Year 9 Subject Choicesfor GCSE

SEPTEMBER 2019

2

Index

Thursday 10 January 2019 Options Evening for Parents

Tuesday 21 January 2019 Interviews begin for all Year 9 pupils

Tuesday 22 January 2019 Parents’ Consultation Evening

Monday 11 February 2019 Last day for return of completed choice forms

Subject PageIntroduction 3Year 10 Curriculum (Examined) 4Year 10 GCSE/IGCSE OptionsYear 10 Curriculum (Non-Examined) 5Politics, Philosophy and Economics

Examined SubjectsCore Subjects 6English and English Literature 7Mathematics 8

Optional Subjects: Restricted Choice 9Modern Languages 10(French, German, Spanish)Sciences (Biology, Chemistry and Physics) 11Computer Science 12

Optional Subjects: Free Choice 14HumanitiesGeography 15History 17Latin 19Philosophy and Ethics (Religious Studies) 20 Creative and Technological Art & Design 22Design and Technology 24(Graphics with Product Design and Textiles) Drama 26Music 28Physical Education 29

‘Tenth’ GCSE Subjects 31Classical Greek 32Further Pure Maths 33Mandarin 34

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Introduction““It is our choices … that show what we truly are, far more than our abilities.”

- Dumbledore, Harry Potter

This is a key moment for you, because it is your first chance, after 10 years of education, to make an individual choice about what you want to study at school from September 2019.

At Wimbledon High School we have put a number of things in place to help you. Before you make your choices, read this booklet carefully: it has been produced to help you. Ask your teachers about what it means to study their subject for GCSE or IGCSE and talk to older girls who are currently studying the various subjects you are considering. You will also have the opportunity to discuss your choices on an individual basis, with your form tutor, your Head of Year or a senior member of staff. The Year 9 Options and Consultation Evenings, your options interview and work in PSHE are important because they will help you, together with your parents, to make an informed choice.

The WHS GCSE curriculum is constructed to ensure that you have a broad and balanced spread of subjects, so that you are not disadvantaged by dropping a subject now which proves important for your next set of decisions and the next step on your way to fulfilling your ambitions. However, do not forget that there are many ways of reaching the same goal: most courses can be followed at different levels and retraining will become part of the general pattern in the future, whatever career you follow initially. It is quality not quantity that counts; universities are much more interested in the grades you achieved at GCSE than the number of exams you sat. At WHS the standard is for everyone to study for 9 GCSEs. In some circumstances you will be able to apply to study one more. It is our firmly held and evidenced belief that, as a truly academic school, we should be doing more than simply chasing exams. So we will also be encouraging you to supplement your GCSE studies in all sorts of exciting ways, more of which you can read about later on in this booklet.

Some of you may have a clear idea about what you want to study at A Level and at university, as well as your eventual career, so you should research the subjects that you will need. If, however, you do not have any idea about your future (and I expect that this is many of you), do not worry. Choose those subjects that you enjoy most, that you find fascinating and that present you with a challenge. Choose those that inspire wonder in you… if you do that, you will enjoy every moment of the next two years.

GCSEs are designed to test the whole range of ability, and hard work will bring success; the next two years should be very exciting as well as tough and challenging at times. We are all here to help you.

You are embarking on the next stage in the great, lifelong adventure of learning. Enjoy it and good luck!

Fionnuala Kennedy Senior Deputy Head

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Every student studies nine GCSEs/IGCSEs. The aim is to achieve a broad and interesting combination of subjects that will enable each student to fulfil her potential and provide her with a solid foundation for further study at Advanced Level and beyond. To this end, all students take the three core subjects: English Language, English Literature and Mathematics. They will study an additional six, comprising at least two sciences, a Modern Foreign Language (MFL) and, depending on how many sciences are chosen, students will study one, two or three subjects chosen from the MFL and ‘Other’ columns in the table.

Students can request to be considered for an additional tenth GCSE, one of: Greek (Classical), Further Maths or Mandarin (only open to those who are already part of The Dragons Programme). These girls will be those who have demonstrated their strength academically and feel they have the capacity to be able to cope with the additional workload. However, this is a nice to have and not a necessity. We will be formally monitoring them over the two years and if any are seen to be falling behind in any of their subjects, then this tenth subject will be the first to go.

The tenth GCSE would be studied outside of the formal timetable: in Year 10, in curriculum time instead of the Philosophy, Politics and Economics course we offer, and also at lunchtime; and in Year 11 both during lunchtime and after school.

Whilst we endeavour to satisfy all requested combinations, we cannot guarantee being able to do so, given the number of possible permutations. Wherever issues arise, we will contact you again to discuss the alternatives.

Please note the particular aptitudes needed for Drama, Music and PE, as stated on the relevant pages.

Year 10 GCSE/IGCSE Options

Sciences MFLOther

Humanities “Creative”

Biology French Geography Art

Chemistry German History Drama

Computer Science Spanish Latin Music

Physics Religious Studies PE

MFL Product Design

See MFL Table Textiles

Subject lists to choose from

Year

10 C

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)Year 10 Curriculum (Examined)

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Politics, Philosophy and EconomicsOur pioneering PPE course at WHS is exciting and comes from our vision for pupils to “stride out” to better shape the society in which they live and work. Year 10 is a critical time when we expect pupils to look outwards, understand the world around them and question the ideologies – political, economic, philosophical – that are so influential today.

From understanding UK governance and political systems, to exploring personal and global finance, to grappling with big philosophical concerns about aesthetics or ethics, our PPE course will inspire our pupils. They will better understand the nuances behind newspaper headlines and the ramifications of policies. They can develop a mature, thoughtful and increasingly bold voice on these matters. Additionally, they will become astute and spirited writers about their individual areas of interest within the PPE course.

PPE will be taken by Year 10 pupils who are studying 9 GCSEs, but will not be available to pupils who opt for a 10th subject. This is a stimulating course and will be delivered at a high level by subject specialist teachers. Politics and Economics are offered at A Level, so this is a great introduction for pupils who might want to study these subjects in Sixth Form.

Year 10 Curriculum (N

on-Examined)

Year 10 Curriculum (Non-Examined)

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Core Subjects

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English andEnglish LiteratureYou will take two separate IGCSEs to gain a qualification in both subjects. However, at WHS, the teaching of the English and English Literature courses is integrated.

EnglishThis course allows you to become astute, perceptive readers and powerfully skilled writers. In a society in which we are increasingly bombarded with information, the ability to analyse texts shrewdly is a vital skill, as is the ability to confidently wield your pen to craft your own ideas and responses.

• Exam Paper 1 (60%): Non Fiction Texts and Transactional Writing. This exam has a mixture of short and long answer questions relating to the linguistic and structural devices in a non-fiction text from the Pearson Edexcel Anthology and an unseen non-fiction text. The transactional writing question tests your ability to write on demand in different styles and for different audiences.

• Exam Paper 2 (40%): Poetry and Prose Texts and Imaginative Writing. You will answer an essay question based on a poetry or prose text from the Pearson Edexcel Anthology, analysing the way writers craft their work. You will also write an imaginative piece, using skills to engage the reader.

English LiteratureEnglish Literature at IGCSE allows you to begin to tackle some of the big questions about love, identity, power, and society. Through the rigorous study of literary texts you hone your analysis skills, exploring texts in increasingly independent and conceptual ways. You will sharpen your craft of analytical writing and become embroiled in hot debate in class. This is simply a wonderful course.

• Exam Paper 1 (50%): Poetry and Prose. You will answer one question on a prose text and one question on a poetry text, writing an extended essay exploring how writers use different techniques and methods to engage you and present different ideas.

• Exam Paper 3 (25%): Drama (Open Text). You will study Twelfth Night, exploring the way Shakespeare crafts his comedy and explores the themes of gender, identity, duplicity and class, among others, of course! There will be the option of a passage-based question, or a more open question focused on a theme or character.

• Exam Paper 4 (25%): Unseen. You will answer one question on a prose or poetry text you will not have seen before, analysing the way writers use language, form and structure for impact. You will hone your close analysis skills through plenty of practice!

Scholarship Throughout the course we expect you to aim above the requirements for IGCSE, developing the skills that allow you to flourish at A Level English Literature. As well as the rigour and depth of class discussion which develops your independence of thought, we ask you to use the A Level Journals such ‘Emag’ and ‘English Review’ when completing coursework to sharpen your understanding of texts and to debate different critical opinions – decidedly an A Level skill. As well as this, we explore the significance of texts’ social, historical and literary contexts – again an essential skill for success at A Level. By Year 11, your essays will develop the scholarly voice of a much older pupil.

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MathematicsAt Wimbledon High School students begin their IGCSE at the start of Year 9 and all pupils are prepared to sit the higher tier qualification at the end of Year 11. Currently in Year 9, pupils are studying content and gaining skills appropriate to both the new GCSE (9-1) and IGCSE (9-1) Mathematics. The content of both qualifications are very similar, except for additional topics covered towards the end of Year 11. Key Aims• To develop knowledge and understanding of mathematical concepts and techniques.

• To give pupils a foundation of mathematical skills for further study in Maths or in related areas.

• To enable pupils to enjoy using and applying mathematical techniques and concepts and to be confident in problem solving.

• To give the pupils an appreciation of the importance of Maths in society, employment and study.

About the CourseAs with KS3, the syllabus content contains work from the five sections we cover each year:

1. Number2. Algebra3. Ratio and Proportion4. Geometry and Measures5. Statistics and Probability

The 9-1 specifications have a larger content and there is a greater emphasis on problem-solving and mathematical reasoning.

The recommendation is for greater curriculum time for Mathematics and at WHS we are providing extra time in Y10 and Y11.

We develop a variety of skills; students are encouraged to be rigorous, methodical and hypothesising. They learn to work collaboratively and develop their questioning. Their problem-solving skills are developed by posing open-ended questions, which require students to select appropriate techniques in a variety of contexts.

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Optional Subjects:Restricted Choice

At least two Sciences (chosen from Biology, Chemistry, Computer Science and Physics)

and

at least one Modern Foreign Language

(chosen from French, German and Spanish)

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Modern LanguagesFrench, German and Spanish

What Does The Study of Languages Offer?Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. Pupils learn to appreciate different countries, cultures, communities and people. By making comparisons, the students gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill benefiting education, employment and leisure in this country and throughout the world.

Learning languages gives pupils opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. Furthermore the language learners explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways. The development of communication skills, together with the understanding of the structure of language, lays the foundations for future study of other languages and supports the development of literacy skills in a pupil’s own language.

Source: QCA Website

TopicsStudents will study a variety of topics concentrating on both their own personal experiences and a wider global dimension. These topics include personal identity, family, free time, local area, holidays, education and work and the world around us. All of these topics will be studied in the context of England and the target language country.

Information on Examinations:The students will be assessed in all four skills; Listening, Reading, Writing and Speaking. Each skill is worth 25% of the overall grade.

• Each paper is targeted at grades 9 - 1.• Students are assessed positively which means the assessment criteria ‘reward and

do not penalise’.• Almost all questions and answers will be in the target language.• The students’ responses to the Listening and Reading papers will be assessed for

communication only.• However, in the writing and the oral exam, half the points are awarded for extended

vocabulary, more complex structures and accuracy.• Students cannot use dictionaries in the exams.

Spending Time AbroadStudents studying German, Spanish and French will be offered the opportunity to go on a curricular trip to the target country. We highly recommend that our students visit the countries whose languages they study. A visit is highly motivating and brings to life everything learnt in the classroom. The students could attend a language course, participate in a home stay or exchange visit, or the family might plan a holiday to the target language country.

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SciencesBiology, Chemistry and Physics

The IGCSE courses in Biology, Chemistry and Physics have already started in Year 9, taught by subject specialists throughout Years 10 and 11. Girls must take at least two Sciences, which could include Computer Science (q.v.), and may take all four. Those considering studying Medicine, Dentistry or Veterinary Science at university will need to study the three traditional sciences and those wishing to study a science subject should be looking to take at least two of these. Each subject results in a separate IGCSE.

OverviewThe IGCSE courses include aspects of Science appropriate for the 21st century, with a straightforward linear assessment model. Investigative skills are assessed through the written examinations. The Science IGCSEs provide an excellent and relevant foundation for progression to the study of A Levels. We include numerous opportunities for scholarship, stretch and challenge. For example, in Biology we advise participation in the National Biology Challenge, in Chemistry we offer opportunities to participate in the Cambridge Chemistry Challenge and the Chemistry Olympiad and in Physics the British Olympiad questions are embedded in the schemes of work. All Science lessons include particular stretch and challenge.

The Edexcel International GCSE science specifications enable students to:• acquire knowledge and understanding of scientific facts, concepts and principles;• develop an appreciation of the significance of scientific facts, concepts and

principles and the skills needed for their use in new and changing situations;• appreciate the importance of accurate experimental work to scientific method and

reporting;• form hypotheses and design experiments to test them;• sustain and develop an enjoyment of, and interest in, the study of science;• evaluate, in terms of their scientific knowledge and understanding, the benefits and

drawbacks of scientific and technological developments, including those related to social, environmental and economic issues.

Assessment summaryExamination papers sat at the end of Year 11 assess the sciences across all the Assessment Objectives, as set out by the specifications (4BIO, 4CHO, 4PHO). Each Science subject has two papers.

Paper 1 (Two hours)All the content in the specifications which is not in bold will be assessed in Paper 1. The maximum mark for this paper is 120.

Paper 2 (One hour)All the content in the specifications, whether bold or not, will be assessed in Paper 2. The maximum mark for this paper is 60.

There will be a range of compulsory, short-answer structured questions in both papers, which are ramped in difficulty to ensure accessibility for all our students.

Students are required to perform calculations, draw graphs and describe, explain and interpret scientific phenomena. Some of the question content will be unfamiliar to students; these questions are designed to assess data-handling skills and the ability to apply scientific principles to unfamiliar information. Questions targeted at grades 9 – 7 will include questions designed to test knowledge, understanding and skills at a higher level, including some questions requiring longer prose answers.

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Computer Science“Whether we’re fighting climate change or going to space, everything is moved

forward by computers, and we don’t have enough people who can code. Teaching young people to code early on can help build skills and confidence and energize the

classroom with learning-by-doing opportunities.”- Richard Branson, Founder, Virgin Group

Computers are everywhere. We use mobile phones, TVs and cars that include large amounts of software; almost everyone has a computer in their home and the UK computer games industry is worth £1.7 billion. Computer science is crucial to the success of the British economy.

When you study computer science, you will learn about the fundamental principles of the subject as well as advanced techniques that are used for practical systems development. You will learn how to think and solve problems in a logical way and how to express your solutions as computer programs.

The iGCSE in Computer Science explores the principles of digital technology, delving deep into the theoretical side of different technologies, while developing skills in problem solving with coding in a high-level language (such as Python). You’ve got to be able to think logically, solve puzzles and be tenacious when the going gets tough. But it is also really creative and you’ll get a real buzz out of getting something to work yourself, especially when programming.

Key aims are to:• Develop your understanding of current and emerging technologies and how they

work• Look at the use of algorithms in computer programs• Become independent and discerning users of IT• Acquire and apply creative and technical skills, knowledge and understanding of IT

in a range of contexts• Develop programs to solve problems• Evaluate the effectiveness of computer programs/solutions and the impact of

computer technology in society

Topics include: Data representation, Communication and Internet technologies, Hardware and software, Security, Ethics, Algorithm design and problem-solving, Programming, Databases

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AssessmentAll candidates take two written papers:

Paper 1 1 hour 45 minutes Paper 2 1 hour 45 minutes

Theory 60% Problem-solving & Programming 40%

75 marks 50 marks

Short answer and structured questions

Short answer and structured questions

Questions will be based on section 1 of the Subject content

Questions will be based on section 2 of the Subject content

All questions are compulsory All questions are compulsory

No calculators are permitted 20 marks are from questions set on the pre-release material

Externally assessed No calculators are permitted

Externally assessed

Career Choices

“Learning to write programs stretches your mind, and helps you think better, creates a way of thinking about things that I think is helpful in all domains.”

- Bill Gates, Founder of Microsoft

You have grown up in a world where technology is evolving rapidly, creating new subject areas to explore and changing the way people work in every area from medicine and fashion to engineering and economics. So whatever your career plans, you know it’s vital to develop your grasp of these ideas and concepts that will shape your world.

Computer Science is a diverse enriching subject area, it’s a great way to develop critical thinking, analysis and problem solving skills, which is a sought after transferable skill in further learning, careers and everyday life. It links to fields such as electrical engineering, physics, chemistry, and biology, and to professions such as medicine and business.

Further informationHave a chat with your Computer Science teacher or visit Room N to take a look at the course materials.

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Optional Subjects:Free Choice

Recommendation (but NOT requirement) at least one subject from the Humanities group and at

least one from the Creative and Technological group

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GeographyGeography for Enquiring MindsThe world in which we live is likely to change more in the next 50 years than it ever has before over the same period of time. Geography helps us to understand how and why the world is changing, and gives us the tools to prepare us for those changes.

Geography is a subject that often makes the news and we will study examples from all over the world. You will have the opportunity to develop and extend your knowledge of locations, places, environments and process, looking at issues from a range of scales and through social, political and cultural contexts. You will gain an understanding of the interactions between people and environments, the change in places and processes over space and time, and develop a range of geographical, mathematical, statistical and enquiry skills.

We hope that by studying Geography at GCSE you will develop a sense of wonder about the world, the world that you will all become future leaders of in one way or another. By having an understanding of why it is the way it is, and ideas about how to solve some of the issues, you will be a well-equipped 21st century citizen of the world.

Is this the right subject for me?In order to answer this question, ask yourself what you enjoy about studying geography. Try these questions. Do I want to……learn and understand more about the world I live in?…develop skills that will help me in other subjects and in employment, such as ICT and research?…complete practical work away from the classroom?…learn how to work in a team with other students?…learn through investigating, not just listening and reading?

What will I learn?You will learn about a range of geographical themes and topics encapsulating both the geography of the UK and the rest of the world. The world is always changing. This specification gives you the chance to learn about those changes.

Unit 1: Our Natural World

The natural world contains a rich diversity of distinctive landscapes and ecosystems which are constantly changing through physical processes and human interactions. You will have the opportunity to explore the natural world we live in, understand why it looks the way it does and appreciate its value. You will investigate global hazards which humans face as well as examine how the climate is changing and what this means for the world today. We will study a range of landscapes from those we may be more familiar with in the UK, to places such as the Arctic tundra and a number of the world’s tropical rainforests.

Unit 2: People and Society

This unit investigates patterns and processes that shape the human planet. It explores the connections between people and places, questioning how these may change over time and space. We will look at the social, cultural, political and economic forces that make places unique. You will identify urban trends, study how and why people live in cities and examine what the future holds for the human planet. We will have an opportunity to learn about the causes of development inequalities, evaluate the UK’s significance in the 21st century and look at potential solutions to one of the biggest threats to human society – our attempts to feed an ever-increasing global population.

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Human and Physical Geography FieldworkThere will be a residential fieldtrip in April of Year 10 to Nettlecombe Court, Somerset to learn how to undertake a range geographical, mathematical and statistical skills which you will need for your GCSE examination.

Fieldwork is absolutely vital to Geography as it gives you the experience of learning and applying specific geographical knowledge, understanding and skills to the real world, outside of the classroom. By doing fieldwork you will practise a range of skills, gain new geographical insights and begin to appreciate different perspectives on the world around you. You will learn how to collect primary and secondary information and interpret results critically, as well as study the interaction between physical and human geography in more depth.

The assessment of fieldwork will take place within two of the three papers in the summer of Year 11. There is no coursework element.

How will I be assessed?There are three examinations which are sat in the summer of Year 11. The exam papers consist of a range of short answer questions and longer extended-response questions. All papers are accompanied by a resource booklet containing maps, photographs and diagrams to help you answer the questions.

Paper 1: Examines content from Unit 1 (Our Natural World) and physical Geography fieldwork.

Paper 2: Examines content from Unit 2 (People and Society) and human Geography fieldwork.

Paper 3: A series of questions focusing on synoptic assessment of material from topics in both Our Natural World and People and Society. The synoptic nature of bringing together ideas from different topics will allow you to show that you can ‘think like a Geographer’. This paper will also feature a decision-making exercise to assess your understanding of a variety of resources in relation to a particular issue.

How can Geography help me with a future career choice?Statistics show that, compared with students of other subjects, Geographers are among the most employable. This is because Geographers possess the abilities and skills that employers seek such as conducting research, developing questions and arguments, writing effectively, thinking critically.

Geography really is an education for life. Employers and universities value the broad range of transferable skills that Geography delivers, and the ability to ‘think like a Geographer’ refers to the unique opportunity to evaluate at a range of scales, contexts and perspectives. Geography fits neatly with science, arts and humanities. Geographers also tend to have very good ICT skills. A GCSE in Geography is excellent preparation for a range of careers. Past WHS Geographers have taken up careers in fields as diverse as law, accountancy, teaching, the civil service, international development and the charities sector.

Next steps!If you would like to find out more about the issues and topics that modern geographers study try doing some of the following:• Pick up any newspaper or log onto a news website and try to spot the geography!• Follow the Geography Department Twitter Feed: @Geography_WHS• Explore the Gapminder website to explore a range of indicators: http://www.

gapminder.org • Compare the world’s countries through the WorldMapper website: www.

worldmapper.org • Take a trip down Dollar Street to compare the lives of people all over the world:

www.gapminder.org/dollar-street

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History“Not to know what went before you is to remain forever a child.” - From the memorial plaque at Auschwitz Extermination Camp.

The past is the spotlight on the present. In History GCSE you’re not expected to learn lots of facts and dates. Instead, you’re taught to think, then make up your own mind – the very practice of History itself.

Why take History?When we ask our current and past IGCSE historians what they enjoy about IGCSE History, they almost always say the content. If you’re enjoying the Year 9 course, you will love what’s to come! Here’s something to whet your appetite and give you a sense of the amazing range of topics we study: • Germany after WW1• The Wall Street Crash• The Japanese invasion of Manchuria• The Italian invasion of Abyssinia• Hitler’s takeover of Europe• The division of Germany and the Berlin blockade• The Cuban Missile Crisis• The Korean and Vietnam Wars• The rise and fall of the Berlin Wall• The collapse of communism in eastern Europe• Iraq under Saddam Hussein• The Iranian Revolution• China since the 1930s Also, History develops a whole range of skills that are invaluable in later life. Here are just some of the advantages of studying History:

• You will use information effectively - this can help shed light on a particular problem or issue confronting an organisation or individual. You will weigh up conflicting factors carefully before taking critical decisions.

• You will be analytical and critical when considering information presented to you.

• You will understand how and why humans behaved as they did - and may behave in similar circumstances again. This can be vital in relations with the most complex factor in any job - your colleagues!

• You will learn the arts of oral debate and expressing a clear personal point of view - invaluable skills at job or university interviews.

• You will enjoy looking at the past! It’s fun! People in the past were every bit as clever, stupid, interesting and varied in personality as people today.

• You will see how studying the people of the past can give you real insight into people alive now. It will help you understand how and why humans behave as they do when confronted with the crises of today. Unless you become a lighthouse keeper or a hermit, you’ll need to understand other people with all their complexities. Knowledge of people is the greatest asset of all.

• You will see how many of the problems and strengths of the world today have their roots in the past: great or mistaken decisions; combinations of developments; conspiracies or complete mess-ups all played their part!

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What does that mean in terms of what you’ll do in lessons? History is taught through many ways, for example:• reading and critiquing the work of historians;• sharing your own independent research into aspects of the course which most

interest you;• role-plays;• constructing a reasoned argument both in writing and in debates;• fun simulations designed to make ideas easier to grasp;• using a range of multi-media resources.

This all means that, by the end of the course, you won’t be repeating the ideas of others; instead you’ll be a true historian with convincing views of your own.

How are you assessed?The course is made up of 3 examination papers

The Core Unit we study is: The C20th: International Relations since 1919

The Depth Study we currently study is: China, c.1930 – c1990 The examination papers cover a mixture of source analysis and recall skills, and is most certainly not all essays by any means. As for the topics we cover, they are interesting, challenging and very relevant to today’s world - so ask you teacher for more information about these units!

What else is on offer?In April we are again offering Year 11 the chance to visit Berlin and we intend to offer this trip to the current Year 9 and 10. We also took a group to China jointly with the Geography department in October 2018 and are planning another long-haul trip in the next few years. These are optional, but designed to supplement your studies in an interesting and enjoyable way. The cost will depend on the destination, but Berlin is currently in the region of £480.

Year 11 also participate in our History Society – also known as the History Girls. Every week, a student leads a discussion on a topic which interests them – anything from Ancient Greece to witchcraft to the global youth revolt of 1968. Lively debate and broadening of horizons are guaranteed!

Where can History take you in the future?Anywhere and everywhere! Universities and employers recognise the skills you develop in studying History. They want people who are:• independent thinkers;• open-minded;• disciplined;• good at problem-solving;• able to pick out the essential from the trivial.

Studying History is all about this – as we said at the start of this section. We’ll leave the last word to the ‘Which?’ company:

‘historians are regarded as having had an education that trains their minds to assemble, organise and present facts and opinions and this is a very useful quality in many walks of life and careers…history is an excellent preparation for very many other jobs’.

So History really can help you end up wherever you want to be!

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Latinsic itur ad astra

(“This way to the stars”) - Virgil

Latin’s great breadth and diversity invariably captivates students’ interest and imagination through its rich cultural heritage and fascinating history, its elegant language and stimulating literature.

Course Aims and BenefitsThe course aims to develop a greater understanding of the Roman world and its influence on modern society. An increased knowledge of the Latin language can provide an awareness of the many links with modern European languages, including French and Spanish. The logical structure of Latin will help you develop an analytical approach to other languages and will heighten your understanding of English. It is possible to study Latin alongside another European language at GCSE.

One of the main aims of studying Latin GCSE is to gain access to the wealth of famous literature from the classical world and develop an appreciation for Latin literature in its cultural context. To that end, the Department runs a variety of trips, including a visit for Year 10 students to the Roman city of Bath (Aquae Sulis). As well as being exciting and inspiring, this course helps you develop an intellectual flexibility, which will be useful in further study and subsequently a wide range of careers.

Course ContentThe GCSE course is taught using Taylor’s Latin to GCSE, Part 2 (supplemented by Essential GCSE Latin). Two prescribed texts are studied, one prose and one verse. The prose texts for examination in 2021 will include extracts from a letter by Pliny (about an informer called Regulus) and Tacitus’ dramatic account of the intense rivalry between Germanicus and Piso, two key political figures at the time of the Emperor Tiberius; your verse text will be extracts from Book 2 of Virgil’s great epic The Aeneid, which describes how the Greeks, having broken into Troy using the trick of the Wooden Horse, are rampaging through the city. The Trojan prince Aeneas considers staying to defend Troy, but is persuaded to abandon his city with a band of loyal followers.

AssessmentAt the end of Year 11 students take three examinations:

Language 1 hour 30 minutes 50% of marksProse Literature 1 hour 25% of marksVerse Literature 1 hour 25% of marks

The course caters for a wide variety of interests: literary and linguistic, as well as cultural and historical, making it an excellent complement to many other subjects. We stretch students well beyond what is required for GCSE, getting them to translate English into Latin and exposing them to many literary analytical techniques taught at A level. Latin is very highly regarded by universities and employers alike whatever discipline or career you intend to pursue.

Controlled AssessmentThere is no Controlled Assessment for Latin.

Head of Classics: Please see Mr Wilmore if you require further information.

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Philosophy and Ethics(Religious Studies)

‘Ignorance, the root and stem of all evil’ - Plato

‘GCSE Religious Studies was the course I most enjoyed in Year 10 & Year 11.’

‘The course was fun, relevant and always interesting.’

‘Religious Studies introduced me to many issues and topics that I had never studied before and prepared me for my degree in Medicine.’

- Quotes from former students

What is the course about?Knowledge of the beliefs, values and traditions of those in your community is key to building a society where everyone is understood and respected. With this in mind, the Religious Studies department offers an exciting new course that covers the main issues of Philosophy and Religion as well as Religion and Ethics.

The two units you will study cover the following fascinating topics and consider religious teachings, beliefs and attitudes about:

• Sex, marriage and divorce

• Families and gender equality

• Philosophical arguments for and against the existence of God

• Religion, violence, terrorism and war

• Religion and belief in 21st century conflict

• Religion, crime and the causes of crime

• Religion and punishment

• Human rights

Who takes Religious Studies GCSE?Anyone who has some curiosity about, interest in and sensitivity to Philosophy, religious ideas and ethical issues will enjoy the course. You may be uncertain about what you believe and be open to new insights; you may have strong traditions in your family and firm convictions of your own and wish to study them in depth; perhaps you would rather develop an understanding of unfamiliar beliefs and cultures in order to enhance your career prospects, become a better citizen or travel the world with greater enjoyment.

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What will I gain from taking the course?Philosophy and Ethics will help you develop marketable skills and aptitudes including:

• analytical and strategic thinking; • research skills; • critical judgement; • the ability to work with abstract, conceptual ideas; • an ability to ‘understand both sides’ and negotiate and resolve conflict; • problem-solving skills; • leadership skills; • understanding of the impact of conflicting ideologies; • an appreciation of human diversity, belief systems, cultural and spiritual experiences.

These skills are particularly useful for future careers in law, education, social work, politics, medicine, administration or the media and can be a preparation for later studies in psychology, philosophy, anthropology and sociology as well as theology.

How will you study?We don’t read through textbooks every lesson – we discuss newspaper articles and learn from debate. You will continue to use active-learning techniques such as role-play, brainstorming and group discussion and there is an emphasis on using interactive tools such as Firefly, YouTube and other online resources.

An interest in up-to-date issues is essential to get the most out of studying Philosophy and Ethics.

The curriculum will be enriched by visiting speakers: for instance, members of a particular faith, or a chaplain from a local hospice. We will have at least one educational visit in Year 10 and Year 11; last year, we visited two synagogues in North London and the Jewish Museum. GCSE students are also encouraged to take part in the annual trip to Poland in October half – term.

How will you be assessed?There will be two examination papers at the end of the course.

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Art and Design(Fine Art)Is this the right subject for me?In order to understand our increasingly visual world, we need to have a basic working knowledge of the art and design practices, processes and skills involved in creating and interpreting images. If you are considering studying Art and Design you should have a commitment to, and love of, the subject and feel motivated to develop your visual skills in order to express your ideas. Ask a member of Year 11 whose GCSE course is reaching completion and she will tell you it is challenging and fun.

What do I need to know, or be able to do, before taking this course?This course is suitable for students who are:• keen to develop their visual skills;• creative, enthusiastic and imaginative;• able to sustain an investigation;• keen to visit galleries, museums, workshops and studios;• willing to experiment and take risks;• willing to review their progress and make improvements.

What will I learn?GCSE Art and Design covers a range of activities and in-depth assignments. How many different ways are there of approaching and solving a problem? You have the exciting prospect of discovering your own personal solution and the satisfaction of seeing your own progress and development. You will be able to explore your own strengths and preferences and build a portfolio of work.

This specification mainly explores drawing and painting, but it is broadly-based and will also include some mixed media work, printmaking and three-dimensional work. The prime intention is to emphasise the importance of a wider understanding of the nature of art and design. You design the course within the broad outline of the syllabus. Lots of encouragement, help and constructive criticism will be given to you throughout the two years, and the atmosphere in the studios is friendly and informal.

How will I be assessed and how is the course structured?Edexcel’s GCSE Art and Design Fine Art is made up of two units, each assessed separately out of 72 marks.

Component 1 Personal Portfolio –This constitutes 60% of the overall mark.• Internally set and marked; assessed through controlled assessment.• The best work produced within the approximately 45-hour controlled assessment

period will be selected for the final assessment of the Personal Portfolio. • Usually three separate themes.

Component 2 Externally Set Assignment – This constitutes 40% of the overall mark• Externally set theme and internally marked • Preparatory period: around 20 hours• Sustained focus: 10 hours• Single theme

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You will be assessed using the following four Assessment Objectives: Assessment Objective 1Develop ideas through investigations, demonstrating critical understanding of sources

Assessment Objective 2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

Assessment Objective 3Record ideas, observations and insights relevant to intentions as work progresses

Assessment Objective 4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

The development of the above should be evident in all aspects of your artwork and combined with the appropriate processes and practices. There is a strong critical and historical component where you study the work of other artists, cultures and contexts in relation to your own work. Visits are made to current exhibitions and are often used as a starting point for a theme. Students are expected to be both practitioners and critics.

You will be assessed formally at the end of each cycle of work, approximately twice a year. Emphasis is placed on negotiated assessment, joint discussion, evaluation and presentation.

At the end of the two year course you will mount an exhibition of selected pieces of your work and celebrate this with a private view evening.

Next Steps!You can find out more about GCSE in Art and Design, by accessing the website: www.edexcel.com, and by talking to Year 11 and 12 students and Art teachers.

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Design and Technology“Design and Technology should be the subject where mathematical brainboxes,

science whizzkids and creatives problem solvers, turn their bright ideas into useful products.”

- James Dyson

Why Design and Technology is the subject for you?• A subject that brings learning to life, requiring students to apply their knowledge

and skills from all subjects in to real-life situations. • It allows students who want to experience a different way of working, who enjoy

problem solving, creativity and practical application.• A qualification, which relates authentic real-world awareness of the iterative design

process and strategies used by the creative, engineering and manufacturing industries. Where you will be required to use critical thinking leading towards invention and design innovation, to design and make prototypes that solve real and relevant problems, considering your own and other stake holders’ requirements.

• For our future Designers, Architects, Engineers, Technologists, Problem solvers and Inventors.

Subject overviewDesign and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.The course allows students to study core technical, designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth. GCSEs, which complement this qualification, include Art and Design, Computer Science, Maths, English, Geography, Science and many more.

Areas of Focus/Specialism - choose one of:This is an exciting course and we will be offering it in two material areas:

1. Design and Technology: Fashion and Textiles 2. Design and Technology: Product Design

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Content OverviewIn Year 10, you will develop a wide range of skills covering the Core and Specialist knowledge through practical and theory lessons. In Year 11, you will primarily work on the major project, with the remainder of the time dedicated to exam preparation. Students are expected to provide materials for the extended project to a budget of their own choosing. For Textiles you will visit ‘Graduate Fashion Week’ in June and all successful garments will be entered into the Young Fashion Designer UK competition and the annual WHS Fashion show. Within Product Design, students will be participating in the ‘Design Ventura’ competition, as well as working on a research project developed by Cambridge University, faculty of Education and Engineering.

There are three elements to the course

• Core Knowledge (20%) – you will learn the basic knowledge of a small range of different materials which can be used when developing any product. This will allow you to make informed choices as a designer/design engineer.

• Specialist Knowledge (30%) – you will specialise in one material area of your choice where you will learn in-depth knowledge, understanding and design development skills.

• Major Project (50%) – you will use the knowledge and skills learn in the areas above to complete a design and make project. You will be expected to produce a portfolio and a final prototype in response to a given ‘Context’ in which you must develop your own Design Brief.

AssessmentThere are two assessed components of this GCSE:• a written exam worth 50% • a major project worth 50%.

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DramaThis subject offers an exciting and different challenge. In addition to learning about acting, directing and the design elements of theatre, you will reflect on the value and potential of the Arts in our society and develop a wide range of vital skills such as:

• Leadership and teamwork: negotiation and effective communication;• Releasing creativity: being prepared to explore physically and intellectually;• Improvisation: responding to challenges and learning to be flexible;• Time management: planning carefully for a successful outcome.

As you will realise from the above, to be successful at this level in Drama it is crucial to enjoy working with others; the achievement of each individual depends more than anything on how well the members of a group work together. On this course, you will be encouraged to improve and develop your performance skills with particular focus on physical and vocal techniques, through improvised drama and also scripted work. Being able to share and explore your thoughts and feelings about important issues facing society today will be important when you are called upon to devise an original piece of theatre. Producing a play for performance is an exhilarating - often difficult - process and you should understand that this can be a mentally, physically and emotionally demanding subject.

It is often surprising to the students taking GCSE Drama, just how much they are required to engage with so many of the many challenges facing society in this moment – politically, socially and economically. The academic ability of the students at WHS is well known, but to achieve in any subject at A level and be competitive for the best Universities it is vital that you engage with the more difficult questions and dilemmas facing society, and reflect on who has the power to make a difference. The Drama department pushes you to engage with these issues. Another aspect of Drama which students find challenging but ultimately satisfying is the way they have to ‘own’ their work. We teach, supervise and support but ultimately in Drama, you learn to take responsibility for managing your time and level of commitment: a crucial part of your preparation for success in any subject at A level.

Drama GCSE provides an obvious foundation for taking A Level Theatre Studies, but clearly helps you develop skills which are necessary more generally to succeed academically. Studying Drama also helps you become confident and effective in so many other useful ways, which will support your development throughout your life.

Component 1: Devising (40%) You will perform in an original piece of theatre which has been created and developed by your group from a stimulus given to you by your teachers. This performance will be marked by your teachers but the video will be moderated by Edexcel examiners (15 marks available for the performance).

You will keep a log book of your process which will then become your written coursework. This will detail the creative process you have gone through and will also evaluate the success of the work you have done (45 marks available for the written coursework).

Component 2: Performance (20%)You will be put into groups and will study, rehearse and perform two key extracts (10 minutes each) from a play chosen by us. Each group can perform extracts from different plays. You will perform in front of a visiting examiner from Edexcel. You have to provide the visiting examiner with 200 words explaining the intention of your performance(s) before his or her visit.

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Component 3: Written Examination - 1hr 30 minutes (40%) Section A: You answer questions on an extract from a SET PERFORMANCE TEXT which we will have studied together in class (45 marks available).

Section B: You are required to analyse and evaluate a piece of theatre you have seen live, either on a school trip with us or, if you prefer, something you have seen independently (15 marks available). You can bring notes for this section into the examination.

On this course you will be required to take part in lots of practical activity in order to learn about various practitioners and their performance techniques. Much of the work we do is necessarily active, practical and then reflective and evaluative. You will need to bring enthusiasm, energy and ultimately resilience into Drama lessons.

You will study two performance texts, mostly through active practical work on the texts, and will learn about a range of highly influential theatre practitioners. You will also be taken to see at least two high quality live performances as part of this exciting course.

You will be encouraged to analyse, develop and improve your own performance skills in order to be able to use vocal, physical and non-verbal techniques to communicate meaning with subtlety and sensitivity on stage. Your performance work and your written work will have to show that you understand how performance techniques, use of stage space, and other production elements combine to create meaningful theatre that is valuable within its own and our historical, social, and cultural context.

You should be aware that:• Drama students usually find they want to continue rehearsing for exam

performances in their own extra-curricular time;

• Drama does have less written work to complete than most subjects, but you will be required to keep your coursework log up to date and there will, of course, be opportunities to practise writing exam answers under timed conditions;

And finally….

GCSE Drama at WHS is a popular option, taught by two highly qualified specialist Drama teachers assisted by a full-time Theatre Technician and a Theatre Assistant. Students are actively encouraged to make the most of the excellent facilities in the Rutherford Performing Arts Centre.

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Music“Without music, life would be a mistake.” - Friedrich Wilhelm Nietzsche

Music is a central part of life; all of us hear music and are impacted by music on a daily basis. Music is an academic subject of tremendous value in later life. It is a practical subject – a specific skill – which enables young adults to stand out from the crowd. As well as developing the confidence to perform in public, the ability to work independently on ideas is encouraged and developed. Such traits are central to success at university. An open mind, a desire to work independently and a willingness to engage with whole-school musical activities are essential traits for success in this qualification. The course is divided into 3 units:

GCSE Course OutlineComponent 1: Performing Music This is a coursework unit and accounts for 30% of the total GCSE. Pupils perform a solo performance and an ensemble performance of around ABRSM Grade 5 standard. The pieces can be recorded at any point in the 2nd year of study and can be re-recorded, if required.

Component 2: Composing Music This is a coursework unit and accounts for 30% of the total GCSE. Pupils must compose two compositions – one from a brief set by the exam board and one free choice composition. The pieces must total at least 3 minutes and may be written in any musical style.

Component 3: Appraising MusicThis unit makes up the remaining 40% of the qualification and is a 105 minute written exam at the end of the course. The examination paper is in two sections: Section A is based on 8 set works (from 4 Areas of Study), Aural Dictation and one unfamiliar piece of music. Section B is a response in the form of an extended answer to one familiar and one unfamiliar piece of music, creating a comparison essay. The set works for the qualification are listed below:

AOS 1:Instrumental Music

1700 - 1820

AOS 2:Vocal Music

AOS 3:Music for

Stage and Screen

AOS 4:Fusions

J S Bach3rd Movement

from Brandenburg Concerto 5

H PurcellMusic for a While

S SchwartzDefying Gravity

Afro Celt Sound SystemRelease

L van Beethoven1st Movement from Piano Sonata no. 8

in C minor

QueenKiller Queen

J WilliamsMain title

(from Star Wars Episode IV: A New

Hope)

Esperanza Spalding:

Samba Em Preludio

What could I do next with music?Music is a specific skill that few people have truly mastered. As such, it adds diversity to your subject list. Further, it is a skill which requires independent learning on open-ended tasks; these are essential skills that universities want to see. Musical study allows for a greater appreciation of historical events and the arts in general. Lastly, listening to music is an absolute joy; so is studying it!

Any further questions?Please talk to Mr Bristow. If you have studied Music in Year 9 you are very well prepared for the GCSE course already.

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Physical Education“You can’t put a limit on anything. The more you dream, the farther you get.”

- Michael Phelps

Physical activity and sport is a key part in leading a healthy, active lifestyle. Physical Education at GCSE level is a brilliant introduction to the academic aspect of PE and the wider world of sport. It is an academically rigorous subject which focuses primarily on the science of sport. The study of applied physiology and anatomy allows the exploration of the body’s adaptations through diet and training as well as how to optimise results. Socio-cultural influences and sport psychology develops the understanding of influences such as opportunity, media and commercialism, along with the impact of the mind on performance. The practical section of the syllabus assesses candidates in three activities. These can be sports that you learn in your PE/Games lessons or that you take part in (regularly) outside of school.

The GCSE Physical Education course comprises of these 3 elements:

Content Overview Assessment Overview

Applied anatomy and physiology

Physical training

Physical factors affecting

performance (01)

60 marks

1 hour

written paper

30%of totalGCSE

Socio-cultural influences

Sports psychology

Health, fitness and well-being

Socio-cultural issues and sports psychology (02)

60 marks

1 hour

written paper

30%of totalGCSE

Practical activity

Assessment

Analysing and Evaluating

Performance (AEP)

Performance in Physical Education

(03)*

80 marks

non-exam assessment (NEA)

40%of totalGCSE

All elite sportswomen have access to:

Sports Nutritionists, Sports Psychologists, Physiotherapists, Exercise Physiologists, Dieticians, Life-style managers, Event Managers and Sports Agents

This course covers many of these areas.

Performance of three activities taken from two approved lists.• one from the ‘individual’ list • one from the ‘team’ list • one other from either list.

Analysing and Evaluating Performance: written task

é

Practical ActivitiesThis is the list of activities students can perform in for their individual and team activities:

Individual Activity:Amateur Boxing, Athletics, Badminton*, Boccia, Canoeing, Cycling, Dance*, Diving, Equestrian, Golf, Gymnastics, Kayaking, Polybat, Rock Climbing, Sculling*, Snowboarding, Squash*, Swimming, Table Tennis*, Tennis*, Trampolining.

*Some activities cannot be assessed as both individual and team e.g. Badminton singles & doubles Some activities cannot both be taken together e.g. Snow Boarding & Skiing/ Rugby League & Union

Team ActivityAssociation Football, Badminton*, Basketball, Blind Cricket, Camogie, Cricket, Dance*, Gaelic Football, Goal Ball, Handball, Hurling, Lacrosse, Netball, Powerchair Football, Rowing, Rugby League, Rugby Union, Squash*, Table Cricket, Table Tennis*, Tennis*, Volleyball, Wheelchair Basketball, Wheelchair Rugby.

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Candidates will need a good knowledge of the skills, rules, techniques and tactics used in a particular sporting area of their choice. They will learn how to analyse and improve their own/others’ performance by identifying strengths and areas for development that can be incorporated into a Personal Exercise Programme.

What’s in it for you?The emphasis throughout the course is on introducing the concepts with Physical Education and Sports Science and then relating them to performance. At the same time you will develop interest, knowledge, competence and confidence in a range of skills that will support you in other areas of your life. This course will help you develop the following areas of skill:• Analytical, evaluative and planning skills • Leadership skills• Research skills• Becoming an effective decision maker as a team and individual• Skill development in practical activities

What career can GCSE PE help lead you into?It compliments subjects such as Biology, Physics, Sociology and Psychology at A Level. Beyond A Level it can lead onto: Medicine, Sports Medicine, Physiotherapy, Sports Science, Exercise Physiology, Biomedical Sciences, Sports Marketing and Journalism, Sports Psychology, Sports Engineering and product design, lecturing, working for large organisations such as the English Institute of Sport or the International Olympic committee.

Next steps!You can find out more about GCSE Physical Education (9-1) by accessing the website: www.ocr.org.uk and by talking to Year 10 and 11 GCSE PE students as well as the PE staff.

If you enjoy PE and Sport then this is a GCSE course for youwith coursework that combines theoretical and practical activities.

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Tenth GCSE

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Classical Greek“The unexamined life is not worth living.”

- Socrates

Classical Greek GCSE is completed from scratch in two years. This subject provides suitable challenge for able linguists, who have an interest in the culture and history, myths and legends of classical Greece. The course is well suited for those who are studying Latin, but can be studied equally well as an independent option. Because this GCSE is taught in only two years, the pace is fast, and you should bear this in mind if you are considering the option of studying Greek GCSE.

Course Aims and BenefitsThe course aims to develop a greater understanding of the classical Greek world and its influence on modern society, particularly in the fields of language, science, history, the arts and our political systems. As you begin studying Greek in Year 10, the course will help you develop analytical skills and a more sophisticated appreciation of language, enabling you to discover some of the many links between classical Greek and languages still spoken today.

One of the main aims of studying classical Greek is to gain access to the wealth of famous literature from the classical world and to develop an appreciation of Greek literature in its cultural context. The Department runs a variety of trips, including visits to see classical Greek plays in London, Oxford and Cambridge. As well as being exciting and inspiring, this course helps you develop an intellectual flexibility, which will be useful in further study and subsequently a wide range of careers.

Course ContentYou learn Greek using Taylor’s Greek to GCSE, which provides knowledge and understanding of Greek language and culture. Two prescribed texts are studied, one and one verse. The prose text for examination in 2021 will be selections from the historian Herodotus about the disastrous expedition of Cambyses, King of Persia, against the Ethiopians; the verse text will be an extract from the beginning of Book 3 of Homer’s Iliad (arguably the earliest piece of literature in the western world), which describes how the Trojan prince Paris is shamed by his brother Hector into proposing a duel with the Greek king Menelaus (whose wife Helen he has abducted and brought to Troy).

AssessmentAt the end of Year 11 students take three examinations:

Language 1 hour 30 minutes 50% of marksProse Literature 1 hour 25% of marksVerse Literature 1 hour 25% of marks

The course caters for a wide variety of interests: literary and linguistic, as well as cultural and historical, making it an excellent complement to many other subjects. We stretch students well beyond what is required for GCSE, getting them to translate English into Greek and exposing them to many literary analytical techniques taught at A level. Classical Greek is very highly regarded by universities and employers alike whatever discipline or career you intend to pursue.

Controlled AssessmentThere is no Controlled Assessment in Classical Greek.

Head of Classics Please see Mr Wilmore if you require further information.

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Further Pure MathematicsA changing landscape in Mathematics education for 14-19 year olds has provided us with the opportunity to re-evaluate the courses we offer. We will, therefore, be offering a new IGCSE Edexcel Further Pure Mathematics. This optional course will sit alongside the current IGCSE Mathematics.

This is targetted at those students who have demonstrated an aptitude for Mathematics and already have a desire to continue to some form of post 16 Mathematics course of study. It is not a pre-requisite course for either Maths or Further Maths A Levels. We would however, recommend the new IGCSE in Further Pure Maths for those who want to study A Level Further Maths.

It is an exciting new course, which comprises advanced techniques in Number, Algebra, Calculus Geometry and Trigonometry. We are really enthused to be part of the new STEAM vision for WHS and the promotion of Mathematics within the school.

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Mandarin

Learning Mandarin Chinese opens up a world of rich culture and fascinating history. It is an excitingly different language to learn.

Why study Mandarin? Learning any language teaches an appreciation of other cultures, communities and people. There are approximately 950 000 000 native speakers of Mandarin Chinese worldwide, making it the world’s most spoken language. Being able to communicate in Mandarin opens many doors, both in terms of travel, education and employment.

China’s growing economy brings with it huge business opportunities for Britain. Being able to speak Mandarin is a highly desirable skill in the global market.

As part of the course, you will learn, not only, how to speak Mandarin, but also the characters required to read and write. This unique challenge is both enjoyable and rewarding. Mandarin GCSE would be an excellent addition to the study of French, German or Spanish as it draws on many of the same skills in a completely different context.

Topics Students will study a variety of topics concentrating on both their own personal experiences and a wider global dimension, thus allowing for a greater appreciation of the culture and history of the target country. These topics include identity and culture; local, national, international and global areas of interest; current and future study and employment.

Information about the Examinations Mandarin GCSE is suitable for those students who have been studying Mandarin as part of the Dragons in Europe after school sessions.

Students will sit examinations in all four of the skill areas;

Listening – 25% of GCSE Reading – 25% of GCSE

Speaking – 25% of GCSE Writing – 25% of GCSE (including writing in Chinese characters)

• All of the papers target grades 9-1

• The Listening and Reading papers include comprehension questions to be answered in English and a translation from Mandarin Chinese into English

• The Speaking assessment includes a role-play, a discussion about a picture and a general conversation.

• The Writing paper requires the student to use Chinese characters.

Spending time abroad Spending time in the target language country is the key to gaining proficiency in a language. All students of Mandarin will have the opportunity to visit China as part of their studies. A visit is highly motivating and brings to life all that has been learnt in the classroom.

haohao xuéxí, tiāntiān xiàngshàng (Study well, climb higher every day)

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Most of our students have traditionally achieved mostly A and A* grades, with a smattering of B grades in the cohort and the occasional lower grade. This means that we would expect most grades to be 7 – 9 in the new system, with 9 being the very best.

How the GCSE grade structure relates to older GCSE/IGCSE grades

It is very important to be aware that Ofqual (the government body that regulate qualifications) do not expect any child in the country to achieve a clean sweep of nine, ten, eleven or more grade 9s, in the way that we have seen several of our students achieve a clean sweep of A* grades in recent years. Grade 9 will represent a very high standard for each subject and will be allocated to about the top 20% of those candidates achieving at least grade 7.

Grading the New GCSEs from 2017

36Wimbledon High School, Mansel Road, London SW19 4AB

020 8971 0900 • info@wim.gdst.net • www.wimbledonhigh.gdst.net

The Girls’ Day School Trust is a Limited Company. Registered in England No. 6400. Registered Charity No. 306983.

Registered Office 10 Bressenden Place, London SW1E 5DH | www.gdst.net

Head: Mrs Jane Lunnon