GCSEStudies

2013

20

15

GCSE StudiesGCSE CHOICES

AVAILABLE FOR STUDY

Art & Design

Biology

Business Studies and Economics

Chemistry

Core Science

Classical Civilisation

Design Technology

Drama

English

French

Geography

Greek

History

Latin

Mathematics

Music

Physical Education

Physics

Religious StudiesSpanish

DEADLINE FOR PUPILS TO HAND IN THEIR PRELIMINARY CHOICES

Friday 22nd February 2013

2 | GCSE Studies 2013 ~ 2015

The two-year GCSE course begins for your son or daughter at the start of thenext academic year.

For the majority, sights will be set on reaching a top university and there isoverwhelming evidence that their GCSE results are likely to have a directimpact on the offers received. The criteria for some Russell Group (top 20)universities on popular courses are stringent, and a good clutch of A* and Agrades is essential for many of these.

For others, choosing the best set of subjects at GCSE is equally important inlaying down good foundations for A level and then university study.

The approach to study and the correct choice of subjects are thereforecritical. While maintaining a breadth of study is educationally valuable, it isnecessary to have a regard to the likely outcomes. There will be plenty ofopportunity to discuss choices with teaching staff, heads of department,tutors, houseparents and the Director of Studies.

I encourage all of the current Fourth Form (Year 9) to take personalresponsibility for these decisions, helped by parents and others, and wish youall well as you look ahead to this important stage in your education.

Jonathan Lancashire

Foreword from the HeadmasterContents Page no.

Foreword from the Headmaster 3Choosing Your GCSEs 4EAL 5The Flecker Library 6

GCSE COURSES

Art and Design 7Business Studies & Economics 8Classics 9Design Technology 10Drama 11English 12Geography 13History 14Mathematics 15Modern Foreign Languages 16Music 17Physical Education 18Religious Studies 19Science 20

Biology 20Chemistry 21Physics 22Core 23Triple Science 23

3 | GCSE Studies 2013 ~ 2015

Although many begin thinking about theirGCSE subjects sooner, we ask pupils toactively start considering their GCSE subjectoptions in the Lent term of the Fourth Form(Year 9), with the process completed early inthe Trinity term. Most pupils will study ninesubjects, leading to 10 GCSE exams.

The core curriculum studied by nearly allpupils is:• English (leading to two GCSEs, in

Literature & Language)• Mathematics• Religious Studies (taken at the end of

Year 10, the Remove)• PSHE (not assessed)• French* or Spanish* or English as an

Additional Language. (*We refer to these as Core French & Core Spanish. Most will take French.)

Five (a) more subjects are chosen. Weencourage pupils to choose subjects thatcover the breadth of the academiccurriculum, including the sciences,humanities and creatives, whilst also,crucially, playing to their strengths andinterests. The key thing is that the widestpossible choice of future careers remainspossible. Certain careers, medicine, dentistry& veterinary science require all threesciences.

Typically this will mean choosing:• two or more sciences• one or more from the humanities• one or more creative subjects (it would be

unusual to study more than two creatives)• one more subject, depending on the

individual, to give a total of five

However, we recognise that this will not bethe right pattern for all.

Some may choose one or more foreign orclassical languages. (If French is the “core”subject, then Spanish may be chosen as anoption, but not vice versa.)

For those who find science really difficult,we suggest Core Science GCSE. This is asingle GCSE, which has elements of all threesciences. We will advise you, if this is thebest option for your son or daughter.

The five GCSEs are taken from the followingsubject groupings:• Sciences: Core Science (b), Biology,

Chemistry, Physics, Fast track Science (c)

• Humanities: Classical Civilisation, Business Stuies & Economics (d), Geography, History,

• Languages: Spanish, Latin, Greek• Creatives: Art, Design Technology,

Drama, Music, Physical Education

The process is as follows:During January & February tutor periods,pupils will discuss which subjects to choosewith their tutors. The Head of Careers, DavidFullerton, Head of Learning Support,Stephanie Thomas and I, Head of FourthForm Studies, are all very willing to assist inthese discussions.

They will receive a “GCSE choices” form, oncard. This needs to be signed by eachteacher, whose subject they wish to study.This should ensure good conversations,where needed. They will receive this card atthe start of the Lent term.

If a pupil is advised not to take a particularsubject, this will be good advice. I am happyfor you to get in touch with me to discuss,but final decisions about the suitability of acourse rests with the Directors of Studies.

By Friday 22nd February the forms need tobe submitted. The subjects must be enteredon the form in order of preference, so thatthe fifth subject is a pupil’s last choice. Atthis stage the forms will have the signaturesnot only of subject teachers, but also thetutor, the pupil and either yours or theHousemaster / mistress.

Using all the pupils’ choices, five optionblocks are created, corresponding as closelyas possible to their preferences. (It doessometimes happen that a certaincombination may not be possible; for thatreason we ask the pupils to put down asixth, “reserve choice” on the form.)

These option blocks will then be published –we will let you know when they will be onthe website. We appreciate that pupils dochange their minds and we will do our bestto help, whilst keeping an eye on set sizes.

Alastair George, Director of Studies

Please note:(a) For those receiving Literacy, EAL orNumeracy Support, it might make sense tostudy fewer subjects. Dr Stephanie Thomaswill be involved with such discussions.

(b) We expect the vast majority to study twoor three sciences. However Core ScienceGCSE is a very sensible option for those whofind science difficult. It leads to a full scienceGCSE and combines elements of all threesubjects. Pupils will be advised if this is asensible choice for them.

(c) For the top academic pupils, only, there isthe option of taking “Fast track” science. Allthree sciences are studied in the space ofjust two option blocks i.e. this counts as twoGCSE options, not three. Pupils will beadvised if this is a sensible choice for them.It effectively gives them an extra GCSE.

(d) Business Stuies & Economics is a newGCSE subject for September 2013. Weforesee a single set of “EcBus”. It givesfurther choice in the Humanities.

Choosing your GCSEs

4 | GCSE Studies 2013 ~ 2015

Dean Close welcomes pupils from overseasto all year groups. Many arrive in Remove(Year 10) to start their GCSE programme.We recognise that pupils come withdifferent levels of English and so the EALDepartment exists to support those who findthe language required at GCSE level difficult,for some or all subjects.

The Department prides itself on its flexibilityand dedication to individual needs, toensure pupils are supported pastorally andacademically. All new international pupilsare encouraged to attend the OverseasInduction weekend prior to the start of theacademic year, in order to familiarisethemselves with the School and its facilities,to meet key members of staff, to take part inactivities and prepare themselves for thestart of GCSEs.

Pupils for whom English is a secondlanguage are assessed during this weekend(or on arrival if they cannot attend) toidentify if extra language tuition is needed.

If so, typically, they will have EAL supportduring their Modern Foreign Languageperiods, which means 4 lessons per week.However, there may be more or less supportgiven, depending on needs and timetables.The assessment will identify the particularstrengths and weaknesses in the pupil’slanguage, and the type and level of supportwill be adjusted accordingly.

These lessons mainly focus on the skillsneeded to pass GCSE English Language,although support is also offered for somecurriculum subjects, particularly where essaywriting may be a difficulty. A pass (C grade)in English Language is a minimumrequirement for university in the UK andincreasingly universities are asking for highergrades. Where this is the case, individualsupport can be arranged. We encourage allpupils to take advantage of these lessonsfrom the outset, although they may joinlessons at any time during the school year,either at their own request or when advisedby the teaching/House staff. This support is

highly-valued and viewed as giving pupilsthe best chance of achieving good grades atGCSE.

Alongside lessons, the School strives toachieve integration between internationalpupils and British nationals. There is anOverseas Pupils Committee where SixthFormers mentor and support younger pupilsfrom overseas, and we arrange regular get-togethers which all are invited to attend.Above all, overseas pupils are encouraged totake full advantage of all that Dean Closehas to offer in order to receive an all-roundeducation.

Parents and guardians should look at thewebsite for the latest information regardingcharges for language support. Please notethat due to timetable constraints,parents/guardians cannot necessarily choosegroup sizes for pupils.

Kit Morgan, Head of EAL

English as anadditional language

5 | GCSE Studies 2013 ~ 2015

Aeschylus, Banksy, Camus, Dawkins,Efron, Jesus, Jobs, Keynes, Picoult,Shakespeare... all in one place, anytime,anywhere.

Recently refurbished, the Schools’ FleckerLibrary supports learning, advancedinformation literacy and the pleasures ofreading, empowering pupils through awide-ranging, specialist information service.

Exam SuccessSuccess at GCSE requires range ofknowledge and application ofunderstanding. Working closely withteachers and tutors across the School, theLibrary strives to provide pupils with theright opportunities and assistance toextend knowledge, challenge thinkingand develop key informationmanagement skills, vital both forsuccessful study and revision at the GCSElevel and as a firm foundation for theacademic demands of A levels.

21st Century ShakespeareFrom our leather-bound editions to our library iPad, the Library offers access and guidanceto a multitude of exciting resources:• Thousands of fiction and non-fiction titles• Feature film, TV and documentary DVD collection• Daily newspapers, magazines & academic journals• Online library portal with video streaming• Academic database subscriptions including JSTOR & Britannica Online• iOS & Android apps• Contemporary Careers resources

Learning ExperienceThe Library continually seeks to provide the best space and methods for learning and research. Matching the dynamic needs of today’s students and tomorrow’s professionals,we are committed to staying at the forefront of both traditional and new technologies andproviding appropriate environments in which to study and explore, offering:• Pleasant, flexible learning spaces including silent, independent, group and

tech zones.• IT facilities and Wi-Fi• Specialist assistance in information research• An innovative and professional support team

A good library remains the same: always changing For us, the work is never done. We are constantly updating our resources and refining ouruse of technologies, responding to pupils’ needs and the demands of the contemporaryprofessional world. Upcoming developments will almost certainly include an eBook loansystem offering eBook borrowing on laptops, smart phones and tablets, a more integratedvirtual library environment, bespoke skill development sessions and in-house digitalpublishing. Aren’t libraries great?!

Follow us on Twitter @dcslib

Zach Suckle, Librarian

The Flecker Library

6 | GCSE Studies 2013 ~ 2015

Art & DesignThe two year AQA GCSE Art & Design, FineArt Endorsed course provides the pupilswith a busy and exciting programme ofstudy. The Fine Art orientated approachpresents broad opportunities to acquireknowledge and skills through practice intwo and three-dimensional media includingdrawing, painting, printmaking, digitalphotography, ceramics and sculpture.

The assessment of this subject is dividedinto two components: • Unit 1: Portfolio of Work (60%) and • Unit 2: Externally Set Task (40%)

Unit 1: Portfolio“Candidates should submit a selection ofthoughtfully presented work thatdemonstrates the breadth and depth of thecourse of study and evidences coverage ofall of the assessment objectives. This shouldinclude more than one extended collectionof work that demonstrates an ability tosustain work from initial starting points orproject briefs to the realisation of intentionsand include evidence of research, thedevelopment of ideas and meaningful linkswith critical/cultural sources”. (AQA GCSEArt & Design Specification)

Unit 1: Externally Set Task“Candidates are required to elicit a personalresponse from one starting point or project

brief from the exam paper. They areexpected to develop their own workinformed by their preparatory studies andevidence coverage of all the assessmentobjectives”.

The allocated preparatory period (usually 6weeks) is followed by “a 10 hour period ofsustained, focused study in whichcandidates are expected to develop theirown unaided work informed by theirpreparatory studies”. (AQA GCSE Art &Design Specification)

Remove (Year 9)The pupils will experience a variety ofactivities throughout the year whichintroduces them to a wide range of Fine Artorientated approaches and disciplineswithin Art & Design. The emphasis is onlearning through experience andexperimentation and should encourageindependent thinking as well as developingskills and confidence.

During the year, pupils will rotate betweenthree main discipline areas: • Drawing & Painting with Mrs Evans• Photography and Printmaking with Mrs

Rushton• Sculpture and Ceramics with Miss Ash

Pupils can select the best work produced

throughout this year to be part of their finalassessment portfolio for Unit 1.

Fifth FormIn the second year of the course increasingautonomy is given, encouraging morepersonal and individual responses to a settheme. The main portfolio project for Unit 1is undertaken during the Michaelmas termand the pupils will specialise in one area ofstudy (as described above) for the entireyear. Unit 2 is undertaken in its entiretyduring the Lent term.

Throughout the course the use of workjournals (sketchbooks) is essential and thesebecome the key record of visual research;observation; experimentation; thedocumentation and development of ideas;critical appraisal and contextual study. Thework journals encourage personalinvolvement from the pupils helping topromote a sense of ownership.

The course concludes at the end of thesecond week of the Trinity Term when allthe work is internally assessed andexternally moderated. All the GCSE work isexhibited in the Art School as part of ourend of year show on Commemoration/Speech Day.

Caroline Evans, Head of Art

7 | GCSE Studies 2013 ~ 2015

GCSE Business Studies and Economics is abroad, coherent, satisfying and worthwhilecourse of study which will allow pupils togain an insight into related sectors. Thecourse will prepare pupils to makeinformed decisions about further learning

opportunities in Business Studies andEconomics A Levels and future careerchoices.The course will enable pupils to:• actively engage in the study of business

and economics to develop as effectiveand independent pupils and as criticaland reflective thinkers with enquiringminds

• use an enquiring, critical approach todistinguish facts and opinions, to buildarguments and make informedjudgments

• develop and apply their knowledge,understanding and skills to contemporaryissues in a range of local, national andglobal contexts

• appreciate the range of perspectives ofdifferent stakeholders in relation tobusiness and economic activities

• consider the extent to which businessand economic activity can be ethical andsustainable.

ComponentsUnit 1 Introduction to Small BusinessThis unit concentrates on the key issues andskills involved in enterprise. It provides aframework to consider the marketing,financial, human and operational issuesinvolved in starting and running a smallbusiness. This unit contains five topicareas:

Topic 1 Spotting a business opportunityTopic 2 Showing enterpriseTopic 3 Putting a business idea into

practiceTopic 4 Making the start-up effectiveTopic 5 Understanding the economic

context

Unit 2 Investigating Small BusinessIn this unit pupils will research, analyse andevaluate a selected task on enterpriseissues. They select one Edexcel-set taskfrom a choice of five, carry out primaryresearch involving a real business and thencomplete a writing-up session undercontrolled conditions.

Unit 3 Introduction to EconomicUnderstandingThis unit introduces pupils to the principlesof economic understanding to provide abroad national and internationalperspective of the subject area. This unitconsists of five topic areas:Topic 1 How can I start to think like an

economist?Topic 2 Risk or certainty?Topic 3 Big or small?Topic 4 Is growth good?Topic 5 Is the world fair?

Iain McGowan, Head of Business Studies &Economics

Business Studies & Economics

8 | GCSE Studies 2013 ~ 2015

ClassicsImagine a world in which nobody knewany Latin or Greek. How would we knowanything about the two most importantcivilisations to have influenced andshaped the world which we inhabit. Whowould truly understand the word“democracy” or the concept of“philosophy”. That would be trulyTRAGIC, don’t you think?

Latin and GreekPupils have the option to study Latin, Greekor both at GCSE. Latin and Greek are nolonger just the study of the languages as anend in itself. The courses take the form ofcontinuous stories in Latin set in Roman orGreek times. Whilst learning the language,pupils are introduced to various aspects ofRoman or Greek civilisation. Naturally theskills of fluent reading and accuratetranslation are a major part of the GCSEs asis an appreciation of literary style andhistorical background.

For both GCSEs, candidates are required tosit four papers:

Papers 1 and 2 are language papers whichtake the form of unseen translation andcomprehension. OCR produces a definedvocabulary list for these examinations.

Papers 3 and 4 are set text papers in whichcandidates are expected to answerquestions on prescribed literary works, oneverse, one prose. Authors that have beenexamined recently at this level includeVirgil, Homer, Pliny, Ovid, Euripides andCicero. This is a once in a lifetimeopportunity for you to engage with someof the greatest literature ever written!

Classical CivilisationA two-year course with the AQA courseleads to an examination of the majorcultural features of the Graeco-Romanworld. Through the study and evaluationof primary source material, the legacies of5th Century Athens and Imperial Rome areassessed.

There are three written examination papersand candidates can opt to concentratesolely on Greek or Roman material. Acombined study of both Greece and Romeis also possible.

Paper One explores Homer’s Odyssey, thegreatest adventure story ever told

(featuring man-eating one-eyed giants,powerful gods, seductive women and ahero famous for his cunning andintelligence) whilst Paper Two investigatessocial life in Imperial Rome: gladiators (whywere the Romans so blood-thirsty?), thebaths, chariot racing, religious beliefs,sacrifice, the emergence of Christianity(why did it become so popular?), the statusof women, marriage and family life. Inpreparation for Paper 3 you will have anopportunity to learn about the ancientOlympic Games: why were they soimportant to the Greeks, what are thedifferences between the ancient andmodern games and what on earth was thehoplitodromos? Why didn’t the Greeksaward prizes for second and third place?

Through controlled assessment candidatescan either learn about Ovid’s poem theMetamorphoses (all about weirdtransformations –it’s great) or Athenianvase painting in which you will come faceto face with some of the ancient world’sgreatest artists like Exekias and theKleophrades Painter. At the same time youwill learn lots about Greek mythology(more extremely weird stories!) andAthenian social life (I like the idea of asymposium!)

Jon Allen, Head of Classics

9 | GCSE Studies 2013 ~ 2015

10 | GCSE Studies 2013 ~ 2015

There are two options that can be followedfor iGCSE: Graphic Products or ResistantMaterials

What is iGCSE Design and Technology:Graphic Products?It is Design Technology with a specialistfocus on the use of Graphic tools andtechniques.

What is iGCSE Design and Technology:Resistant Materials?It is Design Technology with a specialistfocus on the use of tools and techniques toproduce 3D working prototype products.

For both courses pupils will be involved inthe study of:• Materials and Components, Production

Processes, Industrial Application, Social,Moral, Ethical and Environmental issuesof Product Design, Product Analysis,Designing and Making processes.

Pupils will then apply this knowledge andunderstanding when Designing and Makinga 3D product and an A3 portfolio of designwork.

The difference between the two courses is: Graphic Product projects are often moreprototype products with high qualitygraphic work to support; Resistant

Materials projects are often a high quality,working product supported by a portfolioof ideas and designs.

Will you enjoy the course?Yes if you want to study a subject that:

• is both technical and creative; is relevantto the consumer society you live in;encourages you to be a discerningconsumer; enables you to design andmake products; places an emphasis onpractical work; develops a full range ofskills that will be useful in other subjectsyou study and in employment.

How does it follow on from what we havestudied previously in the Fourth Form?So far pupils have had a wide experience ofmaterials. They have produced small-scaleproducts and design folders using thesematerials. Both courses follow on directlyfrom the work done throughout your timeat Dean Close. Pupils will produce productsand design folders and be examined ontheir knowledge and understanding.However the products and folders will belarger and more sophisticated than thoseproduced previously. There will be a lotmore time to design and develop productsand at the same time develop an in-depthunderstanding of the materials andprocesses involved.

What about Exams?There are two exams at the end of thecourse, worth a combined 50% of theoverall grade. They consist of a commondesigning paper and then a specialistmaterials or drawing examination andconsist of questions on knowledge andunderstanding of designing, materials,processes. The other 50% of your grade willbe based on the Coursework project youwill work on during the Fifth Form.

What skills will you develop?Pupils will review and develop skills from allyour previous Design Technologyexperiences. The course places emphasis onthe design and manufacture of qualityproducts. Pupils will be required to look atcommercial products and form opinions asto their ability to satisfy consumer needs.They will also be asked to consider howthose needs relate to social, ethical andenvironmental issues. Above all the coursewill encourage them to be imaginative andexperimental in combining materials, skillsand techniques as well as developing agood understanding of industrial process ofdesigning and making products. They willbuild confidence in your ability to workwith materials to produce quality productsand solve practical problems.

What can you do with an iGCSE in DesignTechnology?Graphic Products will provide a good basefor careers in Graphic Design, ComputerGraphics and Art and Design.

Resistant Materials will provide a goodbase for careers in Product Design,Industrial Design, Engineering of all typesas well as Architecture.

Dominic Evans, Head of Design Technology

Design Technology

The Edexcel GCSE Drama syllabus isdesigned to introduce a wide variety ofdramatic conventions, strategies andtechniques and to subsequently exploreand exploit these through textual analysis,workshop and performance. Typically,classic and contemporary texts will be usedas a jumping-off point for detailedexplorations of drama in both theory andpractice, and class work will build on thebasics that have been taught in the FourthForm course.

Paper 1Worth 60% of the overall GCSE mark. Thispaper is split into two units, both of whichare assessed by videoed workshopparticipation and a 3,000 word portfolio tobe submitted as coursework.

UNIT 1Study for this unit will include theexploration of the dramatic potential of arange of ideas and issues; response to arange of texts from different times andcultures; comparing and connectingbetween texts; recording ideas for drama inthe form of scripts, scenarios and story-boards; evaluating the effectiveness of theindividual’s drama work and that of others;developing performing, devising andimprovisation skills; developing andrealising ideas within a group.

In this coursework unit, the emphasis is onthe development of an understanding ofideas and issues through drama and on theuse of the medium and elements of dramato structure responses into a meaningfulpiece of work.

UNIT 2Study for this unit will include theinterpretation of a complete andsubstantial play text, the recognition of theways in which playwrights, directors andperformers communicate meaning throughthe meaning of drama; the evaluation ofthe effectiveness of differing dramaticinterpretations; the development ofperformance skills; the development andrealisation of ideas within a groupsituation; the exploration of differentstaging methods; an appreciation of thevarious ways of exploring character; anunderstanding of the social, cultural andhistorical context of a complete andsubstantial play text.

In this coursework unit, the emphasis is ondeveloping an understanding on the ways

in which playwrights record their ideas in ascript and how performers and directorsuse drama to interpret and realise theseideas in performance.

This paper is internally assessed andexternally moderated.

Paper 2Worth 40% of the overall GCSE mark andentirely performance based. This shouldABSOLUTELY be borne in mind whenchoosing options.

Pupils will be split into groups of betweenthree and nine performers and will berequired to interpret, rehearse and performa scene or scenes from a major play script.This will be assessed by an externalmoderator at any point between 1st Marchand 31st May in the Fifth Form.

For those who enjoy performance, areadept at learning lines, are happy to takerisks and can organise themselves andothers to rehearse as a team outsidenormal lesson times, this is an excitingopportunity to shine in a subject that theyare confident in, proficient at andpassionate about.

However for those who are nervous onstage, have problems with line learning and

find it overly challenging to work as ateam, the 40% weighting of this paperstrongly suggests that this subject is not forthem.

ExpectationsProspective pupils would be expected todemonstrate a sound ability in Englishlanguage and literature and a proveninterest in and capacity for drama.

Many pupils have extensive dramaticexperience in school plays, the CheltenhamFestival of Performing Arts and Speech &Drama lessons and this will stand them invery good stead for the very specificdiscipline of drama at this level. Thosewith limited dramatic experience who haveshown the necessary dramatic promise areequally welcomed – but would be expectedto throw themselves more fully into thedramatic life of the school in order to bothreflect and strengthen their newfoundpassion for the subject.

Anyone considering GCSE drama as anoption would be advised to discuss theirpotential for success in the subject withRebecca Vines or Lloyd Allington at theearliest possible opportunity.

Lloyd Allington, Head of Drama

11 | GCSE Studies 2013 ~ 2015

Drama

English

12 | GCSE Studies 2013 ~ 2015

All pupils sit both English Language andEnglish Literature.

Texts for English Literature are varied andencompass both modern and classic works.Texts being taught currently and over thelast few years include:• Romeo and Juliet• Lord of the Flies• Poetry of Seamus Heaney, Gillian Clarke,

Thomas Hardy and Wilfred Owen• Educating Rita, A View from the Bridge• The Withered Arm and Other Wessex

Tales• The History Boys• Journey’s End • Of Mice and Men

The English Language course focuses onwriting skills, as well as including an oralcomponent of a short presentation, drama-focused activity, and class discussion ordebate. There is also the chance to studythe language of a public figure, involvingan analysis of Barack Obama’s speeches.

English ComponentsUnit 1 Controlled Assessment – Imaginative + one set text

Drama: Romeo & Juliet or Julius CaesarOr poetry: Owen or Armitage or Duffy or ZephaniahOr prose: Pride & Prejudice, Hardy short stories, Of Mice & Men or Tsotsi by Athol Fugard

Unit 2 Speaking and Listeningi/ Drama focused ii/ Presentationiii/ Group discussion & Spoken Language

Unit 3 Written exam: Non fiction/media & writing information and ideas

English Literature ComponentsUnit 1 Controlled Assessment

i/ Shakespeare Julius Caesar, Macbeth, Romeo & Juliet, The Merchant of Venice and Film/Audi/Live performance ii/ Poetry Browning, Chaucer, Hardy, Owen, Rossetti, Shakespeare’s Sonnets

Unit 2 Examination: Modern Drama The History Boys, Hobson’s Choice, A View from a Bridge, An Inspector Calls, Educating Rita, Journey’s End

Unit 3 Examination: Prose from different cultures Of Mice & Men, To Kill a Mockingbird, Anita & Me, The Joy Luck Club, Paddy Clark Ha Ha Ha, Tsotsi

Unit 4 Examination: Literary Heritage prosePride and Prejudice, Silas Marner, Lord of the Flies, The Withered Arm and Other Wessex Tales, Animal Farm, The Strange Case of Dr Jeckyll and Mr Hyde & Contemporary poetry Armitage, Clarke, Cope, Duffy, Heaney, Zephaniah

The full specifications can be viewed at www.ocr.org.uk.

Sean Hamill, Head of English

GeographyIn 2013, pupils face the ever increasingchallenge of making sense of the complexunequal, rapidly changing and oftendangerous world in which they live. Wecannot open a newspaper or watch thenews without being confronted daily withissues of local, national and global concern:climate change, volcanic eruptionsaffecting tourists, the Japanese Tsunamiand its impact on the supply of cars to theEuropean car market, Tourism’s importanceas a global industry, the future supply ofwater and food and the growth of China asan economic power.

Geographers, more than any other subjectgroup, have considered the inter-relationship between different aspects ofissues: economic, social, environmental,political and cultural. As a resultGeographers tend to be informed andaware. They have developed a knowledgeand understanding that enriches their livesand enables them to confidently play theirpart in shaping the world.

The aim of this course therefore is todevelop pupils’ understanding and interestin the environmental issues of the modernworld, stressing how Geography has amajor role to play in explainingcontemporary global issues such as famine,flooding, pollution, over population and

socio-economic disparities. An attempt isalso made to ensure a thoroughunderstanding of the evolution of thephysical environment and how peopleinteract with it.

The field is the geographic laboratorywhere young people experience at firsthand landscapes, places people and issuesand where they can above all learn and

practise geographical skills in a realenvironment. In addition, at the beginningof the 21st century fieldwork appears to beeven more crucial in the school curriculum,especially with its contribution tosustainability and citizenship. Fieldwork istherefore an integral part of this course notonly as a fundamental basis for one of themodules but it also allows students toobserve in detail and try to measure andquantify the real world rather than study itfrom the isolation of the classroom.At GCSE, the AQA A syllabus is followed:

Paper 1 37.5%Physical Geography topics including: • The Coastal Zone• Rocks, Resources and Scenery• Water on the Land

Paper 2 37.5%Human Geography topics including:• Population Change• Changing Urban Environments • The Development Gap

Local Fieldwork Investigation 25%A piece of extended writing (approx. 2000words) largely produced under examinationconditions based on primary data collectedby the pupils at the end of Year 10.

John Talbot, Head of Geography

13 | GCSE Studies 2013 ~ 2015

For pupils, GCSEs fall at such a formative time in their “growing up”. In theHistory Department we believe that the study of History for GCSE will not justprovide pupils with knowledge and academic skills, but that History helps themto become informed and intelligent adults.

History is an eternally valuable subject. The academic rigour and value placedon a history qualification is highly regarded by employers and educationalestablishments alike; who appreciate the variety of transferable skills providedthrough study of the subject, chiefly the ability to understand and analyseissues and events to a high level of competence. Success in the subjectprovides pupils with the ability to express their views and opinions (both oraland written) in a clear manner, to put forward well researched ideas andarguments in a concise manner, to investigate and assess a variety of materialsand to organise such material in a logical and coherent way.

What’s It Like?History helps you discover how the world you live in today has evolved and tounderstand how things have come to be as they are. It provides you withcontext to understand the world around you and the society you live in. Historyhelps you to develop the skills to look beyond the headlines, to ask questionsproperly and to express your own opinions. But, most importantly, the pursuitof historical knowledge of people and events is profoundly interesting and fun.Lessons will involve a range of activities from source work to discussion, fromstructured written answers to game play. We encourage pupils to participate inthe lessons and to express their opinions on historical and contemporary issues.

What Is Required of Pupils?Our primary requirement is a love of learning, along with motivation and hardwork. We value these attributes as much as the ability to communicate clearlyin written form.

The CoursePupils at Dean Close will study the Edexcel iGCSE.

Paper 1Development 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

Dictatorship and conflict in Russia, 1924-53: underStalin • The leadership struggle, 1924-28; Why Stalin comes

to power• Five Year Plans and collectivisation• Purges and Show Trials• Cult of personality and the revision of history• The impact of the Second World War

Paper 2The 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 & deadlock on Western Front• The War at Sea and Gallipoli• The defeat of Germany

Conflict Crisis and Change: The Middle East 1918-1995• Build up of tension in Palestine• The creation of Israel, the war of 1948 and the

Suez Crisis of 1956• The Arab-Israeli conflicts of 1967 and 1973• Superpower involvement in the Middle East• The attempts to find a lasting peace, 1979-95

Catherine Feltham, Head of History

History

14 | GCSE Studies 2013 ~ 2015

“To be ignorant of what occurredbefore you were born is toremain always a child” Cicero

Pupils take the IGCSE in mathematics withthe Edexcel exam board . The Edexcel IGCSEis a now established qualification thatembraces the best practice of O level andGCSE. All IGCSEs are 100% externallyassessed, ie. there is no coursework. It isparticularly popular in the IndependentSector as it is perceived as being stable andfree of political interference and is a betterpreparation for Sixth Form study. SinceDean Close adopted it the percentage of ourpupils studying Mathematics in the SixthForm has significantly increased.

Edexcel IGCSEs are graded in the same wayas GCSEs. Pupils will be entered either atHigher tier, where the grades available arefrom A* to D or at Foundation tier, wherethe grades are from C to G. Pupils will allfollow a common syllabus and a finaldecision on which tier individual pupils cantake can theoretically be delayed until afterthe January Trials in the Fifth Form. It mustbe pointed out that the Higher Tier hastwice as much to study and a lot of this isfar more challenging Maths.

The syllabus is the same as the GCSE withthree extra topics (sets, functions and anintroduction to calculus) to stretch the mostable. However there is less data handlingcontent and both IGCSE papers allow theuse of a calculator.

Note for Remove Set 1 The Remove Set 1, which takes the IGCSE atthe end of the Remove year, follows in theFifth Form the Additional Mathematicsexamination of the Oxford & CambridgeBoard. It continues the introduction to the

calculus and forms an excellent preparationfor A level Mathematics and FurtherMathematics, and is a valuable tool for Alevels in Sciences and Economics.

Pete Garner, Head of Maths

15 | GCSE Studies 2013 ~ 2015

Mathematics

Most pupils study French to GCSE. Thereare normally four French sets. A few pupilstake “Core Spanish” instead as theircompulsory foreign language.Approximately a third of the year takesboth French and Spanish to GCSE.Studying two GCSE languages is quitepossible due to the similarities between thelanguages and the examination formats.At times pupils will inevitably becomeconfused between the two subjects,

however, more often than not they will findthat knowing a word in one language helpsto figure out its meaning in the other.

The aims of the course are to develop theability to use French and/or Spanish as ameans of practical communication, to forma sound basis for further study, to offer aninsight into the culture and civilisation offoreign countries and to promote learningskills of more general application (eg.

analysis, memorising and drawing ofinferences).

The examination tests four skills at twolevels. The four skills are reading, writing,listening and speaking. Writing andspeaking are assessed by “controlledassessment” and make up 60% of theexamination.

All three languages follow the AQAsyllabus:

• Unit 1: Listening Examination • Unit 2: Reading Examination • Unit 3: Speaking Controlled Assessment• Unit 4: Writing Controlled Assessment

Listening and Reading are tiered;candidates can enter for either Foundationor Higher Tier in any available series.Speaking and Writing are untiered.

It is strongly recommended to spend sometime in France or Spain if you are studyingthe languages to GCSE. The Nice andSalamanca study trips run in July inalternate years for all GCSE French andSpanish pupils. Pupils will also need adecent mid-size dictionary (the school shopstocks an ideal one).

Chris Hooper, Head of Modern Languages

ModernForeign Languages

16 | GCSE Studies 2013 ~ 2015

MusicWhy study Music at GCSE?• Explore your creative side in composition• Get academic credit for your existing

performing skills• Develop your listening awareness• This course will make you listen to music

in a completely different way andenhance your appreciation of all styles.

• Prepare to have your existing musicaltastes challenged and converted as youare introduced to a huge variety ofmusical styles and cultures

• Broaden your horizons!

The two-year course with Edexcel aims todevelop an understanding and appreciationof music through Performing, Composingand Listening. Such is the breadth of thecourse that pupils of differing musicalexperiences and abilities can enjoy thepractical and theoretical aspects of thecourse.

Performance accounts for 30% of theGCSE. Therefore candidates will need tostudy at least one instrument and will berequired to perform one solo piece and oneensemble piece. These performances cantake place at any stage during the course.

Composition also accounts for 30% of theGCSE and two compositions are presentedfor assessment at the end of the course.

Although candidates must write pieces thatfall into the areas of study prescribed in thelistening section, there is enormousflexibility of style, making it possible toaccommodate all tastes from Classicalthrough to pop and ethnic music.

Listening and appraising accounts for40% of the GCSE and is assessed through awritten paper which involves listening toextracts from twelve set works which fallinto four areas of study:

1) Western Classical Music 1600 - 18992) Music in the 20th Century3) Popular Music in Context4) World Music

Pupils taking GCSE Music should beprepared to be involved in appropriatemusical activities and attend concerts toenhance their musical awareness.

What’s it like?“You get to study a lot of different styles ofmusic so there’s something for everyone”

“The structure of the course with its threeseparate components of listening,composition and performance makes eachlesson really varied”

“Class size is really small so you get lots ofindividual attention”

Helen Porter, Director of Music

17 | GCSE Studies 2013 ~ 2015

Music combines academic rigourwith practical and creative skillslike no other subject.

Physical EducationFor pupils who enjoy the sporting life atschool, PE is a really good option at GCSE.Sixty per cent of the course is practicallybased, with opportunities to improve skillsand performances in four different activityareas. Learn how skills and techniques aredeveloped, how the skeletal system andmuscles work, how to lead a healthy, activelifestyle, and how schools, as well as socialand cultural factors, affect participation, inthe theory content of the course.

This course should enable candidates to:• become increasingly physically

competent through being activelyengaged in a range of physical activities;

• become increasingly effective in theirperformance in different types of physicalactivity and roles, such as performer,leader and official;

• appreciate fundamental motor skills andtheir application to physical activities;

• understand decision making in a range ofphysical activities;

• respond appropriately when participatingin different roles in physical activity.

The OCR PE GCSE is broken down in to fourmodules, (two coursework and twoexaminations) all of which are entered andexamined in the summer of Year 11,

although the two controlled assessmentcomponents are completed throughout thetwo years.

The assessment is divided into twocomponents: • practical coursework and controlled

assessment analysis tasks, which accountfor 60% of the final mark;

• two written examinations, which accountfor 40% of the final mark.

Over the two years, pupils are to beassessed practically in their ability toperform, coach or officiate effectively infour different selected areas, as well astheir ability to complete two analysiscontrolled assessments. The first controlledassessment is in the Lent term of Year 10,

whilst the second is completed in the firsthalf of the Michaelmas term of Year 11.

The written examination componentconsists of two one hour papers sat in theTrinity term of Year 11. It covers a widevariety of topics including understandingthe different factors that affectparticipation and performance, physiologyof the body and understanding the healthbenefits and risks associated in taking partin physical activity.

We would welcome anyone who has a keeninterest in sport and is good practicallyacross a range of activities, as well aswanting to learn the theory side.

Rhona Donaldson, Head of PE

18 | GCSE Studies 2013 ~ 2015

Religious StudiesAll Remove pupils embark on a ‘Religion and Life’ short course which is examinedwith Edexcel GCSE status at the end of the year. This course looks at theperspectives of Christianity and Islam under the following headings:• Believing in God• Matters of life and death• Marriage and the family• Religion & community cohesion

Sets 1 and 2 also study the partner course, Religion and Society and by doing so,they will make their qualification up to full course status in just one year.

Religion and Society includes: • Religion and social responsibility• Religion and the environment• Peace and conflict

Sets Course Qualification1,2 Religion & Life GCSE

Religion & Society (Full Course)

3,4,5 Religion & Life GCSE(Short Course)

It is believed that through learning about a wide range of perspectives, we canbetter understand others, hold our own beliefs up to scrutiny and confidentlyapply those views to the burning issues of our day. GCSE Religious Studies greatlyenhances pupils’ ability to think critically about an issue and be able to express aninformed point of view both verbally and on paper.

In the Fifth Form pupils continue to consider various contemporary ethicaldilemmas and their responses using multi-media, contemporary articles anddiscussions.

Laura Mears, Head of Religious Studies

19 | GCSE Studies 2013 ~ 2015

“A stand can be madeagainst the invasion ofan army: no stand canbe made against aninvasion by an idea”

Science - BiologyWhy Study Biology at iGCSE?Biology is the study of life, coveringeverything from the evolution of life on theplanet, through the chemicals that make usup, to the structure of our bodies and theway in which we affect our environment. Itlinks well to Geography and the othersciences and is an essential GCSE alongwith Chemistry if you want to pursue anycareer in the biological sciences,Agriculture, Medicine, Dentistry, VeterinaryScience or any other allied subject. A GCSEin Biology will inform you about yourself;how you are made, survive and reproduce.It will also teach you about the Biology ofplants and how we are ultimatelydependent on whole ecosystems and otherspecies for our food, oxygen and otherresources. From evolution to geneticmodification, Biology iGCSE covers all ofthe major aspects of this rapidly developingsubject, informing you about issues thatwill affect all of our lives.

What’s It Like?Biology is a practical subject withinvestigations carried out throughout thecourse. ICT and data handling skills,important skills in the modern laboratory,are developed and you will be encouragedto research and evaluate current issues inthe press including looking at cloning,selective breeding and genetic

manipulation. You will look at the benefitsand drawbacks of biological developmentsin relation to social, environmental andeconomic issues.

What’s Required of the Pupil?To study Biology you must be interested inthe subject and want to find out more. An

enquiring mind is much better suited to ascience subject where pupils are given theopportunity to carry out practical work, askquestions and carry out further researchand reading. It is strongly advised thatpupils also study Chemistry and Physics,Chemistry being essential if a pupil intendsto pursue Biology to AS. You will beprovided with an iGCSE textbook andrevision guide, but Biology is a subjectoften in the press and we are keen for youto read around the subject if it isappropriate.

The Biology CurriculumAt Dean Close, we study for the EdexceliGCSE course which is assessed in twopapers at the end of the course: Paper 1(2hours) contributes 66% of the total markand Paper 2 (1 hour) contributes 33% ofthe total mark. Both papers containelements of investigative skills work asthere is no coursework in the iGCSE, andthe main topics of the course are:• Organisms and Life Processes

• Animal Physiology

• Plant Physiology

• Ecology and the Environment

• Variation and Selection

• Microorganisms and Genetic Engineering

Leslie Kent, Head of Biology

20 | GCSE Studies 2013 ~ 2015

Science - Chemistry

Why Study Chemistry at iGCSE?Chemistry is a must-have qualification foranyone wishing to study sciences at a higherlevel, particularly any medical courses. Itencompasses a wide range of subjects fromthe study of matter at its most basic levels to

designing materials for our modern life. AniGCSE in chemistry shows that you have awide range of skills including mathematics,using abstract models and practical skills. Itis an excellent preparation for A level.

What's it Like?iGCSE chemistry is a challenging course. Itrequires a greater depth of knowledge thanthe GCSE but you do have three years to doit in! We place a strong emphasis onpractical work and most topics haveopportunities for pupils to see the theoryworking experimentally. Many of our newpupils have limited practical experience sowe start with a series of simple experimentsand Heston Blumenthal’s “KitchenChemistry” course to teach them how towork safely and effectively in a laboratory.The three year course also means that wehave time to do some practicalinvestigations outside of the syllabus. Theseinclude a CSI project and an investigationinto indigestion remedies.

What's Required of the Pupil?To excel at IGCSE chemistry the pupil mustbe willing and able to engage with thecourse. We encourage questions anddiscussion and hold clinics twice weekly foranyone who feels they need extra help. Ifyou have a natural curiosity about the worldaround you and want the chance to poke itwith a metaphorical stick, iGCSE chemistrymight be for you.

The IGCSE syllabus and specification can befound at www.edexcel.com.

Aron Needs, Head of Chemistry

21 | GCSE Studies 2013 ~ 2015

Science - PhysicsWhy Study Physics at iGCSE?Physics is one of the most highly respectedqualifications you can have at GCSE level.It is an essential stepping stone towardsstudying Physics or Engineering at a higherlevel, and a very useful subject for anyoneaspiring to study science A levels. Do youfind yourself asking questions like: Whydoes this happen? How does that work? Ifso, you may find some of the answers in aPhysics iGCSE course.

What Is It Like?Physics is just ‘Maths with a story’. Forsome people, Physics is an extension ofcommon sense, and the course will simplyallow you to make sense of some of thethings you have been wondering about fora while anyway. Others will find that thePhysics iGCSE course opens their minds upto questions that have never occurred tothem before. You will spend time doingpractical experiments and ponderingtheoretical problems. Work is done bothindividually and in small groups.

What’s Required of the Pupil?You should be competent at maths, andkeen to think hard. Many physics problemsrequire two or three stages of logicalthought, so you need to be the sort ofperson who does not give up easily. Youneed to have a curiosity about the world

around you, and about why it behaves as itdoes. It is strongly advised that pupils alsotake Chemistry, and Biology is anadvantage. You will be provided with aniGCSE textbook and revision guide.

The Physics CurriculumThe iGCSE syllabus can be found atwww.edexcel.com. Here is a list of thetopics we study:

• Forces and Motion and Energy

• Space

• Waves (mostly light and sound)

• Matter (solids, liquids and gases)

• Electricity and Magnetism

• Radioactivity (including nuclear weaponsand medical uses)

Jeremy Niblett, Head of Physics

22 | GCSE Studies 2013 ~ 2015

Core Science

For several years nowwe have offered theAQA GCSE CoreScience A. This usedto be called the SingleAward Science, sinceyou are awarded oneGCSE for studying asingle module fromeach of the threeScience subjects. The

course aims to make a recognised science qualification moreaccessible, applying scientific principles to more everydaysituations, and to allow for a greater breadth of study than justone Science.

We look at questions from each Science, including:• How can we keep healthy through diet and exercise?

• How does our nervous system allow us to respond quickly in areflex action?

• How can we use modern cloning techniques and what are theirethical issues?

• What has “being in the limelight” got to do with limestone?

• How can we make gold-plated watches?

• Why is petrol expensive?

• How can we save the cost of heating by insulating our house?

• Is it worth installing solar panels on our roof?

• How do mobile phones transmit signals and are they dangerous?

Each of the three Science modules counts for 25% of a GCSE, andthe remaining 25% comes from the Controlled Assessment. This isdone in lessons and based on researching and designing anexperiment, collecting the results and answering questions on thepractical.

Over the years the course has allowed many pupils, who would notsee Science as their strength, to achieve success. However, it is nota route to taking an A level in any of the Sciences.

Mayumbi Bradley, Core Science Co-ordinator

There will be a few pupils with a real academic flair who want tokeep up with all three sciences and also leave room in the week tostudy a wide range of other subjects to iGCSE level. Therefore, as anew project from September 2013 we intend to run a single set of‘Fast Track Triple Science’.

What Exams Will There Be?If you opt for this, you will take three full iGCSE science exams afterthe two year course, but you will have all that content squeezedinto only two option blocks. Effectively you will study 3 subjects inthe time that most people take to study only 2. This is likely to bequite a challenge, requiring a high level of motivation and ability,but we believe that it will benefit a number of pupils.

Who Will Teach It?You will have three teachers, a subject specialist from each ofBiology, Chemistry and Physics.

What About Prep?You are likely to get more prep from this option than from otherroutes, since you will have proportionately less contact time withyour teachers.

Who Is Eligible For This?This option will only be available to the most able scientists andmathematicians of the year group. We anticipate a set size ofapproximately 15. Only pupils who have managed to exceed aminimum score in their internal exams for the three sciences will beaccepted into this set.

Will It Create Problems With Coursework?No. There is no coursework in any of the science IGCSE courses.

Jeremy Niblett, On behalf of the Head of Science

23 | GCSE Studies 2013 ~ 2015

Fast Track Triple Science

DEAN CLOSE SCHOOLShelburne RoadCheltenhamGloucestershireGL51 6HE

Telephone 01242 258044Email registrar@deanclose.org.uk

www.deanclose.org.uk

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