GCSE Curriculum Booklet 2012-2013

INTRODUCTION

This booklet has been prepared to help inform pupils in the third form and their parents of the curriculum for the two years leading to the GCSE examinations. List of Sections: A. B. C. D. E. F. G. H. A list of dates for the selection of option subjects. The National Curriculum and St Peters school curriculum compared. GCSE grading. The general criteria for option subject selection. Policy for entry into the Sixth Form. Careers Department. GCSE subject syllabuses. Form to be completed and returned.

SECTION A: DATES FOR THE SELECTION OF OPTION SUBJECTS

Saturday 19 November 2011 Tuesday 22 November 2011

Introductory talk on Option choice. Careers Evening

Throughout December/January/ Careers staff available for pupils to discuss their choice of February options. Third Form Parents Meeting.

Friday 10 February 2012

Wednesday 22 February 2012

Statement of Option choices (Section H) to be returned to the Director of Studies

SECTION B: THE NATIONAL CURRICULUM AND ST. PETERS CURRICULUM COMPARED

The most significant development in education during recent years has been the introduction and gradual evolution of the National Curriculum. This lays down programmes of study and attainment targets to be met in a wide range of subjects. The years of compulsory schooling are divided into four Key Stages, according to the age of the majority of pupils at the end of each school year. Key Stage 1 Year Group 1 2 2 3 4 5 6 3 7 8 III Form in St. Peters IV Form V Form 4 9 10 11 Age at end of School Year 6 7 8 9 10 11 12 13 14 15 16

Whereas schools in the maintained sector are required by law to follow the recommendations of the National Curriculum, Independent schools can decide on their own particular response to it. During the third form in St. Peters pupils have studied a broad variety of subjects which is within the spirit of the National Curriculum. It is not our intention to enter pupils for the Key Stage 3 tests at the end of the third form.

Key Stage 4 is the important part of the overall curriculum which pupils will start when they enter the fourth form. It culminates with the GCSE examinations, the results of which will be reported on a scale from A* to G. A comparison between KS4, as it applies to the maintained sector, and St. Peters fourth and fifth form curriculum is given below. St Peters School Curriculum

Compulsory subjects in KS4 for schools in the maintained sector English Mathematics Science Physical Education Information Technology (additional courses: Technology, Religious Education, PSHE) COMPULSORY CORE

English (Lang. and Lit.) Mathematics Science (note i) Physical Education Modern Foreign Language (note ii) Religious Studies PSHE (Personal, Social and Health Education) Horizons (note v)

---------------------------------------------------------------OPTION SUBJECTS Art and Design Classical Civilisation Design & Technology (note iii) Drama Geography German History Latin Music Spanish

Note i.

Science a science course consisting of Biology, Chemistry and Physics each taught within separate specialist departments (also see Section G). Pupils may choose to study one or two modern foreign languages. For pupils choosing to study one of French, German or Spanish this will be their core language. For pupils choosing to study two languages one will be their core language and the second will be one of their option subjects. This decision will be made to create the best possible setting arrangements within the MFL Dept. There are two options available within Design & Technology (see D&T subject syllabus details) It will not be possible to study both Latin and Classical Civilisation In the fourth form all pupils will follow a non-examined course Horizons for one period each week. This course has been developed to give the pupils the opportunity to discuss, debate and question the world around them in a freethinking way and aims to give pupils the tools to construct their own world view.

ii

iii

iv v

Our aim has been to preserve the correct balance between compulsory (core) subjects and the many additional subjects which we wish to be available to pupils so that there remains some degree of choice within an overall balanced curriculum.

SECTION C: GCSE GRADING GCSE will be the means of assessment at the end of Key Stage 4 (Summer 2014 for pupils entering the fourth form in September 2012). Attainment will be recorded as follows:GCSE assessment scale: A* A B C ______________ D E F G ______________ U Ungraded unofficial pass standard Outstanding achievement

SECTION D: CRITERIA FOR OPTION SUBJECT SELECTION

During this term you, as a third form pupil, will have to choose the subjects which you will study for the next two years leading to the GCSE examination at the end of the fifth form. The subjects you choose this year could affect the choice of A-levels and career opportunities. Though it is unlikely that many of you will have made up your mind about your eventual career, if you do have a particular career in mind, then you will need to consider the entrance requirements but it is important not to be too narrow in your choice. Your plan, therefore, should be to choose a broad range of subjects but keep in mind what you are able to achieve, what your interests are and those subjects you like best and/or find the easiest and most rewarding. Hence, when making your choice you should consider the following factors:Are you good at the subject? Ability is a good foundation upon which to base future studies of a subject and is obviously necessary to take the subject further. Do you like the subject? It may be difficult to find the necessary motivation to successfully study a subject in which you have no real interest. Do not confuse interest with ability; it is quite possible to be very keen on a subject without being particularly good at it. Do you need the subject? Although, as mentioned earlier, it is not advisable to limit your subjects to too narrow a field, if the subject is required for a career in which you have an interest, then this will need to be taken into account. It may be that your interest is in a career requiring a subject which you are not able to cope with this would mean that you would need to consider alternative careers not requiring the subject. You should not allow yourself to be influenced by the choices made by your friends. You are encouraged to seek advice from your Housemaster/Housemistress, tutor, subject teachers and Careers staff.

IF IN DOUBT SEEK ADVICE, WELL BEFORE THE DEADLINE

HOW TO CHOOSE YOUR OPTION SUBJECTS

This is a very important milestone in your school career You must give it a lot of thought You are not alone seek help and advice Do not leave it to the last minute Which subjects do you think you will enjoy? Are you confident in your ability in these subjects? Will the subjects lead to the advanced level subjects you may wish to study in the sixth form?

Discuss your intentions with your parents Talk to your tutor and Housemaster/Housemistress They will help you as much as they can, but the final choice will be up to you. Arrange a time to talk to someone in the Careers Department They are there to help you. The third form parents meeting will give your parents the opportunity to discuss your intentions with those who teach you. You too should arrange to discuss your intended subjects with your teachers. DO REMEMBER YOU ARE NOT ALONE IN THIS WE ARE HERE TO HELP

SECTION E: POLICY FOR ENTRY INTO THE SIXTH FORM Pupils in Year 11 at St. Peters will be expected to achieve a minimum of six GCSE passes at grade B or above. During Year 11 those pupils who may fall short of this standard will be advised that the St. Peters sixth form curriculum may not be suitable for their needs and will be given assistance as they explore suitable alternatives. All pupils wishing to enter the sixth form from other schools will sit the Sixth Form Entrance and Scholarship Examination and an academic reference, which will include predicted GCSE grades when possible, will be obtained from their current school. Following this procedure one of the following will occur For those performing well in the examination and with satisfactory predicted grades an unconditional offer of a place will be made. For those for whom there is uncertainty regarding their academic potential a conditional offer of a place will be made. This offer will require a minimum of six GCSE passes at grade B or above. Those whose examination performance falls below the standard expected for entry into the sixth form will not be offered a place.

SECTION F: CAREERS DEPARTMENT

The purpose of the Careers Department is to provide tailored, appropriate, support to pupils to help them prepare themselves for their educational and working life beyond their time at St Peters. This support takes the form of information and guidance about careers in general as well as specific advice and assistance relating to progression to Higher Education. It is the aim of the Department to ensure that this guidance is impartial, confidential and based on the needs of individual pupils. The Department aims to provide guidance in a planned and coordinated manner throughout a pupils time at school - with topics and activities organised to coincide with critical periods in pupils academic careers when important decisions need to be made. Pupils are encouraged to develop their self-awareness, understanding and knowledge: not only their own abilities, skills and potential but also opportunities in education and employment to enable them to make informed choices. As much as possible, parents are involved in the process. Decisions on subject choices and possible career options are never easy. Pupils need to recognise that their views can change as their understanding and knowledge of subjects, as well as specific careers, develop. Examples of services provided include: A comprehensive programme of activities and events at key transition stages. For instance: visits from outside speakers on a range of topics including specific careers, Higher Education choices and admissions processes; Careers Convention where representatives from a variety of professions are available to discuss career options in one focused forum. One-to-one discussions and advice eg on personal options and choices; specialist psychometric tests (which are taken at the end of 4th Form) and one-to-one feedback sessions; guidance and quality assurance checks on higher education applications, including Personal Statements; mock university interviews; post exam results advice and guidance. Specialist advice, for instance on specific courses, such as Medicine and Veterinary Medicine, and applications to Oxbridge and international universities. Access to a comprehensive, up-to-date range of careers information including: books, journals; pre-university career experience courses eg for Medicine and Law; University prospectuses; information on Gap year opportunities; computer software that enables pupils to examine their own strengths, interests, ambitions and career options; internet access to web sites which can assist with career and Higher Education choices.

SPECIFIC HELP BY ACADEMIC YEAR: Third Form A Careers Evening is held for parents and pupils to discuss GCSE options and deadlines for decisions and to understand the Careers programme timetable provided throughout the school linked to key transition dates. Pupils are given an introduction to the Careers Department. Pupils are given training in the use of a Careers software programme, in the ICT Room. Individual advice is provided on choice of GCSE subjects. Fourth Form All pupils undertake the Morrisby psychometric tests which give an indication of individual strengths, interests and abilities. A one day off-timetable course is held to develop team building and communication skills. Fifth Form One-to-one interviews are held with pupils to discuss their Morrisby Reports as well as possible career options and subject choices for the sixth form. Optional work experience placements for pupils are organised through NYBEP (Business and Education Partnership for York and North Yorkshire). A Careers Convention takes place when representatives from a range of professions are available to talk to pupils on a one-to-one basis. Lower Sixth A Careers evening is held for parents and pupils providing advice on choosing course and university. One-to-one interviews are held with pupils to discuss the way forward after St. Peters including Higher Education course and university options. Preliminary information is provided to pupils and parents on completing university applications and writing personal statements. Presentations are organised on a range of topics related to careers in general as well as Higher Education choices, including feedback from recent past pupils and techniques and skills that will assist pupils in their choices and applications. Upper Sixth Individual guidance is given to pupils on completing applications to universities as well as employment opportunities. Coordination of the schools input and overall quality assurance is provided to the pupils university applications. Tailored interview preparation is provided, including tips on techniques and mock interviews by external experts where appropriate. Support and advice is provided to pupils as required on Results Day and beyond.

The school is a member of ISCO (Independent Schools Careers Organisation) and CRAC (The Careers Research and Advisory Centre).

P.A.B.

SECTION G: GCSE SUBJECT SYLLABUSES CORE SUBJECTS

GCSE ENGLISH AND ENGLISH LITERATURE CONTENT OF COURSE (i) English Language This syllabus offers the study of established writers uses of language, a spoken language study and a comprehensive set of oral assessments. (ii) English Literature The syllabus involves the study of Literature written both before and after 1914. Shakespeare is studied as part of a controlled assessment. ASSESSMENT OCR (i) English Language One examination paper (Information and Ideas) worth 40% of the total marks tests the pupils skills when dealing with comprehension (reading for information and interpretation) and extended writing (for different audiences and purposes). Pupils should be able to write accurately and fluently: choosing content and adapting style and language to a range of forms, media, contexts, audiences and purposes adapting form to a range of styles and genres. Controlled Assessment is worth 60% of the total mark and is divided between skills in speaking and listening (20%) and a folder containing responses to extended literary texts (drama, poetry, prose or non-fiction) and imaginative writing (30%), plus a spoken language study (10%). (ii) English Literature There are three examination papers which will include: A response to a literary heritage prose text and a response to a collection of contemporary poetry (25%) A response to prose from different cultures (25%) A response to a modern drama text (25%) These are open text examinations. Controlled Assessment is worth 25% and includes a Shakespeare study (including the play in performance) and a response to a collection of contemporary poetry. ADDITIONAL NOTES Some texts may be used for both English Language and English Literature. Annotation of open texts is no longer permitted. Set texts may be purchased via the School account. J.D.L.

IGCSE MODERN LANGUAGES St Peters MFL department strongly believe that the Cambridge International iGCSE is more conducive to creative and engaging teaching and learning in the classroom than the current GCSE. The course is examined within the following topic areas: Everyday activities, Personal and social life, The world around us, The world of work and The international world. The following skills are covered: Paper 1: Listening The Listening Examination will be provided to Centres on a pre-recorded CD. All listening material will come from the topic areas and will be heard twice by candidates. Appropriate pauses for candidates to write their answers will be included on the recording. All candidates must attempt all three sections. Paper 2: Reading and Directed Writing Where candidates are required to produce written answers in the target language, they are not penalised for incorrect or inaccurate language unless it makes their answers ambiguous. It is important that they write briefly, relevantly and concisely. Paper 3: Speaking The Speaking examination consists of a single interview with three compulsory parts: Test 1: Role Plays Test 2: Topic Presentation/Discussion of presentation. Test 3: General Conversation. Paper 4: Continuous Writing Candidates produce two pieces of continuous writing in order to demonstrate their level of the target language. Each piece must be 130140 words long. Question 1: candidates are given a choice of two fairly structured tasks and must complete one of these. Question 2: candidates are given a more open task (narrative, descriptive, etc.) which is compulsory for all candidates. ASSESSMENT Papers 1, 2 and 3 are core papers, but candidates cannot achieve higher than a grade C without taking Paper 4. All Extended Curriculum candidates will be graded twice: once on their performance on the Core Curriculum Papers (1, 2 and 3) and once on their performance on the Extended Curriculum Papers (1, 2, 3 and 4). Candidates are awarded the higher of the two grades they achieve. They will therefore do all four papers as there is nothing to be lost in the attempt of all four. ADDITIONAL NOTES Pupils are encouraged to take part in our exchanges and trips and to borrow magazines, books and DVDs. The departments web site at http://atschool.eduweb.co.uk/stpmlang/index.html can also assist with learning. Pupils with an interest in languages are encouraged to continue with both languages studied so far. M.J.D.

INFORMATION AND COMMUNICATIONS TECHNOLOGY At Key Stage 4 (IVth / Vth years) of the National Curriculum, students are expected to acquire skills partially through discrete ICT courses and partially via their experiences in other subjects. During the IIIrd, IVth and Vth year at St Peters, classes in different subject areas seek to develop and use individual pupils ICT skills. In classroom exercises (and more often in prep work) pupils may be required to generate word-processed work, spreadsheets with graphical presentation, presentations and publications for their classmates as well as use the Internet to research the work they are carrying out. Some departments (e.g. Art) use subjectspecific software packages to support learning in their curriculum work. Increasingly, work is submitted electronically. To this end, pupils have access to computers around the school and especially in the ICT suite and library and passworded document folders for their electronic media. The school also provides an email account for every pupil. The skills required to work with ICT in different subject areas are taught via ICT lessons in the IIIrd year and, more importantly, in subject classrooms supported where necessary by the ICT department. Pupils are expected to generate a series of ICT-based work assignments from different areas of the curriculum and these are collated for assessment by the ICT department. The School recognises the need to educate pupils about the risks associated with the use of digital media (which includes the Internet as well as email and mobile telephones). The PSHE programme which is delivered by tutors throughout 3rd, 4th and 5th years covers areas such as e-safety and cyber-bullying. Pupils are all required to sign an acceptable use policy before using the schools computers.

MCL/LM

IGCSE MATHEMATICS CONTENT OF COURSE IGCSE Mathematics requires students to demonstrate application and understanding of the following: Number Numbers and the number system Algebra Equations, formulae and identities Sequences, functions and graphs Geometry Shape, space and measure Vectors and transformation geometry Statistics

There is no coursework for GCSE or IGCSE.

ASSESSMENT There are two equally weighted two hour examination papers, each of which are taken at the end of the fifth form. A calculator can be used in both exams. The specifications have two tiers of entry, with grades available as shown in the table below: Tier Foundation Higher Highest Grade Awarded C A*

It is expected that the vast majority of pupils will be entered at the Higher Level, but for some of those pupils who find mathematics difficult, it may be more appropriate for them to be entered for the Foundation Tier.

D.J.S.

GCSE RELIGIOUS STUDIES

CONTENT OF COURSE The overall aim of the course is to equip pupils with knowledge and understanding both of the beliefs, values and traditions of Christianity and of the responses of the faith to a range of moral issues. The course also includes a study of aspects of Islamic belief and practice. It encourages a critical approach and helps a pupil develop a personal response to fundamental questions about the meaning and purpose of life. The course consists of three particular areas of study: (a) Christianity This involves a study of doctrine, festivals, distinctions between denominations, ecumenism and pilgrimage. (b) Christian Ethics This involves a study of responses to questions of human relationships, birth and death, poverty and wealth, prejudice and equality, war and peace, and the environment. (c) Islam This involves a study of core beliefs, festivals, pilgrimage and the distinctions between Sunni, Shia and Sufi forms of Islam.

ASSESSMENT OCR The examination at the end of the Fifth Form consists of four written papers. The papers examining areas (a) and (c) above are each 1 hour long. (b) is examined by two 1 hour papers. There is no coursework.

ADDITIONAL NOTES The course is in no sense confessional. It is designed to inform and to challenge. Pupils should gain an intelligent knowledge of the main religious tradition of western culture and an appreciation of how that tradition continues to interact with the modern world. In addition they should gain an outline of Islam.

S.M.W.

IGCSE SCIENCE CONTENT OF COURSE The current course follows EDEXCELs IGCSE specification for Science (Double Award). The separate areas of Biology, Chemistry and Physics are clearly distinguishable and taught by specialised teachers in the relevant departments. The specifications encourage close cooperation between the three disciplines. Each department will have its own scheme of work which extends the requirements of the specification in a direction which we believe stretches each student appropriately and thoroughly prepares students for further study of the sciences at AS and A2 level. Practical work plays an important in a scientific education and significant time will be devoted to practical work. Key subject aims To impart a systematic body of scientific knowledge and facts, and an understanding of scientific concepts, principles, themes and patterns To further students appreciation of the practical nature of science, developing experimental skills based on correct and safe laboratory techniques To develop an appreciation of the importance of accurate experimental work to scientific method and reporting To develop students ability to form hypotheses and design experiments to test them To sustain and develop an enjoyment of, and interest in, the scientific world To foster an appreciation of the significance of science in wider personal, social, environmental, economic and technological contexts, with a consideration of ethical issues To enable students to select, organise and present information clearly and logically, using appropriate scientific terms and conventions To prepare students for more advanced courses in each of the three scientific disciplines that comprise this specification.

ASSESSMENT Students will sit a 2 hour examination paper in each of the three sciences at the end of the course. These are single tier papers meaning that students are not entered for a Higher or Lower tier. The marks from the three papers are then combined and the students are awarded two identical IGCSE grades from A* to G. Practical work is assessed within the three separate papers. ADDITIONAL NOTES Double Award Science is the accepted starting point for commencing AS & A2-Level study. The faculty's teaching schemes allow a full opportunity to deal with the relevant facts in detail, leading to a natural progression to these qualifications. P.D.N.

OPTION SUBJECTS GCSE ART AND DESIGN CONTENT OF COURSE THE NEW GCSE SPECIFICATION (TEACHING FROM SEPTEMBER 2009 HAS BEEN DESIGNED TO REDUCE THE AMOUNT OF WORK FROM STUDENTS EXPECTED UNDER THE REMIT OF THE OLD SYLLABUS). The emphasis on art at St Peters is on enjoyment. If students are enjoying their work they will work hard at it and the grades will follow.
Courses Offered Art & Design (Fine Art) Submissions include practical and critical/contextual work in one or more of the following areas of study; drawing, painting, sculpture printmaking and mixed media. Photography plays a significant part in the development of the Portfolio. Key subject aims: Creative and imaginative ability and the practical skills for engaging with and communicating and expressing original ideas, feelings and meanings in art. Investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical and enquiring minds, with increasing independence. Cultural knowledge and understanding of art and of the media and technologies used in different times, cultures and societies. Personal attributes including self-confidence, resilience, perseverance, self-discipline and commitment. Assessment Objectives Candidates will be expected to: 1. Develop their ideas through investigations informed by contextual studies demonstrating analytical and cultural understanding. 2. Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes. 3. Record ideas, observations and insights relevant to their intentions in visual forms. 4. Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate making connections the work of others. ASSESSMENT AQA Unit 1 Personal Portfolio of work consisting of one fully extended project and additional work. 60% of total marks Choice of Fine Art or 3D Design. Assessed and standardised by art staff and externally moderated by AQA. Unit 2 Externally Set Assignment. 10 hours 40% of total marks Question paper set by AQA. Candidates respond to one question. ADDITIONAL NOTES The emphasis is on enjoyment and fulfilment through the creative process of knowing, understanding and making. At the end of the course candidates will be expected to assist in the presentation of their work in the form of an exhibition for assessment, moderation and as a celebration of their achievement.

J.Da

GCSE CLASSICAL CIVILISATION

CONTENT OF COURSE

GCSE Classical Civilisation offers the opportunity to understand some of the elements of Greek and Roman civilisation which have had a profound influence throughout history and continue to have a profound influence on modern society. This course aims to fire the imagination and to deepen and develop personal experience by considering a wide range of perennial issues, including an examination of ethical, political, religious and social questions. All texts are read in English. Pupils are actively encouraged to examine ancient and modern parallels.

ASSESSMENT OCR

There are four topics, each worth 25% of the overall mark. Three of these topics are assessed by examination (three one hour written papers): Athenian Life Homers Odyssey (selected books) The city of Pompeii The fourth topic is the controlled assessment, which allows candidates to develop research and evaluation skills allied to independent learning and extended writing. The controlled assessment is chosen from one of the following: Sophocles Antigone The Olympic Games Roman Britain The Department reviews all topics annually.

ADDITIONAL NOTES For those studying classics the Department offers regular overseas trips to the Mediterranean countries. Greece (Athens and the Peloponnese) was the location for October 2011. In addition there is an annual overnight trip to Hadrians Wall for the 4th form only and a 6th form dig at Vindolanda (subject to availability). These are very popular trips and are of great benefit to pupils, placing their studies into geographical and historical contexts. M.J.A.

GCSE DESIGN AND TECHNOLOGY

The syllabus adopts a practical approach that encourages students to design and make products with a range of materials and techniques. Packaging, labelling and instructions are also encouraged as part of the complete design proposal, while marketing tools, such as advertising and points of sale, can be used to supplement the making experience and help create products which can be evaluated for their commercial viability. Students choosing Design and Technology may express a preference for one of two options, which the school will try to accommodate. Option 1. Compulsory units + an option of electronics. Option 2. Compulsory units + an option of textiles. (Compulsory units include the study of plastics, paper/card, smart materials and wood) COMPONENTS Time 1. Written Paper 2 hrs Weighting 40%

Section A - A design question based on a context supplied before the examination. Section B A variety of questions based on materials and processes. 2. Coursework Project Max.45 hrs 60%

A single design-and make activity selected from a choice of set tasks, consisting of the development of a made outcome and a concise design folder and/or appropriate ICT evidence.

ASSESSMENT AQA Terminal Examination: Externally marked Coursework: Internal Assessment + External Moderation

ADDITIONAL NOTES
During the first year of the course (4th Form Year 10), two major design and make tasks will be set, linking in with those elements of the course which require knowledge and understanding in a variety of materials and processes. These will focus on working with the core materials. One of the two tasks will focus on the optional material, i.e. electronics or textiles. The examination will test the candidates knowledge and understanding of designing and making, and the core and option materials. In addition, a design context will be set in March each year on a different topic. This area will be researched in advance and questions will be set in the paper.

J.P.W.

GCSE DRAMA

CONTENT OF COURSE GCSE Drama offers candidates the unique opportunity to experience theatre from a practical, analytical and critical perspective. The course focuses on two key areas the performance of plays in groups (both scripted and original devised work) and theatre criticism based on professional theatrical productions seen during the course as well as criticism of their own and others performance work during the course. Students will develop a keen sense of theatrical discernment through self and peer evaluation as well as through the academic discipline of theatre criticism. The course will develop students communication and ensemble skills, increase self-confidence and will expose them to a wide range of theatrical styles and genres through practical experience and through visits to the professional theatre. It gets students up on their feet, rehearsing and exploring new plays and new ideas as part of a theatrical team.

ASSESSMENT AQA Coursework 60% of the total exam mark. Candidates are required to present for examination, two out of four practical assessments completed during the course. Assessment is based on the following parts: 1. 2. Process and understanding Final presentation: performance

Written Paper 1 hour 30 mins 40% of the total exam mark Candidates are required to answer two questions. The examination paper assesses candidates' critical responses to live productions seen during the course through theatre review as well as a critical evaluation of their own experiences as a performer/director during the course.

ADDITONAL NOTES It is a course requirement that candidates experience a variety of live theatre performances; the department offers theatre visits and trips throughout the course.

T.D.C.

GCSE GEOGRAPHY
The GCSE course is comprised of four key themes:1. 2. 3. 4. Rivers and Coasts Population and Settlement Natural Hazards Economic Development.

ASSESSMENT OCR (B) Students are normally entered for the Higher Tier paper which cover A* - D grades. B561 Sustainable Decision Making Exercise This is worth 25% of the GCSE grade. It will focus on one of the four key themes. 3 weeks teaching time is given to prepare this exam using a pre-release resource booklet sent from OCR. The exam is a 1-hour tiered written examination. The paper has three sections, A, B & C. Candidates must answer all the questions in each section. In June 2014, the DME theme will be Economic Development. The title for the paper being Trains and boats and planes how can the growth of transport affect the physical environment at a global scale? B562 Geographical Enquiry This is the Controlled Assessment element of the course, worth 25% of the GCSE grade. There are two tasks: Fieldwork Focus. This is a 1200 word fieldwork investigation based upon data gathered by the pupils during a fieldtrip. Questions for this are set annually by OCR. Geographical Investigation. This is an 800 word research project. Pupils choose from a limited number of topics set by the exam board. The themes include: Disease, Trade, Ecosystems, Sport, Fashion, Energy, New Technologies, Crime and Tourism. B563 Key Geographical Themes This is worth 50% of the GCSE grade. It will cover three of the four themes studied (the fourth being examined in B561). The exam is a 1-hour 30 mins tiered written examination. The paper has three sections: A, B & C. Candidates must answer three questions, one from each section. There will be some short data response questions, but this exam tests knowledge and understanding of the main themes. ADDITIONAL NOTES Increasingly, issues such as Global warming, urban growth and pollution, rainforest destruction and the reduction in biodiversity require an understanding of the way the world works on a large scale. On a local scale, issues such as York's recent flooding, its traffic congestion and growing social problems require a sound geographical understanding of how people and environment are interconnected. The sustainable management of these issues is at the heart of the course. The use of ICT such as using Geographical Information Systems (GIS) is integral to the course and develops key computer skills. The course thus allows students to focus on both global and local real life issues and allows them to understand many of the complex changes visible in society today.

E.C.U.

GCSE HISTORY CONTENT OF COURSE Paper 1 International Relations (1919-1939) with Germany This unit covers international history between the Treaty of Versailles and the outbreak of the Second World War. We also study the German Depth Study option, covering Weimar and Nazi Germany. Paper 2 British Depth Study This unit covers British History between c1890 and c1919. We study the pre-war social reforms of the Liberal governments, which are regarded by many historians as laying the foundations of the welfare state, as well as the struggle for womens votes, and British History during the First World War. Coursework The controlled assessment consists of one sources assignment and an essay completed in class. For this element we study twentieth century Russian history. ASSESSMENT OCR Paper 1 accounts for 45% of the overall mark and the exam paper lasts two hours. Paper 2 accounts for 30% of the overall mark and the exam paper lasts one and a half hours. Coursework accounts for 25% of the overall mark and is completed during the Lent term of the Fifth Form.

ADDITIONAL NOTES The department offers a trip every other year to GCSE students. Next year we will be taking pupils to Krakow.

R.J.P.T.

GCSE LATIN

CONTENT OF COURSE

The Cambridge Latin Course is well established in the School. This course attaches great importance to reading Latin literature and aims to develop an understanding of the culture within which the literature was produced. At the same time we recognise the importance of traditional teaching and it is by a blend of teaching methodologies that Latin maintains a very popular position within the school curriculum. The study of Latin offers a unique opportunity to develop language awareness, whereby students can develop a sensitive and analytical approach to language, and learn to appreciate the considerable influence that Latin has had on many modern European languages.

ASSESSMENT OCR There are four papers. Each one is externally assessed by a 1 hour written paper, and is worth 25% of the total GCSE. A: Compulsory Papers: Paper 1: Language unseen and comprehension. Paper 2: Language unseen. B: Two papers chosen from the following: Paper 3: Prose literature set text. Paper 4: Verse literature set text. Paper 5: Roman civilisation.

ADDITIONAL NOTES Much of the necessary language work has already been concluded by the end of St Peters third form (Year 9), and is completed in the fourth form, thus leaving ample time for revision, consolidation and literature work before the GCSE at the end of the 5th form. There is no controlled assessment. There is an annual overnight trip to a Roman site in the UK, for the 4th form only, as well as trips to museums and plays throughout the year. There are regular trips to the Mediterranean countries. Greece (Athens and the Peloponnese) is the location for October 2011. M.J.A.

GCSE MUSIC

CONTENT OF COURSE Listening and Appraising Test Based on Five Areas of study:Rhythm and Metre; Harmony and Tonality; Texture and Melody; Timbre and Dynamics; Structure and Form. Through Three strands of learning:The Western Classical Tradition; Baroque Music; Music for voices; Chamber Music Popular Music of the 20th and 21st cent:- Blues; Popular Music of the !960s; Rock; Hip Hop; RnB; Music Theatre; Film Music World Music:- Music of the Caribbean, of Africa and India. Coursework Composing One Composition exploring two or more of the Areas of Study and links to one strand announced by AQA with a written appraisal. One Composition exploring two or more of the Areas of Study in a style chosen by candidate. Coursework Performing One solo and one group performance.

ASSESSMENT AQA Listening and Appraising Coursework Composing Coursework Performing 20% - Written Exam 40% - 20% Externally assessed + 20% Internally assessed 40% - Internally assessed

ADDITIONAL NOTES This course should have wide appeal and is designed for a broad range of musical ability. The composing element, although difficult initially is enjoyable and fulfilling. Bringing performance practice within a GCSE framework is useful for pupils who have individual lessons. P.M-K.

SECTION H: GCSE OPTION SUBJECTS

PLEASE COMPLETE AND RETURN THIS FORM TO THE DIRECTOR OF STUDIES BY WEDNESDAY, 22 FEBRUARY 2012

SURNAME: ________________________________________________________________

FORENAME: ______________________________________________________________

Your Core Modern Foreign Language ____________________________________________

Your THREE option subjects:

____________________________________________

____________________________________________

____________________________________________

Remember:

You may choose Latin or Classical Civilisation but not both. You may choose German or Spanish but not both If choosing D&T, indicate your preference for Option 1 (Electronics) or Option 2 (Textiles).

SIGNATURE OF PARENT OR GUARDIAN: _____________________________________