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DIRECTIONS YEAR NINE

The Royal Grammar School February 2015

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CONTENTS Introduction The Core Subjects Mathematics English and English Literature A Modern Foreign Language (French, Spanish, German) Science (Biology, Chemistry, Physics or Double Award) PE and Games (non-examined) The Options Art and Design Classical Civilisation Computing Design and Technology (Resistant Materials; Systems and Control; Textiles) Drama Geography History Latin Modern Languages Music Religious Studies Supplementary Skills The Co-Curr icular Option Duke of Edinburgh CCF

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Introduction Welcome to 'Directions'. This information booklet has been designed to help you understand the world of GCSEs. It will explain, in detail, which courses you and all other RGS pupils will study (the CORE subjects) and which courses you have the opportunity to select for yourself (the OPTIONS). Your choice of GCSE options and the direction you take at this point could have an impact on what you are likely to study at A Level, which university course you study and which career path you eventually follow. Therefore, it is really important that you consider very carefully the choices you make at this time. To help with your decision making, it is worth considering what your answers would be to the following questions:

• Which subjects do I enjoy and why? • What am I good at and why? • What career/university plans do I have and why?

It is also important to talk to people about your thoughts and ideas about your GCSE subjects. You could consult and discuss your thoughts with your tutor, subject teachers, and relevant heads of department, friends and even your parents! You should then be able to make a confident decision. The Form on which you fill in your choices will be provided separately. It should be returned to your Form Tutor by Wednesday 4 March 2015. When your Options Form is returned, it will be reviewed by either the Head of Year, Head of Section or the Assistant Head (Academic). This is done in order to make sure that the choices you have made play to your strengths and that they provide you with the very best opportunity to maximise both your abilities and potential. Where appropriate, follow up discussions may take place if it is felt that there are other choices that could be made which would give you better opportunities to achieve the best possible outcomes at GCSE. The rest of this booklet is divided into the following sections:

1. Core Subjects - the ones everyone will study.

2. Options - the subjects you can pick from to form your own study package.

3. Co-Curricular Opportunities - the other elements of life in Years Ten and Eleven.

4. Careers Guidance - what is available in School to assist with your long-term career planning. Which subjects may be useful for certain careers.

Take time to read this booklet and then to consider your choices and the direction of your next two years of study. If you have any questions, please do ask your teachers – we are all here to help! Mr. R. Houchin (Assistant Head, Academic).

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The Core Subjects These are the ones that all pupils study, namely: Mathematics

English and English Literature

Science (separate Science: Biology, Chemistry and Physics or Dual Award)

A Modern Foreign Language (French, German or Spanish)

PE and Games (non examined)

In Mathematics, the top set will study beyond GCSE. In French, the top sets may well study beyond GCSE.

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Mathematics Codes Edexcel 4MA0H papers 3 and 4 (Higher Tier). Course Content is the same for both strands iGCSE Mathematics builds on KS3 mathematics: the number strand goes as far as looking at irrational numbers, including working with surds; the algebra becomes more complicated, including working with algebraic fractions; the shape and space will include vector geometry and trigonometry for non-right angled triangles; and the statistics extends to cumulative frequency graphs, box and whisker plots, histograms, and tree diagrams for conditional probability. Calculus and set notation are introduced. Assessment Assessed by two 2hr papers (both calculator) in the summer of Year Eleven. Lead to: AS/A2 Maths and Further Maths, but also needed for Sciences, Economics and a good foundation in many other subjects.

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Engl ish Language &

Engl ish Literature You will be taking a GCSE in both English Language and English Literature. English Language involves the development of skills in Reading, Writing, Speaking and Listening. English Literature is the study of literary texts. Both of these subjects are about understanding and enjoying the way language works in all its forms. English Language follows a course which involves a wide range of reading and writing. Reading will include both fiction and non-fiction texts written in the 19th, 20th and 21st century. Students will be expected to write extensively, and writing tasks will involve both creative and non-fiction tasks. Speaking and Listening will also form part of the course and be part of the assessment. English Literature will involve the study of at least four texts, and these will cover all three major literary genres: Prose, Poetry and Drama. All students will read and study a Shakespeare play. The assessment of the course includes the exploration of previously unseen texts, and there is a requirement to compare texts as well From September 2015 coursework or controlled assessments will no longer form part of the assessment. Assessment of English Language There are two examination papers, each lasting two hours. Each examination paper will have both Reading and Writing Tasks. Speaking and Listening will be assessed by a test in which candidates give an oral presentation and answer spoken questions on this. Assessment of English Literature There are two examination papers, each lasting two hours. Each examination paper will assess answers on two of the set texts. There will be a choice of questions. Texts are not permitted in the examination. Is It Useful for AS/A2 Level Subjects? English Literature : History : Classical Civilisation : Politics : Modern Languages : Drama : Religious Studies.

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Science Everyone will study Biology, Chemistry and Physics in the Years Ten and Eleven. We follow the iAQA course which is traditional in its approach and assessed in a linear format. Pupils sit two papers in each Science. Paper 1 will mostly assess pupils’ ability to recall, select and communicate their knowledge and understanding of science and to a lesser extent their skills, knowledge and understanding of science in practical and other contexts. Paper 2 places a much greater emphasis on the analysis and evaluation of evidence. Pupils will need to be able to make reasoned judgements and draw conclusions based on evidence. There is no coursework element to the iAQA course. Two programmes of study are available for pupils to follow: the Double Award Programme of Study (DA PoS) and the Separate Sciences Programme of Study (SSPoS). The Double Award Programme of Study is taught in nine periods every two weeks, with three periods each of Biology, Chemistry and Physics. The Double Award is available in two tiers (Foundation and Higher). It shares common content with the Separate Sciences specifications and gives pupils a solid foundation in overall Science. The content is assessed in a linear format by six sixty-minute examinations which carry equal weighting. The Separate Sciences Programme of Study is taught in fourteen periods every two weeks. In Year Ten, Biology and Chemistry have been allocated five periods each, whilst in Year Eleven Chemistry and Physics have been allocated five periods each. The Chemistry department, which has one more allocated period over the two years of GCSE, will take the lead in the teaching of Paper 2. The content of each Separate Science is assessed through two one hour thirty minute written papers each worth one hundred uniform marks. Each paper is worth fifty percent of the overall marks for the specification. Both programmes of study are taught by specialists in their subject area. Whichever path is followed in the Sciences, the A Level Sciences are open to all. Throughout either programme of study, candidates are expected to learn about and understand the scientific process and to carry out practical and investigative work, covering the skills of investigation design, observation, measurement, data presentation and handling, drawing conclusions and evaluation. Which Topics are covered?

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Biology Chemistry Physics Cell Activity* Tissues, organs and organ systems Carbohydrates, lipids, proteins and enzymes Human Biology* Defending ourselves against infectious disease Plants as organisms* Variation and inheritance Adaption and interdependence* Evolution Energy and biomass in the food chain* Decay and the carbon cycle

Fundamental ideas in Chemistry* Bonding and Structure* Air and Water Acids, Bases and Salts* Metals* Rates of Reaction Crude Oil and Fuels Polymers Energy changes in chemical reactions* Electrolysis Analysis* Additional topics covered are: The Periodic Table Equilibria Alcohols, carboxylic acids and esters

Forces and their effects* Waves* Heating Processes Electricity Nuclear Physics* Additional topic covered: Motors, generators and transformers

Topics that are * are common to both Double Award and Separate Award, but less content is present in the Double Award specification. Topics that are in bold are common to both in their entirety. Which route to take? If the Double Award is chosen, then one of Religious Studies, Geography or Supplementary Skills can be selected. This programme of study offers pupils a greater degree of breadth to their GCSE curriculum, and consequently more choice for A Level, but slightly less Science. Pupils who plan to continue to do Science A Levels will probably wish to follow the Separate Award programme. It is perfectly possible to continue to do A Levels having followed the Double Award programme of study as long as the entry requirements are met [Grade A in the relevant Science and Grade A in Mathematics], though the Separate Award programme would give a more detailed grounding for A Level work.

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Modern Foreign Language Pupils may select French German or Spanish as their core language and select a second optional language. If selecting dual languages, either German or Spanish should be selected on the Options Form as the first language and then French can be selected as an Option and second language. See the Options Section for details of the different courses.

P.E. and Games Year Ten has a single P.E. lesson every other week. The PE Course is based on the foundations laid in Years Seven to Nine with emphasis on individual performance, sport for all and the pursuit of excellence and the vitally important relationship between physical activity and health. Activities include:

• Badminton • Athletics • Health Related Exercise • Volleyball • Rounders • Tennis • Pilates • Boxercise

PE is available at AS/A2 level where pupils study anatomy, psychology of sport, physiology, acquisition of skills, socio-cultural issues and the history of sport. The A Level is divided into 2 units: Theory and practice. Games In Games pupils continue to pursue the major sports, with an increasing breadth and variety on offer. Activities including rugby, netball, football, hockey, rowing, cross country, tennis, cricket, rounders, athletics and health related exercise.

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The Options They are those subjects which you can choose to study alongside the core subjects. If you choose French as an additional language you must have selected either German or Spanish as your main (MFL) language. Choose three from:-

o Art and Design o Classical Civilisation o Computing o Design and Technology (RM/S&C or Textiles) o Drama o French o Geography o History o Latin o Music o Religious Studies o Supplementary Skills

Remember to choose:-

! what you like ! what you are good at ! what you need ! what is available

There are no rules but we advise balance in your options - but it is equally important to choose what you will enjoy and what you will be successful with. NB. We try to accommodate your wishes but we have to fit you into the timetable, so if you choose an unbalanced package we may not be able to accede to your wishes. It is a question of balancing the number of pupils with the number of teachers and the teaching rooms available.

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Art and Design Creativity matters and it starts with the foundation of GCSE education in Art and Design. It might surprise you but the creative industries in the UK are now rated the second most economically successful sector after banking. Creative industries are all encompassing, including careers in everything from advertising to architecture, CD design to fashion photography, from interior design to traditional fine arts. The course will be varied throughout with plenty of practical challenges to get stuck into and with many opportunities to work in fascinating ways and build your portfolio of creative skills. Creative thinking is an asset for life and this course might be the springboard to A-Level and beyond, or might be a tremendously good way to enhance creative thinking for the years to come. The Course GCSE Art and Design (EDEXCEL) is a broad based ‘Unendorsed’ course designed for pupils to gain skills in many disciplines and media including drawing, painting, sculpture, printmaking, photography as well as computer-aided design and graphic design. Pupils should not feel that if they cannot draw then this course is not for them. The foundation core of Year Ten imparts a range of skills to create confidently in all aspects of 2d and 3d working. GCSE comprises two units – the Personal Portfolio or Practical Coursework (60%) and the Externally set Assignment (40%). Coursework or Exams? In the Coursework Unit, pupils produce a personal portfolio of work with five projects. The unit is structured as a progression of four foundation projects in Year Ten:

• drawing and mixed media • painting • sculpture • printmaking and photography

In Year Eleven, the Coursework Unit culminates in a fifth project where pupils choose a personal topic that they investigate producing a folder of practical work to meet the Assessment Criteria concluding in creating a final piece as the ‘Mock Exam’. All the projects are designed to address the four key Assessment Criteria; investigating and analysing works of art; recording observations through drawing; developing ideas and experimenting with techniques and materials; creating and evaluating outcomes. We encourage students to work from direct experience at all times and to draw influence from the work of artists. Visits to galleries are encouraged by the department to facilitate the assessment criteria. Unit Two, the Externally Set Assignment, responds to a set starting point issued by the examination board where students create a folder of practical work over eight weeks of preparatory study culminating in a final outcome made in 10 hours. Work throughout the course is presented as a final exhibition that is then internally assessed and externally moderated.

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Classical Civi l isat ion What is Classical Civilisation? Put briefly, Classical Civilisation (or Class Civ) looks at the Roman and Greek Civilisations. It is more than just history, since it covers the culture of a Roman or Greek’s daily life (including literature, entertainment, religion, art and architecture) as well as the history of wars and events. This course is designed to develop an all-round appreciation of the Classical World. It is a natural follow-up for those who have enjoyed our Classics or Latin courses in Years Seven to Nine. Class Civ is a stimulating, academically challenging discipline, which gets students to think about why and how, as well as just what, and demands evaluation and empathy too. In the world beyond school, Classics has an excellent reputation for encouraging breadth of viewpoint, analytical ability and excellent communication skills. The GCSE course can lead into an A Level in Class Civ; it would also be an excellent choice if you think that you might want to go on to study History or English in the Sixth Form or at university. Outline of the GCSE Specifications Over the two-year period of the course you will study four separate modules. Each of the four units is worth 25% of your overall result in the subject. Three modules are tested through written examinations, and one through controlled assessment. This is coursework that is taught in the normal way, then researched in lesson time and at home, and written up (to about 2000 words) from your notes in exam conditions. This is first marked by your teacher, then sent to the Examination Board (AQA) for moderation. Present Year Ten and Eleven students are covering the following topics for their examination modules: The Odyssey: Homer’s epic adventure story of Odysseus’ return from the Trojan War. Roman Life: birth, death and everything in between! Houses, towns, the family, religion, sport and leisure (gladiators, chariot-racing, dinner-parties, the baths etc.) Greeks vs Persians: the two great Persian invasions, defeated on sea and land by a Greek coalition force led by the fearsome Spartans. Previously our chosen themes for the Controlled Assessment have included the Archaeology of Roman Britain, the literature of Catullus and Ovid, the misdemeanours of the malicious emperor Nero; we carefully select the option which we feel offers the best opportunity to our students each year.

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Computing We recognise that Computing gives students a real, in-depth understanding of how computer technology works. Pupils will no doubt be familiar with the use of computers and other related technology from their other subjects and elsewhere. However, this course will give them an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing. The increasing importance of information technologies means there will be a growing demand for professionals who are qualified in this area. The subject re-enforces academically rigorous principles and provides excellent preparation for higher study and employment in the field of computer science. Pupils who’ve taken a GCSE in Computing and who then progress to study the subject at A Level or university will have a considerable advantage over their peers who are picking up the subject at these levels. This two-year course will be aimed to provide a breadth of knowledge and experience of not only using systems, but developing them too. All pupils will develop skills in critical thinking, analysis and problem-solving through the study of computer programming, giving students a fun and interesting way to develop these skills, which can be transferred to other subjects as well as applied in day-to-day life. In this respect, the course provides excellent preparation for pupils who want to study or work in areas that rely on these skills, especially where they are applied to technical problems. These areas include engineering, financial and resource management, science and medicine. This course teaches concepts such as coding, algorithms, data structures, architecture and communication, enforcing subject specific skills in Computing, as well as complementing cross-academic study. In order to access the course, ideally pupils should have completed the Year Nine Computing course, as well as be capable of obtaining an A or A* in their Mathematics GCSE: During the two year course, pupils will participate in the following programme;

Year 1 • History of Computing and Computer Systems.

• Computing hardware and software

• Data Representation • Programming with Python

and JavaScript • Controlled Assessment 1 • Web Design

Year 2 • Systems Analysis • Database Design • Further programming

with Python • Computer

Communications and Networking

• Controlled Assessment 2

• A451 Exam

Assessment:

Unit Assessment GCSE Summary A451 1 hour 30 mins

Written Paper 80 marks

40% Computer systems and programming Question paper includes short answer questions and essay type questions

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A452 Controlled

assessment Approx 20 hours 45 marks

30%

Practical investigation Practical investigative task. OCR set scenario with choice of research tasks.

A453 Controlled

assessment Approx 20 hours 45 marks

30% Programming project Programming tasks that enable candidates to design, develop and test a solution to a problem. OCR set tasks.

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Design & Technology Design and Technology courses are for those students who find creative work using wood, metal, plastics and components satisfying and rewarding. The courses will help you understand and appreciate the design and manufacture of products and encourage you to be a creative innovator of new products. All of the courses require you to identify problems that can be solved by developing three-dimensional products. You will have to produce a design folder showing the development of your ideas from first principles through to final working drawings. You will need to work carefully and systematically, and organise your time sensibly. Initiative and imagination are other valuable qualities. A GCSE in D&T is challenging, exciting and gives you the opportunity to enter project work for a range of competitions. At the end of Year Eleven you could gain an Arkwright Scholarship to study D&T in the Sixth form. In the lower school you have gained experience in designing and making in Resistant Materials and Systems and Control so you should understand the difference between the subjects. Both of these subjects have a 60% coursework content at GCSE.

D&T: Systems and Control This GCSE consists of three units which are all examined at the end of Year 11. Unit 1. Introduction to Designing and Making. 30% of the total marks. For this unit you must choose to design and make a product from a list set by the examination board. This includes such topics as model vehicles, animated charity boxes, sport, and security. If you chose the topic of security you could make an alarm system to fit on a sports bag or laptop case. The final outcome is in the form of a working model or prototype and which does not have to be painted or decorated to a high standard. Unit 2. Making quality products. 30% of the total marks. For this unit you must design and make a quality product chosen from a list set by the examination board. The topics are similar to those for Unit 1 and the product must be finished to a standard that results in a quality, marketable item. For each of these coursework units you will have access to a range of Computer Aided Design and Manufacturing systems to help you achieve a quality outcome. For each unit you will also have to produce an e-portfolio that documents your design ideas and this is achieved through the use of PowerPoint software. Unit 3. Written paper. Sustainability and Mechanisms 40% of the total marks. The questions on this written paper will test your knowledge of environmental issues as they relate to the production, use and disposal of products and the mechanical systems that are found in the products we use on a daily basis. You will have covered the theory work relevant to this paper during Year Ten and Eleven. To sum up you have the chance to make two projects, one a prototype, the other a quality product. You have to sit a one hour thirty minutes long written paper.

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DT: Resistant Materials Technology This course consists of two units. This course is essentially about designing and making everyday products like small tables and storage units made from wood, metal and plastic. Unit 1. Creative designing and making activities. 60% of the total marks. Work on this unit begins just before Christmas in Year Ten and continues through to the end of the Spring term in Year Eleven. It involves the production of a concise design folder and making a three-dimensional product. Through this work you will demonstrate your ability to tackle an extended, design and make project. Themes for suitable coursework projects are issued by the examination board and currently include: storage, the garden, lighting, toys and games, and furniture. You will need to use appropriate ICT to help with your design work. Unit 2. Knowledge and understanding of resistant materials technology. 40% of the total marks. This is a written paper which lasts for 1 hour 30 minutes. All questions on the paper are compulsory and consist of multiple-choice, short answer and extended writing questions. Questions may require the production of sketches with supporting notes. The emphasis is on practical understanding and the questions reflect the practical nature of the course. Careers The knowledge, understanding and skills gained from the course are likely to be of great benefit to you in your further studies, in your personal lives, and in the world of work. Throughout our lives we are surrounded by manufactured products, environments, and systems. All of these affect the quality of our lives and all of them have been designed. Career opportunities in today's rapidly advancing technological society are considerable and include: Graphic design – advertising, technical, Three dimensional design – furniture, domestic appliance, jewellery, interior, Architecture, Mechanical engineering, Electrical / electronic engineering, Aeronautical engineering, Marine engineering, Civil engineering – roads, bridges, airports, Industrial design.

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DT : Texti les

Examination Board: AQA, course code 4570 You may be a creative or practical person who enjoys the challenge of working towards a long term goal. Product design and manufacture is something you have previously enjoyed and wish to explore further. You might be someone who is interested in finding out more about where fabrics come from and how they end up in our homes. You might be considering a career in Fashion or Textiles. Products made in this option of D&T include creative aspects such as printing and fabric manipulation as well as pattern drafting and 3-dimensional construction using a variety of techniques. The main emphasis is to design and make a range of high quality textile products. Over the course of the two years theory work accounts for about 40% of the time in the subject. The majority of your lessons will be spent on the design folder for the coursework project and the construction of a quality product. In Year Ten an introductory project set by your teacher is a practice for the assessed coursework piece which begins after October half term in Year Ten. Projects chosen will give you the opportunity to explore a wide range of skills that will build your confidence and show you the possibilities that textile design and production has to offer. You will, however, be able to adapt the projects to suit your own tastes to make a sports bag, fashion item or toy etc. The Controlled Assessment project offers approximately 12 project titles to choose from. Your experiences from Year Nine and Ten should help you to decide where your main strengths and interests lie. This will be the focus for the rest of Year Ten. Projects in the past have included fashion design, products aimed at specific target markets, textiles from other cultures and interior design. The project might have a creative approach in terms of fabric design where you might wish to design a repeat pattern for an interior product. Or, you might wish to take a different approach and focus on the more technical aspects through garment design, pattern drafting and production skills using the range of sewing machines that we have in the textiles department including computerised machinery and sublimation prints. The coursework project, includes the folder of design work and the 3-dimensional product, this unit accounts for 60% of the total marks. The remaining 40% of the overall mark comes from a written paper. The written paper will include a design based question which the examination board set in advance for you to research. It will also ask a range of questions that includes where fibres come from and how fabrics are made. In the theory aspect of the course we look closely at how products are designed and made for the retail industry. We also explore a wider range of technical textile products that are made to withstand extreme conditions such as those worn be the emergency services or extreme sports. Careers in Fashion and Textiles include: Fashion Design or Journalism Textiles and Interior Design Retail Buying and Merchandising Garment Production Management

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Drama Drama GCSE

Exam Board – AQA 4240

Unit 1 – 42401

Although AQA Drama has a lot of practical content, the written element of the course is just as important and students will support their practical work with an exam at the end of the two-year course.

When deciding on whether Drama is the subject for you, you must consider the following:

Have I got a passion for performing and developing my performance skills and understanding of practitioners?

Am I a team player and do I work in groups co-operatively and enthusiastically?

Can I commit to extra-curricular trips to the theatre and rehearsal time?

Can I evaluate, analyse and explain clearly?

Am I a confident writer and have I achieved a good level in English?

Note:

Students who have not opted for Drama in Year 9 may still apply to the GCSE course following a discussion with HOD.

Written Paper – 1 hour 30 mins

80 marks – 40%

The written paper comprises of three sections:

A – Practical work completed during the course

B – Study and performance of a scripted play

C – Study of a live theatre production seen

Candidates must answer Question 1 from Section A and choose one further question from either Section B or Section C.

Externally set and marked.

Unit 2 – 42402

Practical Work

120 marks – 60%

Candidates are required to present practical work for two controlled assessment options, each with a weighting of 30% (60 marks each).

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Controlled assessment options:

1 Devised Thematic Work

2 Acting

3 Improvisation

4 Theatre in Education

5 Physical Theatre

Each controlled assessment option assesses Assessment

Objectives 1 and 2 with the following weighting:

1. Process and understanding of skills development (AO1) 7.5%

2. Final presentation: Performance (AO2) 22.5%

Internally assessed and externally moderated.

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Geography Full Course Title : OCR GCSE in Geography B J385 What is in it? Lots. There are some topics that will be new to you and some that you will already be familiar with. Physical processes and landforms [coasts and rivers], natural hazards [earthquakes, tropical storms, etc.] economic development, population and settlement geography, the sustainable use of the environment and the chance of learning more about your local area, the UK and far-off places. You will certainly understand a good deal more about where you live and the environment by the time you have studied GCSE Geography! There will also be opportunities for out-of-classroom work and the use of ICT when you do field work. Controlled Assessment? Yes, and of a different sort from the norm. There is one piece of controlled assessment which is based upon fieldwork and individual research. It will involve work both at home and in School and your own research; decisions and drawing skills will help. You will have to use ICT skills as well. You will have to undertake a fieldwork investigation of a hypothesis/question linked to one of the themes in the specification content. Assessment Unit B561: Sustainable Decision Making Exercise - 90 minute written examination taken in Year Eleven. This is a decision-making exercise based on an issue of sustainable development surrounding one of the key themes. (25% of final mark) Unit B562: Geographical Enquiry - Consists of Fieldwork Focus – based on individual fieldwork report and investigation. (25% of final mark) Unit B563: Key Geographical Themes – 105 minute written examination taken in Year Eleven. Three of the four key themes will be assessed in this unit (excludes the theme covered in Unit B561). (50% of final mark) Useful for AS/A2 Levels - Geography: History: Biology: Chemistry: Business Studies: Economics Useful links – www.ocr.org.uk GCSE Geography ‘B’

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History History is not about the past. Yes, we will teach you about things that happened years ago, but as interesting as the Cold War, or Hitler, or the First World War may be, the events simply provide us with the raw material to teach you certain very useful skills. As the famous philosopher Mary Poppins once said, the drama of the Cuban Missile crisis is but “the spoonful of sugar”. You will gain context: a broad background for your understanding of people and their behaviour. We will teach you to read carefully, and to find the essence and argument in a piece of writing, or a debate. We will show you how to distinguish good evidence from bad evidence. We will make you look at people in a new way, and judge whether their word is reliable, or their information useful. We will not just enable you to judge other people’s arguments, but also to convince other people through your own reasoning. By the end of the course, you will be a better historian. You will also be better at buying a house, working out how your business can expand, winning a court case, designing a new surgical procedure, or getting hired for that dream job. You will have taken a subject that makes you better at other subjects, and you will see the world that little bit more clearly than the rest. History is not about the past, but about your future. Examination Board: Edexcel GCSE History A, The Making of the Modern World (2HA01) The GCSE consists of four units, each worth 25%. The three exam units are 1¼ hours each. Outline of GCSE Course: Unit code 5HA01 International Relations The Era of the Cold War 1943–1991 The topic is the era of the Cold War 1943–1991, including the conferences during the war, Truman Doctrine, Marshall Plan, Berlin Wall, Cuban Missile Crisis, Vietnam and the end of the Cold War. Students will be assessed through a single examination, where they will answer six questions. The unit is externally assessed and there are 53 marks available in total. Unit code 5HA02 Depth Study Option 2A: Germany 1918–39 The topic is German History between 1918 and 1939, including Weimar Germany and the Nazi state up to the outbreak of the Second World War. Students will be assessed through a single examination, where they will answer six questions. The unit is externally assessed and there are 54 marks available in total. Unit code 5HA03 Source Enquiry Option 3A: War and the transformation

of British society c.1903–28 The topic includes the domestic history of Britain, including reforms to the welfare system and voting system before World War One, the impact of the war itself and immediate post-war social and political issues. Students will be assessed through a single examination based on sources. Students answer five questions. The unit is externally assessed and there are 53 marks available in total. Unit code 5HA04 Representations of History CA5: Vietnam 1960-1975 The topic includes the reasons for US involvement in Vietnam; the nature of the conflict and reasons for US defeat; the impact of the war on civilians and the military, in the USA and in

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North and South Vietnam; and the growth of protest in the USA and the end of the conflict.Students are assessed through a single internally-assessed, externally-moderated assessment consisting of three parts: an historical explanation, an enquiry and one sources-based question. This task is assessed under controlled conditions. There are 50 marks available for this assessment.

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Lat in Introduction

There are many very good reasons for studying Latin. It is stimulating. Intellectually it can be a very satisfying study for its own sake, a point that is often overlooked. Choose subjects which you will enjoy – you will be doing them for another two years (at least!).

It is informative. Latin helps you to develop a much better grammatical understanding of how other languages work – including our own. It also helps especially with understanding the technical and specialised terms that are used in medicine, science and law. It would be a particularly useful subject to study if you think that you might want to go on to study History, Classics, English, or languages of any kind in the Sixth Form or at university; students of Latin are also often good scientists and mathematicians, as it suits their analytical way of thinking.

It is real. For many pupils, the historical aspects of the course and the chance to read some ‘real’ literature of massive historic and literary importance give the subject a special appeal.

It is respected. In the world beyond school, Latin enjoys enormous prestige as a well-established intellectual discipline which encourages breadth of viewpoint, precision, analytical ability and excellent communication skills.

It is well rewarded. The WJEC Latin syllabus which RGS follows leads to not one but two GCSE-level qualifications: Latin Language and Latin Literature. BUT, that does not mean that there is twice as much work!

The basic course: The backbone of the course in Year Ten is the continuing story featuring our old ‘friend’ Salvius in the reign of the sinister Emperor Domitian. Much of the basic grammar has already been covered in Years Seven to Nine, and if you are fairly confident about what you have learned so far then you should have no worries about picking up the final pieces of grammar in the same way. Major historical themes studied during the year include the Roman Army, the city of Rome itself, the running of the Empire, Roman philosophy and religion, the interpretation of Latin inscriptions and other archaeological material.

In Year Eleven, candidates are gradually introduced to real Roman literature and learn to appreciate style and tone, as well as being able to translate the Latin.

WJEC Level 2 Certificate (GCSE) in Latin Language Two straightforward Latin stories which pupils will not have seen before. One element of the assessment is a test of understanding of a story through short comprehension questions, the second requires translation of a story into English. There are no questions on grammar, and no translation from English into Latin. Candidates do need to be familiar with a vocabulary list of the commonest words – but many of these are already well-known to those who have followed our course in Years Seven to Nine. Words not included in the learning list are supplied on the question papers.

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Students can choose to include an element of background study of Roman Life topics rather than the additional language paper, if that particularly suits them.

WJEC Level 2 Certificate (GCSE) in Latin Literature

Candidates study a selection of genuine Roman poetry and prose – not textbook Latin. Examples include historical writing such as Pliny’s account of the eruption of Vesuvius, the love poetry of Catullus, or sections taken from Virgil’s epic poem the Aeneid describing the founding of Rome by survivors from the Trojan War. Each book studied is tested by short questions on the content and style of writing in selected passages, and a longer question on the literature studied as a whole. There is the possibility of taking one of the literature modules by controlled assessment, on which our students have fared particularly well in recent years.

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French, German & Spanish

Full course title: AQA iGCSE. French 8655. German 8665. Spanish 8695.

Introduction

Foreign languages help to prepare you for the world of work and travel in our “global village” and linguists are in great demand in a number of jobs and professions. The iGCSE course combines academic pursuit with a practical skill, i.e. being able to communicate with people who do not speak English (and that is most of the world!). You will also learn about a different culture and ideally spend some time in the foreign country. The Languages Department runs such trips abroad during the GCSE years. Success at iGCSE offers you the chance to study the language to A Level, which would enable you to combine it with almost any subject. Universities and employers welcome a language qualification on its own or combined with anything from Accountancy and Law to Mathematics or the Sciences. Recent examples of RGS students include degree courses in French and History, German and Business Studies, Spanish and History of Art, all at top universities. A university language qualification will also enable students to spend a year of their degree course studying abroad. Why not consider studying two languages to iGCSE? You will be able to open twice as many doors! Outline of AQA iGCSE specification

Candidates are entered for each skill at the level that best matches their abilities. Most will only be assessed at Higher level.

The topic areas covered are:

Socialising (self, family and friends) Travelling abroad (trips, holidays, being a guest and a host) Being part of a local community (home, local area, school, helping) Making choices (healthy living, shopping, future plans)

Listening (25%). Foundation = 30 minutes + 5 minutes reading time. Higher = 40 + 5 minutes. All recordings are played twice, dictionaries are not allowed, answers are usually non-verbal in English. Reading (25%). Foundation = 35 minutes. Higher = 40 minutes. No dictionaries. Speaking (25%). Untiered. 9 minutes (+2 minutes preparation). Part 1 = a choice of 2 photo stimulus cards provided by AQA. No written notes or dictionaries. 2 minutes to see card before the test and 3 minutes of questions on the card. Questions from exam booklet

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then ones prepared by teacher. Part 2 = General conversation. 2 topics lasting 3 minutes each. Topics listed in booklet. Test conducted between April 24th and May 15th. Writing (25%). Foundation = 30 minutes Higher = 60 minutes Dictionaries allowed. There is no coursework involved and all skills are assessed at the end of the course.

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Music

AQA Music A practical course which has been updated to give it broader appeal; including a 40% weighting towards performing. The course breaks down as follows : Listening paper 20% Composition 1 20% Composition 2 20% Performing 40% Listening Structured questions asking you to identify musical features of various excerpts of music played in the exam. In addition to this 'general' section you will study music from three specific strands: 'The Western Classical Tradition', 'Popular music of the 20th & 21st centuries' and 'World Music'. Composition 1 This has to be within one of the three strands listed above, as set by AQA. For 2009 & 2010 this will be 'The Western Classical Tradition' - which is nice and broad! Composition 2 This one is a completely free choice for you - any style. The standard required is a good grade 4 Associated Board. Two performances recorded as coursework: Solo performance Ensemble performance There is a technology option instead of the solo performance, but this does not get you out of the ensemble performance! An ensemble is defined as two or more players. If you play in a school ensemble we can simply record this in a rehearsal. If you do not, then anything from a piano duet upwards will do. You may use ensemble performances with non-school ensembles by arrangement. Leads into: AS Music. Also AQA and also with a 40% performance element Also useful for anyone studying AS Drama or for anyone intending taking part in any co-curricular music or drama in the Sixth Form.

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Religious Studies Questions, questions, questions… In Douglas Adams’ ‘Hitchhiker’s Guide to the Galaxy’ the inhabitants of the legendary planet of Magrathea build a super-computer called ‘Deep Thought’ and set it the task of finding the answer to life, the universe, and everything. After thousands of years Deep Thought arrived at the answer: 42. When asked ‘What kind of answer is that?’ Deep Thought replies, something along the lines of, ‘What kind of question is that?’ RS is a bit like that; it’s the subject with all the questions, but not all the answers! Why study RS? RS is not just about learning facts and figures - anyone can do that on their own. Among other things studying RS includes: · understanding where people's beliefs come from · understanding why people view the world differently · examining the fundamental questions of life · weighing up different beliefs, opinions and experiences · relating the beliefs, values, and experiences of others to your own experience of life · working out your own views about life, the universe and everything! Useful skills The critical thinking skills you acquire through studying RS are not exclusive to the subject. They are transferable and will be of use to you in all your other subjects. What use is a GCSE in RS? It is evidence that you have successfully studied and considered a wide range of religious and non-religious viewpoints about beliefs, and a number of social and moral issues. Developing such knowledge and understanding will help you become a well-balanced and tolerant individual, a much needed asset in today’s multi-cultural employment market. There is a need for such people in most areas of employment, but especially in those professions where dealing with a diverse array of people is part of the job, e.g. medicine, law, teaching, business, banking, and so much more! What is on the syllabus? You will examine a wide range of ethical issues such as: Animal rights, environmental issues, prejudice and discrimination, war, issues arising from medical research and development, crime and punishment and the causes and consequences of poverty in the world. Examination (AQA Religious Studies Specification B) There is no controlled assessment. Examination is linear. You will sit two written examinations at the end of Year Eleven.

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Supplementary Ski l ls Supplementary Skills can be taken if you opt for Dual Science, and it consists of five lessons over the fortnight. Supplementary Studies is designed to allow some personalisation of curriculums for those students who do not wish to pursue the standard 10 GCSE route. The standard Supplementary Studies provision consists of extra support sessions in both English and Maths along with an extra session per fortnight in each of the three sciences. It may be possible however, where appropriate and following discussion with either the Assistant Head (Academic) and/or the Head of Section and the relevant Head of Department, to allocate some of this additional Supplementary Studies time to help with the study of other option subjects especially the DT subjects and Art. Such a situation may be appropriate where a student perhaps struggled with the Sciences and Maths but was in a top set for English. In this scenario, it would be possible to look at using the additional English lesson allocated within the Supplementary Studies group to be used for work elsewhere i.e. Art, if appropriate. Such an approach would need to be discussed by all relevant parties and the logistics of any change such of this investigated before it could be actioned. As noted at the top of this page, Supplementary Studies is available only if you select Dual Science. If you are in any doubt about which Science programme of study to follow, please seek advice from the Head of Science (Dr. Smith) or the Heads of either Biology (Dr. Sangster) or Physics (Mrs. John).

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The Co-Curricular Option Duke of Edinburgh

You generally start in the Trinity term. This is designed to present you with a challenge, one in which you can have fun, achieve, learn and give. A structured scheme with lots of opportunity for you to decide on your own programme, goals and pace. There are three separate awards, Bronze, Silver and Gold (tiers again!) and for each one you have to pass four sections – service (voluntary work which in some way benefits the wide community), an expedition, a skill (development of a personal interest) and physical recreation (to show progress in a physical pursuit). A lot depends on your initiative: your decision to undertake an expedition with friends, your decision to develop a new hobby, your ambition to visit the Palace to receive your Gold Award from the Duke of Edinburgh himself – a totally memorable day. The award is open to anyone aged 14-25. To get started, come along to the meetings in the summer term where you can find out more about what’s involved and start deciding which activities you might do. Then fill in a couple of forms, get a record book (currently about £11) and off you go….. Duke of Edinburgh’s Award presentation will be available soon to give you lots more information and to answer any questions you might have. You could also visit www.theaward.org

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CCF

You start in the Trinity term. A good many CCF activities take place on Tuesdays after School plus some lunchtimes and weekends. You can choose between Royal Navy, Army or Royal Air Force sections. Army The main emphasis here is on adventurous and arduous training, together with the more traditional military ideals. There are opportunities to shoot, both in and out of school, you will learn combat tactics, fieldcraft basics and navigational skills, as well as the discipline of marching! Each year culminates in a week-long camp at an Army training area, where there is a rich diet of both military and adventurous activities. There are also two Field weekends during the school year, where there is the opportunity for extended training. Navy Royal Navy cadets learn about navigation, chartwork, knots, ships of the RN and general seamanship as well as being involved in sailing, power-boating and shooting. You can apply for a multitude of courses varying from First Aid, electronics, gliding to rock climbing, canoeing and sea training. The school is affiliated with a Type 23 frigate, HMS Montrose, (and it awaits your visit). There are annual camps at our affiliated Naval Base HMS Seahawk. RAF You want to learn to fly? First, look at aeronautics and flight theory, then move on to computer simulations and model flight and military skills. Then visit RAF stations at which gliding or flying is undertaken. Plus caving, climbing, canoeing and survival. There is also an annual camp. If you cannot decide, do not worry. These are only brief descriptions. A presentation by people who run the various CCF units will be available soon and there you can learn more and ask questions.

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What can the RGS Careers Department do for you? We have a dedicated Department area which is in Main Block, just below the main Library and indicated by all the “Careers” and “Directions” signs on the Down stairs. The room is open all day, and is a space for you to access when it suits you. The Department has computers that you can do research on and also lots of books that allow you to browse and look at diffrenet careers that might appeal to you. The Head of Careers, Mrs S Nicholls, is available for appointments on Monday, Wednesday and Friday lunchtimes and all you have to do is book an appointment in the Diary and she can help you with decision making too. In your PSHCE lesson you will have completed an initial on-line questionnaire called Fast Tomato which will give you an indication of the type of career that may be of interest to you. You can research the career suggestions at home or in School and discuss them with lots of people, so that you get a balanced view. Feel free to come into the Department and discuss the options with Mrs Nicholls. Remember that you are allowed to go to the Monthly Careers Seminars that are advertised in the Calendar, and also follow the Department on Twitter as there are regular updates on there for you too @RGSWCareers At this stage your future career choice is an important factor in selecting your subjects. Obviously people who are very good at Maths and Physics are more likely to become Engineers than those who are not. Similarly students who like and are good at English are more likely to be Journalists and Publishers than those who are not. We have therefore drawn up a chart linking school subjects to careers. The link however is a fairly weak one and there are many people out there in the big wide world whose careers are not at all linked with the subjects they liked best at school. However it is a useful guide and it may trigger off one or two ideas in your mind if you look at the subjects you like best. Do not panic. The School works closely with a Careers Profiling service, The Morrisby organisation, and in Year Ten you have access to their profiling assessment and can draw on its specialist professional guidance to receive an individual report based on a psychometric test [look it up!] and an Interests Questionnaire. You then have a one hour interview to discuss your options at A level and beyond. You will have access to their on-line help desk, adivice and impartial careers advice for 5 years, taking you into life beyond school! When you come to apply for University, the University will plough through a whole lot of information about you; but it will look at your GCSE results first; they really matter! These are just a few suggestions of what subjects could lead to, but the most important thing is to talk to Heads of Department about Career paths or come and visit the Careers Department. You must not think that every career has been mentioned here. Indeed there are many careers which attract people who liked all sorts of different subjects at school such as Teaching, Police, Sales, Marketing, Hotel Management, Armed Services, Recreation & Leisure Management, Probation Service, Accountancy, and Information Technology. The lists below are very much 'generalisations' but they might be useful to give you some initial ideas at this very early stage in your decision-making process. Remember: We are here for you, not just for the older pupils - your decisions now, make a massive difference later on.

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School Subjects Possible Career Ideas English/History

Journalism Public Relations Arts Administration Publishing Local Government Administration Law

Librarianship Personnel Manager Civil Service, eg Customs & Excise

Mathematics

Accountancy Banking Actuary and Insurance Operational Research ICT

Construction Industry Transport Logistics Management Retail Management Engineering – various formats

Sciences:- Physics Chemistry Biology

Forensic Science Food Technology Telecommunications Environmental Health Officer Nanotechnology Patent Lawyer

Medical Careers Research Scientist Engineering – various formats Science Journalist Pharmacy Veterinary Science

Geography

Cartography Geologist Travel and Tourism

Surveyor Town & Country Planning

Art

Antiques and Art Dealer Advertising Graphic Design

Furniture Design TV/Radio/Films Architecture

Design and Technology/Textiles

Production Engineering Construction Industry Building Surveyor Product Design (Computer Aided Design & Manufacture) Fashion Journalism

Purchasing and Supply Technical Sales Interior Design Architecture Fashion Designer Retails Buying

Modern Languages Translator or Interpreter Diplomatic Service International Law Logistics/Distribution Services Retail Buyer

Secondary School Teacher Events Organiser International Marketing Executive