GCSE Curriculum Choices for September 201

Please note that in 2016, Pocklington pupils sat IGCSE (International General Certificate of Secondary Education) examinations

in English Language, English Literature, French, German, Spanish, Mathematics, Biology, Physics, Chemistry and History.

English Language 90 102 93 44.4 44.1 51.6 95.6 97.1 97.8

English Literature 89 102 93 53.9 43.1 58.1 98.9 93.1 97.8

Mathematics 90 103 93 65.6 55.3 65.6 100.0 96.1 97.8

Further Maths Cert. 20 18 22 95.0 83.3 77.3 100.0 100.0 100.0

Biology 60 80 80 70.0 63.8 77.5 100.0 97.5 98.8

Chemistry 60 80 80 75.0 63.8 77.5 100.0 96.3 98.8

Physics 60 80 80 81.7 67.5 65.0 100.0 97.5 100.0

Dual Science I 29 23 13 24.1 17.4 38.5 96.6 95.7 92.3

Dual Science II 29 23 13 20.7 0.0 23.1 96.6 87.0 92.3

French 83 50 27 41.0 42.0 51.9 79.5 74.0 81.5

German 7 26 34 100.0 30.8 38.2 100.0 88.5 97.1

Spanish 13 25 26 53.8 28.0 38.5 92.3 64.0 73.1

Art 39 43 28 33.3 37.2 53.6 97.4 100.0 100.0

Design & Technology 25 33 29 44.0 51.5 31.0 100.0 100.0 79.3

Drama 14 19 22 14.3 42.1 54.5 85.7 89.5 100.0

Geography 40 42 34 50.0 33.3 38.2 85.0 81.0 91.2

History 48 59 48 56.3 50.8 64.6 89.6 86.4 97.9

ICT 23 27 25 26.1 40.7 64.0 91.3 96.3 100.0

Computer Science 4 75.0 100.0

Latin 23 23 20 73.9 56.5 75.0 87.0 87.0 95.0

Music 12 16 17 33.3 62.5 64.7 100.0 100.0 94.1

Physical Education 14 23 27 57.1 47.8 77.8 100.0 100.0 100.0

Religious Studies 23 16 22 65.2 68.8 59.1 95.7 100.0 100.0

Total 90 103 93 53.8 48.5 59.7 94.9 92.8 96.2

No ofCandidates

2014

No ofCandidates

2015

No ofCandidates

2016

% A*A2014

% A*A2015

% A*A2016

Pass %A*- C2014

Pass %A*- C2015

Pass %A*- C2016

Subject

GCSE exam results for2014, 2015, 2016

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Introduction

This document is designed as a guide to set out your academic path over the next two years andto help you make some important choices. The GCSE programme at Pocklington School buildson the foundations laid down in earlier years.

The choice of subjects available is wide and the curriculum structure that is detailed in thisbrochure is designed to ensure that pupils can either opt for breadth or for greater specialisation.The courses normally lead to either nine or ten GCSEs, a very sound basis for general educationand a good platform for more specialist studies at A level.

Parents of current 3rd Year pupils will be able to discuss the GCSE curriculum with theCurriculum Director and individual subject teachers at the 3rd Year Parents’ Evening.

Contents

3. Entry Tiers, Decision Making Timetable.

4. Making Choices.

5. Curriculum Choices.

6. Changes to GCSE grading.

7 – 25. Subject Details.

7. Art & Design8. Computer Science10. Design & Technology11. Drama12. English13. Geography14 & 15. History16. Latin17. Mathematics18 & 19. Modern Languages20. Music21. Physical Education22. Religious Studies23. Science – Biology & Chemistry24. Science – Physics25. Science – Assessment

26. Thursday Afternoon Activities.

27. Careers and university advice.

Insert Subject Form to be completed and returned.

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Entry Tiers

In some subjects there are two Tiers of Entry: Higher and Foundation.

The Higher Tier is for pupils who are likely to achieve high grades. Entry at this level means thatyou will be challenged by the examination and will not have to spend time on elementaryquestions.

The Foundation Tier is for slightly weaker pupils. Entry at this level means that you will nothave to struggle with questions that are beyond you and you will be better able to show yourcapabilities in the subject.

The grades available at the various levels are:

Higher Level 9, 8, 7, 6, 5, 4Foundation Level 5, 4, 3, 2, 1

In all subjects the majority of pupils are entered at the Higher level.

Decisions regarding entry levels are made by Heads of Department during the course of the FifthYear.

Decision Making Timetable

26th January 2017 Third Year Parents’ Evening

January 2017 Presentations by Heads of Department of option subjects

February 2017 Discussions with parents after reading GCSE Prospectus

3rd March 2017 Provisional GCSE subject choices submitted

September 2017 Final GCSE subject choices confirmed

February 2019 Provisional A level subject choices submitted

May/June 2019 GCSE examinations

August 2019 GCSE results, final A level subject choices confirmed

September 2019 A level courses begin

September 2020 University applications

May/June 2021 A level examinations

August 2021 A level results

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Making Choices

During the next few weeks you will be asked to choose the subjects that you will study toGCSE.

Your choice of subjects will be made after consultation with subject teachers, your tutors, yourhousemaster/mistress and your parents.

Do think carefully about your choices and make them for the right reasons. You may find thefollowing advice helpful:

• Choose subjects that you enjoy. You are more likely to find it much easier to study and be successful in subjects that you find interesting and enjoy.

• Choose subjects that you are good at. You should seek advice from your teacher if you are not sure.

• Do you need the subject? You may not be too concerned about career options at this stage. If you have a particular career in mind, though, you should seekadvice as to which subjects are essential.

• Choose wisely. You should not allow yourself to be influenced by choices made by your friends.

You must understand that, in most cases, it will not be possible to pick subjects

up again at A Level if you do not choose them at GCSE.

If you are concerned that you might be dropping a subject that could become important to youlater, there are a number of things that you can do:

• Talk to the Head of Department of that subject to see whether or not you can take itat A Level without having taken it at GCSE.

• Check whether or not you need a certain A Level for a particular university course. You can do this on the UCAS website. Instructions can be found in the document “Guidance on using the UCAS website” which can be found on the universities andcareers department page on the school extranet under 'University and Careers'.

• Ask Mrs Jones, the school’s Careers and University Adviser, to help you find the relevant information.

• Be aware that the Russell Goup of Universities have given guidance on choosing A level subjects in a document called 'Informed Choices'. A summary of this briefing as it relates to A level choices can be found on the extranet under Universityand Careers.

Good luck with your choices!

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Curriculum Choices

Most students will complete either nine or ten GCSEs comprising a mixture of compulsory CoreSubjects and Option subjects:

Mathematics, English, and sciences are taught in sets where possible but option subjects are notsetted. You have a free choice of option subjects and every effort is made to accommodate allchoices. However, some combinations may not be possible. If it is not possible to accommodateyour particular combination of subjects, you will be contacted and asked to consider alternativechoices.

You will start the 4th Year by studying three separate sciences: Biology, Chemistry and Physics.This will be taught in 12 periods per week. In addition, you can choose three options fromthe subjects listed above giving you ten GCSEs: Mathematics, English Language, EnglishLiterature, a modern foreign language, Biology, Chemistry, Physics plus three subject options ofyour choice.

For some students, however, a decision will be taken following the 4th Year summerexaminations to study a science course with reduced content. As above, you will study the threeseparate sciences but in each discipline you will cover approximately two-thirds of the subjectcontent leading to the Double Award Certificate in Science which is equivalent to twoscience GCSEs. You will still have 12 periods per week thus giving you more curriculum time tocomplete the science course. You will therefore gain nine GCSEs: Mathematics, EnglishLanguage, English Literature, a modern foreign language, Double Award Science, plus threesubject options of your choice.

The Double Award Science Certificate still provides a solid foundation for progression to theseparate sciences, Biology, Chemistry and Physics, at subsidiary and advanced level.

Compulsory Option Subjects

Core Subjects Humanities Creative and Technical Languages

Mathematics Geography Art French

English Language History Computer Science German

English Literature Religious Studies Design SpanishDrama Latin

Science Music

Physical Education

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A modern foreignlanguage: French/German/Spanish

GF

3 2

Changes to GCSE grading

In September 2015, a series of reforms to the content and grading of GCSEs were introduced bythe government. Over a period of three years, new GCSE syllabuses have been introduced acrossthe range of subjects, with modified content being introduced to ensure that GCSEs remainrobust, challenging qualifications that are an appropriate preparation for the new A levelspecifications, and further study beyond them.

The most obvious change to the new GCSEs comes in the grading structure, as they are assessedon a numerical scale 9-1, rather than the previous A*-G system. A diagram of how these twosystems compare is provided below.

At Pocklington, many of our departments follow IGCSE qualifications. These qualifications arealso being reformed to ensure their demand is comparable to GCSE 9-1, and that they supportprogress to the new A levels, although these changes are taking place on a slightly different timescale. It is also anticipated that their grading structure will be reformed to come into line with thenumerical scale.

It is, therefore, likely that pupils commencing GCSE study in September 2017 will sit someGCSE examinations which result in A*-G grades, although the vast majority will result in 9-1grades. Pupils should not worry that either grading system will be held in greater esteem than theother, either by the school, or by universities or future employers; both are equally valid. Furtherdetails about the grading structure being used by each subject, and how this will be reflected byPocklington School’s internal grading structure, will be made available to pupils and parents atthe beginning of GCSE courses.

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• Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above.

• Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above.

NEW GCSE GRADING STRUCTURE

PREVIOUS GCSE GRADING STRUCTURE

9 8 7 6 5 4 1 U

A* A B C D E U

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ART & DESIGN

Introduction

The study of Art & Design is an integral part of the National Curriculum and deals with all visualaspects of communication. The subject is forever evolving and currently encourages the use ofcomputers and digital photography to aid the traditional areas of painting, drawing and sculpture.Visits to galleries and sculpture parks support these studies, including a trip to the YorkshireSculpture Park which is organised by the department for fourth year pupils.

Students who may wish to follow careers in the media, graphic design, product design, fashion,photography, video, theatre, architecture or web design would benefit from the variety oftechniques taught within the subject.

Content

The main area of study is Fine Art. Students will experience drawing, painting, printing, ceramics,photography, digital imaging and sculpture. In the second year, students develop by working totheir strengths, especially during their examination term.

Digital imaging is an important part of today’s art and is encouraged during teaching with the aidof an Apple Mac computer suite.

Assessment Examination Board OCR

There are two Units which are examined.

UNIT 1 – Coursework portfolio 60%

In the fourth and fifth years, pupils experience a range of techniques through a series of projectsand present these as a portfolio of work in the 5th form.

UNIT 2 – Exam 40%

This is a series of starting points given by the examination board. The student selects one and overa given period produces preparatory work. A final piece is made in a timed period of ten hours.

COMPUTER SCIENCE

Introduction

During the 3rd year, pupils will have undertaken a practical computing course focused ondeveloping a range of key Computing skills such as Java Coding, Alice Programming and DigitalCitizenship. The knowledge and skills they have gained will already be of great benefit but thereis now the option to expand their expertise to the next level and gain a GCSE qualification inComputer Science throughout the 4th and 5th year.

Computing is of enormous importance to the economy, and the role of Computer Science as adiscipline itself and as an ‘underpinning’ subject across science and engineering is growingrapidly. Computer technology continues to advance rapidly and the way that technology isconsumed has also been changing at a fast pace over recent years. The growth in the use ofmobile devices and web-related technologies has exploded, resulting in new challenges foremployers and employees, and businesses today require an ever-increasing number oftechnologically-aware individuals. Computer Science is the study of the foundational principlesand practices of computation and computational thinking and their application in the design anddevelopment of computer systems.

Pupils completing the GCSE course will be equipped with the logical and computational skillsnecessary to succeed at A level, the workplace or beyond.

ContentLearning computational thinking involves learning to program, that is to write computer code,because this is how computational thinking is expressed. This course enables pupils to develop aninterest in computing and to gain confidence in computational thinking and programming bydeveloping creative solutions to a wide variety of real life problems. The course has threecomponents as follows:

Computer systems

• Systems Architecture

• Memory

• Storage

• Wired and wireless networks

• Network topologies, protocols and layers

• System security

• System software

• Ethical, legal, cultural and environmental concerns

This component is worth 80 marks and is assessed with a 1 hour and 30 minutes written paper(no calculators allowed). It is worth 40% of the GCSE.

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9

Computational thinking, algorithms and programming

• Algorithms

• Programming techniques

• Producing robust programs

• Computational logic

• Translators and facilities of languages

• Data representation

This component is worth 80 marks and is assessed with a 1 hour and 30 minutes written paper(no calculators allowed). It is worth 40% of the GCSE.

Programming project

• Programming techniques

• Analysis

• Design

• Development

• Testing and evaluation and conclusions

Programming project is worth 40 marks Totalling 20 hours Non-Exam Assessment (NEA). It isworth 20% of the GCSE.

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DESIGN & TECHNOLOGY

RESISTANT MATERIALS TECHNOLOGY

Introduction

GCSE Design and Technology will prepare students to participate confidently and successfully inan increasingly technological world. Students will gain awareness and learn from wider influenceson Design and Technology including historical, social, cultural, environmental and economicfactors. Students will get the opportunity to work creatively when designing and making andapply technical and practical expertise.

New figures published this year reveal that the UK’s Creative Industries are now worth £84.1billion per year to the UK economy.

A qualification in Design and Technology could lead to a career in: Product Design, IndustrialDesign, Graphic Design, Interior and Spatial Design, Architecture, medical technology, fashiondesign, engineering, business management, agriculture, aerospace etc.

For those who are serious about a future career in engineering, then being a GCSE D&T student is the first application requirement for a prestigious Arkwright Scholarship.

Content

The course will run on four periods a week: in 4th year this will be a mix of theory and practicalcontent, with theory content taught through formal teaching and through the topic based skillsproject, switching to primarily coursework teaching (Non Examined Assessment - NEA) in thefirst two terms of the 5th year.

At the start of fourth year you will carry out a range of design and making projects and processesthat will allow you to improve your understanding of the design and making process required inyour final piece of controlled assessment (NEA).

Your controlled assessment (NEA) will begin in the June of your 4th year and will be completedby the end of the Lent term in your 5th year.

The NEA task will be based on a task or tasks set by the exam board on the 1st June of your 4thyear.

Assessment

Unit 1: Written Paper (Theory)

2hrs – 50%

Unit 2: Non Examined Assessment (Design and Make Coursework Task)

Consists of a single design folio (20 page folder) and product selected from a range of tasks set bythe exam board.

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DRAMA

Introduction

When you study Drama you are doing much more than staging plays. You are developing:

• Team Building

• Organisation and Management Skills

• Original Thinking

• Personal Growth

• Transferable Written Skills

Drama is suitable for everyone, whatever your future plans may be. The skills youlearn apply to every other subject and are the same ones used in Core Competencies inbusiness and universities.

Content

This course allows you the opportunity to explore drama practically and through academic study.Over the two years you will:

• Discover how to make your practical work exciting and effective

• Stage performances which you have devised yourself

• Stage performances of published plays

• Have the opportunity to specialise in technical theatre

• Work as part of a team

• Enjoy theatre trips

You do not have to be an actor, although most lessons will be about that side of performance. It is possible to take a GCSE based on one or more technical or design skills, such as costumeand make-up, sound, lighting, set design.

It is expected that pupils will attend some theatrical productions in addition to the ones requiredfor the exam. Charges may apply to these.

Assessment Examination Board: WJEC

Unit 1: Devising Theatre: 40% A realisation of their piece of devised theatre using either thetechniques of an influential theatre practitioner or a genre; a portfolio of supporting evidence; an evaluation of the final performance or design.

Unit 2: Performing from a Text (externally assessed) 20% Performance of two extractsfrom one performance text.

Unit 3: Written Exam Section A: Set Text A series of questions on one set text from Romeo and Juliet or 1984or 100.

Section B: Live Theatre Review One question from a choice of two requiring analysis andevaluation of a given aspect of a live theatre production seen.

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ENGLISH

Introduction

All pupils take two courses: English Language and English Literature. English Languageconcentrates on the development of reading and writing skills primarily through non-fictiontexts, whilst English Literature focuses on analytical responses to fiction texts. The teaching ofboth subjects often overlaps; reading and responding to a range of texts, and writing with flairand accuracy, are essential cross-curricular skills developed by both courses.

Content

The department delivers Edexcel’s IGCSE courses in both English Language and EnglishLiterature. Numerical grades (9-1) having replaced conventional grades (A*-G) is the mostsignificant change, and brings the qualifications in line with broader changes in the educationallandscape.

The English Language course concentrates on how language works. Pupils are introduced todifferent genres of writing, including essays, stories, poems, letters, articles and advertisements.Considering purpose and audience is vital to understanding how writers use language tocommunicate by creating and achieving different effects. Writing from different cultures anddifferent periods will broaden pupils’ experience. As well as analysing, pupils will be expected toadopt and employ linguistic techniques in their original writing.

The English Literature course focuses on analysing fiction texts from the genres of poetry, dramaand prose. The course offers a wide range of literature from different cultures and differenthistorical periods. Pupils will be expected to produce cogent, analytical responses in both timedexternal examination conditions and extended coursework writing. There will be opportunitiesto attend theatre trips organised by the department, for which a charge will be made.

Assessment Examination Board: Edexcel

English Language

Component 1 (60%, 2 ¼ hour examination)

Non-fiction reading and transactional writing

Component 3 (40%, coursework)

Two assignments: one comparative essay, one imaginative writing task

English Literature

Component 1 (60%, 1 ¾ hour examination)

Modern poetry and prose

Component 3 (40%, coursework)

Two assignments: one based on modern drama and one on literary heritage

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GEOGRAPHY

Introduction

"Geography is the subject which holds the key to our future..." (Michael Palin)

Geography is a diverse, challenging and exciting subject which will help you understand theincreasingly complex world in which we live. In GCSE Geography, you will explore howphysical processes have shaped the landscape and the ways in which this influences our lives, aswell as looking at how our actions affect the planet. You will ask questions and investigate issues,and you will develop a range of skills that will make you attractive to university admissions tutorsand to employers. Geography is often regarded as the ‘bridge’ between the Arts and the Sciences,and Geography will link well with any combination of GCSE subjects.

A fieldwork trip is run by the department as part of the fourth year programme of study. This is acompulsory part of the course which is examined and is therefore funded by the school.

The AQA GCSE Geography specification is followed.

Content

Paper 1 - Living with the physical environment

- Natural Hazards- Living World (Ecosystems, Tropical Rainforests and Cold Environments)- Physical Landscapes in the UK (UK landscapes, Coasts and Glacial landscapes)- Geographical skills

Paper 2 - Challenges in the human environment

- Urban issues and challenges- The Changing Economic World- Resource management (Resource management and Energy)- Geographical skills

Paper 3 - Geographical applications

- Issue evaluation, fieldwork and geographical skills

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HISTORY

Introduction

History raises challenging questions about the modern world - here are just a few...

Why was the election of Donald Trump surprising and significant?Why does the Great War continue to cast a long shadow, over one hundred years since it began?Are extreme politics such as Nazism the product of economic collapse? How similar is thepolitical situation we find ourselves in today? To what extent is China’s emerging power based upon its tumultuous past?

The Twentieth Century witnessed unprecedented change in the history of humankind. But thischange has created much uncertainty and many problems which continue to resurface today asnations, peoples and cultures collide. As the new century develops it has never been more importantto understand our common European and World History, and to learn from our mistakes.

GCSE History is a modern course, covering events from 1900 to the present day. It will raise as manyquestions as it answers, but it will hopefully give you the power to question why things in theworld are as they are, and as such is a vital and essential component in anyone’s education.

Content

Paper 1 Depth Study – Development of Dictatorship, Germany 1918-45

• The establishment of the Weimar Republic and its early problems

• The recovery of Germany, 1924-29

• The rise of Hitler and the Nazis

• Life in Nazi Germany

• Germany during the Second World War

Having studied elements of the first and second world wars already, this unit will complete the storyby helping you to understand how Germany emerged from war amidst chaos and political turmoil.You will also understand how Hitler was able to gain power and dominate German society in the1930s. You will learn how Nazi beliefs, implemented through propaganda and the creation of apolice state, led to the racial persecution of minorities such as the Jews.

Paper 1 Depth Study – Civil Rights in the USA 1945-74

• McCarthyism and the Red Scare

• The Civil Rights Movement 1945-62

• Changes in the Civil Rights Movement 1963-70

• Other protest movements in the 1960s: Students, Women, anti-Vietnam

• Nixon and Watergate

This topic questions the idea that the United States is indeed a united country. You will studyhow racism and prejudice have divided America with particular focus on the extent to whichAfrican Americans have won civil rights. You will also look at the problems of poverty andinequality as well as study the emergence of feminist protest, youth culture and how governmentcoped with political scandal and the shock of the Vietnam War. In addition you will make links toAmerica today. This study of Civil Rights in the USA is a perfect complement to the biennial tripto America that you will have the opportunity to go on as a History student, deepening yourunderstanding further.

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Paper 2 Historical Investigation - The origins and course of the First World War, 1905-18

• The alliance system and international rivalry, 1905-14

• The struggle for control in the Balkans, 1905-14

• The growth of tension in Europe, 1905-14

• The Schlieffen Plan and deadlock on the Western Front

• The War at Sea and Gallipoli

• The defeat of Germany

This topic covers the causes, events and consequences of the ‘War to End All Wars.’

Specifically, we look at the road to war from 1905 leading to the assassination of Archduke FranzFerdinand at Sarajevo. These two bullets would unleash a multi-theatre conflict and over 9 milliondeaths. We then explore the war itself: The Schlieffen Plan and why it failed, the trench system,life in the trenches, new weapons and methods and reasons for deadlock. Then we move on to thefamous battles of the Somme and Passchendaele and the historical judgement of Field MarshallHaig. The War at Sea and the failure to find a breakthrough at Gallipoli are also studied beforemoving onto the final elements of the conflict with the US entry into war, the Ludendorff springoffensives (1918) and the Allied drive to victory (July-November 1918).

*Paper 2 Breadth Study – Conflict, crisis and change: China c1900-c1989

• China 1900-34

• The triumph of Mao and the CCP, 1934-49

• Change under Mao, 1949-63

• The impact of the Cultural Revolution

• China after Mao, 1969-89

This unit looks at the emergence of Mao Zedong and the Chinese Communist Party and thesubsequent Civil War with the Nationalists for the control of China’s future. The unit thenexamines the huge changes under Mao and how controversial they were: the first Five-Year-Plan,Thought Reform, the Great Leap Forward and the Cultural Revolution. We then assess the statepolicy of birth control and the attempts to limit democratic reform, including Tiananmen Square.There is, of course, no better time to study the recent history of China.

*Depending on your teacher for GCSE History you may also get the chance to study the followingin place of China:

• The changing nature of warfare and international conflict, 1919-2011

• Conflict, crisis and change: the Middle East, 1919-2012

Trips: All GCSE Historians are eligible for the biennial ‘Big Trip’ which has been to the USA andRussia in recent years. Future trips are planned for the USA and China.

Students will also have chance to join the annual Battlefields Trip to France and Belgium and theMunich Trip, an expanded trip that will be taking in Vienna and other key sites in the story of theFirst World War and the rise of Nazi Germany…

Assessment Examination Board Edexcel IGCSE

Paper 1 – 1.5 hoursPaper 2 – 1.5 hours

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LATIN

Introduction

The Cambridge Latin Course is well established in school, and attaches great importance toreading Latin literature and to developing an understanding of the culture within which thatliterature was produced. At the same time the department recognises the importance oftraditional teaching and it is by a blend of teaching methodologies that Latin maintains its verypopular position within the school curriculum. There are usually two Latin sets each year atGCSE level.

The study of Latin offers a unique opportunity to develop language awareness and to appreciatethe considerable influence that Latin has had on many modern European languages. In addition,those who study Latin will

• develop a sensitive and analytical approach to language, gaining clear and effective communication skills;

• explore the huge influence of Roman civilisation on modern Western cultures;• develop an awareness of the relationship between Latin and modern foreign

languages such as French or Spanish;• achieve a qualification in a highly respected academic subject;• enjoy a lively, stimulating subject with Roman authors writing about witches,

Druids, love, murder, mythology and much more.

Assessment: OCR exam board

There are three externally assessed written papers. Although circumstances change year by year,it might be expected that we will sit Papers 1, 3 and 4, below:

A: Compulsory PapersPaper 1: Language unseen and comprehension (worth 50% of the total GCSE)

B: Two papers, chosen from:Paper 2: Prose literature set text (worth 25%)Paper 3: Verse literature set text (worth 25%)Paper 4: Roman civilisation - the amphitheatre, gods and mythology (worth 25%)

Additional Notes

• Much of the necessary language work has been concluded by the end of Pocklingtonthird form (Year 9), and is completed in the fourth form, thus leaving ample time forrevision, consolidation and literature work before the GCSE at the end of the 5th form.

• Paper 4 – Roman civilisation – is studied in English.• Classical Greek is also taught for those who wish; one set takes Greek to GCSE

every year.• There is an annual, optional overnight trip to a Roman site in the UK, for the 4th

form (Year 10) only, as well as trips to museums and plays for all pupils throughout the year.

• There are regular trips to the Mediterranean countries for those who wish: Greece (Athens, Delphi and the Peloponnese) was the location in October 2016.

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MATHEMATICS

Introduction

All pupils take mathematics. The course is based on the National Curriculum and leads to theKey Stage 4 GCSE examination. There may be some changes to sets based on your progress overthe year, your end of year examination result and your teacher’s assessment of your mathematicalpotential.

Content

The syllabus builds on the work covered to date and looks at some topics in more depth andintroduces some new areas for study. There are five sections, but the first is not assessed in detailby the IGCSE.

Using and Applying Mathematics (using mathematics to solve real-life problems)

Number (topics such as rational and irrational numbers, indices, proportion, accuracy)

Algebra (topics such as linear and quadratic equations, functions, formulae, graphs)

Shape, Space and Measures (topics such as trigonometry, geometry, vectors)

Handling Data (probability and statistics)

Assessment Examination Board: Edexcel IGCSE

There are two 2 hour written papers of equal weight: Number and Algebra are worth 55% of thetotal marks; Shape, Space and Measures 25%; Handling Data 20%. Calculators are allowed inboth papers and there is no coursework element.

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MODERN LANGUAGES

Introduction

All pupils will study either French, German or Spanish as the core Modern Foreign Languageat GCSE, with the choice of studying another language as option subjects. It would generally beexpected that students will continue with the modern foreign language they have studied as theirmain language in Year 9.

In the 21st century world, it is vital to be able to communicate with others, and the ability andwillingness to use other languages is invaluable in all walks of life, especially business andcommerce. The study of modern foreign languages increases awareness of other cultures andencourages students to listen, read carefully and to express oneself with great clarity. These skillscan be exploited in other curriculum areas, and the study of languages should be very rewardingand enjoyable.

Students at Pocklington are fortunate that they have the opportunity to study at least onemodern foreign language, and the chance to study another. The skills and knowledge required toachieve a good pass at a GCSE in a modern language, are much in demand, and those with agood GCSE in a modern language will have worked hard, and shown that they have a range ofskills, most useful in the modern world.

You might choose French because it is the language of our nearest neighbour, and it is spokenin many countries around the world. French is the language of art and culture, and is the mostwidely taught and studied language in the UK.

You might choose Spanish because it is the third most widely spoken language in the world andis the principal language of much of South and Central America, as well as the most importantminority language in the U.S.A. Spanish is also the fastest growing language used on theinternet, and has many similarities with other romance languages, such as French.

The option of continuing with German is worth consideration too. German is the mostfrequently spoken native language in Western Europe, as well as being the most common secondlanguage in most of Eastern Europe. Germany is the third biggest industrial nation worldwide, aswell as the most important country for scientific research. German is the mother tongue ofEinstein, Mozart and Beethoven, as well as the most closely related language to English.

As part of your languages study, you will have the opportunity to participate in school trips andexchanges, such as a potential French Exchange, and the long-running German Exchange with aschool in Alfeld in Northern Germany, as well as proposed study trips to Spain. These givestudents the opportunity to practise their language skills and broaden their knowledge, as well asexperience another culture and way of life.

Content

The content of the GCSE in French, German and Spanish is defined by the New AQASpecification introduced in September 2016 for the first examination in Summer 2018.

• Identity and culture (Self; family; friends; technology; free-time; customs)• Local, national, international and global areas of interest (town and region; healthy

living; global issues; environment; social issues; poverty; voluntary work; travel and tourism)

• Current and future study and employment (my studies; life at school/college; education post-16; employment).

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Assessment

The method of assessment is the same for all languages. Examinations will all be held at the endof the course, consisting of 4 papers, and no dictionaries are allowed. Examinations will be ateither Foundation or Higher level, but students must be entered for all papers at the same level,either foundation or higher. All of the examination will be externally assessed, and will be gradedon the new scale of 9-1.

Listening

Questions will be in a range of verbal and non-verbal styles, and require some answers in theTarget Language.

Students’ answers will be assessed for communication only.

Reading

The paper will have a range of verbal and non-verbal questions, and some will require answers inthe Target Language.There will also be some form of translation from the Target Language into English.

Writing

The paper will require students to write a number of items in the Target Language, ranging fromlists at foundation level through to extended pieces of writing at higher level, with instructions inEnglish and some in the Target Language.

There will also be a brief translation exercise, in which students will be expected to translatefrom English into the Target Language.

Speaking

This is an externally assessed test, conducted by your language teacher, which will last between 7and 12 minutes.

The test will consist of a variety of tasks including role-play, a description task, and some generalconversation.

Candidates are assessed for a variety of skills such as fluency, accuracy, spontaneity as well ascontent.

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MUSIC

Introduction

The aim of the GCSE is to stimulate and develop an appreciation and enjoyment of musicthrough an active involvement in three musical activities: Composing; Performing; Listening andContextual Understanding. In addition to helping students acquire subject knowledge, followinga course in GCSE Music:

• provides students the opportunity to gain self-confidence through performing to others

• develops team-working skills through performing with others • extends students’ creative skills through composing music • encourages the understanding of the importance of continuous evaluation and

refinement in any process • provides a solid foundation for progression to music related courses, including

A-level Music, and a career in music professions.

Content

Listening & Contextual Understanding – 40%

Listening skills are developed throughout the course focusing on a range of styles of music, andquestions tend to require short answers. Contextual understanding is based around ‘study pieces’.These pieces will be drawn from the Areas of Study: ‘Western Classical Music’ (Study Piece -Haydn, Symphony 101) and ‘Western classical music since 1910’ (Sutdy piece - Waltz andHoedown from ‘Rodeo’). Questions will require an in depth knowledge of the pieces, gainedthrough listening and studying scores.

Performance – 30%

Two pieces must be performed: one solo, one involving ensemble skills. The pieces are chosenby the candidate, and may be performed on any instrument or voice. Pieces which are of grade 5standard will gain the highest marks possible. The examination is assessed by staff at school andmoderated externally.

Composition – 30%

During the course a collection of pieces are composed, ranging from short melodies for soloinstrument, to songs and computer-generated compositions. One free composition, completedduring the 4th Year, will be submitted for assessment. As this is coursework, numerous revisionsof the work are allowed. A second composition, to a series of briefs set by the exam board willbe completed during the 5th Year.

Assessment

The department follows the AQA specification. Performance work is assessed as coursework inthat it can be recorded as often as the candidate desires at any time during the course.Compositions are completed as coursework, submitted for assessment in May of the year ofaccreditation. The terminal exam tests listening skills and contextual understanding.

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PHYSICAL EDUCATION

Introduction

The GCSE Physical Education course covers all aspects of sport and physical recreation. It isbroadly split into the practical and theoretical aspects of sport.

You will be encouraged to improve your ability to plan, analyse, improve and evaluate a range ofphysical activities.

The course is most suited to students of high sporting ability. Ideally, they should be goodswimmers, ‘A’ team games players and athletes. Non-mainstream sports are suitable as long as thestandard achieved is high (e.g. Horse Riding). Potential students should get in touch with theHead of P.E. to check their suitability. This is especially important for new pupils joining theschool at the beginning of Year 10, or at any time throughout the course. You will need to begood at four sports.

Content

Component 1

This is broken up into two theory units with the focus on:

• An Introduction to Physical EducationThis includes a focus on healthy lifestyles and aspects such as the components of fitness, diet, the effects of substances on performance, warm-up and cool-down and social reasons for participation in sport/physical activity.

• Developing Knowledge in Physical EducationThis includes muscles, joints and the heart, physical adaptations to exercise, methods and principles of training the body, hazard identification and prevention and local and national facilities.

Component 2

Students will be assessed on their ability in at least four different sports chosen from a number ofcategories, including games, swimming and athletics. They will also have to demonstrate an abilityto analyse and correct human performance.

Assessment Examination Board CIE IGCSE

The two units of component 1 will be assessed via 1 two hour external exam totaling 40% of thetotal mark.

Component 2 is assessed internally. There is a coursework task to complete: Analysis ofPerformance. This, coupled with your level of ability in your chosen sports, is worth 60% of thetotal mark. Your competence level will need to be videoed as evidence for the examiner.

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RELIGIOUS STUDIES

Why Religious Studies?

Religious Studies provides an opportunity for students to engage with a variety of topicalquestions around belief, values, meaning, purpose and truth. Students will be able to reflect onand develop their own values, beliefs and attitudes in light of what they have learnt. We willstudy a range of relevant and contemporary themes that will promote awareness of modern-world issues.

The work requires a mature and open-minded attitude to diverse religious beliefs, practices andethical perspectives. You do not, however, have to have a personal religious faith to be interestedin and academically challenged by Religious Studies.

Students will be challenged and inspired, whilst developing valuable skills sought after by highereducation and employers. Recent students have gone on to read such subjects as Medicine, Law,English, Architecture, Philosophy and Theology.

Content

Component 1: The study of religions: beliefs, teachings and practices (50% of GCSE)

We cover two world religions: Christianity and Judaism. We examine the key religious beliefs ofboth faiths, the nature of religious teaching and how these factors are reflected in religiouspractices. No prior knowledge is required but by the end of the course students will have anexcellent grasp of these two related but very distinct, great and colourful religions.

Topics include: the nature of God; beliefs about life after death; key religious figures;worship and festivals.

Component 2: Religious, philosophical and ethical studies (50% of GCSE)

In this component, students are introduced to four distinct themes:

Religion and life: the relationship between scientific and religious beliefs about creation;differing perspectives on the nature and value of human life in relation to issues such as abortionand euthanasia.

Religion, peace and conflict: the causes of conflict; different religious and philosophicalperspectives on whether war can ever be ‘just’; terrorism and violence; concepts of forgivenessand reconciliation.

Crime and Punishment: Causes of crime; responses to crime; differing religious and ethicalperspectives.

The existence of God and revelation: an examination of arguments for the existence of God;atheist positions; revelation and non-religious responses.

Assessment

• Each component is examined separately in a written exam at the end of the two yearcourse.

• Each exam is 1 hour 45 minutes.

• There is no coursework element in Religious Studies GCSE.

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SCIENCE - BIOLOGY IntroductionBiology is referred to as a “life science”, but what exactly does this mean? If you opt to studybiology you will be looking at how organisms work and their interaction with the environment inwhich they live.

The study of biology at IGCSE is essential for any pupil who wants to continue to A Level andbeyond. A degree in any biologically related subject such as zoology, microbiology, environmentalbiology, medicine, veterinary science, dentistry and physiotherapy usually requires the support ofchemistry to at least A Level.

ContentSome of the topics contained in each unit are:

• Cells• Basic Biochemistry• Respiration• Digestion• Nervous System• Kidney Function• Diabetes• Defence Against Disease• Photosynthesis• Genetics and Evolution• Human Impact on the Environment• Food Chains• Carbon Cycle

SCIENCE - CHEMISTRYIntroductionChemistry sits centrally within the sciences and at GCSE is a prerequisite for many courses atuniversity: Chemistry itself, Natural Sciences, Medicine, Veterinary Science, Agriculture,Pharmacy, Biochemistry, and Chemical Engineering. The chemistry department consists of fourfull time and one part-time subject specialists housed in dedicated laboratories.

ContentThe Edexcel International GCSE in Chemistry adopts a practical approach for the teaching ofmost of the topics within each section and during the course pupils will develop practical andtheoretical skills, knowledge and understanding of how science works. This qualification forms anideal grounding in scientific theory and enables progression for further academic study in sciencerelated subjects.

The content includes:• Principles of Chemistry• Inorganic Chemistry• Organic Chemistry• Physical Chemistry

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SCIENCE - PHYSICS

Introduction

The new Edexcel IGCSE brings Physics into the 21st century. It provides knowledge andunderstanding of the challenging issues, relating to Physical Science, that face you as you moveout into society. In addition, it provides an excellent foundation for the study of A Level Physics.

The course covers the most relevant Physics for today using a mix of practical and theoreticalwork to help you understand why Physics is of vital importance in the modern world.

You should be prepared to be challenged by the work you are faced with as it will ask questionsof you and how you view society.

ContentThe course adopts a practical approach for the teaching of most of the topics within each sectionand during the course pupils will develop skills, knowledge and understanding of how scienceworks.

The course covers the main branches of physics:• Electricity• Kinematics• Forces• Radioactivity• Energy• Waves

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SCIENCE - ASSESSMENT

Edexcel International GCSEsBiology, Chemistry and Physics courses all follow the same assessment structure. The scheme ofassessment is linear, with two question papers to be taken in each of the three sciences in June ofthe 5th Year (six papers across the three subjects).

Science (Double Award)The scheme of assessment is again linear, with 3 question papers to be taken in June of the 5th Year.

How assessment relates to the qualifications available is shown below

Biology Paper 1Untiered

Biology Paper 2Untiered

InternationalGCSE in Biology

Chemistry Paper 1Untiered

Chemistry Paper 2Untiered

InternationalGCSE in Chemistry

Physics Paper 1Untiered

Physics Paper 2Untiered

InternationalGCSE in Physics

InternationalGCSE in Science(Double Award)

+

+

+

+

+

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THURSDAY AFTERNOON ACTIVITIES

The academic GCSE programme is enriched by making a wide range of activities available to youon Thursday afternoons.

Membership of the CCF (Combined Cadet Force) is compulsory in the Fourth Year but you canopt for either Army or RAF sections. A central core of activities common to both sectionsincludes:

• Drill• Navigation Map and compass work• Skill at arms Safe handling of weapons

Principles of marksmanshipShooting at Strensall rangesIndoor range target shooting

• Infantry training FieldcraftCamp craftInitiative tests

• Personal survival• Adventurous training Climbing wall

CanoeingAssault courseCommand tasks

• Inter platoon competitions

Other opportunities open to RAF cadets include:

• RAF Station visits• Air experience flying at RAF Church Fenton• Gliding at RAF Linton on Ouse

When you move into the Fifth Year you have a choice of continuing your membership of theCCF or taking part in a “circus” of activities.

The CCF programme builds on the basic proficiency training through a flexible programme ofadvanced proficiency activities including:

• Signals training• Personal survival• First Aid• Advanced infantry training• Climbing• Range firing at Strensall and indoor range target shooting

To enhance the training programme, various training and activity weeks are run and are open toboth Fourth and Fifth Year pupils.

The activity circus consists of a “life skills” course including first aid, citizenship, current affairs,financial planning and PSHE.

CAREERS AND UNIVERSITY ADVICEMrs Jones is the school’s Careers and University Adviser. She will work with you as you progressthrough the school as outlined below.

Third Year• Third year pupils have afternoon activity lessons to introduce career ideas and

encourage career planning. The lessons encourage you to reflect on your skills and qualities with respect to the world of work as well as an introduction to CV writing. You will use online software which will try to match you to different careers based on your responses to questions about what you would like from work. You will be encouraged to explore a career idea that interests you. You will also be introduced to the concept of salaries and universities.

Fourth and Fifth Year• In Fourth Year you will get the opportunity to attend careers events in which

you will be able to talk to representatives from a wide range of careers to find out more about different occupations and working life.

• Individual meetings with Mrs Jones are offered, along with aptitude tests, which will cover A Level choices, careers ideas and university choices, as appropriate. These discussions might help you to define your areas of careers interest and the pathway toachieve them. If you are undecided about your career ideas, she will help you to startthinking about options that might suit you. A written report of the meeting will be sent to you, your parents and your Housemaster/mistress. More informal follow up meetings will be available on request.

• Mrs Jones will be available at the Parents’ Evenings. • Mrs Jones attends the Sixth Form Open Morning to offer help in choosing your

A Level subjects if it is needed.• Assistance is available on and after GCSE Results day; for example, if you are

undecided about your A Level subject choice.

Lower and Upper Sixth• Individual meetings can be arranged with Mrs Jones at any time throughout a

student’s Sixth Form career. • There are some specialist advisers who help in selected areas. Mr Butcher is the

adviser for students applying to Medicine, Veterinary Medicine, Dentistry and Physiotherapy. Miss Lamb is the Oxbridge adviser assisting students in their applications to the University of Cambridge or the University of Oxford, whileMiss Lamb also promotes a number of scholarships available to students.

• The Lower Sixth all attend a presentation about studying abroad, while the Upper Sixth students are offered interview practice and the option of attending a CVworkshop.

• Mrs Jones will be available at the Parents’ Evenings. • Help is available on A Level Results Day if you need help checking whether you

have got into a university place, or need to find a place in Adjustment or Clearing. • Sixth Form students are helped with their university applications via a structured

programme in conjunction with their tutor and Housemaster/mistress.

Old Pocklingtonian Association• The OP careers network provides access to OPs for advice and support in a range of

business areas and professions. This might include placements, work experience, shadowing, or mentoring and is available to OPs at any stage of their career. The OPnetwork can also be accessed by Sixth formers who need advice, to help them decidewhich career path to take, or experience to strengthen their personal statements and university applications.

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27

COACHES & MINIBUSES

From YorkYork B & Q WarthillGate HelmsleyStamford BridgeSkirpenbeckFull SuttonPocklington

From HullNorth Ferriby SwanlandWalkingtonBishop BurtonPocklington

From Malton NortonBurythorpePocklington

(am only)DriffieldMiddleton-on-the-Wolds

Hemingbrough BabthorpeWressle BreightonBubwith Aughton Pocklington

Molescroft LeconfieldKilnwick LundPocklington

(am only)ElvingtonSutton-on-DerwentNewton-on-Derwent

Please contact the Transport Manager 01759 321200

EAST YORKSHIRE BUS COMPANY PUBLIC TRANSPORT

A5/A6Driffield – 7.30amNorth DaltonPocklington

X46/X47Hull – 7.10amBeverley Bishop Burton Market Weighton ShiptonthorpePocklington

For information regarding any of the above local service buses, please contact East Yorkshire Bus Company 01482 222222 www.eyms.co.uk

Bus route information is provided for general guidance.Routes are reviewed annually and may change from year to year in line with demand.Parents are advised to contact the Transport Manager, or the provider listed, for up-to-date information, on routes, places and prices. Early booking is necessary to ensure places.

School and other private services

Public services

Enterprise Coach ServicesElloughton – 7.25am South Cave North Cave Hotham North Newbald Sancton Market Weighton Pocklington

Please contact Tim MillsT: 01430 410937M: 07885 118477

Baldry’s CoachesFerry Bridge Inn – 7.45amBP Garage, Howden Water Tower, Spaldington Road End, Holme on Spalding MoorPocklington

Please contact Mr Phill Baldry M:07815 284485Email: baldrycoaches@live.co.uk

Busroutes

Printed January 2017