, Rowing, Sculling, Skiing, Snowboarding, Squash singles, Swimming, Table tennis singles, Tennis singles, Trampolining, Boccia, Polybat.

ō� 7KH�ğQDO�DFWLYLW\�FDQ�EH�D�IUHH�FKRLFH

Some activities may not be taken in combination together for example single tennis and doubles tennis.

Component 4: Personal Exercise Programme (1PE0/04)Non-examined assessment: internall marked and H[WHUQDOO\�PRGHUDWHG�� ���� RI� WKH� TXDOLğFDWLRQ� ����marks)

Content Overviewō� Aim and planning analysisō� Carrying out and monitoring the Personal Exercise

Programmeō� Evaluation of the Personal Exercise Programme

Assessment will require students to produce a SHUVRQDOLVHG�H[HUFLVH�SURJUDPPH�EDVHG�RQ�WKHLU�ğUVW�chosen activity, and will require them to carry out, analyse and evaluate their performance.

Students work towards their controlled assessment during the GCSE lessons and one Core Physical Education lesson in Remove. However pupils are expected to engage in their chosen physical activity throughout their GCSE programme. Some students may wish to offer activities that are not part of the regular co-curricular activity programme at school. For example for Skiing or Snow Boarding, there is an opportunity to be assessed as part of the school’s annual ski trip. Students who take part in activities independently must be aware that participation in external activities must have full YLGHR�HYLGHQFH�WDNHQ�ZKLFK�VDWLVğHV�WKH�IXOO�DVVHVVPHQW�criteria and in some cases will require written evidence from the student and an external coach.

21

Please be aware that at the time of writing this TXDOLğFDWLRQ�KDV�RQO\�MXVW�UHFHLYHG�DFFUHGLWDWLRQ�IURP�Ofqual. The PE department are currently reviewing all WKH�TXDOLğFDWLRQV�RQ�RIIHU�IURP�YDULRXV�H[DPLQDWLRQ�ERDUGV��7KH�RYHUDOO�IRUPDW�RI�WKH�*&6(�TXDOLğFDWLRQ�ZLOO�not differ between the boards due to strict guidelines from Ofqual. However the examination board may FKDQJH��DV�ğQDO�VHOHFWLRQ�WR�PHHW�WKH�QHHGV�RI�0DOYHUQ�College pupils will take place at the end of the 2015/16 academic year, in the form of a full review.

Syllabus Code: Level 2 GCSE (9-1) in Physical Education (1PE0)

Physical Education

7KH� QHZ� *&6(� VSHFLğFDWLRQ� ZLOO� EH� WDXJKW� IURP�September 2016. We will follow the WJEC Board. This is a full GCSE to be covered over two years. The course consists of three components.

Component 1: Religious, Philosophical and Ethical Studies in the Modern World. This section covers four main issues including relationships, life and death, good and evil and human rights. (2 hour examination)

Component 2: A study of the beliefs and teachings of Christianity (1 hour examination)

Component 3: A study of the beliefs and teachings of Buddhism (1 hour examination)This course will help equip pupils with a measure of religious and ethical literacy so vital to understanding our history and culture, as well as current issues of QDWLRQDO� DQG� LQWHUQDWLRQDO� VLJQLğFDQFH�� ,W�ZLOO� DOVR�encourage and support informed, independent thinking on a wide range of issues.

The course is designed to be accessible to pupils of all backgrounds, whether religious or not. It is not a test of personal beliefs, but of the ability to understand religious and ethical practice, and to evaluate critically the various issues which affect believers and the community as a whole.

Religious Studies

22

From September 2016 we will be offering the new Edexcel GCSE examination at Higher Level.

NATURE OF THE SUBJECTOur approach is a combination of modern resource-based techniques and traditional learning of the structure of the language. There are three main aims:

ō� grammatical sophistication and accuracyō� communicative competenceō� cultural awareness

Communicative skills are developed as a priority since DQ\�IXWXUH�FDUHHU�EHQHğWV�IURP�D�VRXQG�JUDVS�RI�WKH�language as a professional tool. Naturally, cultural objectives are not ignored and the understanding of a different people’s way of thinking and feeling is an important ingredient of the study of any language and RI�WKH�LQWHOOHFWXDO�EHQHğW�RQH�FDQ�JDLQ�IURP�WKH�FRXUVH�

Whilst enthusiastic in the development of practical skills, we ensure that this is not to the detriment of rigorous training for a precise and accurate appreciation of linguistic problems.

A wide range of techniques is applied and full use is made of technological resources, not least the Internet.

ASSESSMENTAssessment will be undertaken in the four core language skills:

Paper 1: Listening and understandingUnderstanding of standard spoken Spanish in a variety of scenarios from one or more speakers in public and social settings.

45 minutes including 5 minutes reading time.����QH�VQVCN�SWCNKȨECVKQP�

Paper 2: SpeakingRole-play, questions based on a picture stimulus and a conversation.

10-12 minutes plus 12 minutes preparation time.�����QH�VJG�VQVCN�SWCNKȨECVKQP�

Spanish

Paper 3: Reading and understandingUnderstanding of written Spanish across a range of different types of texts: advertisement, emails, letters, articles and literary texts. There will also be a short translation from Spanish into English.

1 hour.����QH�VJG�VQVCN�SWCNKȨECVKQP�

Paper 4: WritingProducing written texts of varying lengths to express facts, ideas and opinions. There will also be a short translation from English into Spanish.

No dictionary will be permitted for any of the above papers.

1 hour and 20 minutes.����QH�VJG�VQVCN�SWCNKȨECVKQP�

23

Malvern College College Road Malvern Worcestershire WR14 3DFt: +44 (0)1684 581 500 f: +44 (0)1684 581 615 e: registrar@malcol.org

www.malverncollege.org.ukRegistered Charity No 527578