Options at 14 Booklet 2010-2011

Options at 14 2010-11

GCSE Academic Guide Information for Parents and Pupils

Brighton College Eastern Road

Brighton BN2 0AL

Tel: 01273 704 200 Fax: 01273 704 204

www.brightoncollege.net

Dear Parents I know that a great deal of thought goes into the choice of which subjects are studied at GCSE, and rightly so. These qualifications create the foundation of higher learning for your children that will see them into A Level study and university life beyond that. The GCSE grades they achieve in two years' time will often dictate their university choice and so it is important that the choices made now allow your children to realise their fullest potential. This booklet is designed to help you find out more about what is studied at GCSE in each subject. It gives detailed information about coursework and topics and I hope it will prove useful throughout the years of study that follow. Decisions about subjects will depend on the individual child, and their aspirations and ability, so discussion with your Housemaster and teachers is always recommended. What is essential is that the subjects that you chose are enjoyed and can be expected to yield success if they are committed to. Universities will scrutinise the grades in the end and offers will be made on the basis of them. GCSE grades really do matter. I would like you to use this booklet both during and after the 4th Form GCSE Options at 14 Evening on the 15h January. The evening gives everyone the opportunity to have informal discussions about subject preferences, often with Heads of Departments and subject specialists. I hope you will understand that occasionally we have to have flexibility within the GCSE syllabus content outlined here, so this should be viewed as a broad framework rather than a rigid timetable. For general questions it will be best for you to contact either Mr John Weeks, the Head of Middle School, or myself directly. In the meantime I hope you find the enclosed information helpful and I look forward to meeting you on January 15th. Yours faithfully, Jo-anne Riley Deputy Head (Academic)

Art This new course is structured to give pupils a creative breadth from which they can select materials, ideas, concepts and conclusions. During Year 10 pupils will complete the GCSE Foundation course. This is carefully designed to introduce pupils to a huge range of media and processes allowing them to discover natural ability and range, therefore building their confidence. This fast pace course will teach drawing, painting, collage, darkroom photography, printing, multi-media, sculpture, installation, casting, animation, digital photography, photo-shop and film. The pupils will also be introduced to Art History and the importance of looking back in order to look forward. Gallery visits are vital for this and a trip to the London Galleries is an inspiring and necessary section of the course. The above will teach pupils the all important Assessment Objectives through practice and the resulting work will form the basis of the assessed Portfolio. COURSEWORK is completed in lesson time under controlled and timed conditions. The total time allowance is 45 hours and pupils must complete one A2 sized sheet, for each of the four Assessment Objectives, as well as a final piece. The EXAMINATION paper is handed out in January of year 11 and pupils have until the exam in week 2 of the Summer Term to complete the preparatory work on four A2 sheets before the final 10 hour exam in April. Graphic design, illustration, film, media, fashion, theatre and performance, architecture and product design are but a few of the direct career paths, no longer is studying Art purely for the ‘poor painter’ it is a life skill and a hugely rewarding experience.

GCSE Art course overview GCSE lessons per week: 4 Board: OCR Syllabus number: A111 and A121 Modular syllabus? No Early takes possible? No Modules taken Yr 10: Modules taken Yr 11: Nov/April Number of papers in exam: 2 Papers taken: Paper 1 (A111) COURSEWORK = 45 hrs in lesson time Paper 2 (A121) EXAMINATION = 12 hrs Textbooks used: GCSE ART - Pupil's Guide. This was written and made especially by all the Art staff at Brighton College and is given to all pupils who have opted to study Art to GCSE level. Parents, please ask your child to look at and refer to this guide book for more detailed, useful information.

Course C ontent

Year 10

Michaelmas Foundation course: Workbook exploration of assessment objectives 1 & 2.

Lent Foundation course: Workbook exploration of assessment objectives 3 & 4.

Summer Foundation course: Preparation for coursework module

Year 11

Michaelmas Coursework (Paper 1): 45 hrs (during lesson time) to complete coursework; an A2 sheet for each of the four assessment objectives.

Lent Examination preparation (paper 2): Examination exploration in Workbook. Examination in March, Yr 11.

Summer Examination (Paper 2): Completion of Examination Unit. Internal and external moderation.

How is coursework marked? Internally and externally Total mark 200 % of final GCSE mark 100% Starts Ends COURSEWORK Yr 10, Michaelmas, week 1 Yr 11, Michaelmas, week 14 EXAMINATION Yr 10, Lent, week 1 Yr 11, Summer, week 2 Portfolio Yr 10, Michaelmas, week 1 Yr 11, Summer, week 4 Number of lessons given to coursework All lessons (Please refer to the Handbook) Number of preps given to coursework All preps during the time slot above

Unit of work Details Deadlines T

erm

1

14 w

eeks

Foundation course

Pupils are introduced to a range of techniques and skills, starting with 2D media. Enhancing their media base and gaining confidence with processes. A focus will also be Art History. Work done in the foundation course will provide the basis for the assessed PORTFOLIO

Ter

m 2

22 w

eeks

Pupils move towards a focus on 3D media. A more experimental approach is taken with introduction to film, animation and photography.

Ter

m 3

COURSEWORK preparation

Pupils prepare for their COURSEWORK by choosing their theme and working on their individual pathway.

Ter

m 4

14 w

eekl

s COURSEWORK

Pupils complete their COURSEWORK module worth 60% of their final mark. The COURSEWORK operates within lesson time under timed conditions. The allotted duration for the COURSEWORK is 45 hours. This work will then be presented for moderation on four A2 sheets.

Ter

m 5

3 w

eeks

Externally set assignment (EXAMINATION ) (40%)

Receive exam paper in January and start preparing. March 10 hour exam.

9 w

eeks

Ter

m 6

3 w

eeks

Complete and tidy up EXAMINATION sheets, COURSEWORK sheets and PORTFOLIO sketchbook for moderation by external art examiner

FINAL DEADLINE FOR COURSEWORK PROJECT

FINAL DEADLINE FOR EXTERNALLY SET ASSIGNMENT

Classics

Latin "To read the Latin and Greek authors in their original is a sublime luxury. I thank on my knees him who directed my early education for having in my possession this rich source of delight." Thomas Jefferson "I would make them all learn English: and then I would let the clever ones learn Latin as an honour, and Greek as a Treat." Sir Winston Churchill “Ne discere cessa; nam sine doctrina vita est quasi mortis imago.” Do not cease to learn; for life without teaching is like an image of death. anon. Latin develops your mental dexterity and analytical skills and, as such, is highly valued by employers and universities. A GCSE in Latin is a distinctive qualification. If you enjoy studying Latin now, you are certain to find the GCSE course stimulating. The work you have already done is an excellent foundation. Initially we continue to use the Cambridge Latin Course, building on grammar and vocabulary already covered, by reading the stories about the characters and their lives. The plot becomes increasingly entertaining as the scene shifts to Rome. From this, we progress to the study of ‘real’ Latin literature. You will read and discuss prose extracts from variety of authors possibly including Caesar, Tacitus and Pliny, and a selection of Latin poetry by authors such as Virgil, Ovid and Horace. Level 2 Certificate Latin Language There may be the opportunity to gain an additional qualification of GCSE standard in Latin. The traditional OCR Latin GCSE will be taken at the end of U5th (2012), while the WJEC Level 2 Certificate in Latin Language may be taken at the end of the L5th (2011). The qualification is available to those who have chosen to take GCSE Latin. Taking this certificate in the L5th requires no extra time and is useful practice ahead of the GCSE examinations: it will sharpen your language skills and has a particular focus on translation work. Pupils who are interested should speak to the Head of Classics ([email protected]).

GCSE Latin overview GCSE lessons per week 4 Board OCR Syllabus number J281 Modular syllabus? Yes Early takes possible? Yes Coursework? No Additional qualifications? Yes (see below) Papers taken A401H Latin Language 1 (Mythology and Roman domestic life)

1 hour A402H Latin Language 2 (Historical stories)

1 hour A403H Latin Prose Literature

1 hour A404H Latin Verse Literature

1 hour Textbook Cambridge Latin Course I, II, III, IV, V

Year Term Course Outline

L5th

Michaelmas CLC Book III (continued development of translation skills, learning vocabulary and grammar)

Lent CLC Book IV (continued development of translation skills, learning vocabulary and grammar)

Summer CLC Book V (continued development of translation skills, learning vocabulary and grammar)

U5th

Michaelmas Prose set texts (currently Caesar’s accounts of the Druids and Tacitus’ account of Boudica)

Lent Verse set texts (currently Virgil’s Aeneid Book 6)

Summer Final revision for OCR GCSE exams

Greek "But I have never gone away from them. How can an educated person stay away from the Greeks? I have always been far more interested in them than in science." Albert Einstein The ancient Greeks were lively originators in politics, drama, philosophy and poetry, and were perfectionists in the visual arts. Their brilliant and incisive language reflects their character and was widely used across the eastern Mediterranean, and even as far afield as France, from before 1000 BC until the fall of Constantinople in AD 1453. Their influence upon the forming of modern European culture, beginning with the Renaissance, is immeasurable and fundamental. The language, literature, mythology, philosophy, art and history of the ancient Greeks have had an immense influence on our own civilisation. Learning Greek gives you a chance to find out about all these aspects of the ancient world through the language of the Greeks themselves. If you are enjoying studying Latin and have a good understanding of how the language works, then you will welcome the challenges of Greek, whether you have had had any prior experience of the language or not. Few schools offer this subject, so this is a valuable opportunity for anyone interested in the ancient world. If you are considering reading Classics at Oxford or Cambridge, although prior knowledge of ancient Greek is not required, it is a considerable advantage. The GCSE Greek course is challenging but perfectly accessible to those who have enjoyed and had success in other languages, especially Latin or German (with which Greek shares some structural features). You will develop your knowledge of the language through a course book that has been specially designed for students of your age, enabling you to make rapid progress through the basics of the language while gaining an insight into the life and culture of ancient Greece. The GCSE course also involves a close study in the original language of the work of Greek authors, who have done much to influence European literature. You might read extracts from Iphigenia in Aulis, a play by the great tragedian Euripides, as well as selections from Lysias’ speech in the law courts of Athens in the case of the Murder of Herodes.

GCSE Greek overview GCSE lessons per week 4 Board OCR Syllabus number J291 Modular syllabus? Yes Early takes possible? Yes Coursework No Papers taken B401H Classical Greek Language 1 (Mythology and domestic life)

1 hour B402H Classical Greek Language 2 (History) 1 hour B403H Classical Greek Prose Literature

1 hour B404H Classical Greek Verse Literature

1 hour Textbooks used: Greek to GCSE (Taylor) Books 1 and 2

Year Term Course Outline (flexible according to experience of the pupils)

L5th

Michaelmas

Language work Lent

Summer

U5th

Michaelmas Prose set texts (currently extracts from Herodotus)

Lent Verse set texts (currently extracts from Homer’s Odyssey)

Summer Final revision for OCR GCSE exams

Gratin (Greek and Latin) This joint course in Greek and Latin (“Gratin”) is available for capable Latinists who have enjoyed having a taste of Greek and would like to study both languages to GCSE level within one option slot. This rigorous and intensive course involves the study of Greek alongside “fast track Latin” and will appeal to students with a genuine interest in languages, especially those who might later consider a course in classical languages at university. Owing to the modular GCSE, examinations, particularly in Latin, can be taken at the end of L5th. Pupils who would be interested in pursuing GCSE Greek alongside their Latin studies should make themselves known to the Head of Classics ([email protected]).

Dance Why study dance at GCSE? If you have a natural passion for dance and the arts and a keen interest in learning about dance anatomy, history and contextual studies as well as dance technique – this is the course for you. Similarly, if you enjoy attending theatrical performances and would like the opportunity to work with professional dance and theatre artists, you will gain a diverse range of technical and performance experience during the two years of study. You will also benefit from fantastic resources -Brighton College has one of the best, state of the art dance studios in Sussex.

Finally, you will receive top quality training and support in a mixed ability environment. ‘The excellent quality of teaching demands high expectations of all pupils’ HMC Inspectorate Report 2005. Results The dance department’s results speak for themselves. Since the subject was first established at Brighton College in 2002, 100% of pupils have consistently achieved A*, A and B grades at GCSE with 80% achieving an A or A*. In addition to this, 20% of pupils in 2007 achieved the accolade of receiving one of the top 5 marks in the country. Past pupils have gone onto train at leading dance conservatoires such as The Place, The Laban Centre and London Studio Centre. Pre-requisites for the Course At GCSE level, most dancers will have had some previous experience of dance. This might be ballet and modern dance from a young age or creative dance or dance offered as a sports option studied at school. Some pupils will demonstrate great potential in their strength, flexibility, stamina and physical endurance through their sport and thus have skills which can be applied well to the qualification. Other pupils will have studied dance to a very high level and wish to pursue their technical studies further. Whichever category applies, the dance department prides itself on its ability to help each individual realise and exceed his/ her own potential and expectations.

GCSE Dance course overview GCSE Lessons per week : 4 Board: AQA Syllabus Number: 4231 Number of Papers in Exam: 1 Written Paper -Critical Appreciation of Dance – (20%)

1 Practical Examination -Set Dance – (20%) Controlled Assessment Performance in a Duo/ Group – (20%) Composition (40%)

Textbooks used: The Essential Guide to Dance by Linda Ashley Publisher: Hodder Arnold (2002) Matthew Bourne and His Adventures in Motion Picture s edited by A .Macaulay Publisher: Faber and Faber London: New York (1999) Fifty Contemporary Choreographers Edited by Martha Bremser Publisher Bremser Routledge (1999) Striding Out by Stephanie Jordan Publisher: Dance Books (1992)

GCSE Dance Specification The GCSE Dance specification is made up of four key components.

Component 1: Critical Appreciation of Dance – Written examination (20%) Candidates answer questions on a minimum of two professional dance

works (chosen from a prescribed list by AQA) focusing on critical analysis and evaluation of the constituent features of the dances.

Component 2: Set Dance (20%) Externally Assessed Candidates perform one solo of approximately 1 minute to 1.5 minutes. Component 3: Performance in a Duo/ Group (20%) Candidates perform in a dance for 2,3,4,5 dancers lasting 3 to 3 .5

minutes Component 4: Choreography – (40%) Candidates choreograph two pieces:

Solo composition (15%) Each candidate develops a 1 to 1.5 minute solo related to a prescribed professional work. Choreography (25%) Each candidate choreographs a group dance for 2, 3, 4 or 5 dancers lasting 2.5 -3 minutes.

Course Outline Michaelmas course content Yr10: Pupils learn about dance stimuli, motif and development, the history of modern and contemporary dance and study their first professional dance work based on an ideational stimulus – Swansong (1987) by Christopher Bruce Lent Course Content Yr 10: Pupils learn about kinaesthetic, auditory and visual stimuli and study the work of Merce Cunningham, Siobhan Davies and Richard Alston looking at Beach Birds (1991) Soda Lake (1981), The Art of Touch (1998) as well as Overdrive (2003) and Birdsong (2004) - two set works from the GCSE Dance Specification. They also learn about the various uses of dance for the camera and the varying examples of music/ dance relationships.

Summer Course content Yr 11: Pupils learn about environmental stimuli and physical setting. They study the work of Lea Anderson and the concept of Site Specific pieces and examine the difference between formal and informal settings for dance. They will compare and contrast Lea Anderson’s work which often uses informal environments with the work of Matthew Bourne who uses the more traditional proscenium arch format. In addition to this, they study the main characteristics of Post modern Dance and New Dance. Matthew Bourne’s Nutcracker (2002) is a set work which will be studied alongside Flesh and Blood (1989) and Cross channel (1992) by Lea Anderson. Pupils will also begin to plan for their solo compositions. Michaelmas Course Content Yr 11: The pupils will learn their Performance in a group dance based on Nutcracker by Matthew Bourne (20%) and develop their solo composition task (15%) to performance standard based on either Birdsong (2004) by Siobhan Davies or Swansong (1987) by Christopher Bruce. Towards the end of the term, they begin to plan their group compositions which are worth 25% of the final grade. Lent term Year 11: This is the key term. The set dance worth 20% of the final grade is examined by an external examiner and the group composition worth 25% of the final grade is examined internally and then moderated externally along with the solo composition and the performance in a group dance from the Michaelmas term. Summer Course Content Year 11: Preparation for the written paper. Coursework/ Controlled Assessment: How is the coursework marked? Internally and externally. Total mark 60 % of final GCSE mark 60% Controlled Assessment: Solo composition Task (15%) Starts: Year 10 Summer Term ( 11-12 hours) Ends: Year 11 Lent Term Week 11

Performance in a Duo/ Group (20%) Starts: Year 11 Michaelmas Term Week 1 (15 hours) Ends: Year 11 Lent Term Week 11

Group Composition (25%) Starts: Year 11 Michaelmas Term Week 1( 24-25 hours) Ends: Year 11 Lent Term Week 11

Brighton College GCSE Dance Course Outline – Year 1 0

Week Michaelmas Term Week Lent Term Week Summer Term

1 2-4 5- 9

Basics of Dance Composition and Contemporary Dance Technique

Motif and Development, Choreographic form and structure, Types of Dance, Styles of Dance. Introduction to contemporary dance and the concepts of contraction and release, breath, fluidity, suspension and fall. The basic principles of technique including posture, alignment, balance, strength, flexibility, control and mobility. Movement at the joints including flexion, extension, and rotation. Dynamic, spatial and relationship aspects of dance. Dance terminology and Dance Stimuli

Dance language and varying dance stimuli – auditory, visual, kinaesthetic, textual, ideational, tactile, environmental. Technical and choreographic tasks using theoretical knowledge and improvisation in response to a variety of resource material. Study of a set dance work using an Ideational / Textual Stimulus – Swansong (1987) C. Bruce

Analysis of ‘Swansong’(1987) examining contextual information on British Contemporary dance – Rambert Dance Company and London Contemporary Dance Theatre. Study of Christopher Bruce- his background and training. Theoretical study of ‘Swansong’ as a set work, analysing influences from other dance or art forms as well as the key constituent features of the dance including aural setting, physical setting (set design, lighting and props) and costume.

Preparation of a dance piece for the Michaelmas dance show focusing on the expressive nature of dance skills e.g. focus, projection, sense of style and musicality. Choreography in solos, duos and trios, exploring choreographic devices such as unison, canon, question and answer and simple

1-2 3 - 5 6-11

Cunningham Technique and Chance Choreography

Development of contemporary technique and choreographic exploration of chance procedures through improvisation, experimentation, discussion, refining, appraising, evaluating and selecting.

Development of contemporary technique using locomotion, turning, gesture, elevation and stillness, whole and body part movement and simple co-ordination of body parts to complex phrases of movement Study of a professional dance work using a visual stimulus. Study of Richard Alston during his years as Artistic director of Rambert Dance Company. Study of Wildlife (1984), Soda Lake (1981). Study of constituent features, form and structure. Pupils to create own piece of performance art based on an installation or interactive art and dance performance. Study of a professional dance work using an auditory stimulus as well as studying Dance for the Camera – Birdsong (2004) S. Davies

Study of Bird Song (2004) by Siobhan Davies based upon the sound of the Australian Pied Butcher Bird.

Examination of music /dance relationships- direct correlation, music visualisation, accent, emphasis, mutual coexistence, disassociation, juxtaposition as well as musical features such as tone, texture, timbre, dynamics, style, structure, orchestration and rhythm.

Comparison will be made with other Davies works, for example, ‘The Art of Touch’ accompanied by the music of Scarlatti. The process of dance being made for the camera will be analysed examining placement,

1- 8 9 -10

Study of professional dance works using an environmental stimulus and examination of different physical settings for dance including informal and formal performance environments with detailed study of the set work, ‘Nutcracker!’ by Matthew Bourne (2002) Study of Lea Anderson’s Site specific work including Cross Channel (1991) and Flesh and Blood (1989) and a comparison with the work of Matthew Bourne, in particular ‘Nutcracker! (2002)and Swan Lake (1995) Particular regard will be paid to set design, costume, lighting , use of props as well as the source material/ stimuli – influences from film, cinema, popular culture and so on. Study of Safe Practice in Dance

Safe practice in the performance of dance skills will be studied as well as safe practice when working or taking rehearsals with others – including appropriateness of preparation for rehearsal and of movement demands for all involved. Focus will be on: personal care, nutrition, health, warm –up and cool down, basic prevention and treatment of injury, safe practice in technique during elevation and landing as well as during contact work and personal presentation. Health and safety concerns in the performance space will also be examined e.g. temperature, obstructions, nature and placement of set design and props. Summer Examination Revision .

Lower fifth examination.

10-13

motif and development. Study of Kineasthetic Stimuli and The History of 20 th Century Contemporary Dance. Introduction to Cunningham Technique.

Contextual information on Merce Cunningham- his background and training. Timeline of the development of 20th Century Western Contemporary Dance. Introduction to Cunningham Technique and Chance choreography using dice, coins and mathematical formulae to structure dances. Study of Beach Birds (1991)

angle, distance/ proximity, special effects and the relationship between the camera and the dance content. Pupils will decide which set work (Swansong or Birdsong) they would like to use for their Solo composition task (15% of their final grade) and will begin to select the three main motifs which they will use to structure and form their solo.

Summer Holiday work

Pupils to choreograph their solo composition ready for teacher and peer assessment and feedback at the beginning of the Michaelmas term.

Pupils to make decisions on their choice of musical accompaniment, dance stimuli, number of dancers and key motifs for their ‘Choreography for Group’ worth 25% of their final grade.

Brighton College GCSE Dance Course Outline – Year 1 1

Week Michaelmas Term Week Lent Term Summer Term

1 - 10 11-13

Performance in a Group Dance Controlled Assessment (20%) Pupils learn a teacher taught group dance based on the choreographic style, dance style and subject matter of Matthew Bourne’s Nutcracker! (2002) Pupils are assessed on their performance- focus, projection, characterisation and technical ability. Choreography for Group (25%) Pupils finalise their starting point for their group choreography based on a piece of text, a photograph or piece of art work, a prop, a feature of the natural world, a piece of music composed before 1970, an everyday activity or a topical or historical event for 2, 3, 4 or 5 dancers between 2.5 - 3 minutes in length. A brief programme note detailing the title, accompaniment and selected accompaniment is also prepared for the examiner. Preparation for the Mock Pupils revise the set professional dance works studied in the first year of the course and the constituent features of dance, for example: aural accompaniment, physical setting and the movement components including action, space, dynamics and relationship.

1 3-10 11

Internal Mock Examinations

Learning the Set Dance (20%) and creating the Choreography for Group (25%) Pupils take technique classes and will perform one of two solo dances that are set for the duration of the specification. They will need to demonstrate the physical, technical and mental skills necessary for effective performance, the expressive skills necessary for effective performance and the understanding of how to achieve high quality performance. Pupils will be assessed on their technical ability including posture, alignment, co-ordination, balance, strength, mobility and control, the accurate reproduction of action and spatial content, the interpretation of dynamic and expressive qualities, demonstration of style, safe practice as a performer and overall sense of performance- focus, projection, musicality, sensitivity, communication, energy and commitment. Pupils will finalise the choreography of their own group dance based on a stimulus of their choice between 2-3 minutes in length and featuring 2-5 dancers. Pupils write a brief programme note with details of the subject matter for the dance, genre, type of dance, form and structure, choice of music, key motifs and their development and evaluate the success of the dance in communicating the initial intention to the audience.

Controlled assessment of Set Dance and Choreography for Group.

1- 3 4 5

GCSE Dance Moderation Pupils rehearse and polish their performance in a group dance, their group choreographies and set dance to present to an external examiner for standardisation and moderation of the marks given during controlled assessment. In preparation for the moderation, pupils perform their set pieces and choreographies for a studio audience. Revision in preparation for the Critical Appreciation of Dance Written Examination. Written Examination (20%) of the final grade.

Design Why study Design at GCSE? Do you enjoy thinking creatively, problem solving, designing products of the future, making models, manufacturing products and testing your ideas? If the answer to any of these is yes, then GCSE Design is an ideal subject for you. You’ll learn how products are made and why they are made the way they are and also a range of creative design skills. You will improve your presentation skills so you can communicate your ideas whilst learning about materials and what they can be used for. Finally, you’ll learn new making skills and use these to make products. In the L5th you will learn making skills by working on projects set by your teacher. In the past groups have design and made furniture, lighting, mechanical toys, puzzles and jewellery. In the U5th you will get a chance to design and manufacture a product of your choice. In the past pupils have made garden chairs, remote controlled boats, stylish desk lamps, skate ramps…..

GCSE Design course overview

GCSE lessons per week 4 Board EDEXCEL Syllabus number 9040 Modular syllabus? Yes Early takes possible? Yes Modules taken Yr 10 June Modules taken Yr 11 March/June Number of papers in exam 2 Papers taken: Unit 1: Coursework Unit Unit 2: Examination (To be taken in Yr 10 and/or Yr 11) Textbooks used: Product Design: Resistant Materials Technology

Summary Course content

Year 10

Michaelmas Design Skills, Materials, Manufacturing Techniques, Workbook Communication Skills, Practice practical projects and design challenges.

Lent Design Skills, Materials/Manufacturing Techniques, Workbook Communication Skills, Practice practical projects and design challenges.

Summer Unit 2: Knowledge and understanding of resistant materials technology

Year 11

Michaelmas Unit 1: Coursework projects Lent Unit 1: Coursework projects

Summer Unit 2: Knowledge and understanding of resistant materials technology (retakes)

How is coursework marked? Internally and Externally Total mark 100 % of final GCSE mark 60% Coursework Starts: Yr 11, Michaelmas, week 1

Ends: Yr 11, Lent, week 13 Number of lessons given to coursework: Two terms Number of preps given to coursework: Two terms Additional information Design is primarily concerned with designing to meet a need in a functional and aesthetic manner. A practical consideration of form, function, materials, technical processes and the ultimate utilisation of design work is taught throughout the course. Candidates work through the design process to arrive at a functional and aesthetic solution.

All candidates will be taught by Mr Hawkes, Mr Roberts and Mr Pointer for the duration of the course.

Workshop skills, Design Skills and Manufacturing Processes are taught through a series of mini projects and skills sessions which can then be applied to the Coursework Units. Pupils can gain a certificate of workshop safety through completing all the available skills sessions. Links with other subjects and relevance to future c areer paths: − Design goes well with most other subjects, providing candidates with a creative GCSE with

which to offset other subjects. − Design leads well into an AS/A2 level in 3D Design or Design & Technology. − Design is an excellent subject for pupils to study if they have an interest in Engineering,

Architecture, Automotive Design, Product Design, Industrial Design, Graphics etc. − Design can be studied at degree level and there are a wide variety of related courses available.

Drama Why choose Drama? If you like making theatre, then there’s nothing else like it. It’s stimulating, stretching, challenging, rigorous, and above all, memorable. Working in a group, making a piece of creative art that will live with you for years is always going to be highly significant and you get to do it twice as part of the course and more times than that in other pieces. Another reason to choose Drama are the results attained, over the past five years, we average 70% of passes at either A* or A. That is pretty good. You will pick up skills in leadership, working in a group, performance, projection, decision-making and time-management. After all, the show must go on . . .

GCSE Drama course overview GCSE lessons per week: 4 Board: AQA Syllabus number: 4240 Modular syllabus? No Early takes possible? No Number of papers in exam: 1 Papers taken: Paper 1: 1 hour and 30 minutes

Weblink: http://www.aqa.org.uk/qual/newgcses/art_dan_dra_mus/new/drama_overview.php?id=04&prev=04

Course content

Year 10

Michaelmas Building relationships/developing a dramatic language and fluency on stage. Beginning to write about live theatre.

Lent Continuing to develop skills: Focusing on scripted work, but also working on longer improvised and devised pieces.

Summer More practical work. Also preparation for the written paper: writing about live theatre. A version of the GCSE written paper will be taken during the summer exam period.

Year 11

Michaelmas Making a piece of devised theatre for coursework assessment

Lent Working on the second assessment - a performance of an extract of scripted work, in groups of 3-6. Developing and revising skills necesssary for the written paper.

Summer Preparing for the written paper

How is coursework marked? Internally. (One unit is externally moderated) Total mark: 120 % of final GCSE mark: 60%

Starts Ends Coursework 1 Starts: Yr 11, Michaelmas, week 1 Yr 11, Michaelmas, week 12 Coursework 2 Starts: Yr 11, Michaelmas, week 13 Yr 11, Lent, week 7 Number of lessons given to coursework: Almost the entirety of lessons in relevant terms Number of preps given to coursework : Homework will vary from very little, to devising material, to learning lines, to intensive and time-consuming rehearsals near the date of performance.

Additional information

All pupils are required to complete two practical assessments, each one in a different field. We prepare pupils for scripted performance and either improvisation or devised performance. These assessments make up 60% of the course. The other 40% is assessed through a written examination. The written paper asks pupils to evaluate one of their practical tasks performed earlier in the course, and also to provide a critical analysis of a piece of live theatre seen during the course.

Lessons per week, typical set sizes, venues used: There are at present two single lessons and one double lesson per week. Set sizes vary between 5 and 16, depending on timetabling and other subjects pupils choose to pursue. Lower Fifth Lessons are most often taught in DR2, the smaller of the two Department Rooms in Montague. The double lesson is generally taught in DR1 or the Hordern Room in the Lower Fifth. In the Upper Fifth, the double lesson will take place in DR1 and as many of the single lessons as can be fitted in there. Staff involved, teaching background, teaching style : At present Mr Kerr and Ms Davin each teach one set in each of the Lower and Upper Fifth. At this level, the Department has an interest in contemporary theatre practice, and continues to develop links with professional practitioners, such as ‘Scene Productions’ and ‘Strangeface Theatre’ who come into College to work with GCSE groups. Links with other subjects and relevance to future c areer paths: The subject goes well with most other subjects, since good playwrights and theatre companies are open to influences all around them. GCSE Drama will most likely develop confidence, teamwork and presentation skills, but those are by-products rather than end-products. Most important for us is a growing sense of what is genuinely theatrical. � The subject leads well into AS/A2 Theatre Studies but is not a prerequisite. � Since the assessments require pupils to be in groups of three or more, it can be seen that

attendance is highly necessary; absence affects everyone’s progress and therefore everyone’s mark.

Drama GCSE Course Outline: AQA Drama and Theatre Arts Specification no. 4240

Term First half Second half

Lower Fifth: Term 1

The whole of the first term is spent acquiring devising and performing skills. The precise nature of the course changes from year to year, but must contain the following: � Melodrama � Monologue writing and performing � Symbolism in drama, � Use of music and sound to change

the stage world. � Devising a short piece. � Masks

As for the first half.

We will also see at least one play and write about it: Theatre visits are a GCSE course requirement, (as well as being enjoyable in their own right) and full attendance is expected.

Lower Fifth: Term 2

As above. Likely tasks include: � Duologue work and ways of

rehearsing scripts. � Generating tension on stage � Exploring narrative techniques � Devising longer pieces.

As for the first half.

There will also be another theatre visit and/or a workshop by a visiting theatre company.

Lower Fifth: Term 3

In this term, we work on a longer devised project which will be shown near the end of term.

The devised piece will be shown. Additionally, I would expect everyone to take a part in the Lower School Play, which is performed in the penultimate week of term.

Upper Fifth: Term 1

This term is spent working on the devised piece which will form one of the course’s two practical examinations.

In week 12, there will be a practical examination, consisting of the performance of a devised piece of theatre.

After this, time is spent writing about theatre visits and developing examination technique for the written paper.

Upper Fifth: Term 2

This term is mainly spent working on the performance of an extract from a published script, which will form the second and final practical examination.

The final practical examination takes place in week 7 or 8 depending on the length of term.

As in the Michaelmas term, the remaining time is spent writing about theatre visits and developing examination technique for the written paper.

Upper Fifth: Term 3

This time is spent preparing for the written paper, by doing practical work and writing about it, seeing plays and writing about them and refining examination technique through practice, looking at past papers and model answers.

(Mainly on exam leave)

English

Your studies in English provide you with two GCSEs – one in English (often referred to as English Language) and one in English Literature. Both are compulsory subjects for all pupils at Brighton College, and for good reason: they not only provide you with a growing expertise in writing essays and discussion but also link to every pupil’s right to have a stake in the nation’s greatest cultural heritage – its complex, beguiling and infinitely rich language.

This heritage is expressed in its novels, poems and plays, and these are placed at the heart of the course. We hope to foster a love of reading literature for its own sake, as well as for exam purposes. However, we English teachers live in the real world too, and through the Language studies side of the course engage with other kinds of writing too, from Travel brochures to TextSpeak.

Furthermore, in its broadest sense, reading is not confined to books, magazines and the web; it is also about reading the world around you - its people, its culture, its organisations. In an increasingly media–spun world, we feel a genuine responsibility to equip you with the acumen to discern the truth from fiction, to appreciate the coded subtexts and genuine agendas which lay behind the worlds of politics, advertising and various other cultural juggernauts. In this way we hope you can make informed decisions for yourself, rather than being led to them by others. This kind of reading is the most important skill a young person can acquire.

GCSE English course overview GCSE lessons per week: 5 in L5, 5 in U5 Board: AQA Syllabus number: Specification A Modular syllabus? No Early takes possible? Yes, for one selected L5th set (English only) Number of papers in exam: 2 English, 1 English Literature Papers taken: Paper 1 English 1 = 1 hr 45 mins Paper 2 English 2 = 1 hr 30 mins The papers count for 60% of the marks for English. The questions test pupils’ comprehension of unseen non-fiction and media texts and their writing skills. They also test their reading and response to poetry from an anthology issued by the examination board, which they will prepare with their teacher. Coursework counts for the remaining 40%, of which half is speaking and listening work. A folder of written work tests the ability to respond to a Shakespeare play, a modern play and to pre-1914 prose. Two pieces of personal writing are also submitted, one fiction and one media-based. Paper 3 Literature = 1 hr 45 mins The exam is worth 70% of the marks for English Literature. The questions test pupils’ reading and interpretation of two set texts (post-1914 prose, and a selection of poetry from the AQA Anthology) clean copies of which candidates can bring into the examination with them. The remaining 30% of the mark is covered by the same coursework folder that is submitted for English. Textbooks used: Studying English for AQA A by Imelda Pilgrim; The AQA anthology; either An Inspector Calls, A View from the Bridge or Journey's End; a Shakespeare play, a novel and a pre-1914 prose text (all chosen by the teacher from a selection determined by the exam board). The two-year programme of study that follows is und er constant review. Whilst the broad picture is the same, the exact timings of each unit are determined by the teacher’s choice of text and the needs of the group. Michaelmas course content Yr 10 In the Michaelmas term, your son/daughter will study the literature prose text on which they will be examined. This might be Of Mice and Men, Lord of the Flies or a selection of stories from the anthology. This may offer rich opportunities for creative work, which could be assessed as coursework. This might also lead to a piece of creative work which could be included in the final coursework folder. They will also have covered the following:

• some non-fiction and media reading comprehension skills work • work on the exam writing triplets (argue/persuade/advise or

inform/explain/describe) • speaking and listening assessments.

Lent course content Yr 10 By the end of term your son/daughter will have completed their first piece of text-based assessed coursework, a critical essay on a post-1914 play. Pupils might analyse how Arthur Miller succeeds in moving the passions of his audience in his play A View from the Bridge or evaluate the effectiveness of the closing scene of J.B. Priestley’s An Inspector Calls.

They will also complete their second piece of formally assessed coursework. The pre-1914 prose study coursework entails writing a critical essay on either ‘The Strange Case of Dr. Jekyll and Mr. Hyde’, ‘Great Expectations’, or a selection of short stories. As with the Michaelmas term, the teaching may also include:

• some pre- and post-1914 literature poetry • non-fiction and media reading comprehension skills work • work on the exam writing triplets (argue/persuade/advise or

inform/explain/describe) • speaking and listening assessments.

Summer course content Yr 10 In this term the teaching will focus on the literature pre- and post-1914 poetry, ensuring coverage of the twelve key poems (from the selection of 32 in the anthology). In preparation for the internal exams which they will sit after half term, pupils will have further practice in reading and responding to non-fiction and media texts, and in writing to argue/persuade/advise. The Lower Fifth internal summer exam consists of two papers: English Paper 1 and English Literature. After the Lower Fifth exams, work will begin on the third piece of assessed coursework, a media piece that tests the writing skills triplet ‘analyse/review/comment’. This might take the form of a film review or an analytical essay about the representation of children in the media. By the end of the Lower Fifth year, pupils will have completed at least three of their final five written pieces of coursework. Michaelmas course content Yr 11 The term opens with the final piece of text-based coursework, based on a Shakespeare play. The assignment might focus on the ways in which Shakespeare establishes Othello’s character and lays the foundations of the ensuing tragedy, or how he creates comedy and pathos in ‘A Midsummer Night’s Dream’. Any Shakespeare play can be studied; the choice is the teacher’s. They will also cover the poetry from different cultures and traditions that is tested in the second of their two English papers. The programme of study for the Michaelmas term also includes revision work in preparation for the January trial exams which consist of two papers: English Paper 2 and English Literature. Pupils will also produce several pieces of creative writing throughout the two-year course. They might write the opening chapter of a crime fiction novel, or a short story that seeks to instil fear in its readers. The literature texts they study provide a rich stimulus for creative work. Pupils may re-create the story behind one of the poems, for example. Lent course content Yr 11 After the mock exams, pupils’ efforts will be devoted to finalising their written coursework folder. There will be further coverage of the poetry from different cultures and traditions and, in the second half of term, they will complete their final speaking and listening assignments. Summer course content Yr 11 The final half term is devoted to revision with plenty of timed exam practice. How is coursework marked? Internally and externally Total mark 108 (Eng), 57 (Lit) % of final GCSE mark 40% (Eng), 30% (Lit) The dates for coursework are subject to change. Coursework 1 Starts: Yr 10, Michaelmas, week 1

Ends: Yr 10, Michaelmas, week 6 (Post-1914 Drama)

Coursework 2 Starts: Yr 10, Lent, week 1 Ends: Yr 10, Lent, week 8 (Pre-1914 Prose Study)

Coursework 3 Starts: Yr 10, Lent, week 1 Ends: Yr 10, Summer, final week (Media)

Coursework 4 Starts Yr 11, Michaelmas, week 1 (Shakespeare) Ends: Yr 11, Lent, week 5

Coursework 5 Starts: Yr 10, Michaelmas, week 1 (Original Writing) Ends: Yr 11, Lent, week 5 This coursework piece may be produced at any time during the course.

Number of lessons given to coursework : 4 - 5 weeks worth Number of preps given to coursework: 4 - 5 weeks worth

Ethics, Philosophy and Religion in Society

Do you ask lots of really difficult questions? Do you like having arguments? Do you ever wonder what it’s all about? Are you interested in LIFE, DEATH and MEANING? Then you should probably take the Religious Studies GCSE. Examples of the sorts of questions we will be asking are:

• What is a living thing?

• Do we have moral duties to things simply because they are living things?

• Does the foetus have an absolute right to life?

• What is a Just War?

• Can a Holy War be a Just War?

• What is terrorism?

• Is eating animals immoral?

• Is hunting animals immoral?

• Is wearing animals immoral?

• If Darwin was right has the Bible got the creation story wrong?

• Do we have duties to the planet, or are our duties simply to future humans?

• What happens when the oil runs out?

• Is killing humans ever permissible?

• Is killing humans ever desirable?

• What reasons are there for believing in an afterlife?

• If we can eliminate certain diseases by altering the genetic code of humans should we?

• What’s wrong with cloning humans?

• Are there ever cases of justifiable torture?

• What is punishment for?

• Are the poor poor because they are lazy and stupid?

• Can one be too rich?

• Can one be a good Christian and rich?

In each module we will be looking at Christian, Muslim and secular answers to these and many other questions. We will also be keen to hear what your answers are.

GCSE Ethics, Philosophy and Religion in Society course overview GCSE lessons per week 4 Board AQA Specification B Syllabus number 4055 Modular syllabus? Yes Early takes possible? Yes Modules taken Yr 10 June Modules taken Yr 11 June Number of papers in exam 2 Papers taken: Paper 1 (Unit 2) Religion and Life Issues = 1 hr 30 mins

Paper 2 (Unit 3) Religion and Morality = 1 hr 30 mins Textbooks used: AQA Religious Studies B: Religion and Life Issues and AQA Religious Studies B: Religion and Morality by Lesley Parry. Michaelmas course content Yr 10: Religion and Early Life and Religion, War and Peace Lent course content Yr 10: Religion and Animal Rights and Religion and Planet Earth Summer course content Yr 10: Revision and exam preparation Michaelmas course content Yr 11: Religious Attitudes to Matters of Life (Medical Ethics); and Religious Attitudes to the Elderly and Death; Lent course content Yr 11: Religious Attitudes to Crime and Punishment and Religious Attitudes to Rich and Poor in British Society Summer course content Yr 11: Revision and exam preparation Additional information There is no coursework for GCSE Ethics, Philosophy and Religion in Society. Unit 2 is taken in June of year 10 and counts for half of their GCSE. Pupils will sit practice papers throughout the course. Two Saturday revision classes will be held in the summer term before the exam and all students are required to attend. Classes are taught by one teacher only.

RELIGIOUS STUDIES GCSE Unit 2 – Lower 5th Teaching Schedule

The students will sit half their GCSE examination a t the end their L5th year. This unit is intended to encourage candidates to reflect upon religion and life including animal life and environmental issues, prejudice, the right to life, war and peace. In the examination candidates will be expected to illustrate their answers by reference to actual examples in relation to the issues raised, and to make appropriate references to religious stories, teachings and practices that they have studied. Within the areas of study outlined in this unit, candidates are expected to demonstrate knowledge and understanding of:

• relevant teachings from both sacred texts and contemporary religious leaders and organisations;

• the work of voluntary groups and organisations (religious and non-religious), where they make a significant contribution;

• the diversity of viewpoints which may exist within religions; • significant secular responses and the legal position; • the relationship between religious beliefs and teachings and action in the lives of believers.

Within these topics candidates should be familiar with the key teachings from the religion(s) studied and should be aware of how religious leaders and other faith members have interpreted these teachings and applied them to life in society today.

Religion and Early Life – Michaelmas 1- 6

• the concept of the sanctity of life in relation to its preservation; • children being seen as a blessing and gift and the miracle of life; • the issues surrounding when life begins, including at conception, development of backbone,

when heart starts beating, at viability, when the baby is born; • the issues concerning the quality of life, including severe handicaps, unwanted children,

poverty and suffering; • reasons used by religious believers for and against abortion; • the Law and abortion, including the 1967 and 1990 Acts; • the rights of those involved, e.g. mother, father and unborn child; • alternatives to abortion, e.g. keeping the child; adoption and fostering; • Pro-Life and Pro-Choice arguments and pressure groups.

Religion, War and Peace – Michaelmas 7 - 12

• the concepts of peace and justice and the sanctity of life in relation to war and peace; • the causes of war; • conflict, including examples of recent wars; • the reasons why religious believers might go to war, including the criteria for 'Just War' and

'Holy War'; • religious believers and pacifism; • victims of war, including refugees, those maimed; • organisations which help victims of war, e.g. The Red Cross, The Red Crescent; • the work of a religious believer who has worked for peace; • peacekeeping forces, e.g. United Nations, NATO; • issues such as terrorism, weapons of mass destruction and nuclear proliferation; • arguments for and against nuclear weapons, including proliferation; • religious beliefs and teachings and modern statements about war and peace.

Religion and Animal Rights – Michaelmas 13 -14 and Lent 1 - 3

• religious beliefs about the status of animals; • the extent to which animals are different from humans and their relative value; • religious views on animal rights and the means of protecting those rights; • religious responses to the preservation of species from extinction; • the contemporary use and abuse of animals including:

• companionship, e.g. pets, guide dogs, • animals in sport, • transport and work, • animal experiments, • farming of animals (inc. free range and factory farming), • zoos, • hunting, • bull fighting, • the fur and ivory trade, • genetic modification and cloning of animals, • treatment of wildlife;

• issues concerning the slaughter of animals, meat, vegetarian and vegan diets Religion and Planet Earth – Lent 4 - 10 Religion and Planet Earth

• religious beliefs about the origins of life; • religious views about the nature of Planet Earth, e.g. awe and wonder; • religious beliefs about care and responsibility for the planet – stewardship; • the work being done to look after the world – conservation, earth summits, international

action, targets to reduce carbon emissions / greenhouse gases, sustainable development; • problems caused by pollution, such as acid rain, oil spills, toxic chemicals and pesticides; • effects of modern lifestyles – through emissions from cars, factories and waste recycling; • the debate about and the effects of climate change (global warming) – severe weather,

droughts, floods, famine, destruction of crops, effect on plants and animals; • the use and abuse of natural resources, e.g. oil; • destruction of natural habitat, including deforestation.

The summer term will be spent revising the whole syllabus. Students will be given detailed revision packs for each topic and will be expected to attend a Saturday revision morning.

Unit 3 – Upper 5th Teaching Schedule The students will sit the second half of their GCSE examination at the end their U5th year.

The aim of this unit is to enable candidates to address fundamental questions about the basis for religious beliefs and behaviour and to investigate ways in which religious beliefs and values are relevant to specified moral issues and behaviour. Within the areas of study outlined in this Unit, candidates are expected to demonstrate knowledge and understanding of:

• relevant teachings from both sacred texts and contemporary religious leaders and organisations;

• the work of voluntary groups and organisations (religious and non-religious), where they make a significant contribution;

• the diversity of viewpoints which may exist within religions; • significant secular responses and the legal position; • the relationship between religious beliefs and teachings and action in the lives of believers.

Religious Attitudes to Matters of Life (Medical Ethics) and Religious Attitudes to the Elderly and Death – Michaelmas 1- 12 Religious Attitudes to Matters of Life (Medical Eth ics) Within this topic candidates should be aware of religious beliefs and teachings concerning the value of life, the importance of health and healing and who is responsible for life. They should be aware of the religious and ethical issues raised by new medical technologies and of the ways in which people respond to situations within this area and in particular to the following topics:

• the concept of the sanctity of life in relation to medical research and practice in the areas of: • human genetic engineering, including designer babies, saviour siblings, • embryology, • cloning, • stem cell (therapeutic); • transplant surgery, • blood transfusion, • experiments on humans;

• the desire to have children and the ways in which this can be fulfilled through: • fertility treatments such as in vitro fertilisation (IVF), • artificial insemination by donor (AID or DI), • artificial insemination by husband (AIH), • surrogacy;

• the implications of artificial methods of reproduction for those who take part and for the children produced.

Religious Attitudes to the Elderly and Death Within this topic candidates should be aware of religious beliefs and teachings concerning the value of life, the treatment of the elderly, death and what happens after death. They should be aware of the implications of these and of developments in medicine and medical ethics for the ways in which people respond to situations within this area and in particular to the following topics:

• the concepts of the sanctity and quality of life; • senior citizenship, including experience, retirement, role within the family, ageism, finance

and health;

• the role of the family and community in caring for the elderly and the nature of individual and corporate responsibility, including the work of homes for the elderly, hospitals and hospices;

• the law concerning death and euthanasia; • the use of life support machines to sustain life and the problems associated with making

decisions about whether to continue life by artificial means or whether and under what circumstances a machine should be switched off and a life terminated;

• the problems associated with a definition of death and the significance of the heart and the brain together;

• the issue of the right to self-determination in relation to euthanasia; • the distinction between active and passive euthanasia and the contemporary debate about

euthanasia; • the comfort given by religions to the dying and the mourning and beliefs about life after

death.

Religious Attitudes to Crime and Punishment – Michaelmas 13 - 14 and Lent 1 - 4 Within this topic candidates should be aware of religious beliefs and teachings concerning human nature, wrong-doing and the punishment of offenders, and repentance and forgiveness. They should be aware of the implications of these beliefs and teachings in relation to:

• an understanding of the religious beliefs about law and order; • concepts of right and wrong, conscience, duty and responsibility; • the debate about the causes of crime including social, environmental and psychological

explanations; • the different types of crimes, including against the person, property and the state and

religious offences; • the aims of punishment, defined as protection, retribution, deterrence, reformation,

vindication and reparation; • the appropriateness of different forms of punishment in achieving the aims of punishment,

including: • the handling of young offenders, • the effects of imprisonment, • the meaning and implications of life imprisonment, • issues arising out of parole and early release, • the debate about the death penalty (capital punishment);

• alternatives to prison, including electronic tagging, probation, fines and community service and the debate about prison reform.

Religious Attitudes to Rich and Poor in British Society – Lent 5 - 10 Within this topic candidates should be aware of religious beliefs and teachings concerning individual wealth and poverty and explanations for the existence of both rich and poor in society. They should be aware of the implications of these beliefs and teachings in relation to:

• religious attitudes towards the rich and the poor; • religious attitudes towards the responsible use of money; • the possible causes and sources of wealth, including business and enterprise, gifts and

inheritance, earnings and savings; • the possible causes of poverty, including:

• homelessness, • laziness, • apathy, • gambling,

• lack of education, • family situation, • dependency, • illness;

• ways of overcoming poverty: what is being done to help people break out of the poverty trap, including counselling, training, education, fund raising and the work of charities and religious organisations;

• issues such as the minimum wage and excessive salaries; • the debate about who is responsible for the poor and what they should do to care for the

poor, including the roles of the state, the community and the family; • the role of the lotteries as a source of charity funding and personal wealth; whether or not it

is right to take part. The summer term will be spent revising the whole syllabus. Students will be given detailed revision packs for each topic and will be expected to attend a Saturday revision morning.

Geography The EDEXEL GCSE syllabus A has been selected to make Geography an attractive option. Geographical issues are constantly in the newspapers and this syllabus reflects this dynamism. The physical topics deal with the interaction with man’s activities and we will study the most recent [and the pupils the most relevant] examples. While the environmental topics deal with topical issues such as getting rid of our waste is reaching crisis point and the provision of fresh water is one of the most serious problems in LEDCs and “who does water in a river belong to?” an issue which is causing many disputes. The human topics include economic, farming, settlement, population, issues which all continue to change and this morning’s news is often relevant to a lesson. Tourism is always popular because pupils relate the issues to their own experiences. Challenges for the planet are considered in climate change and sustainable development; both hot topics and reach our newspapers every week, if not every day! Overall the reduced smaller content fits in well with the new modular system and allows us to study topics in more depth, rather than race through them. This enables slower pupils to cope well yet gives plenty of scope for high fliers to study additional topics. The department has fully embraced the computer age with extended resources, broad ranges of teaching styles which enables pupils to develop their own research skills We have a huge resource bank on our intranet site, which includes 2,000 newspaper articles, filed in the appropriate topics, .key notes for each topic, which has proved to be of enormous benefit at exam time and banks of up to date articles written by specialist Geographers, for research: pdf files of Smartnote / PowerPoint presentations to help near exam time, or to catch up on lessons missed. The value of our intranet site is borne out by the fact that the Geography site is one of the most visited. So much Geography appears in the newspapers that studying the subject makes for interesting people, interested people good social skills and knowledgeable responses at interviews.

GCSE Geography course overview GCSE lessons per week 4 Board Edexel A Syllabus Modular syllabus? Yes Early takes possible? Yes Number of papers in exam 3

Papers taken: Unit 1 [25%] Geographical skills and Challenges Unit 2 [25%] The Natural Environment Unit 3 [25%] The Human Environment Unit 4 [25%] Investigating Geography; a controlled assessment paper

Total mark 100 % of final GCSE mark 25% How is Investigation paper marked? Internally marked and externally moderated

Investigation: Starts: Yr 10, Summer – fieldwork and data collection takes place Ends: Yr 11 Michaelmas and Lent Terms – controlled assessment write up

Textbook used: The specification textbook recommended by Edexel “Tomorrow’s World”, complete with a “Revision guide” Retake policy The board states that one retake only is allowed on each unit and at least two units must be sat at the final exam session in June in year 11. The current thinking by the exam boards is that the marks from the two papers sat in the final session will count, even of you have a higher mark from an earlier sitting. This means that unit 1 [Geographical Skills and Challenges] and unit 4 [the controlled assessment] will be sat only once, at the end of year 11. Unit 2 [the Natural Environment] and unit 3 [the Human Environment] will be sat at the end of year 10 with a re-sit available in January of year 11.

Unit Unit title Method

of assessment

Exams available

First exam

available Weighting Exam

time Structure of assessment

1 Geographical

skills & Challenges

1 hour Examination

January/ June June 2010 25%

External assessment –

mixture of short answer and

extended answer questions

2 The Natural Environment

I hour Examination

January/ June June 2010 25%

External assessment –

mixture of short answer and

extended answer questions

3 The Human Environment

1 hour Examination

January/ June June 2010 25%

External assessment –

mixture of short answer and

extended answer questions

4 Investigating Geography [fieldwork]

Controlled Assessment June June 2010 25% Controlled

assessment task

The Syllabus

Unit 1 Geographical skills and Challenges

Section A – Geographical skills includes basic interpretation skills, map skills, graphical skills, enquiry skills, ICT skills and GIS [Geographical Information Systems] skills Section B – Challenges for the Planet includes Climate Change and Sustainable Development

Unit 2 The Natural Environment

Section A requires at least one topic from… Coastal Landscapes, River Landscapes, Glaciated Landscapes, Tectonic Landscapes Section B requires at least one topic from … A Wasteful World [with the emphasis on our waste products] and A Watery World [with the emphasis on water as a global resource]

Unit 3 The Human Environment

Section A requires at least one topic from … Economic Change, Farming and the Countryside, Settlement Change, Population Change Section B requires at least one topic from … A Moving World [with the emphasis on migration] and A Tourist’s World [ie Tourism]

Unit 4

Investigating Geography is enquiry and skills based, allowing our pupils to maximise the resources available to them locally.

An extensive list of topics is provided but the fieldwork tasks for investigation within the chosen topic will change each year [and as the Investigation can only be sat in June, it is only feasible to submit this unit once]. There is great scope for individual initiative, but also scope within the regulations for plenty of advice for the less confident or imaginative.

Additional information Typical grade boundaries: 80% - A* 70% - A 60% - B 50% - C

All classes are usually taught by one teacher for the duration of the course. Year 10: We will teach ‘The Natural Environment’ and ‘The Physical Environment’ with a view to taking both papers at the end of year 10. After the examination period, we will carry out the Fieldwork and begin preparations for the write up Year 11: We will concentrate on the Skills paper and the Controlled assessment [the fieldwork write-up] as well as going over the syllabus for units 2 and 3 again for the retakes in the January exam session. We will enter pupils for the Unit 1 [Geographical Skills and Challenges] and Unit 4 [the Controlled Assessment] in the final exam session in June of year 11.

History How did the modern world get to be where it is today? By studying the past you will discover the origins of problems in the present, and thereby be in a better position to explain them. We start with ‘ten days that shook the world’: the Russian Revolution of 1917. Communism was a great social experiment that was supposed to create a workers’ paradise of equality, but ended up in brutal dictatorships that consumed over a hundred million lives. We then turn to British history in the 1930s and 1940s, a period that forged our nation into a people’s state, as represented by the Dunkirk spirit and the NHS. Next, we assess the morally outrageous racial segregation that existed in 1950s America, and the efforts by protestors like Martin Luther King to overcome injustice. We also try to work out who assassinated JFK. Finally, we look at the titanic struggle between the superpowers to achieve world-wide domination, an era in which everyone lived in fear of nuclear holocaust. Famous events that any educated person should know about, such as the Cuban Missile Crisis in 1962 or the fall of the Berlin Wall in 1989, are discussed. To pick up a newspaper or watch the news and truly understand current affairs requires some knowledge of historical context. The GCSE’s broad sweep of the 20th Century helps to do just that. The dramatic and human qualities of the subject stir the imagination; and it encourages the ability to debate interpretations and evaluate evidence.

GCSE History course overview

GCSE lessons per week 4 Board EDEXCEL Syllabus number History A (Modern World) 2HA01 Modular syllabus? Yes Early takes possible? Yes Number of papers in exam 3

Units taken: Unit1 The Cold War 1945-91 (factual) = 1 hour 15 minutes

Unit 2 Russia 1917-39 (factual) = 1 hour 15 minutes Unit 3 War and British society 1931-51 (sources) = 1 hour 15 minutes Unit 4 Government and Protest in the USA 1945-70 = coursework

Course Content

Year 10

Michaelmas Russia 1917-39

Lent War and the transformation of British society 1931-51

Summer Revision of Russia 1917-39 and War and British society 1931-51

Year 11

Michaelmas Government and Protest in the USA 1945-70

Lent The Cold War 1943-91

Summer Revision of the Cold War 1943-91

How is coursework marked? Internally % of final GCSE mark 25%

Additional information All sets are taught by one teacher for four lessons a week, there may be a change from L5 to U5 teacher, but this is not the norm.

Typical grade boundaries are: - 80% - A*, 70% - A, 60% - B, 50% - C, 40% - D, 30% - E

Brighton College History GCSE Course: Year 10

Michaelmas Term Lent Term Summer Term The collapse of the Tsarist regime 1917 The nature of Tsarist rule & impact of WW1 Fall of the Tsar and Provisional Government Bolshevik takeover and consolidation 1917-24 The October revolution Imposing Bolshevik control & creating a new society

Impact of the Depression 1931 -39 Unemployment Case Study: The Jarrow Crusade Britain alone BEF, Dunkirk and Churchill Battle of Britain and the Blitz

Revision of Russia 1917-39 Revision of War and British society 1931-51

Half Term Half Term Half Term

The nature of Stalin’s dictatorship 1924 -39 Struggle for power 1924-28 The purges of the 1930s Propaganda and censorship Economic and Social changes 1928-39 Collectivisation & industrialisation Life in the Soviet Union

Britain at war Rationing and changing role of women D-Day and defeat of Germany Labour in power 1945-51 Labour comes to power The attack on want The NHS

Examinations

History GCSE Course: Year 11

Michaelmas Term Lent Term Summer Term Government and Protest in the USA 1945 -70 The Civil Rights Movement 1945-62 Changes in the Civil Rights Movement 1963-70 The Presidency – Eisenhower, Kennedy & Johnson. Protest, dissent and assassination 1955-70

Retake examinations of Russia 1917-39 & Britain 1931-51 How did the Cold War develop 1943-56? Peace conferences and the Iron curtain Berlin Airlift and Hungarian Revolt

Why did the Cold War end? Invasion of Afghanistan 1979 Collapse of the Soviet Union 1991 Revision of the Cold War 1945-91

Half Term Half Term Half Term

Controlled assessment of above topic Revision for retakes of Russia 1917-39 & Britain 1931-51

Three Crises: 1957 -69 Berlin, Cuba and Czechoslovakia 1957-69

Examinations

ICT Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. The importance of the subject was recently highlighted by Christine Gilbert, Her Majesty’s Chief Inspector, as she said: 'Around 77 per cent of the workforce now uses information technology in their job and the demand for these skills is likely to continue to increase. Schools must equip young people with the tools to ensure their employability”. The course aims to meet the demands of society by placing the emphasis on learning the skills required for the 21st Century by allowing pupils to demonstrate an imaginative approach to solving several problems as part of the course work element of the subject. This is supported by looking at how ICT is affecting the world around you both within and outside of school. At all times the subject matter will relate to “real life” situations that most pupils should be able to relate to.

ICT course overview

GCSE lessons per week 4 Board OCR Syllabus number 1994 Modular syllabus? Yes Early takes possible? Yes Number of papers in exam 2 as well as 2 coursework modules Why study Information and Communication Technology? The world is becoming increasingly dominated by the use of ICT systems, which influence every aspect of our everyday lives. The study of ICT will help provide you with the analytical, communication and technical skills that you will need as an active participant in this exciting and dynamic world. The course will also provide you with an essential foundation for any further courses including those specific to the use of computers and new technology such as A-level, AS, vocational and occupational courses.

You will study • How ICT is used for work and leisure; • The positive and negative effects of ICT on society; • How to design and use ICT systems; • Hardware, software and communication networks.

You will learn • How to use software such as desktop publishing, web design, databases, spreadsheet; • About practical design of ICT systems; • Key skills in numeracy, communication and ICT; • How to apply ICT to real life situations and solve problems; • How to use ICT to research, acquire, manipulate and present information.

Assessment This course consists of four modules. The first two modules make up a short course in ICT. By extending these to take the other two modules, you can achieve a full course GCSE. Modules 2 and 4 are based on coursework while modules 1 and 3 are written examinations. Coursework is marked internally and moderated externally. There are two levels of entry for the examination papers: Foundation and Higher.

Assessment Unit Entry code Title Duration Short Course Weighting Full Course Weighting

1 2357F ICT: Paper 1

(Foundation) 1 hr 40% 20%

2357H ICT: Paper 1 (Higher) 1 hr 15 m

2 2358 ICT: Coursework Projects 1a/1b

- 60% 30%

3 2359F ICT: Paper 3

(Foundation) 1 hr 20%

2359H ICT: Paper 3 (Higher) 1 hr 15 m

4 2360 ICT: Coursework Project 2 - 30%

All units can be taken in January or in June.

Re-sit rules

Candidates may re-sit any unit or option within a unit once only prior to certification. The better score will be used in the aggregation. Individual unit results will have a shelf-life limited only by that of the qualification.

Specification Content

• Module 1 - Computer systems, communications technology and information management This is assessed by written examination.

• Module 2 - Practical skills and understanding relating to the use of ICT applications You will produce two minor coursework projects. The first project is about presenting information and the second is chosen from handling data, modelling, measuring or control. The theoretical concepts in this module are examined with Module 1.

• Module 3 - ICT applications, systems, networks and computer technology This third module is assessed by written examination.

• Module 4 - Problem solving using ICT The final module is a major coursework project where you should produce your own fully documented ICT system to tackle a real problem of your choice. The theoretical concepts in this module are examined with Module 3

Outline of the Course You will study ICT during 4 periods a week.

Theory Practical

Michaelmas Year 10

• Computer systems: components and types of system

• Input and output devices • Storage devices and media • Introductory communications • Systems tasks and software • Word processing, desktop publishing, web

design and other presentation software • Graphics production and image manipulation

Project 1a – Presenting Information (Word Processing, Desktop Publishing, Web design, Multimedia Presentation…)

Lent Year 10

• Information management and effects of IT: legal issues, implications, health and safety

• Data: types and terminology • Spreadsheets, modelling and simulations • Databases

Project 1b – Modelling (Spreadsheets)

Summer Year 10

• Measuring & Data Logging • Control Systems

Project 1b – Control

Michaelmas Year 11

• Computer technology • Legal, Economic and Political Issues relating

to the use of ICT • Information Systems and Applications • Networks (Wide and Local Area Networks)

Project 2 – Problem Solving (Databases) • Design • Development, Testing and

Implementation • Documentation • Evaluation

Lent Year 11

Although a suitable textbook endorsed by this specification will be recommended, all resources will be provided online, on the school Intranet and Extranet.

Mathematics Mathematics is a subject that helps us to analyse the world around us in a precise and definite manner. It allows us to search for patterns in nature and to find relationships between events that occur that we can use to make predictions. Many of the current problems that mankind faces (global warming, pollution, electricity production, etc.) will only be solved in the future by the use of complex Mathematics. All of this Mathematics has at its heart the basic building blocks of the GCSE course. Mathematics is a vital subject for pupils wishing to look at many science-related degrees and is highly regarded by all universities. It is expected that all pupils will gain a C grade or above in GCSE Mathematics in order to apply to universities, though A and A* grades will be expected for Mathematics-orientated courses. As well as providing key numeracy skills, learning Mathematics enables people to develop their logical thinking, their problem solving skills and ideas of proof and precision. The GCSE course starts to tie many topics together and provides the building blocks of the subject that will be necessary to study Mathematics at AS and A2 levels. We have seven Mathematics sets in each of the L5th and U5th years so that everyone can move at a rate suited to his/her ability in the subject. Those who find Mathematics more difficult will be put in a smaller set where there is more opportunity for extra help and personal attention. Pupils in the top set will take GCSE at the end of the L5th year and then will start some AS level work during their U5th year, so that they are in a good position to study Further Mathematics in the Sixth Form.

GCSE Mathematics course overview GCSE lessons per week 4 in L5, 4 in U5 Board EDEXCEL Syllabus number GCSE 1380 Modular syllabus? No Early takes possible? Yes Number of papers in exam 2 Papers taken: Paper 3 = 1 hr 45 mins (non-calculator)

Paper 4 = 1 hr 45 mins (calculator) Textbooks used: Higher GCSE Mathematics Revision and Practice (David Rayner)

Course C ontent

Year 10

Michaelmas Bounds / inequalities / quadratics / area and volume / proportion/circle theorems

Lent Indices / trigonometry / quadratics / surds / graphs

Summer Congruency / histograms / revision

Year 11

Michaelmas Quadratics / algebraic fractions / vectors / trigonometry

Lent Revision.

Summer Revision

Additional information GCSE 1380 is a new course (examined for the first time in June 2009) that is broadly similar in content to previous courses but that contains no coursework. The pace of progress through the scheme of work is adapted by individual teachers to suit best the ability of their classes.

Michaelmas Term

Scheme of work Lower 5th Year Group

Scheme of work Upper 5th Year Group

Week 1 Combined transformations Completing the square Week 2 Bounds Quadratics Week 3 Inequalities Algebraic fractions Week 4 Inequalities Algebraic fractions Week 5 Quadratic functions Vectors Week 6 Quadratic functions Vectors Week 7 Cumulative frequency Trigonometry Week 8 Area and volume Trigonometry Week 9 Area and volume Graphs Week 10 Proportion Transformations Week 11 Proportion Proportion Week 12 Term test Surds Week 13 Circle theorems Area and volume Week 14 Circle theorems Area and volume

Lent Term Lower 5th Year Group Upper 5th Year Group Week 1 Fractional indices Trials exams Week 2 Fractional indices Revision Week 3 Sine and cosine rules Revision Week 4 Sine and cosine rules Revision Week 5 Quadratic formula Revision Week 6 Surds Revision Week 7 Surds Revision Week 8 Exams Revision Week 9 Exponential functions Revision Week 10 Graphical solutions Revision Week 11 Graphical solutions Revision Summer

Term Lower 5th Year Group Upper 5th Year Group

Week 1 Congruent triangles Revision Week 2 Congruent triangles Revision Week 3 Histograms Revision Week 4 Revision Revision Week 5 Revision Study Leave Week 6 Exam week Week 7 Examination check Week 8 Statistics Week 9 Statistics Week 10 (Activities week)

� Revision is an important aspect of the course. Topics are usually taught discretely and it is

necessary to look at how they may be combined in exam questions. � Individual teachers will vary the pace of work to suit the ability of the class concerned.

Modern Foreign Languages

In the Modern Foreign Languages department at Brighton College we work together to draw on our wide range of experiences and use this knowledge to enrich the learning of the pupils in our lessons. With a staff that has an excellent balance of native speakers and non-natives pupils can be sure that they will be taught, not only about the structure of languages and what it takes to achieve success in their examinations, but also how life-changing the knowledge of another language can be. The possibilities for a languages learner are superior to those a monolingual both socially and the job market. Graduates of Modern Languages degrees have superior chances of gaining employment after university, not to mention the amazing travel opportunities and greater understanding of the world around them. Choosing more than one language or combining them with Latin is an excellent way for the enthusiastic and able linguist to enhance their options. Some pupils worry about becoming confused between languages but often it is the case the benefits far outweigh any temporary confusion. In the Modern Foreign Languages department we are able to open up a world of possibilities for our enthusiastic and dedicated pupils.

French 10 good reasons why to choose French GCSE

1. To increase global understanding with Europe. As globalisation, mobility and communications are bringing the world ever closer together, more urgent is the need for global citizens to be competent in other languages.

2. To improve employment potential: If businesses are to effectively compete in a global economy, they must learn to deal with other cultures on their own terms. Moreover, multiple government agencies, the travel industry, engineering, communications, the field of education, international law, economics, public policy, publishing, advertising, entertainment, scientific research, and a broad array of service sectors all have needs for people with foreign language skills.

3. To increase native language ability. Research shows that knowledge of other languages boosts students' understanding of languages in general.

4. To sharpen cognitive and life skills. Because learning a language involves a variety of learning skills, studying French can enhance one's ability to learn and function in several other areas.

5. To improve chances of entry into university.

6. To appreciate French literature, music, and film

7. To make travel and holidays more enjoyable although it's possible to travel to France, Canada, Switzerland, Belgium and North Africa without speaking French, your experience will be largely shaped by your ability or inability to see beyond the surface of the culture.

8. To expand study abroad options.

9. To increase understanding of oneself and one's own culture. Knowing another language and culture affords you the unique opportunity of seeing yourself and your own culture from an outside perspective.

10. To make lifelong friends. Knowing other languages effectively increases the number of people on the globe with whom you can communicate.

GCSE French course overview GCSE lessons per week: 4 (including 1 in a language lab if possible) Board: AQA Syllabus number: 4658 Modular syllabus? No Early takes possible? Yes (generally for native speakers or when recommended by the

teacher) Number of papers in exam: 2 papers (listening and reading) and 2 controlled assessments

for speaking and writing carried out throughout the two years Papers taken: Paper 1 Listening = 40 minutes (+ 5 minutes reading time)

Paper 2 Reading = 40 minutes Paper 3 Speaking = controlled assignment (2 tasks submitted to moderation) Paper 4 Writing = controlled assignment (2 tasks submitted for marking)

Textbooks used: Expo 4 – Higher (for AQA) by Clive Bell & Rosi McNab

Course content

Year 10

Michaelmas Leisure & Free time

Lent Home town

Summer School & Work

Year 11

Michaelmas Holidays

Lent Healthy lifestyles & World Issues

Summer Exam revision How are controlled assignments 2 speaking tasks assessed internally

and moderated by marked? AQA 2 written tasks assessed externally by AQA Total mark 60 per skill % of final GCSE mark 30% per skill Additional information All controlled assignments are on-going and linked to topics studied in class. Pupils are required to prepare 2 pieces for each skill over the 2 years, though teachers may decided to prepare more pieces in order to have a choice as to which ones to submit.

Teachers choose which skill and topic to do, and those will be taught and completed as part of normal timetable and homework.

Due to their flexible nature, the teacher is in charge of assessments’ choice for titles and skills within the specifications dictated by the exam board and not everyone will do the same titles. However these should not be considered as a huge task, but as a final end of unit, written or oral exercise that would be undertaken anyway.

The assignments’ deadlines are as followed: writing 1 June 2010, writing 2: January 2011. Speaking 1: October 2010, speaking 2: March 2011

German Although fewer people are opting to study German, it is a language which is of considerable importance in Europe – the first language of more people than any other. German is a language which has many connections to English and the grammatical rules are logical. We are following the new AQA German course to GCSE and we will be using the Nelson Thornes Textbook, which has been produced by collaboration between AQA and Nelson Thornes, which will prepare the candidates well for the examination, both in terms of content and by giving plenty of appropriate examination practice. The course will be taught for beginners, although candidates with previous knowledge of German will be fast-tracked as appropriate. Writing and speaking will each be worth 30% of the final examination and they will both have four controlled assessments which will be carefully prepared in class. Each piece of written work will be 300 words in length, so allow the candidates plenty of scope to show the range of their knowledge.

GCSE German overview GCSE lessons per week: 4 Board AQA Syllabus number 4668 Modular syllabus? No Early takes possible? Yes Papers taken : Listening 45 minutes

Reading 50 minutes. The speaking and writing tests are in the form of controlled assessments, which are internally assessed. Two tasks are then submitted to the examination board. Textbook used: Nelson Thornes GCSE German course, supported by the online resource “ Kerboodle”

Course Content Year 10

Michaelmas Healthy and unhealthy lifestyles and their consequences, relationships with family and friends, marriage, social issues and equality Grammar: present tense verbs, pronouns, modal verbs, comparison of adjectives

Lent Racial issues, free time activities, shopping and new technology. Grammar: co-ordinating and subordinating conjunctions, perfect tense with haben and sein, imperfect tense of weak verbs.

Summer Holiday plans, home and local area. Grammar: word order, prepositions taking the accusative case, interrogatives.

Year 11

Michaelmas House and home, daily routine, traditional festivals, geographical area, problems facing the planet Grammar: separable and reflexive verbs, all groups of prepositions, adjective endings, the imperative

Lent School/college, future plans, pressures and problems, work experience. Grammar: conditional mood, imperfect subjunctive of modal verbs, word order rules.

Summer Revision of all aspects of the syllabus, both grammatical and lexically. Past papers will be used as available for examination practice.

Mandarin Preparing for the future Mandarin is currently the fastest-growing language learnt in the UK. But learning Mandarin is much more than learning a language: it is learning a new culture, and a new way of thinking about the world. As China's economy becomes ever larger, knowing Chinese will become an ever more relevant skill in the 21st Century. Not only will you be placed a step ahead of most people in your generation by being able to speak Mandarin, but you will gain an insight into a fascinating country. The course you will follow will give you the chance to go to China and make friends there, and also take part in a wide range of Chinese cultural activities. Mandarin is a suitable subject for anyone who enjoys a challenge. Although it will be time-consuming, don't be too daunted - it is definitely achievable with a steady amount of work. The Department will teach you at the level you feel most comfortable with to start at first, and then assess you at the end of the L5th to see if you can take the full GCSE course. If you need a bit longer to master the skills required you can take the ELC (Entry Level Certificate) or the FCSE (Foundation Certificate of Education) instead, both of which are recognised qualifications that carry UCAS points and BC points for sixth form entry. Universities and employers will be thrilled and impressed with a Mandarin qualification, so if it is not a GCSE this will not hold you back in the later stages of your life and career. If you would like to find out more please speak to the Head of Mandarin, Miss Jing Jing Zhao at [email protected].

GCSE/FCSE/ELC Mandarin course overview Lessons per week 4 Board AQA Syllabus number 4670 Modular syllabus? No Early takes possible? Yes (when recommended by teacher) Number of papers in exam 2 (with 4 additional controlled conditions assessments) At the end of Yr 10, assessment will be made at whi ch type of exam the pupils will take, ELC, FCSE or GCSE. ELC and FCSE course information:

• Theme 1 My World • Theme 2 Holidays Time and Travel • Theme 3 Work and Lifestyle • Theme 4 The Young Person in Society

ELC FCSE

AQA provide the Reading and Writing assignments.

AQA provide the Reading and Listening assignments.

The department either set our own Speaking and Listening assignments or use the ones provided by AQA.

The department either set our own Speaking and Listening assignments or use the ones provided by AQA.

Assignments can be re-taken if necessary.

GCSE course information: Papers taken: Unit 1 Listening = 40 mins (plus 5 minutes reading time)

Unit 2 Reading = 40 mins Textbook used: Kuai Le Han Yu (subject to change as new books may

become available before the introduction of the new course). Michaelmas course content Yr 10: Free time, Media and Holidays Lent course content Yr 10: Home and Environment Summer course content Yr 10: Lifestyle, Health and Education Michaelmas course content Yr 11: Relationships and Choices Lent course content Yr 11: Education/Jobs

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ELC

Pupils will produce a portfolio of four units. One taken from each theme.

FCSE Pupils will produce a portfolio of three units, each selected from a different theme.

Summer course content Yr 11: Exam Practice How is controlled conditions work marked? 2 speaking tasks assessed internally and

moderated by AQA 2 written tasks assessed externally by AQA

Total mark 180 UMS % of final GCSE mark 60% Controlled Conditions Speaking 1 Starts: Yr 11, Michaelmas, week 5

Ends: Yr 11, Michaelmas, week 7

Controlled Conditions Speaking 2 Starts: Yr 11, Lent, week 5 Ends: Yr 11, Lent, week 7 Controlled Conditions Writing 1 Starts: Yr 11, Lent, week 8

Ends: Yr 11, Lent, week 10 Controlled Conditions Writing 2 Starts: Yr11, Michaelmas, week 8 Ends: Yr11, Michaelmas, week 10 Number of lessons given to controlled conditions ta sks preparation 4 – 6 Number of preps given to controlled conditions task s: 4

Brighton College Mandarin Year 10 Weekly Planner 20 09-2010 Please note that this plan may be altered depending on the level/proficiency of the class and/or the

professional judgement of the individual teacher.

Wk Michaelmas Term Lent Term Summer Term 1 2 3 4 5 6 7 8 9 10 11 12 13-14

Revision of greetings, introductions, family members, numbers, age, food and drink, subjects, time and days of the week Describing the weather Talking about different types of jobs and expression ambitions for the future Discussing hobbies and activities Describing your house and your room, talking about daily routines Revision

Learning about domestic appliances and housework Talking about shopping and clothing, using describing words and expressing opinions Vocabulary revision Using directions to describe places in a town Revision

Learning about modes of transport and travel in relation to countries and continents Talking about parts of body and illnesses EXAM WEEK Description of appearance Revision

Brighton College Mandarin Year 11 Weekly Planner 20 08-2009 Please note that this plan may be altered depending on the level/proficiency of the class and/or the

professional judgement of the individual teacher.

Wk Michaelmas Term Lent Term Summer Term 1 2 3 4 5-6 7-8 9 10 11 12 13-14

Revision of previous knowledge, everyday life and customs Places in the town School life Controlled assessment - Speaking Controlled assessment - Writing Discussing jobs and occupations Discussing travel and holidays Discussing festivals Revision

The natural environment Internet Discussing your feelings in Chinese Controlled assessment - Speaking Controlled assessment - Writing Revision questions and revision of all topics

Mock Exams Exam revision and practice

Spanish Spanish is the language that can reveal to us the great works of Cervantes, the passion of Flamenco or just the meaning of a menu on holiday. The breadth of uses for Spanish and the enjoyment that can be gained from communicating in another tongue are both reason enough to continue a linguistic journey. Beyond these factors Spanish has an appeal that no other language can match. In the wake of Columbus almost an entire continent, itself diverse and culturally rich, now speaks Spanish. From the frosty southern tip of Chile to a deli in downtown Manhattan, Spanish is the language that opens doors to exciting new experiences. Language learning in the classroom can sometimes be perceived as methodologically distant from the thrill of real communication but in the Spanish department at Brighton College we seek to engage the pupils in proactive learning that allows them to explore their linguistic potential. They can do so supported by clear and concise explanations of some Spanish grammar’s more complex challenges. With clarity and brevity from the teaching staff the way is open for pupils to spend more time inventing dialogues or engaging with original sources. By studying Spanish at Brighton College the possibilities are manifold and the method crystal clear, and we take great pleasure in knowing that pupils who complete their GCSE have often gone on to explore countries about which we have enthused them.

GCSE Spanish course overview GCSE lessons per week 4 Board AQA Syllabus number 4698 Modular syllabus? No Early takes possible? Yes (when recommended by teacher) Number of papers in exam 2 (with 4 additional controlled condittions assessments) Papers taken: Paper 1: Reading = 40 mins

Paper 2: Listening = 40 mins (plus 5 minutes reading time) Textbook used: AQA Spanish by Nelson Thornes

Course C ontent

Year 10

Michaelmas Home and Local Area

Lent Free Time and the Media/Holidays

Summer Health/Relationships and Choices

Year 11

Michaelmas The Environment

Lent Education/Jobs

Summer Exam Practice How is controlled conditions work marked?

2 speaking tasks assessed internally and moderated by AQA 2 written tasks assessed externally by AQA

Total mark 180 UMS

% of final GCSE mark 60%

Controlled Conditions Starts Ends Speaking 1 Yr 10, Summer, week 1 Yr 10, Summer, week 2 Speaking 2 Yr 11, Michaelmas, week 2 Yr 11, Michaelmas, week 3 Writing 1 Yr 10, Summer, week 4 Yr 10, Summer, week 5 Writing 2 Yr 11, Michaelmas, week 11 Yr 11, Lent, week 1 Number of lessons given to controlled conditions ta sks preparation: 4 - 6 Number of preps given to controlled conditions task s: 4

Music If you enjoy performing music in your own time and learning an instrument, having singing lessons or enjoy creating music on computers or on paper, then this is a good subject to choose at GCSE! If you want to broaden your knowledge of Classical, Popular and World music then this course will give you an appreciation of the diversity of musical styles that exist today. You will need some existing music skills (at least grade 3/4 on any instrument or singing) and you will learn how to improve your performing skills and your composing skills. You will analyse various pieces of music and discover how they fit into a broad history of music spanning 400 years. You will be assessed by performing one solo and one ensemble piece; composing two original compositions; and listening to and appraising your set works in a 90 minute written exam. Music is a well respected GCSE subject and could be the opportunity for you to develop your skills enough to take AS music in the sixth form. Your listening skills will be sharpened and your performing skills will give you greater confidence in playing to an audience. Overall, this is a great subject for those with a passion in and skill for music making.

GCSE Music course overview Board: EDEXCEL Syllabus: 2MU01 Modular: NO Early takes: NO Number of papers: 3 1: Performing music 30% 2: Composing music 30% 3: Listening and appraising 40% Main textbooks used: A STUDENT GUIDE TO GCSE MUSIC OUTLINE OF COURSE: (*The titles of the set works may be found on the Edexcel website) Performing Composing Listening and appraising

Michaelmas Term Year 10

Playing to peers. Choosing repertoire. Playing in public.

Composition exercises. Listening analytically.

Study of set works in Area of Study 1.

Lent Term Year 10

Choosing pieces for end of year assessment. Playing in public.

Composition work for end of year exam

Study of set works in Area of Study 2.

Summer Term Year 10

End of year practical assessment

Creation of a major composition.

Study of set works in Area of Study 3.

Michaelmas Term Year 11

Choosing final pieces. Playing them in public.

Composing the two final compositions – early stages. Performing and refining compositions

Study of set works in Area of Study 4.

Lent Term Year 11

Recording performance pieces for exam board.

Final version of two compositions completed

Revision of all 4 areas of study

Summer Term Year 11

Performing completed

Compositions completed and sent to the exam board

Written exam to assess knowledge of all four areas of study

Weekly Music Study Term 1 Weeks Course Content

1-3 Listening: Introduction to the main periods covered by Area of Study 1 – Baroque, Classical and Romantic. Picking out the salient features of each musical style.

1-3 Composing: Introduction to the basics of notation including note names, note values, time and key signatures.

1-3 Performing: Students to bring in instruments and play to each other. This doesn’t have to be a completed piece, but could be some ‘work in progress’.

4-6 Listening: Area of Study 1 – Western classical music 1600-1899. Begin work on Handel: Chorus: And the glory of The Lord from Messiah. Relate study of Baroque musical features to this work. This study should also include a brief look at the composer, a basic analysis of the set piece and the key points of the genre, placing the music in an historical context and, if time, a look at other

works by Handel. 4-6 Composing: Chords and cadences, and musical structures found in the set works from Area of

Study 1. 4-6 Performing: Set individual goals for a performance in week 12. 7-10 Listening: Mozart: 1st Movement from Symphony No. 40 in G minor. This is a large-scale sonata

form movement and will take a few weeks of lesson time to cover in detail. Study should include a look at what constitutes the form of a classical symphony, the structure of sonata form, the classical orchestra, and the set movement itself.

7-10 Composing: Simple melodic construction. This ties in neatly with the study of classical music and the importance of balanced four bar phrases. Students write their own melodies using a simple eight bar (4+4) phrase structure.

7-10 Performing: Individual work continues 11-15 Listening: Romantic piano music and the set work of Chopin: Prelude No 15 in D flat major. The

background study should include work on Romanticism in music generally, the development of the piano in the Romantic period and a basic analysis of the set piece.

11-15 Composing: Writing a romantic melody. Students choose an emotion or idea, eg love, and write an expressive melody.

11-15 Performance: Practise leading up to class performance at end of term. Aim for each student to perform one piece.

Term 2 Weeks Course Content

1-4 Listening: Area of Study 2 – Music in the 20th century. Begin work on Bernstein: Something’s Coming from West Side Story. This four weeks of study needs to cover the origins of the musical genre, the background and story of West Side Story, the composer Leonard Bernstein and the different song forms found in the work. Central to this work are the musical features of jazz that permeate the music.

1-4 Composing: Setting words to music and simple song writing exercises. 1-4 Performing: This term should include organising potential class ensembles, as students who

have no experience of group music making will need several weeks of practise. 5-8 Listening: Schoenberg: Peripetie from Five Orchestral Pieces, Op. 16. Again, some work on the

composer and this genre of music needs to be covered in addition to a basic analysis of the set work.

5-8 Composing: Using simple chords to harmonise melodies. Students can use their song pieces from weeks 1–4 and write simple accompaniments/chords for their songs.

5-11 Performing: Continue solo and ensemble work. Aim for a solo performance from each student in the last week of term.

9-11

Listening: Reich: 3rd Movement (fast) from Electric Counterpoint. Work to include a study of minimalism and the associated techniques and features. Analyse the set work and study the composer.

9-11 Composing: Writing a short minimalist piece from a given opening. Using just two melodic lines (given by the teacher), students try out some of the techniques inherent In the minimalist style, such as note addition (subtraction), phasing, counterpoint and cross rhythms.

Term 3 Weeks Course Content

1-4 Listening: Area of Study 3 – Popular music in context. Miles Davis: All Blues from the album Kind of Blue. Work should include a general study of the main landmarks in jazz, including, trad/Dixieland jazz, big band and swing, bop and free jazz. Look at the other music by Miles Davis and analyse the set work.

1-4 Composing: This term is the time to start Composition 1. Having covered seven different set works so far, students can choose one as the stimulus for their own composition or compose in a style that falls under the broad headings of the Areas of Study covered so far.

1-4 Performing: Preparation for end-of-year assessment. One solo piece and one ensemble piece. 5-8 Listening: Moby: Why Does My Heart Feel So Bad? from the album Play. The work should

include an analysis of the song and a look at how Moby uses technology. 5-8 Composing: Work on Composition 1. 5-10 Performing: Continue both solo and ensemble work. Assist as necessary. 9-10 Listening: Revision weeks on Areas of Study 1 and 2 for an end-of-year Listening and

Appraising examination.

9-10 Composing: Work on Composition 1. Term 4 Weeks

Content

1-4 Listening: Area of Study 4 – World music. The featured work is Capercaillie: Skye Waulking Song from the album Nàdurra. Study the background to this folk song and work through a basic analysis of the music.

1-4 Composing: Aim to complete Composition 1 by half-term. Composition 2 (based on a topic from a different Area of Study) will be started after half-term.

1-4 Performing: This term the emphasis will be on selecting the actual GCSE solo and ensemble performance pieces that will be recorded and assessed.

5-9 Listening: A study of the Indian raga Rag Desh. In addition to the analysis of performances of the rag,students should study the Indian instruments and elements of a raga performance (alap, jor, jhalla and gat and listen to the suggested listening in the specification).

5-9 Composing: Start work on Composition 2. 5-15 Performing: Continue solo and ensemble work. Assist as necessary. 9-15 Listening: Revision weeks on Areas of Study 3 and 4 for an end-of-term mock Listening and

Appraising examination. This might be next term depending on centre practice for mock GCSE examinations.

9-15 Composing: Work on Composition 2. Term 5 Weeks

Content

1-4 Listening: Having now completed the prescribed Unit 3 set works, this term is ideal for practice questions to improve examination technique.

1-4 Composing: This term is the time to complete Composition 2. The set deadline should be the end of term.

1-4 Performing: Preparation for internal assessment. One solo piece and one ensemble piece to be recorded in the last two weeks of this term.

5-8

Listening: Attention should now be focused on the Section B extended-writing task from the Listening and Appraising paper.

5-8 Composing: Work on Composition 2. 5-11 Performing: Continue both solo and ensemble work. Assist as necessary. In final two weeks of

term, record solo and ensemble pieces. 9-11 Listening: Revision weeks on all four Areas of Study. Draw up key fact cards on each of the set

works. 9-11 Composing: Completion of Composition 2. Term 6 Weeks

Content

1-6 Listening: Intensive revision period for Unit 3. 1-6 Composing: The final touches to both compositions can be made in the first three weeks of term

or so. Recordings of the compositions and the accompanying scores or written commentaries should be finalised. All students should be assessed by the teacher-examiner. Aim to send off the requested sample of students’ compositions to the moderator by May 1st.

1-6 Performing: Complete recordings of all performances. All students should be assessed by the teacher examiner. Aim to send off the requested sample of students’ compositions to the moderator by May 1st.

6-10 GCSE examination period.

Physical Education GCSE PE is the perfect subject choice for candidates who are passionate about sport, enjoy learning about training, health and nutrition and perform best in an interactive learning environment. The course is the first stepping-stone for Sports Scientists looking to continue to the AS or A level and will be useful in preparing candidates for careers in Sport & Exercise Science, Physiotherapy, Sports Psychology & Nutrition, Sports Management and many more.

GCSE Physical Education course overview GCSE lessons per wk: 4 Board: AQA Syllabus number: 4890 Number of Examinations: 1 Modular syllabus: No Early takes possible: TBC Course Text: World of Sport Examined by Beashel, Sibson & Taylor

60% Practical

Assessment on sports performance. 4 roles are assessed as performer, official, coach or fitness trainer across the candidates strongest sports.

40% Theory

Examination – One paper of 1.5hrs at the end of Yr 11. Academic PE content in preparation for A Level PE.

Academic Theory An introduction to the main areas of Physical Education & Sports Science; Psychology, Anatomy & Physiology, History of Sport, Movement Analysis, Contemporary Issues, Health & Nutrition and Skill Acquisition. Example topics: Health, fitness and factors affecting performance/muscular, respiratory and circulatory systems, Energy systems, training methods, components of fitness, drugs, smoking, alcohol, age. Psychological factors that affect performance, tension, anxiety, aggression, feedback, open and closed skills. Technological developments, warm up and warm downs, specific safety implications for individual sports, first aid. The written paper consists of 3 parts:

• Multiple choice • Short answer questions • Extended answers based on a scenario issued prior to the examination

Practical Performance Candidates are assessed on their four strongest sports in term of technique, performance and tactical and rule-bound knowledge. Example assessment sports include: Rugby, netball, hockey, football, competitive swimming, survival swimming, cricket, dance, athletics, gymnastics, horse-riding, karate, skiing, basketball, rounders, squash, badminton etc.

Course C ontent

Year 10

Michaelmas

Sports Induction & Training for Sport Academic element: An introduction to different methods of training & testing fitness: weight, interval, agility, circuit followed by a 6 week training programme.

Lent

Competitive swimming and life saving. Academic element: Energy systems, training methods, components of fitness, drugs, smoking, alcohol, age. Psychological factors that affect performance, tension, anxiety, aggression, feedback, open and closed skills.

Teaching Styles A variety of styles are used to enhance learning, including: Presentations, dvds, internet research, practical theory lessons, quizzes, experiments, media reviews, off-site activities, video analysis, fitness sessions to name a few. Progression This course leads on well to the AS and A2 Sports Science awards and the continuation to read degrees in Sport & Exercise Science, Sports Psychology, Sports Nutrition and other academic disciplines.

Summer

Summer sports chosen as options, tennis, cricket, athletics etc. Academic element: Technological developments, warm up and warm downs, specific safety implications for individual sports, first aid.

Year 11

Michaelmas

Major Games. Officiating in Sport Active learning teaching sports science theory through practical lessons. Sports experiments are used to find out how the body works and reacts to sport & exercise. Factors affecting individual performance and participation, schools, changing attitudes, leisure time, facilities. Social and cultural factors affecting participation: sponsorship, media, governing bodies, major sports events, Olympics.

Lent Exam technique and revision

Summer Revision

Science

If Aristotle were alive today you would be able to give him a tutorial that would thrill him to the core of his being. Not only are you equipped to know far more than him about the universe, you are also able to have a deeper understanding of how everything fits together. Here's a small sample of the things you could tell the great man himself, or any other Greek philosopher to surprise and enthral them.

The earth is not the centre of the universe. It orbits the sun, which is just another star. There is no music of the spheres, but the chemical elements, from which all matter is made, arrange themselves cyclically, in something like octaves. There are not four elements but about 100. Earth, air, fire and water are not among them.

Living species are not isolated types with unchanging essences. Instead, over a time scale too long for humans to imagine, they split and diverge into new species, which then go on diverging further and further. For the first half of geological time our ancestors were bacteria. Most creatures still are bacteria, and each one of our trillions of cells is a colony of bacteria. Aristotle was a distant cousin to a squid, a closer cousin to a monkey, and a closer cousin still to an ape.

The brain is not for cooling the blood. It's what you use to do your logic and your metaphysics. It's a three dimensional maze of a million, million nerve cells, each one drawn out like a wire to carry pulsed messages. If you laid all your brain cells end to end, they'd stretch round the world 25 times. There are about 4 million, million connections in the tiny brain of a chaffinch, proportionately more in ours.

All this knowledge is all gained in the study of science and such is the privilege of living after Newton, Darwin, Einstein, Planck, Watson, Crick and their colleagues. Science is often said to undermine our humanity, or destroy the mystery on which poetry is thought to thrive. Keats once berated Newton for destroying the poetry of the rainbow.

"Philosophy will clip an Angel's wings, Conquer all mysteries by rule and line, empty the haunted air, and gnomed mine -- Unweave a rainbow . . ."

However, the solution often turns out more beautiful than the puzzle, and also uncovers deeper mysteries. The rainbow's dissection into light of different wavelengths leads on to Maxwell's equations, and eventually to special relativity.

Science, like great art, music or literature, compels us to reassess our place in the

universe - to question where we come from, and where we are going. There is an

appetite for wonder in everyone, and isn't true science best placed to feed this?

Information about choice in GCSE Science

There are two main types of science GCSE. There are the individual Science GCSE in Biology, Chemistry and Physics, and also a Combined Science course which is taught as three separate sciences but has a slightly reduced content and therefore leads to two GCSE grades in “Science” and “Additional Science” (also known as ‘Double Award’ Science).

The course is broken down into modules, of which 3 modules make up an individual GCSE in Biology, Chemistry or Physics, whereas 2 modules in each subject make up a combined GCSE. (See the diagram below)

There will also be a number of coursework elements to the course (ISA + PSA) which will be completed in class time. The best Biology, Chemistry and Physics pieces will be put forward for those studying individual science subjects whereas 2 for those studying the double award (in other words 1 piece of coursework per GCSE).

All pupils will be taught science until the beginning of the U5th when the Science Department, in close consultation with parents, will decide who is best served by taking a double award, and who is best served by taking individual sciences. The pupils will then be re-set into groups appropriate to the course they will follow.

Whichever course is decided upon, each pupil will be taught in 3 lessons per subject per week (totalling 9 science lessons per week.) This means that taking individual sciences will not reduce the number of other options they have available to them.

One of those options will be “Further Science” which is aimed at those who either; prefer science to any other option or those who know that they will study science at AS/A2 level and want to broaden their scientific understanding. It is a course which will include the interesting theories and practicals which has been removed from the GCSE over the last few years and should prove invaluable for the potential “Oxbridge Scientist.”

Both GCSEs qualify pupils to continue to A level studies. If at the end of 4th Form it is decided that some pupils are struggling to cope with the rigours of the Science GCSE, then the Science Department, in close consultation with parents, can suggest studying for just 1 GCSE in “Core Science” (module 1) and those pupils will have an additional option elsewhere.

GCSE Chemistry

GCSE Physics

GCSE Biology

GCSE Biology course overview

GCSE lessons per week 3 Board AQA Syllabus number 4411 Biology Modular syllabus? Yes Early takes possible? No Modules taken Yr 10 March/June Modules taken Yr 11 January/March/June Number of papers in exam 4 Papers taken: Paper 1a = 30 mins (March) Paper 1b = 30 mins (June)

Paper 2 = 45 mins (January) Paper 3 = 45 mins (June)

Textbooks used: AQA Science GCSE BIOLOGYpublished by Nelson Thornes

Course C ontent

Year 9

Michaelmas Cells, diffusion and osmosis, respiration and exercise

Lent Breathing, drugs, infectious disease and microbes

Summer Adaptation and ecology, energy flows in the environment,

Year 10

Michaelmas Nervous system, homeostasis, osmoregulation, hormones and fertility

Lent Healthy eating, enzymes and digestion

Summer Genetic engineering, cloning, evolution and natural selection, sustainability and the environment

Year 11

Michaelmas Diabetes, kidneys and excretion, photosynthesis and transport in plants

Lent The circulatory system, microbes and food, biotechnology

Summer Energy flow, nutrient cycles, genetics How is coursework marked? The course work has been replaced by an ISA ( Investigative Skills Assessment) – this is an externally set examination, that is internally marked Total mark 40 % of final GCSE mark 25% ISA We hope to take three ISA papers during the two years, only one will count Number of lessons given to coursework The ISA skills will be practised on a regular basis during normal class time. Investigative skill assessments (/34) integrated into teaching programme within relevant topics; plus summative practical skill assessment (/6). Number of preps given to coursework n/a Additional information The course is modular and individual units may be taken any number of times within the shelf-life of the specification. Past papers for revision are issued to classes as appropriate. Classes are taught by one teacher only.

GCSE Chemistry course overview GCSE lessons per wk: 3 Board: AQA Syllabus number: 4421 Number of Examinations: Modular syllabus: No Early takes possible: TBC Papers taken: C1a in March of Lower fifth,

C1b in June of Lower fifth, C2 in Jan of upper fifth, C3 in June of upper fifth.

Textbooks used: GCSE Chemistry by Patrick Fullick and Lawrie Ryan,

Nelson Thornes ISBN 9780748796441

Chemistry for Triple Science 4th Form

Summer

1.1 How do rocks provide building materials? 10. How science works – practice ISA on concrete

L5th

Michaelmas

11.2 How do rocks provide metals and how are they used? 11.3 How do we get fuels from crude oil? 11.4 How are polymers and ethanol made from oil? ISA - testing plastic bags 11.5 How can plant oils be used?

Lent

11.6 What are the changes in the Earth and its atmosphere? 12.1 How do sub-atomic particles help us understand the structures of

substances? 12.2 How structures influence the properties and uses of substances?

Summer

12.3 How much do we make and how much do we need to use? 12.6 How can we use ions in solution (acids/base)? Review and examination for C1b

U5th

Michaelmas

12.4 How can we control the rates of chemical reactions? 12.5 Do chemical reactions always release energy? ISA 12.6 How can we use ions in solution (redox)? 13.1 Periodic table development and understanding element reactions?

Lent

13.2 What are strong acids and alkalis? Finding amounts in solution? 13.3 What is the water we drink? 13.4 How much energy is involved in chemical reactions?

Summer

13.5 How do we identify and analyse substances?

GCSE Physics course overview

GCSE lessons per week 3 Board AQA Syllabus number 4451 Physics Modular syllabus? Yes Early takes possible? No Modules taken Yr 10 March/June Modules taken Yr 11 March/June and possibly a terminal paper in January Number of papers in exam 1 terminal paper for each section P2 and P3 Papers taken: Physics 1a and 1b = 30 minutes each

Physics 2 Terminal Paper = 45 minutes Physics 3 Terminal Paper = 45 minutes

Textbooks used: AQA Science GCSE PHYSICS published by Nelson Thornes

Course C ontent

Year 10

Michaelmas Efficiency, ISA, Transformers, National Grid, paying for electricity, Radioactivity part 1, Space Physics part 1

Lent Momentum, Electrostatics, Basic electricity, Revision for Module P1a

Summer Electromagnetic Spectrum, Revision for P1b

Year 11

Michaelmas Power, ISA, Radioactivity part 2, Stability, circular motion, Space Physics part 3

Lent Optics, sound, motor, generators, transformers, space physics part 3, ISA, Revision

Summer Revision course

How is coursework marked? The course work has been replaced by an ISA ( Investigative Skills Assessment) – this is an externally set examination, that is internally marked Total mark 40 % of final GCSE mark 25% ISA We hope to take three ISA papers during the two years, only one will count Number of lessons given to coursework The ISA skills will be practised on a regular basis during normal class time. Number of preps given to coursework n/a Additional information Pupils taking Physics will take P2 in January of their U5th year, with the possibility of a retake in the summer. All other papers will be taken in the Summer of the U5th.