- 1 -

Manor House School

Options Booklet 2016/2018

Options Booklet manorhouseschool.org

- 2 -

- 3 -

GCSE/KEY STAGE FOUR CURRICULUM This booklet has been prepared as a guide for you and your parents to help you make decisions about the subjects you want to study in Key Stage 4 and for GCSE. There are three sections:

The Options Process

The GCSE examinations

Subject details GCSE Subjects Examination Controlled Assessment

or Coursework

Art and Design 40% 60% Biology 100% Chemistry 100% Child Development 60% 40% Classical Civilisation 75% 25% Drama 40% 60% Combined Science 100% English Language 100% English Literature 100% Food and Nutrition 50% 50% French 100% Geography 100% German 100% History 100% ICT 40% 60% Latin 100% Mathematics 100% Music 40% 60% (30 perf /30 comp) Physical Education 60% 40%

Physics 100% Religious Studies 100% Spanish 100%

CAU= Centre Assessed Unit

- 4 -

SECTION 1 THE OPTIONS PROCESS

The Core Curriculum Everyone follows a core curriculum. For most this consists of five or six GCSE subjects: English Language, English Literature, Mathematics, Combined Science (this counts as two GCSE subjects) or 3 separate Sciences. Most girls will follow a short course in ICT that leads to a half GCSE, and general courses in Religious Studies, Physical Education and PHSE (Personal, Health

and Social Education). Option Subjects Most girls take nine and a half or ten and a half subjects consisting of the five core subjects, short course ICT, and four selected from the following: Art and Design, Classical Civilisation, Drama, Food and Nutrition, French, Geography, German, History, Latin, Music, Physical Education, Religious Studies, Spanish, Full Course ICT and Child Development.

Choosing your options Most girls will follow the core curriculum as described above and will then have four further choices. We advise them to include a modern foreign language and one of the Humanities (Geography, History, Religious Education or Classical Civilisation) to provide a balanced course of study. We reserve the right to decide if the number of pupils choosing a subject makes it a viable option.

Why must I choose between subjects?

Time As each GCSE subject requires a great deal of time, it is not possible to continue with all the subjects you study now.

Talents We are all better at some subjects than others. Specialising in areas in which we have talent enables us to develop our skills.

Preferences We usually do better in those subjects we enjoy.

Careers It is important to study a broad curriculum up to GCSE so that you do not limit your career path. The core curriculum will ensure that you fulfil the GCSE requirements for entry into higher education courses. Use the careers library to research areas of particular interest to you so that you can choose your other options appropriately.

Reference Material PHSE Programme

- 5 -

THE OPTIONS PROCESS

Parents & Options Evenings 12th January

OPTIONS TALK 5:15PM

Deputy Head sets the option blocks. Some girls may be asked to reconsider

one of their choices.

Discuss your choices with parents and teachers

Careers Literature

Complete initial choices form online before Friday 29

th

January

PSHE, GCSE preparation programme from November

AFTER HALF TERM Final blocks issued to girls. Either –

Confirm your original choice or

Reselect your options but you must stick to the given blocks

If you change your mind after this you must see Deputy Head. We will try our best to

accommodate your choices

Return your final choices to Deputy Head by Monday 22

nd February

14th and 19

th January

Tutor review Day, individual meetings about GCSE options

PROBE – careers programme Week of 5

th January –

S10 talk to S9 about their options

- 6 -

SECTION 2 THE GCSE EXAMINATIONS

The GCSE is a system of assessing pupils’ achievements at the end of Key Stage 4. Several examination boards offer these assessments. The main ones used by our school are Edexcel, AQA and OCR. The boards publish syllabuses and set and mark examinations. All boards have their own style but have to conform to criteria laid down by the National Curriculum body NAA (the National Assessment Agency). Assessment in most subjects is by examination and by coursework or controlled assessment. The proportions vary from subject to subject. The new GCSEs will be graded 1 to 9, with 9 being the top grade. Ofqual has consulted on proposals for how standards should be set for them, and how the grading scale should work. Reformed GCSEs will be introduced gradually over three years from September 2015. They will be graded from 9 to 1, instead of A* to G. Students taking GCSEs over this period will therefore receive a mixture of 9 to 1 and A* to G grades. Entry to most sixth forms will depend on a certain number of 9 to 4 grades, often 5 or 6. Passes at 9 to 4 in English and Mathematics could be a pre-requisite for many university courses. As this is a new system there may be slight changes made by exam boards, sixth form schools and colleges and universities as they see how things work in practice. We will do our best to keep parents and girls updated as any changes occur. Timetables Examining Boards issue timetable details well in advance of any examination series. Details will be posted on the Manor House School website in November (for June exams). Information, including subject specifications and practice papers can also be accessed from the Examining Board websites. Care should be taken to check whether dates are provisional or final. The details are as follows: Manor House School www.manorhouseschool.org AQA www.aqa.org.uk OCR www.ocr.org.uk Edexcel www.edexcel.com An individual timetable incorporating all three boards can be personalised by going to; http://www.education.gov.uk/comptimetable/my_timetable.aspx

- 7 -

Entry procedures & fees Entries for exams are made by the Exams Department following discussion between the Subject teachers, Heads of Departments, pupils and parents. Where appropriate exam fees will be added to your School Fees account in January and March. Costs vary between Exam Boards but are typically £30-£40 per subject. The total cost for GCSE exams is approximately £275 - £330 each year dependent on the number of subjects taken. If entries are made after the published Exam Board deadlines penalty fees are charged. These can amount to 3x the original cost of the exam and will be passed on to parents when appropriate. Withdrawal from an exam entry after the deadline does not always guarantee a refund of the exam fee. Changes in tiers, e.g. from Higher to Foundation, at a late stage also incur an administration charge from the boards. Expectations of GCSE/KS4, Coursework and Controlled Assessments

In general terms, the GCSE/Key Stage 4 syllabuses place emphasis on understanding, skills and the application of knowledge, with fewer marks allocated to factual recall. The content does, therefore, enable teachers to spend time on experimental and investigative work and to allow students to develop useful skills. As many of these skills cannot be assessed adequately by a final examination, there is provision for internal assessment by coursework and controlled assessments. For some subjects, however, there is no coursework. Changes to the GCSE specifications and to the manner in which coursework must be completed mean that it is important to discuss with Heads of Department exactly how and when the coursework is to be completed. Our experience in preparing candidates for GCSE indicates that a positive attitude to work is essential throughout the course and candidates are expected to be much more efficient in the organisation of their work at every stage. In particular, where projects or pieces or work for assessment are required for certain deadline dates, you must be punctual. If candidates overrun deadlines, they will interfere with work in other subjects and their final result in more than one subject will be the poorer in consequence. GCSE grades are crucial to a pupil’s future academic path. Hence we want to assist pupils to achieve their full potential. Girls have by now been at Manor House long enough to appreciate the significance of homework and other work outside the classroom. As a girl progresses up the school the expectations increase. A GCSE pupil should expect to be spending in the region of two hours per evening on homework, and this may approach three hours in S11. You will have written, reading and research assignments, you will have work for the next day and other work to be

- 8 -

planned over a longer period of time. Increasingly you will recognise that the extent of homework is open-ended and you will decide what is a feasible maximum - as opposed to a minimum! Not everyone manages this expectation and assistance is generally required by all at some stage. This area is a primary role for your form tutor and Head of Key Stage, Ms Gall - as well as a topic discussed in PHSE time. You must feel comfortable and confident to seek guidance - don’t wait until the teacher identifies the problem. Projects and assessed work in a number of subjects may involve original research from books, magazines, newspapers and the internet and may also involve discussion with peers. Candidates should quote the source of such material and must not claim as ‘original’ any writing which has been copied or paraphrased. The copying of assessed work from other candidates constitutes cheating and will be treated in the same way as cheating in an examination; ie it could lead to disqualification. It is also important for pupils to note the relative weighting of assessments and not to be over zealous in their response to one specific project. There is often the temptation on the part of able candidates to spend too long on a particular piece of work particularly in practical subjects perhaps far outweighing the total credit that it is possible to achieve.

- 9 -

Controlled assessments form part of the FINAL GCSE results and it is important for all pupils to be present when these are done.

Controlled Assessment S10

September October November December January February March May June

Art: On-going throughout the year

Short Course ICT start Controlled

assessment and complete by February of S11

Full Course ICT start 1st Controlled

assessment and complete by June of S10

Child Development

GCSE Short Controlled

Assessment task (10%)

Child Development

GCSE Short Controlled

Assessment task (10%)

Child Development

GCSE Short Controlled

Assessment task (10%)

Music:

Composition 1 starts

Music: Solo

performance History

Controlled Assess write up

2hrs+1 hr in theme

week

Drama: Controlled

Assessment

- 10 -

Controlled Assessment S11

September October November December January February March June Classical Civilisation

Controlled Assessment

Geography 2 final

exam papers

Art: On-going throughout the year

Full Course ICT start 2nd

Controlled assessment and complete by February of S11

History

2 final exam papers

Child Development

Controlled Assessment task

(30%)

Child Dev

1 x 1 ½ hr paper for each subject

Food

Task 1 Food Science Investigation (10 hours)

Food

Task 2 Food Preparation Assessment (20 hours)

Food

Exam 1hr45min

Music: Composition 2 starts Music: Ensemble

performance Drama Controlled

Assessment

RS

Module 2

PE Physical assessments are on-going throughout KS4 PE Controlled

Assess In lessons

- 11 -

Further Subject Information

RS No controlled assessment Final examinations in summer of S11

Art Assessment on-going in lessons throughout the two years

Biology, Chemistry and Physics

6 x 1 hour 45 minutes written examinations at the end of S11, individual grade awarded for each Science discipline, 8 required practical's per subject discipline to be completed throughout the course

Classical Civilisation 1 Controlled assessment in S11 Autumn Term 3 Written Examinations in Summer of S11

Drama There will be two coursework units. One will focus on performing or designing, the other will focus on devising and improvisation. It is likely that one of these will be done at the end of Year 10 and the other in the second term of Year 11.

GCSE Combined Science

6 x 1 hour 15 minutes written examination at the end of S11, average of all disciplines awarded as an overall double grade, 16 required practical's to be completed throughout the course

Latin No controlled assessment All 3 written examinations in Summer of S11

Maths No controlled assessment. Final examination in summer of S11

Music 2 x 10hrs composition work in lessons during S11 2x performances (1 solo, 1 ensemble) with 10 hours recording time per candidate to be used as necessary. Pieces to be

practiced outside of lesson time. Geography All 3 written examinations in Summer of S11

ICT 25hrs controlled assessment in lessons and 2x25h for full course Final exam in summer of S11

History 30hrs teaching; 12hrs research 2 exam papers in summer of S11

Languages No Controlled Assessments with the new GCSE which commences September 2016. Final examinations for listening, speaking, reading and writing in the summer of S11.

PE Physical assessments are on-going throughout KS4 Controlled assessment - Analysis and evaluation in S11

2 examination papers summer of S11 English There will be no written controlled assessments with the new GCSE which commenced in September 2015.

There will be one assessment in school for speaking and listening, given for a presentation. Teachers may offer more than one opportunity for this during the course, and students and parents will be given notice before these opportunities

arise.

- 12 -

The following pages contain brief outlines of each of the subjects offered at GCSE level at Manor house school and serve as an aid for making option choices.

ART, CRAFT AND DESIGN

EDEXCEL

The GCSE is a general Art and Design course which includes painting, drawing, print making, textiles, three dimensional and mixed media work. Students are encouraged to take photographs and to experiment with ideas and materials. Initially students follow a set programme of study but as the course progresses there are opportunities to pursue individual areas of interest. The study of the work of other artists and cultures, and visits to galleries and exhibitions, forms an important part of the course. Art is an enjoyable subject and the course will appeal to anyone who welcomes the opportunity to be creative and to develop their practical skills. However, Art is not a soft option. Good quality art work takes time to produce. Homework is set on a weekly basis and students are expected to maintain a work journal/sketchbook. The final grade is awarded on 60% coursework and 40% examination. Coursework consists of a personal portfolio of work including sketchbooks. The examination will be a response to an externally set, broad based thematic starting point. It includes preparatory studies and a test piece produced during a ten hour period. Art GCSE is an essential grounding for A Level and GNVQ courses in Art and Design. Career areas include interior, product, jewellery, fashion, textile and graphic design as well as animation, theatrical design, media, hair and beauty and teaching. However, many people opt to do Art simply because it represents a break from more formal approaches to learning and an opportunity to be creative in a practical way.

- 13 -

GCSE CHILD DEVELOPMENT OCR

Most people will be parents in the future or will come into contact with young children either during family life or in the workplace. This course provides a good background to enable you to understand children more easily and help them learn.

Aims

To increase your knowledge of human needs, find out how individuals and groups of people interact and the influence of social, cultural and economic factors on life.

To help you develop independent learning skills, demonstrating independent thought and diligence.

To develop your skills of critical and analytical thinking in making decisions and solving problems.

To develop your knowledge and skills for the effective and safe organisation and management of your work.

To develop your understanding of the rights and responsibilities of parents and children in society.

To enable you to look at the needs of children and find out how these are met in a rapidly changing multi-cultural and technological world.

What does the course include?

- 14 -

The family and the community: child safety, community services, the family structure, the child outside the family.

Nutrition and Health: how diet and health affect child development and responses to infection.

Parenthood and Pregnancy: contraception and conception, reproduction, family planning, preconceptual care, pregnancy, preparation for the birth, post natal care.

Physical development: the newborn baby, stages of development, conditions required for development.

Intellectual, Social and Emotional development: conditions for Intellectual development, stages of development, communication, learning through play,

Social and Emotional development.

Examination

The course is assessed through coursework and a written examination. Candidates submit 3 short tasks (10% each/ 7 hours per task) chosen from a list, and a Child Study task (30%/ 22 hours). The written paper is 90 minutes long.

Further Study

In the past, students have gone on to study 'A' level Sociology and Psychology and A VCE Health & Social Care. Many students progress to NNEB/CACHE/BTEC courses in Childcare and Development and Early Years learning.

- 15 -

CLASSICAL CIVILISATION

OCR This GCSE qualification provides an excellent introduction to or continuation of

their study of the Classical World. It covers both the literature and civilisations

of the Greeks and Romans. Any literature is read in translation so knowledge

of Latin is not required, and this GCSE is open to all girls, even those who did

not study Classical Civilisation in S7 & S8.

The GCSE course comprises four units: City Life in the Classical World, Epic and

Myth, Community Life in the Classical World and Culture and Society in the

Classical World. The first three units are tested by a written examination at the end

of the two-year course. Each examination lasts one hour and is worth 25% of the

total GCSE. The final unit features Controlled Assessment which allows the girls to

develop research skills with independent learning, and this is worth 25%.

City Life in the Classical World: The city we study for this unit is Athens. The

focus is the everyday life of an ancient Greek citizen in one of the most flourishing city

states in ancient times. The girls will gain an understanding of the role and importance

of religion in the lives of the Greeks, the roles and duties of individuals within the family

and their home, and the symbolism and appeal of a number of entertainments in the

context of Athenian society. Specific topics include: the gods, temples, sacrifice, life in

the home, education, the Panathenaia festival, Greek theatre.

Epic and Myth: We opt to study the Greek epic attributed to Homer, The

Odyssey, which follows the long journey home from fighting in the Trojan War of

the Greek king and hero Odysseus. His adventures are fantastical, meeting gods,

giants, witches and monsters along the way. The girls are required to have a

detailed knowledge and appreciation of the 6 set chapters, and to analyse, evaluate

and respond to them in their cultural and literary context.

Community Life in the Classical World: The focus of this unit is the study of

Pompeii as a unique source for our understanding of everyday life in a prosperous

town at the height of the Roman Empire. Specific topics include: houses, the forum,

local government and elections, inns and snack-bars, both the theatre and

amphitheatre at Pompeii, the baths, and of course the eruption of Vesuvius and

consequent destruction of Pompeii in AD79.

Culture and Society in the Classical World: The aim of this unit, tested through a

Controlled Assessment, is to encourage the girls to actively engage in enquiring

into the Classical World. ONE out of a choice of six options is studied. Topic

options include: a Greek tragedy, a Greek comedy, the Olympic Games, Virgil’s

Roman epic The Aeneid, Pliny’s Letters and Roman Britain. Girls will write a 2000

word essay in controlled conditions, answering a specific question on their topic set

by the examination board.

In Year 10 we will focus on the topics of Pompeii and Homer’s Odyssey, as well as

beginning work on the Controlled Assessment. In Year 11 we complete the

Controlled Assessment and study Athens, which leaves us time to revise all the

material for the written examinations.

GIRLS ARE NORMALLY PREPARED FOR ENTRY AT HIGHER LEVEL, GIVING

THEM ACCESS TO THE TOP GRADES.

- 16 -

DRAMA

EDEXCEL Drama GCSE is an interesting and varied course providing the student with many challenges. The course is primarily practical and aims to develop the students’ imagination, sensitivity and self-confidence through the medium of Drama. Students gain a practical understanding of various dramatic skills and forms such as voice, role, movement, use of space and mime. They learn to improvise and to create their own performances. They use a variety of issues, ideas and extracts from different texts as a starting point. They learn to work in groups and to evaluate their work and that of others. They will extend and develop their performance skills and study costume, set and lighting design. During the course students will also have the opportunity to go on theatre visits. The final grade awarded is based on 60% for Drama Coursework and 40% for the final examination. The Drama Coursework is divided into two sections. The first section is based on devising and the use of Drama to explore ideas and issues culminating in a performance. The second focuses on a performance from text or the use of costume ,lighting or set design. The first section is Teacher Assessed and supported by written and/ or verbal evidence. The second is Teacher directed and viewed by a visiting examiner. Students may demonstrate their skills as a performer or in a theatre craft such as set or costume design for both coursework units. The final examination requires students to write about their practical work and to evaluate a live theatrical performance that they have seen. They are allowed to take notes into the examination. GCSE Drama is an excellent grounding for A Level and GNVQ courses in Drama, Theatre Studies and the Performing Arts. Students may be considering a career in the theatre but the majority are more likely to study Drama because they enjoy it and want to build their confidence and communication skills. These are vital in all walks of life.

- 17 -

ENGLISH AQA GCSE English Language and English Literature

Students will follow two GCSE courses: English Language and English Literature. For both, overall grades will be awarded for performance in examinations only. There will be no written coursework. In English Language the three main elements of the course are: speaking and listening; reading; writing. For the speaking and listening endorsement, which is not a part of the overall grade for English Language, students will take part in a presentation activity to show their ability to express interesting ideas, adapting their speech and content for their audience, and to show how well they can listen and respond appropriately to others. For the two written examinations, students will read a wide selection of texts drawn from the English literary heritage, from different cultures and traditions and from media and non-fiction. They will also undertake a variety of written tasks to demonstrate that they can communicate effectively in standard written English for a range of purposes and audiences. For English Literature a selection of fiction, plays and poems are studied. Students will demonstrate their understanding of writers’ ideas and attitudes, their uses of language, structure and form, and the literary traditions and social, historical and cultural influences which are relevant to the texts. The assessment profile is as follows. English Language: 100% of the overall grade in English Language comes from the two written examinations: Paper 1 (50%): a series of questions about one literature fiction text; one extended writing question (descriptive or narrative). Paper 2 (50%): a series of questions about two linked texts (one fiction and one literary non-fiction); one extended writing question (writing to present a viewpoint). 20% of the overall mark comes from accurate and effective use of spelling, punctuation and grammar in the writing questions. Marks are awarded for using a range of vocabulary and sentence structures for clarity, purpose and effect. There will be one mark for a presentation task for the speaking and listening endorsement. Students may have more than one opportunity for this. This is a separate endorsement (0% weighting of GCSE). English Literature: 100% of the English Literature grade comes from the two written examinations, as follows:

- 18 -

Paper 1 (40%): one essay question on a Shakespeare play, and one essay question on a 19th Century novel. Paper 2 (60%): one essay question on a modern prose or drama text; one comparative question about two poems from an anthology; two questions about unseen poems. 5% of the overall grade will be awarded for accurate and effective use of spelling, punctuation and grammar. Please be aware that there will be no ‘English’ GCSE, just these two: ‘English Language’ and ‘English Literature’.

- 19 -

FOOD PREPARATION AND NUTRITION This is a new GCSE beginning in September 2016

What will I study?

Food Preparation Skills

Food Nutrition and Health

Food Safety

Food Science

Food Provenance

Food Choice

During the course you will be given the opportunity to practice a wide range of high level skills along with having a greater understanding of nutrition and the science behind food as a material. It is important that you enjoy a wide variety of foods and have a flair for cooking. Students are expected to take responsibility for their own ingredients shopping (not parents!) and be prepared for lessons, having familiarised themselves with their recipes prior to attending class. How will my course be assessed?

All assessment takes place in Year 11

Task 1 (September to December): Food Science Investigation/10

hours/15% of GCSE

Task 2 (December to February): Food Preparation Assessment/20

hours/ 35% of GCSE. This will include a 3 hour practical.

Written Paper (May or June): 1 hour 45 minutes/ 50% of GCSE

Some examples of careers in food are: Dietician, Nutritionist, Product Development, Consumer Technologist, Food journalist, Environmental Health Officer, Hospitality event organizer, Food purchaser and Teacher (clearly the best career...) The Food and Drink industry is booming with an annual turnover of £66 billion. The opportunities to work in the Food industry really are endless. The Food industry contains many multinational companies and opportunities for travel or work abroad exist for those who want to spread their wings.

- 20 -

GEOGRAPHY

AQA From 2016, AQA have introduced a new specification. This qualification is linear. Linear means that students will sit all the three exams at the end of the course. Subject content Living with the Physical Environment (35% of GCSE)

Section A: The challenge of natural hazards – the study of earthquakes, volcanoes, hurricanes and other natural hazards

Section B: Physical landscapes in the UK - Coastal environments

Glaciated environments or Rivers

Section C: The living world - Ecosystems around the world

including Tropical Rainforests - Desert ecosystems or Cold

Environments

This is assessed in a 1hr 30minute exam with varied question types: multiple-choice, short answer and extended prose Challenges in the Human Environment (35% of GCSE)

Section A: Urban issues and challenges – the growth of cites and the issues affecting them

Section B: The changing economic world – the difference in levels of development between countries, trade and aid.

Section C: The challenge of resource management – the problems of limited resources for a growing population plus a study of either: food supply, water supply or energy supply.

This is also assessed in the same way with another 1hr 30minute exam. Geographical applications and skills (30% of GCSE)

Section A: Issue evaluation – a current geographical issue is discussed including thinking of ideas on how it can be managed for the future.

Section B: Fieldwork – methods of practical fieldwork experience done throughout the course are discussed.

Geographical skills – various skills learned during the course such as drawing graphs, using maps and statistical techniques are assessed.

The final 1 hour exam uses pre-release material to test the skills learned over the course, using fieldwork and decision-making exercises.

- 21 -

How will Geography GCSE help me? Geography is useful in many ways … It mixes practical skills such as map reading with scientific knowledge, together with a social understanding of man’s place in the world. It will help you to understand some of the major problems and issues in the world, which are often discussed in the news as well as encourage you to notice more about the natural environment around you. In this way, it is a good qualification and can lead to employment in most types of job, and can help you qualify for entrance to many further courses at school, college or university.

- 22 -

HISTORY

AQA The GCSE History course develops the girls’ ability to use evidence critically, weigh up conflicting arguments and come to reasoned conclusions. The course culminates in two examined papers, each of one hour and 45 minutes. Paper 1: Understanding the modern world This consists of two topics :

a) Wider World Depth Study: Conflict and tension, 1894–1918 In this topic we examine the causes of the First World War and why it lasted so many years. We study trench warfare and key battles such as Verdun, the Somme and Passchendaele. We research the war on other fronts such as Gallipoli, as well as the significance of the war at sea.

b) Period Study: Germany, 1890–1945: Democracy and dictatorship In this period the German people experienced amazing and unforeseen change. Germany emerged, after the First World War, as one of the most modern democracies in the world. But by the mid 1930’s, the Nazi dictatorship had taken control. We examine the reasons behind these changes, the appeal of Adolf Hitler and the Nazis. We consider what life was like for ordinary Germans in this period. Who resisted Hitler? Why were Jews and other minorities persecuted?

Paper 2: Shaping the nation - a study of the history of Britain This consists of two topics:

c) British Thematic Study: Health and the people This is a study of health and medicine from 1000 AD to the present day and includes topics such as: The Black Death; the influence of the Catholic Church on medicine; the Medical Renaissance; Edward Jenner and vaccination; the Fight Against Disease in the 19th Century; the Discovery of Penicillin and its use in World War II; the Liberal Reforms and the creation of the NHS.

d) British Depth Study

This is an in-depth study of a short period of British history. The option is to study either: Norman England, 1066–c1100 This is a study of the arrival of the Normans and the establishment of their rule. We also investigate life under the Normans, the medieval town and the Norman Church and monasticism. Part of the course involves a study of evidence related to a Norman historical site.

OR

- 23 -

Elizabethan England, c1568–1603

The study of the reign of Queen Elizabeth I will focus on major events and consider the extent to which it was a ‘Golden Age’. We will study Elizabeth’s court and her key ministers and the difficulties of a female ruler, as well as attitudes and responses to poverty and troubles at home and abroad. Part of the course involves a study of evidence related to an Elizabethan historical site.

Why study GCSE History? History GCSE will give you a sound understanding of the world in which we live and develop your ability to analyse evidence, articulate your thoughts and write persuasive arguments. History is a well-respected course, which opens many doors. It is well respected by colleges, universities and employers alike.

- 24 -

INFORMATION AND COMMUNICATION TECHNOLOGY FULL COURSE

AQA

Today’s students have grown up in the digital age. They have the ‘know how’ on using technology, whether they are socialising on Facebook or downloading music from iTunes – 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? The ability to understand the use of the computer is now a vital life skill. For this reason, all girls in S10 and S11 take a GCSE course in Information and Communication Technology (ICT) to help them make the most of the computing power that is available. The standard course is a 'short course', or they can opt to take the full course in the subject. The short course is held in the same esteem as a normal GCSE, with the same grade structure, but it is studied for half the time and is worth half a normal GCSE. The content of both courses is split into four sections: Current and emerging technologies: Girls will explore the impact of current and emerging technologies. This topic explores technology in a variety of interesting contexts; from computer and mobile technologies to communication and entertainment systems. A range of ICT tools and techniques: Girls will explore the ways in which tools and techniques are used to develop ideas and to solve problems. Collaborative working: Collaborative working is a life skill that girls will explore in the context of ICT. Areas covered range from developing an understanding of project management and the advantages and disadvantages of home working, to technologies that aid collaboration such as video conferencing. Society’s use of ICT: Girls will explore legal, social, economic, ethical and environmental implications of the use of ICT. They can apply issues being discussed in the classroom to real world situations that affect individuals, organisations and society. Girls can discuss their own personal effects of ICT including the growth of personal websites and social networks. Assessment is by a combination of coursework and a final written examination. The coursework is worth 60% of the final mark. It takes the form of assignments set by the examination board, where candidates use ICT to solve a given problem. The short course contains one assignment, and the full course contains two. The first assignment, which is assessed in both courses, gives a situation where the girls work independently to solve one or more tasks requiring independent use of ICT The second assignment, tackled by those following the full course, asks girls to solve practical problems which they may meet in education, the community or in the work place. ICT must be used to solve the problem. Each year six tasks are provided by AQA, and the girls can choose which of the tasks to do.

- 25 -

The assignments develop their ability to analyse real life situations and their ability to use the computer to solve realistic problems using various types of software. The final examination consists of a single written paper, which counts for the remaining 40% of the mark. The paper is 1 hour for the short course and 1½ hours for the full course. There is only one tier of entry and both courses allow access to all grades up to A*. Most careers rely, to some extent, on a working knowledge of information systems and technology. These thorough and comprehensive courses will provide girls with many useful skills that are required as part of modern everyday life as well as helping with the communication skills that are needed for other subjects at GCSE level and beyond.

- 26 -

LATIN

OCR

Please note the following from OCR on the new GCSE Latin (9-1) (J282): “This

qualification has not yet been accredited by Ofqual…Further changes may be required

and no assurance can be given at this time that the proposed qualification will be

made available in its current form, or that it will be accredited in time for first teaching

in 2016.”

The new Latin GCSE course comprises three papers:

ONE Language paper (01) – this is compulsory and is worth 50% of the GCSE

and is 1hour 30mins.

Any TWO of the following five options: Prose Literature (02), Prose

Literature (03), Verse Literature (04), Verse Literature (05) and Literature

and Culture (06). Each examination lasts one hour and is worth 25% of the

total mark.

All three papers are tested by written examination at the end of the two-year

course.

The Language paper has two sections. Section A requires candidates to answer

comprehension questions, derivations and will choose between either answering

questions on accidence and syntax or translating three short English sentences into

Latin (30 marks). Section B requires candidates to answer comprehension questions

and translate a passage of unseen prose (70 marks).

A Defined Vocabulary List (DVL) is provided by OCR for the language papers

totalling 450 words, as well as prescribed syntax and accidence. A much shorter

Restricted Vocabulary & Grammar List (125 words, already on the DVL) will be

provided for the translation of the English sentences into Latin

The Prose & Verse Literature papers all test understanding and appreciation of

prepared set texts (between 110 and 120 lines each). Roman authors regularly

prescribed by OCR include Virgil, Cicero, Ovid, Horace, Pliny, Catullus, Tacitus and

Caesar. Candidates are required to answer comprehension questions, translate a

section of the set text into English, answer questions focusing on literary style,

characterisation, argument as appropriate to the text studied and an extended

response. In the new specification, candidates will now be able to study both prose

set text options or both verse.

The Literature and Culture paper requires candidates to study the prescribed

ancient source material covering two themes of civilisation and culture. Questions

will require analysis of the sources provided in the assessment, a personal response

to the material and a demonstration of knowledge and understanding of the sources

in the prescribed sources booklet.

The decision on which of these five optional papers to study for will be based on the

strengths of the girls in the group, as well as the particular set texts prescribed by

OCR for that examination series.

In Year 10 we continue to work through the Cambridge Latin Course Book 3,

extending the girls' knowledge of vocabulary, grammar and classical background and

enabling them to develop their comprehension and translation skills. In the Spring

- 27 -

Term a start will be made on the set text as well as on Book 4 which we aim to

complete by the end of the Summer Term.

In Year 11 we complete the study of the set text(s), and if doing the Literature and

Culture paper, we study the primary evidence involved. Examination-style practice

papers are regularly set throughout the two-year course.

Girls are normally prepared for entry at Higher Level, giving them access to the top

grades.

Latin is a challenging subject which helps to develop clear and disciplined thinking skills; it is highly respected on a CV.

- 28 -

MATHEMATICS

In Years 10 and 11 all students take Mathematics, being taught in groups appropriate to their ability and learning style. All three sets cover the Edexcel iGCSE course which is examined at the end of year 11. There is no coursework for this subject. It is expected that the majority of students will take the higher tier exam. The specific aims of the Mathematics iGCSE are to: • Develop a positive attitude to Mathematics. • Consolidate basic skills and meet appropriately challenging work. • Apply mathematical knowledge and understanding to solve problems,

particularly with relevance to real world situations. • Think and communicate mathematically. • Appreciate the place and use Mathematics has in society. • Understand the interdependence of different branches of Mathematics. • Acquire skills needed to use technology such as calculators and

computers effectively. • Acquire a firm foundation for further study. The syllabus is assessed under three headings, as follows: • Number and Algebra (AO1). • Shape, Space and Measures (AO2). • Handling Data (AO3). 100% of the iGCSE in Mathematics is externally assessed by two examination papers, both with the aid of a calculator.

- 29 -

MODERN FOREIGN LANGUAGES

EDEXCEL From September 2016 the MFL GCSE will be a new specification, with a considerable number of differences from the current specification. It is designed to support a wide range of interests, to encourage the teaching and learning of the Target Language culture, to show how language can be used in practice, and to facilitate progression from KS3 and to A level. We offer GCSE in French, German and Spanish. In all languages the four linguistic skills of listening, speaking, reading and writing will be examined at two tiers – Foundation and Higher – and candidates will be entered for either Foundation or Higher tier papers. There will be no mixed tier entry. All four skills will be examined in the summer at the end of year 11, and there will be no controlled assessments. Listening, speaking, reading and writing will all be weighted equally. The content for all four skills relates to five compulsory topic areas: Identity and culture; Local area, holiday and travel; School; Future aspirations, study and work; International and global dimension. These five topics are further divided into sub topics. All topics will be assessed across all four skills. Listening and Understanding The listening comprehension develops the ability to listen and understand spoken French, German or Spanish in a range of contexts and variety of styles. In the listening test pupils will answer questions on recorded material from different topic areas. Some material will be formal (for example a telephone message) and some informal (for example a conversation between friends). There will be a mix of multiple-response and open response questions. Some questions and instructions will be in English and some in the Target Language. There is no requirement to produce answers in the Target Language in this paper. The weighting for this skill is 25%. Speaking The speaking examination assesses pupils on their ability to communicate and interact effectively through speaking in the Target Language for different purposes and in different settings. It is conducted and recorded by the class teacher but marked by the examination board. There will be three tasks, a role play, questions based on a picture stimulus, and a discussion on two themes, one of which can be prepared in advance. The weighting for this skill is 25%. Reading and Understanding The reading comprehension tests the ability to read and respond to different types of written language. Pupils will have to answer questions about short texts on different topics, for example, text messages, advertisements, emails and literary texts. Some questions and instructions will be in English and some will be in the Target Language. There is also a translation passage from the Target Language into English, with instructions in English. The weighting for this skill is 25%.

- 30 -

Writing The writing paper tests the ability to communicate through writing in the Target Language for different purposes and audiences. Pupils will need to produce extended responses of varying lengths and types to express ideas and opinions. Word counts are specified for each question. There is also one translation passage from English into the Target Language. The weighting for this skill is 25%. The Modern Foreign Languages GCSE will provide a good foundation for further study and/or practical use of the foreign language. Not only will pupils have the opportunity to acquire a good knowledge of French, German or Spanish, they will also have the opportunity to learn about the customs and the culture of those countries where the language is spoken. Languages can be combined successfully with most other subjects at AS or A level and also in University or College courses.

- 31 -

MUSIC EDEXCEL

This syllabus is designed to build directly on skills, knowledge and understanding established by the National Curriculum at KS3 and to provide a suitable foundation for further study, including GCE ‘A’ Level. Aims To develop an understanding of a wide range of musical genres through performance, composition, listening and appraising.

Assessment Pattern

Paper 1 Performing Coursework (at around Grade 4 level on just one instrument, which can be singing) 30% of total marks

Paper 2 Composing Coursework 30% of total marks

Paper 3 Appraising Written Examination (1 hr 45) 40% of total marks

Assessment Objectives

The examination will assess a candidate’s ability to:

1 Demonstrate technical control, expression and appropriate interpretation by performing two pieces (1 solo and 1 ensemble) This can be done if you play one instrument (including singing as an instrument) or on two instruments if you so wish.

2 Create and develop musical ideas by composing music (2 pieces)

3 Analyse and evaluate 8 set works using musical terminology. In the examination they are expected to answer questions based upon the works.

The set works are as follows:

Area of Study 1 Area of Study 2 Area of Study 3 Area of Study 4 Instrumental Music

1700-1820 Vocal Music Music for Stage

and Screen Fusions

Set works Set works Set works Set works JS Bach:

3rd mvt from Brandenburg

Concerto no. 5 in D major

Purcell: Music for a While

Stephen Schwartz: Defying Gravity from ‘Wicked’

Afro Celt Sound System:

Release (from the album ‘Volume 2:

Release’)

Beethoven: 1st mvt from Piano Sonata no. 8 in C minor ‘Pathetique’

Queen: Killer Queen (from the album ‘Sheer

Heart Attack’)

John Williams: Star Wars Episode

IV: A New Hope –

Main Title/Rebel blockade runner

Esperanzaa Spalding:

Samba Em Preludio

(from the album ‘Esperanza’)

- 32 -

PHYSICAL EDUCATION AQA

Please note that this subject is not a “soft option”. Pupils must be aware that they are integrating the theoretical and practical elements of the study of physical activity. Pupils wishing to follow this course need to be highly competent in three physical activities. (One of which must be a team activity, one in an individual activity and a third in either). Pupils can only take on the role of player/performer. The theoretical aspect covers the following subject content. 1. Applied anatomy and physiology 2. Movement analysis 3. Physical training 4. Use of data 5. Sports psychology 6. Socio-cultural influences 7. Health, fitness and well-being

The assessments will be in the form of two papers each 1 hour 15 minutes

long including a mixture of multiple choice questions, a number of structured short answer ones and further extended questions.

Paper 1. The human body and movement in physical activity and sport. Paper 2. Socio-cultural influences and well being in physical activity and sport.

The balance of this subject is 40% for the practical performance, including analysis and evaluation and 30% for each of the two written papers. The course covers interesting aspects of physical activity and sport. As for its value and recognition, many employers regard it highly as another desirable facet to a potential employee’s credentials. In itself it is a challenging, interesting and varied subject which will prove of good value in later life to any individual where the future balance of leisure time and working hours could be a major issue.

- 33 -

Religious Studies OCR

Philosophy, Religion and Ethics in the Modern World

The Aim of this course is to address the big issues of life in a manner which is intellectually challenging, interesting and rewarding. The syllabus aims to provide students with the opportunity to:

Develop their knowledge, skills and understanding of religion by exploring the significance and impact of beliefs, teachings, sources, practices, way of life and forms of expressing meaning

Express their personal responses and informed insights on fundamental questions and issues about identity, belonging, meaning, purpose, truth, values and commitments

We will be following a Full GCSE course over 2 years using OCR Philosophy and Ethics Syllabus working with Christianity and Judaism. This consists of a variety of units and examinations take place at the end of S11. There is no Coursework component. Ethics This will be studied in S10 and S11. The topics studied are wide ranging and require candidates to understand different Christian and Jewish responses to these issues as well as non-religious responses. They will also need to develop and express their own insights and attitudes. Ethical topics studied include:

Medical Ethics

Wealth and Poverty

relationships

Equality

War and conflict

The Media Philosophy This will be studied in S10 and S11 and explore key Philosophical issues. Topics studied include:

Good and Evil Life After Death

Religion and Science

Religious Experience

THIS COURSE IS AWAITING ACCREDITATION

- 34 -

SCIENCE COURSES TBC (specifications not yet accredited by Ofqual)

All girls will be expected to study a Science course in which equal weighting is given to Biology, Chemistry and Physics. The girls have the opportunity of taking each discipline as a separate subject or they can follow a Combined Science course. Regardless of the pathway chosen your daughter will continue to develop their knowledge and skills from the content which they will have already started in S9. Knowing your daughter will allow us to best advise them on the most appropriate pathway for them in ensuring they attain the highest possible outcomes and allow them the best possible options and opportunities on leaving Manor House at the end of S11. We ask that your daughter’s preference is stated on the options form to allow us to open up a dialogue with her regarding the pathway offered to her in S10. If they take the Separate Science option they will receive grades and GCSE qualifications for Biology, Chemistry and Physics on an individual basis. If they choose the Combined Science course they will be awarded two grades for Science i.e. BB. These grades will reflect their ‘average’ mark for the three disciplines and will be the equivalent of two GCSEs, this is the national expectation. Following Government guidelines both of the courses are linear i.e. all the papers are sat at the end of S11. Each discipline has two written papers associated with it covering both the theory element of the course alongside the practical and 'working scientifically' skills needed to be a successful scientist. Depending on the course of study the length of these examinations varies. There is no formal coursework. The examination board will provide a list of required practical experiments which they should carry out and are as a result will be fed into our scheme of learning. Their knowledge and use of equipment and the key ideas involved in investigations is examined on the written papers mentioned above by providing and appropriate context.

- 35 -

THE EXAMINATION YEAR Year 10

No examinations in Year 10 unless a pupil is taking a GCSE early Any Access arrangements, such as extra time, need to be made before the exam series starts ie by October of year 10

Year 11 *Fees vary according to number of subjects entered.

MONTH ACTION INFORMATION TO PUPILS/PARENTS

September Commencement of GCSE courses Entries

October (Examinations and Controlled Assessment)

November

January Parents Evening.

February

March

June Internal End of Year Exams.

August Results received. Statement of Results distributed to pupils.

MONTH ACTION INFORMATION TO PUPILS/PARENTS

September 2nd

Year of GCSE courses.

October

November

December GCSE mock examinations

January GCSE mock examinations

June External Exams calendar posted on school website.

February Parents Evening Entries submitted for exams to be taken in May/June

Details of Exams entered-timetable of exams. Notice to Candidates distributed

March Statement of Entries distributed Fees for June exams added to school account.*

May Study Leave commences at Half-Term. Deadline for submission of Controlled Assessment. GCSE exams commence

June GCSE exams

August Results received. Statement of Results to be collected by pupils.

- 36 -

Entering your Choices over the Internet – Deadline 29th January 2016 Please follow these steps to enter your choices on-line using the 'TOOLS' system. To start TOOLS, type the following URL into your internet browser: https://www.studentoptions.co/MHS

Then login using your personal details:

Username: Password:

Once in TOOLS, you should make 5 Choices by entering the number 1 against your first

choice, the number 2 against your second choice, etc. Please enter 5 next to your Science

choice. Enter 'R' against a single Reserve Subject (which will only be used if it is not possible to

provide the first 5 Choices). To help you, you will see that an Example is provided of how to do this - click the link to see

the example.

PLEASE KEEP PAGE 36 AND (IF NOT USING THE ONLINE

SYSTEM )TEAR OUT PAGE 40 AND RETURN IT TO THE DEPUTY HEAD

BY THE 29TH JANUARY 2016.

- 37 -

S9 - OPTIONS 2016 – 2018 Name of pupil:

Compulsory subjects: English

English Literature

Mathematics

Sciences

You now have 5 or 6 subjects including 2 or 3 Sciences. Choose 4 more from the list below.

You will now have 9 subjects (including 2 sciences) or 10 subjects (including 3 separate Sciences). Most girls do short course ICT in addition to this or in agreement with the Deputy Head a short course in Art (spaces are limited to 8 pupils). This will be added to your choices automatically.

You are advised to ensure a balanced programme of study by choosing at least one subject from the Humanities section and one of the MFL

Please note that you must make one choice from each of the blocks below.

BLOCK STRUCTURE FOR 2016-2018 (Current year 9)

Block A Block B Block C Block D

Food Technology Geography Spanish Art

Drama History German French

Classical Civilisation

Drama Geography Spanish

German GCSE PE Religious Studies

Music Child Development Choices Block A: __________________________________________ Block B: __________________________________________ Block C: __________________________________________ Block D: __________________________________________ Signature of Parent: __________________________________________ Date: _____________________________________________________

- 38 -

- 39 -

English Language

Set

Curriculum

English Literature

Mathematics

Science

RS General course

ICT ½ course

PE General

PSHE

- 40 -

Art and Design

Classical Civilisations

Drama

Food Preperation and Nutrition

French

Geography

German

History

Latin

Music

PE

Religious Studies

Spanish

Full course ICT

Child Development

Choices

- 41 -

- 42 -

Name of pupil:

(To be returned as soon as possible)

Compulsory subjects: English

English Literature

Mathematics

Sciences

You now have 5 or 6 subjects including 2 or 3 Sciences. Choose 4 more from the list below.

You will now have 9 subjects (including 2 sciences) or 10 subjects (including 3 separate Sciences).

You are advised to ensure a balanced programme of study by choosing at least one subject from the Humanities section and one of the MFL

Please note that you must make one choice from each of the blocks below.

BLOCK STRUCTURE FOR 2016-2018 (Current year 9)

Block A Block B Block C Block D

Food Technology Geography Spanish Art

Drama History German French

Classical Civilisation Drama ICT Spanish

German GCSE PE Religious Studies

Music Child Development Choices Block A: __________________________________________ Block B: __________________________________________ Block C: __________________________________________ Block D: __________________________________________ Signature of Parent: __________________________________________ Date: _____________________________________________________