GCSE Courses & Curriculum 2010-2012

Core Options: Choose Three Option D: Choose One

English Language Creative Technology Humanities ICT (Full GCSE)

English Literature Art & Design Food & Nutrition Business Studies Greek

Mathematics Drama Graphic Products Geography Mandarin Chinese

Science Photography Textiles History Private Study

French or Spanish Music Classical Civilisation

Religious Studies

ICT (ECDL Course) Physical Languages

Physical Education Performing Arts: Dance

Latin

PSHE Spanish Physical Education

GCSE CURRICULUM

ENGLISH LANGUAGE

ENGLISH LITERATURE

MATHEMATICS

MODERN FOREIGN LANGUAGE (FRENCH or SPANISH)

RELIGIOUS STUDIES

SCIENCE

INFORMATION & COMMUNICATIONS TECHNOLOGY

PERSONAL, SOCIAL & HEALTH EDUCATION

PHYSICAL EDUCATION

CORE CURRICULUM

ENGLISH LANGUAGE

All girls take English Language. The new 2010 Specification no longer comprises any written coursework; this has been replace by Controlled Assessments. These are sat under examination conditions at certain points throughout the two-year course after teaching of the relevant text or skills required. The whole course is made up as follows: Unit 1: Understanding and Producing Non-fiction Texts

This is assessed by external examination taken at the end of the course. It is a two-hour examination that is worth 40% of the total GCSE marks. The paper comprises two equal sections of 20% each, one that tests Reading and one that tests Writing. Unit 2: Speaking and Listening

These tasks are Controlled Assessments, worth 20% of the total GCSE marks. Candidates are assessed on three equally weighted activities: presenting; discussing and listening; role-playing. Unit 3: Understanding Spoken and Written Texts and Writing Creatively

These tasks are Controlled Assessments, worth 40% of the total GCSE marks. Part A: Extended Reading (15%) One task is chosen from the Controlled Assessment Bank provided by AQA. This can be based on a text also studied for English Literature. Part B: Creative Writing (15%) Two tasks are chosen from the Controlled Assessment Bank. Part C: Spoken Language Study (10%) One task is chosen from the Controlled Assessment Bank.

ENGLISH LITERATURE

Except in unusual circumstances, all girls take English Literature. As with Language, the 2010 Specification has dispensed with coursework, replacing it with Controlled Assessment. With Litera-ture, however, these Assessments make up only 25% of the total marks. The whole course is made up as follows: Unit 1: Exploring Modern Texts

This is assessed by external examination, worth 40% of the total GCSE marks. The examination is 1 hour and 30 minutes, comprising two sections of equal weight: Section A: Modern Prose or Drama (20%) One question answered from a choice of two on set text. Section B: Exploring Cultures (20%) One question answered on the set text. The question is in two parts; one will ask candidates to respond to a passage from the text, the other to link this passage to the whole text. Unit 2: Poetry Across Time

This is assessed by external examination, worth 35% of the total GCSE marks. The examination is 1 hour and 15 minutes, comprising two sections: Section A: Poetry Cluster from the Anthology (23%) One question answered from a choice of two, comparing two poems. Section B: Responding to an Unseen Poem (12%) One compulsory question answered. Unit 3: The Significance of Shakespeare and the English Heritage

This is assessed by Controlled Assessment, in which candidates make links between a play from Shakespeare and any other text from the English Literary Heritage. This assessment is worth 25% of total GCSE marks.

All girls take Mathematics at GCSE and have three double lessons per week. They are taught in sets according to ability and aptitude and every girl is encouraged to succeed at whatever level is appropriate for her. The most able are taught the GCSE course in Year 10 and take Additional Mathematics in Year 11. Those who find Mathematics more demanding are taught in smaller groups with an in-class teaching assistant or in extra study periods when required. We enter most girls for the UKMT Intermediate Maths Challenge. We follow the Edexcel Linear Specification – 1380. The syllabus content can be found on-line at http://www.edexcel.com/quals/gcse/gcse-leg/maths/1380/Pages/default.aspx The content of the National Curriculum can be found on-line at www.nc.uk.net This course is assessed by examination only – no coursework is required. The examinations will consist of two written papers of 1 hour 45 minutes each. The first paper is without a calculator; the second paper permits calculator use. There are two overlapping tiers of entry as follows:

We expect most girls to be entered at the Higher Tier. Girls in Set 1 usually follow the OCR Additional Mathematics FSMQ in Year 11 after completing the GCSE syllabus. They sit the GCSE at the normal time in Year 11.

TIER TARGET GRADE

Higher A*ABCD

Foundation CDEFG

MATHEMATICS

MODERN FOREIGN LANGUAGES

Girls may choose to continue with one or both of the two languages that they are currently studying in Year 9. We encourage all able linguists to continue with two languages. All languages follow the new AQA Examination Board specification. The four skills: Listening, Speaking, Reading and Writing, are assessed distinctly at either Foundation or Higher Tier, in any combination.

The areas of study (which lead nicely into the AS Level) are:

Theme(s) Sub-topics

Lifestyle Health Relationships and choices

Leisure Free time and the Media Holidays

Home and Environment Home and local area Environment

Work and Education School and future plans Current and future jobs

Examination Skill

Weighting Length of examination

Helpful information Assessment

Listening 20% Foundation Tier: 30 mins + 5 mins reading time Higher Tier: 40 mins + 5 mins reading time

All questions and answers either non-verbal (multiple choice) or in English

Externally marked

Reading 20% Foundation Tier: 30 mins Higher Tier: 50 mins

All questions and answers either non-verbal (multiple choice) or in English

Externally marked

Speaking 30% max 12 mins Two tasks of equal weighting, e.g. an interview and a conversation. May be recorded for moderation purposes.

Marked by class teacher and externally moderated

Writing 30% Two Controlled Assessment tasks (approx 300 words each) each one to be completed in 1 x 60 min session

The theme of each task is negotiated with the students in advance. The preparatory work is done in class, with access to reference materials. Final pieces are written under examination conditions in class time, with access to a dictionary.

Assessment is by outcome, so there is no Tier system for this element of the examination. Externally marked.

The new full core Religious Studies course consists of two main areas of study - Religious Philosophy and Ultimate Questions and Religion and Morality. The following topics are studied and assessed by two examinations at the end of year 11. Unit 3: Religion and Morality

Religious attitudes to matters of life (medical ethics)

Religious attitudes to the elderly and death

Religious attitudes to drug abuse

Religious attitudes to crime and punishment

Religious attitudes to the rich and poor in British society

Religious attitudes to world poverty

Unit 4: Religious Philosophy and Ultimate Questions

The existence of God

Revelation

The problems of evil and suffering

Immortality

Miracles

Science and religion

These units provide a chance to look at aspects of philosophy, sociology, psychology, economics and the justice system, as well as fulfilling the requirements of citizenship for KS4 students.

The course is the perfect introduction to the huge area of Religious Studies and provides students with an excellent base from which to continue to study these topics at A-level.

Why Study Religious Studies at GCSE?

If any of the above questions have started you thinking, then that answers the question! First and foremost, this course makes you think for yourself. It develops your ability to analyse your own beliefs and examine them in the light of others‘ beliefs. Many lessons are based around discussion, and you will gain the skill of writing clear and coherent arguments which will equip you well for a variety of A-level choices – especially Philosophy and Ethics.

RELIGIOUS STUDIES

SCIENCE

AQA GCSE SCIENCE SPECIFICATION B Examination structure and content

Taking all three Sciences at GCSE provides all our girls with an excellent understanding of Science and greater opportunity to study Science and other related subjects at A level and beyond. The Separate Science Curriculum provides a greater depth of knowledge and understanding in all three Sciences providing the ultimate GCSE Science qualification; and prepares the girls fully for A level Sciences, if this is an area they wish to explore further. The new GCSE Science specification has had some mixed publicity. Although we are confident that the Core and Additional GCSE meets all the requirements set out by the Government, we would like to make sure that we provide a depth of Science education that fully challenges every individual. Our judgement is that the three Separate Science qualifications will give all students the edge when it comes to studying at A level and will be of benefit during University applications. It also provides a stimulating and worthwhile Science Curriculum, allowing the full development of enquiring minds. The new specifications offer a more practical approach to Science. New topics within the ―How Science works‖ module include:

Thinking behind the doing

Observation as a stimulus to an investigation

Designing an investigation

Making measurements

Presenting data

Using data to draw conclusions

Social aspects of Scientific evidence

Limitations of Scientific evidence

YEAR 9 YEAR 10 YEAR 11

GCSE COURSE Core Science (Biology; Chemistry & Physics)

Additional Science (Biology; Chemistry & Physics)

Separate Science (Biology; Chemistry & Physics)

CENTRE ASSESSED UNITS

1 Centre Assessed Unit

1 Centre Assessed Unit

1 Centre Assessed Unit per Science which can come from Years 9 & 10

EXAMINATIONS School examinations January Core Science modules

Additional Science modules and Further Science Modules

INFORMATION & COMMUNICATIONS TECHNOLOGY

All girls study ICT. The choice consists of:

AQA GCSE in ICT or The European Computer Driving Licence AQA GCSE in ICT

Today‘s students have grown up in the digital age. They have the ‗know how‘ on using technology, whether they are socialising on Twitter or downloading music from MySpace – it has become second nature to them. However, how does it all work? How are new ICT solutions developed? What are the risks and benefits of using ICT? Unit 1: Systems and Applications in ICT (1 hour and 30 minute exam. 40% of the marks).

Section A: 10 structured questions featuring very short and multiple choice answer questions. All questions are compulsory. (72 marks) Section B: Three structured questions each featuring short and extended answer questions. All questions are compulsory. (36 marks) Section C: One essay question from a choice of two. (12 marks) Sections B and C will include an element of stretch and challenge for the more able. Unit 2: Practical Problem Solving in ICT (Approximately 15 hours of Controlled Assessment. 20% of the marks)

The purpose of this unit is to task candidates to solve practical problems the likes of which they may meet in education, the community or in the work place. ICT must be used to solve the problem. Each year a list of tasks will be provided by AQA. The school can then choose which task(s) to make available to its candidates. More than one task can be used in each series. (60 marks) Unit 3: The Assignment: Applying ICT

Approximately 30 hours of Controlled Assessment 40% of the marks

The description of a situation will be provided by AQA each year. Within the given situation, and working independently, candidates will be asked to solve two tasks requiring independent use of ICT. (120 marks) European Computer Driving Licence

St Gabriel‘s is an official test centre for the European Computer Driving Licence, a software skills based qualification recognised by employers. The modules test a candidate‘s skills in word processing, spreadsheets, databases, electronic communication, presentation software, ICT concepts and computer basics. Girls may study the course materials online at their own pace for two periods of ICT per week and arrange to be assessed on each of the modules at a suitable time. The learning materials are available through the school‘s VLE and thus can be accessed from home as well as during lesson time. Girls will only be permitted to take an assessment if they can provide evidence that they have studied the course material for that module to a satisfactory standard. Girls may prefer to consider this option if they do not wish to concentrate on the skills of analysis, design, implementation, testing and evaluation with an important element of controlled assessment. Coursework does not feature in the ECDL as it focuses upon developing the candidate‘s skills in the use of applications software. Successful completion of all modules is equivalent to a GCSE grade A* to C.

PERSONAL, SOCIAL & HEALTH EDUCATION, CITIZENSHIP & KEY SKILLS

All girls in Years 7 - 11 receive PSHE lessons as a part of their tutorial form time. Many issues are covered and these are selected to coordinate with timetabled lessons in Years 9, 10 and 11. All pupils in Years 9, 10 and 11 are timetabled for one or two lessons per week of careers education, personal and social education and health education. The girls are encouraged to maximise their potential and to increase their awareness of their strengths and abilities. The school recognises that, in the ever increasingly competitive world of work, good careers education and guidance for students is of great importance. In Year 11 all girls are offered the services of ISCO and are given aptitude tests and careers guidance by its team of experts. There is a Careers Library within the main School Library. A partnership agreement is in operation with the local Careers Service. The PSHE course covers subject areas of money management, personal relationships, health and fitness, assessment of strengths and weaknesses, environmental issues, rights and responsibilities and general issues of interest. Citizenship at local, national and international levels is also embraced with an aim to initiate activity in the local community. Links have been forged with PALs and other charitable organisations.

PHYSICAL EDUCATION

Ethos and Philosophy

The school recognises and values the importance of competitive games as fostering the values of teamwork, commitment, competitiveness and co-operation. Through a variety of activities both in and out of the curriculum time, pupils have the opportunity to develop these skills and through developing personal skills increase their self confidence. Differentiation takes place in some lessons. When the whole year group are being taught together, pupils may be taught in forms of ability groups when it is appropriate. Pupils take part in hockey, netball, gymnastics, dance, cross country, athletics, swimming, rounders, tennis, badminton, volleyball and aerobics. These activities are extended into clubs which also include judo, climbing, badminton and gymnastics. Pupils are encouraged to participate in house competitions throughout the year and many enjoy playing for school teams after school. The department is committed to running teams for hockey, netball, cross country, tennis and rounders, for all years, and has a strong inter-school fixture list. A good proportion of pupils compete at regional level in a variety of sports and some have progressed to national level. In Years 10 and 11 pupils are taken to the local leisure centre where they have the opportunity to take part in alternative activities such as aerobics, multi-gym, swimming and squash. In Years 12 and 13 other facilities are used, such as Cannons and local private gyms, and choices include kick boxing and yoga. Taking part is as important as winning. As well as fostering a competitive ethos, the department encourages mass participation and the house system encourages non school team members to play in competitive situation. As the school has grown, more second team fixtures have been included in the fixture list, allowing more pupils to be part of a team and take pride in representing their school. The Physical Education curriculum has a broad range of activities, including both competitive and non competitive activities, to cater for all ranges of ability and interest. The department‘s philosophy is to develop every pupil to their full potential.

OPTIONS

ART & DESIGN

ART WITH PHOTOGRAPHY

BUSINESS STUDIES

CLASSICAL CIVILISATION

DESIGN & TECHNOLOGY: GRAPHIC PRODUCTS

DESIGN & TECHNOLOGY: TEXTILES TECHNOLOGY

DRAMA AND THEATRE ARTS

GEOGRAPHY

HISTORY

HOME ECONOMICS: FOOD & NUTRITION

LATIN

MUSIC

PERFORMING ARTS: DANCE

PHOTOGRAPHY

PHYSICAL EDUCATION

SPANISH

You will be required to choose 3 of these options

ART & DESIGN

What is GCSE Art and Design All About?

The most important aspect of the GCSE course is to have an adventurous and enquiring ap-proach to art and design and the willingness to develop the skills to express it. Within the course you will gain an understand-ing of art work from the past and the present and learn how to produce a personal response to these that embrace a range of ideas. You will learn a number of skills in the course which will include:

A working knowledge of the materials practices and technology of art and design

Skills to investigate, analyse and experiment using art, craft and design

You will develop your imaginative powers and the skills to express your ideas, feelings and meanings And, you will build an understanding of the language and conventions of art and design recognising its‘ place in history and society. The particular skills you will learn depend on the area of study you choose. This can be Art in general, Photography or Three Dimensional Art. Course Structure We are using the Edexcel examination board and the coursework and exam will be completed within five terms.

Coursework is completed by the end of January in year 11 and will consist of two main projects. These will make 60% of the marks of the course and should include research, supporting observational studies and work showing the development of your ideas. This might be in the form of work journals, experimenta-tion, maquettes, observation studies, photographs and research of other artists and cultures. These will lead to several final outcomes which will usually be finished pieces of work. The Exam or Externally Set Assignment is the culmi-nation of the GCSE course and will make 40 % of the marks. Students will be given an eight week prepara-tion period which will be based on a theme set by the examination board. During this time students will be supported with guidance from staff and other sources. These preparatory supporting studies should be evi-dent in the work journals and elsewhere. There will then be a 10 hour timed test when the stu-dents will produce a piece of work based on the preparations they have made. This will take place over several days in the March of year 11. The work

for the actual timed test must be unaided in the actual making. All work will then be internally marked and externally moderated to arrive at the final grades.

Why Art? Art is a good counterpoint to other subjects as it encourages the making of connections between subjects and the ability to ask questions about the world around us. Although it is by no means an easy option and will require dedication, Art will also produce wonderful opportunities to express ideas, learn technical skills and provide a foundation for extending to further creative opportunities in the future. Why Art? Art is a good counterpoint to other subjects as it encourages the making of connections between subjects and the ability to ask questions about the world around us. Although it is by no means an easy option and will require dedication, Art will also produce wonderful opportunities to express ideas, learn technical skills and provide a foundation for extending to further creative opportunities in the future.

ART & DESIGN (continued)

ART WITH PHOTOGRAPHY

GCSE in Art & Design. Art with Photography – unendorsed. (2AD01) We offer this as an option for those who want to do Art and Photography, but don‘t have room to do both as separate options. Candidates work in the following areas:

Fine Art: drawing, painting, mixed media, printmaking

Textile Art: silk painting, fabric transfer, batik

Three-dimensional Studies: ceramics, sculpture, jewellery

Photography: black and white, digital Coursework 60% of the total marks

Each candidate must present two identifiable units of work for assessment; one unit of photography-based work and one unit of Fine Art. The units should reflect the breadth of the course and include evidence to show that all the assessment objectives have been fulfilled. Work may be carried out in class and elsewhere. Each unit must be accompanied by relevant preliminary/supporting studies. The examination unit should be Art-based, but may contain elements of photographic work. The three units will be marked together as a whole.

BUSINESS STUDIES

Are you interested in finding out about the world we live in? Would you like to know how to set up and run a business successfully? If so Business Studies could be the subject for you at GCSE. We consider issues such as

Recruitment and retention of staff

Management of cash flow

Choice of appropriate legal structure, location and marketing strategies

Laws affecting business and the importance of planning, quality and the profit motive. The course is assessed as follows:

Written Examination Papers

Unit 1: Setting up a Business 40% 1 hour Unit 2: Growing as a Business 35% 1 hour Controlled Assessment

Unit 3: Investigating Businesses 25%

The examination board provides students with a pre-released task to research and plan with teacher guidance, the final write up is assessed individually and carried out under supervised conditions.

CLASSICAL CIVILISATION

THE SYLLABUS

THERE ARE FOUR OPTIONS TO BE TAKEN:

I) Athenian religion, family and entertainment or Roman religion, family and entertainment

II) Homer‘s ‗Odyssey‘ or Ovid‘s ‗Metamorphoses‘

III) Sparta or Pompeii

IV) Controlled Assessment of Aristophanes‘ ‗Lysistrata‘ or The Olympic Games OR Sophocles‘ ‗Antigone‘ or Virgil‘s ‗Aeneid‘ I, II and III should be fairly straightforward.

IV (the Controlled Assessment) is new this year and

is OCR‘s attempt to deal with the issue of

plagiarism with regards to coursework.

EXTRA CURRICULAR ACTIVITIES

The department offers a full range of extra-curricular activities. In the last 12 months these have included

Theatre trips to:

Oxford (Aeschylus‘ ‗Agamemnon‘)

Cambridge (Euripides‘ ‗Medea‘)

London (Ralph Fiennes in Sophocles‘ ‗Oedipus‘) (The British Museum) Performances in school

Euripides‘ ‗Hecuba‘ (The Rep. Company)

Aristophanes‘ ‗Lysistrata‘

Classics Club showing of ‗Gladiator‘ For the future

Sicily

Euripides‘ ‗Hippolytus‘

Departmental magazine

CURRENT CINEMA ADAPTATIONS APPROPRIATE TO THE STUDY OF

CLASSICAL CIVILISATION GCSE

DESIGN & TECHNOLOGY: GRAPHIC PRODUCTS

The distinguishing feature of this D&T course is its creative and practical nature. This course will encourage girls to combine designing and making skills with knowledge and understanding to produce real life prototype products. There is a mix of theory, design and practical work, with the emphasis on Design and Make projects throughout the course. This will help girls to understand and appreciate the design and manufacture of commercially produced products and to be creative in their approach to solving problems. They will use computers to help with their design ideas and to create a 3D quality graphic product prototype, as well as using a wide range of media, materials and equipment. The course is assessed through both coursework and examinations. There are four modules, two are internally assessed coursework modules worth 60% of the GCSE. The remaining two are examined modules, worth 40% of the GCSE. Unit A531: Introduction to designing and making Coursework module

Developing research and investigation skills

Developing drawing skills

Modelling

Evaluation process Unit A532: Sustainable design Examined module - 1 hour paper worth 20% of total GCSE mark

Consideration of products

Consideration of the environment

Consideration of society and the economy

Unit A533: Making quality products - Coursework module

Designing for a need

Working with tools and equipment

Evaluating the product Unit A534: Technical aspects of designing and making Examined module - 1 hour 15 minutes paper worth 20% of total GCSE mark

Working with tools and materials

Selecting processes

Designing for success

For further information on this course, please contact Mr Berry.

DESIGN & TECHNOLOGY: TEXTILES TECHNOLOGY

Textiles Technology builds on skills developed in Years 7, 8 and 9. It is a good choice for students who enjoy textiles and includes designing and making textile items. It could lead to a

wide range of worthwhile careers in the fashion and textiles industries.

This course will enable students to analyse existing textile products, practice and experiment with various textile techniques along with designing and making quality textile items. Practical and theory work will cover a range of topics including:

Fibres, fabrics and components - how they are produced, their properties and uses

Fabric construction methods and decorative techniques

Fabric printing and dyeing

Using a commercial pattern

Design, fashion and changing technology

Fabric and garment technology Coursework

This takes the form of a design and make project, where students choose their own topic from an area of the syllabus which really interests them. It is worth 60% of the total marks. For further information on this course, please contact Mrs Vines.

DRAMA & THEATRE ARTS

People often assume that GCSE Drama is a course for aspiring actors, but the skills developed are much more far-reaching than that. It is widely recognised that Drama can make an enormous contribution to personal development. Today‘s employers are looking for mature, confident, creative people who can communicate effectively and work as part of a team - precisely the qualities and skills that Drama develops. GCSE Drama is practical, rewarding and fun! The course gives pupils the opportunity to understand different points of view, to form their own opinions, to listen purposefully and to develop their language and communication skills. They are also given responsibility for planning and research and will experience working to a real deadline - the arrival of an audience! In addition, GCSE Drama develops performance techniques and gives pupils an understanding and appreciation of Drama as an art form and of its place in our culture. 60% of the marks are allocated for coursework

Pupils work on a range of assessed projects and the best two marks are submitted at the end of the course. Projects can be drawn from a range of practical components that may include performances and design skills. However, potential candidates should be aware that they will be required to perform for at least one component and that two components must be submitted for final assessment. 40% of the marks are awarded for the final written examination

The examination assesses pupils‘ appreciation of a performance they have seen and/or of a set text that they have studied. GCSE Drama is very enjoyable and rewarding for pupils who are interested and enthusiastic. It is very much a practical subject and pupils tend to get out what they put in. The demands of the course require a high degree of commitment and self-discipline but it is also very satisfying.

GEOGRAPHY

Summary of Content Style of Assessment: 1 hour 30 minute examination for each paper.

Candidates answer three questions, one from Section A and one from Section B plus free choice of one other. Paper 1- Physical Geography Paper 2 – Human Geography 2: Human Geography 37.5% Section A Section A

The Restless Earth Population Change Rocks, Resources and Scenery Changing Urban Environments Challenge of Weather and Climate Changing Rural Environments Living World Section B Section B

Water on the Land The Development Gap Ice on the Land Globalisation The Coastal Zone Tourism Controlled Assessment: Local Fieldwork Investigation

Marked out of 60. Maximum word guidance of 2000 words. Six hour write-up under direct supervision. Task Setting: Centres will select a task from a choice of 11 provided by AQA two years prior to submission.

Task Taking: Candidates will work under the direct supervision of a teacher at all times, with the exception of research involving primary and/or secondary data collection.

Task Marking: Centres will mark the candidates‘ work which will then be moderated by AQA.

HISTORY

History is the ideal subject for anyone who is interested in people and in the world. It gives you a range of skills that are transferable to the majority of A level and degree subjects.

At St Gabriel‘s we study the Edexcel Modern World History syllabus. There are four units: Germany 1918-39. The rise of the Nazis and the nature of Nazi rule. Topics include the police state, propaganda, the indoctrination of children and the treatment of German Jews. The USA 1945-70. Topics include the McCarthy witch hunts, the black civil rights struggle, the student movement and the women‘s movement. The Cold War 1945-90. Superpower rivalry between the USA and Russia. Topics include the origins of the Cold War, the Hungarian Uprising, Cuban Missile Crisis and the Soviet invasion of Afghanistan. Northern Ireland in the 1960s. Topics include the Catholic civil rights movement, the Battle of the Bogside, the deployment of British troops and Bloody Sunday. The units test knowledge, writing skills and source skills. Overall, the exam papers are worth 75% and the coursework (on Northern Ireland) is worth 25% of the final mark. By the end of the course, you will be able to research independently, summarise effectively and write clearly. You will be able to weigh up evidence and think analytically. You will also have a good understanding of the main themes and concepts in 20th Century history. You will understand how dictatorships are established and maintained. You will understand how freedoms are won. You will understand how community tensions can escalate into civil war and acts of terrorism. Above all, you will have a better understanding of the world around you… you will be a more informed and interesting person! For more information contact Ben Lewis, Head of History.

HOME ECONOMICS: FOOD & NUTRITION

Are you interested in Food? The Food and Nutrition course is a good choice for students who have an interest in food and related areas such as health and human biology. The course offers many opportunities to carry out practical work. In addition to supporting the theory aspect of the course, practical work also expands the range of skills developed in Years 7, 8 and 9, working with different ingredients and experiencing a range of cooking methods. The main areas covered include:

Nutrition and Health – the role of nutrients in the body, current dietary advice and the effect of diet on health.

Food Choice – how and why we choose the food we eat, making the right food choices, and studying groups with different dietary requirements.

Food Preparation and Cooking - how and why food is cooked, cooking methods and the effect of cooking on the nutritional and sensory qualities of food.

Food Safety – food poisoning, food hygiene and methods of preservation.

Food Marketing and Advertising – the function of food labeling and the rights of the consumer

Coursework

60% of the GCSE is coursework, which gives students the scope to develop their own individual areas of interest within the subject.

There are three short tasks (worth 10% each) and a themed food study (worth 30%). Coursework is carried out in both Years 10 and 11. There is one examination worth 40% of the GCSE marks. For further information on this course, please contact Mrs Jennings.

LATIN

THE SYLLABUS

The new syllabus is very similar to the old one, with four units to be taken. The units are pretty much identical, though more information has been given as to what they contain.

Unit 1: Latin Language 1: unseen Latin translation and comprehension questions on either Roman mythology or Roman domestic life

Unit 2: Latin Language 2: unseen Latin translation on a story or stories drawn from history

Unit 3: Latin Prose Literature: a very difficult choice as the options are great—being either the Druids and Boudica or Tacitus‘ The Poisoning of Claudius

Unit 4: Latin Verse Literature: a fantastic selection encompassing some of the most famous names from Latin literature—Catullus, Ovid and Horace Each unit is worth 25%. The main change in the syllabus is that there is no coursework option. (This has happened pretty much across the board as the internet has made plagiarism far too hard to police).

EXTRA CURRICULAR ACTIVITIES

The department offers a full range of extra-curricular activities. In the last 12 months these have included: Theatre trips to

Oxford (Aeschylus‘ ‗Agamemnon‘)

Cambridge (Euripides‘ ‗Medea‘) Performances in school

Euripides‘ ‗Hecuba‘ (The Rep. Company)

Aristophanes‘ ‗Lysistrata‘

Classics Club showing of ‗Gladiator‘ For the future

Sicily

Euripides‘ ‗Hippolytus‘

Departmental magazine

WHAT DOES ONE DO WITH LATIN

The following are the university courses currently embarked upon by students of St Gabriel‘s who did ‗A‘ level Latin:

· Modern Foreign Languages · Psychology · Classics · Dance · Classical Studies · Ancient History · English The old argument that Latin is dead is, frankly, dead. Would you avoid Shakespeare because he is a few hundred years old? Or ban the English Civil War for similar reasons? Or forbid the study of Einstein since some of his theories have now been disproved? Yes, Latin makes up 50% of the English language, and yes, it is the basis of all the Romance languages. But the most valid reason to study Latin is… because you enjoy it.

LATIN IN THE CINEMA…

SPQR (GLADIATOR) = SENATUS POPULUS QUE ROMANUS: THE SENATE AND THE ROMAN PEOPLE ROMANES EUNT DOMUS (THE LIFE OF BRIAN): ROMANS THEY GO THE HOUSE

TIMEO DANAOS ET DONA FERENTES (NOT IN A

FILM BUT IT SHOULD BE): I FEAR THE GREEKS

EVEN WHEN THEY BEAR GIFTS

MUSIC

At St Gabriel‘s we follow the AQA GCSE Music Specification 4272.

The course is built around the heading ‗the organisation of sounds‘.

Areas of Study

These will be explored through 3 strands

MUSIC (continued)

Why do GCSE Music?

The new AQA GCSE Music specification has been designed to enable candidates to enjoy and appreciate the benefits of being involved in playing music, making music and understanding music. It offers candidates exciting opportunities for performing, composing and appraising their music with greater weight placed on the performance aspect than previously. If you enjoy listening to music and playing or singing music then you will enjoy the challenges of Music GCSE. The course is designed to stimulate and stretch young musicians of all standards from virtual beginners to Grade 8+.

PERFORMING ARTS: DANCE

“Dance is vital, an activity both exhilarating and liberating to watch or do. The instinct to dance is fundamentally joyous and no matter how hard you try you can’t get away from that for long. It can also be a huge force for good, effectively drawing people together and levelling everyone through sheer hard work. It can speed up your heart rate, it can enliven your being, it can change your life”.

Richard Alston CBE

This is a two year course comprising both practical and theoretical work. The course aims to:

Develop understanding and appreciation of a range of dance styles

Develop aesthetic and artistic sensibility to dance works

Develop the knowledge, skills and understanding needed to perform, choreograph and appreciate dance including an awareness of its artistic contexts

Develop life-skills and attributes including decision-making, critical and creative thinking, aesthetic sensitivity and the ability to cooperate with others.

Pupils will be assessed in four areas: Unit 1: Critical Appreciation of Dance (42301) Written Paper – 1 hour 50 marks – 20%

Candidates should study a minimum of two of the prescribed professional works. Candidates will answer a short and concise written paper, focusing on critical analysis and perceptive understanding of two professional works selected by the centre from the list provided by AQA. Questions may also refer to the candidate‘s own performance and/or choreography.

Unit 2: Set Dance (42302) Practical Examination Solo Performance – 1–1½ minutes 30 marks – 20%

Candidates will demonstrate their physical competence and effectiveness as performers and their knowledge of safe working practice. Candidates will perform one of two set solo dances. The dances are choreographed by professional dancers in a contemporary dance genre and will be externally assessed on the following elements:

The physical, technical and mental skills necessary for effective performance

The expressive skills necessary for effective performance

Understanding how to achieve high quality performance

Knowledge and understanding of health, fitness and safe working practice

Technical ability: posture, alignment, co-ordination, balance, strength, flexibility, mobility and control

Accurate reproduction of action and spatial content, with reference to the choreography and the characteristic features of the particular chosen dance

Interpretation of dynamic and expressive qualities demonstration of style: ability to emulate the style and mood of the original choreography

Safe practice as a performer: execution of movements, clothing, jewellery, hair, footwear

Overall sense of performance: focus, projection, musicality, sensitivity, communication, energy, commitment.

Each candidate will be video recorded performing their chosen set dance and the video will be sent to AQA to be externally marked.

Unit 3: Performance in a Duo/Group Dance (42303) 3 – 3½ minutes Controlled Assessment 30 marks – 20%

Candidates will perform in a duo or group dance choreographed by the teacher in collaboration with the students which relates in three ways to one of the specified professional works. Candidates will be assessed on the following:

Technical ability: posture, alignment, co-ordination, balance, strength, flexibility, mobility and control

Accuracy of action, dynamic and spatial content within the context of the group

Communication of choreographic intent: empathy with the mood or meaning of the dance and ability to interpret and communicate this

Sensitivity to other dancers in a range of dance relationships: in time and space and in group formations and dance relationships

Safe practice as a performer within a group context: execution of movements, clothing, jewellery, hair, footwear, appropriateness of choice of same

Overall sense of performance within a group context: focus, projection, musicality, sensitivity, communication, energy, commitment.

Each candidate will perform live and must be assessed by the teacher before moderation. Unit 4: Choreography (42304) Task 1: Solo Composition 1–1½ mins 20 marks – 15% Task 2: Choreography – solo/duo/group 40 marks – 25% Unit total: 60 marks – 40%

Candidates will demonstrate their increasing effectiveness as a choreographer and their ability to appreciate dance in two tasks: Solo Composition 15%:

Under the guidance of their teacher, candidates select three motifs from one of the selected professional works from the prescribed list. This should be a different work to that selected for the Performance in a Duo/Group Dance (unit 3). The motifs must be developed by the candidate to create a short solo dance, with clear form and structure, of between 1 and 1½ minutes. Candidates will be assessed on the following:

Imaginative development of selected or given material through action, space and dynamics

Successful integration and linking of the motifs into the composition

Structuring and use of choreographic devices and principles

Analysis and evaluation to bring about improvement during the progress of the piece.

PERFORMING ARTS: DANCE

Choreography – Solo/Duo/Group 25%:

Candidates will demonstrate their increasing effectiveness as a choreographer by choreographing either a solo piece (1½ to 2 minutes in length) or a group piece (2½ to 3 minutes in length). The students are given a list of starting points provided by AQA and the end work should demonstrate their ability to create a choreography which is sensitive to the chosen stimulus. A brief programme note detailing the title, accompaniment and selected starting point should be provided by the student. Candidates will be assessed on the following:

Creative and imaginative response to selected stimulus/starting point

Selection of action content

Selection of spatial content

Overall form and structure

Use of choreographic devices and principles

Choice of aural setting

Overall communication of dance idea. Throughout the two years, pupils will be required to see as wide a range of dance performances as possible. Whilst it is not a necessity, it would be an advantage for candidates to have knowledge of at least two different dance styles e.g. ballet, contemporary, jazz, tap, Irish etc. It will be expected that candidates for this course will become members of the School Dance Company and should join a dance club/group outside of school to expand their dance knowledge and capability.

PERFORMING ARTS: DANCE (continued)

PHOTOGRAPHY

Art and Design – Photography: – Lens and Light-based Media (2PY01)

Photography covers a broad area and is frequently used to document and record ideas and images for use in fine art as well as the graphic disciplines. Work in Photography should form a means of personal enquiry and expression involving the selection and manipulation of images. Students must employ creative approaches which go beyond mere observation and recording. Students are encouraged to work in either silver-based and/or digital technologies. Work with black and white film and a manual camera forms the basis of the course. 1.1 Developing Ideas

Students will:

Understand how ideas provide the starting point for art and design

Practice and form an integral part of the creative process

Formulate ideas from a variety of starting points

Carry out appropriate research from primary and contextual sources

Analyse and evaluate their own and others‘ work in the context of developing ideas

Develop insight into selected works from contemporary, historical and cultural contexts

1.2 Refining Ideas and Skills

Students will:

Develop skills through experimenting with appropriate media and methods

Use materials and techniques to explore the potential of ideas

Use research sources to inform the development and refinement of ideas

Review, analyse and select ideas

Sustain the development of ideas, building on and developing skills

1.3 Recording for Purpose

Students will:

Carry out appropriate research from primary and contextual sources

Demonstrate skilful use of the formal elements, including line, tone, colour, shape, pattern, texture, form and structure

Use media and refer to contextual sources to develop a range of recording skills

Develop visual, spatial, textural and other qualities within the context of recording from appropriate sources.

Photography, lens and light-based media includes works in film, video

Digital imaging and light-sensitive materials. Sometimes, techniques and processes are used to convey messages and create works related to other disciplines, such as web-based animations, photographic images in printed journals, light projections within theatrical or architectural spaces.

Work in photography lens and light-based media should be a means of personal enquiry and expression involving the selection and manipulation of images. Students must use creative approaches which go beyond observation and recording

In the context of this specification, disciplines will include film-based photography, digital photography and photography genres

1.4 Presenting and Realising

Students will:

Develop and communicate ideas through an informed use of visual, spatial, textural and other qualities

Demonstrate understanding of selected works from contemporary, historical and cultural contexts

Show evidence of an ongoing critical and analytical review of their progress, making relevant connections between visual, written, oral and other elements

Recognise the important role of individual responsibility and personal development in producing and presenting their response(s) in a meaningful way. Possible Areas of Study:

For this endorsement, students will need to work in at least two disciplines. Film-based Photography

Students will be expected to develop knowledge and understanding of:

The use of light as the most important element in photography

Film types, film speeds and specialised films which facilitate the processes of generating and developing ideas

Viewpoint, composition, focus, shutter speed, exposure

Darkroom techniques involving the recognition of appropriate paper types, developing and printing, emulsions, exposures, tone and contrast

Contextual connections between their film-based work and the work of others, extracting and using meaningful information

Acquisition and manipulation of the image through computers, scanners, photocopiers and computer software. Digital Photography

Students will be expected to develop knowledge and understanding of:

The use of light as the most important element in photography

The basis of digital photography, including pixel and digital processing viewpoint, composition, focus, shutter speed, exposure

The use and qualities of image acquisition hardware and software, and image manipulation and analogies between digital and other forms of photography

The relationships between colour and tone for screen- and print-based media

Contextual connections between students‘ digital work and the work of others, extracting and using meaningful information

The use of a range of source material, software and hardware in the generation and development of ideas. Photography Genres

Students will be expected to develop knowledge and understanding of:

The production processes in a range of photography genres, such as photo-journalism, documentary, street, fashion, landscape, portrait, fine art, panoramic, wildlife, forensic

Qualities of lighting in both studio- and location-based work

The suitability of tools and equipment for different genres

PHOTOGRAPHY (continued)

Qualities and functions of various genres

The relationships between photography genres and how they relate to genres in art and design

Contextual connections between their genre photographs and the work of others, extracting and using meaningful information

The work of others as a means of extending their genre vocabulary

Girls wishing to take this course will have to have a manual camera of their own, which they can use in School and at home. Due to the cost and unavoidable wastage of photographic paper, girls will have to buy their own paper after they have undergone the initial learning process and begun their coursework for assessment. Girls must also provide their own film. The school can purchase film and paper for the girls at reduced cost. Chemicals will be provided by the School throughout the course. Girls may also use a digital camera (either the school‘s or their own) to produce computer manipulated images. Students should be aware that this course requires more than just taking photos. They need to have a good eye for composition, an awareness of light and form, and a good imagination. We go further than just the straight print, though this forms the basis of our work. Students find this an exciting and rewarding course, which involves a lot of work.

PHOTOGRAPHY (continued)

PHYSICAL EDUCATION

The new syllabus that we will be following will be the double award syllabus which will be worth two GCSEs. This is a two year course comprising both practical and theoretical elements. The course is designed to show that candidates are able to plan, perform and evaluate physical activities by demonstrating their knowledge, skills and understanding of a range of physical activities. The course consists of four units – Units 3, 4, 5 and 6. Practical performance accounts for 60% and the theoretical paper counts for 40% of the total mark. Practical

Practical areas are covered in units 4 and 6. Candidates are assessed on their performance in four practical activities, chosen from at least two activity groups, showing three ways of thinking such as:

Player/performer

Organiser

Leader/coach

Choreographer

Coach The activity groups include:

Games

Gymnastics

Dance

Life saving, personal survival and outdoor and adventurous activities

Athletics

Fitness and health activities All practical work is assessed for Key Processes A and B, and Key Process C is assessed for one activity in the unit.

Key Process A – Developing skills in Physical activity (10 marks) Key Process B – Being creative and making decisions (10 marks) Key Process C – Evaluating and improving (10 marks)

Assessment of practical areas will be externally moderated. Theory

There is no coursework attached to this new syllabus. Theory is covered in units 3 and 5. Unit 3: Knowledge and Understanding for the Active Participant

The Active Participant takes as its focus the securing of the knowledge and understanding needed for the candidate to take responsibility for his/her own physical growth and development as part of a healthy lifestyle.

Unit 5: Knowledge and Understanding for the Involved Participant

In this unit students will extend and apply their knowledge and understanding of the roles and activities in Unit 3, focusing on the skills needed to be effective in these roles, methods of testing, training and lifestyle choices to assess and improve performance, as well as risk assessment and safe practice. The theory will cover subjects such as:

Health, fitness and a healthy lifestyle

Training

Diet

Emotional health and wellbeing

School influences

Cultural and social factors

Media

Sponsorship

Opportunity and pathways for involvement

Lifestyle choices

Risk assessment and safe practice. Assessment

The theory will be assessed in two 1 hour 30 minute written papers, one for Unit 3 and one for Unit 5. All papers are marked externally. Each paper is worth 80 marks – 20%

PHYSICAL EDUCATION (continued)

SPANISH

See entry in the Core Section.

OPTION D

INFORMATION & COMMUNICATIONS TECHNOLOGY (Full GCSE)

GREEK

MANDARIN CHINESE

PRIVATE STUDY

You will be required to choose 1 of these options.

CLASSICAL GREEK

THE SYLLABUS

The new syllabus is very similar to the old one, though now with four units to be taken. Units are pretty much identical, though more information has been given as to what they contain. Unit 1: Greek Language 1: Unseen Greek translation and comprehension questions on either Greek mythology or Greek domestic life

Unit 2: Greek Language 2: Unseen Greek translation on a story or stories drawn from history

Unit 3: Greek Prose Literature: Either Cyrus the Great, King of Persia, or Antiphon‘s ‗The murder of Herodes‘

Unit 4: Greek Verse Literature: Homer‘s ‗Odyssey‘ Book VI

Each unit is worth 25%. The main change in

the syllabus is that there is no coursework

option. (This has happened pretty much across

the board as the internet has made plagiarism

far too hard to police.)

EXTRA CURRICULAR ACTIVITIES

The department offers a full range of extra-curricular activities. In the last 12 months these have included: Theatre trips to

Oxford (Aeschylus‘ ‗Agamemnon‘)

Cambridge (Euripides‘ ‗Medea‘)

Performances in school

Euripides‘ ‗Hecuba‘ (The Rep. Company)

Aristophanes‘ ‗Lysistrata‘

Classics Club screenings of ‗Gladiator‘ and ‗Troy‘

For the future

Sicily

Euripides‘ ‗Hippolytus‘

Departmental magazine

A FEW COMMON ANCIENT GREEK WORDS STILL IN USE…

charisma nike

drama climax

orchestra genesis

hippopotamus

AND FOR INSPIRATION…

INFORMATION & COMMUNICATIONS TECHNOLOGY (Full GCSE)

The course consists of one exam paper and two pieces of coursework. In addition to the content of the ICT Short Course the following topics are also studied:

Security

Networks

Communications

For the second piece of coursework, the candidate selects one specific application, usually a spreadsheet or database, to form the basis of a project. The aim of the project is to develop the candidate‘s skills to a higher level and demonstrate use of advanced features of the software. The best projects are based around individual areas of interest and allow candidates to pursue their own lines of enquiry. Candidates have recently produced projects associated with the school‘s dance show, sporting events and youth theatre groups. Why choose ICT as a full course GCSE?

Studying the advanced features of a particular application has a beneficial impact on all the can-didates other areas of learning. Choosing the full course offers opportunities to enhance your presentation techniques, become a more intuitive learner and a problem solver.

MANDARIN CHINESE

Designed to be a two year course, taught in Option D, this course is an introduction to Mandarin Chinese that can be taken purely for interest, or, if preferred, girls may work towards the OCR (Oxford and Cambridge Examination Board) Asset Languages Breakthrough Certificate Grade 3 in Listening and/or Speaking. The Asset Languages grades operate in a similar way to Music grades. For more information on this scheme, please see http://www.assetlanguages.org.uk To date, some girls who have followed this course have continued their studies into the Sixth Form and one student decided to continue Mandarin as an ―added extra‖ to her degree course at Cambridge. The course is taught by Mrs Spring Syddall, (a Chinese native speaker), who also enjoys teaching about the culture of her country although this is not formally part of the qualification. Girls choosing this subject should be prepared for hard work and expect to spend some time every week doing some independent learning in order to consolidate what they have learned in the lessons. It is an extremely rewarding course and girls gain a great sense of achievement upon gaining their grade certificate. This could be a unique selling point for our girls as they prepare to enter the ever-more competitive environment of the workplace.

PRIVATE STUDY

For those students who wish to concentrate upon the subjects that they have already chosen, there exists the opportunity to spend two periods each week in supervised private study. These sessions are designed to allow students to work independently on work they have already been set. It is an ideal opportunity to complete assignments, to get on top of coursework and to extend knowledge further. The sessions are run under the supervision of a member of staff who will ensure that each student uses the time allocated productively. The study periods will take place in a classroom, but it is possible for students to use resource areas, such as the IT suite and the Library, to aid research. These sessions encourage the student to work independently and to organise the use of their time as they see fit. It is an excellent life skill that, if mastered, can pay dividends throughout a student‘s educational lifetime, and beyond.

Responsibilities within the GCSE Options Process at St Gabriel‘s

The Form Teacher holds the pivotal role in the process. The form teacher will deliver the PHSE program, giving advice and counseling where necessary, as well as providing the first point of contact for any parental concerns. Subject teachers will provide impartial advice as to the subject‘s suitability for each girl, especially with respect to possible career paths and the subject‘s demands. Head of Upper School Pastoral has responsibility for the organisation of the PSHE programme and will provide an additional opportunity for advice, in consultation with the Form Teacher. The Director of Studies is responsible for allocation of subjects within the option blocks. Subjects will be arranged to give the most girls their first choice combinations. It cannot be guaranteed that all girls will be able to study their first choice combination. Wendy Rumbol will be taking up the position of Director of Studies at the start of the Summer Term. The Vice Principal has overall responsibility for the smooth implementation of the GCSE Options procedure and will deliver the initial presentation of the Options process to the girls. Staff Contact Details

Cath Sams, Vice Principal: cath@stgabriels.co.uk Ian Edwards, Director of Studies: iedwards@stgabriels.co.uk Wendy Rumbol, Head of MFL: wrumbol@stgabriels.co.uk Jen Watson, Pastoral Head: jwatson@stgabriels.co.uk

Jo Cameron, 9G: jwhite@stgabriels.co.uk Azita Kazem , 9G: akazem@stgabriels.co.uk Alexandra Tweedie, 9S: atweedie@stgabriels.co.uk Charlotte McBride, 9S: cmcbride@stgabriels.co.uk Ben Lewis, 9T: blewis@stgabriels.co.uk Abi Elphinstone, 9T: aelphinstone@stgabriels.co.uk

On Wednesday, 20 January, students and their parents will be invited to an ‗Options Presentation and Subject Fair‘. During this, the Head of Senior School, Director of Studies and Head of Upper School (Pastoral) will give a presentation to Year 9 girls about the option choices available and how the system works. The GCSE Options Booklet, collated by the Director of Studies, will be available and the evening will also give girls and parents an opportunity to discuss option choices with subject teachers within the subject fair.

The PSHE programme will begin with the commencement of the Spring Term. The programme, designed and co-ordinated by the Head of Upper School (Pastoral), will be delivered by form teachers during the weekly PSHE period, with the aim of guiding the girls through the procedure of choosing the best option choices for them.

In the week before half-term, a letter will be sent out asking girls to choose their first choice option subjects, as well as reserve subjects. The slip attached to the letters is returned to Form Teachers after half term. Based on these, the Director of Studies plans a three column option structure to enable as many girls as possible to receive their first choice subjects.

The Year 9 Parent‘s Evening on Thursday, 29 April, will give an opportunity for further discussion about option choices with subject teachers.

Towards the end of the Easter term, a letter will be sent out specifying the subjects appearing in each column.

Towards the end of the Summer term, a letter will be sent home requiring each student to make their final option choices. The reply slip on this letter must be returned to form teachers as soon as possible, but certainly no later than Friday, 25 June.

We recognise that the decisions to be made can be difficult for some girls. To this end, we have an extensive counseling system available to any girl who requires it. This counseling system runs throughout the process and advice is available on a confidential basis at any mutually convenient time from each girl‘s form teacher or from the Pastoral Head of Upper School. We also recognise that the decisions made early in the process may differ significantly from the final choice made. To this end, the allocation of subjects to columns is relatively flexible up to the end of the procedure.

Timetable for GCSE Options Process at St Gabriel’s: Spring 2010

CONSIDER THE ISSUES

Are there any subjects that I have to take?

How many subjects am I able to choose?

GATHER INFORMATION

Do I know the contents of all subjects?

Are there any completely new subjects?

What methods of study are used?

What strengths and skills do I have for various subjects?

ASK ADVICE

Consult parents, subject teachers, careers teachers/advisers and people in possible career area.

Ask whether choice suits possible career area.

LOOK AT THE ALTERNATIVES

Would other choices suit my career choice better?

Am I making choices that will allow me to change my mind?

Are my choices making a balanced programme?

Could I do certain subjects outside examinations?

DECIDE AND EVALUATE

Are these choices my own personal decision?

Am I happy, or do I have any worries left?

If you think you have already made a wrong decision, consult teachers quickly

St Gabriel’s School, Sandleford Priory, Newbury, Berkshire RG20 9BD

Tel: 01635 555680 Email: Registrar@stgabriels.co.uk Web: www.stgabriels.co.uk