e and d block curriculum guide - rugby school · pdf file1 e and d block curriculum guide ......
TRANSCRIPT
E AND D BLOCK
CURRICULUM GUIDE2016
1 E AND D BLOCK CURRICULUM GUIDE
CONTENTS
2. INTRODUCTION
3. STRUCTURE AND OPTIONS
4. ART & DESIGN 5. ART
6. DESIGN & TECHNOLOGY
7. CLASSICS8. CLASSICAL CIVILISATION
9. CLASSICAL GREEK
10. LATIN
11. ENGLISH12. ENGLISH LANGUAGE
13. ENGLISH LITERATURE
14. HUMANITIES15. GEOGRAPHY
16. HISTORY MODERN WORLD IGCSE
17. HISTORY MEDICINE THROUGH TIME GCSE
18. PHILOSOPHY & THEOLOGY
19. MATHEMATICS20. COMPUTING
21. MATHEMATICS 22. ADDITIONAL MATHEMATICS
23. MODERN FOREIGN LANGUAGES24. MODERN FOREIGN LANGUAGES
(FRENCH, GERMAN, ITALIAN, SPANISH)
25. RUSSIAN OR JAPANESE
26. PERFORMING ARTS27. DRAMA
28. MUSIC
29. SCIENCE30. BIOLOGY
31. CHEMISTRY
32. PHYSICS
33. PHYSICAL EDUCATION
34. SCIENCE (DUAL AWARD)
35. BEYOND EXAMINATIONS36. CAREERS AND HIGHER EDUCATION
37. DIVINITY
38. ENRICHMENT
39. LEARNING DEVELOPMENT
40. PSHEe
2 E AND D BLOCK CURRICULUM GUIDE
INTRODUCTIONRugby School seeks to develop the whole person and through our academic provision we aim to challenge pupils to exercise and enrich their entire mind. A breadth of intellectual experiences in the E and D Block years allows our pupils to face academic challenge and to develop their understanding of both the physical and imaginative worlds that they inhabit. We aim to provoke a curiosity in our pupils that they will be able to follow up with the support of subject specialists outside the classroom, through our extensive program of academic enrichment, clubs and societies.
Lessons at Rugby School are intellectually stimulating and fun. We want our pupils to develop the confidence and experience necessary to manage and direct their own academic work. We aim for them to learn to discuss, collaborate, listen and reflect, and to apply their powers of thought to new situations and from new perspectives.
3 E AND D BLOCK CURRICULUM GUIDE
STRUCTURE AND OPTIONSThe D and E Block curriculum allows for an element of choice for our pupils yet we have structured it to ensure the diversity of experience that we value as a school. Pupils sit GCSEs and IGCSEs in the Trinity term of the D Block.
All pupils study a core of subjects that includes English (Language and Literature), Mathematics and Science (either Triple or Double Award). Pupils may then select four or five additional options (depending on their decision over Triple or Dual Award science). Amongst their options they must choose at least one Modern Foreign Language and a Humanity (History or Geography). The options are Art, Classical Civilisation, Computing, Design & Technology, Drama, French, German, Geography, Greek, History (Modern World or Medicine Through Time), Italian, Latin, Physical Education, Spanish and Philosophy & Theology. In addition, pupils also participate in regular Divinity classes along with specialist PSHEe sessions and Careers & Higher Education events. There will also be Learning Development support for those pupils who require it.
NB. Syllabus and assessment details are correct at the time of publication but are
subject to modification as a result of changes made by exam boards.
UPPER SCHOOL CURRICULUM GUIDE4
ART & DESIGN
HEAD OF DEPARTMENT ART: Paula WarfordEMAIL: [email protected]
HEAD OF DEPARTMENT DESIGN & TECHNOLOGY: Phil ByrneEMAIL: [email protected]
5
ARTAIMSGCSE Art and Design equips pupils with the skills to enjoy, produce and engage with the visual arts throughout their lives. It has immense value in a broad and balanced curriculum enhancing pupils learning across their subjects. This is an exciting course that gives pupils the opportunity to explore painting, printmaking, sculpture, ceramics, photography, digitally generated imagery, textiles, drawing and many more art making techniques. It also enables pupils to develop their artistic skills, creative thinking and their understanding of art history.
NATURE OF THE COURSEWork is assessed using criteria set by the exam board and takes into account:• the process of gathering visual information• understanding the works of artists• developing, reviewing and modifying ideas• accumulating skills and techniques• producing artwork which is the result of extended visual research
It is challenging, enjoyable and rewarding. It requires determination and commitment.
ASSESSMENT DETAILSThe Examination Board for the GCSE is Edexcel: Art and Design
• The ‘Personal Portfolio’ is designed to give pupils the opportunity to comprehensively experience a wide range of methods and techniques as they explore their ideas, develop their skills and build a solid understanding of artists and designers. Coursework accounts for 60% of the mark. • The ‘Externally Set Assignment’ is a broad based thematic ‘starting point’ set by the exam board, part of which is sat under exam conditions. This accounts for the remaining 40% of the mark.
ENRICHMENT OPPORTUNITIESPupils have opportunities to visit national galleries and collections to enable research and collection of source material. Outside of lessons the department has extensive open hours for pupils to attend clinics and enrichment sessions. The Lewis Gallery has a programme of exhibitions and visiting speakers which are accessible as source material for coursework projects.
6 E AND D BLOCK CURRICULUM GUIDE
DESIGN & TECHNOLOGYAIMSTechnology can be defined as the application of skills, knowledge and creativity in finding solutions to a particular need or problem. Combined with an understanding of the aesthetic, anthropometric requirements and functional elements of products, we can develop an understanding of how to design and manufacture a wide range of useful products. We want pupils to be confident in managing projects independently and to develop a creative approach to problem solving.
We aim to develop an understanding within our pupils of what makes a successful product and how to determine which factors determine that success. We want our pupils to be actively involved in thinking creatively to improve the quality of life for themselves and society in general. Pupils will learn to develop new ideas by reflecting on lessons learnt in the past and to critically evaluate their own work and that of others.
NATURE OF THE COURSEWe use a variety of interesting practical projects to deliver the material during the first year of the course. Projects explore a range of manufacturing processes from traditional craft skills to semi-automated batch production that lead to the production of useful artefacts. Pupils are made aware of the sources of a range of materials, how they are processed for use, how they can be reused, recycled or disposed of and of the environmental consequences of their use. Through hands-on experience they learn to recognise the properties, working characteristics and possible combinations of a range of resistant and compliant materials. Pupils are taught a range of drawing and presentation techniques and develop methods of creativity that allow them to complete a major design and make project in the second year of the course.
ASSESSMENT DETAILSAQA D&T: Resistant Materials Technology:• Unit 1: 2 hour examination – 120 marks – 40%. Candidates answer all questions in two sections. Pre-Release material issued.• Unit 2: Design and Making Practice, approximately 45 hours coursework – 90 marks. 60%; consists of a single design and make activity selected from a range of board set tasks.
ENRICHMENT OPPORTUNITIESThe department is open frequently for pupils to work on coursework or independent projects during their free time. We also run an Engineering Club and a Design Consultancy that feature group projects. There are regular talks from outside speakers from a range of Design disciplines.
8 E AND D BLOCK CURRICULUM GUIDE
CLASSICAL CIVILISATIONAIMS This subject allows pupils with an interest in the Classical world to develop this in a range of directions without having to learn a Classical language. The strength of the subject is its broad scope, allowing analysis not only of early culture but also of the people who created it. The skills of literary criticism and also examining the processes and influences which shaped early works of art are developed during the course and pupils who take the subject find they have a strong foundation for studying many varied disciplines.
NATURE OF THE COURSESAt GCSE pupils study a mixture of detail reflecting both the construction of ancient societies and aspects of their daily life. To this end, pupils study: Roman life (religion, family, entertainment); tales from mythology as told by Ovid or Homer; the evidence found at the site of Pompeii and how this reflects the success of the Roman empire as a whole and the details and significance of the Olympic Games. All texts are studied in English.
ASSESSMENT DETAILSExam board OCR • Unit A351 City Life in the Classical World – 1 hour• Unit A352 Epic and Myth – 1 hour• Unit A353 Community Life in the Classical World – 1 hour• Unit A354 Culture and Society in the Classical World – Controlled Assessment
ENRICHMENT OPPORTUNITIESDuring the E Block pupils have the opportunity to visit Rome, Naples and Pompeii in order to see first-hand the landmarks of Rome’s empire. In Rome pupils see the Forum, Colosseum, Pantheon, Circus Maximus and the Palatine Hill, all of which are evocative of the extraordinary people who built them. In Pompeii there is the opportunity to walk the streets of a wealthy provincial town and imagine daily life in its well-preserved buildings, as well as visiting Naples museum to view Pompeii’s many treasures.
9 E AND D BLOCK CURRICULUM GUIDE
CLASSICAL GREEKAIMSClassical Greek teaches extra-ordinary rigour and is invaluable as a foundation for the proper understanding and acquisition of languages. From the learning of a new alphabet to the reading of works of drama that continue to be performed regularly around the world, Classical Greek offers an unrivalled opportunity to encounter the most influential minds of ancient times. English to Greek translation is the pinnacle of achievement; appreciating the difference of meaning and nuance and reproducing this in the target language requires precision and flair, both of which make for great minds.
NATURE OF THE COURSEAt GCSE pupils are required to have a strong understanding of the language, both how the grammar is put together and a significant amount of vocabulary therein. In addition to learning the language, pupils are introduced to original Greek authors, one prose, a historian such as Herodotus and one in verse, either from Greek tragedy or a selection from either of Homer’s epics.
Although only a small amount of original text is studied, pupils learn how to appreciate the intentions and skills of the author and are required to produce critical responses. Pupils who take Classical Greek are taught in small groups with a mixture of timetabled and enrichment lessons and language learning is backed up with a number of interactive websites allowing pupils to further their skills.
ASSESSMENT DETAILSExam board OCR: • B401 Classical Greek Language (Mythology and domestic life) – 1 hour• B402 Classical Greek Language (History) – 1 hour• B403 Classical Greek Prose Literature – 1 hour• B404 Classical Greek Verse Literature – 1 hour
ENRICHMENT OPPORTUNITIESDuring the E Block pupils have the opportunity to visit Rome, Naples and Pompeii in order to see first-hand the landmarks of Rome’s empire. In Rome pupils see the Forum, Colosseum, Pantheon, Circus Maximus and the Palatine Hill, all of which are evocative of the extraordinary people who built them. In Pompeii there is the opportunity to walk the streets of a wealthy provincial town and imagine daily life in its well-preserved buildings, as well as visiting Naples museum to view Pompeii’s many treasures.
10 E AND D BLOCK CURRICULUM GUIDE
LATINAIMSLatin is a most exacting yet rewarding language. The focus is on ensuring that all grammar is known thoroughly so that texts can be read with as much understanding as possible. The linguistic benefits are stressed as are the opportunities offered in reading what the Romans had to say about themselves - from the bragging of Julius Caesar to the propaganda of sections of the Aeneid, via the wit of Ovid and rhetorical fireworks of Cicero. Attention to detail, precision in language and expansion of English vocabulary and linguistic sensitivity are all elements of the study of Latin and across the whole department, staff see to it that pupils sharpen their wits.
NATURE OF THE COURSEAt GCSE pupils are required to have a strong understanding of the language, both how the grammar is put together and a significant amount of vocabulary therein. In addition to learning the language, pupils are introduced to original Latin authors, one prose, a historian such as Pliny or an orator such as Cicero and one in verse, either from a selection of authors (Horace, Catullus, Ovid) or from Virgil’s Aeneid. Although only a small amount of original text is studied, pupils learn how to appreciate the intentions and skills of the author and are required to produce critical responses.
ASSESSMENT DETAILSExam board OCR:• A401 Latin Language (Mythology and domestic life) – 1 hour• A402 Latin Language (History) – 1 hour• A403 Latin Prose Literature – 1 hour• A404 Latin Verse Literature – 1 hour
ENRICHMENT OPPORTUNITIESDuring the E Block pupils have the opportunity to visit Rome, Naples and Pompeii in order to see first-hand the landmarks of Rome’s empire. In Rome pupils see the Forum, Colosseum, Pantheon, Circus Maximus and the Palatine Hill, all of which are evocative of the extraordinary people who built them. In Pompeii there is the opportunity to walk the streets of a wealthy provincial town and imagine daily life in its well-preserved buildings, as well as visiting Naples museum to view Pompeii’s many treasures.
11 E AND D BLOCK CURRICULUM GUIDE
ENGLISH
HEAD OF DEPARTMENT: Andrew FletcherEMAIL: [email protected]
12 E AND D BLOCK CURRICULUM GUIDE
ENGLISH LANGUAGEAIMS• The cultivation of fluency in writing and ability to identify, analyse and use, via the study of texts, the techniques of others in adapting style to a variety of purposes. • The development of discerning and nuanced reading, capable of drawing subtle distinctions and the ability to understand meaning, to evaluate and exemplify technique.• The achievement of ease with the technical means of expression, on the level of words, sentences, paragraphs and extended writing.• Ease with English as a spoken medium and the ability to listen and speak sensitively and with regard to context and purpose.
NATURE OF THE COURSEThis is a course which centres on skills rather than content or knowledge. In order to fulfil the demands of the course and exceed them, wide and sensitive reading will be undertaken in a variety of genres – poetry, prose and drama, both contemporary and from the past. Linguistic metalanguage is also taught in order to facilitate analysis of texts and to clarify understanding of language and its possibilities. The course uses an anthology of texts provided by the exam board.
ASSESSMENT DETAILSThe examination board is EDEXCEL International (IGCSE Syllabus A):• An examination paper of two hours consisting of an unseen passage for comprehension, a question on a passage from the Anthology, including a piece of directed writing and a longer discursive essay.• A piece of coursework (of around 1000 words) on a passage or passages from the second part of the Anthology, focusing on the authors’ use of language to achieve their effects.• Another piece of coursework, consisting of a creative essay (of 500 words or more).• A set of spoken tasks, focusing on speaking and listening in pairs, in a group and solo.
ENRICHMENT OPPORTUNITIESThe Debating Society and Rupert Brooke Competition provide opportunities for the development of pupils’ command of the English language. There is also the opportunity to write for Quod (the English Department magazine).
13 E AND D BLOCK CURRICULUM GUIDE
ENGLISH LITERATUREAIMSThis course aims to give pupils the opportunity to read texts from a variety of genres in depth, making them aware of literary techniques and terminology. It also helps them articulate responses to these (and other) texts in class discussion, or in the form of essays which demand careful structuring, the elaboration of extended argument with accurate textual exemplification. A piece of coursework allows a more extended response to a group of poems on a common theme.
NATURE OF THE COURSEPupils study two works in depth from a list comprising drama and prose texts. Examples of these are: Pride and Prejudice (Austen); To Kill a Mocking Bird (Lee); Of Mice and Men (Steinbeck); Much Ado about Nothing (Shakespeare); The Importance of Being Earnest (Wilde); View for the Bridge (Miller) and An Inspector Calls (Priestley). They also write a piece of coursework on a group of at least three poems chosen from an anthology, together with another three poems which can come from the anthology or elsewhere: Anthology (the Literature IGCSE texts are in section C).
ASSESSMENT DETAILSThe examination Board is Edexcel International (IGCSE Literature):• An examination paper of 90 minutes consisting of a choice of two essay questions on each set text, of which pupils choose one from each category, Drama and Prose.• A piece of coursework examining a group of six poems, focusing on use of language and literary technique, as well as on form and meaning.
ENRICHMENT OPPORTUNITIESEnglish Society (for D Block and above). Cinema, theatre visits. The department runs trips to the cinema and theatre and there is an English Society for pupils in the D Block and Upper School.
14 E AND D BLOCK CURRICULUM GUIDE
HUMANITIES
HEAD OF DEPARTMENT GEOGRAPHY: Jonathan PittEMAIL: [email protected]
HEAD OF DEPARTMENT HISTORY: Dr Tim GuardEMAIL: [email protected]
HEAD OF DEPARTMENT PHILOSOPHY & THEOLOGY: Daniel McLeanEMAIL: [email protected]
15 E AND D BLOCK CURRICULUM GUIDE
GEOGRAPHYAIMSThe aims of the GCSE are to develop the knowledge and geographical understanding of places, environments and processes, and to equip our pupils with the lifelong skills of observation, investigation, analytical thought and debate, that is, to think and study like a geographer. The pupils will be able to demonstrate knowledge and understanding of concepts and the links between places, environments and processes; to be able to interpret geographical information and to confidently make valid judgements. The application of geographical knowledge to real world context and contemporary issues is also a key aim and to progressively develop well-evidenced arguments over the two year course.
NATURE OF THE COURSEThe course develops knowledge and understanding of living with the physical environment and the challenges of the human environment. Living with the physical environment includes: Natural Hazards (tectonic, tropical and extreme weather of the UK and climate change); UK Physical landscapes (coastal, river and glacial landscapes); and the Living World (ecosystems, tropical rainforests, hot deserts, cold environments). Challenges in the human environment also has three sections: Urban issues and Challenges; the Changing Economic World; and Resource Management (food, water and energy). The development of geographical fieldwork skills is an essential and compulsory component throughout the two years and two field days of investigating different environments are part of the course.
ASSESSMENT DETAILSAQA (Code 8035):• Paper 1 (1 hour 30 minutes) – Living with the physical environment (35% GCSE)• Paper 2 (1 hour 30 minutes) – Challenges in the human environment (35% GCSE)• Paper 3 (1 hour) – Geographical applications (30% GCSE)
ENRICHMENT OPPORTUNITIESMiddle School pupils are strongly encouraged to take part in the Geography magazine, Geography twitter page, Geography photo competition, Junior Geography Society and the various seminars and lectures that are held throughout the year.
16 E AND D BLOCK CURRICULUM GUIDE
HISTORY MODERN WORLD IGCSEAIMSThe philosophy behind IGCSE Modern World course is to test not what candidates learn by heart but what they know, understand and can do. The course, in other words, teaches skills of analysis as well as facts. Two in-depth studies, Revolutionary Russia and Hitler’s Germany, provide the core at E Block and an opportunity for focused comparative study. The chronological and conceptual span is more expansive in the D Block, ranging from the brinkmanship of the Cuban Missile Crisis to the struggle for democratic and economic freedoms in Africa. There is plenty of flexibility to allow for pupil learning above and beyond the syllabus. Pupils are expected to carry out their own research programme based on text books, library research and intelligent use of podcast and internet sources.
NATURE OF COURSE OPTIONS (2015-2016): The Edexcel IGCSE possesses a strong internationalist flavour, taking in a wide sweep of global and European affairs from 1914 to the late 1990s. Topics include the Russian Revolution; the Great Depression; life in Weimer Germany; the rise of Hitler; life in Nazi Germany and the outbreak of World War Two. Global and regional studies include in-depth analysis of the nuclear arms race and Cold War tensions; the breakdown of European imperial structures; post-colonial Africa; Apartheid and the emergence of new political and economic blocs. The course challenges assumptions about the international order of today through the prism of twentieth century change.
ASSESSMENT DETAILSEdexcel IGCSE History:• Paper 1 (90 mins.) Development of dictatorship: Germany, 1918-45; World divided: Superpower relations, 1945-62 (50%)• Paper 2 (90 mins.) Russia in Revolution, 1914-24; Change in Africa: from colonialism to independence, 1939-2000 (50%)
ENRICHMENT OPPORTUNITIESPupils have the opportunity to attend the History department’s visiting lecture series and to participate in trips to Cosford National Cold War Museum and a residential trip to Berlin, Krakow and Auschwitz in the D Block.
17 E AND D BLOCK CURRICULUM GUIDE
HISTORY MEDICINE THROUGH TIME GCSEAIMSThe philosophy behind the Medicine Through Time course is to test not what candidates learn by heart but what they know, understand and can do. The course, in other words, teaches skills of analysis as well as facts. It introduces pupils to scientific and cultural change over an extended chronological framework, from the ancient world to the present day. Alongside this, a case study of Elizabethan society provides a central focus. There is plenty of flexibility to allow for pupil learning above and beyond the syllabus. Pupils are expected to carry out their own research programme based on text books, library research and intelligent use of podcast and internet sources.
NATURE OF THE COURSEMedicine Through TimeMedicine in the Ancient World, c10000BC–c500AD; Medieval and Renaissance Medicine, c500–c1700; Medicine in the Industrial and Modern World, c1700–present day; Surgery and Anatomy in the Ancient World, c10 000 BC–c500 AD; Medieval and Renaissance Surgery and Anatomy, c500–c1700; Surgery in the Industrial Modern World, c1700–present day; Public Health in the pre-industrial world, pre-c1750; Public Health after the Industrial Revolution, c1750–c1900; Public Health since c1900.
Elizabethan EnglandQueen and Government; The structure and process of central and local government; Elizabeth’s concept of sovereignty and monarchy; The poor; Government and contemporary attitudes to poverty and punishment; Puritanism; Elizabeth’s settlement of religion in 1559; Catholics and the Elizabethan Church; Religious and foreign policy and the succession; The theatre; Ships and seamen; Overseas trade and expansion.
ASSESSMENT DETAILSAQA ‘A’ History GCSE:• Paper 1 (1 hour 45 mins.) Medicine Through Time (35%)• Paper 2 (1 hour 45 mins.) Elizabethan England (35%)• Paper 3 Coursework – History Around Us (25%)
ENRICHMENT OPPORTUNITIESPupils have the opportunity to attend the History department’s visiting lecture series and to participate in trips to the Thackray Museum and Burghley House.
18 E AND D BLOCK CURRICULUM GUIDE
PHILOSOPHY & THEOLOGYAIMSThe subjects of Philosophy and Theology are we believe, a vital under-pinning to any education. As thought-provoking and academically rigorous subjects in their own right, they offer both a breadth and a depth of learning that is unparalleled but in addition to that they challenge pupils to consider the very nature of their existence, its origins and its possible meanings.
As a school with a great Christian tradition we concentrate on Christian Theology in our studies but it is certainly not taught in a catechetical way and the emphasis is very much on pupils being able to form a coherent and substantiated argument rather than encouraging them to accept a particular point of view. This is supported by teaching staff who have a genuine love and great knowledge of the subjects and who continue to learn and to develop their own ideas at every opportunity.
NATURE OF THE COURSEThe new syllabuses for this GCSE have yet to be finally approved but we will be following the EDEXCEL Specification A, which comprises three parts. The first section (50% of the course) allows pupils to study the beliefs, teachings and practices of a religion in depth, considering its philosophical foundations as well as its external appearances. This is a fascinating opportunity to explore the beliefs that have shaped the modern world. The other half of the course is split into two; for half of that we will study the beliefs of another religion, allowing us to compare and contrast the different world-views. Finally we will study ethics in detail; how can we decide what is right and wrong? Is it all relative or are there absolute rules that we should follow?
ASSESSMENT DETAILSWe offer EDEXCEL’s RS Specification A: three examinations - one of 1 hour and 45 minutes and two of 50 minutes.
ENRICHMENT OPPORTUNITIESThe Philosophy & Theology department is extremely active. The Sidgwick Society is very popular and meets fortnightly to discuss a wide variety of philosophical and theological ideas. Visiting speakers are also invited each term. There is also the opportunity to help to create The Hare – Rugby’s Philosophy and Theology journal. Pupils and staff alike are encouraged to write on any area that interests them for inclusion in a publication that is sent around the world. In addition to these larger events, a weekly clinic is held to allow any pupils to drop in to discuss their work or to ask for help with prep. A departmental library is also run in CC12, allowing pupils to read widely around the subject.
19 E AND D BLOCK CURRICULUM GUIDE
MATHEMATICS
HEAD OF DEPARTMENT COMPUTING: Tom RennoldsonEMAIL: [email protected]
HEAD OF DEPARTMENT MATHEMATICS: Matt BakerEMAIL: [email protected]
20 E AND D BLOCK CURRICULUM GUIDE
COMPUTINGAIMSGCSE Computing students are exposed to wealth of experience and resources enabling them to develop into digitally aware, independent learners. The Computing department aims to teach innovative and exciting lessons to effectively support students through the Computer Science based syllabus and across many related school subjects. Skills in Mathematics, Science and English are developed in addition to the core principles that form the basis of Computer Science. Pupils are encouraged to:
• Think creatively, analytically and logically, in and outside the classroom.• Analyse situations in computational terms through practical experience of solving such problems, including planning, developing and debugging programs.• Understand the hardware and software that make up digital systems and how they communicate between networked and other related devices.• Understand the impacts of digital technology on individuals, businesses and the wider society.• Work critically and promote the use of ICT during lessons and prep.• Apply mathematical skills relevant to Computer Science.
NATURE OF THE COURSESoftware development and the teaching of fundamental programming techniques form the foundations of the GCSE course. Students will study the design of algorithms in relation to a range of problems, to produce robust programs that consider computational logic and data representation, whilst utilising suitable integrated development environments that aid with debugging. Learners will also gain an understanding of the components that make up a computer system and the way in which hardware and software interact to form secure, networked connections. Ethical, legal, cultural and environmental implications of digital systems are investigated by students and how computational thinking aids a range of situations.
ASSESSMENT DETAILSOCR GCSE Computer Science (new specification awaiting accreditation):• Computer systems - 1 hour 30 minutes (written paper) 40%• Computational thinking, algorithms and programming - 1 hour 30 minutes (written paper) 40%• Programming project - 20 hours teaching (coursework) 20%
ENRICHMENT OPPORTUNITIES• Regular society meetings that discuss computing related problems and a range of technological affairs: Advanced python programming; Java development in Greenfoot and The National Cipher Challenge.• External and internal school speakers that provide focus for further discussion and act as a source of inspiration for projects and ideas.• Trips to exhibitions, historical sites and established businesses which give candidates experience of how the industry has progressed over the past century and where it will progress to in the future.
21 E AND D BLOCK CURRICULUM GUIDE
MATHEMATICSAIMSWhilst acknowledging the need for routine practice of algebraic and numerical skills, the Mathematics Department provides training of analytical thought and also the ability to solve problems in context wherever possible. Enrichment is provided to a wide range of pupils: clinic sessions allow for extra time for weaker pupils and our higher sets regularly encounter material designed to stretch thinking towards AS-level. Mathematical resilience is thus developed – we try to instill the confidence to take risks and the ability to develop elegant solutions in our pupils.
NATURE OF THE COURSEThe IGCSE Mathematics course is broadly split into five key areas: Number, Algebra, Graphs, Shape and Space and Handling Data. It also provides preparation for further study though topics such as Functions, Basic Calculus and Set Theory.
ASSESSMENT DETAILSThe qualification comprises two papers taken in the summer term of the D Block. Both are calculator papers and currently all of our pupils take the Higher Tier. If appropriate we will suggest the Foundation Tier to some pupils but this happens extremely rarely.
• Edexcel Mathematics A Paper 3H, reference code 4MAO/3H, two hours in length• Edexcel Mathematics A Paper 4H, reference code 4MAO/4H, two hours in length• Syllabus topics are split between the two papers, which are intended to be of equal difficulty
Specification: http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-mathematics-2009.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments
It should be noted that this is a document written primarily for teachers and hence may not be appropriate for pupils.
ENRICHMENT OPPORTUNITIESThe department runs a wide array of enrichment: Junior Dodgson Society; Cypher Challenge; Junior Mathematics Society; UKMT Team Challenge; Junior/Intermediate Mathematics Challenges; Clinic support and 1-1 support.
22 E AND D BLOCK CURRICULUM GUIDE
ADDITIONAL MATHEMATICSAIMSVery able mathematicians can find the material in the IGCSE course to be relatively straightforward. Each year, our top two Mathematics sets in the E and D Blocks study an enrichment qualification that deepens their understanding of IGCSE topics whilst extending into aspects of AS Mathematics. The Additional Mathematics course poses complex problems as well as more lengthy questions and contains interesting applications such as Linear Programming, Kinematics and the Binomial Distribution.
NATURE OF THE COURSEThe Additional Mathematics course splits into Pure and Applied sections. The Pure section takes IGCSE Mathematics further in areas like Calculus, Trigonometry, Coordinate Geometry and Algebra. The Applied section offers an introduction to Mechanics, Statistics, and some Decision Mathematics.
ASSESSMENT DETAILS The course is examined through one 2-hour paper in the summer term of the D Block. Calculators are allowed and the exam board is: OCR FSMQ (Free-Standing Mathematics Qualification) Additional Mathematics 6993
ENRICHMENT OPPORTUNITIESFurther to the enrichment opportunities available to all GCSE mathematicians, we offer Additional Mathematics course clinics and Intermediate and Senior Mathematics mentoring.
23 E AND D BLOCK CURRICULUM GUIDE
MODERN FOREIGN LANGUAGESHEAD OF MODERN FOREIGN LANGUAGES: David GillettEMAIL: [email protected]
HEAD OF DEPARTMENT FRENCH: Sarah TrelinskaEMAIL: [email protected]
HEAD OF DEPARTMENT GERMAN: David GillettEMAIL: [email protected]
HEAD OF DEPARTMENT ITALIAN: Judy JordanEMAIL: [email protected]
HEAD OF DEPARTMENT SPANISH: Colette O’MahoneyEMAIL: [email protected]
HEAD OF DEPARTMENT RUSSIAN / JAPANESE: Judy JordanEMAIL: [email protected]
24 E AND D BLOCK CURRICULUM GUIDE
MODERN FOREIGN LANGUAGES (FRENCH, GERMAN, ITALIAN, SPANISH)AIMSIn all of the Modern Languages taught in the department, we aim to give students an enjoyable and fulfilling experience. At the end of the course, students should feel confident communicating a wide range of ideas orally and in writing and should have an excellent grounding in listening and reading too. We teach students to be precise with language and to value the presentation of their work. Active learning is central to successful language teaching and so interaction plays a vital part in our lessons.
All students will find that their confidence grows in their chosen languages and that they finish the course keen to learn more. Grammar is vital for success and is taught alongside and embedded in a wide range of communicative activities. We also provide an insight into the countries where the language is spoken through film, short stories or our native speakers.
NATURE OF THE COURSEWe cover a range of language and topics, including referring to past, present and future events. We regularly go beyond these but topics on the syllabus include: everyday activities, personal and social life, the world around us, the world of work, and the international world.
ASSESSMENT DETAILShttp://www.cie.org.uk/programmes-and-qualifications/cambridge-secondary-2/cambridge-igcse/subjects/
• Paper 1, Listening, 45 minutes• Paper 2 Reading, 1 hour• Paper 3, Oral, 15 minutes• Paper 4, Writing, 1 hour
ENRICHMENT OPPORTUNITIESThe department provides a range of opportunities for pupils to develop their interest in the subject: European Film Club, creative writing in a foreign Language, conversation classes with native speakers and regular competitions.
25 E AND D BLOCK CURRICULUM GUIDE
RUSSIAN / JAPANESE(May be taken as a timetabled option or studied off timetable)
AIMSBoth Russian and Japanese are more demanding than the more usual European languages, given their differing alphabets and language styles. In the Upper School pupils who have already demonstrated good language skills are able to enjoy studying either of these languages ab initio, to GCSE level. By offering these languages we provide an opportunity for those pupils to tackle something more challenging. By the end of the course pupils are able to cope with everyday situations and to conduct simple conversations.
NATURE OF THE COURSEStudy of these can form a useful platform for subsequent university language learning. These languages are generally taught in small classes and pupils are able to make rapid progress. As with other GCSEs, pupils are taught the four skills of reading and listening comprehension, writing and speaking. Authentic materials are regularly used to supplement learning.
ASSESSMENT DETAILSThe exam board is Edexcel for both languages.
Russian Specification: http://qualifications.pearson.com/content/dam/pdf/GCSE/Russian/2009/Specification%20and%20sample%20assessments/GCSE_Russian_Spec_2012.pdf
• 27% each for speaking and writing • 23% each for reading and listening comprehension
Japanese Specification:http://qualifications.pearson.com/content/dam/pdf/GCSE/Japanese/2009/Specification%20and%20sample%20assessments/GCSE_in_Japanese_Spec.pdf
• 27% each for speaking and writing • 23% each for reading and listening comprehension
ENRICHMENT OPPORTUNITIESThe department provides a range of enrichment opportunities including European Film Club and Creative Writing in a Foreign Language.
26 E AND D BLOCK CURRICULUM GUIDE
PERFORMING ARTS
HEAD OF DEPARTMENT DRAMA: Andrew ChessellEMAIL: [email protected]
HEAD OF DEPARTMENT ACADEMIC MUSIC: James WilliamsEMAIL: [email protected]
27 E AND D BLOCK CURRICULUM GUIDE
DRAMAAIMSThe course firstly aims to develop your skills as either an actor or designer when generating performance work, be that when devising new work or realising published texts. In addition, the course helps you develop your written skills when critically analysing live performance, as you deepen your understanding of how meaning is communicated within the dramatic medium. Although there is a significant written element to the course, as a department we initially approach the work practically. We utilise studio-based rehearsal techniques in the belief that once you have personally experienced a performance style or particular genre, or grappled with a particular staging problem, you are then better placed to write about potential solutions with the authority of first-hand experience.
NATURE OF THE COURSEIn the devised element of the course learners are assessed as actors or designers. They are asked to participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential practitioner, or a genre in a response to a stimulus set by the board. The performance is accompanied by a portfolio of supporting evidence of the devising process and an evaluation of the final work.
When realising a published text, pupils study two extracts from the same performance text before staging it. Performances typically last twenty minutes and are staged in the Lent term of D Block. In the written exam, a series of questions are asked on one set text (Shakespeare’s Romeo and Juliet or Orwell’s 1984) and one question is answered on a given aspect of a live theatre production seen during the course.
ASSESSMENT DETAILShttp://eduqas.co.uk/qualifications/drama-and-theatre/gcse/
Unit 1 Devising Theatre: Non-exam assessment: internally assessed, externally moderated 40% of qualificationUnit 2 Performing from a Text: Non-exam assessment: externally assessed by a visiting examiner 20% of qualificationUnit 3 Interpreting Theatre: Written examination: 1 hour 30 minutes
(Section A) Set Text (Section B) Live Theatre review 40% of qualification
ENRICHMENT OPPORTUNITIESAll GCSE pupils are encouraged to attend the weekly drama club and to audition for school productions. Many opt to undertake LAMDA lessons. Theatre trips take place twice a term. Members of the department are available every week in the scheduled Drama clinics to support pupils as they work on particular aspects of the course.
28 E AND D BLOCK CURRICULUM GUIDE
MUSICAIMSPupils that study Music IGCSE develop three main skill areas: performance (playing music on their instrument); composition (writing music) and listening (understanding music). In composition, pupils learn the fundamental skill of creating musical ideas, developing them and presenting them as a score. These can be in any musical genre. In performance, pupils further develop their instrumental control, as well as their ability to communicate expression.
Pupils must offer a solo performance and a performance in a small ensemble. In listening lessons, pupils map the history of classical music through well-known pieces, gaining knowledge and understanding of musical concepts through a wide range of music from the Baroque era up to the present day. By the end of the course, pupils are expected to be able to identify whether an unknown piece is from the Baroque, Classical, Romantic or Twentieth-century eras, backing up their response with musical explanations.
NATURE OF THE COURSEPupils will develop knowledge of western classical music and the elements of music through listening to a variety of repertoire, including jazz and world music. Pupils develop their knowledge of the rudiments of music (time signatures, key signatures, instruments, compositional devices and other musical features) through listening but also through composition. Pupils write two pieces in any style or genre having gained experience of manipulating musical ideas using notation software. Each year a specific classical work is studied in detail; for examination in 2018 this is Bach’s Brandenburg Concerto No 1 and a specific world area, the music of Latin America.
ASSESSMENT DETAILShttp://www.cie.org.uk/images/203268-2017-2019-syllabus.pdf
• 30% performance coursework (4 – 10 minutes in total; one solo and one ensemble performance, roughly grade IV, recorded towards the end of the second year of the course).• 30% composition coursework (two contrasting pieces for different voices/instruments and in different musical styles).• 40% listening exam (a series of short answer questions on musical extracts played in the exam, including unknown pieces, the set work and the set work area).
ENRICHMENT OPPORTUNITIES• Visits to see set works in concert where performance schedules / school timetable permit, or performances arranged in school played by school ensembles.• Enrichment including: Composers club; Studio production club; GCSE Music drop-in clinic; Aural training clinics and Grade V Associate Board theory lessons.• Musical ensembles: participation is encouraged (but not compulsory) in any of the school’s ensembles including (non-exhaustive): Orchestra, Concert band, Jazz band, Chapel Choir, Rock Choir, Rock bands, and chances to perform as a soloist with a professional orchestra.
29 E AND D BLOCK CURRICULUM GUIDE
SCIENCE
HEAD OF SCIENCE: Dr Mike ThompsonEMAIL: [email protected]
HEAD OF DEPARTMENT BIOLOGY: Dr Graham JoyceEMAIL: [email protected]
HEAD OF DEPARTMENT CHEMISTRY: Trevor WhiteEMAIL: [email protected]
HEAD OF DEPARTMENT PHYSICS: Dr Andy DaviesEMAIL: [email protected]
HEAD OF DEPARTMENT PHYSICAL EDUCATION: Frazer Hemming-AllenEMAIL: [email protected]
30 E AND D BLOCK CURRICULUM GUIDE
BIOLOGYAIMS• To develop and sustain an enjoyment of and interest in, the living world.• To understand and apply unifying patterns and themes in Biology.• To acquire knowledge and understanding of biological concepts and principles and the skills needed to use them in new and changing situations.• To be proficient in the organisation and presentation of information clearly and logically, using appropriate scientific terms and conventions.• To appreciate the importance of accurate experimental work and reporting as scientific methods.• To evaluate the benefits and drawbacks of real-life applications of Biology including everyday, industrial and environmental aspects.
NATURE OF THE COURSEThe course is divided into five sections: The nature and variety of living organisms covers the characteristics of all living organisms and compares the major groups; Structures and functions in living organisms illuminates unifying themes in Biology as the process of diffusion by investigating the major organ systems of humans and plants; Reproduction and inheritance deals with one of the ways in which information is passed from one generation to the next, how this process leads to variation and therefore how species and can evolve through time; Ecology and the environment investigates the interactions between organisms and their interaction with the physical world, including the impact of humans; Use of biological resources looks at how humans use their knowledge of biological systems to their advantage and introduces pupils to controversial technologies such as cloning that they may have the opportunity to vote upon in their adult lives.
ASSESSMENT DETAILSThe specification followed is Edexcel International GCSE in Biology:http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-biology-2011.html
The content is assessed over two written papers at the end of the course.
ENRICHMENT OPPORTUNITIESPupils are encouraged to: • Attend the weekly evening showing of a Biology related documentary.• Attend the guest lectures from active scientists and related professionals.• Learn about the care of and handling our pair of royal pythons. • Take part in national Biology completions such as the Biology Challenge run by the Society of Biology. • Attending a Biology related trip is offered in the F and E Blocks details yet to be confirmed.
31 E AND D BLOCK CURRICULUM GUIDE
CHEMISTRYAIMS• Learn about the unifying patterns and themes of Chemistry.• Acquire knowledge and understanding of chemical facts, concepts and principles.• Appreciate the practical nature of Chemistry, developing experimental and investigative skills based on correct and safe laboratory techniques.• Appreciate the importance of accurate experimental work and reporting as scientific methods.• Develop a logical approach to problem solving in a wider context.• Understand the widespread importance of Chemistry and how materials are used in the world.• Evaluate, in terms of their chemical knowledge and understanding, the benefits and drawbacks of real-life applications of science, including their everyday, industrial and environmental aspects.• Select, organise and present information clearly and logically, using appropriate scientific terms and conventions.
NATURE OF THE COURSEThe IGCSE course is divided into five sections: • Section 1: Principles of Chemistry • Section 2: Chemistry of the elements • Section 3: Organic Chemistry • Section 4: Physical Chemistry • Section 5: Chemistry in industry
Aspects of all five sections are taught in every year group and the fundamental work is revisited frequently. Practical work is the cornerstone of the course. The best way to develop practical and investigative skills is to embed practical activities into the teaching of theory.
ASSESSMENT DETAILSThe specification followed is Edexcel International GCSE in Chemistry:http://qualifications.pearson.com/content/dam/pdf/International%20GCSE/Chemistry/2011/Specification%20and%20sample%20assessments/9780997864786_INT_GCSE_CHEM_SPECSAMS_ISS5_comb.PDF
The content is assessed over two written papers at the end of the course. ENRICHMENT OPPORTUNITIESPupils are encouraged to: • Attend the weekly evening enrichment classes that are often given by Upper School chemists.• Attend the guest lectures from active scientists and related professionals.• Involve themselves in the regular inter-school quizzes, in particular the West Midlands quiz for E and D Block pupils held at the University of Birmingham.• A group of thirty E Block pupils go to the University of Warwick in March to spend a day in their undergraduate laboratories, carrying out a synthesis of a medicine.
32 E AND D BLOCK CURRICULUM GUIDE
PHYSICSAIMSThe IGCSE Physics course will develop student’s logical and problem solving skills and ability to apply mathematical skills in a variety of physical contexts. During the course they will gain an understanding of the key concepts of forces: energy, waves and electricity which underpin all of Physics and begin to apply these in situations including fluids and nuclear processes.
Throughout the course students will be developing practical skills in manipulating apparatus and data collection alongside interpreting relationships and understanding the limitations of data in developing conclusions. Students will gain an insight into the physical laws that underpin our universe on the smallest and largest scales. The department encourages students to read beyond the IGCSE syllabus and teachers will often expose the students to areas of Physics which they would encounter in the Sixth Form or at University.
NATURE OF THE COURSEThe Edexcel IGCSE course has been split into seven sections: Forces and Motion, Electricity, Waves, Energy, Solids, Liquids and Gases, Magnetism and Electromagnetism and Particles. Students will participate in a large number of experiments throughout the course and at the end of each topic they will sit an end of topic exam which is comprised of past paper exam questions and marked using exam board mark schemes.
ASSESSMENT DETAILShttp://qualifications.pearson.com/content/dam/pdf/International%20GCSE/Physics/2011/Specification%20and%20sample%20assessments/UG030051_International_GCSE_in_Physics_(master_booklet)_spec_Issue_5_SAMs_for_web.pdf
• Paper 1 (66.7%) – a 2 hour exam covering the core Physics content covered also by Double Award Science students. It consists of structured questions which will be calculations or written explanations, along with a small number of multiple choice questions.• Paper 2 (33.3%) – a 1 hour exam covering content not covered on the core Double Award course (but not exclusively). Again it consists of structured questions which will be calculations or written explanations, along with a small number of multiple choice questions.
The two exam papers will include some questions based on the practical work and experiments done throughout the course.
ENRICHMENT OPPORTUNITIES• GCSE Astronomy is available for selected E and D Block students.• E Block trip for selected students to the Physics At Work Event at Cambridge University.• Regular tutorials in preparation for the Physics Challenge exam are put on for selected D Block students.• We are hoping that in the future there will be opportunities for Middle School students to work with real data from the European Space Agency missions, in a project we have started with the National Space Academy.• Help Clinic.
33 E AND D BLOCK CURRICULUM GUIDE
PHYSICAL EDUCATIONAIMSThe course is designed to promote and develop a number of key skills including the following:• The ability to plan, perform, analyse and improve all aspects of both theoretical and practical performance.• In-depth knowledge, skills and understanding of a range of relevant physical activities.• An understanding of effective and safe performance.• An understanding of the role of sport and physical activity in society and in the wider world.• A desire for advanced study in Physical Education and Sports Science.
NATURE OF THE COURSEDuring their GCSE course candidates should (through the knowledge they gain) develop an understanding of effective and safe physical performance and will be encouraged to improve the following:• Their ability to plan, perform, analyse and improve, and evaluate physical activities.• Their knowledge, skills and understanding of a range of relevant physical activities.
ASSESSMENT DETAILSCambridge International Examination Board (CIE): http://www.cie.org.uk/images/164376-2016-syllabus.pdf
• Component 1 - a written examination paper• Component 2 - a coursework assessment
ENRICHMENT OPPORTUNITIESPupils will be able to not only use their existing games sessions but also attend extra-curricular clubs / activities to further their personal performance in their main assessed activities.
The wide range of topics and cross curricular links covered on the two year course means pupils are encouraged to listen to visiting speakers and ex-pupils with a background in Sport and are encouraged to actively develop their interest and knowledge of sport and the impact it has upon wider society.
34 E AND D BLOCK CURRICULUM GUIDE
SCIENCE (DUAL AWARD)AIMS• To understand enough Science to be ‘scientifically literate’; to be able to understand Science based news items and to have an interest in scientific advances.• To understand and apply unifying patterns across Biology, Chemistry and Physics.• To acquire knowledge and understanding of concepts and principles in Biology, Chemistry and Physics.• To be able to present information and data clearly and logically using a range of formats.• To be able to use appropriate scientific terms and conventions.• To appreciate the practical nature of Science experiments which can be repeated by others.• To understand how Science benefits society and to realize the pitfalls too.
NATURE OF THE COURSEThe curriculum and the time given for teaching is 66% the size of the Triple Science course. The Head of Science often makes recommendations on who should take this course. Others take the course because of an interest in (for example) taking an additional Language. The more advanced topics (bold in the syllabus) which are often mathematical in nature or abstract in concept, are not covered in this course. This inevitably makes progression from this course onto Upper School Science courses more challenging than for those taking Triple Science. Pupils who think they may pursue one or more Science subjects at A level should do separate Sciences.
ASSESSMENT DETAILSThe specification followed is Edexcel International GCSE: http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-science-2011.html
The content is assessed over three written papers at the end of the course, one for each scientific discipline.
ENRICHMENT OPPORTUNITIESPupils are encouraged to attend the Science Society lectures and to attend subject clinics held weekly.
35 E AND D BLOCK CURRICULUM GUIDE
BEYOND EXAMINATIONSHEAD OF DEPARTMENT CAREERS: Debbie HornerEMAIL: [email protected]
HEAD OF DEPARTMENT LEARNING SUPPORT: Louise StevensonEMAIL: [email protected]
HEAD OF DEPARTMENT PSHE: Jerry RaynerEMAIL: [email protected]
CHAPLAINCY: Revd. Richard HornerEMAIL: [email protected]
36 E AND D BLOCK CURRICULUM GUIDE
CAREERS AND HIGHER EDUCATIONThe aim of the Careers Department is to prepare pupils for the transition into Higher Education and the world of work. There is a team of Careers advisors based in the Collingwood centre who are able to offer 1:1 meetings, interviews and support to pupils during their time at Rugby School. As would be expected the degree of contact a pupil has with the Careers department increases as they move further through their school career.
In the D Block pupils are offered Morrisby Profiling to help them to discover their strengths and suggest a wide variety of Careers which might suit these strengths. The profiling is administered by the Independent Schools Careers Organisation (ISCO) and is followed up by a one-to-one interview with a Careers adviser from that organisation. The information helps pupils to choose A level subjects appropriate to their future career paths.
On the morning of Speech Day the school hosts a GAP and Higher Education Fayre for D Block (and LXX and XX) pupils and their parents. Leading universities are represented as well as organisations providing both long and short GAP year placements. At the end of the D Block year pupils are expected to arrange two weeks work experience in an area of interest to them.
37 E AND D BLOCK CURRICULUM GUIDE
DIVINITYAIMSDivinity is the term we use at Rugby for Spiritual Development. This happens in every part of our communal life, with Chapel, Campus and Classroom each making their contribution. Divinity helps pupils to become self-reflective, inquisitive, tolerant, empathetic and well-informed, thus building their personal strength and resilience and forming them into better citizens and better people. Its main, but not sole, pillar is Christian faith grounded in real life, broad and tolerant.
NATURE OF THE COURSEThe E Block course examines the seven major worldviews: Atheism; Theism; Deism; Nihilism; Polytheism; Pantheism; Postmodernism. Examples of religious and non-religious teachings are studied in detail. Beliefs and practices are learned in their contexts and related to current affairs. In the D Block we make a study of Ethics in theory and in practice.
There is no examination in Divinity – when the subject is Spiritual Development, life itself is the exam. There is only one assessment criterion – a life well lived. To this end, the course encourages not just reflection but self-expression, with pupils having opportunities to ask questions and engage in debate. The absence of formal assessment allows freedom of thought and expression, intellectual risk-taking and the experience of changing one’s mind on the basis of new evidence.
ENRICHMENT OPPORTUNITIESDivinity in the classroom is just one aspect of Rugby’s vision for Spiritual Development. It is complemented by the rhythm of regular worship in Chapel; by the Chaplains’ ministry within the community and by the whole moral, spiritual and ethical framework on which our school is built.
Specific enrichment opportunities include voluntary groups such as Christian Forum, Junior and Senior Bible Studies and informal meetings at the Chaplains’ homes but our aim is that the entire experience of being a member of the community of Rugby School should be an enriching one, rooted as it is in tradition yet responsive to the present, steeped in the timeless traditions and values of the Christian faith. In such a community we learn a confidence that is not arrogance, humility that is not timidity and the resilience which comes from honest self-reflection and a selfless attitude of service to others.
38 E AND D BLOCK CURRICULUM GUIDE
ENRICHMENTAIMSOur extensive enrichment programme has three fundamental principles. We are serious about enabling pupils to pursue their interests beyond the classroom. Through enrichment we offer opportunities for pupils to develop additional depth and understanding on subjects or issues that have struck a personal chord with them. We also aim to expose students to experiences above and beyond what they encounter in the classroom and to have the chance to find the intellectual or creative niche that inspires them for the future. Finally we are working to develop the powers of independent thought and action that will enable our students to flourish both during their GCSE years and beyond.
Alongside the opportunities for enrichment, we also provide opportunities for additional support and for students to take time to develop their confidence in areas that they have found challenging in their normal programme of study.
NATURE OF THE COURSEThe Enrichment programme is hugely varied. Timetabled sessions are run each week by faculties and there is an expectation that pupils participate, meaning that pupils are kept thinking even when their lessons are over. Subject specific societies also run regular evening meetings. Furthermore, there are departmental journals that enable the pupils to write at length and carry out research on a topic of their choice. A wide range of visiting speakers provide pupils with the opportunity to hear new voices and alternative perspectives, and to gain further access to what Dr Arnold called ‘the best that has been thought and said’.
Pupils may also have the chance to take some additional qualifications, for example, in Astronomy.
39 E AND D BLOCK CURRICULUM GUIDE
LEARNING DEVELOPMENTLearning Development extra English classes may be chosen by pupils for whom it is appropriate as one of the options in the E Block. In exceptional cases (normally for pupils whose first language is not English), Learning Development may be taken instead of the compulsory modern language. In such cases, application must be made directly through the Deputy Head (Academic).
Sessions are given to all pupils by Elevate Education at various points of the year supplement the on-going work of the department.
Although it is primarily intended for pupils with dyslexia / specific learning difficulties, or for foreign speakers, Learning Development is also available to those pupils whose teachers feel they need extra tuition in written English skills. There is no additional charge for these lessons as they are in option time.
DYSLEXIA / SPECIFIC LEARNING DIFFICULTYThe focus of specialist tuition is on advancing literacy and learning skills, the aim being to raise the standard of written work so that it more fairly reflects underlying ability.
• A structured programme of work is followed which is adapted to meet individual pupil needs. • All students are encouraged to develop a better awareness of their own preferred learning style and their strengths and weaknesses, so that they have greater control over managing their learning, enabling greater independence. • Work covered in Learning Development lessons should be reflected in progress across all subjects. In order to make learning more effective and realistic, tuition is, wherever possible, based on (or related to) current assignments. Support and advice on coursework is an important part of our work, especially in the D Block. • Considerable emphasis is placed on building confidence and improving self-esteem.
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)If English is not your first language and you need some help, then you should choose Learning Development (EAL) as an Option, or instead of a Modern Language. If EAL is chosen in place of a language, application should be made directly through the Deputy Head (Academic).
• We discuss many different topics so that you quickly improve your pronunciation and range of vocabulary and get used to asking questions and giving your opinion. • We watch videos and listen to tapes to improve your comprehension and ability to take notes.• We practise writing in different styles and layouts so that you are able to write essays and reports for your other subjects. • We concentrate on developing your essay technique so that you can plan and structure your coursework.• We work closely with your English teacher and provide additional support to help you with your English GCSE literature and Media coursework.
40 E AND D BLOCK CURRICULUM GUIDE
PSHEeAIMSPSHEe education equips young people with knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. PSHEe education encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in managing their finances effectively. It also enables young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future. It has also been proven that there is a very close link between personal development and academic achievement.
Our PSHEe programme effectively complements the school’s pastoral provision and academic curriculum and contributes to the fulfilment of the school’s ethos of providing pupils with a genuinely holistic education. An effective school ethos requires effective relationships between all members of the school community and school policies to be compatible with what is taught in PSHEe education.
NATURE OF THE COURSEOur PSHEe curriculum is based on the PSHEe Association’s Programme of Study. In the E Block, PSHEe is delivered through a wide variety of outside speakers who cover subjects such as drug awareness, life choices and responsibility and relationships. In the D Block, during the Lent term, the pupils have weekly PSHEe sessions covering topics such as healthy lifestyles, relationships and managing risk and staying safe. This teaching is complimented by outside speakers who visit over the course of the year.
Rugby School, Rugby, Warwickshire, CV22 5EHTELEPHONE: +44 (0)1788 556 216
EMAIL: [email protected]
@Rugbyschool1567 RugbySchool1567 rugbyschool1567