educating mind, body, heart & soul · educating mind, body, heart & soul gcse options hfgm...
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Educating mind, body, heart & soul
GCSEOptions
2017 - 2018
Mayfield
Mayfield
ContentsIntroduction 1
Making Choices 2
Core Subjects 3
English Language 4
English Literature 5
ESOL 6
Mathematics 7
Languages 8
Religious Studies 9
Science 10
ICT Certificate 12
Optional Subjects 13
Art & Design 14
Ceramics (3D Design) 16
Classical Civilisation (Greek & Roman) 18
Classical Greek 19
Drama 20
Food Preparation and Nutrition 22
Geography 24
History 26
Latin 28
French 29
Spanish 30
Music 31
Physical Education 33
n Year 9, most pupils study more subjects than ever before. This broad experienceof learning and the wide range of opportunities provide the best basis for making
choices.
Most girls study between 9 and 11 subjects at GCSE.
The most important factor in choosing optionsubjects to add to the compulsory ones is that girlsshould be confident that they can achieve high gradesacross the whole range of subjects. The individualsubject grades are not as vital as the consistency ofachievement across 9, 10 or 11 subjects.
In this booklet you will find information about theGCSE courses taught at Mayfield. Following thegovernment reform, the changes have increased therigour and challenge of GCSEs. For the majority ofsubjects the assessment will be examinations at theend of the two year course. There will be nocoursework or controlled assessments, except inthose subjects such as, Art, Ceramics and Drama,where the skills and content of the subject can onlybe assessed in this way.
The grading system for GCSE has changed, from theold letter grades starting at E and raising to A* to
number grades starting at 1and rising to 9.
G C S E O P T I O N S 2 0 1 7 - 2 0 1 8
Introduction
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A*
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DEFGU
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New GCSE Grades
5Good Pass
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hroughout Year 9, your daughter receives advice and guidance from a number ofsources to help her choose her GCSE options.
As part of the tutor time, she begins to look at her strengths and interests.
In the Spring Term the option choices process is explained and each Head of Departmentensures that your daughter is aware of what is involved in every GCSE option.
Girls are encouraged to discuss these options with their subject teachers, Form Tutors,parents and guardians. The Head of Middle School will interview every girl to discuss heroptions.
The Year 9 Options evening for parents and girls will start with a presentation of ourcurriculum policy and this will be followed by the opportunity to discuss Option subjectswith the appropriate Heads of Department.
Girls whose parents are not able to attend the evening will be supported either by amember of House staff or a Sixth Former. Please contact the School if you require anyfurther information.
Making Choices
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•English Language•English Literature
or •ESOL for girls who do not have
English as a first language•Mathematics •At least one Language
•French •Latin•Spanish
•Religious Studies •Science (Separate or Triology)
•Biology •Chemistry •Physics
o ensure a good basis for further study and for a wide variety of career options, allpupils in Years 10 and 11 follow a compulsory common core which comprises:
Core Subjects
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In addition to these core subjects, yourdaughter, in consultation with you andher teacher, may choose a furtherthree subjects to be studied for GCSE.
ICT, Physical Education and Games are also an integral part of the timetable. The PEcurriculum has an options programme with choices ranging from traditional sports such ashockey and netball, rounders and tennis to new activities such as water polo, fitness room,circuits, volleyball and badminton. Clubs continue in hockey, netball, swimming, dance,tennis, athletics and rounders. As part of a weekly computing course all girls will study for aBCS Level 2 ECDL Certificate in IT Application Skills.
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Examining Board: AQA
Paper One: Creative Reading and Writing50% of GCSE: Assessment by exam – 1 hour 45 minutes
ReadingAfter reading a range of C20th and C21st adult literature text extracts during the two yearcourse, pupils will respond to an unseen literary extract in the exam by giving 4 answers ofvarying length, culminating in an analytical essay response.
WritingPupils practise their writing skills during the course and in the exam will write one piece ofextended creative writing. 24 marks are awarded for content: 16 marks for accuracy ofspelling, punctuation and grammar.
Paper Two: Writers’ Viewpoints and Perspectives50% of GCSE: Assessment by exam – 1 hour and 45 minutes
ReadingAfter studying a range of non-fiction texts from the C19th-C21st centuries, pupils willrespond to two unseen non-fiction texts in the exam. Responses will be in the form of 4short and longer answers with comparison and analysis of the two texts.
WritingPupils will study writing for clarity and impact in presenting a point of view over the twoyear course. They will be assessed by an extended piece of non-fiction writing in the exam.24 marks are awarded for content: 16 marks for accuracy of spelling, punctuation andgrammar.
Spoken LanguageThis element of the GCSE is assessed by the teacher, recorded and then moderated by theexam board. Pupils will be assessed on their ability to speak using Standard English, to makepresentations and to question and discuss effectively. This work will be recognised on theirGCSE certificate with a separate endorsement of pass, merit or distinction.
ENGLISH LANGUAGE
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Examining Board: AQA
Paper One: Shakespeare and the C19th novel40% of GCSE: assessment by exam – 1 hour and 45 minutes
Section A - ShakespeareAfter study of a whole Shakespeare play, girls will answer an exam question on this playwith an essay response.
Section B - The C19th novelGirls will study a C19th novel and then respond to a question with an analytical essay.
Paper Two: Modern texts and poetry60% of GCSE: assessment by exam – 2 hours and 15 minutes
Section A - Modern textsGirls will write an essay response to a question about the play or novel they have studied.
Section B - PoetryGirls will write a comparative essay on a two poems taken from an anthology. They willstudy both contemporary and heritage poetry.
Section C - Unseen PoetryGirls will read two unseen poems and respond to each of these poems separately and thenwrite a short comparison of the two in response to the question.
ENGLISH LITERATURE
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Should English not be your first language, you will have 4 hours a week of ESOL instead ofEnglish Language and Literature. Exceptional linguists may move into mainstream Englishlessons, but only at the discretion of the ESOL department.
ESOL: Aims and ObjectivesA. To foster an improvement in and enjoyment of English in all four skill areas:
reading, writing, listening and speaking. All teaching is done in the target language, through communicative language teaching, underpinned by the teaching of formal grammar.
Reading• To help girls understand and respond with interest to an increasing variety and
range of difficulty of the written word.
• To introduce girls to and help them begin to develop an appreciation of some English literature.
• To encourage personal reading on an individual level.
Writing• To develop a reasonably accurate, fluent style of writing, so that the girl can
communicate information and ideas at the level required in her other subjects. This may range from simple factual writing to deliberate manipulation of style to suit the writer's aim.
• To enable girls to use appropriate grammatical structures, conventions of paragraphing, sentence structure, punctuation and spelling in their writing.
Listening• To help girls listen to and understand a variety of voices, accents, and dialects of
people talking on subjects ranging from the day to day to advanced lectures.
Speaking• To enable girls to communicate effectively and appropriately in spoken English, and to
feel confident in doing so. This ranges from everyday communication to an ability to discuss global issues.
ESOL
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B. To encourage girls to share with each other, and to celebrate, their own traditionsand culture, while learning of English traditions and culture.
C. To enable all girls to sit an external ESOL examination, so that they have an appropriate qualification at an appropriate level.
Throughout Years 9 to 11 ESOL pupils may enter for one or more of the followingexaminations:
• Cambridge PET for Schools (Preliminary English Test)
• Cambridge First for Schools
• Edexcel IGCSE in English as a Second Language
• Cambridge CAE (Advanced)
At the end of Year 11, girls move into the Sixth Form to take The Cambridge AdvancedExam and IELTS in preparation for university entry, which requires a minimum of a B gradeat CAE or 7 at IELTS.
Examining Board: EDEXCEL
Outline Content
• Number
• Ratio, Proportion and Rates of Change
• Algebra
Examinations There will be three equally-weighted written exam papers at the end of Year 11:
Paper 1 will be Non-calculator; in Papers 2 and 3 a calculator is allowed.
Each paper will have a range of question types, utilising both structured and unstructuredquestions. Some questions on the papers will be set in context (both mathematical andnon-mathematical) with an emphasis on problem-solving.
MATHEMATICS
• Geometry and Measures
• Statistics & Probability
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All girls have to study at least one language in Years 10 and 11 and many choose two or, inexceptional circumstances, three. The importance of learning languages cannot beoverstated: whatever your career, knowledge of other languages is an enormous asset.You learn not only a specific language but also how to learn languages in general. Themore languages you learn, the more competent a linguist you become. Along the way,you experience the excitement of communicating in another tongue and understandinganother culture, while enhancing your employment prospects at the same time. In short,language learning is a lifelong adventure.
Please see separate entries for French, Spanish and Latin in the Option Subject pages.
LANGUAGES - French, Spanish or Latin
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Examining Board: AQA
Outline Content
Year 10
Catholic beliefs, teachings, practices, sources of authority and forms of expression in relation to six topics: creation, incarnation, the Triune God, redemption, Church andeschatology.
Year 11
The beliefs, teachings and practices of Judaism, and their basis in Jewish sources of wisdom and authority. Catholic perspectives on family and relationships, and human rights andsocial justice.
Examinations (100%) Both units are examined (2 x 1 ¾ hour paper) at the end of Year 11.
RELIGIOUS STUDIES
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All girls study Biology, Chemistry and Physics, either as separate subjects, or as part of aCombined Science “Trilogy” course. This ensures that every pupil studies a balancedScience curriculum. Each science discipline has two lessons per week, taught by subjectspecialists.
The examination board chosen is AQA. This tests the knowledge and understanding ofScience and the application, analysis and evaluation of that knowledge in a contextrelevant to the 21st century. It is also designed to develop core skills for studying Sciencesubjects at A level. Full details of this course can be accessed from the AQA website at thefollowing address:
http://www.aqa.org.uk/qualifications
There are two Science courses
• Three separate GCSEs in Biology, Chemistry and Physics
• Combined Science: Trilogy (equivalent to two GCSEs and covers much of the same content as the current core and additional science GCSEs from the previous specification).
Both of these are made up of equal components of Biology, Chemistry and Physics,together with required practicals that are assessed in the terminal examinations. There isno coursework element to these specifications. All the written papers for these courses areavailable at Higher Tier or Foundation Tier. We expect almost all girls to be entered atHigher Tier. The Biology, Chemistry and Physics courses will be grades from 1 to 9 and theTrilogy course will have a 17 point grading system from 9-9, 9-8 through to 2-1, 1-1.
Pupils considering studying any Science-related subject in Year 12 are recommended totake the three separate GCSEs and are expected to achieve a minimum of Grade 7. It is stillpossible to access Science A levels from the Trilogy GCSE course. We would recommend aminimum of Grade 8 in this case. Pupils will be assessed at the end of Year 9 andrecommendations are made to parents regarding which course is most appropriate fortheir daughter based on this assessment and performance throughout the year. Theoutcome of this would not in any way affect the choices available at ‘A’ level.
SCIENCE
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Course Structures
Biology GCSEThis is made up of 7 units.
Two papers, each 1 hour and 45 minutes, with equal weighting of 50% with 100 marksavailable - Paper 1 will assess topics 1-4 and Paper 2 topics 5 -7
Questions are multiple choice, structured, closed short answer and open responses.
Chemistry GCSEThis is made up of 10 units.
Two papers each 1 hour and 45 minutes with equal weighting of 50% with 100 marksavailable – Paper 1 will assess topics 1-5 and Paper 2 topics 6-10
Questions are multiple choice, structured, closed short answer and open responses.
GCSE PhysicsTwo papers each 1 hour and 45 minutes with equal weighting of 50% with 100 marksavailable – Paper 1 will assess topics 1, 2, 3 and 4 and Paper 2 topics 5, 6, 7 and 8.Questions are multiple choice, structured, closed short answer and open responses.
GCSE Combined Science TrilogyThis consists of 7 Biology topics, 10 Chemistry topics and 7 Physics topics.
Six papers – two Biology, two Chemistry and two Physics. Each will assess different topics.Each paper has equal weighting of 16.7% of the final grade and has 70 marks.
Questions are multiple choice, structured, closed short answer and open responses.
Practical skills At least 15% of marks in all courses will come from questions relating to practicals.
Mathematical skills A minimum of 10% of marks will test maths skills in GCSE Biology: 20% in GCSE Chemistry:and 30% in GCSE Physics. For the combined course the ratio will be 1:2:3.
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BCS Level 2 ECDL Certificate in IT Application Skills
In Year 10 girls will study for the Grade 2 Certificate in IT Applications. The qualificationprovides girls with the skills needed to improve productivity using tools to help save timeand effort when producing word-processed documents, presentations and spreadsheets.
In today’s society, it is expected that young people leave school digitally literate and theECDL is a key building block giving girls the skills they will need as they progress to SixthForm and Higher Education.
The girls study for the Certificate in Years 9 & 10, however if necessary may continue inYear 11.
INFORMATION AND COMMUNICATION TECHNOLOGY CERTIFICATE
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• Art & Design
• Ceramics (3D Design)
• Classical Civilisation
• Drama
• Food Preparation and Nutrition
• French
• Geography
• Greek
• History
• Latin
• Music
• Physical Education
• Spanish
irls will choose up to three of the following subjects to study, alongside their coresubjects:
Optional Subjects
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Note to girls
So now the choice is yours and to help you with your decision the course content foreach GCSE is outlined in this booklet. Talk to your subject teachers and parents. Do notchoose a subject because your best friend is doing it or because you like the teacher!Choose a subject because you enjoy it. Do not worry about A level choices as many Alevels do not require you to have studied the subject at GCSE. However, some subjectsdo have certain requirements; these are to be found in the relevant subject sections andshould be considered carefully before subject choices are made.
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This course is perfect if you have an interest in Art and enjoy working with a range of mediato create highly original, personal and innovative two and three dimensional artwork, and ifyou are considering making your career in the art world the range of specialisms areendless. GCSE Art & Design forms the starting point for your journey. Many Mayfield pupilsprogress further and study Art to degree level, with courses such as architecture, interiordesign, fine art painting, print making, sculpture, textiles, fashion, shoe design, millinery,jewellery, graphic illustration, photography and three-dimensional design.
This course offers candidates an opportunity to think independently and creativelydiscovering personal strengths and qualities within a stimulating environment. As apractising artist pupils refine their skills, trust their judgement, take risks, make informeddecisions and articulate the meaning behind their evolving work, all vital skills for life in themodern world.
Examining Board: Edexcel
Outline ContentBy following the Unendorsed Art & Design course pupils can work across a range ofdisciplines. During Year 10 candidates complete a series of workshops across the four areasin which they can specialise: Drawing and Painting, Fine Art Textiles, Three-DimensionalForm and Photography with Photoshop.
• Drawing and painting, both traditional and experimental using a wide range of scale andmedia including pencil, paint, charcoal, inks, scalpel work, pastel and collage. Pupils workwith oil paints, acrylics, watercolour and mixed media on a variety of scales using canvasand board to create final pieces.
• Textiles, girls can create experimental textile work combining fabric, threads and paper tocreate stitched mixed media outcomes. They can also construct three dimensionalsculptural forms using mannequins and moulds, also exploring screen printing, silkpainting, stencil work and batik.
• Sculpture, exploring modelling with a range of media such as Modroc, withies and papier-mâché. Three dimensional art works can also include experimental jewellery and bodyadornment, experimenting with wire, metal, melting and fusing plastics, paperconstruction and assemblage.
Art and DesignWhy Choose Art and Design?
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• Photography with Photoshop and digital manipulation. Pupils explore traditional andcontemporary photographic processes including photograms, working with a lightbox,darkroom processes and studio work. Using Photoshop girls develop a fluentunderstanding of composition and digital manipulation enabling them to create finaloutcomes, mood boards, developmental work as well as repeat designs. Themesexplored include portraiture, still life and landscape.
We work through the creative process of research, recording information, studying thework of other artists past and present, reflecting upon how they influence and inspire ourown work and ultimately how to develop and refine ideas towards original and personalfinal outcomes. This course enables each pupil to work as an individual to find their ownpersonal creative route.
Coursework (60%)From Year 10 through to January of Year 11 girls produce a portfolio of art work. Thisconsists of sketchbooks and mounted large scale pieces of art in both two and threedimensions. They are required to keep a sketchbook/journal which documents thoughts,opinions, experiments and ideas. We will visit art galleries and museums to gain inspirationas well as work with visiting artists.
Examinations (40%)In the Spring Term of Year 11 girls will begin their externally set paper. Candidates haveseveral weeks to research their own topic and develop ideas, followed by ten hours ofsupervised time to complete their final piece.
All work is assessed internally and then moderated by a visiting examiner. In the summerterm the achievements are celebrated with a summer exhibition and private view.
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Clay is a wonderful and ubiquitous material, whose popularity lies in its ability to betransformed. It is important to have a creative discipline in a rounded educationalprogramme and Ceramics offers an excellent opportunity for the expression of personaland creative ideas and the development of the necessary skills and techniques required fortheir realisation. Ceramics encourages flexibility of thought and engenders thedevelopment of analytical and aesthetic judgement. It allows for personal expression,teaches self-discipline and provides an opportunity for a healthy alignment betweenintellectual and feeling processes. Within its base in both the creative and technologicalareas, it can appeal to artistic pupils and also to those more scientifically orientated. Webenefit from having excellent and extensive facilities suitable for research, experimentationand practical work, enabling pupils to achieve outstanding examination results.
Examining Board: OCR
Outline ContentThe course builds on the body of knowledge, skills and understanding established inprevious years and is designed to combine the necessary breadth and depth of study withthe freedom of choice to accommodate individual interests, strengths and talents. A vastrange of materials and techniques is available for pupils to employ and enjoy. Techniquesinvolve coiling, slab-building, sculpting, modelling, extruding, throwing, casting, joining,pressing, surface colouring and decoration glazing and firing.
GCSE candidates are required to complete two mandatory units:
Unit 1: Design Portfolio (60%)Candidates will be required to produce a portfolio of work developed from personal or givenstarting points or briefs, determined by the Department. The portfolio will consist of asustained project, theme or course of study. It may be presented in an appropriate format,for example: test tiles, finished ceramic pieces, annotated mounted sheets, ideassketchbooks and written support, clearly showing the development and realisation of ideas.
Ceramics (3D Design)
Why Choose Ceramics?
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Unit 2: Timed Set Task (40%)Candidates select one question from this paper and have five weeks to plan and preparesupporting studies and tests. This is followed by a 10-hour practical exam over a period ofdays, taken before Easter.
These units are then marked internally and externally moderated by OCR.
The course is aimed at developing creative and imaginative powers and enabling thecandidate to express and communicate ideas, feelings and meanings in both two and threedimensions. Museum visits and Potters’ Day are essential elements of the course: one isarranged per year. The course culminates in an exhibition of pupils’ work to which parents,governors, teaching staff and friends are invited.
The study of Ceramics develops personal confidence and self-esteem and has a beneficialspin off for other subject areas. Ceramics is acceptable for university course entrancerequirements and can be continued for the Sixth Form.
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This subject opens your eyes to two important cultures which have greatly influenced ourown. In topics such as family life, the position of women, religion and entertainment, thereis great scope for comparison and contrast through discussion. The literature studied isfirst-rate, enjoyable and always thought provoking.
You do not need to have studied the subject before to take GCSE Classical Civilisation.
Examining Board: OCR
Outline ContentThematic Study: 50% of total GCSE ‘Women in the Ancient World’ – Pupils will study Women in Mythology; the experiences ofyoung women and their status in both cultures; the roles and responsibilities of femalemembers of the household; Improper Women; Women and religion; Warrior Women andWomen to be Feared. Both components involve a comparative study of ancient Greece andRome, and combine literary and visual/material sources. All literature is studied intranslation.
Literature and Culture: 50% of total GCSE ‘Roman City Life’- In this component learners will explore everyday life in Roman cities, witha particular focus on the Imperial period and popular sites and artefacts from Rome, Ostia,Pompeii and Herculaneum. Topics include: Roman Housing, The Family, Society, and Leisureand Entertainment. Not only will students study artefacts and buildings, but also some ofthe most fascinating literature from the time, including poetry, satire and letters. Allliterature is studied in translation.
ExaminationsTwo examination papers: Thematic Study and Literature & Culture. Both papers are 1 hourand 30 minutes in length and are worth 90 marks (50% of the GCSE) each.
Classical Civilisation (Greek & Roman)
Why Choose Classical Civilisation?
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This subject gives you the opportunity to study the language and literature of classicalGreece, reading the works of famous authors such as Homer, Euripides, Herodotus andPlato. You experience elements of the culture, language and social and political life of theGreek civilisation which has inspired many later generations.
Examining Board: OCR
Outline ContentLanguage: You will study the Greek language allowing you to respond to Greek passageswhich tell a story or stories drawn from history, mythology or Greek domestic life.
Prose Literature: You will answer comprehension and literary appreciation questions on theprose texts by authors such as Herodotus, Plato or Antiphon. Topics may include writingson themes such as Socrates, murder trials and the boyhood of the King of Persia!
Verse Literature: You will answer comprehension and literary appreciation questions on theverse texts by authors such as Homer and Euripides. Topics may include writings on themessuch as Odysseus’ struggle to return home and the tragedy of Iphigenia!
Examinations (100%)Paper 1 1 hour 30 minutes Language (50%)
Paper 2 1 hour Prose literature (25%)
Paper 3 1 hour Verse literature (25%)
Classical GreekWhy Choose Classical Greek?
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Drama is a catalyst; it is incalculably beneficial. All pupils eventually grow and mature butDrama often speeds the process in areas of emotion, aesthetic appreciation and self-confidence. Drama enhances pupils’ self-belief. It encourages and nurtures the basic skillsof cooperation, commitment and control. It allows and encourages pupils to see throughothers eyes whilst developing their empathetic understanding. It has the power to explore,shape and change feelings and ideas.
The everyday skills needed to succeed in the world of work; the skills of communication,listening, organisation, co-operation and problem solving: Drama covers all of these.
‘Do you want to be working for a company or running the company?’
AQA GCSE Drama
Component 1: Understanding Drama• Knowledge and understanding of drama and theatre
• Study of one set play from a choice of six
• Analysis and evaluation of the work of live theatre makers
How it's assessed
• Written exam: 1 hour and 45 minutes
• Open book
• 80 marks
• 40% of GCSE
Questions
• Section A: multiple choice (4 marks)
• Section B: four questions on a given extract from the set play chosen (44 marks)
• Section C: one two-part question (from a choice) on Live theatre production (32 marks)
DramaWhy Choose Drama?
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Component 2: Devising Drama (Practical)• Process of creating devised drama
• Performance of devised drama (pupils may contribute as performer or designer)
• Analysis and evaluation of own work
How it's assessed
• Devising log (60 marks)
• Devised performance (20 marks)
• 80 marks in total
• 40% of GCSE
This component is marked by teachers and moderated by AQA.
Component 3: Texts in practise (Practical)• Performance of two extracts from one play (pupils may contribute as performer or
designer). Free choice of play but it must contrast with the set play chosen for Component 1.
How it's assessed
• Performance of Extract 1 (20 marks) and Extract 2 (20 marks)
• 40 marks in total
• 20% of GCSE
This component is marked by AQA.
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You are able to work in a completely different environment. You will learn many newtechniques, improve your organisation and time management, develop problem solvingskills and obtain culinary skills for life!
Examining Board: OCR
The CourseThis qualification in food preparation and nutrition enables you to make connectionsbetween theory and practice so that you are able to apply your understanding of foodscience and nutrition to practical cooking.
Component 1Principles of Food Preparation and Nutrition
• Written examination: 1 hour 45 minutes
• 50% of the qualification
• 100 marks
You will develop your knowledge and understanding of the following six areas of contentthrough practical and experimental work. This opportunity will allow you to develop soundtechnical skills whilst exploring and consolidating knowledge and understanding relating tofood preparation and nutrition.
Areas of Content
1. Food commodities
2. Principles of nutrition
3. Diet and good health
4. The science of food
5. Where food comes from
6. Cooking and food preparation.
Food Preparation and NutritionWhy Choose Food Preparation and Nutrition?
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Component 2Food Preparation and Nutrition in Action
• Non-examination assessment
• 50% of the qualification
• 100 marks
The AssessmentsAssessment 1: The Food Investigation Assessment
15% of total qualification
A Food Investigation will be set that will require you to:
(i) (a) research and plan the task;
(b) investigate the working characteristics, function and chemical properties of ingredients through practical experimentation and use the findings to achieve a particular result;
(c) analyse and evaluate the task; and
(ii) produce a report on all of the above and includes photographs and/or visual recordings to support the investigation.
Assessment 2: The Food Preparation Assessment35% of total qualification
This assessment is synoptic and assesses the application of knowledge and understandingin relation to selecting dishes and identifying cooking skills/techniques and the execution ofpractical skills.
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You will travel the world from the classroom, exploring case studies in the United Kingdom,newly emerging economies (NEEs) and lower income countries (LICs). Topics of studyinclude climate change, poverty, deprivation, global shifts in economic power and thechallenge of sustainable resource use. You are also encouraged to understand your role inthe world, by considering and challenging different viewpoints, values and attitudes.
Geography enables you to develop a ‘sense of place’, a greater appreciation of the naturalenvironment and a profound awareness of the ways in which people and places interact.Put simply, Geography gives you an enhanced understanding of the world in which we live.
You will learn to appreciate that the study of Geography is dynamic, not only becauseplaces, geographical features, patterns and issues change, but also because new ideas andmethods lead to new interpretations.
Examining Board: AQA
Outline ContentLiving with the physical environment (35% of available marks)
• Section A: The challenge of natural hazards
• Section B: Physical landscapes in the UK
• Section C: The living world
Challenges in the human environment (35% of available marks)
• Section A: Urban issues and challenges
• Section B: The changing economic world
• Section C: The challenge of resource management
Geographical applications (30% of available marks)
• Section A: Issue evaluation
• Section B: Fieldwork
GeographyWhy Choose Geography?
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Fieldwork is a very important part of the Geography curriculum as it enables girls to testtheory learnt in class. Furthermore, it is not unusual for Mayfield Geography fieldwork to betruly awe inspiring. It is our intention to run a non-compulsory fieldwork course to the HighAtlas in Morocco either in late Year 10 or early Year 11. Alternative fieldwork is organisedfor those girls who choose not to travel to Morocco. An AQA requirement is that twoenquiries are carried out in contrasting environments and that they show an understandingof both physical and human Geography. In at least one of the enquiries students areexpected to show an appreciation of the interaction between physical and humanGeography.
Pupils’ understanding of the fieldwork enquiry process will be assessed in the following twoways:
1. Questions based on the use of fieldwork materials from an unfamiliar context.
2. Questions based on pupil’s individual enquiry work.
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History helps us to understand the world we live in, allows us to explain where we havecome from, and perhaps where we are going. It looks at the big issues that affect our livesand gives us the opportunity to explore how much of our present life is owed to eventsand developments in the past.
You will gain a variety of skills in History such as, analytical thinking, evaluation, the abilityto select relevant evidence, problem-solving and good communication skills. These skillsare not only highly regarded by employers and universities, but can also complement andsupport your other subject choices. If you enjoy learning about people and have aninterest in the world around you, then History is the choice for you.
Examining Board: Edexcel GCSE
Outline ContentMedicine in Britain through Time c. 1250 - present
In this unit you will investigate the development of medical knowledge and practice overthe centuries. This unit will help you to develop a sense of chronology and to learn abouthow people’s lives improved over time. It also incorporates a focus study on Surgery andTreatment on the Western Front 1914-18 which complements the Year 9 First World Wartopic and visit to the battlefields of France and Belgium. This course may be of interest togirls interested in a career in medicine or science.
To support and extend your classroom learning, we run a fascinating trip to the HunterianMuseum and Old Operating Theatre to discover how medical practices have changed overtime.
Early Elizabethan England 1558-88
This British depth study will examine the fascinating rule of Queen Elizabeth I and explorethe political and religious challenges she faced when she took the throne, including thereligious settlement, Mary Queen of Scots and the Spanish Armada. You will also have theopportunity to investigate elements of Elizabethan society such as education, leisure,poverty and exploration.
History Why Choose History?
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G C S E O P T I O N S 2 0 1 7 - 2 0 1 8
British America 1713-83
This is a chance to find out more about the foundations of modern America. You willinvestigate the development of the British colonies including issues of piracy, slavery andrevolt! You will then explore how this part of the empire was lost, through a tea party, warand the Declaration of Independence.
Weimar and Nazi Germany 1918-39
This depth study focuses on one of the most turbulent and interesting periods of History.You will study the social, economic and political crises and achievements of the Weimargovernment during the 1920s, the collapse of democracy and rise of the Nazis in the early1930s.
There is also the exciting possibility to join a trip to Berlin and Krakow to experience someof the sites that you will have learnt about, including the infamous Auschwitz death camp.
Examinations Paper 1: Medicine in Britain through Time c. 1250–present (30%)
Paper 2: Early Elizabethan England 1558-88 and British America 1713-83 (40%)
Paper 3: Weimar and Nazi Germany 1918-39 (30%)
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G C S E O P T I O N S 2 0 1 7 - 2 0 1 8
This subject gives you the opportunity to study the language and literature of ancientRome, reading the works of famous authors such as Virgil, Ovid, Cicero and Tacitus. Youexperience elements of the culture, language, and social and political life of the Romancivilisation which has inspired many later generations. You will develop a sensitive andanalytical approach to language generally, including an awareness of the relationshipbetween Latin and the languages of today.
Examining Board: OCR
Outline ContentLanguage: You will study the Latin language allowing you to translate and respond to Latinpassages which tell a story or stories drawn from history, mythology or Roman domesticlife.
Prose Literature: You will answer comprehension and literary appreciation questions on theprose texts by authors such as Cicero, Tacitus and Pliny. Topics may include writings onthemes such as Druids, Boudica’s rebellion and the poisoning of emperors!
Verse Literature: You will answer comprehension and literary appreciation questions on theverse texts by authors such as Ovid, Catullus and Horace. Topics may include writings onthemes such as love poetry, a poet’s life in exile and Aeneas’ descent to the underworld!
Examinations (100%)Paper 1 1 hour 30 minutes Language (50%)
Paper 2 1 hour Prose literature (25%)
Paper 3 1 hour Verse literature (25%)
LatinWhy Choose Latin?
LANGUAGES
G C S E O P T I O N S 2 0 1 7 - 2 0 1 8
With France as our closest European neighbour, a top worldwide holiday destination and adiverse historical and cultural centre, the ability to speak French is a major advantage. Inaddition, French is spoken by over 200 million people worldwide and is an official languageof the United Nations, the European Union and many other international organisations.French speakers are therefore in demand in a wide range of careers, including banking andfinance, international trade, tourism, translation and interpreting, diplomacy andinternational relations.
Examining Board: AQA
Outline ContentFour skills:
• Listening
• Reading
You will study the following topics:
Theme 1: Identity and culture
Theme 2: Local, national, international and global areas of interest
Theme 3: Current and future study and employment
You will complete a variety of tasks, including reading and listening, comprehension,translation, grammar practice and essay writing.
Examinations (100%)This qualification is linear. You will sit all your exams at the end of the course.
Unit 1: Listening 25% of the total marks
Unit 2: Reading 25% of total marks
Unit 3: Speaking: 25% of total marks
Unit 4: Writing: 25% of total marks
FrenchWhy Choose French?
• Speaking
• Writing
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Spanish is the third most spoken language in the world, and with the number of Spanishspeakers about to supersede the number of English speakers, never before has there been amore opportune time to learn the language. Spanish is considered one of the easiestlanguages for an English speaker to learn as the pronunciation is simpler and moreconsistent. As almost 30% of English vocabulary derives from Latin, it is easy to recognize andunderstand many Spanish words that share the same roots. As the official language in Spain,most countries in Central and South America, as well as several Caribbean countries, youhave many of the most beautiful places in the world to visit. Spain itself has a unique physicaland cultural inheritance and speaking the local language will help get you off the beaten pathand see more of the real culture. With the increasing strength of the Latin economies,learning Spanish is also a great way to improve your career prospects as the demand forSpanish speakers in medicine, construction, media, diplomacy and the law is booming.
Examining Board: AQA
Outline ContentFour skills:
• Listening
• Reading
You will study the following topics:
Theme 1: Identity and cultureTheme 2: Local, national, international and global areas of interestTheme 3: Current and future study and employment
You will complete a variety of tasks, including reading and listening, comprehension,translation, grammar practice and essay writing.
Examinations (100%)This qualification is linear. You will sit all your exams at the end of the course.
Unit 1: Listening 25% of the total marks
Unit 2: Reading 25% of total marks
SpanishWhy Choose Spanish?
• Speaking
• Writing
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G C S E O P T I O N S 2 0 1 7 - 2 0 1 8
Unit 3: Speaking: 25% of total marks
Unit 4: Writing: 25% of total marks
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GCSE music would suit anyone who is in any way involved with music making or isinterested in music of any style. Ideally, candidates should have already started to learn aninstrument or have singing lessons by the time they make their choices, but it is possible tobe successful at GCSE even in you delay taking up an instrument or singing until the start ofthe course in Year 10.
Specification at a glanceThe qualification is linear which means that pupils will sit all their exams and submit all theirnon-exam assessment at the end of the course.
Subject contentCore content1. Understanding music2. Performing music3. Composing music
AssessmentsPupils must complete all three components of this qualification.
Component 1: Understanding musicWhat’s assessed?Listening
Contextual understanding
How it’s assessed?Exam paper with listening exercises using excerpts of music.
Questions
• Section A: Listening (68 marks)
• Section B: Contextual understanding (28 marks)
The exam is one hour and thirty minutes.
G C S E O P T I O N S 2 0 1 7 - 2 0 1 8
MusicWhy Choose Music?
32
Component 2: Performing musicicWhat’s assessed?Music performance
How it’s assessed?As an instrumentalist and/or vocalist and/or via technology:
Performance 1: Solo performance (36 marks)
Performance 2: Ensemble performance (36 marks)
A minimum of four minutes and a maximum of seven minutes of performance in total isrequired, of which a minimum of one minute must be the ensemble performance.
The component is 30% of GCSE marks.
Non-exam assessment (NEA) will be internally marked by teachers and externallymoderated by AQA. Performance must be completed in the year of certification.
Component 3: Composing musicWhat’s assessed?Composition
How it’s assessed?Composition 1: Composition to a brief (36 marks)
Composition 2: Free composition (36 marks)
A minimum of three minutes and a maximum of four and a half minutes in total is required.
This component is 30% of GCSE marks.
Non-exam assessment (NEA) will be internally marked by teachers and externally moderated by AQA.
G C S E O P T I O N S 2 0 1 7 - 2 0 1 8
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G C S E O P T I O N S 2 0 1 7 - 2 0 1 8
GCSE PE would suit girls who already represent the School teams and/or as an individual in atleast 2 activities and are interested in developing their theoretical knowledge of PE andanalysis of performance.
All those who choose to study GCSE PE must commit to attending practices in their chosenassessed activities in order to get the best possible grade.
Examining Board: OCR
Summary of the course• Develop theoretical knowledge and understanding of the factors that underpin physical
activity and sport and use this knowledge to improve performance
• Understand how the physiological and psychological state affects performance in physical activity and sport
• Perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/ or compositional ideas
• Develop their ability to analyse and evaluate to improve performance in physical activity and sport
• Understand the contribution which physical activity and sport make to health, fitness and well-being
• Understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.
60% theory:
Unit 1: Physical factors affecting performance – 1hr paper (30%)
• Applied anatomy and physiology• Physical training
Unit 2: Socio-cultural issues and sports psychology – 1hr paper (30%)
• Socio-cultural influences• Sports psychology• Health fitness and wellbeing
Practical activity assessment Analysing and Evaluating Performance (AEP) 40% Girls select 3 sports – 1 team, 1 individual and 1 other (either category) all from a specific listof sports.
Physical EducationWhy Choose Physical Education?
