gcse subject choices for gcse - whs.fireflycloud.net
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Subject Choices for GCSE
2021/22
GCSE
As you embark on the next phase of your education, you need to
know that you are not alone. We are here to help you, but not just
by providing this booklet, which we suggest you read carefully. Ask
your teachers about what it means to study their subject to GCSE.
Talk to older students to give you their first-hand experiences.
You will also have the opportunity to discuss your choices and get
advice in an individual meeting with your form tutor, Head of Year
or senior member of staff. Armed with your research and along
with your parents, you will be able to make an informed choice that
is right for you.
The WHS GCSE curriculum is constructed to ensure that you have
a broad and balance spread of subjects. It is important that you
choose subjects which will allow you access the next steps in order
to fulfil your ambitions. Please be aware, there are a number of
ways of reaching the same goal: most courses can be followed
at different levels and retraining will become part of the general
pattern in the future, whatever career path you follow initially. It
is quality not quantity that counts; universities are much more
interested in the grades you achieved at GCSE than the number
of exams you sat. At Wimbledon High School the standard is for
everyone to study for 9 GCSEs. In some circumstances you will be
able to apply to study one more. It is our firmly held and evidenced
belief that as a truly academic school, we should be doing more
than simply chasing exams. So we will also be encouraging you
to supplement your GCSE studies in all sorts of exciting ways, not
least our non-examined Politics, Philosophy and Economics course
for Year 10, more of which you can read about later in this booklet.
Some of you may have a clear idea about what you want to study
at A Level and university, as well as an eventual career, so you
should research the subjects that you will need at GCSE in order to
attain those ambitions. However, I am sure many of you will have
no idea yet about your future. Do not worry. Choose those subjects
that you enjoy most, that you find fascinating and that present
you with a challenge. Choose those that inspire wonder in you. We
design the options structure to give you breadth, so whatever you
choose you should still have a broad range of subjects.
You are embarking on the next stage in the great, lifelong
adventure of learning. Enjoy it and good luck!
Clare Duncan
Deputy Head Academic
32
CORE SUBJECTS
All students will take these subjects:
English Language ............................................................ 6
English Literature..............................................................7
Mathematics ...................................................................... 8
OPTIONS / ONE
You have to choose one or more modern
foreign language and two or more sciences:
Modern Foreign Languages: French .................................................................................10
German ................................................................................ 11
Mandarin ............................................................................ 12
Spanish ............................................................................... 13
Sciences: Biology................................................................................ 15
Chemistry ..........................................................................16
Computer Science .......................................................... 17
Physics ................................................................................18
OPTIONS / TWO
You have a free choice of subjects from this list, to
give you a total of 9 GCSEs.
Art .....................................................................................20
D&T - Graphic Design/Product Design/ Textiles .....22
Drama ..............................................................................24
Geography .....................................................................26
History .............................................................................28
Latin .................................................................................30
Modern Foreign Languages
French ..............................................................................10
German ............................................................................. 11
Mandarin .......................................................................... 12
Spanish ............................................................................. 13
Music .................................................................................31
Physical Education .....................................................32
Religious Studies .........................................................34
Sciences
Biology ............................................................................. 15
Chemistry ........................................................................16
Computer Science ....................................................... 17
Physics .............................................................................18
EXTRA - 1 0 T H S U B J E C T
Students request to be considered for a
tenth subject
Classical Greek ............................................................................................................36
Additional Maths .....................................................................................................37
NON EXAMINED
All students will study PPE apart for those
who have opted for Classical Greek GCSE.
Politics, Philosophy, Economics .......................................................38
Contents Introduction
GCSE OPTIONS CALENDAR
January 2021
Meeting with SMT/Tutor/Head of Year
Tuesday 12 January
Parents’ Information Meeting
Tuesday 2 February
Parents’ Evening
Friday 5 February
Final Options Deadline
Friday 12 February
Parents sign-off student choices
Options
You will study nine GCSEs/IGCSEs. The aim is to achieve
a broad and interesting combination of subjects that will
enable you to fulfil your potential whilst providing a solid
foundation for further study at A Level and beyond.
To this end, you will take the three core subjects: English
Language, English Literature and Mathematics. You will
then choose an additional six, comprising at least two
sciences, at least one Modern Foreign Language (MFL)
and another three from any of the subjects listed below
that have not already been selected. The breadth that
this combination of options will give you will stand
you in good stead for the next step in your education
journey and keep your options open.
As you know at WHS, we value STEAM, with the Arts
playing a crucial role alongside STEM subjects. The skills
that the creative subjects bring can prove invaluable
to many aspects of future choices. Humanities teaches
many fundamental skills, such as critical thinking and
analysis. We do advise you to have a mixture across the
range of subjects.
You can request to be considered for a tenth GCSE
in Greek (Classical) and students are invited to study
Additional Maths. These will be those who have
demonstrated their strength academically and have
the capacity to be able to cope with the additional
workload. However, they are a ‘nice to have’ and not a
‘necessity’.
Greek would be studied outside of the formal timetable:
in Year 10, in curriculum time instead of the Philosophy,
Politics and Economics course we offer, and also at
lunchtime; and in Year 11 both during lunchtime and
after school.
Additional Maths is delivered to the top set students
within their normal Maths lessons. Second set pupils
are given the option of studying Additional Maths by
attending one lunchtime session in both Year 10 and
Year 11.
Please note the particular aptitudes needed for Drama,
Music and PE, as stated on the relevant pages.
Biology French Geography Art Classical Greek
Chemistry German History Drama Additional Maths
Computer Science Spanish Religious Studies Music
Physics Mandarin Latin Design and Technology
Physical Education
AT LEAST TWO ONE OR MORE FREE CHOICE 10TH EXTRA SCIENCES MFL SUBJECT
SUBJECT LISTS TO CHOOSE FROM (TOTAL OF 9 IN MOST CASES)
EXAMPLE 1 : CORE: ENGLISH X2 AND MATHS + PPE +
Biology, Chemistry French, Spanish Geography, Art
EXAMPLE 2 : CORE: ENGLISH X2 AND MATHS +
Physics, Chemistry, Mandarin History, Design Classical Greek
Computer Science and Technology
English Language English LiteratureMathematics
5
Core Subjects at GCSE
EXAMPLES – FOR ILLUSTRATION ONLY
All students will study these subjects
4
CORE SUBJECTS
English Language English Literature
You will take TWO separate GCSEs to gain a qualification
in both subjects. However, at WHS, the teaching of the
English and English Literature courses is integrated.
This course allows you to become astute, perceptive
readers and powerfully skilled writers. In a society in
which we are increasingly bombarded with information,
the ability to analyse texts shrewdly is a vital skill, as is
the ability to confidently wield your pen to craft your
own ideas and responses.
EXAM PAPER 1 (50%): Explorations in Creative Reading and Writing
This exam has a mixture of short and long answer
questions relating to the linguistic and structural devices
in an unseen fiction text from 20th or 21st century.
You will also write a creative piece, using skills to engage
the reader.
EXAM PAPER 2 (50%): Paper 2: Writers’ Viewpoints and Perspectives
This exam also has a mixture of short and long answer
questions on two unseen texts, one from the 20th or
21st century, and one from the 19th century, and in your
responses you will consider how the writers powerfully
convey their ideas through their craft. There is also a
transactional writing question which tests your ability
to write on demand in different styles and for different
audiences.
NON-EXAM ASSESSMENT
(separated endorsement): Spoken Language
In this component, which acts as a complementary
qualification, you will give a short speech and respond
to questions from your teachers and classmates. Here,
you will impress us with your ability to convey important
ideas and persuade us of your points of view about big
topics.
English Literature at GCSE allows you to begin to tackle
some of the big questions about love, identity, power,
and society.
Through the rigorous study of literary texts you hone
your analysis skills, exploring texts in increasingly
independent and conceptual ways. You will sharpen
your craft of analytical writing and become embroiled
in hot debate in class. This is simply a wonderful course.
EXAM PAPER 1 (40%): Shakespeare and the 19th Century Novel
You will answer one question on a play by
Shakespeare and one question on a 19th century novel,
writing an extended essay exploring how writers use
different techniques and methods to engage you and
present different ideas. While these are older texts,
the issues they depict are timeless and speak to the
complexities of the human condition; you will love
studying them!
EXAM PAPER 2 (60%): Modern Texts and Poetry
For this paper you will study a text written in the
20th or 21st century, thinking about how writers use
their craft to convey their ideas. In the exam, you
will answer one of a choice of two essay questions
on this text. You will then answer an essay question
comparing two poems from the AQA ‘Power and
Conflict’ cluster of poetry, and then some shorter
questions on a poetry text you will not have seen
before. You will hone your close analysis skills through
plenty of practice!
SCHOLARSHIP
Throughout the course we expect you to aim above
the requirements for GCSE, developing the skills that
allow you to flourish at A Level English Literature.
As well as the rigour and depth of class discussion
which develops your independence of thought, we
ask you to read widely, using the A Level Journals
such ‘Emag’ and ‘English Review’ to sharpen your
understanding of texts and to debate different critical
opinions – decidedly an A Level skill.
As well as this, we explore the significance of texts’
social, historical and literary contexts – again an
essential skill for success at A Level. By Year 11, your
essays will develop the scholarly voice of a much older
student.
76
At Wimbledon High School we begin Maths GCSE at the
start of Year 9 and follow the Edexcel specification. All
students are prepared to sit the higher tier qualification
at the end of Year 11. Currently in Year 9, students are
studying content and gaining skills appropriate to the
new GCSE (9-1).
The content of the qualification is designed to lead them
towards the Edexcel content of A Level Maths which we
offer at Key Stage 5 (A level).
KEY AIMS
• to develop knowledge and understanding
of mathematical concepts and techniques
• to give students a foundation of mathematical skills
for further study in Maths or in related areas
• to enable students to enjoy using and applying
mathematical techniques and concepts and to be
confident in problem solving
• to give students an appreciation of the importance of
Maths in society, employment and study
ABOUT THE COURSE
As with Key Stage 3, the syllabus content contains work
from the five sections we cover each year:
• Number
• Algebra
• Ratio and Proportion
• Geometry and Measures
• Statistics and Probability
The 9-1 specification has a larger content and there is a
greater emphasis on problem-solving and mathematical
reasoning.
The recommendation is for greater curriculum time for
Mathematics and at WHS we are providing extra lesson
time in Year 10 and Year 11.
We develop a variety of skills; students are encouraged
to be rigorous, methodical and to hypothesise. You learn
to work collaboratively and develop your questioning.
Your problem-solving skills are developed by posing
open-ended questions, which require you to select
appropriate techniques in a variety of contexts.
Set 1 will cover the Additional Mathematics topics in
their usual Maths lessons and start in Year 9 after Easter.
Set 2 students will be invited to cover the Additional
Mathematics qualification in a weekly lunchtime
academic slot, starting in Year 10. It will be optional for
set 2 students to take up this opportunity. If they do,
then they are expected to attend every week (with some
pre-agreed exceptions such as a sports fixture ) and
complete homework.
See page 37 for more detail about Additional Maths.
CORE SUBJECTS
Mathematics
We stipulate you must study a modern foreign language as we passionately
believe that languages are part of the cultural richness of our society and the
world in which we live and work. Learning languages contributes to mutual
understanding, a sense of global citizenship and personal fulfilment.
Students learn to appreciate different countries, cultures, communities and
people. By making comparisons, students gain insight into their own culture
and society. The ability to understand and communicate in another language
is a lifelong skill benefiting education, employment and leisure in this country
and throughout the world.
Learning languages gives students opportunities to develop their listening,
speaking, reading and writing skills and to express themselves with increasing
confidence, independence and creativity. Furthermore, language learners
explore the similarities and differences between other languages and English
and learn how language can be manipulated and applied in different ways.
The development of communication skills and the understanding of the
structure of language lay the foundations for the study of other languages
in the future.
CORE SUBJECTS
Modern Foreign Languages
Subject Choice at GCSE
Sstudents must choose ONE Language
and may choose more
Maths
8
WHAT WILL I STUDY?
Students will study a variety of topics concentrating on
both their own personal experiences and a wider global
dimension. In addition to the topics of local area and
food that we studied in Year 9, you will
learn about:
• Daily life and routine
• Celebrations and festivals in France
• Personal identity and relationships
• Free time
• Education and the world of work
• Holidays
• The environment
• Caring about our world – ethical shopping and
volunteer work
The students will be assessed in all four skills; Listening,
Reading, Writing and Speaking. Each skill is worth 25%
of the overall grade.
Each paper is targeted at grades 9 - 1.
Students are assessed positively which means the
assessment criteria reward and do not penalise.
Almost all questions and answers will be in the target
language.
The reading and writing papers require translation into
English and French respectively.
In the writing and the oral exam, half the marks are
awarded for extended vocabulary, more complex
structures and accuracy.
Students cannot use dictionaries in the exams.
OPPORTUNITIES BEYOND
THE CLASSROOM
Learning a language is not just about vocabulary tests
and grammar exercises. Whilst these play an important
part in honing skills, ultimately learning a language is
about being able to communicate with other people,
about understanding another culture, about expanding
our horizons.
In Year 10 there is a fantastic opportunity to spend
5 days in France, living with a French family and
experiencing daily life in Rouen (a large university town
in northern France) Lessons tailored to the GCSE course
provide extra opportunity to practise communication
skills and excursions and workshops offer the chance to
learn more about this part of France.
We highly recommend, Covid permitting, that our
students visit France, as it is motivating and brings to
life everything learnt in the classroom. Many students
organise their own exchanges and cultural visits in
addition to the above trip.
Students will have a weekly session with the French
assistant, an invaluable opportunity to practise
pronunciation. French Breakfasts, hosted by our Sixth
Form Subject Leaders, offer another great opportunity
to simply chat in French.
The WHS languages magazine, Linguistica, has an
online publication twice a year and a printed copy in
the summer term. This is an exciting way to learn more
about France, research an area you are interested in,
write a film review, comment on French music, fashion
or food.
CORE SUBJECTS
French German
1110
WHAT WILL I STUDY?
Students will study a variety of topics concentrating on
both their own personal experiences and a wider global
dimension. The GCSE themes develop organically from
topics studied in Year 9 and students will already have a
foundation for these.
• Identity and culture - Who am I? - Daily Life - Cultural
Life
• Local area, holiday and travel Holidays - Travel - Town,
region and country
• School - what school is like – rules and pressures -
celebrating success - exchanges
• Future aspirations, study and work - Ambitions and
careers and further language study
• International and global dimension
- Bringing the world together
- Environmental issues
Students of German will have the opportunity to explore
these topics both in relation to the German-speaking
world and the UK. German television, poems, literature
and songs will be used to complement the study of
these topic areas, while also offering opportunities to
delve into German culture.
OPPORTUNITIES BEYOND
THE CLASSROOM
Students opting to study German at GCSE will join
a vibrant and dynamic community and benefit from
numerous excellent opportunities to enhance their
learning and broaden their horizons. Students continue
their relationships with their pen friends from Munich
and will be given the opportunity of a full exchange with
them. Furthermore, Years 10-13 have weekly sessions
with our assistant who comes to us from Tübingen
University and helps students to practise the spoken
language. Each assistant brings his/her own individual
touch to the role, and it is always very enjoyable to
speak to a young person on a regular basis. As they
progress, students become more and more able to
benefit from the reading material we have available in
the library – be it magazines, graphic novels or books.
We always aim to pursue any culturally interesting
opportunities to enhance students’ insight into the
German-speaking world and, Covid permitting, we
undertake trips to events in London. These include
plays, screenings or lectures at such venues as the
Goethe Institut or King’s College London. Students
have the opportunity to produce the modern languages
magazine Linguistica. As part of our co-curricular
programme, we frequently offer master classes ranging
from literary topics to Christmas baking.
Students at WHS have in recent years benefitted
massively from scholarships and bursaries from the
German Government to do work experience visits,
youth ambassador schemes; as well as a Peace and
Reconciliation conference in Berlin. In recent years,
we have had no fewer than four prizewinners in the
nationwide Oxford German Olympiad and many of
our students continued to be prizewinners in national
writing competitions.
The opportunities we offer at GCSE are an excellent
preparation for further study of German at A Level and
should students continue beyond GCSE, a wonderful
world of history, politics, film and literature awaits,
together with a cultural trip to Vienna. A great many of
our A Level Germanists continue to study the language
at university. There is a high demand for advanced skills
in German and qualifications in this language are highly
sought after.
Learning Mandarin Chinese opens up a world of rich
culture and fascinating history. It is an excitingly
different language to learn. Mandarin GCSE is only
suitable for those students with prior knowledge of the
language.
WHY STUDY MANDARIN?
There are approximately 950 000 000 native speakers
of Mandarin Chinese worldwide, making it the world’s
most spoken language. Being able to communicate
in Mandarin opens many doors, in terms of travel,
education and employment.
China’s growing economy brings with it huge business
opportunities for Britain. Being able to speak Mandarin
is a highly desirable skill in the global market.
TOPICS
Students will study a variety of topics concentrating on
both their own personal experiences and a wider global
dimension, thus allowing for a greater appreciation of
the culture and history of the target country. These
topics include identity and culture; local, national,
international and global areas of interest; current and
future study and employment.
INFORMATION ABOUT THE EXAMINATIONS
Students will sit examinations in all four of the
skill areas;
Listening - 25% of GCSE
Reading - 25% of GCSE
Speaking - 25% of GCSE
Writing - 25% of GCSE
(including writing in Chinese characters).
• All of the papers target grades 9-1
• The Listening and Reading papers include
comprehension questions to be answered in English
and a translation from Mandarin Chinese into English
• The Speaking assessment includes a role-play,
a discussion about a picture and a general
conversation.
• The Writing paper requires the student to use
Chinese characters to answer open ended questions
and translate into Chinese.
OTHER OPPORTUNITIES
Spending time in the target language country is ideal
for gaining proficiency in a language. Covid restrictions
have inevitably meant we have thus far not been able to
plan a trip to China for this cohort, but if it does become
possible, we will try!
The WHS languages magazine, Linguistica, has an
online publication twice a year and a printed copy in
the summer term. This is an exciting way to learn more
about China, research an area you are interested in,
write a film review, comment on Chinese music, fashion
and food.
WHAT WILL I STUDY?
Students will study a variety of topics concentrating on
both their own personal experiences and a wider global
dimension. Building on the topics of holidays and school
life that we studied in Year 9, you will learn about:
• Personal identity and relationships with friends and
family
• Media and technology
• Everyday life, customs, shopping, food and drink
• Cultural life including celebrations and festivals in the
Spanish speaking world
• Describing where they live, towns and different
countries
• Travel and accommodation
• Further study, future aspirations, work and careers
• Environmental issues: being “green”
• Bringing the world together – global events,
campaigns and good causes
Students of Spanish will have the opportunity to
explore these topics both in relation to the UK and
the many countries of the Spanish-speaking world.
Spanish films, poems, literature and songs will be used
to further develop and enhance these topic areas,
whilst also offering opportunities to share the many
other experiences and cultures all students bring to the
classroom. The new GCSE has been designed as a perfect
springboard to help the transition to the new A level with
its grammar, translations and literary texts as well as the
importance of encouraging spontaneous discourse.
HOW WILL I BE EXAMINED?
You will be assessed in all four skills; Listening, Reading,
Writing and Speaking. Each skill is worth 25% of the
overall grade. Each paper is targeted at grades 9 - 1.
Students are assessed positively which means the
assessment criteria reward and do not penalise.
Almost all questions and answers will be in the target
language.
The reading and writing papers require translation into
English and Spanish respectively.
The reading paper include engaging and carefully
adapted authentic texts, including some from works of
literature.
In the writing and the oral exam, half the marks are
awarded for extended vocabulary, more complex
structures and accuracy.
Students cannot use dictionaries in the exams.
OPPORTUNITIES BEYOND THE CLASSROOM
Learning a language is not just about vocabulary tests
and grammar exercises. Whilst these play an important
part in honing skills, ultimately learning a language is
about being able to communicate with other people,
about understanding another culture, about expanding
our horizons. In Year 10 there is a fantastic opportunity
to spend a week in Spain, Covid permitting, living with a
Spanish family and experiencing daily life in Salamanca
(the oldest university town in the country, open since
1218) Lessons tailored to the GCSE course provide an
excellent opportunity to practise communication skills
and excursions and workshops offer the chance to learn
more about the Hispanic culture.
We highly recommend that our students visit Spain or
any Spanish-speaking country, as it is motivating and
brings to life everything learnt in the classroom. Many
students organise their own exchanges with our help and
cultural visits in addition to the above trip. Students will
also be given the opportunity to write to pen pals from
our partner schools. Students will have a weekly session
with the experienced Spanish assistant, an invaluable
opportunity to practise pronunciation. Focussed Spanish
clinics offer support and guidance for the oral, grammar
and examination techniques at important points during
the school year. Extra support and practice is also
provided, where necessary, through one-to-one help and
with the help of our Sixth Form mentors.
The WHS languages magazine, Linguistica, has an
online publication twice a year and a printed copy in the
summer term. This is an exciting way to learn more about
Spain, research an area you are interested in, write a film
review, comment on Hispanic music, fashion or food.
CORE SUBJECTS
Mandarin Spanish
1312
Biology
WHY CHOOSE BIOLOGY?
• Because you want to explore the way Biology affects
our everyday life!
• Because you want to investigate the answers to: how
does the heart pump blood around the body? How do
organisms develop; grow and reproduce? And to other
fascinating questions which focus on life itself!
• Because you want to be able to evaluate the scientific
data that you see on the Internet, in newspapers and
magazines, and on television to make up your mind.
SUBJECT OVERVIEW
The study of Biology will give you a greater understanding
of the amazing world we live in. As your biological
knowledge grows, you will appreciate the richness of life
on Earth, the delicate balancing of our environment and
the challenges ahead for humankind. You will develop your
skills in scientific method and research and understand
how to apply your knowledge. We include numerous
opportunities for scholarship, stretch and challenge,
and encourage participation in the National Biology
Challenge as well as co-curricular clubs such as Scientific
Society. This course is a stimulating, inspiring and
thought-provoking programme of study and an excellent
preparation for A Level Biology.
CONTENT OVERVIEW
• The nature and variety of living organisms
• Structure and functions in living organisms
• Reproduction and inheritance
• Ecology and the environment
• Use of biological resources
In the assessment of experimental skills, students may be
tested on their ability to:
• solve problems set in a practical context
• apply scientific knowledge and understanding in
questions with a practical context
• devise and plan investigations, using scientific
knowledge and understanding when selecting
appropriate techniques
• demonstrate or describe appropriate experimental
and investigative methods, including safe and skilful
practical techniques
• make observations and measurements with
appropriate precision, record these methodically and
present them in appropriate ways
• identify independent, dependent and control variables
• use scientific knowledge and understanding to
analyse and interpret data to draw conclusions from
experimental activities that are consistent with the
evidence
• communicate the findings from experimental activities,
using appropriate technical language, relevant
calculations and graphs
• assess the reliability of an experimental activity
• evaluate data and methods taking into account factors
that affect accuracy and validity.
ASSESSMENT
Paper 1
The paper is assessed through a 2-hour written
examination paper.
• The total number of marks is 110.
• A mixture of different question styles, including
multiple-choice questions, short-answer questions,
calculations and extended open-response questions.
Paper 2
• The paper is assessed through a 1-hour and 15-minute
written examination paper.
• The total number of marks is 70.
• A mixture of different question styles, including
multiple-choice questions, short-answer questions,
calculations and extended open-response questions.
students must choose two sciences and may
choose more
The IGCSE courses in Biology, Chemistry and
Physics have already started in Year 9, taught
by subject specialists throughout Years 10
and 11.
Girls must take at least two Sciences, which
could include Computer Science and may
take all four.
Those considering studying Medicine,
Dentistry or Veterinary Science at university
will need to study the three traditional
sciences and those wishing to study a
science subject should be looking to take at
least two of these.
Each subject results in a separate IGCSE.
Science
5
Subject Choice at GCSE
15
CORE SUBJECTS
OVERVIEW
The principles of Chemistry underpin so many aspects
of the world in which we live. It is also these principles
that are the foundations to many of the solutions to the
various crises our planet faces today. Chemistry is an
essential choice for girls considering careers in the health
and clinical professions, including medicine, veterinary
science, nursing, dentistry and forensic science. Studying
Chemistry will also prepare our girls for industry careers,
such as those within engineering, pharmaceuticals or
petrochemical sectors. The skills acquired when studying
Chemistry are also very useful in other less thought of
careers, such as law.
• Principles of Chemistry
• Inorganic Chemistry
• Physical Chemistry
• Organic Chemistry
Being a physical science, we lay huge emphasis on
practical work in Chemistry. Investigative skills are
assessed through the written examinations but we stress
the importance of skills and application in a practical
context when conducting practical activities throughout
the course. The Chemistry IGCSE course provides an
excellent and relevant foundation for progression to the
study of A level. We include numerous opportunities for
scholarship, stretch and challenge. For example, we advise
participation in the RSC Chemistry Olympiad as well as the
Cambridge Chemistry Challenge.
COURSE OVERVIEW
The course aims to enable students to:
• learn about unifying patterns and themes in Chemistry
and use them in new and changing situations
• acquire knowledge and understanding of chemical
facts, terminology, concepts, principles and practical
techniques
• apply the principles and concepts of Chemistry,
including those related to applications of chemistry to
different contexts
• evaluate chemical information, making judgements on
the basis of this information
• appreciate the practical nature of Chemistry, developing
experimental and investigative skills bases on correct
and safe laboratory techniques
• analyse, interpret and evaluate data and experimental
methods, drawing conclusions that are consistent with
evidence from experimental activities and suggesting
possible improvements and further investigations
• recognise the importance of accurate experimental
work and reporting scientific methods in Chemistry
• select, organise and present relevant information clearly
and logically using appropriate vocabulary, definitions
and conventions
• develop a logical approach to problem solving in a
wider context
• select and apply appropriate areas of mathematics
relevant to Chemistry as set out under each topic
• prepare for more advanced courses in chemistry and for
other courses that require knowledge of Chemistry
ASSESSMENT SUMMARY
Two examination papers sat at the end of Year 11 assess
the sciences across all the Assessment Objectives, as
set out by the specifications (4CH1). The papers are a
mixture of different question styles, including multiple-
choice questions, short-answer questions, calculations and
extended open-response questions. Students are required
to perform calculations, draw graphs and describe, explain
and interpret scientific phenomena. Some of the question
content will be unfamiliar to students; these questions
are designed to assess data-handling skills and the ability
to apply scientific principles to unfamiliar information.
Questions targeted at grades 9 – 7 will include questions
designed to test knowledge, understanding and skills at
a higher level, including some questions requiring longer
prose answers.
LEARN THE LANGUAGE OF THE FUTURE!
Technology is a rapidly evolving people-centred subject,
which has disrupted markets and created new subject
areas to explore. It has changed the way people work
in every area from medicine and fashion to engineering
and economics. The ability to use new computing
tools will be a useful skill; however, GCSE Computer
Science will teach you the fundamental concepts of
designing and building tools for others to use and this
can open up a huge range of opportunities. By studying
Computer Science GCSE, you will be able to grow your
knowledge of how technology operates, develop your
critical thinking, analysis and problem solving skills and
appreciate the impact that technology can have in every
area of life. It is a subject which links to fields such as
electrical engineering, physics, chemistry, and biology,
and to any profession from medicine to business.
WHAT WILL I LEARN?
We explore the principles of digital technology, delving
deep into the theoretical side of different technologies,
while developing skills in problem solving with coding
in a high-level language (such as Python). You’ve got to
be able to think logically, solve puzzles and be tenacious
when the going gets tough. But it is also really creative
and you’ll get a real buzz out of getting something to
work yourself, especially when programming.
Unit 1: Computational Thinking and Problem Solving
This unit looks at how algorithms (and the programs
derived from them) can be used to solve problems.
You will learn to evaluate different methods for solving
a problem and how to turn them into a piece of
software on screen.
• Fundamentals of algorithms • Programming
• Fundamentals of data representation
• Computer systems
Unit 2: Theory of Computer Science
In this unit, you will learn how the technology behind
the screen works.
• Fundamentals of computer networks
• Fundamentals of cyber security
• Ethical, legal and environmental impacts of digital
technology on wider society.
• Aspects of software development
HOW WILL I BE ASSESSED?
Paper 1:
Computational Thinking and Problem Solving
– Examines content from Unit 1
Paper 2:
Written Assessment – Examines all of Unit 2 and may
contain some elements of data representation and
computer systems from Unit 1.
WHAT NEXT?
Many people have the misconception that only
programmers need to know about Computer Science.
However, the skills that you develop in the two-year
course can be applied to lots of different career paths,
including:
Financial Trading, Machine learning engineer, CAD
designer, 3D printing materials manager, Games
developer, Geographical information systems officer,
Data analysis, Cybersecurity: MI5 MI6 and GCHQ,
Science researcher
If you think that Computer Science might just be for
you, you could try some of the following:
• Visit the Science Museum’s Information Age Exhibit:
https://www.sciencemuseum.org.uk/see-and-do/
information-age
• Improve your Python or try something new at
https://www.codecademy.com/
• Give your brain a workout with a logic puzzle:
https://logic.puzzlebaron.com/
• Solve a programming challenge at https://
projecteuler.net/
Chemistry Computer Science
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WHY SHOULD I CHOOSE PHYSICS?
You already love Physics!
You’re curious… you always ask questions and love
searching for answers.
You’re thinking of a career in Physics, Astronomy,
Chemistry, Medicine, Engineering, Finance,
Environment, Aviation, Computer Science, Music and
Acoustics, Research, and many more…
SUBJECT OVERVIEW
In Year 10 we look at build on your understanding of
the topics you learned in Year 9, starting with a more
in depth look at electricity. We’ll also pick on the
Mechanics that you will learn at the end of Year 9 and
show how to link this this topic of Energy Transfers
and Efficiencies. In addition we’ll start topics on
Radioactivity and Astrophysics.
In Year 11 we start to bring a lot of the different ideas
we’ve looked at together, finishing off the topics on
Astrophysics and Radioactivity and explaining the
Physics behind some of the Chemistry content in the
Solids, Liquids and Gases topics. The course ends with
the study of Electromagnetism, exploring how the
seemingly disparate ideas of Electricity and Magnetism
are in fact two sides of the same coin.
We have designed the course around the principle of
interleaving, each topic building on the last and every
topic being regularly reviewed, especially in the run up
to key internal examinations and of course the real thing
in the Summer of Year 11.
ASSESSMENT
Assessment is by written examinations at the end of
Year 11.
Paper 1 –
is 2 hours long and assesses the key concepts that you
have studied.
Paper 2 –
is 1 hour 15 minutes long and assesses some of the more
challenging ideas you’ve studied.
You will also be expected to complete a number of core
practicals during the course. These are not formally
assessed.
CORE SUBJECTS
Physics
Subject Choice
Subject Choice at GCSE
Choose from this list of subjects from
options 2 to give you a total of 9 GCSEs,
mindful of keeping a breadth of interests.
18
CORE SUBJECTS
Art Art
IS THIS THE RIGHT SUBJECT FOR ME?
In order to understand our increasingly visual world, we
need to have a basic working knowledge of the art and
design practices, processes and skills involved in creating
and interpreting images. If you are considering studying
Art and Design you should have a commitment to, and
love of, the subject and feel motivated to develop your
visual skills in order to express your ideas. Ask a member
of Year 11 whose GCSE course is reaching completion and
she will tell you it is challenging and fun.
This course is suitable for students who are:
• keen to develop their visual skills;
• creative, enthusiastic and imaginative;
• able to sustain an investigation;
• keen to visit galleries, museums, workshops and studios;
• willing to experiment and take risks;
• willing to review their progress and make improvements.
WHAT WILL I LEARN?
GCSE Art and Design covers a range of activities and
in-depth assignments. How many different ways are
there of approaching and solving a problem? You have
the exciting prospect of discovering your own personal
solution and the satisfaction of seeing your own progress
and development. You will be able to explore your own
strengths and preferences and build a portfolio of work.
This specification explores drawing, painting, collage,
mixed media, printmaking and three-dimensional work.
The prime intention is to emphasise the importance of a
wider understanding of the nature of art and design. You
design the course within the broad outline of the syllabus.
Lots of encouragement, help and constructive criticism
will be given to you throughout the two years, and the
atmosphere in the studios is friendly and informal.
HOW WILL I BE ASSESSED AND HOW IS THE COURSE STRUCTURED?
Edexcel’s GCSE Art and Design Fine Art is made up of two
units, each assessed separately out of 72 marks.
Component 1 Personal Portfolio – This constitutes 60% of the overall
marks.
Internally set and marked; assessed through controlled
assessment.
The best work produced will be selected for the final
assessment of the Personal Portfolio.
There are usually 2 separate themes.
Component 2 Externally Set Assignment – This constitutes 40% of the
overall mark
Externally set theme and internally marked
Preparatory period: approximately 20 hours
Sustained focus: 10 hours
Single theme
Life drawing
Life drawing is one of the best ways to improve your
powers of observation there will be compulsory weekly
Life drawing sessions throughout the year, running at
lunchtime.
You will be assessed using the following 4 Assessment
Objectives:
Assessment Objective 1
Develop ideas through investigations, demonstrating
critical understanding of sources
Assessment Objective 2
Refine work by exploring ideas, selecting and
experimenting with appropriate media, materials,
techniques and processes
Assessment Objective 3
Record ideas, observations and insights relevant to
intentions as work progresses
Assessment Objective 4
Present a personal and meaningful response that realises
intentions and demonstrates understanding of visual
language.
The development of the above should be evident in
all aspects of your artwork and combined with the
appropriate processes and practices. There is a strong
critical and historical component where you study the
work of other artists, cultures and contexts in relation to
your own work. Visits are made to current exhibitions and
are often used as a starting point for a theme. Students are
expected to be both practitioners and critics.
You will be assessed formally at the end of each cycle of
work, approximately twice a year. Emphasis is placed on
joint discussion, evaluation and presentation.
At the end of the two year course you will mount an
exhibition of selected pieces of your work and celebrate
this with a private view evening.
NEXT STEPS
You can find out more about GCSE in Art and Design, by
accessing the website:
www.edexcel.com, and by talking to Year 11 /12 students and art teachers.
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Design and Technology Design and Technology
WHY DESIGN AND TECHNOLOGY IS THE SUBJECT FOR YOU
A subject that brings learning to life, requiring students
to apply their knowledge and skills from all subjects
into real-life situations.
It allows students who want to experience a different
way of working, who enjoy problem solving, creativity
and practical application.
A qualification that relates authentic real-world
awareness of the iterative design process and strategies
used by the creative, engineering and manufacturing
industries. Where you will be required to use critical
thinking leading towards invention and design
innovation, to design and make prototypes that solve
real and relevant problems, considering your own and
other stakeholders’ requirements.
A course for our future Designers, Architects, Engineers,
Technologists, Problem solvers and Inventors.
SUBJECT OVERVIEW
Design and Technology will prepare students
to participate confidently and successfully in an
increasingly technological world. Students will gain
awareness and learn from wider influences on Design
and Technology including historical, social, cultural,
environmental and economic factors. Students will get
the opportunity to work creatively when designing and
making and apply technical and practical expertise.
The course allows students to study core technical,
designing and making principles, including a broad
range of design processes, materials techniques and
equipment. They will also have the opportunity to study
specialist technical principles in greater depth. GCSEs
that complement this qualification include Art and
Design, Computer Science, Maths, English, Geography,
Science and many more.
CONTENT OVERVIEW
In Year 10, you will develop a wide range of skills
covering the Core and Specialist knowledge through
practical and theory lessons. In Year 11, you will primarily
work on your major project (Non-examined Assessment
/ NEA), with the remainder of the time dedicated to
exam preparation. Students are expected to provide
materials for their NEA project to a budget of their own
choosing.
All students will visit the Design Museum.
ALL STUDENTS
In Year 10 you will be introduced to the core knowledge
of the DT course, learning about the 5 different material
areas (Textiles, Timbers, Polymers, Metals & Paper and
Boards), as well as: New and emerging technologies,
Energy generation, Development in new materials,
Systems approach to design, Mechanical devices
and Designing and making principles. Alongside the
theory element, you will be working on a practical
project based on your chosen specialism, where you
will develop a more in-depth understanding of related
tools, equipment, process and environmental impact.
In the second term students will apply their new
skills and knowledge within a practice NEA, where
they will develop a greater understanding of the
design thinking process, working on a mini project.
Students will develop research techniques, sketching
skills, understand the importance of feedback, as well
as continue to develop their practical skills whilst
manufacturing their outcomes. On 1st June, the exam
board will release the 3 contexts for the NEA; at this
point you will have developed all the required skills and
knowledge to independently develop a project based
on one of the contexts.
We will be offering Graphic Design, Product Design and Textiles
CHOOSE ONE OF THE THREE ON OFFER(please note that the qualification is in DT)
DESIGN AND TECHNOLOGY: GRAPHIC DESIGN Core knowledge
Specialist Technical Principles project
– Paper and board focus
Practice NEA – mini project – Graphic product project
NEA context released 1st June
(deadline February half term)
DESIGN AND TECHNOLOGY: PRODUCT DESIGN Core knowledge
Specialist Technical Principles project –
Polymers focus
Practice NEA – mini project – Woods, Metals and
Polymers focus
NEA context released 1st June
(deadline February half term)
DESIGN AND TECHNOLOGY: TEXTILES Core knowledge
Specialist Technical Principles project
– Textiles focused
Practice NEA – mini project – Textiles focus
NEA context released 1st June
(deadline February half term)
THERE ARE THREE ELEMENTS TO THE COURSE
Core Knowledge (20%) You will learn the basic knowledge of a small range
of different materials which can be used when
developing any product. This will allow you to make
informed choices as a designer/design engineer.
Specialist Knowledge (30%)
You will specialise in one material area of your
choice where you will learn in-depth knowledge,
understanding and design development skills.
Non-examined Project (major project / NEA - 50%)
You will use the knowledge and skills learnt in the
areas above to complete a design and make project.
You will be expected to produce a portfolio and a
final prototype in response to a given ‘context’ in
which you must develop your own Design Brief.
ASSESSMENT
There are two assessed components of this GCSE:
- a written exam worth 50%
- a major project worth 50%.
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THIS SUBJECT OFFERS AN EXCITING AND DIFFERENT CHALLENGE.
In addition to learning about acting, directing and the
design elements of theatre, you will reflect on the value
and potential of the Arts in our society and develop a
wide range of vital skills such as:
Leadership and teamwork:
negotiation and effective communication;
Releasing creativity:
being prepared to explore physically and
intellectually;
Improvisation:
responding to challenges and learning to be flexible;
Time management:
planning carefully for a successful outcome.
As you will realise from the above, to be successful at
this level in Drama it is crucial to enjoy working with
others; the achievement of each individual depends
more than anything on how well the members of
a group work together. On this course, you will be
encouraged to improve and develop your performance
skills with particular focus on physical and vocal
techniques, through improvised drama and also scripted
work. Being able to share and explore your thoughts
and feelings about important issues facing society
today will be important when you are called upon to
devise an original piece of theatre. Producing a play for
performance is an exhilarating - often difficult - process
and you should understand that this can be a mentally,
physically and emotionally demanding subject.
It is often surprising to the students taking GCSE
Drama, just how much they are required to engage
with so many of the many challenges facing society
in this moment – politically, socially and economically.
The academic ability of the students at WHS is well
known, but to achieve in any subject at A level and
be competitive for the best universities it is vital that
you engage with the more difficult questions and
dilemmas facing society, and reflect on who has the
power to make a difference. From GCSE onwards, the
Drama department pushes you to engage with these
issues. Another aspect of Drama which students find
challenging but ultimately satisfying is the way they
have to ‘own’ their work. We teach, supervise and
support but ultimately in Drama, you learn to take
responsibility for managing your time and level of
commitment: a crucial part of your preparation for
success in any subject at A level.
Drama GCSE provides an obvious foundation for taking
A Level Theatre Studies, but clearly helps you develop
skills which are necessary more generally to succeed
academically. Studying Drama also helps you become
confident and effective in so many other useful ways,
which will support your development throughout your life.
COMPONENT 1 : DEVISING (40%)
You will perform in an original piece of theatre which
has been created and developed by your group
from a stimulus given to you by your teachers. This
performance will be marked by your teachers but the
video will be moderated by Edexcel examiners (15
marks available for the performance). You will keep a
log book of your process which will then become your
written coursework. This will detail the creative process
you have gone through and will also evaluate the
success of the work you have done (45 marks available
for the written coursework).
COMPONENT 2: PERFORMANCE (20%)
You will be put into groups and will study, rehearse and
perform two key extracts (10 minutes each) from a play
chosen by us. Each group can perform extracts from
different plays. You will perform in front of a visiting
examiner from Edexcel. You have to provide the visiting
examiner with 200 words explaining the intention of
your performance(s) before his or her visit.
COMPONENT 3: WRITTEN EXAMINATION - 1HR 30 MINUTES (40%)
Section A:
You answer questions on an extract from a SET
PERFORMANCE TEXT which we will have studied
together in class (45 marks available).
Section B:
You are required to analyse and evaluate a piece of
theatre you have seen live, either on a school trip
with us or, if you prefer, something you have seen
independently (15 marks available). You can bring notes
for this section into the examination.
On this course you will be required to take part in lots
of practical activity in order to learn about various
practitioners and their performance techniques. Much
of the work we do is necessarily active, practical, and
then reflective and evaluative. You will need to bring
enthusiasm, energy and ultimately resilience into Drama
lessons.
You will study two performance texts, mostly through
active practical work on the texts, and will learn about
a range of highly influential theatre practitioners. You
will also be taken to see at least two high quality live
performances as part of this exciting course.
You will be encouraged to analyse, develop and improve
your own performance skills in order to be able to
use vocal, physical and non-verbal techniques to
communicate meaning with subtlety and sensitivity on
stage. Your performance work and your written work
will have to show that you understand how performance
techniques, use of stage space, and other production
elements combine to create meaningful theatre that is
valuable within its own and our historical, social, and
cultural context.
YOU SHOULD BE AWARE THAT:
Drama students usually find they want to continue
rehearsing for exam performances in their own extra-
curricular time; Drama does have less written work to
complete than most subjects, but you will be required
to keep your coursework log up to date and there will,
of course, be opportunities to practise writing exam
answers under timed conditions;
And finally…. GCSE Drama at WHS is a popular option,
taught by fully qualified specialist Drama teachers
assisted by a full-time Theatre Technician and an
Assistant Theatre Technician. Students are actively
encouraged to make the most of the excellent facilities
in the Rutherford Performing Arts Centre.
Drama DramaDrama Drama
2524
Drama DramaGeography Geography
GEOGRAPHY; FOR ENQUIRING MINDS The world in which we live is likely to change more in
the next 50 years than it ever has before over the same
period of time. Geography helps us to understand how
and why the world is changing, and gives us the tools to
prepare us for those changes.
Geography is a subject that often makes the news and
we will study examples from all over the world. You
will have the opportunity to develop and extend your
knowledge of locations, places, environments and
process, looking at issues from a range of scales and
through social, political and cultural contexts. You will
gain an understanding of the interactions between
people and environments, the change in places and
processes over space and time, and develop a range of
geographical, mathematical, statistical and enquiry skills.
We hope that by studying Geography at GCSE you will
develop a sense of wonder about the world, the world
that you will all become future leaders of in one way or
another. By having an understanding of why it is the way
it is, and ideas about how to solve some of the issues,
you will be a well-equipped 21st century citizen of the
world.
IS THIS THE RIGHT SUBJECT FOR ME?
In order to answer this question, ask yourself
what you enjoy about studying geography.
Try these questions.
Do I want to…
• learn and understand more about the world I live in?
• develop skills that will help me in other subjects and
in employment, such as ICT and research?
• complete practical work away from the classroom?
• learn how to work in a team with other students?
• learn through investigating, not just listening and
reading?
WHAT WILL I LEARN?
You will learn about a range of geographical themes and
topics encapsulating both the geography of the UK and
the rest of the world. The world is always changing. This
specification gives you the chance to learn about those
changes.
Unit 1: Our Natural World
The natural world contains a rich diversity of distinctive
landscapes and ecosystems which are constantly
changing through physical processes and human
interactions. You will have the opportunity to explore
the natural world we live in, understand why it looks the
way it does and appreciate its value. You will investigate
global hazards which humans face as well as examine
how the climate is changing and what this means for the
world today. We will study a range of landscapes from
those we may be more familiar with in the UK, to places
such as the Arctic tundra and a number of the world’s
tropical rainforests.
Unit 2: People and Society
This unit investigates patterns and processes that shape
the human planet. It explores the connections between
people and places, questioning how these may change
over time and space. We will look at the social, cultural,
political and economic forces that make places unique.
You will identify urban trends, study how and why
people live in cities and examine what the future holds
for the human planet.
We will have an opportunity to learn about the causes of
development inequalities, evaluate the UK’s significance
in the 21st century and look at potential solutions to one
of the biggest threats to human society – our attempts
to feed an ever-increasing global population.
There will be a residential fieldtrip in April of Year 10 to
Swanage in Dorset to learn how to undertake a range
geographical, mathematical and statistical skills which
you will need for your GCSE examination.
Fieldwork is absolutely vital to Geography as it gives
you the experience of learning and applying specific
geographical knowledge, understanding and skills to the
real world, outside of the classroom. By doing fieldwork
you will practise a range of skills, gain new geographical
insights and begin to appreciate different perspectives
on the world around you. You will learn how to collect
primary and secondary information and interpret results
critically, as well as study the interaction between
physical and human geography in more depth.
HOW WILL I BE ASSESSED?
There are three examinations which are sat in the
summer of Year 11. There is no coursework element.
The exam papers consist of a range of short answer
questions and longer extended-response questions.
All papers are accompanied by a resource booklet
containing maps, photographs and diagrams to help you
answer the questions.
Paper 1:
Examines content from Unit 1
(Our Natural World) and physical Geography fieldwork.
Paper 2:
Examines content from Unit 2
(People and Society) and human Geography fieldwork.
Paper 3:
A series of questions focusing on synoptic assessment of
material from topics in both Our Natural World and People
and Society. The synoptic nature of bringing together
ideas from different topics will allow you to show that you
can ‘think like a Geographer’. This paper will also feature a
decision-making exercise to assess your understanding of
a variety of resources in relation to a particular issue.
HOW CAN GEOGRAPHY HELP ME WITH A FUTURE CHOICE?
Statistics show that, compared with students of other
subjects, Geographers are among the most employable.
This is because Geographers possess the abilities and
skills that employers seek such as conducting research,
developing questions and arguments, writing effectively,
thinking critically.
Geography really is an education for life. Employers
and universities value the broad range of transferable
skills that Geography delivers, and the ability to ‘think
like a Geographer’ refers to the unique opportunity to
evaluate at a range of scales, contexts and perspectives.
Geography fits neatly with science, arts and humanities.
Geographers also tend to have very good ICT skills.
A GCSE in Geography is excellent preparation for a
range of careers. Past WHS Geographers have taken
up careers in fields as diverse as law, accountancy,
teaching, the civil service, international development
and the charities sector.
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WHAT ELSE IS ON OFFER?In April we are again offering Year 11 the chance to visit
Berlin and we intend to offer this trip to the current Year
9 and 10. We also took a group to China jointly with
the Geography department in October 2018 and are
planning another long-haul trip in the next few years.
These are optional, but designed to supplement your
studies in an interesting and enjoyable way. The cost
will depend on the destination, but Berlin is currently in
the region of £550.
Year 11 also participate in our History Society known
as the History Girls. Every week, a student leads a
discussion on a topic which interests them – anything
from Ancient Greece to witchcraft to the global youth
revolt of 1968. Lively debate and broadening of horizons
are guaranteed!
WHERE CAN HISTORY TAKE YOU IN THE FUTURE?
Anywhere and everywhere! Universities and employers
recognise the skills you develop in studying History.
They want people who are:
Independent thinkers
Open-minded
Disciplined
Good at problem solving
Able to pick out the essential from the trivial
Studying History is all about this – as we said at the
start of this section. We’ll leave the last word to the
‘Which?’ company:
‘Historians are regarded as having had an education that trains their minds to assemble, organise and present facts and opinions and this is a very useful quality in many walks of life and careers…history is an excellent preparation for very many other jobs’.
So History really can help you end up wherever you
want to be!
The past is the spotlight on the present.
In History GCSE you’re not expected to learn lots of
dates. Instead, you’re taught to think, then make up
your own mind – the very practice of History itself.
WHY TAKE HISTORY?
When we ask our current and past IGCSE historians
what they enjoy about IGCSE History, they almost
always say the content. If you’re enjoying the Year 9
course, you will love what’s to come! Here’s something
to whet your appetite and give you a sense of the
amazing range of topics we study:
• Germany after WW1
• The Wall Street Crash
• The Japanese invasion of Manchuria
• The Italian invasion of Abyssinia
• Hitler’s takeover of Europe
• The division of Germany and the Berlin blockade
• The Cuban Missile Crisis
• The Korean and Vietnam Wars
• The rise and fall of the Berlin Wall
• The collapse of communism in eastern Europe
• Iraq under Saddam Hussein
• The Iranian Revolution
• China since the 1930s
Also, History develops a whole range of skills that
are invaluable in later life. Here are just some of the
advantages of studying History:
• You will use information effectively - this can
help shed light on a particular problem or issue
confronting an organisation or individual. You will
weigh up conflicting factors carefully before making
critical decisions.
• You will be analytical and critical when considering
information presented to you.
• You will understand how and why humans
behaved as they did - and may behave in similar
circumstances again. This can be vital in relations
with the most complex factor in any job - your
colleagues!
• You will learn the arts of oral debate and expressing
a clear personal point of view - invaluable skills at
job or university interviews.
• You will enjoy looking at the past! It’s fun! People in
the past were every bit as clever, stupid, interesting
and varied in personality as people today.
• You will see how studying the people of the past
can give you real insight into people alive now. It will
help you understand how and why humans behave
as they do when confronted with the crises of today.
Unless you become a lighthouse keeper or a hermit,
you’ll need to understand other people with all their
complexities. Knowledge of people is the greatest
asset of all.
• You will see how many of the problems and
strengths of the world today have their roots in the
past: great or mistaken decisions; combinations of
developments; conspiracies or complete mess-ups
all played their part!
WHAT DOES THAT MEAN IN TERMS OF WHAT YOU’LL DO IN LESSONS?
History is taught through many ways, for example:
• reading and critiquing the work of historians;
• sharing your own independent research into aspects
of the course which most interest you;
• role-plays;
• constructing a reasoned argument both in writing
and in debates;
• fun simulations designed to make ideas easier to
grasp;
• using a range of multi-media resources.
This all means that, by the end of the course, you won’t
be repeating the ideas of others; instead you’ll be a true
historian with convincing views of your own.
HOW ARE YOU ASSESSED?
The course is made up of: 3 examination papers
The Core Unit we study is: The C20th: International
Relations since 1919. The Depth Study we currently
study is: China, c1930 – c1990.
The examination papers cover a mixture of source
analysis and recall skills, and is most certainly not all
essays by any means. As for the topics we cover, they
are interesting, challenging and very relevant to today’s
world - so ask you teacher for more information about
these units!
History History
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Latin’s great breadth and diversity invariably captivate
students’ interest and imagination through its rich
cultural heritage and fascinating history, its elegant
language and stimulating literature.
COURSE AIMS AND BENEFITS
The course aims to develop a greater understanding of
the Roman world and its influence on modern society.
An increased knowledge of the Latin language can
provide an awareness of the many links with modern
European languages, including French and Spanish.
The logical structure of Latin will help you develop
an analytical approach to other languages and will
heighten your understanding of English. It is possible to
study Latin alongside another European language
at GCSE.
One of the main aims of studying Latin GCSE is to
gain access to the wealth of famous literature from
the classical world and develop an appreciation for
Latin literature in its cultural context. To that end, the
Department runs a variety of trips, which may include
visiting Oxford or the British Museum. As well as being
exciting and inspiring, this course helps you develop
an intellectual flexibility, which will be useful in further
study and subsequently a wide range of careers.
COURSE CONTENT
The GCSE course is taught using Taylor’s Latin to GCSE,
Part 2 (supplemented by Essential GCSE Latin and OCR
past papers). Two prescribed texts are studied, one
prose and one verse. The prose text for examination
in 2023 will consist of extracts from Apuleius’
Metamorphoses (better known as ‘The Golden Ass’),
a lively novel following the exploits and adventures of
its hero Lucius, whose curiosity about witchcraft leads
to his transformation (or ‘metamorphosis’) into an ass;
your verse text will be extracts from Book 6 of Virgil’s
great epic The Aeneid, describing how the poem’s hero
Aeneas goes down to the Underworld in order to meet
the ghost of his dead father Anchises, who in their
moving encounter tells Aeneas about the importance of
his destiny and the future glory of the Roman race.
ASSESSMENT
At the end of Year 11 students take three examinations:
Language 1 hour 30 minutes; 50% of marks
Prose Literature 1 hour 25% of marks
Verse Literature 1 hour 25% of marks
The course caters for a wide variety of interests: literary
and linguistic, as well as cultural and historical, making
it an excellent complement to many other subjects.
We stretch students well beyond what is required for
GCSE, getting them to translate English into Latin and
exposing them to many sophisticated literary analytical
techniques usually only taught at A level. Latin is very
highly regarded by universities and employers alike
whatever discipline or career you intend to pursue.
Music is a central part of life; all of us hear music and
are impacted by music on a daily basis.
Music is an academic subject of tremendous value in
later life. It is a practical subject – a specific skill – which
enables young adults to stand out from
the crowd.
As well as developing the confidence to perform in
public, the ability to work independently on ideas is
encouraged and developed. Such traits are central to
success at university. An open mind, a desire to work
independently and a willingness to engage with whole-
school musical activities are essential traits for success
in this qualification.
THE COURSE IS DIVIDED INTO 3 UNITS:
GCSE COURSE OUTLINE
Component 1: Performing Music
This is a coursework unit and accounts for 30% of the
total GCSE. Students perform a solo performance and
an ensemble performance of around ABRSM Grade
5 standard. The pieces can be recorded at any point
in the 2nd year of study and can be re-recorded, if
required.
Component 2: Composing Music
This is a coursework unit and accounts for 30% of the
total GCSE. Students must compose two compositions
– one from a brief set by the exam board and one free
choice composition. The pieces must total at least 3
minutes and may be written in any musical style.
Component 3: Appraising Music
This unit makes up the remaining 40% of the
qualification and is a 105 minute written exam at the
end of the course. The examination paper is in two
sections: Section A is based on 8 set works (from 4
Areas of Study), Aural Dictation and one unfamiliar
piece of music. Section B is a response in the form of
an extended answer to one familiar and one unfamiliar
piece of music, creating a comparison essay. The set
works for the qualification are listed below:
WHAT COULD I DO NEXT WITH MUSIC?
Music is a specific skill that few people have truly
mastered. As such, it adds diversity to your subject
list. Further, it is a skill which requires independent
learning on open-ended tasks; these are essential skills
that universities want to see. Musical study allows for a
greater appreciation of historical events and the arts in
general. Lastly, listening to music is an absolute joy; so
is studying it!
ANY FURTHER QUESTIONS?
Please talk to Mr Bristow. If you have studied Music in
Year 9 you are very well prepared for the GCSE course
already.
AOS 1: AOS 2: AOS 3: AOS 4:
Instrumental music Vocal Music Music for Stage Fusions
1700 - 1820 and Screen
J S Bach H Purcell Schwartz Afro Celt Sound System 3rd Movement from Music for a while Defying Gravity Release Brandenburg Concerto 5 L van Beethoven Queen J Williams Esperanza Spalding
1st Movement Killer Queen Main title Samba Em Preludio from Piano (from Star Wars Sonata no. 8 in C minor Episode IV: A New Hope)
Latin Music
3130
Physical activity is a key part in leading a healthy, active
lifestyle. Physical Education at GCSE level is a brilliant
introduction to the academic aspect of PE and the
wider world of sport. It is an academically rigorous
subject which focuses primarily on the science of sport
that complements excellence in physical performance
as well.
Theory: The study of applied physiology and anatomy
allows the exploration of the body’s adaptations
through diet whilst looking at how training can optimise
performance. In the topic of socio-cultural influences,
the relationship the media and commercialism when
linked to sport is studied, and when studying sport
psychology, pupils will gain understanding of the
impact of the mind on performance.
Practical: The practical section of the syllabus assesses
candidates in three sporting activities. These must be
sports that you take part in (regularly) whether inside
or outside of school. In addition, students will write a
piece of coursework (AEP) where candidates will need
a good knowledge of the skills, rules, techniques and
tactics used in a particular sporting area of their choice.
They will learn how to analyse and improve their own/
others’ performance by identifying strengths and areas
for development.
PRACTICAL ACTIVITIES
This is the list of activities students can perform in for
their individual and team activities:
Individual Activity
Aerobic Gymnastics, Amateur Boxing, Athletics,
Badminton*, Boccia, Canoeing, Cycling, Dance*,
Diving, Equestrian, Figure Skating, Futsal, Golf,
Gymnastics, Ice Hockey, Inline Roller Hockey,
Kayaking, Polybat, Rock Climbing, Sailing, Sculling*,
Snowboarding, Squash*, Swimming, Table Tennis*,
Tennis*, Trampolining, Water Polo.
*Some activities cannot be assessed as both individual and team e.g. Badminton singles & doubles.
Team Activity
Association Football, Badminton*, Basketball, Blind
Cricket, Camogie, Cricket, Cross Country Running,
Dance*, Figure Skating, Gaelic Football, Goal Ball,
Handball, Hockey, Hurling, Lacrosse, Netball, Powerchair
Football, Rowing, Rugby League, Rugby Union, Sailing,
Skiing, Squash*, Table Cricket, Table Tennis*, Tennis*,
Trampolining, Volleyball, Wheelchair Basketball,
Wheelchair Rugby, Windsurfing.
Some activities cannot both be taken together
e.g. Snowboarding & Skiing/Rugby League & Union
Performance of three activities taken
from two approved lists.
• one from the ‘individual’ list
• one from the ‘team’ list
• one other from either list.
Analysing and Evaluating Performance:
written task
CONTENT OVERVIEW ASSESSMENT OVERVIEW
Applied Anatomy and PhysiologyPhysical Training
Socio-cultural influences Sports Psycology Health, finess and well-being
Practical activity assessmentAnalysing and Evaluating Performance (AEP)
Physical factors affecting performance (01)60 MARKS 1 hour written paper
Socio-cultural issues and sports psychology (02) 60 MARKS 1 hour written paper
Performance in physical education (03)* 80 MARKSnon-exam assessment (NEA)
30% of total GCSE
30% of total GCSE
40% of total GCSE
THE GCSE PHYSICAL EDUCATION COURSE COMPRISES THESE 3 ELEMENTS:
All elite sportswomen have access to:
sports nutritionists, sports
psychologists, physiotherapists,
sports scientists, exercise physiologists,
dieticians, life-style managers,
event managers and sports agents.
This course covers many of these areas.
WHAT’S IN IT FOR YOU?
The emphasis throughout the course is on introducing
the theoretical concepts within Physical Education and
Sports Science and then relating them to performance.
At the same time you will develop interest, knowledge,
competence and confidence in a range of skills that will
support you in other areas of your life including:
• Analysis, evaluation and planning
• Leadership
• Research
• Becoming an effective decision maker as a team and
individual
• Skill development in practical activities
WHAT CAREER CAN GCSE PE LEAD ONTO?
It complements subjects such as Biology, Physics, and
Sociology at A level.
Beyond A Level it can lead onto: Medicine, Sports
Medicine, Physiotherapy, Sports Science, Exercise
Physiology, Biomedical Sciences, Sports Marketing and
Journalism, Sports Psychology, Sports Engineering
and Product Design, lecturing, working for large
organisations such as the English Institute of Sport or
the International Olympic committee.
NEXT STEPS!
You can find out more about GCSE Physical Education
(9-1) by accessing the website:
www.ocr.org.uk and by talking to Year 10 and 11 GCSE
PE students as well as the PE department.
If you enjoy PE and Sport then this is a GCSE course
for you!
DramaPhysical Education Physical Education
3332
DramaReligious Studies Religious Studies
RELIGIOUS STUDIES
‘GCSE Religious Studies was the course I most enjoyed
in Year 10 & Year 11.’
‘The course was fun, relevant and always interesting.’
‘Religious Studies introduced me to many issues and
topics that I had never studied before and prepared me
for my degree in Medicine.’
(Quotes from former students)
WHAT IS THE COURSE ABOUT?
Knowledge of the beliefs, values and traditions of
those in your community is key to building a society
where everyone is understood and respected. With
this in mind, the Religious Studies department offers
an exciting course that covers the main issues of
Philosophy and Religion as well as Religion and Ethics.
The two units you will study cover the following
fascinating topics and consider religious teachings,
beliefs and attitudes about:
• Sex, marriage and divorce
• Families and gender equality
• Philosophical arguments for and against the
existence of God
• Religion, violence, terrorism and war
• Religion and belief in 21st century conflict
• Religion, crime and the causes of crime
• Religion and punishment
• Human rights
WHO TAKES RELIGIOUS STUDIES GCSE?
Anyone who has some curiosity about, interest in and
sensitivity to philosophy, religious ideas and ethical
issues will enjoy the course. You may be uncertain
about what you believe and be open to new insights;
you may have strong traditions in your family and
firm convictions of your own and wish to study
them in depth; perhaps you would rather develop an
understanding of unfamiliar beliefs and cultures in order
to enhance your career prospects, become a better
citizen or travel the world with greater enjoyment.
WHAT WILL I GAIN FROM TAKING THE COURSE?
Religious Studies will help you develop marketable
skills and aptitudes including:
• analytical and strategic thinking;
• research skills;
• critical judgement;
• the ability to work with abstract, conceptual ideas;
• an ability to ‘understand both sides’ and negotiate
and resolve conflict;
• problem-solving skills;
• leadership skills;
• understanding of the impact of conflicting
ideologies;
• an appreciation of human diversity, belief systems,
cultural and spiritual experiences.
These skills are particularly useful for future careers
in law, education, social work, politics, medicine,
administration or the media and can be a preparation
for later studies in psychology, philosophy, anthropology
and sociology as well as theology.
HOW WILL YOU STUDY?
We don’t read through textbooks every lesson – we
discuss newspaper articles and learn from debate. You
will continue to use active-learning techniques such as
role-play, brainstorming and group discussion and there
is an emphasis on using interactive tools such as Firefly,
YouTube and other online resources.
An interest in up-to-date issues is essential to get the
most out of studying Religious Studies.
The curriculum will be enriched by visiting speakers:
for instance, members of a particular faith, or a
chaplain from a local hospice. We will have at least
one educational visit in Year 10 and Year 11; last year,
we visited two synagogues in North London and the
Jewish Museum.
Students of Religious Studies GCSE are encouraged,
Covid permitting, to take part in our annual trip to
Poland, a trip that has real impact on everyone who
participates. We take a tour of the beautiful city of
Krakow with its stunning square filled with boutiques
and Polish craft shops as well as try out some of the
local cuisine. Students visit Wieliczka Salt Mine, which is
breathtaking. The focus of the trip is a reflection on the
Shoah, the Holocaust. We visit the camps of Auschwitz-
Birkenau and the museum and have the opportunity to
meet a Holocaust survivor who shares their testimony
with us and to visit the factory of Oscar Schindler, a
man who saved hundreds of innocent Jewish adults
and children, risking his own life by doing so. Closer
to home, students visit a London church and a Jewish
synagogue in Hendon, guided by a member of the
community who tells us of what it means to be Jewish
and the impact that the laws of Judaism have on their
lives.
HOW WILL YOU BE ASSESSED?
There will be two examination papers at the end of
the course.
3534
Classical Greek GCSE is completed from scratch in two
years. This subject provides suitable challenge for able
linguists, who have an interest in the culture and history,
myths and legends of classical Greece. The course is
well suited for those who are taking Latin GCSE, but
can be studied equally well as an independent option.
Because this GCSE is taught in only two years, the pace
will be fast, and you should bear this in mind if you are
considering the option of studying Greek GCSE.
COURSE AIMS AND BENEFITS
The course aims to develop a greater understanding of
the classical Greek world and its influence on modern
society, particularly in the fields of language, science,
history, the arts and our political systems. As you
begin studying Greek in Year 10, the course will help
you develop analytical skills and a more sophisticated
appreciation of language, enabling you to discover
some of the many links between Greek and languages
still spoken today.
One of the main aims of studying classical Greek is to
gain access to the wealth of famous literature from the
ancient world and to develop an appreciation of Greek
literature in its cultural context. The Department runs
a variety of trips, including visits to see Greek plays in
London, Oxford and/or Cambridge. As well as being
exciting and inspiring, this course helps you develop
an intellectual flexibility, which will be useful in further
study and subsequently a wide range of careers.
COURSE CONTENT
You learn Greek using Taylor’s Greek to GCSE (Parts 1
& 2), which provides knowledge and understanding of
both Greek language and culture. Two prescribed texts
are studied, one prose and one verse. The prose text
for examination in 2023 will be the philosopher Plato’s
moving account in his dialogue Phaedo of the death of
his teacher and friend Socrates; the verse text will be
an extract from Book 7 of Homer’s Odyssey, the great
epic which tells the story of its hero, Odysseus’ ten-year
journey home after the Trojan War. In the prescribed
section, you will read Odysseus’ own account of his
trials and tribulations that he tells to the King and
Queen of the Phaeacians, a people who entertain him
after he escapes from a violent storm and struggles
ashore onto their land.
ASSESSMENT
At the end of Year 11 students take three examinations:
Language
1 hour 30 minutes; 50% of marks
Prose Literature
1 hour; 25% of marks
Verse Literature
1 hour; 25% of marks
The course caters for a wide variety of interests: literary
and linguistic, as well as cultural and historical, making
it an excellent complement to many other subjects.
We stretch students well beyond what is required for
GCSE, getting them to translate English into Greek and
exposing them to many sophisticated literary analytical
techniques taught at A level. Classical Greek is very
highly regarded by universities and employers alike,
whatever discipline or career you intend to pursue.
CONTROLLED ASSESSMENT
There is no Controlled Assessment for Greek.
Classical GreekEXTRA 10TH SUBJECT
37
YEAR 10 GCSE / IGCSE OPTIONS / CORE SUBJECTS
At Wimbledon High School, we begin IGCSE at the start
of Year 9 and all students are prepared to sit the higher
tier qualification at the end of Year 11. The Additional
Mathematics qualification is designed to build on the
IGCSE Mathematics syllabus and starts in Year 9 or 10
depending on your class.
Set 1 will cover the Additional Mathematics topics in
their usual Maths lessons and start in Year 9 after Easter.
Set 2 students will be invited to cover the Additional
Mathematics qualification in a weekly lunchtime
academic slot, starting in Year 10. It will be optional
for set 2 students to take up this opportunity. If they
do, then they are expected to attend every week (with
some pre agreed exceptions such as a sports fixture )
and complete homework.
This course is targeted at those students who have
demonstrated an aptitude for Mathematics and have
already expressed and demonstrated a desire to
continue to some form of post-16 Mathematics course
of study. It is not a pre-requisite course for either Maths
or Further Maths A Levels and we welcome applications
to both A Level courses from all Year 11 students who
meet the minimum course requirements.
KEY AIMS
The Free Standing Maths Qualification Additional
Mathematics encourages students to:
• develop knowledge and understanding of
mathematical concepts and techniques
• develop mathematical skills for further study in the
subject or related areas
• enjoy using and applying mathematical techniques
and concepts, and become confident to use
Mathematics to solve problems
• appreciate the importance of Mathematics in society,
employment and study.
KEY FEATURES AND BENEFITS OF THE SPECIFICATION:
• provide a course of study for those whose
mathematical competence may have developed early
• enable students to acquire knowledge and skills with
confidence, satisfaction and enjoyment
• develop an understanding of mathematical reasoning
and processes, and the ability to relate different areas
of Mathematics
• develop resourcefulness when solving problems
• provide a solid basis for students wishing to progress
to progress to A Level Maths,
AS Further Maths or A Level Further Maths.
Additional Mathematics
EXTRA 10TH SUBJECT
36
Philosophy, Politics and Economics
Our students’ education would not be complete without
the non-examined courses covering Sport / PE and
Personal, Social and Health Education (PSHE) elements
of the curriculum. In addition, we’ve been delighted
to add (from 2019 onwards) a bespoke and ambitious
Politics, Philosophy and Economics course (PPE),
developed here at WHS and aiming to equip our girls
with a greater understanding and appreciation of the
world.
Our pioneering PPE course at WHS comes from our
vision for students to “stride out” to better shape the
society in which they live and work. Year 10 is a critical
time when we expect students to look outwards,
understand the world around them and question the
ideologies – political, economic, philosophical – that are
so influential today.
From understanding UK governance and political
systems, to exploring personal and global finance,
to grappling with big philosophical concerns about
aesthetics or ethics, our PPE course inspires our
students to think big. In the first year of running
the course, we’ve seen students develop their
understanding of the nuances behind newspaper
headlines and the ramifications of policies.
We aim for the girls’ opinions and the voices they
use to air those opinions to mature, with students
becoming ever more thoughtful and increasingly bold.
Additionally, students become astute and spirited
writers about their individual areas of interest within the
PPE course.
PPE is taken by all Year 10 students apart from those
who opt for Classical Greek, due to timetabling.
This is a stimulating course and delivered at a high level
by subject specialist teachers.
Politics and Economics are offered at A Level, so this
is a great introduction for students who might want to
study these subjects in Sixth Form.
38
GCSE / NOTES
39
NEW GCSE GRADING STRUCTURE
A* A B C D E F
9 8 7 6 5 4 3 2 1 U
PREVIOUS GCSE GRADING STRUCTURE
NEW 9-1 GCSE GRADING STRUCTURE
Notes
CORE
All students will take
these subjects:
Maths
English Language
English Literature
OPTIONS 1
You have to choose two
or more sciences and one
or more modern foreign
language:
OPTIONS 2
Depending on how many
sciences and languages
you have chosen, add
more subject choices here,
to total 9
EXTRA 10TH
Students request to
be considered for a
10th GCSE.
(Set 1 Mathematicians
automatically do Add Maths)
Classical Greek
Additional Maths
(Set 2 Mathematicians only)
YOUR CHOICES: A place to work out your options....
NON EXAMINED SUBJECT
How the new GCSE grade structure relates to the previous structure
Mansel Road, London SW19 4AB
www.wimbledonhigh.gdst.net
GCSE OPTIONS
GCSE