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Educating mind, body, heart & soul
GCSEOptions
2015
Mayfield
Mayfield
ContentsIntroduction 1
Making Choices in Year 9 2
Core Subjects 3
Optional Subjects 4
Art & Design 5
Ceramics (3D Design) 7
Classical Civilisation (Greek & Roman) 9
Classical Greek 10
Drama 11
Food & Nutrition in Practice (City & Guilds) 13
Geography 14
History 15
Latin 17
Modern Foreign Languages 18
Music 19
Physical Education 21
Core Subjects 22
English Language 22
ESOL 23
English Literature 24
ICT 25
Mathematics 25
Modern Foreign Language 26(French, German & Spanish)
Religious Studies 26
Science 27Mayfield
In Year 9, most students study more subjects than ever before. Thisbroad experience of learning and the wide range of opportunitiesprovide the best basis for making choices.
Most girls study between 9 and 11 subjects at GCSE.
The most important factor in choosing option subjects to add to thecompulsory ones is that girls should be confident that they can achievehigh grades across the whole range of subjects. The individual subjectgrades are not as vital as the consistency of achievement across 9, 10 or11 subjects.
The very best foundation for success in the Sixth Form and beyond is theproof that an individual is a good student able to achieve a depth ofknowledge, learning and understanding across a wide range ofinterests, demands and specialisms.
The Sixth Form curriculum is designed to build on this broad base.Currently, by the time you begin Year 12, all subjects will have a oneyear AS course and a two year A Level course. Most girls will take fourone year AS courses, examined at the end of Year 12. They will then
continue with three subjects inYear 13 as A Levels. At the endof Year 13 the complete twoyears' work will be examined.
INTRODUCTION
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Making Choices in Year 9
s part of the tutor time course, the girls begin to look at their strengths andinterests.
In the Spring Term the option choices process is explained to them and each Headof Department ensures that the girls are aware of what is involved in every GCSEoption.
Girls are encouraged to discuss these options with their subject teachers, FormTutors, parents and guardians. The Head of Middle School, Mrs Rothero, willinterview every girl to discuss her options.
Parents are invited to the Options Evening on Tuesday 10th February, at whichHeads of Department will be available to discuss their subjects. The evening willstart at 7 pm with an outline of our curriculum policy and options from Mr Skehanand a question and answer session with Mrs Rothero and other senior staff.
Girls whose parents are not able to attend the evening will be supported either by amember of House staff, their tutor or a sixth former. Please contact Mrs Rothero ifyou require any further information.
Before the end of the Spring Term, the girls must make a final decision beforetimetabling begins.
It is vital that the deadline for receiving option forms is adhered to. This year, formsmust be received before Tuesday 24th February. The option blocks are then drawnup and any changes made after this date must be within these blocks.
Throughout Year 9, girls receive advice and guidance from a number of sources tohelp them choose their GCSE options.
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Core Subjects
hysical Education and Gamesare an integral part of the
timetable. In Year 10 the PEcurriculum continues, with anoptions programme. The choicesrange from traditional sports suchas hockey, netball, rounders andtennis to new activities such aswater polo, fitness room, circuits,volleyball and badminton. Clubscontinue in hockey, netball,swimming, dance, tennis,athletics and rounders.
In addition to these basic subjectseach girl, in consultation withparents and staff, may choose afurther three subjects to bestudied for GCSE.
To ensure a good basis for further study and for a wide variety of career options,all students in Years 10 and 11 follow a compulsory common core whichcomprises:
•English Language
•ESOL
•English Literature
•Mathematics
•At least one Modern Language•French •German•Spanish
•Religious Studies •Science •Physics •Chemistry •Biology
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Optional Subjects
Students will be required to choose up to three of the following subjects to study,alongside their core subjects:
o now the choice is yours and to help you with your decision the coursecontent for each GCSE is outlined in this booklet. Talk to your subject
teachers and parents. Do not choose a subject because your best friend is doing itor because you like the teacher! Choose a subject because you enjoy it. Do notworry about A level choices as many A levels do not require you to have studiedthe subject at GCSE. However, some subjects do have certain requirements;these are to be found in the relevant subject sections and should be consideredcarefully before subject choices are made.
•Art & Design
•Ceramics (3D Design)
•Classical Civilisation
•Drama
•Food and Nutrition (City & Guilds)
•Geography
•Greek
•History
•Latin
•Music
•Physical Education
•Second Modern Language
•French
•German
•Spanish
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Why Choose Art & Design?
rt is a subject that allows you to communicate and express your thoughts,feelings, opinions and ideas, and enables you to create personal, original
and exciting artwork. This subject is perfect if you have an interest in the Artworld, whether it is within fashion, textiles, drawing, painting, graphics,photography or three-dimensional sculpture. GCSE Art provides the opportunityfor students to develop their existing skills and explore new ways of working.Students require an open and inquisitive mind as well as self-motivation. Art is anongoing process so it is really important that they attend one of the weekly artworkshop that we offer after school.
By the end of the course students will have developed their skills to create artwork across a range of disciplines. This course offers candidates an opportunity tothink for themselves in a creative capacity and discover personal strengths andqualities within a stimulating environment. As a practising artist students willmake informed decisions about their work, a vital skill for life in the modernworld.
Examining Board: Edexcel
Outline Content
During Year 10, candidates will study a range of themes working with a variety ofapproaches. They will complete a series of workshops which will give them ataster of the areas they can specialise in: the four key areas are Drawing andPainting, Photography, Fine Art Textiles and Three-Dimensional Form. Thisexperience will enable each student to work as an individual to find their ownpersonal creative route.
Students will be encouraged to explore and experiment with a wide range ofmedia and techniques, e.g. paint, chalk pastel, charcoal, inks, fabric, threads,wire, modroc, collage, photography, Photoshop and various print makingtechniques. We work through the creative process of research, recordinginformation, studying the work of other artists past and present, reflecting uponhow they influence and inspire our own work and ultimately how to develop andrefine ideas towards original and personal final outcomes.
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ART & DESIGN
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Coursework (60%)From Year 10 through to February of Year 11 students produce a portfolio of artwork which will consist of sketch books and mounted large scale pieces of art inboth two and three dimensions. Within the projects candidates will record theirobservations, experiences and ideas. They will research the work of artists fromother times and cultures and develop their ideas to create personal and excitingoutcomes. Students are required to keep a sketchbook/journal which documentsthoughts, opinions, experiments and ideas to generate visual and contextualresearch for the evolving portfolio of work. Candidates will visit art galleries andmuseums to gain inspiration as well as having the opportunity to work with visitingartists and attend life drawing workshops.
Examinations (40%)
In the spring term of Year 11 students will begin their externally set paper.Candidates will have eight weeks to research their topic and develop ideas,followed by ten hours of supervised time to complete the controlled assessmentfinal outcome. All work is assessed internally and then moderated by a visitingexaminer. The art work is mounted and presented at the end of year summer artexhibition.
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Why choose Ceramics?
lay is a wonderful and ubiquitous material, whose popularity lies in its abilityto be transformed. It is important to have a creative discipline in a rounded
educational programme and Ceramics offers an excellent opportunity for theexpression of personal and creative ideas and the development of the necessaryskills and techniques required for their realisation. Ceramics encourages flexibilityof thought response, and engenders the development of analytical and aestheticjudgement. It allows for personal expression, teaches self-discipline and providesan opportunity for a healthy alignment between intellectual and feeling processes.Within its base in both the creative and technological areas, it can appeal toartistic pupils and also to those more scientifically orientated. We benefit fromhaving excellent and extensive facilities suitable for research, experimentation andpractical work, enabling pupils to achieve outstanding examination results.
Examining Board: OCR
Outline Content
The course builds on the body of knowledge, skills and understanding establishedin previous years and is designed to combine the necessary breadth and depth ofstudy with the freedom of choice to accommodate individual interests, strengthsand talents. A vast range of materials and techniques is available for students toemploy and enjoy. Techniques involve coiling, slab-building, sculpting, modelling,extruding, throwing, casting, joining, pressing, surface colouring and decoration,glazing and firing.
CERAMICS (3D Design)
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GCSE candidates are required to complete two mandatory units:
Unit 1: Design Portfolio (60%)
Candidates will be required to produce a portfolio of work developed frompersonal or given starting points or briefs, determined by the department. Theportfolio will consist of a sustained project, theme or course of study. It may bepresented in an appropriate format, for example: test tiles, finished ceramicpieces, annotated mounted sheets, ideas sketchbooks and written support,clearly showing the development and realisation of ideas.
Unit 2: Timed Set Task (40%)
Candidates select one question from the paper and have five weeks to plan andprepare supporting studies and tests. This is followed by a 10-hour practical examover a period of days, taken before Easter.
These units are then marked internally and externally moderated by OCR.
The course aims to develop creative and imaginative powers and enable thecandidate to express and communicate ideas, feelings and meanings in both twoand three dimensions. Museum visits and Potters’ Day are essential elements ofthe course: one is arranged per year. The course culminates in an exhibition ofstudents’ work to which parents, governors, teaching staff and friends are invited.
The study of Ceramics develops personal confidence and self-esteem and has abeneficial spin off for other subject areas. Ceramics is accepted for universitycourse entrance requirements and can be continued for AS,A2 and Pre-U.
GCSE OPT IONS 20 15
Why choose Classical Civilisation?
he subject opens your eyes to two important cultures which have greatlyinfluenced our own. In topics such as family life, the position of women,
religion, entertainment etc, there is great scope for comparison and contrastthrough discussion. The literature studied is first-rate, enjoyable and alwaysthought provoking.
You do not need to have studied the subject before to take GCSE ClassicalCivilisation.
Examining Board: OCR
Outline ContentRome: The everyday life of an ancient Roman citizen in the capital of the empire isstudied. Topics such as gladiators, dinner parties, chariot racing, religion and slavery are covered.
Homer: Selections from The Odyssey are read and analysed. The role of the hero,gods, women and monsters will all be examined, as well as Homer’s story-telling skills.
Sparta: The focus of this unit is the study of Sparta as a unique society in AncientGreece, hated by the other Greeks, where luxuries were frowned upon and dying forone’s country was the ultimate goal.
Literature: Pliny’s letters are read and analysed. Students focus on a theme suchas women or the eruption of Vesuvius, drawn from the wonderfully vivid letters ofthis Roman gentleman.
Controlled AssessmentThe literature unit will be examined via controlled assessment:Candidates will have to analyse and evaluate original sources in order toinvestigate a particular aspect of the civilisation studied in each option.
ExaminationsThree papers of one hour covering the units on Rome, Homer & Sparta (25% perpaper). Controlled assessment of the literature unit (25%).
CLASSICAL CIVILISATION (Greek & Roman)
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Why Choose Classical Greek?
his subject gives you the opportunity to study the language and literature ofclassical Greece, reading the works of famous authors such as Homer,
Euripides, Herodotus, and Plato. You experience elements of the culture, language,social and political life of the Greek civilisation which has inspired many latergenerations.
Outline Content
Language 1: You will study the Greek language allowing you to respond to Greekpassages which tell a story or stories drawn from mythology or Greek domestic life.
Language 2: You will study the Greek language allowing you to translate and respondto Greek passages which recount a story or stories drawn from history.
Prose Literature: You will answer comprehension and literary appreciation questionson the prose texts by authors such as Herodotus, Plato or Antiphon. Topics mayinclude writings on themes such as Socrates, murder trials and the boyhood of theKing of Persia.
Verse Literature: You will answer comprehension and literary appreciation questionson the verse texts by authors such as Homer and Euripides. Topics may includewritings on themes such as Odysseus’ struggle to return home and the tragedy ofIphigenia.
Examinations (100%)
Paper 1 1 hour Language 1 (25%)
Paper 2 1 hour Language 2 (25%)
Paper 3 1 hour Prose literature (25%)
Paper 4 1 hour Verse literature (25%)
CLASSICAL GREEK
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Why choose Drama?
rama is a catalyst; it is incalculably beneficial. All pupils eventually grow andmature but drama often speeds up the process in areas of emotion, aesthetic
appreciation and self-confidence. Drama enhances pupils’ self-belief. It encouragesand nurtures the basic skills of cooperation, commitment and control. It allows andencourages pupils to see through others eyes’ whilst developing their empatheticunderstanding. It has the power to explore, shape and change feelings and ideas.
The everyday skills needed to succeed in the world of work: the skills ofcommunication, listening, organisation and problem solving: Drama covers all of these.
‘Do you want to be working for a company or running the company?’
Outline ContentThe course combines Educational Drama and Theatre. Practical coursework (twounits) 60% and Practical examination 40%.
Areas of Study:1. Character and context2. Structure, shaping and plot3. Audience and defining the performance space
The six areas of study will be explored through the context of deviser, designer,director and performer.
Unit One ‘From Page to Stage’ 30% of the final mark (controlled assessment) The focus of this unit will be on how a published text is animated and brought to lifefor an audience. The emphasis is on working to the intention of the originalplaywright and not on devising.
Girls will work on a selected text (chosen by the department) and undertake acontrolled test in which they perform an extract from the text and complete a writtenworking record.
This unit will be taken at the end of Year 10.The unit is internally assessed, filmed and externally moderated.
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DRAMA
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4. Improvisation5. Genre, style and convention6. The semiotics of Drama and Theatre
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Unit Two ‘Drama in the Making’ 30% of the final mark (controlled assessment)The focus of the unit will be to explore and develop the girls’ understanding of thedevising process using stimulus material selected by the department. They willexplore and gain an understanding of the key principles and concepts of devising apiece of drama.
The girls will undertake a controlled assessment in which they will deliver threeshort workshop presentations and complete a written working record.The unit will take place in the first term of Year 11.The unit is internally assessed, filmed and externally moderated.
Unit Three ‘From Concept to Creation’ 40% of the final mark.The focus of this unit is to explore and realise one of four briefs set by OCR. Thebriefs will use either the text extract and/or stimulus provided by the board. At theend of the unit the girls will undertake a practical examination, comprising apreparation/rehearsal period exploring the functions of Deviser, Designer, Directorand Performer and a practical outcome. The girls will be assessed on theirperformance/presentation and their planning, and working record.The practical examination is marked by a visiting examiner.
Students will be encouraged throughout the course to see a range of theatre, bothin their own time and on organised school visits, to complement their studies. Theyare also actively encouraged to support all school drama productions, either as aperformer, a member of stage management or the front of house team.
GCSE OPT IONS 20 15
Why choose Food & Nutrition?
his course give you the opportunity to achieve a valued City & Guilds certificateas an additional qualification to your GCSEs. You are able to work in a
completely different environment. The emphasis is on practical work and all theory isrelated to the topics being covered. You will learn many new techniques, improveyour organisation and time management, develop problem solving and obtain skillsfor life!
Examining Board: City and Guilds
Outline Content
•Nutrition•Planning, preparation and presentation of food•Food Hygiene•Kitchen safety and organisation•Cookware and appliances
Coursework
2 Practical assessments of 2½ hours (50% of final mark).1 Practical assessment of 3 ½ hours set and moderated by the board (50% of final mark).
Assessments are timed as follows:1 - End of Year 102 - December, Year 113 - May, Year 11
FOOD AND NUTRITION IN PRACTICE
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Why Choose Geography?
eography enables you to develop a ‘sense of place’, a greater appreciation of thenatural environment and an awareness of the ways in which people and places
interact. Put simply, Geography gives you a much better understanding of the world inwhich we live.
You will learn to appreciate that the study of Geography is dynamic, not only becauseplaces, geographical features, patterns and issues change, but also because new ideasand methods lead to new interpretations.
Geography enables you to develop new ways of thinking about global issues such aspoverty, pollution, natural disasters and globalisation.
Examining Board: AQA
Outline ContentSix topics (3 physical and 3 human) chosen from:Physical Geography
•The restless Earth•Rocks, Resources and Scenery•Challenge of weather and climate •Living world•Water on the land•Ice on the land•The coastal zone
Controlled Assessment (25%)A task will be selected from a choice provided by AQA - it will be based on a candidate’sfieldwork experience.
ExaminationsPaper 1 - Physical Geography (37.5%)Paper 2 - Human Geography (37.5%)
Controlled Assessment: Up to 16 hours under direct supervision.It is our intention to run a non-compulsory fieldwork course to the High Atlas in Moroccoeither in late Year 10 or early Year 11.
GEOGRAPHY
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Human Geography:•Population Change•Changing Urban Environments•Changing Rural Environments•The Development Gap•Globalisation•Tourism
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Why Choose History?
e are all products of our past and we all need a sense of identity. History helpsus to understand the world we live in, allows us to explain where we have come
from, and perhaps where we are going.
History looks at the big issues that affect our lives such as war, power, persecutionand national health. We will have the opportunity to investigate, discuss, and explorehow much of our present life is owed to events and developments in the past.
You will gain a variety of skills in History such as analytical thinking, evaluation, theability to select relevant evidence, problem-solving and good communication skills.These skills are not only highly regarded by employers and universities, but can alsocomplement and support your other subject choices.
If you enjoy learning about people and have an interest in the world around you, thenHistory could be the choice for you.
Examining Board: OCR - History A (Schools History Project)
Outline Content
A Study in Development: Medicine through timeIn this unit we will investigate the development of medical knowledge and practiceover 4000 years from prehistoric times to the Twentieth Century. Such a broadtimeframe enables us to study different periods and enjoy the variety of topics. Thisunit will help you to develop a sense of chronology and to learn about how people’slives improved over time. This course may also be of special interest to girlsinterested in a career in medicine or science. To support and extend your classroomlearning, we plan to run a fascinating trip to London where we will visit the HunterianMuseum and Royal College of Surgeons to discover how medical practices havechanged over time.
Historical Source Investigation: Public Health in Britain 1800-1914
This enquiry runs concurrently with the Development Study and involves investigatinghistorical sources on issues of public health in Victorian and industrial Britain.
HISTORY
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A Study in Depth: Germany 1918-1945This depth study focuses on one of the most turbulent and interesting periods ofHistory. We will study the social, economic and political crises and achievements ofthe Weimar government during the 1920s, the collapse of democracy and rise of theNazis in the early 1930s. There is also the exciting possibility to join a German/Historytrip to visit the country and experience some of the sites that you will have learntabout. In previous years trips have been organised to Munich and Berlin, whichincluded a tour of the city and excursions to places such as the Nuremburg Court orthe infamous Auschwitz death camp.
Controlled Assessment: Modern World Study
For the controlled assessment enquiry you will explore the recent History of globalterrorism. This is an incredibly relevant topic and will help you to understand thehistory behind the headlines. Your enquiry will focus on the IRA and Al Qaeda inparticular and involve an examination of their aims, methods and impact, as well asways of responding to terrorism. There are plenty of opportunities here for you toresearch areas of your own interest and you will soon be making links between whatyou have learnt and what you see happening on the news. This unit consists of ataught element which will equip you with the required knowledge and sourceanalysis skills to complete an assessed essay.
ExaminationsPaper 1: A Study in Development and a Study in Depth • Medicine through Time and Germany• 2 hour written examination• 45% of the GCSE
Paper 2: Historical Sources Investigation• Public Health in Britain 1800-1914• 1 hour 30 minute written examination• 30% of the GCSE
Controlled Assessment: Modern World Study• The History of Terrorism • 2000 word assessed essay completed in class• 25% of the GCSE
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Why choose Latin?
his subject gives you the opportunity to study the language and literature ofancient Rome, reading the works of famous authors such as Virgil, Ovid, Cicero
and Tacitus. You experience elements of the culture, language and social and politicallife of the Roman civilisation which has inspired many later generations. You willdevelop a sensitive and analytical approach to language generally, including anawareness of the relationship between Latin and the languages of today.
Examining Board: OCR
Outline ContentLanguage 1: You will study the Latin language allowing you to translate and respondto Latin passages which tell a story or stories drawn from mythology or Romandomestic life.
Language 2: You will study the Latin language allowing you to translate and respondto Latin passages which recount a story or stories drawn from history.
Prose Literature: You will answer comprehension and literary appreciation questionson the prose texts by authors such as Cicero, Tacitus and Pliny. Topics may includewritings on themes such as Druids, Boudica’s rebellion and the poisoning ofemperors.
Verse Literature: You will answer comprehension and literary appreciation questionson the verse texts by authors such as Ovid, Catullus and Horace. Topics may includewritings on themes such as love poetry, a poet’s life in exile and Aeneas’ descent tothe underworld.
Examinations (100%)
Paper 1 1 hour Language 1 (25%)
Paper 2 1 hour Language 2 (25%)
Paper 3 1 hour Prose literature (25%)
Paper 4 1 hour Verse literature (25%)
LATIN
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Why Choose a Modern Foreign Language?
ll girls have to study at least one foreign language in Years 10 and 11 and manychoose two. The importance of learning foreign languages cannot be
overstated: whatever your career, knowledge of other languages is an enormousasset. You learn not only a specific language but also how to learn languages ingeneral. The more languages you learn, the more competent a linguist you become.Along the way, you experience the excitement of communicating in another tongueand understanding another culture, while enhancing your employment prospects. In short, language learning is a lifelong adventure.
Examining Board: AQA
Outline ContentFour skills:
•Listening•Reading •Speaking •Writing
You will study a wide variety of topics, including healthy living, environment and theworld of work as well as more personal ones like leisure time, relationships andholidays.
You will complete a variety of tasks, including reading and listening, comprehension,translation, grammar practice and essay writing.
Examination
Unit 1: Listening 20% of the total marks
Unit 2: Reading 20% of total marks
Controlled Assessment
Unit 3 Speaking: Controlled Assessment 30% of total marks
Unit 4 Writing: Controlled Assessment 30% of total marks
MODERN FOREIGN LANGUAGESYears 10 and 11
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Why choose Music?
CSE music would suit anyone who is in any way involved with music making or isinterested in music of any style. Ideally, candidates should have already started to
learn an instrument or have singing lessons by the time they make their choices, but it ispossible to be successful at GCSE even if you delay taking up an instrument or singinguntil the start of the course in Year 10.
Examining Board: AQA
Outline Content
Music GCSE does not cover every single aspect of Music; if it did, it would take forever!Instead, it focuses on the five main ‘Areas of Study’
•Rhythm & Metre•Harmony & Tonality•Texture & Melody
These areas of study are explored through three divisions known as ‘strands’:
•Western Classical Tradition•Popular Music of the 20th and 21st centuries•World Music
Coursework Composing and Appraising (worth 20% of the final mark)
•Candidates compose one piece•It has to link to one of the three strands
Candidates then evaluate their composition in two hours of controlled time.
Performing (worth 40% of the final mark) •Candidates perform two pieces•Candidates choose the pieces, but one has to be an ensemble piece and the other one a solo
MUSIC
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•Timbre & Dynamics•Structure & Form
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Controlled Assessment Composition (worth 20% of the final mark) •The exam board sets a brief for a composition which will be linked to the areas of study
•Candidates compose a piece of music, following the brief and a recording of it issubmitted. This is normally done via ‘Sibelius’, the computer programme used.
Examinations (20%)
Listening and Appraising Test. Candidates listen to music from all five areas of studyand answer questions on what they hear. Plenty of practice is given to givecandidates the skills needed to do this successfully.
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Why choose Physical Education?
CSE PE would suit girls who currently represent the school teams in 2 to 3 areas(winter and summer) and are interested in developing their knowledge and
appreciation of physical education.
Examining Board: Edexcel
Practical and Coursework (60%)
Timetable allocation: 2 lessons per week (in addition to usual PE lessons) somepractical, some theory.
Candidates are required to undertake practical performances in selected physicalactivities. Mayfield girls have chosen: dance, riding, netball, hockey, swimming,personal survival, fitness, skiing, athletics, tennis and fitness (to name but a few).This is either in the role of player/participant, official or leader. They need toundertake an analysis of performance in one of the selected physical activitiesundertaken in the role of player/participant.
Examinations (40%) 1 x 1 ½ hours This is divided into 2 areas:Healthy Active Lifestyle
•Reasons for taking part in activity •Sports participation pyramid•Skill related fitness
Your healthy, active bodyCovering such topics as:
•Different body types•Performance-enhancing and recreational drugs•The cardiovascular system
Any student opting to study GCSE PE must commit to attending practices before andafter school, often up to 3 mornings and/or evenings each week.
PHYSICAL EDUCATION
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•Principles of training•Dietary intake and performance
•The respiratory system•The muscular system•The skeletal system
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Core Subjects
ENGLISH LANGUAGEExamining Board: AQA
English Language GCSE is changing from September 2015. There will only be terminalassessment at the end of Year 11 and grades will be awarded on a 1-9 scale (replacingthe U-A* structure).
Paper One: Creative Reading and Writing50% of GCSE: Assessment by exam – 1 hour 45 minutes
ReadingAfter reading a range of literature fiction texts during the 2 year course, pupils willrespond to an unseen literary extract in the exam with a mixture of short answers andessay responses.
WritingStudents practise their writing skills during the course and in the exam will write onepiece of extended writing. 24 marks are awarded for content: 16 marks for accuracy ofspelling, punctuation and grammar.
Paper Two: Writers’ Viewpoints and Perspectives50% of GCSE: Assessment by exam – 1 hour and 45 minutes
ReadingAfter studying a range of non-fiction texts from the C19th-C21st centuries, pupils willrespond to two unseen non-fiction texts in the exam. Responses will be in the form ofshort and longer answers with comparison of the two texts.
WritingStudents will study writing for clarity and impact in presenting a point of view over thetwo year course. They will be assessed by an extended piece of writing in the exam. 24marks are awarded for content: 16 marks for accuracy of spelling, punctuation andgrammar.
Spoken LanguageThis element of the GCSE is assessed by the teacher throughout the year and marks willbe moderated by the exam board. Students will be assessed on their ability to speakusing Standard English, to make presentations and to question and discuss effectively.This work will be recognised on their GCSE certificate with a separate endorsement.
Should English not be your first language, you will have 4 hours a week of ESOL instead. Exceptionallinguists may move into mainstream English lessons, but only at the discretion of the ESOL department.
ESOL: Aims and ObjectivesA. To foster an improvement in and enjoyment of English in all four skill areas: Reading, writing, listening and speaking. All teaching is done in the target language, and the method should be largely communicative language teaching, underpinned by the teaching of formal grammar.
ESOL
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READING• To help students to understand and respond with interest to an increasing variety and range of difficulty of the written word.
• To introduce students to and help them begin to develop an appreciation of some English literature.
• To encourage personal reading on an individual level.
WRITING• To develop a reasonably accurate, fluent style of writing, so that the student can communicate information and ideas at the level required in her other subjects. This may range from simple factual writing to deliberate manipulation of style to suit the writer's aim.
• To enable students to use appropriate grammatical structures, conventions of paragraphing, sentence structure, punctuation and spelling in their writing.
LISTENING• To help students listen to and understand a variety of voices, accents, and dialects of people talking on subjects ranging from the day to day to advanced lectures.
SPEAKING• To enable girls to communicate effectively and appropriately in spoken English, and to feel confident in doing so. This ranges from everyday communication to an ability to discuss global issues.
B. To encourage students to share with each other, and to celebrate, their own traditionsand culture, while learning of English traditions and culture.
C. To enable all students to sit an external ESOL examination, so that they have an appropriate qualification at an appropriate level.
Throughout years 9, 10 and 11 ESOL students may enter for one or more of the following examinations:
• Cambridge PET for Schools (Preliminary English Test)
•Cambridge FCE (First Certificate in English)
•Edexcel IGCSE English as a Second Language
•Cambridge CAE (Advanced)
At the end of Year 11, girls move into the Sixth Form to take The Cambridge Advanced Exam and IELTS in preparation for university entry, which requires a minimum of a B grade at CAE or 6.5 at IELTS.
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ENGLISH LITERATUREExamining Board: AQA
English Literature GCSE is changing from September 2015. There will only be terminalassessment at the end of Year 11 and grades will be awarded on a 1-9 scale (replacingthe U-A* structure).
Paper One: Shakespeare and the C19th novel40% of GCSE: assessment by exam – 1 hour and 45 minutes
Section A – ShakespeareAfter study of a whole Shakespeare play, students will answer an exam question onthis play with 2 short essay responses.
Section B – The C19th novelStudents will study a C19th novel and then respond with 2 short essay responses ontheir novel.
Paper Two: Modern texts and poetry60% of GCSE: assessment by exam – 2 hours and 15 minutes
Section A – Modern textsStudents will write an essay response to a question about the play or novel they havestudied.
Section B – PoetryStudents will write a comparative essay on two poems, one named on the exam paperand one of their choice.
Section C – Unseen PoetryStudents will have two unseen poems and respond to each of these poems separatelyand then write a short comparison of the two in response to the question.
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INFORMATION AND COMMUNICATIONTECHNOLOGY
BCS Level 2 ECDL Certificate in IT Application Skills
n year 10 girls will continue to study for the level 2 Certificate in IT Applications.The qualification provides students with the skills needed to improve productivity
using tools to help save time and effort when producing word-processed documents,presentations and spreadsheets.
In today’s society, it is expected that young people leave school digitally literate andthe ECDL is a key building block, giving girls the skills they will need as they progress toSixth Form and Higher Education.
The girls study for the Certificate in Years 9 & 10, however if necessary may continue inYear 11.
I
MATHEMATICSExamining Board: EDEXCEL
Outline ContentNational Curriculum Mathematics:
•Number
•Ratio, Proportion and Rates of Change
•Algebra
•Geometry and Measures
•Statistics & Probability
ExaminationsThere will be three equally-weighted written examination papers at the end of Year 11:Paper 1 will be Non-calculator; in Papers 2 and 3 a calculator is allowed.
Each paper will have a range of question types, utilising both structured andunstructured questions.
Some questions on the papers will be set in context (both mathematical and non-mathematical).
All girls are expected to take the Higher Tier examination papers.
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GCSE OPT IONS 20 15
s part of the core subjects, all girls are required to study at least one modernforeign language.
Examining Board: Edexcel
Outline ContentFour skills:
•Listening•Reading
Examination
Unit 1: Listening 20% of the total marks Unit 2: Reading 20% of total marks
Controlled Assessment
Unit 3: Speaking: Controlled Assessment 30% of total marksUnit 4: Writing: Controlled Assessment 30% of total marks
MODERN FOREIGN LANGUAGE French, German, Spanish
A
RELIGIOUS STUDIESExamining Board: EDEXCEL
Outline Content
Year 10 A study of Belief and Practice in Catholic Christianity (Unit 10).Year 11 A study of the effects of Catholic Christianity on Lifestyle, Attitudes and
Behaviour (Unit 3).
Examinations (100%)Both units are examined (2 x 1 ½ hour paper) at the end of Year 11.
•Speaking •Writing
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GCSE OPT IONS 20 15
ll girls study Biology, Chemistry and Physics, either as separate subjects, or aspart of a coordinated Science course. This ensures that every student studies a
balanced Science curriculum. Each science discipline has two lessons per week,taught by subject specialists.
GCSE Science courses begin in Year 9 and continue through Years 10 and 11.We have chosen AQA specification A. This tests the knowledge and understanding ofScience and the application, analysis and evaluation of that knowledge in a contextrelevant to the 21st century. It is also designed to develop core skills for studyingScience subjects at A level. Full details of this course can be accessed from the AQAwebsite at the following address:
http://www.sciencelab.org.uk/gcses/
There are two Science courses•Three separate GCSEs in Biology, Chemistry and Physics, referred to as Triple Science.
•Two GCSEs called Science and Additional Science.
Both of these are made up of equal components of Biology, Chemistry and Physics,together with practical skills assessment. All the written papers for these courses areavailable at Higher Tier (grades A* to D) or Foundation Tier (grades C to G). We expectalmost all girls to be entered at Higher Tier.
Students seriously considering studying any Science-related subject in Year 12 arestrongly recommended to take the three separate GCSEs and are expected to achievea minimum of grade A. It is still possible to access Science A levels from the two-Science GCSE course. We would recommend minimum grades of A* in this case.
Course StructuresBiology, Chemistry and Physics GCSEs are each made up of 4 units:
Units 1, 2 and 3 - each assessed by a written paper - 1 hour per unit (3 X 25%)
Unit 4 - Laboratory based controlled assessment - internally assessed (25%)
SCIENCE
A
NOTES
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GCSE OPT IONS 20 15
Science GCSE also consists of 4 units:
Biology 1, Chemistry 1 and Physics 1 - each assessed by a written paper - 1 hour per unit (3X 25%)
Unit 4 - Laboratory based controlled assessment - internally assessed (25%)
Additional Science GCSE also consists of 4 units:
Biology 2, Chemistry 2 and Physics 2 - each assessed by a written paper - 1 hour per unit(3 X 25%)
Unit 4 - Laboratory based controlled assessment - internally assessed (25%)
St Leonards-Mayfield School,The Old Palace, Mayfield,
East Sussex TN20 6PH
www.mayfieldgirls.org
Mayfield
