GCSE COURSES

Foreword by the HeadmasterAt King’s we are committed to the success of each pupil. As you will see from this GCSE Courses Booklet we offer a broad range of subjects, and a freedom of choice which very few other schools can match. We cannot guarantee that every combination will work, but each year almost all pupils are able to take the subjects of their choice.

In the Fourth and Fifth Forms pupils study the core subjects of English Language, English Literature, mathematics and the sciences. They will be guided towards either taking three separate sciences, counting as three GCSEs, or the combined award science course, which counts as two GCSEs after internal exams in November of the Fourth Form. Pupils are strongly recommended to study at least one modern foreign language and they are then free to choose their remaining subjects. There is plenty of advice available on which subjects to choose from Houseparents, tutors, subject teachers and Heads of Department.

Most pupils take nine or ten GCSEs, but this is not essential and we always try to tailor the workload to suit the individual. Progress is carefully monitored throughout the GCSE years and all necessary support will be given to ensure that each pupil achieves the best results of which he or she is capable.

Almost all subjects will be following the new GCSE courses, with grading from 9 to 1 (9 being the highest). Grades 7, 8 and 9 correspond to the old grades A and A*. Very few 9s will be awarded. A grade 4 will correspond to a low grade C. Some of our subjects will follow IGCSE courses, others will follow GCSE courses. This decision is based purely on which syllabus we feel is the best for our pupils. Most IGCSEs are graded 9 to 1 like other GCSEs, however the two English courses will be graded A* to E.

A pupil wishing to proceed into our Sixth Form to study A level subjects will need to achieve a total of 27 points in the pupil’s five best GCSE subjects. For the purposes of this calculation a C in English will count as 5 points, a B as 6, an A as 7 and an A* as 8.

Parents can always discuss particular problems with the Housemaster or Housemistress, the House Tutor or Head of Department, or with the Deputy Heads – Mr Lawford, Mrs McSwiggan and Mr Albery – or with me. We are all here to help.

Richard Biggs

GCSE CURRICULUM

In their Fourth and Fifth Form years all pupils follow two-year GCSE courses.

Apart from English, mathematics and the sciences, which all pupils study, we have been able to organise our timetable in such a way that we are able to offer them a completely free choice of GCSEs in a wide range of subjects. Pupils will be placed in option blocks only after they have made their choices, thus avoiding the restrictions imposed by many schools which operate fixed blocking systems.

Pupils will be grouped by ability in maths, English, science, French and Spanish.

In science, pupils will either take separate sciences leading to three GCSEs in biology, chemistry and physics, or follow a combined science course that leads to two GCSEs. Pupils will then study four additional subjects. These will be selected from:

Art and Design Textile Design Design Technology Drama English as an Additional Language French Geography German History Latin Learning Strategies Music PE Philosophy and Religion Spanish

Details of all the GCSE courses that we offer are to be found in the remaining pages of this booklet. In making their choices we strongly recommend that all pupils should study a modern foreign language (please discuss individual requirements with the Deputy Head Academic).

Pupils can choose Learning Strategies and/or EAL instead of one of their GCSE courses.

It is also an expectation of being a drama, music, art or DT scholar that a pupil should study the subject in which a scholarship is held.

In addition to their GCSE courses all pupils will continue to develop social and moral awareness through PSHE (life skills) and philosophy and religion lessons. They will also attend a number of Careers sessions.

ENGLISH and ENGLISH LITERATURE (CIE IGCSE)

The skills of reading, writing, speaking and listening are of vital importance for a pupil’s future. Not only are they essential in most careers, but they also underpin successful study in all subjects at all levels. The study of English and English literature develops critical and analytical reading and listening, and equips young people with accurate and expressive communication skills. A broadening vocabulary, ever-greater precision of expression, a deepening analytical insight into writers’ techniques, and texts, and the chance to empathize with a range of characters and voices from across the world and time, mean that English is a subject with few limits for the ambitious pupil. Proficiency as a reader and writer can add immeasurably to an individual’s general quality of life.

Since 2015 the department has been following the CIE IGCSE syllabus for all GCSE candidates, and most pupils will be entered for both English language and English literature, so that they secure two separate GCSEs. There is considerable overlap in the skills, developed through the course teaching, required for both GCSEs. In some cases, where it is felt necessary to help to secure a satisfactory grade in the core subject of English language, the decision may be taken after appropriate consultation, to enter that candidate for that single syllabus, but the course followed will also include much of the literature study, to ensure the breadth and power of imaginative texts are encountered, and reading and writing skills enhanced.

ENGLISH LANGUAGE (CIE 0500)

The final assessment will comprise two components, both terminally-examined, with a reading and a writing paper.

Paper 1: Reading Texts[Written examination paper: 50% (2 hours)]This unit tests through structured questions the reading of three non-fiction texts of 500-750 words, which may include extracts from biographical writing, literary non-fiction, travel writing, reports or articles of various kinds from newspapers and magazines. A familiarity with the wider world and the media is always an asset in this module.

In response to these texts, candidates will be asked in a sequence of questions, to show comprehension skills, to select information, to show precise understanding of words and phrases, to summarise, to recognise and evaluate writers’ techniques, and to transform texts into different genres. Transformation tasks set might require candidates to write a letter, interview script, journal entry, speech, article or report. Candidates are thus assessed on their ability to select appropriate information, to analyse language, to write for specified audiences and purposes, planning and adapting style to form, while showing control of sophisticated vocabulary and concise, accurate written expression.

Paper 2: Directed Writing and Composition[Written examination paper: 50% (2 hours)]

Task 1: Directed Writing: a response to a text of approximately 650-750 words, which will contain facts, opinions and arguments. Candidates respond by selecting, analysing and evaluating the content of the text, converting this in a specified written form (e.g. writing a letter in response to an article in a newspaper) using informative, analytical and/or argumentative writing (e.g. the text of a persuasive speech). Candidates write 250-350 words.

Task 2: Composition: Candidates select one from four optional tasks, descriptive and narrative. They write about 450 words. This task assesses the ability to articulate experience and express what is thought, felt and imagined, to organise and structure ideas and opinions, use a range of vocabulary in an appropriate register, and a range of sentence structures, making accurate use of spelling, punctuation and grammar.

ENGLISH LITERATURE (CIE 0475)

The study of literature leads pupils to become critical readers, deriving a profound enjoyment and understanding from reading prose, poetry and drama. They experience the different periods, cultures, viewpoints and situations encountered in literary texts, and explore how different texts may reflect or influence cultural values, and a sense of identity. It is also important that pupils appreciate how a literary heritage has been significant over time, and explore the meaning of such texts in context. Close reading of language and technique, and the appreciation of the writer’s craft, underpins all such reading and response.

This syllabus replaces the 0486 specification currently studied, but the texts and modes of assessment are continued. Assessment tasks require learners to show understanding and explore ideas, themes and characters within studied and/or unseen texts. The skills of analytical and close reading are also targeted in each unit. The final assessment will comprise two exam papers, as detailed below. The material is covered at various stages of the course, and the skills for language study (e.g. text transformation) are integrated into literature study.

Component 1: Poetry and Prose[Written examination paper: 50% (1h 30)] Section A: Poetry 25%: One question from a choice of two, on either one or two poems on a shared theme, from a wider selection specified by the board and studied in class. The set poem texts are given on the exam paper.Section B: Prose 25%:One question from a choice of two, essay or extract analysis, on one fiction text from the selection offered by the board, studied in class. We are currently studying Alan Paton’s Cry, the Beloved Country. Closed text: candidates need to know quotations on their set text.

AND

Component 2: Drama[Written examination paper 50% (2 hrs)] Two written answers to include 1 whole-text essay and 1 extract analysis answer, from a choice on two drama texts (taken from the selection offered by the board and prepared in detail in class). Closed text: candidates need to know quotations on their set texts. We are currently studying Macbeth, with Arthur Miller’s The Crucible.

Both papers test knowledge of the texts, as well as close reading, and broader analytical reading and writing skills.

Written expression, including legibility, accuracy of spelling, punctuation and grammar; clarity of meaning, appropriate style and structure, and the organisation of information, are assessed throughout IGCSE English literature. Thus the need for good expression is emphasised throughout the course.

MATHEMATICS (EDEXCEL)

Mathematics is playing an increasingly important part in modern society, and a strong grounding in the subject is of enormous benefit in almost all walks of life. Mathematics is one of the core subjects of the national curriculum, and all pupils at King’s work towards the International GCSE during their time in the lower school.

The IGCSE course has recently been revamped, and is designed to train pupils to discuss and use mathematical ideas, as well as placing greater emphasis on deciding how to apply mathematical techniques to solve problems, rather than simply recalling a variety of methods. Real-life applications are used where possible in the classroom to bring the mathematics to life, and small group work can help to develop the ability to analyse situations and communicate conclusions to others.

The IGCSE course offers a full mathematical education for all pupils, no matter their prior achievement in the subject. There are plenty of opportunities to stretch even the top performing pupils, both within the IGCSE syllabus itself, and by extending the topics covered well beyond the scope of the course. The course provides an excellent preparation for both the A level mathematics and further mathematics courses.

Topics included in the IGCSE are:

1. Numbers and the number system2. Equations, formulae and identities3. Sequences, functions and graphs4. Geometry and trigonometry5. Vectors and transformation geometry6. Statistics and probability7. Differential calculus

As well as the support of their teacher, pupils have various additional resources available to them, includ-ing textbooks, computer software, and the twice-weekly “Maths Clinic”, where staff and senior pupils are available to give extra individual help.

The course is assessed by examination in the Summer Term of the Fifth Form. There are two papers, both of which are two hours long, and both of which allow the use of a calculator. The majority of pupils will be entered for the Higher Tier examination, which is graded on a scale from 9-4, however in certain individual cases it may be in the best interest of a student to be entered for the Foundation Tier, which is graded from 5-1. Discussions would take place between teachers, pupils, and parents throughout the course, before making a decision on tier of entry in the Lent Term of the Fifth Form.

BIOLOGY (AQA)

Subject content:

The study of Biology enables you to understand how your body works, and how the living world that surrounds you exists and survives. Essentially it is the science of living organisms and their interactions with each other and the environment. We will study topics ranging from the microscopic world of your cells, to why an elephant needs a gas exchange system, to what makes you a human and not a gorilla. We will have the opportunity to debate questions such as ‘should you clone your cat?’ and ‘is it wrong to take stem cells from embryos to save lives?’.

The study of biology involves collecting and interpreting information about the natural world to identify patterns and relate possible cause and effect. Practical, hands-on work is a key part of this course and teachers incorporate as much practical experience as possible in their lessons. This course provides an excellent foundation for A level study in biology as it offers a detailed and rigorous knowledge base.

The topics studied are:

• Cell biology • Organisation (animal & plant organ systems)• Infection and response • Bioenergetics• Homeostasis (keeping body • Inheritance, variation and evolution conditions constant) • Ecology

Assessment:

Paper 1: Paper 2:What’s Assessed: What’s Assessed:Topics 1-4: Cell biology; Organisation; Topics 5–7: Homeostasis and response; Inheritance,Infection and response; and Bioenergetics. variation and evolution; and Ecology.

How it’s assessed: How it’s assessed:Written exam: 1 hour 45 minutes Written exam: 1 hour 45 minutes100 marks 100 marks50% of GCSE 50% of GCSE

Questions: Questions: Multiple choice, structured, closed short Multiple choice, structured, closed short answer and open response answer and open response

Practical work will include ten mandatory practical activities; 15% of the exam marks will test your understanding of these. Additionally, a minimum of 10% of exam marks test mathematical skills.

More detailed course information can be found in the published specification:www.aqa.org.uk/subjects/science/gcse/biology-8461

CHEMISTRY (AQA)

The chemistry specification from AQA promotes a wide range of scientific thinking and investigative skills. The course links practical, hands-on science with essential theoretical concepts to develop a fundamental understanding of our material world.

Subject content:

Chemistry is the science of the composition, structure, properties and reactions of matter. Understood in terms of atoms and molecules, the course explores the interactions between particles and their arrangement in materials of all kinds. It touches on the synthesis, formulation, analysis and characteristic properties of substances and examines how chemists have manipulated the planets’ resources to suit humanity’s needs.

The list below shows the full range of topics covered by the AQA GCSE chemistry course: • Atomic structure and the periodic table • Bonding, structure, and the properties of matter • Quantitative chemistry • Chemical changes• Energy changes• The rate and extent of chemical change• Organic chemistry• Chemical analysis• Chemistry of the atmosphere• Using resources Assessment:

Paper 1: Paper 2:What’s Assessed: What’s Assessed:Topics 1-5: Atomic structure and the Topics 6-10: The rate and extent of chemical periodic table; Bonding, structure, and the change; Organic chemistry; Chemical analysis; properties of matter; Quantitative chemistry; Chemistry of the atmosphere; and Using resourcesChemical changes; Energy changes.

How it’s assessed: How it’s assessed:Written exam: 1 hour 45 minutes Written exam: 1 hour 45 minutes 100 marks 100 marks

Questions: Questions:

Multiple choice, structured, closed Multiple choice, structured, closed short answer short answer and open response and open response

Practical work is completed throughout the course. This will include eight mandatory practical activities, knowledge of which can be tested in the exam papers.

20% of all the available exam marks will test maths skills.

More detailed course information can be found in the published specification:https://filestore.aqa.org.uk/resources/chemistry/specifications/AQA-8462-SP-2016.PDF

PHYSICS (AQA)

This qualification is useful, interesting and thought-provoking. You’ll cover a host of interesting topics, including forces, electricity and space physics. Everything it covers will prepare you for the step up to A level.

Subject content:

Pupils will be able to appreciate the achievements of physics in showing how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas – representing such features as equilibrium, differences driving change, forces and fields, and transmission by waves – which are inter-linked and are of universal application.

This qualification is linear. Linear means that pupils will sit all their exams at the end of the course.

Topics covered:

1. Energy2. Electricity3. Particle model of matter4. Atomic structure5. Forces6. Waves7. Magnetism and electromagnetism8. Space physics (physics only)

Assessment:

Paper 1:

• Topics 1-4: Energy; Electricity; Particle model of matter; and Atomic structure.• Multiple choice, structured, closed short answer and open response.• Written exam: 1 hour 45 minutes• 100 marks

Paper 2:

• Topics 5-8: Forces; Waves; Magnetism and electromagnetism; and Space physics.• Questions in paper 2 may draw on an understanding of energy changes and transfers due to heating, mechanical and electrical work and the concept of energy conservation from Energy and Electricity.• Multiple choice, structured, closed short answer and open response • Written exam: 1 hour 45 minutes• 100 marks

Practical work is completed throughout the course and pupils will asked questions based on working scientifically skills in the written papers. Pupils will also have to complete ten mandatory practical activities, confirmed by school statement.

15% of exam marks test understanding of practical work.30% of exam marks test maths skills.

COMBINED SCIENCE (AQA Trilogy 8464)

This a ‘double award’ in GCSE science. It draws much of its content from the single science qualifications. Pupils will explore exciting topics in biology, chemistry and physics and sit six exams – gaining the equivalent of two GCSEs. It offers a sound basis from which to study science beyond KS4.

The AQA combined science course was developed in the belief that science has something to offer every student, whatever their aspirations. From trainee chef to nuclear physicist, construction apprentice to cancer researcher, everyone needs some level of relevant science understanding. GCSE study in combined science provides the foundations for understanding the world around you. Scientific understanding is vital to the world’s future prosperity, and all pupils will be taught essential aspects of the knowledge, methods, processes and uses of science.

GCSE Combined Science:

BIOLOGY CHEMISTRY PHYSICSCell biology Atomic structure and the

Periodic TableEnergy

Transport systems Structure, bonding and theproperties of matter

Forces

Health, disease and medicines Chemical changes Forces and motion

Co-ordination and control Energy changes in chemistry Waves in matter

Photosynthesis and respiration The rate and extent ofchemical change

Light as rays andelectromagnetic waves

Homeostasis and the nervous system

Chemical analysis Electricity

Ecosystems Chemical and allied industries Magnetism andelectromagnetism

Inheritance, variation andevolution

Earth and atmosphericscience

Particle model of matter

Working scientifically Working scientifically Atomic structureWorking scientifically

Assessment:

Practical work will include 16 mandatory practical activities; 15% of the exam marks will test your understanding of these. Additionally, a minimum of 20% of exam marks across the six papers test maths skills in a 1:2:3 ratio for biology: chemistry: physics.

There are six papers: two for each of the sciences. Each paper will be a written exam of 1 hour 15 minutes, 70 marks each, representing 16.7% of the total GCSE. There are foundation and higher tier options. The result is graded on a 17 point grading scale, from 9-9, 9-8 through to 2-1, 1-1.

More detailed course information can be found in the published specification:https://filestore.aqa.org.uk/resources/science/specifications/AQA-8464-SP-2016.PDF

ART AND DESIGN (EDEXCEL)

The GCSE in art is a broad course designed to enable pupils to explore a wide range of 2- or 3-dimensional approaches to their work. They will have the opportunity to experiment with different materials and techniques including drawing, painting, sculpture, mixed media, photography and printmaking. The course will suit pupils who enjoy the challenge of expressing and communicating ideas visually and they will develop creative skills through learning to use imaginative and intuitive abilities. Whilst good drawing skills are desirable, enthusiasm for the subject and a love of creating is equally important.Pupils will learn to:• Apply a creative approach to problem solving• Consider and develop original ideas form initiation to realisation• Analyse critically their own work and that of others• Express individual thoughts and choices confidently• Take risks, experiment and learn from mistakes. Art is a good choice not only for pupils who think they may want a career in the creative industries but also for anyone wanting to strengthen their ability to think creatively. The structure of the course is shown below.

Assessment:

Unit 1: Personal Portfolio in Art and Design (60%)

Pupils produce a portfolio of art work based upon department determined thematic starting points. There will be two projects over the two years both with sketchbook work, supporting studies and final pieces that will together form the portfolio for assessment.

Unit 2: Externally set assignment (40%)

The externally set assignment (ESA) represents the culmination of the GCSE course. During an extended preparatory time, pupils formulate a personal response to an externally set, broad based thematic starting point. Support is given during the preparatory period; pupils then produce a final piece based upon their planning. Pupils may choose their media and approach to suit their choice of theme, interests and skills. The final work is produced under examination conditions over ten hours.

It is expected that pupils holding an art scholarship will take art or textiles at GCSE.

Although a level of basic materials is provided, pupils will be billed for additional resources required for their individual projects.

TEXTILE DESIGN (EDEXCEL)

This exciting new creative course is designed to enable pupils to explore a wide range of approaches to working with textiles, including both traditional and contemporary techniques. Pupils will have the opportunity to experiment with a range of media and processes from the following areas of study: Dyed Textiles, Printed Textiles, Constructed Textiles (weaving/knitting/felting etc.), Fine Art Textiles and Fashion Textiles. Pupils will research artists and designers from diverse cultures, times and societies to inform their own practice and also work independently to create their own personal responses to a theme.

The course will suit pupils who enjoy the challenge of expressing and communicating ideas visually and have an enthusiasm for textiles and being creative. Drawing is an important skill in the development of Textile Design from initial visual research to the translation of ideas into finished designs.

Through Textile Design pupils will learn to:

• Apply a creative approach to problem solving• Consider and develop original ideas form initiation to realisation• Analyse critically their own work and that of others• Express individual thoughts and choices confidently• Take risks, experiment and learn from mistakes. Textile design is a good choice for pupils who think they may want a career in the creative industries such as fashion, theatre, interior design, surface pattern design or retail but is also a good choice for anyone wanting to strengthen their ability to think creatively. The structure of the course is shown below.

Assessment:

Unit 1: Personal Portfolio in Textile Design (60%)Pupils produce a portfolio of textile work based upon department determined thematic starting points. There will be two projects over the two years both with sketchbook work, supporting studies and final pieces that will together form the portfolio for assessment.

Unit 2: Externally set assignment (40%)The externally set assignment (ESA) represents the culmination of the GCSE course. During an extended preparatory time, pupils formulate a personal response to an externally set, broad based thematic starting point. Support is given during the preparatory period; pupils then produce a final piece based upon their planning. Pupils may choose their media and approach to suit their choice of theme, interests and skills. The final work is produced under examination conditions over ten hours.

It is expected that pupils holding an art scholarship will take art or textiles at GCSE.

Although a level of basic materials is provided, pupils will be billed for additional resources required for their individual projects.

DESIGN & TECHNOLOGY (CIE 0979)

“So many of the designers that we interview don’t know how to make stuff’. Jonathan Ive (Head Designer Apple)

This course enables learners to identify, consider and solve problems through creative thinking, planning, designing, and by working with different media, materials and tools to produce a made product. Learners gain technical and design awareness, and develop skills such as initiative, resourcefulness, enquiry and ingenuity. They also develop the communication skills central to the design process. Design & Technology also provides an ideal basis for further study, and equips learners with technical knowledge and practical designing and making skills for the world of work. The syllabus is designed to accommodate a wide range of interests, materials and resources, and allows the different skills of the teaching staff to be fully exploited. During the IGCSE (9-1) course, pupils will be expected to demonstrate an understanding and application of the following skills and knowledge:

New and emerging technologiesEnergy generation and storageDevelopments in new materialsSystems approach to designingMaterials and their working propertiesSelection of materials or componentsEcological and social footprintSources and originsStock forms, types and sizesScales of production

Assessment:

The weighting of the IGCSE course consists of 50% project based (coursework) and 50% examination related. The pupils take two examination papers at the end of their second year. For the project, pupils are required to produce a resistant materials based prototype relating to a design problem of their choice. The underlying influence on the project should be that the product would be suitable for commercial production. Pupils then have to construct the prototype in school with the facilities that are available. Pupils are encouraged to demonstrate their ability to work in an area of technology in which they feel that they would like to specialize.

Project (50%):• Component 2 – Produce an A3 design portfolio (approximately 20 sheets) along with a fully functional prototype. The project reflects approximately 30-35 hours work.

Examination (50%): • Paper 1 – Product Design: (50 marks) Questions are based on the syllabuses common content. This is a design related paper, where pupils are required to generate a range of solutions to a given problem.• Paper 3 – Resistant Materials: (50 marks) Questions are based on the Specialist option (Resistant Materials) and the common content (Product Design)

It is expected that pupils holding a DT scholarship will take DT at IGCSE level.

Although a level of basic materials is provided, pupils will be billed for additional resources required for their individual projects.

Specialist techniques and processesSurface treatments and finishes. Investigation, primary and secondary dataEnvironmental, social, economic challengeDesign strategiesCommunication of design ideasPrototype developmentTolerancesMaterial managementSpecialist tools and equipment

DRAMA (EDUQAS/WJEC)

The course will introduce pupils to a variety of skills from which they can specialise. Making and understanding theatre are the key aims and this is studied through a variety of practical projects. Drama is centred on how plays are staged and the art of theatre production. This course can serve as focusing of interest to further study of the topic but at the same time provides generic skills of group work and organisation. It can also serve as enrichment for those studying other arts and humanities or to expand a general appreciation of the theatre. The main reasons we have chosen this course:

• Opportunities to engage with live theatre • Two opportunities to perform and/or design • A range of design elements from sound, lighting, set and costume • A mixture of internally and externally assessed practical work • A choice of five set texts.

Assessment:

Pupils will be assessed on either acting or design.Pupils participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by WJEC.

Pupils must produce:

• A realisation of their piece of devised theatre• A portfolio of supporting evidence• An evaluation of the final performance or design

Pupils will be assessed on either acting or design.Pupils study two extracts from the same performance text chosen by the school.Pupils participate in one performance using sections of text from both extracts.40% of qualification

Section A: Set TextA series of questions on one set text from a choice of five:

1. The Tempest, William Shakespeare2. The Caucasian Chalk Circle, Bertolt Brecht3. Hard to Swallow, Mark Wheeller4. War Horse, Michael Morpurgo, adapted by Nick Stafford5. DNA, Dennis Kelly.

Section B: Live Theatre Review

One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

It is expected that pupils holding a drama scholarship will take drama at GCSE.

GEOGRAPHY (EDEXCEL B)

‘Geography is an academically robust subject which spans the social and physical sciences and promotes a lifelong interest and fascination in how the world works’. Nick Crane President (Royal Geographical Society- IBG)

Geography is of critical importance for understanding the world in which we live. It stimulates interest in places and people, and inspires pupils to become global citizens by exploring their place in the world, their values and responsibilities to other people and the environment.

This exciting new specification will focus on an enquiry based approach that encourages an investigative approach to the key ideas. Pupils are encouraged to use integrated geographical skills, in order to explore geographical questions and issues.

GCSE geography is a qualification that enables pupils to explore the world, the issues it faces and their own place within it. There are three main components: Global Geographical Issues, UK Geographical Issues and People and Environmental Issues and Making Geographical Decisions.

Fieldwork is of huge importance to us and there will be opportunity to go on at least two fieldtrips to both a physical and human environment. These will add a small additional cost to the school bill.

Assessment:

Paper 1: Global Geographical Issues: (37.5 % 1hr 30 min examination):

Topic 1: Hazardous Earth – Volcanoes and earthquakesTopic 2: Development dynamics – Global inequalities, aid and trade issuesTopic 3: Challenges of an urbanising world – Mega cities

Paper 2: UK Geographical Issues: (37.5% 1hr 30 min examination):

Topic 4: The UK’s evolving physical landscape – Coastal change and conflict and river processes and pressuresTopic 5: The UK’s evolving landscape – Dynamic UK citiesTopic 6: Geographical investigations

Paper 3: People and Environmental Issues – Making Geographical Decisions. (25% 1hr 30 min examination):

Topic 7: People and the biosphereTopic 8: Forests under threatTopic 9: Consuming energy resources

Papers 1, 2 and 3 are taken at the end of the two-year course.

HISTORY (Cambridge IGCSE)

The IGCSE History course, ‘The 20th century: International Relations since 1919’, offers pupils an unusually wide range of topic areas. The Core Content enables pupils to focus upon the many ways in which international relations has developed between 1919 and 2000, including the causes of World War Two; the main events of the Cold War; the importance of events in the Middle East; and Britain’s involvement in each of these global issues. The course also requires pupils to engage in a Depth Study, where we examine the social, political and economic aspects of Germany from 1918-45.

The aims of IGCSE History are, above all, to prepare pupils for the ever-changing demands of an increasingly complex modern world and to encourage them to adopt an enquiring approach to the past (and present). Pupils still have to learn a body of information but they are also expected to demonstrate an understanding of key historical concepts such as change and continuity, and cause and effect. The ability to evaluate evidence will be developed as pupils learn to distinguish between facts, opinions and judgements. In each of the topics studied, pupils will also have many opportunities to develop a sense of empathy with people in the past.

Finally, to support the curriculum and excite the historical imagination, every other year the department runs a trip for GCSE pupils to Berlin. The trip includes visits to the concentration camp Sachsenhausen, the Jewish Museum, Checkpoint Charlie, a tour of the Bundestag, document exploration on the former site of the Gestapo and a walking tour of the city.

Assessment:

Paper 1 : Core Content and Depth StudyWritten examination: 2 hours, (40%)

Pupils will choose three questions to answer. The paper is a study of international relations up to 2000 (Core Content), asking questions such as ‘How secure was the USSR’s control over Eastern Europe, 1948-c1989?’ Pupils must answer a questions on the Depth Study (Germany 1919-45). Paper 2 : Core Content (Source-based)Written examination: 2 hours (33%)

Paper 2 is a critical evaluation of a wide range of sources. The topic is chosen from the Core Content and differs from year to year.

Paper 3 : Depth StudyWritten examination: 1 hour (27%)

The exam option requires pupils to answer one analytical question from the Depth Study (Germany 1919-45), focusing on ‘significance’.

Papers 1, 2 and 3 (exam option) are all taken at the end of the course.

LATIN (EDUQAS)

Latin at GCSE builds on the skills and knowledge that pupils have acquired from their previous study of the language. By the time pupils enter the Fourth Form, they will have developed some degree of fluency in reading the language independently. This applies equally to pupils who have studied Latin before joining King’s and those who started “ab initio” in the Third Form.

It is once pupils are able to really explore Latin texts for themselves, that they are able to open the door in to the Ancient World and to enjoy discovering just how fascinating Roman society and culture was.

The GCSE is assessed in three papers. The first is a language paper which makes up 50% of the qualification and is styled on a similar structure to those encountered at Common Entrance and Scholarship (if pupils have had experience of those). The remaining 50% of the qualification is all about reading Latin texts and is assessed through two papers: Latin Themes (30%) and Latin Narratives (20%).

For the next three years, the Latin Themes paper will be “Superstition and Magic” and involves reading in the original Latin, the works of such authors as Horace, Ovid and Pliny, and looking at physical evidence from inscriptions and statues to explore the various superstitions of the Romans.

The current theme for the Narratives paper is the eruption of Vesuvius, as described by Pliny the Younger in his letter to the historian Tacitus. It the only eyewitness account of the disaster which destroyed Pompeii and the nearby towns in AD 79, and provides a fascinating insight in to the tragedy that unfolded nearly 2,000 years ago.

Whilst Latin GCSE is a stimulating and interesting course, which pupils can enjoy in its own right, it also develops a candidate’s knowledge of the grammar and structure of language, and is an excellent basis for the study of other languages, not least English. It also develops logic and precision, which are invaluable skills for all other subjects and for the world of work.

MODERN FOREIGN LANGUAGES (CIE)(French, German, Spanish)

Courses in Modern Foreign Languages encourage pupils to develop their ability to communicate effectively in the target language and to broaden their horizons by developing insight into the culture and society of countries where the language is spoken. They also provide enjoyment, intellectual stimulation and develop transferable skills, such as analysis, memorising, drawing of inferences.

All groups will have lessons in the classroom, mostly taught in the target language, covering a wide range of learning styles, including the extensive use of ICT. In addition, pupils have a weekly timetabled lesson in the multimedia digital language laboratory, which helps the development of oral and aural skills, as well as facilitating focused exam preparation. All languages pupils have subscriptions to online digital textbooks with multimedia resources, and the vocabulary learning website Vocab Express. We also make use of many useful languages related websites. We have French, German and Spanish language assistants to provide further conversation practice to individuals and groups. Pupils also have the opportunity to enjoy enrichment activities, such as watching films. We are also planning visits to the target-language countries to complement pupils’ studies; the Spanish exchange programme (March 2020) was a huge success and we hope to run this again in the future.

We follow the same syllabus for all three languages. This means that pupils taking two languages are familiar with the format of the course and find that exam skills developed in one language are transferable to the other. The IGCSE courses cover the following topics:

1. Everyday activities2. Personal and social life3. The world around us4. The world of work5. The international world

Assessment:

Pupils will sit all their exams at the end of the course.

Skill How it’s assessedListening 25% Listen to a number of recordings and answer questions testing comprehensionSpeaking 25% Complete two role plays, a topic presentation/conversation and take part in a general

conversationReading 25% Read a number of texts and answer questions testing comprehensionWriting 25% Respond in the target language to three tasks

Pupils who are native speakers or already fluent in these languages, or others, are welcome to ask us about opportunities to take an additional IGCSE/GCSE.

MUSIC

Music GCSE involves the three main musical activities – listening, performing and composing – and is available to anyone who would like to understand better what music is all about. You don’t have to be a great instrumentalist or singer to do the course but you need to be prepared to pick up new skills and work on your own for some of the time. The course is designed to cover a huge variety of music and for you to find out how music from different periods, styles and cultures is put together by playing, listening to and writing it. The composing element is perhaps something you might not have tried before but using the latest sequencing and score-writing packages on computers, you will quickly begin to feel confident with using various musical resources. The two pieces you submit at the end of the course can be in any style and may well be pieces for violin and piano or a club-dance anthem. Anything goes and those with imagination will do very well. Performing is an important part of the course and there will be frequent opportunities to play in groups in and out of the studio, and perhaps it would be a good time to try out another instrument. Your weekly instrumental lesson will of course play an important part in preparing you for the solo performance required at the end of the course. The listening work covers the whole range of musical styles through eight set-works, and is examined with a CD and a written paper. Tasks include recognizing instruments and styles, describing moods and effects that music can create and being able to use the right words to describe what you hear. Theory of music is not covered as a separate subject but is picked up along the way and you will learn all about scales, harmony, musical devices and notation as you play, listen to and write music. Assessment: 1.Performing two piecesSolo and ensemble performing30% internally assessed/externally moderated

2. Composing two pieces30% internally assessed/externally moderated 3. Listening and appraising – written paper40% externally assessed The areas of study include: Instrumental Music 1700-1820; Vocal Music; Music for Stage and Screen; Fusions.

It is expected that pupils holding a music scholarship will take music at GCSE.

PHILOSOPHY AND RELIGION (AQA)

The GCSE philosophy and religion course is a full course and is offered as a rigorous academic subject which helps pupils develop their interest in, and enthusiasm for, the study of religion and its relation to the wider world. Pupils will learn how religion, philosophy and ethics form the basis of our culture, and develop valuable skills that will help prepare them for further study. This two-unit specification requires pupils to develop their knowledge, skills and understanding of Christianity in the Fourth Form and Islam in the Fifth Form.

Christianity (Fourth Form)

In this unit pupils explore Christianity as the main religious tradition in Great Britain. This knowledge may be applied throughout the assessment of the specified content. Pupils will study the beliefs, teachings and practices of Christianity and their basis in sources of wisdom and authority. They will also be able to refer to scripture where appropriate. Pupils will explore the influence of the beliefs, teachings and practices studied on individuals, communities and societies. Common and divergent views within Christianity in the way beliefs and teachings are understood and expressed will be included throughout. Four themes will also be covered, relationships and families, religion and life, the existence of God and revelation and religion, peace and conflict.

The public examination for the study of Christianity at the end of the Fifth Form will be one hour and 45 minutes long. It will comprise two compulsory five-part questions on each religion. Each five-part question is worth 24 marks. The structure of the five-part questions will be identical across both religions. Up to 5 marks are awarded in respect of spelling, punctuation and grammar (SPaG).

Islam (Fifth Form)

In this unit pupils explore Islam with the understanding that Christianity is the main religious tradition in Great Britain. Pupils will study the beliefs, teachings and practices of Islam and their basis in sources of wisdom and authority. They will also be able to refer to sacred texts where appropriate. Pupils will explore the influence of the beliefs, teachings and practices studied on individuals, communities and societies. Common and divergent views within Islam in the way beliefs and teachings are understood and expressed will be included throughout.

Four themes within Islam will also be covered, relationships and families, religion and life, the existence of God and revelation and religion, peace and conflict. The public examination for the study of Islam at the end of the Fifth Form will be one hour and 45 minutes long. It will comprise two compulsory five-part questions on each religion. Each five-part question is worth 24 marks. The structure of the five-part questions will be identical across both religions. Up to 3 marks are awarded in respect of spelling, punctuation and grammar (SPaG).

This course has no coursework or controlled assessment. There is no necessity for prior learning or level of attainment to undertake study of this specification. Philosophy and religion lays a good foundation for further study of the philosophy of religion and ethics (PRE) at A level and complements other related A level subjects including history, history of art and English literature

PHYSICAL EDUCATION (AQA)

This GCSE is an ideal course for pupils who are keen to expand their knowledge of physical education and the impact it has on everyday lives. The combination of physical performance and academic challenge provide an exciting opportunity for pupils to apply their knowledge. It encourages pupils to immerse themselves in the world of sport and PE and delve into the how and why of physical activity and sport. Pupils have the opportunity to develop a practical set of key skills, including dealing with pressure, split second decision-making and interpreting and analysing data.

Paper 1: The human body and movement in physical activity and sport

What’s assessed: Applied anatomy and physiology; Movement analysis; Physical training; Use of dataHow it’s assessed: Written exam: 1 hour 15 minutes. 30% of GCSE. A mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

Paper 2: Socio-cultural influences and well-being in physical activity and sport

What’s assessed: Sports psychology; Socio-cultural influences; Health, fitness and well-being; Use of dataHow it’s assessed: Written exam: 1 hour 15 minutes. 30% of GCSE. A mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

Non-exam assessment: Practical performance in physical activity and sport

What’s assessed: Practical performance in 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 in an individual activity).Analysis and evaluation of performance to bring about improvement in one activity.How it’s assessed: Assessed by teachers. 40% of GCSE

Assessment activities

Individual activities:

sculling; skiing; snowboarding; squash; swimming; table tennis; tennis; trampolining; athletics; canoeing; cycling; dance; diving; golf; gymnastics; equestrian; kayaking; rock climbing; rowing; amateur boxing; badminton.

Team activities:

Association football; badminton; basketball; camogie; cricket; dance; gaelic football; handball; handball; hockey; hurling; lacrosse; netball; rowing; rugby league; rugby union; squash; table tennis; tennis; volleyball.

RELIGIOUS STUDIES (non GCSE)

In the Third and Fourth Form (non GCSE) pupils follow a bespoke syllabus designed to give the Third Form a taste of elements of the GCSE course and the Fourth Form (who do not choose the GCSE) a study path which broaden their religious literacy and experience.

Third Form: The syllabus begins with an investigation into what respecting the views of others does and does not mean followed by a look at inclusivism, exclusivism and relativism. Then the stages of cognitive, moral and religious development is explored at a fairly basic level in order to understand the scaffolding which supports and sustains our belief structures.

Fourth Form: The philosophical arguments for the existence of God and a brief look at the phenomenon of religious experience pave the way for an investigation of some of the problem areas like miracles, the problem of evil and suffering, religion and politics, crime and punishment, animal rights and the notion of beauty in art.

In our experience pupils find these topics conferences stimulating. It must be stressed that, although it is not part of the syllabus, pupils are encouraged throughout to embark on their own journey of personal discovery and to engage freely and openly in discussion with the Chaplain.

Further Study: For those wishing to study philosophy of religion and ethics (P.R.E) at A level, this general introduction is a very useful preparation.

DANCE (AQA) (optional GCSE)

To further develop and enhance our thriving performing arts, we are delighted to offer GCSE dance as an option in the Fourth Form, that can be taken alongside the full complement of GCSEs.

Following the AQA GCSE curriculum, dance pupils will learn to choreograph, perform and appreciate dance as an art form. This holistic engagement with dance informs their development as creative and artistic individuals, and broadens their aesthetic, social and cultural experience.

As well as performing themselves, pupils will have the opportunity to attend a variety of live professional performances.

What’s Assessed?

Performance:

Set phrases through a solo performance (approximately one minute in duration)Duet/trio performance (three minutes in a dance which is a maximum of five minutes in duration)

Choreography:

Solo or group choreography – a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes)

How it’s Assessed

Internally marked and externally moderated

Performance:

30% of GCSE40 marks

Choreography

30% of GCSE40 marksTotal component 60%

Non-exam assessment (NEA) marked by the centre and moderated by AQA

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

In small classes, pupils whose first language is not English are encouraged to develop their core language skills, ocabulary and grammar so they can more effectively become successful members of the King’s community.

At the beginning of each academic year, a formal assessment of listening, reading and writing skills, determines the level of support required by each pupil.

EAL lessons ensure that all international pupils are appropriately supported with their learning so they can fully access the broader curriculum.

Specialist EAL Teaching:

The Learning Support Department organises individual or class tuition which complement mainstream English lessons.

There is an additional charge for EAL lessons, details of which are available from the Finance Office.

EAL Class Lessons:

Lessons are structured in line with the Cambridge suite of examinations. By the end of the Fifth Form, it is expected that all pupils will have achieved the First Certificate in English (FCE).

Individual Learning Support Lessons:

It is our aim that each pupil leaves with a suitable qualification in English to access the next level of further education.

Where language skills are weak, additional individual lessons may be required short or long term.Individual lessons are tailored entirely to the needs of each pupil, according to his/her learning profile, language ability, literacy levels, etc.

Tutoring is also available – by negotiation – for other examinations such as TOEFL, SATS, CAE, CPE, etc.

Our primary goal is to encourage pupils to become effective independent learners by understanding their difficulties, finding strategies to overcome these and building on their strengths to raise self-confidence.

LEARNING STRATEGIES

Learning strategies at King’s focuses on building self-confidence and encouraging pupils with specific learning difficulties to adopt good working practices so as to become independent learners. Pupils are supported in all subjects across the curriculum.

By opting for learning strategies as one of your GCSE courses, pupils can access small group help for English and maths. In addition, this time would be when pupils would be scheduled for one-to-one sessions with the Learning Strategies team. There is an additional charge for these individual lessons, details of which are available from the Finance Office.

We aim to help pupils to:

• improve literacy• develop writing and reading for a variety of purposes• plan effective essays• proof read and improve their own work• organize their files and notes• plan and use their time more efficiently• schedule work appropriately to meet deadlines• understand how they learn best• develop effective learning strategies• devise and maintain individual programmes for revision• practise various examination techniques

Paid-for lessons are recommended for those with an identified learning need and are always taught one-to-one at a time that best suits each individual so as not to compromise other work. Sometimes we advise pupils to opt for one less subject, especially at GCSE, in order to relieve academic pressure. This provides:

• a regular slot for specialist tuition• additional study periods for catching up, re-organising notes, extended reading, editing, etc.• a window for other tuition, e.g. music lessons• invaluable time for preparing exam coursework

From time to time any pupil may require a guiding hand to help improve memory, essay writing, or exam technique. With this in mind, there is a learning support service for occasional advice or assessment. This has proved to be popular across the age and ability range.