bede's fifth form curriculum booklet
DESCRIPTION
Read the Bede's Senior School Fifth Form Curriculum Booklet as updated in January 2016, which details the courses available to students joining the Lower Fifth (Year 10) in September 2016.TRANSCRIPT
L5TH
U5TH
FIFTH FORMCOURSES
YEAR
S
The Fifth
Form
2
3
ContentsForeword from Mr Tuson p. 4Introduction from Ms Frenchand Mr Krause p. 6About Your Tutor p. 8
Course SummariesEnglish Language p.10English Literature p.12Mathematics p.14 Modern Foreign Languages p.16Science p.18Art and Design p.20 BTEC Business p.22Business and Economics p.24Ceramics p.26Computing p.28Dance (Performing Arts) p.30Design and Technology p.32
Drama p.34English as an Additional Language p.36Geography p.38History p.40Information Technology p.42Latin and Greek p.44Media Studies p.46Music p.48Photography p.50Physical Education p.52Theology and Philosophy p.54
4
ForewordThe choices made as a student approaches the Fifth Form are amongst the most difficult they will have encountered.
While all students will study English, Maths, at least one Science GCSE and at least one language, there is an enormous range of subjects from which to choose.
Additionally, with GCSEs changing, many parents may find themselves unsure as to what they are to do differently than they might have done only a year ago.
My main message would be to not worry; the Bede’s faculty and the Fifth Form team will guide every individual through every step of the process.
Inevitably, some favourite subjects will need to be jettisoned as each student starts to narrow their focus but, regardless of the courses each pupil chooses to follow, every student within the Fifth Form at Bede’s has ample opportunity to pursue their personal passions.
These years will be full of personal growth and development as students seek real areas of
specialisation. They will emerge, at the end of two years’ study, ready to face the challenges of the Sixth Form and life beyond.
Of course, students at Bede’s consistently perform at a level beyond that which might have been expected when they first embarked upon their GCSE courses, but exam results are only one measure of success; our ambitions for our Fifth Formers are unashamedly high.
It will be a busy and exciting journey for all of us!
John TusonAcademic Deputy Head
5
The Fifth Form can appear daunting, and with good reason.
The GCSE exams taken at the end of the two years are the first set of national examination hurdles that students will face on their journey onwards, towards their careers of choice.
The effects of the certificates earned will last a lifetime, but there is no need to panic!
The permanency of these grades must be respected and anxiety is common during both the course selection process and later, once examination and coursework deadlines begin to loom.
There is a danger of ‘tunnel vision’ with students simply sprinting, head down, to collect a particular number of grades or a particular type of grade, but these years should be seen as a time to forge a resilient, successful mind ready to move on and evolve - a person prepared to meet the challenges of the next stage of their education or employment.
A key to avoiding anxiety and thriving is by choos-ing the Fifth Form programme wisely - a programme which is centred on an individual student’s strengths and interests.
There is often a concern that life-changing mistakes can be made when selecting your GCSEs, which is why we at Bede’s construct our Fifth Form programme to preclude these mistakes.
All students are required to study English, Maths , Double Science and a Language, this ensures that they have the opportunity to achieve the basic GCSE entry requirements for any possible future; whether currently hoped for or as yet unknown.
Beyond this, it really is true that student must study what they enjoy the most.
A balance between the Humanities, Creative subjects and the more practical, hands-on subjects is advisable for many students but, equally, many others will choose to specialise with two or three of their free choices grouped into one of these areas.
They may choose to be a double linguist, a multi discipline Artist or a Triple Scientist, but as long as they achieve the best that they can in these subjects then there will be pathways available to them in the future.
6
Introduction
7
Furthermore, with the opportunities available within the Co-Curricular Programme, there are more than enough opportunities for pupils to ‘round out’ their curriculum vitae!
There are some students who already have a particular career in mind, even at this early stage, and although it would be difficult to hinder progress towards such a career within the constraints of our timetable it may be that certain subjects are more advantageous than others and that our timetables do not support a particular spread or combination of choices.
With this in mind, it is worth discussing hopes and intentions with us as early as possible so that we might advise the best combinations of courses and activities for particular careers or seek solutions to scheduling conflicts.
Finally, while looking ahead to A Levels and other Sixth Form courses is something pupils are very welcome to do, the Fifth Form programme does include comprehensive guidance to making Sixth Form choices, as well as a robust careers advice component.
Should you be interested in looking long into the future, this publication by the Russell Group of Universities gives some further guidance on the subject: http://russellgroup.ac.uk/informed-choices/
Julia French & Michael Krause
Heads of Fifth [email protected]
About Your Tutor
8
Bede’s Fifth Form Tutors are tasked with enabling every individual to succeed.
Across the two years of the Fifth Form at Bede’s, an understandable focus for each Tutor is to ensure the best possible examination outcomes for each pupil in their care. As such, Tutors coach and mentor student throughout the Lower and Upper Fifth, meeting one-to-one with them each week as well as seeing them daily.
Each Fifth Form Tutor is responsible for between 6-10 pupils linked to their House and, across the two years, every Tutor comes to know their students extremely well. The relationships built up between individuals across this time are invaluable, with the first half of the Autumn Term in the Lower Fifth mark-ing the beginning of this process.
Tutors work with students during these first few weeks of the year to ascertain the goals each pupil has for themselves, identifying with them opportuni-ties in the Co-Curricular Programme which will sup-port and enrich their academic studies.
On a day-to-day basis, Tutors are the main point of contact for parents and pupils, working to ensure that every girl and boy is making the most of their time at school, reviewing the results of reports after each three week reporting cycle and identifying if pupils are being over or under-stretched.
As the year goes on, Tutors work with Bede’s teaching faculty to advocate and enable their tutees, working with individuals to tailor programmes of time man-agement and revision and putting into place plans for further enrichment including work experience and increased responsibility within the School.
Our School Council and House Prefect systems con-tain is ample opportunities for Fifth Form students to step up into mentoring and Prefect roles and to reach beyond baseline expectations for academic success; from volunteering to running events in and outside
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of Bede’s, working with industry during the holidays and pursuing ambitions on the sports field, whatever a pupil’s ambitions our Fifth Form Tutors are there to help.
Beyond that, in line with our philosophy of offering only the very highest standard of Pastoral care, we also have a wide array of emotional and spiritual support on hand, from the School Chaplaincy to our onsite counsellor and School Nurse.
The key message to remember therefore is that
whatever is happening, whether homework has been forgotten and disaster has struck, or whether a student is simply wondering if they can give some-thing new a try, your personal tutor is the person you need to speak to.
Jerry LewisPrincipal Deputy Head
Half of each student’s final grade is decided by a portfolio comprising three pieces of independent coursework, which is completed in the lower fifth.
What makes the Lower fifth year special is its opportunity for wide reading and experimentation with varied forms and styles.
Work is celebrated through publication and termly competitions, allowing pupils to see how English stretches well beyond the classroom.
In the Upper Fifth, pupils prepare for a single end
of year examination, giving teachers and students plenty of time to ensure that key skills are in place.
Though we enjoy superb results, teachers ensure that students continue to develop their command of English beyond the proficiency required in examinations and are well-prepared to study at Advanced Level.
Matt OliverHead of English
Specification: CIE 0522 50% Examination / 50% Coursework
10
IGCSE English Language
This course reflects our belief that independence plays a large role in English.
11
In the past 4 years, over
95%
of Bede’s IGCSE English Language students have
achieved A*-C grades.
It prepares you for life, A Levels, University and everything else.
The skills the course gives you in terms of presentation as well as writing and reading are all very transferrable. They are the building blocks of everything.
Plus, the course is really fun. It’s well structured, very well taught and we get a lot of detailed guidance to develop a personal style of writing and in exam skills, which is great.
Archie TaylorUpper Fifth Student
English Language in the Fifth Form is so important!
12
Beyond learning the significance of totemic names like Shakespeare, Austen or Browning, it also enables teachers to tailor coursework assignments to the specific passions of a group, to look at the headlines, or delve into a Booker Prize winner.
Our course structure helps pupils hone their writing skills and develop their appreciation of literature in the Lower Fifth. In the Upper Fifth, pupils prepare for three examinations: an unseen texts examination, writing on a studied play, and a final paper on previously studied poetry and prose texts.
As we aspire for our students to achieve the highest grades, we aim to encourage curiosity and independ-ent critical thinking, not slavish rote learning.
Our conviction is that students should be challenged by their reading, but also encouraged to question for themselves why, or even if, a set text merits its place in the contemporary canon of literary ‘greats’.
Matt OliverHead of English
Specification: CIE 048675% Examination / 25% Coursework
IGCSE English Literature
This course ensures that pupils experience the joys and challenges of timeless poetry and prose.
13
Last year, over
55%
of Bede’s IGCSE English Literature students achieved
A* -A grades.
Studying Great Expectations for example, and reallydigging into Dickens, made me appreciate just howclever his work is. The amount of symbols, metaphors and allegories is mind-boggling.
We also recently studied The Tempest, which I thought I knew. It was just blown apart for me. There is so much more to it that I thought. The treatment of Caliban alone is fascinating.
The main thing I would say is that my English Literature lessons made me look at ‘now’ differently, and in better ways.
Jazz ScottUpper Fifth Student
This course explores how important classic works are to our society.
14
What is different about Maths at Bede’s is how the teaching and learning of the course is delivered.
We strive to ignite independent learning and to rise to the challenges of trigonometry, solving quadratic equations or proving a hypothesis by interrogating statistical evidence.
Group discussion and ownership of a problem are central to the pedagogy of the Maths department, inside of which our aim is to empower students to delve into the world of Mathematics with confidence and belief.
We are here to ensure that with support, guidance, motivation and our wealth of experience, students feel completely prepared to achieve their absolute best when sitting their exams in the June of their Upper Fifth year.
Yet for many, this will only be the beginning of their Maths journey...
Nick AbramsHead of Mathematics
Specification: Edexcel 4MAO100% Examination / 0% Coursework
IGCSE Mathematics
The content of the Maths GCSE has not changed all that much over the course of a generation.
15
Last year,
37% of Bede’s students achieved A*
grades in IGCSE Maths, with 96% earning an A*-C.
The Bede’s Maths teachers are supportive and encouraging and ensure that pupils have a full understanding of what is required of them. They are always there to help - even over the weekends!
As well as being enthusiastic and passionate, they really try to give you something extra, stretch you further and make you think in logical ways.
As a result of what it was like studying for myMaths GCSE, I took up the option of A Level Maths and went on to get an A* and am now at Cam-bridge. I couldn’t have asked for more.
Abigail BurtonPure Maths at Cambridge
I found my Fifth Form Maths lessons inspiring, challenging and fun.
16
The new GCSE courses in French, Spanish and Ger-man provide a greater emphasis on the spontaneous use of the language when writing and speaking, and offer excellent preparation for A-level study. They also allow pupils to learn about the cultures where the target language is spoken.
As well as our three main languages, pupils may also choose to take a GCSE in Mandarin Chinese or Italian through our Activities programme. Additionally, pu-pils who are native speakers of other languages often choose to take a public examination in their mother tongue. This is available for our main languages and
also native speakers of Russian, Japanese, Portu-guese, Dutch, Arabic and Turkish.
The faculty’s teaching is enhanced by a vast array of trips and activities in the UK and abroad to allow pupils to improve their language skills, including trips to Paris, Berlin, Barcelona and Beijing, as well as a French Exchange to Lille.
Jessica MulliganHead of MFL
Specification: Fr. AQA 8648 / Ge. AA 8668 / Sp. AQA 8698; Ma. Edexcel 2CN01100% Examination; 60% Examination / 40% Coursework
GCSE Modern Foreign Languages
Bede’s students typically continue the languages they took in the First Year during the Fifth Form.
17
Last year, over
76%
of Bede’s GCSE MFL students achieved A*-B grades.
They were two of my favourite subjects because thelessons were always enthusiastic and fun.
Within the Modern Languages department there aremany native speakers, and this really helps withpronunciation and fluency in speaking.
All of the teachers are really committed and clearly love what they teach.
They also provide extra sessions, which allow all students to work at their own pace and reach their own full potential.
Chloe DurrantCurrent Upper Sixth student
Bede’s enabled me to study French and German in the Fifth Form.
18
All students will do Maths, English and Science. In addition, they will have four further options to select.
Science will lead either to two or three GCSEs, depending on a student’s abilities and interests. This decision as to whether students will follow a two-GCSE path, or a three-GCSE path, will be made by science teachers at the end of First Year, in consultation with tutors, parents and students them-selves.
The most popular choice is Dual Award Science. This
incorporates the best features of the three separate sciences and is an excellent springboard for further study at A Level, with students awarded two grades.
Triple Award Science (i.e. a separate GCSE in Physics, Chemistry and Biology) is often the choice for high-achieving scientists who wish to spend three of their option choices on this challenging but rewarding journey.
Martin CostleyHead of Science Faculty
Science at GCSE
At Bede’s we have a flexible suite of balanced science courses to suit the needs of each individual student.
Specification: AQA 8464 (Dual Award) or AQA 8461, 8462, 8463 (Triple Award)100% Examination
19
Last year, over
70%
of Bede’s Triple Sciencestudents achieved A*-A grades.
Science allows me to do this and studying the way I have has opened my eyes to so many ideas!
Science at Bede’s is really fun; whether we’re dis-secting sheep hearts in Biology, identifying the ele-ments in stars in Chemistry or discussing the theory of relativity in Physics, I’m always interested.
On top of that, every year there are a range of reallyexciting practical experiments and trips to places like CERN which really bring Science to life.
All in all, I cannot recommend it more highly!
Anthony BracutiGCSE Science Student 2015
I love to learn how the natural world works and to explore technology too.
20
In fact, it’s hard to imagine a career where Art GCSE would not be useful!
Over the two year GCSE Art course at Bede’s, stu-dents learn a variety of techniques including draw-ing, painting, printmaking, and graphic design while also learning from the work of Artists.
They explore the formal elements such as line, form and colour – knowledge is essential when they come to create any visual image whether it is drawn, painted, photographed or created digitally.
In addition to these traditional techniques pupils use Photography, Photoshop, Collage and three dimen-sional approaches to develop their ideas.
We place emphasis on each student creating individual work and developing theirown creative ideas and our results speak for them-selves.
Jonathan TurnerHead of Art and [email protected]
Specification: Edexcel 4FA0 / 4GD040% Examination / 60% Coursework
GCSE Art and Design
Do you want to become an Architect, Graphic, Web Site or Fashion Designer?
21
Last year, over
96% of Bede’s GCSE Art and De-
sign students achieved an A*-B grades.
The staff are helpful and supportive of whatever style our art takes, and the materials we can work with are vast.
My teachers have helped me to distinguish and develop the artistic skills I never knew I had. The people and means available have built up my confidence significantly.
Since beginning here, I feel that my art has improved extensively and this would not have happened without all that is here. I love it.
Nathalie GrimstonCurrent GCSE Art student
There are so many opportunities within the Bede’s Art department.
22
This course has been designed to provide an intro-duction to the world of business where students will develop the key enterprise and financial skills and knowledge necessary to enable them to understand how businesses recognise opportunities, and build on them to succeed.
Over the two years, students come to understand how a business makes and manages its money, how it plans for the future as well as how businesses brand, promote, sell themselves effectively and deliver excellent customer service as a means of establishing a better brand image and reputation.
This course is very hands on; the required evidence for assessment will be generated through a diverse range of project-based activities. These includes research assignments, case studies, investigations into real working businesses, role play, group and individual presentations and the creation of video training and promotional material.
Georgina WainwrightBTEC Business Course Leader
Specification: Pearson BTEC First NQF Level 2 in Business25% Examination / 75% Coursework
BTEC Business (Level 2)
The BTEC First in Business enables students to learn how to start and run a business.
23
For the last 7 years,
100%
of Bede’s BTEC Business students have achieved
A*-C grades.
As 75% is coursework, it makes me feel more relaxed going into my GCSE’s.
The course really helps you learn how to cope un-der pressure, reach deadlines and how to handle a continuous workload. All three aspects prepare you for any major projects you might encounter in the future, such as dissertations or presentations in the workplace, and these are valuable skills to have.
One of my favourite parts of business BTEC is creat-ing a Business Plan, because I got an insight into real business practices and the working world.
Lucy ShuttleworthCurrent Upper Fifth student
Business BTEC is one of the most beneficial programs in my studies.
24
At the same time, we look to develop their under-standing of the dynamic economic climate in which they live.
This exciting and innovative course will help them make sound financial decisions as well as gain an understanding of the increasingly fast changing world in which we live. It’s relevant, rooted in reality and compelling.
The start of the course focusses on entrepreneurial behaviour, understanding the nature of business start-up and developing the risk taking and creative
characteristics within the students. They will also look at how businesses are affected by the overall economic environment.
As part of the Controlled Assessment activity which makes up 25% of the overall assessment, students will have the opportunity to visit and develop an appreciation of the complexities of running a small business.
Gareth ParfittHead of Business Faculty
Specification: Edexcel 2BE0175% Examination / 25% Coursework
GCSE Business and Economics
This GCSE is all about drawing out the entrepreneurial qualities of the students.
25
Last year,
96% of Bede’s GCSE Business and Economics students achieved
A*-C grades.
It gives students the opportunity to create their ownbusiness plans, products and ideas and pitch them to the class as they do on Dragon’s Den.
I may now go on to study Business at A level!
This course has allowed me to have a clearerunderstanding of how businesses are affected by the economic environment.
It has been pretty amazing to see how important and relevant these issues are to our everyday lives.
Polly McCarthyCurrent Upper Fifth student
GCSE Business has given me insight into the world of the entrepreneur.
26
Across the two-year course, our students study contemporary ceramicists and mankind’s rich past of creating with clay.
Pupils learn how to create ideas and designs out of paper, card, wire, and clay to develop and generate preparatory work in their sketchbook. iPads are also used to bring this subject into the 21st Century, with apps enabling students to refine their ideas virtually.
The main aim of their time in the Lower Fifth is to explore and experiment with a wide range of building techniques. This gives students the skills and
processes to open up their imaginations and desire to succeed alongside developing their ambition to achieve beyond what they expect.
This enables them to be fully independent with their ceramic-making techniques and take their projects down a pathway of their choice in the Upper Fifth.
Anthony HammondHead of Ceramics
Specification: Edexcel 4FA0 40% Examination / 60% Coursework
GCSE Ceramics
Ceramics at Bede’s is centred on learning about function and sculpture.
27
For the last 3 years,
96%
of Bede’s GCSE Ceramics students achieved A*-B grades,
with 100% earning A*-C grades.
It’s the teaching that makes it cool, but the department is like an oasis of calm in what can otherwise be a frantic school timetable.
The course really helps to unlock your creativity and helps it flow - sometimes in really unexpected ways.It’s also refreshing that, despites living in a fast-paced world of technology, I can study a discipline and an art form that is thousands of years old.
In a way, I could say that as much as it has taught me about how to work with clay, it has taught me patience too!
Molly ChesterCurrent Upper Fifth student
Ceramics has changed the way I view things for the better.
28
Computing students learn how to design and code computer programs, understand how central processors and computer components work, develop user interface design skills, create interactive websites and learn how to develop mobile applications.
The fundamental aim of the course is to enable students to think logically and solve problems. These skills are transferable; a course in logic and algorithm design is an excellent complementary skill for anyone with a desire to study mathematics, science, engineering, design, or medicine.
During the GCSE Computing course pupils will take part in two controlled assessments which attract 60% of their overall GCSE, then at the end of year 11 pupils sit a 90 minute paper which carries 40% of the overall grade.
This is a great mix that students tend to enjoy.
Chris BettsHead of ICT and Computing
Specification: OCR J275 40% Examination / 60% Coursework
GCSE Computing
GCSE Computing brings the digital world world alive, enabling students to understand their machines.
29
Last year,
50% of Bede’s GCSE Computing
students achieved an A*-B grade.
With more jobs than ever in programming and involving ICT more generally, knowing the things this course teaches you sets you up really well for the future.
It isn’t all numbers and code either; within the practical design element of the course, students are able to develop their own creativity through the design of their applications and user interfaces.
Put simply, this is an ideal course if you want to study a computer-related course at University such as digital design, graphics or engineering.
Kyle MathiesonCurrent Upper Fifth student
This is an ideal course if you are interested in programming.
30
With a major focus on providing performers with experiences of real dance performance scenarios, the course comprises of a total of four units across the two year programme.
Units offered include collaborating on a community arts project and learning how individual performance and production roles contribute to a live performance.
These units enable students to train, perform and create while also developing their knowledge and skills of production.
Dancers learn how to edit and create musical and visual accompaniment, consider costume, projection and a variety of different stimuli.
Assessment comprises of dance class assessments, video and written journals, live performances in both solo and group contexts and project work.
Alex MurphyHead of Academic Dance
Specification: BTEC NQF Level 2 First Award in Performing Arts (Dance)15% Examination / 85% Coursework
BTEC Performing Arts (Dance)
This course has been designed to develop students’ dance skills in a variety of genres.
31
For the last 4 years,
100%
of Bede’s of all BTEC Dance students have achieved A*-C
grades.
I am able to use all of my skills while I work towards a qualification, and as this course is assessed continuously I do not feel as anxious about the final result.
I am able to see how I am progressing at all times and receive guidance at every step of the way from my teachers.
Between the physical and theoretical aspects of the course, let alone the practical and creative sides of it, is has been the most liberating course I have taken at school. I highly recommend it.
Isabel VineyCurrent Upper Fifth Student
I like to both perform and be creative, so this course is great for me.
32
Many designers believe the quality of the initial idea and thought-provoking, innovative design to be cor-nerstones of every successful product.
Pupils learn a great deal throughout the course and grasp many processes beyond those simply needed to succeed academically.
The creative ‘Design and Make’ activities we offer help to develop creativity and confidence in our student’s ability to think, question, explore, create and communicate.
DT is about solving problems, equipping young people with a range of solutions and helping them to deter-mine the best ones to follow.
Combining knowledge and understanding with practical skills, these activities are intended to provide breadth in creative learning and depth in the application of practical and transferable skills.
Nick PotterHead of Design Technology
Specification: Edexcel 2RM0140% Examination / 60% Coursework
GCSE Design and Technology
Creativity is a truly fundamental part of Design and Technology GCSE at Bede’s.
33
In the last 3 years,
66%
of Bede’s GCSE DT students have achieved A*-B grades.
It let’s your creativity flow into your work and it let’s your ideas come to life, and the teachers are extremely helpful in helping your design ideas become a reality.
With the use of many machines that the school departments have it has let me produce awesome products from often crazy concepts.
I have also decided to do it as one of my A-level choices, as it will give me useful skills which will contribute towards my aspirations of becoming an engineer.
Samuel CollinsCurrent Upper Fifth Student
As soon as I arrived at Bede’s, I wanted to do DT.
34
The course explores a wide range of small ensemble, duologue and monologue performance in both script-ed and devised production and nurtures the whole student and develops vocal and physical skills within workshop style teaching practices.
Through a collaborative process, team work is engen-dered and students begin to develop confidence in expressing ideas and presenting to others.
It is no surprise that many of our GCSE students go on to become leaders in the wider school community.
We firmly believe in the enriching and inspirational experience of watching live productions and working with professionals within our own Miles Studio.
This year alone we have seen Kneehigh’s Rebecca, Benedict Cumberbatch’s Hamlet on NT live, the Na-tional Theatre’s As You Like It and the hilarious The Play that Goes Wrong.
Karen LewisDirector of [email protected]
Specification: AQA 424060% Examination / 40% Coursework
GCSE Drama
GCSE Drama sees students assessed in performance, design and, finally, analysis in their written exam.
35
Last year,
96%
of Bede’s GCSE Drama students achieved A*-C grades.
The department doesn’t just treat pupils as a group, but looks at individual strengths. It provides a wide range of opportunities to extend our knowledge and skills.
I have not only been able to perform in professionalstandard productions but also construct productions and work behind the scenes as a director and on set designs and costuming.
I know that because of the Drama department I havegrown in every aspect of the performing arts.
Louis MustonCurrent Upper Fifth Pupil
The Bede’s Drama department is really special to me
36
The Cambridge IGCSE English as a Second Language course is designed for learners who already have a working knowledge of the language and who want to progress in their academic career.
The qualification reflects the widespread use of English in education. The aim is to achieve a level of practical communication ideal for everyday use, which can also form the basis for further, more in-depth language study.
Those students who really excel in the Lower Fifth will be given the opportunity to sit the IGCSE First Lan-
guage exam alongside native speakers where half of each student’s final grade is decided by a portfolio comprising three pieces of independent coursework completed in the Autumn Term.
In the Spring Term, the focus is on preparing students for the examination in early May, when writing struc-tures are revisited and exam skills are put in place.
Jason CookHead of EAL
Specification: CIE 0500/051150% Examination / 50% Coursework / 100% Examination / 0% Coursework
IGCSE English as an Additional Language
This course is for Bedians who do not natively speak English and is mandatory for many pupils.
37
Over the past 5 years,
94%
of Bede’s EAL students have achieved A*-C grades in their
First Language English.
EAL was always the first place I went to when I needed help both with my academic subjects and pastoral life in the school.
The teachers there always found time to offer support and guidance and have instilled in me a positive attitude that makes me believe I can achieve anything I put my mind to.
Now I am in the Sixth Form I really miss the lessons, however I know I am always welcome.
Gigi CheungLower Sixth student
The Bede’s EAL teachers have instilled in me a ‘can do’ attitude.
38
We consider the implications of a rapidly growing population, our demands for energy and dwindling resources and the problems and solutions of an urbanising world.
We also investigate the issues of globalisation, world development and discuss how the developed world can benefit less developed nations, exploring the impacts of climate change and global warming, our changing landscapes, coastlines and rivers and look at the causes and consequences of nature’s most destructive natural hazards.
Through Geography, students are encouraged to col-laborate, become independent thinkers, analytical and problem solvers. These attributes are developed throughout the course and furthered through the Geographical Skills paper before, finally, students are provided with the opportunity to put their skills and theoretical understanding in to practice through fieldwork and the local area investigation coursework.
Mal BurdenActing Head of Geography
Specification: CIE 046070% Examination / 30% Coursework
IGCSE Geography
Bede’s Geography students are encouraged to develop deep knowledge and understanding.
39
Last year,
39%
of Bede’s GCSE Geography students achieved A*-A grades.
I have enjoyed expanding my knowledge and understanding of many of the things that are occurring around our world and learning about the physical things that shape it.
I now have a greater appreciation about our impact on the planet, but more importantly, how we can act to protect it.
Throughout the course, my teachers have encouraged me to discover things for myself and I have been challenged to have an opinion about many of the issues we discuss.
Zac CisottiCurrent Upper Fifth student
Geography is an important subject and I am so glad I’m studying it.
40
The modules we study include The Roaring Twenties, Hitler’s Germany, Superpower Relations 1945-62 and the changing role of The League of Nations and the UN, 1919-2000.
As part of the IGCSE course, pupils also have the wider experience of visiting historical places of interest and to explore, in person, places with names that will live forever.
With ample opportunities to develop written and oral communication skills via debate, academic essay writing, analysis and synthesis, IGCSE History leads
naturally into the study of all Humanities and underpins education in the creative arts, journalism and law to mention but a few.
Indeed, it is the enabler that helps humans to see what lies beyond the limits of our present reality – something that empowers us to access both the future and the past.
Richard FrameAcademic Leader in History
Specification: Edexcel 4H10100% Examination / 0% Coursework
IGCSE History
During this course, students study the events that shaped our lives across the 20th Century.
41
Last year,
72% of Bede’s GCSE History
students achieved A*-B grades while nearly half
earned an A*-A.
I chose to study the course because I felt the standard of teaching in this subject at Bede’s was very high, and the subject itself is incredibly diverse.
Students on the course learn that there are competing historical narratives, they critically examine historical sources and most importantly, draw conclusions and make historical judgements so that they are challenged to be the best historians they can be.
What more could you ask for in a History course?
Evie TaylorCurent Upper Fifth student
IGCSE History is one of my favourite subjects. There’s nothing like it.
42
There are however worthwhile techniques and practices which will be fundamental to the understanding of a technologically developing society.
This is what we do in the delivery of GCSE Informa-tion and Communication Technology.
GCSE ICT is studied in two parts – practical and theory. The theory revolves around teenagers and their use of and interaction with technology while the practical skills covered include word-processing, spreadsheet modelling, charting, databases, using
design and drawing tools, presentation graphics, web site creation, discovery boards, podcasting, vodcasting, movie making, and cross-platform file production.
These skills are all put to use across the two years in the creation of digital products, against interesting scenario briefs provided by the exam board.
Chris BettsHead of ICT and Computing
Specification: Edexcel 2IT01, 2IT0260% Examination / 40% Coursework
GCSE Information Technology
Technology is changing faster than ever and to try to predict the exact needs of tomorrow is impossible.
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Last year,
78%
of Bede’s GCSE ICT and Computing achieved
A*-C grades.
Within its programmes of study, the department endeavours to develop transferable skills in its stu-dents and to increase their confidence.
This philosophy enables students to apply theirknowledge of ICT, and enhance their work, in all areas of school life and beyond.
The things I learned set me up brilliantly for a career in Technology; opportunities to use ICT are everywhere, but not until studied and experienced will the impact and enhancement of that learning become obvious.
Nik CarterBede’s Alumnus, Apple Inc.
The Bede’s ICT and Computing department is future-facing.
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Our Fifth Form courses see students develop a great breadth of experience and study, with the guided exploration of Classical languages offering a fascinating way of training your mind to think in logi-cal and linguistic ways.
GCSE Latin or Ancient Greek are best suited to students who have studied Latin or Greek at least up to Common Entrance level.
Pupils who join either course then embark on a two-year programme which starts in Year 10 and comprises of two strands – Language and Literature,
with Literature further divided into Verse (Poetry) and Prose.
Classics students at Bede’s learn how to translate passages of adapted text and develop skills in literary appreciation from Tacitus to Virgil and Homer to Herodotus through a wide variety of methods including IT, quizzes, games and drama.
Elaine Fraser-GausdenHead of Classics
Specification: OCR J282 (or J292)100% Examination / 0% Coursework
GCSE Latin (or Ancient Greek)
In the Classics Department we have an absolute belief in providing the best possible support for students.
45
In the last 4 years,
70%
of Bede’s GCSE Latin students have achieved A*-A grades in their GCSEs while 100% have
achieved A*-A grades in Ancient Greek.
Studying a Classical subject teaches you analytical skills and allows you to see behind many things that we take for granted today.
Also, it has helped us greatly in learning other mod-ern languages, and the skills needed to be good at Latin are transferable to all other subjects too!
From the gory action of Virgil to the heroic adventures of Pliny in Pompeii, Latin is a great subject; and even half of our own language is directly derived from it!
Tully Evennett-CollinsCurrent Upper Fifth student
I have loved Latin since I started itat Prep School.
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Over the two year course we will range across a variety of platforms and genres touching on television, advertising, cinema and the internet.
In addition to the theory side of the course there are plenty of opportunities to make our own products as it is only really possible to understand the complexity and artistic value of a short film or TV ad if one has actually constructed one.
Students will have the chance to design and build an array of media products, from magazine front covers to film posters, film trailers and television advertise-
ments, analysing their own work and that of others to explain their artistic and commercial choices.
It is not essential that students are already familiar with cameras or Apple computers, but what is essential is a curiosity about how the media industries, work ‘behind the scenes’ and a willingness to embrace new challenges.
Richard WilliamsHead of Media and Film Studies
Specification: AQA 481040% Examination / 60% Coursework
GCSE Media Studies
At GCSE level, Media Studies is about discovery, exploration and experimentation.
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Last year,
96%
of Bede’s GCSE Media students achieved A*-C grades in their
A Levels.
It has given me a clearer view on papers, films, television, and why certain aspects of the media are the way they are. For example, at the moment I’m learning about the science fiction genre and its codes and conventions, which has really changed the way I watch many of my favourite films.
I also enjoy doing Media for GCSE because we’re able to do practical work with design programs, cameras, sound equipment and the studio in the department, applying the theories we have learned to create practical, affecting advertising that we are assessed on for our coursework.
Flynn MatthewsCurrent Upper Fifth student
I really like Media Studies because it explains so much.
48
We explore Classical Music through the Baroque Concerto, the Sonata, Chamber Music and Music for Voices while in Popular Music we examine the stylis-tic elements of Musical Theatre, Music of the 1960s, Britpop, Hip-Hop & RnB and Film Music.
In the third strand of the course, students are then introduced to musical styles from Around the World,such as African drumming, Indian Rag, Salsa, Reggae and Calypso.
Pupils are given time to develop their own creative styles through composing and perform-
ing, often applying their new skills and knowledge through Bede’s busy concert programme.
As well as learning structure, harmonic progressions, melody-writing, textures and how to write for specific instruments, students use Sibelius 7 or Logic Pro 9 to compose and record their final pieces in our purpose-built studio.
Louise MorrisDirector of Music
Specification: AQA 427020% Examination / 80% Coursework
GCSE Music
GCSE Music is about studying through the processes of listening, composing and performing.
49
Last year,
96%
of Bede’s GCSE Music students achieved A*-B grades.
I have gained a lot of satisfaction out of it, not least because it develops each student’s musical skills in lots of different areas.
It’s not only about performing; it’s also about composing, listening and theory. Doing this course has helped me discover the joy of creating a song and performing with different people throughout the school.
My confidence in all aspects of music has totally gone up, and my lessons bring me a lot of contentment and pleasure.
Maria MihailaCurrent Upper Fifth student
Music is definitely one of my favourite subjects.
50
At Bede’s we want students to be able to explore, understand and appreciate photography from its origins of pinhole, through to film, digital SLR and the importance of post processing using tools such as Lightroom and Photoshop. Photography at Bede’s is an exceptionally popular course and over the two-year course at Bede’s, students will learn the significance and uses of Shutter Speed, Aperture and ISO. They will learn how to develop black and white film photography and they will explore how to fuse their knowledge to create and develop new ideas and concepts.
Photography GCSE is not in the timetable as it takes place in activity time during the week to not take away from a student’s ‘core’ options. The exam board is Edexcel and the two year course consists of 60% coursework and a 40% Exam. At the end of the two years this is then followed up by an Exhibition to showcase the work to examiners, the school and parents.
Ema ExcellHead of Photography
Specification: Edexcel 4PY0 40% Examination / 60% Coursework
GCSE Photography
Photographers produce and preserve images that paint a picture, tell a story, or record an event.
51
For the last 2 years,
100% of Bede’s GCSE Photography
students have achieved A*-A grades.
I had little experience of it before I started the course, but it soon became a passion.
I am fascinated with the works of traditional and modern photographers and have been inspired to push boundaries and look at imagery in different ways.
I have learned that photography is an observation of Art, and that it is about finding something ordinary and making it extraordinary. My suggestion would be that every pupil at Bede’s talk to Ms Excell about giving it a try.
Georgia MyersCurrent Upper Fifth student
GCSE Photography has been absolutely brilliant.
52
We study diverse range of sports from traditional invasion games, striking and fielding activities through to rock climbing and kayaking. Along the way, students learn about the benefits of sport, exercise and a healthy lifestyle.
While learning students also improve their own performance in a range of sports and roles and are involved in a series of depth studies and written assessments, including designing and carrying out their own personal exercise programme in a chosen sport.
Lastly, pupils also have the opportunity to attend the Outdoor Adventure Week in Bude, Cornwall, during which they can get involved in surfing, rock climbing and kayaking.
The last thing to consider is that we work tirelessly as a faculty to ensure that each student is able to achieve the very best possible results.
Mary-Jane NewberryHead of Physical Education
Specification: Edexcel 2PE01, 3PE0140% Examination / 60% Coursework
GCSE Physical Education
GCSE PE sees pupils develop knowledge and understanding through practical involvement.
53
Last year,
67% of Bede’s GCSE Physical
Education students achieved A*-B grades.
In particular, I really enjoyed the practical element of the course, including exploring different activities which were both fun and challenging!
I feel that studying the material for two years really helped me to improve as an athlete; learning about what contributes to an healthy, active, lifestyle was great for me, and I have been able to apply everything I learned to my own life.
Now, in the Sixth Form, I am playing Netball for England, and I’m convinced my GCSE in PE helped me along the way.
Anna DagwellCurrent Lower Sixth student
GCSE PE was a really enjoyable course!
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There are two sections and each section has a 1 hour and 45 minute examination at the end of the Upper Fifth.
Section 1 explores the fascinating beliefs, teachings and practices of Christianity and Islam through which some of the key structures of western civilisation, including morality, justice and culture are studied.
In addition to this students get to grapple with the worldview truth claims of both of these enchanting religions.
Section 2 is a compelling and exciting thematic study of philosophy and ethics.
We explore existential ideas and applied theories in relation to The Existence of God and Revelation, Peace and Conflict, Crime and Punishment, and Hu-man Rights and Social Justice
Neill StannardHead of Theology and Philosophy
Specification: AQA Religious Studies A (8062) 100% Examination / 0% Coursework
GCSE Theology and Philosophy
Theology and Philosophy at Bede’s is examined via the highly stimulating AQA syllabus.
55
Last year,
100% of Bede’s GCSE Theology and Philosophy students achieved
A*-C grades.
It contains the sort of academic rigour that universities and employers seek and students love.
Lessons are engaging and stimulating and the extension work available helps me to push myself to find out how good I can really be.
In addition to the course I have been reading Russian literature and undergraduate introductions to philosophy.
We laugh, we think, we reason and we develop a thirst for wisdom and knowledge.
Benjamin HarveyCurrent Upper Fifth Student
Theology and Philosophy is a unique and fascinating subject.
Bede’s Senior School T 01323 843 252Upper Dicker [email protected] Sussex BN27 3QH bedes.org