Y8 GCSE Options Guide 2015 - St. Olave's Grammar School
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St. Olave’s
Grammar School
Y8 GCSE
Options
Guide
2015Table of Contents
Introduction ......................................................................................................................................................... 3
Making your selections........................................................................................................................................ 3
Compulsory non-examined subjects ................................................................................................................... 5
PSHE AND CITIZENSHIP.................................................................................................................................... 6
CAREERS .......................................................................................................................................................... 6
PHYSICAL EDUCATION (INCLUDING GCSE PE) ................................................................................................. 7
Compulsory GCSE subjects .................................................................................................................................. 9
BIOLOGY ........................................................................................................................................................ 10
CHEMISTRY .................................................................................................................................................... 11
ENGLISH LANGUAGE...................................................................................................................................... 12
ENGLISH LITERATURE .................................................................................................................................... 13
MATHEMATICS .............................................................................................................................................. 14
PHYSICS.......................................................................................................................................................... 15
RELIGIOUS STUDIES ....................................................................................................................................... 16
Optional GCSE subjects ..................................................................................................................................... 17
ART................................................................................................................................................................. 18
COMPUTING .................................................................................................................................................. 19
DESIGN AND TECHNOLOGY ........................................................................................................................... 20
FRENCH .......................................................................................................................................................... 21
GEOGRAPHY .................................................................................................................................................. 22
GERMAN ........................................................................................................................................................ 23
HISTORY ......................................................................................................................................................... 24
LATIN ............................................................................................................................................................. 25
MUSIC ............................................................................................................................................................ 27
SPANISH ......................................................................................................................................................... 29
2014 GCSE Examination Results ........................................................................................................................ 30
2Introduction
Up until now students in Year 8 have had very little choice in the subjects that they study, but,
increasingly, from now onwards they will be required to make decisions which may affect their future
career. The School will provide the students with plenty of support and advice during this time to
ensure that each boy feels confident and well-informed when making his subject selections.
What are the options? Although there is a wide range of subjects on offer in the School, it has never
been the case that students have a completely free choice. In order to keep open as many careers
and university courses as possible, students are encouraged to study a broad and balanced range of
subjects. This is why some subjects are compulsory and certain restrictions are in place for the rest.
How does the process work? We ask the students to choose their subjects and then build the option
blocks as far as is possible around their needs. This is a more difficult way of doing things but we
prefer this approach as ultimately more boys get their first choice than if using predetermined blocks.
In making their selections students are generally free to choose any subject that they have studied in
KS3 but your attention is drawn to the following:
GCSE Latin is available as an option but is likely to be limited to one class. In the event of
over-subscription, preference will be given to students who have demonstrated a genuine
interest and aptitude in that subject area during KS3.
GCSE Physical Education will be taught as an option within the normal Physical Education
lessons in Key Stage 4 and also within Citizenship lessons in Year 11. Acceptance on this
course is subject to students satisfying certain criteria (see the GCSE PE entry below for
further details).
Please note that GCSEs are about to undergo significant reform: changes will occur to the content
of each course and to the method of assessment. These changes are being phased in over a number
of years but this cohort will sit the new examinations in every subject in 2018 (bar RS, which will be
taken in Year 10). Some of the final specifications have not yet been released and so some details
are unknown; however, every effort has been made to ensure that this document reflects the most
up-to-date information available.
Mr M. Evans
Deputy Headmaster
mevans@saintolaves.net
Making your selections
Students at St Olave’s take ten and a half GCSEs (eleven and a half, if additionally taking GCSE PE).
The following subjects are compulsory but not examined:
PSHE and Citizenship
Physical Education
The following subjects, six and a half GCSEs in total, are compulsory:
English Language and English Literature
Mathematics
Biology, Chemistry and Physics
Religious Studies (half-GCSE).
3Students are required to take four other subjects from the list below. At least one subject must be
chosen from category (A) and at least one subject must be chosen from category (B). You may choose
more than one subject in either category (i.e. you could take History and Geography if you wish).
(A) Geography
(A) History
(B) French
(B) German
(B) Spanish
(B) Latin
Art
Computing
Design Technology
Music
In addition, students can choose whether they would like to take GCSE Physical Education, subject to
meeting the published criteria. Please note, however, that this course begins in Year 10.
There is no predetermined restriction on the combination of subjects that can be selected; however,
not all combinations will be possible to timetable and the School cannot guarantee that a student’s
preferred choice will be achieved. If a subject is over-subscribed, it may be necessary for some
students to find an alternative. Should this be the case, the criteria for selection will be made clear
to those affected. Should an insufficient number of students choose a course to make it viable, the
School reserves the right to withdraw that option.
To help with this process, students will be asked to identify three reserve choices (R1, R2 and R3,
with R1 being preferred to R2 and so on) when making their final selection.
What next?
Students are required to make their choice by Friday, 20th March 2015. Before then, it might be a
good idea for them to discuss their suitability for a particular course with their subject teacher.
Parents and students can consult the staff at the Parents' Evening on Wednesday, 18th March 2015.
Generally speaking, it is better at this stage for students to be guided by their interest, enjoyment
and ability in a particular subject rather than the possible implications for careers. It is unlikely that
any choice of options would rule out a particular career path, but if in doubt please seek guidance
from staff.
Students are advised to read the subject summaries and course descriptions carefully and discuss
their choices with their parents.
All the following details can be found on the School website www.saintolaves.net. Go to Current
Olavians > Curriculum.
4Compulsory non-examined subjects
5PSHE AND CITIZENSHIP
In Key Stage 4 students will continue to have PSHE lessons with their Form Tutor. These will cover a
range of topics including careers education. In addition, each student will be enrolled on our
Citizenship programme. Students will take six-week modules on different subjects, taught by
specialist staff.
CAREERS
Thinking about careers is extremely important in KS4 and students need to actively consider the
qualification choices they are making and the careers that these may lead to. It is important that they
get the right advice to keep their options open where they have yet to decide their main interests.
At St Olave’s there are a number of opportunities which are available to the whole year group and
help to support this process:
As students move from KS3 to KS4 all of Year 8 will be offered a Careers Interview. These are
provided by the school’s independent provider: Careers Bromley. The interviews last
approximately 15 minutes and should help students with their choices and provide additional
information on many different career pathways. Further support on careers also occurs at
various points in the year through PHSE.
Independent Careers Advice is available throughout the year via online resources on the
school website under Current Olavians > Curriculum > Careers. This section has a number of
links to websites where students can find out more about a particular careers and pathways.
Careers Information is also available in the school libraries. All years are encouraged to visit
the Careers Library; especially when choosing GCSE, A Level options, and Higher Education
Courses.
In the Spring term the School hosts a series of Careers Talks that take place directly after
school. The school invites a number of speakers from a range of professions to speak about
their work, the qualifications they undertook and what a typical day involves. These are well
attended and often the speakers provide some details of training schemes and sponsorship
schemes which may be available. At the end of the talk there is an opportunity for students
to speak informally with the speakers and ask questions.
Students are also encouraged to sit the Morrisby Profile test. The Morrisby Profile (MP)
assesses students’ aptitude and work-based personality. The student receives a score on each
of the measures which is then presented as a report. The test helps to highlight the students’
strengths and areas needing development, and provides a powerful method of matching the
student to jobs which correlate to their strengths. Students usually take this in Year 10 and,
once completed, the student is debriefed alongside other students who have a similar test
result by a Morrisby specialist. It is also used in interviews for entry to the Sixth Form to ensure
the student has made the correct choices of qualification.
The careers programme is further enhanced by the work-related and enterprise learning programme
and this involves students undertaking businesses visits in Year 9 and 10. In addition students
participate in a business game during Year 10 during activities week. Students also study some
Economics and Business elements in their citizenship lessons.
More information on any of the above is available from Mr J Greenwood (Head of Careers)
jgreenwood@saintolaves.net
6PHYSICAL EDUCATION (INCLUDING GCSE PE)
Please note that the Physical Education GCSE is currently under review. The final specification is not
yet available. The description below refers to the subject content guidelines already provided by
the government.
The central purpose of Physical Education remains to develop health, physical skills and personal and
social qualities through physical activity. This will be achieved through involvement in a range of
physical experiences in individual, group and team situations.
Physical Education aims to promote physical development, to develop a range of skills giving better
co-ordination and self-confidence, to develop stamina and strength, to create an appreciation of the
concepts of fair play, loyalty to the team and good sportsmanship and, above all, to develop an
understanding of the importance of exercise in maintaining a healthy lifestyle.
Pupils will be offered a range of activities which will lead to improved performance, personal
achievement, understanding and increased knowledge. A wider range of options in KS4 allows pupils
to select activities that they are interested in, increasing the chances that they will continue in these
activities beyond their school days.
GCSE PE is also offered as a two-year course. This takes place in PE lessons during Years 10 and 11
(and Citizenship lessons in Year 11) and therefore does not impact upon the other GCSE option
choices. Where possible these lessons are taught through practical means, though some classroom
teaching is also necessary.
We follow the Edexcel course which is comprised of two units:
1. The Theory of Physical Education
a. 1½ hour externally set exam worth (40% of final mark)
b. In this unit pupils will learn about what constitutes a healthy, active lifestyle and
the effects of exercise
2. Performance in Physical Education
a. Internally marked, externally moderated performance and written analysis of
performance (worth 60% of final mark)
b. This unit involves the pupils demonstrating their ability in 4 activities and analysing
their performance
It is important to note that this course is aimed at students who anticipate excelling in their other
GCSE subjects as this is an extra course that the students undertake. Any student can apply for the
course but we will only accept students who have achieved a teacher assessment of Level 7 or higher
at Key Stage 3 and who we are confident can achieve highly in this subject and not to the detriment
of their other GCSE subjects.
As you will see from the units outlined above there is a need to be both physically capable in a range
of activities as well as having the mental capacity to cope with the demands of the course.
7Years 10 and 11 have two single periods of Physical Education and two double periods of Games in
one fortnightly cycle. The following table shows the activities undertaken.
Students undertaking GCSE PE follow a separate curriculum.
Year 10 Year 11
Term Games PE Term Games PE
Rugby (squad)
Basketball Basketball
Options:
Autumn Rugby Autumn Hockey
Hockey Squash/5s Hockey
Tennis
Football
Squash / Basketball Squash /
Racketball Table tennis Racketball
X-Country Rugby (squad)
Spring Rugby Table Options: Table Tennis
or Tennis / Spring Hockey / Badminton
Options Badminton Squash/5s
Tennis
------ --- Football
Basketball
Options Table tennis
Options: Options:
Cricket Rugby
Cricket, Cricket Athletics Hockey
Summer Athletics or Summer Football Squash/5s
Tennis Athletics Tennis Tennis
Basketball Football
Tennis Squash/5s Basketball
- - - - = Half term
Full details of the GCSE PE course can be found at www.edexcel.com.
Mr A Kenward (Director of Sport)
akenwa@saintolaves.net
8Compulsory GCSE subjects
9BIOLOGY
Please note that the Biology GCSE is currently under review. The final specification is not yet
available. The descriptions below refer to the current structure of our GCSE course but there may
be some revision as the specifications are finalised.
Biology is a rewarding subject both for students who have a keen interest in Science and for those
who simply want understand more about living organisms and the world around them. During the
IGCSE course, many areas of Biology are explored in greater depth and the emphasis is very much on
developing an appreciation of how science works and how new understanding and new technologies
are affecting our lives.
Students will follow the Edexcel GCSE specification. There is no controlled assessment in this course,
but there will be considerable emphasis on experimental design and the planning and
implementation practical work.
It is important to be aware that the GCSE course is started in Year 9 and develops many of the ideas
first encountered in Years 7 and 8. This means that you need to retain information over a long period
of time. A steady effort throughout the whole course is clearly essential.
Year 9:
An introduction to life, cell structure and classification
Breathing, respiration and gas exchange
Evolution and natural selection
Selective breeding
Ecosystems and the environment
Years 10 and 11:
Diet, enzymes and digestion
Health and disease
Blood and circulation
Transport in plants
Coordination and the nervous system
Chemical coordination an animals and plants
Homeostasis and excretion
Reproduction in animals and plants
Plants and photosynthesis
Genetics and inheritance
Using microorganisms, including genetic modification
Full details of the GCSE Biology course will be available at www.edexcel.com.
Ms C Marwood (Head of Biology)
cmarw@saintolaves.net
10CHEMISTRY
Please note that the Chemistry GCSE is currently under review. The final specification is not yet
available. The summary of topics listed below refer to the subject content guidelines already
provided by the government.
Chemistry is the science of the composition, structure, properties and reactions of matter understood
in terms of atoms, atomic particles and the way they are arranged.
The course is delivered using a variety of activities but the emphasis is on carrying out practical work
as much as possible. This allows the pupils to develop their experimental and investigative skills. In
order to communicate using the “language” of chemistry, you will need to have a sound
understanding of chemical symbols, formulae and equations. Experience has shown that those who
put effort into mastering these skills early on will make faster progress and feel more confident with
their chemistry. Chemistry is a challenging but extremely rewarding subject.
Atomic Structure and the Periodic Table
Structure of the atom and trends in the Periodic Table.
Structure, Bonding and Properties of Matter
Ionic, Covalent and Metallic Bonding.
Chemical Changes
Writing formulae and balanced symbol equations;
Metals and the Reactivity Series;
Electrolysis and Redox.
Rate and Extent of Chemical Change
Factors affecting rate of reaction;
Reversible reactions and Dynamic Equilibrium.
Organic Chemistry
Alkanes, Alkenes, Alcohols and Carboxylic Acids.
Chemical Analysis
Chromatography;
Calculations;
Identification of ions using chemical and spectroscopic methods.
Chemical and allied industries
Separation of Crude Oil;
Extraction of Metals;
Haber Process.
Earth and Atmospheric Science
Climate Change;
Atmospheric pollutants;
Water resources.
Mrs P Garton (Head of Chemistry)
pgarto@saintolaves.net
11ENGLISH LANGUAGE
GCSE English Language is taught as part of a single integrated course with English Literature.
Assessment will be through terminal written examination. The course encourages students to read
critically and use the knowledge they gain from wider reading to inform and improve their own
writing. The clear distinction between the contexts of the two components develops students’
awareness of how writing is crafted for different purposes, audiences and forms. This is designed to
support them as critical readers and help them make conscious choices when planning their own
writing
Students will follow the OCR GCSE specification. They are taught in form groups. The Year 9 course
focuses on the skills of essay writing and introduces a more analytical approach to reading texts.
Written examination 100%
Communicating Information and Ideas
50% of the total GCSE
2-hour written paper
Candidates answer all the questions in Section A: responses to two non-fiction unseen texts
or extracts (25%)
Candidates answer one of two extended writing tasks in Section B (25%).
Exploring Effects and Impact
50% of the total GCSE
2-hour written paper
Candidates answer all the questions in Section A: responses to two unseen literary texts or
extracts (25%)
Candidates answer one of two extended creative writing tasks in Section B (25%).
Spoken Language
This is a separately endorsed, internally assessed component. Students are assessed on the following
skills:
Presenting information and ideas, selecting and organising information effectively and
persuasively
Listening and responding appropriately to questions and feedback
Expressing ideas using Standard English when appropriate.
Full details of the GCSE English Language course can be found at www.ocr.org.uk.
Mrs E Goodman (Head of English)
egoodman@saintolaves.net
12ENGLISH LITERATURE
English Literature is taught as part of our single integrated course with English Language. Assessment
will be through terminal written examination. The course is designed to encourage students to
engage critically with and explore a variety of texts across the major genres, including modern texts
and texts from different cultures, as well as classic literature.
Underpinned by a skills-based approach, the emphasis is on building students’ confidence in
developing and articulating a fresh, individual response to texts that is supported and justified
Students will follow the OCR GCSE specification. They are taught in form groups. The Year 9 course
focuses on beginning to compare texts supported by the introduction of seminal world literature and
another Shakespeare play. GCSE texts are prepared from Year 10 onwards when students are in their
new form groups.
Written Examination 100%
Exploring Modern and Literary Heritage Texts
50% of the total GCSE
2-hour written paper
This is an examined component (closed book)
Candidates answer two questions in total.
Candidates respond to one question on: Modern drama OR prose text (25%) and to one question on
19th Century Prose text (25%)
Exploring Poetry and Shakespeare
50% of the total GCSE
2-hour written paper
This is an examined component (closed book)
Candidates answer two questions in total
Candidates respond to one question on:
Themed poetry cluster (25%) and to one question on a Shakespeare play (25%).
Full details of the GCSE English Literature course can be found at www.ocr.org.uk.
Mrs E Goodman (Head of English)
egoodman@saintolaves.net
13MATHEMATICS
St. Olave’s follows the Edexcel course. The subject is assessed by three equally-weighted examination
papers of 1.5 hours in length (two calculator papers and one non-calculator paper).
Mathematics is a linear subject: new work often depends on previous knowledge. A consistent effort
throughout the whole course is therefore essential.
Year 9:
At the start of Year 9, students are placed in one of four sets. There are two parallel higher sets (1a
and 1b) and two parallel lower sets (X and Y).
Year 10:
At the start of Year 10, students are placed in one of five sets. There will be two parallel top sets (sets
1a and 1b) and one middle set (set 2) and two smaller parallel lower sets (sets X and Y).
Set 1a and 1b will follow an accelerated scheme of work aiming to complete the majority of
the GCSE syllabus by the end of the year.
Set 2 will follow a (slightly less) accelerated scheme of work.
Sets X and Y will continue the standard course.
Year 11:
At the start of Year 11, students in the top two sets (sets 1a and 1b) are re-set into two non-parallel
groups.
Set 1a, the highest set, will initially finish the final topics of the GCSE course. The set will then
continue by studying the concepts within AS level and the OCR Free Standing Unit in
Additional Mathematics.
Sets 1b and 2 will complete the GCSE course alongside studying some of the concepts of the
AS course to help consolidate the more complex topics within the GCSE course. They will sit
their examination in the summer of Year 11.
Sets X and Y will continue with the GCSE course, culminating in the examination in the summer
of Year 11.
Full details of the GCSE Mathematics course can be found at www.edexcel.com.
Mr J Davis (Head of Mathematics)
jdavis@saintolaves.net
14PHYSICS
Please note that the Physics GCSE is currently under review. The final specification is not yet
available, and so it is not possible to decide which course is suitable for our students. A decision on
this will be made, as soon as the specifications are available. The descriptions below refer to the
anticipated structure of the GCSE course but there may be some revision as the specifications are
finalised.
Students will follow an approved specification for the award of the GCSE in Physics.
It is important to be aware that the GCSE course is started in Year 9 and develops many of the ideas
first encountered in Years 7 and 8. This means that you need to retain information over a long period
of time. A steady effort throughout the whole course is clearly essential.
Physics is a rewarding subject both for students who have a keen interest in Science and for those
who simply want to understand more about the unifying patterns and themes of physics. During the
GCSE course, many areas of are explored in greater depth and the emphasis is very much on
developing an appreciation of how science works and how new understanding and new technologies
are affecting our lives.
Year 9:
Experimental Techniques
Particle Theory, Brownian Motion and States of Matter
Thermal Energy and Energy Transfers
Generating Electricity and Energy Resources
Years 10 and 11:
Waves in Matter
Light and Electromagnetic Waves
Kinematics
Forces
Static and Current Electricity
Mains Electricity
Magnetism and Electromagnetism
Space Physics
Atomic Structure and Radioactivity
Dr N Stewart (Head of Physics)
nstewart@saintolaves.net
15RELIGIOUS STUDIES
All Year 9 students study the Edexcel Religious Studies Short Course1 GCSE. Students will complete
the course in Year 10, sitting the examination at the end of that year.
Religious Studies is a challenging course with a strong emphasis on thinking skills. Many of the issues
raised are age-old questions from the fields of philosophy or ethics that require students to engage
with sophisticated concepts. Plenty of opportunity is provided for discussion and debate and
students are encouraged to develop the ability to justify or critique an argument.
Assessment is by a single exam at the end of Year 10. Students will be expected to be able to explain
and evaluate religious views on a variety of contemporary topics, as well as to give their own
informed responses.
Course Content:
Year 9:
i) Marriage and the Family
Including questions such as:
Is marriage still important?
How relevant are religious views on sexuality?
What is the purpose of sex?
ii) Religion and Community Cohesion
Including questions such as:
Are religious truth-claims mutually exclusive?
Does religion help or hinder community cohesion?
What is the relationship between religion and state in the UK?
Year 10:
iii) Believing in God
Including questions such as:
Can God do the logically impossible?
Does the existence of evil disprove an omnipotent and omnibenevolent God?
Does science disprove religion?
iv) Matters of Life and Death
Including questions such as:
What does it mean to speak of an afterlife?
Should doctors have the right to end a life?
Full details of the GCSE Religious Studies course can be found at www.edexcel.com.
Mr A Lake (Head of RS)
alake@saintolaves.net
1
‘Short Course’ refers to a reduced quantity of material; the difficulty level is not reduced. This allows a GCSE-level
qualification to be achieved within the constraints of a tightly-packed timetable.
16Optional GCSE subjects
17ART
Please note that the Art and Design GCSE is currently under review. The final specification is not yet
available. The description below refers to the subject content guidelines already provided by the
government.
This course is a stepping stone towards A Level and a wide variety of courses in higher education and
careers. The department is very successful in placing students in a variety of degree subjects –
Architecture (Art is a compulsory A Level for this course), Graphic Design, Foundation Art Courses,
History of Art and other related courses. GCSE and A level Art are regarded as evidence of a broad
education, even for the most academic courses including medicine, at all universities including Oxford
and Cambridge.
Trips, visits and workshops are an integral part of the course, in the UK at GCSE and abroad at A Level.
This course provides students with a wide range of activities, and its practical nature and scope for
lateral thinking make it stand out from other GCSE courses.
Students taking Art should be confident in their practical skill, their ability to generate ideas, their
ability to work independently and have a genuine interest in the subject.
Year 9 and Year 10:
Art and Design Portfolio [60%]
Foundation course to include areas of study that incorporate:
Fine Art – Painting, Sculpture, Printing, Drawing, …
Graphics - Digital illustration, book and magazine design, typography, …
Digital Photography - Use of DSLR cameras, photography manipulation, …
In the summer term of Year 10 pupils will make the decision as to whether they wish to specialise in
Art & Design, Fine Art, Graphics or Photography. The Art and Design Portfolio commences in June of
Year 10, through to the end of the autumn term of Year 11. This will be based within the chosen area;
i.e. Art, Graphics or Photography.
Year 11:
The autumn term is for the completion of the Art and Design Portfolio culminating in 10 hour
controlled assessment where students create a final piece based on their previous work.
Controlled Assignment [40%]
The question paper is distributed after the mock exam period. Preparation then takes place until the
10 hour exam at the end of April. All preparation is taken into the exam room and is submitted for
assessment along with the final outcome.
Both the Art and Design Portfolio and the Controlled Assignment are marked in four sections. These
are: Investigation through research, experimentation with materials, recording ideas and insights
and, finally, a personal response.
Full details of the GCSE Art course can be found at: www.edexcel.com
Ms S Heraghty (Head of Art)
sheraghty@saintolaves.net
18COMPUTING
Please note that the Computing GCSE is currently under review. The final specification is not yet
available. The descriptions below refer to the current structure of our GCSE course but there may
be some revision as the specifications are finalised.
The aim of this course is to provide learners with a real, in-depth understanding of how computer
technology works. Learners will already be familiar with the use of computers and other related
technology that now forms a part of everyday life. However, this course will give them an insight into
what goes on ‘behind the scenes’, including computer programming, which many learners find
absorbing.
The course provides excellent preparation higher study and employment in the field of Computer
Science. The increasing importance of information technologies means there will be a growing
demand for professionals who are qualified in this area. Learners who’ve taken a GCSE in Computing
and who then progress to study the subject at A Level or university will have an advantage over their
colleagues who are picking up the subject at these levels.
The course will develop critical thinking, analysis and problem-solving skills through the study of
computer programming. For many learners, it will be a fun and interesting way to develop these
skills, which can be transferred to other subjects, everyday life, in addition to being applied in further
study or in future employment which involves technical application.
Unit Topics Assessment
A451: - Fundamentals of computer systems Written Paper: 1 hour
Computer - Computing Hardware (CPU, Binary logic, I/O and 30 minutes
systems and devices, secondary storage) Weighting 40%
programming - Software
- Representation of data in computer systems Short and long answer
- Databases (The database concept, DBMS and questions
Relational databases)
- Computer communications and Networking
- Programming (Algorithms, Programming
languages [e.g. scratch, flash, HTML], Control
flow and Imperative languages and Testing
A452: Practical - Planning a practical activity Practical Investigation –
Investigation - Effectiveness and Efficiency Topic chosen from a set
(Choice of - (Problem Solving) of options
Medium CA) - Evidence of Technical Weighting 30%
Understanding
- Testing, evaluation and conclusions
A453: - Standard Programming techniques Programming Project –
Programming - Designing a coded solution to a problem Candidates create a
Project (Choice - Create a coded solution solution to a set task.
of Medium CA) - Testing and evaluation. Weighting 30%
Full details of the GCSE Computing course can be found at www.ocr.org.uk.
Dr B Onifade (Head of Computing)
bonifade@saintolaves.net
19DESIGN AND TECHNOLOGY
Please note that the Design and Technology GCSE is currently under review. The final specification
is not yet available. The description below refers to the subject content guidelines already provided
by the government.
This course is for those who considering a career in design or engineering, who might be particularly
interested in careers in Architecture, Mechanical/Automotive engineering, product design and the
creative industry.
The new Design and Technology GCSE will encourage students to understand and apply the iterative
design process that can be summarised as explore, create and evaluate. Students will be encouraged
to be creative and to use their imagination to design and make products or prototypes that solve real
and relevant problems, considering their own and others’ needs, wants and values.
Students will acquire subject knowledge in Design and Technology that builds on their key stage 3
learning, incorporating knowledge and understanding of different materials and manufacturing
processes in order to comprehensively deliver their concepts and products and prototypes. They will
learn how to take design risks, become resourceful, innovative, enterprising and capable citizens.
Through the evaluation of past and present Design and Technology, students will develop a critical
understanding of its impact on daily life and the wider world and understand that high-quality Design
and Technology is essential to the creativity, culture, sustainability, wealth and well-being of the
nation.
There will be a written exam at the end of the course that is likely to account for 50% of the final
grade.
The non-exam assessment will allow students to focus on one of the areas listed below and is likely
to account for 50% of the marks for new GCSE in Design and Technology. This section will allow for
the direct assessment of the student’s ability to apply knowledge, understanding and skills as part of
the iterative design process of exploring, creating and evaluating, over an extended period of time.
A proportion of non-exam assessment marks will be awarded for the products and prototypes that
students design and make.
Product Design and Resistant Materials
Leisure: a variety of products used for recreational activities that people engage in during their free
time where they are not subject to the demands of work or other routine tasks. Examples may
include, but are not restricted to, sportswear, camping and sports equipment, and games and toys.
Interiors and furnishings: encompassing that range of products which can be located within buildings,
both private and public, that meet user needs in terms of functionality and aesthetics. Examples may
include, but are not restricted to, furniture, home accessories and utility items.
Mechanical systems: defined as those products that manage a system of elements that interact on
mechanical principles involving forces and movement. Examples may include, but are not restricted
to, mobility aids and children’s toys
Ms R Hawley (Head of DT)
rhawley@saintolaves.net
20FRENCH
Please note that the French GCSE is currently under review. The final specification is not yet
available. The description below refers to the subject content guidelines already provided by the
government.
The GCSE French course is designed to enable students to express themselves increasingly fluently
and accurately in the language. The aim is to support students in becoming confident in using the
language spontaneously and creatively by reinforcing and extending their knowledge of the
vocabulary and the grammar underpinning French. Our intention is to give students access to a wider,
up-to-date understanding of the language and the vibrant culture of France and the French speaking
world.
Lessons aim to be interactive and challenging, encouraging as much active participation as possible.
There is a considerable amount of work on comprehension of authentic spoken and written material,
and on oral practice, as well as on essay planning and translation. Furthermore, a firm grammatical
foundation will be established in order to deepen the students´ knowledge about how language
works, and vocabulary is continually extended. Cultural knowledge of the French-speaking world is
strongly encouraged through watching films and listening to authentic music, as well as reading
magazines and accessible literature. Interim assessments are based on past papers so that students
are fully familiar with the demands of the exams before sitting them at the end of Year 11.
The examination is broken down into four papers of equal weighting.
Paper 1: Listening Paper 2: Speaking Paper 3: Reading Paper 4: Writing
25% 25% 25% 25%
The themes address (a) Identity and culture, lifestyle, values and beliefs; (b) Environment, local,
international and global areas of interest; and (c) Current and future study and employment.
In Year 9 students can take part in an exchange with a school near Lille, and in Year 10, during Activity
Week 2, students visit Normandy. In addition, we invite a French theatre company to St. Olave´s to
perform a play in Years 9 & 10, and Year 11 students have the opportunity to attend French film club.
Students are encouraged to subscribe to a French magazine specifically tailored to GCSE studies. In
regular conversation lessons, our Native-Speaker Language Assistant provides further practice of the
topics of the main lessons in small groups.
Studying French at university enables graduates to develop a high level of oral and written
competence as well as to deepen their understanding of the social, political, economic and cultural
environment of France and the French-speaking world. Graduates’ profiles therefore stand out as
they have the knowledge, linguistic and analytical skills which employers require, giving them access
to careers such as business, finance, diplomacy, media, interpreting, translation or teaching.
French can be continued at St Olave’s in the Sixth Form to enable progression to university study,
either as a Language Honours Degree or as a Joint Honours subject, in combination with disciplines
ranging from Politics and Law to Mathematics, Business or Science. Even with many non-language
degree courses it is becoming possible to spend a year abroad in French cities, Canada or on the
French islands of Réunion or Martinique as part of a four year course.
Frau K Zwanziger (Head of MFL)
kzwanziger@saintolaves.net
21GEOGRAPHY
Please note that the Geography GCSE is currently under review. The final specification is not yet
available. The description below refers to the subject content guidelines already provided by the
government.
Geography is popular at GCSE because it offers a broad education that complements most other
subjects. In simple terms, it is the study of where places are, what they are like, what life is like in
them, how and why they are changing and why there are arguments about them. The
interrelationship between human life and the environment is probably the most contemporary
subject of global politics today.
Geographers are highly employable people because they exhibit the following characteristics: good
communicators, good problem solvers, good team players, computer literate, well rounded, flexible
thinkers who are also spatially, socially, economically and environmentally aware. Students will
develop cartographic, graphical, numerical and statistical skills.
Geographical Interactions
The world in which we live is changing at a faster rate today than at any other stage of human
existence. Geography is a fascinating study of places, people and their interactions. It is truly synoptic
and is always relevant and changing – from the local to the global. Geography is everywhere and
students can enjoy this – we live in an amazing, awesome, but delicate physical environment that
needs our care. Through understanding the interactions between it and human activity, geographers
can find sustainable solutions to wide-ranging changes and problems. It will inspire students to
become global citizens by exploring their place in the world, their values and responsibilities to other
people and to the environment.
Physical Geography
Students will gain an appreciation and understanding of landscapes and the geomorphic processes
that shape them. The effect of these landscapes upon human life and the modern interactions of
humans with their environment will be an important element of the Unit. Topics could include Rivers,
Coasts, Tectonics, Ecosystems, Weather & Climate, Geology, Glaciation etc.
Human Geography
Students will learn to appreciate the differences and similarities between people, places and cultures
leading to an improved understanding of societies and economies. The focus will feature largely upon
the opportunities and challenges facing societies in the 21st century. Topics could include Population
Change, Globalisation, Tourism, Resources, Development, Urbanisation etc.
Fieldwork
Students will complete two in-depth studies based around fieldwork. Students will plan their own
investigations, collect qualitative & quantitative data, present that data, and analyse their findings
using statistical techniques to create well-evidenced arguments. They will learn to apply theory to
real world contexts and to contemporary situations and issues.
Mrs V Watson (Head of Geography)
vwatson@saintolaves.net
22GERMAN
Please note that the German GCSE is currently under review. The final specification is not yet
available. The description below refers to the subject content guidelines already provided by the
government.
Studying German at GCSE means that students will be able to express themselves spontaneously,
creatively, as well as increasingly fluently and accurately in the language, both in speaking and
writing. The intention is to give students access to a vibrant experience of the culture of Germany
and the German-speaking world, and an understanding of the most up-to-date language.
Lessons aim to be interactive and challenging, encouraging as much active participation as possible.
There is a considerable amount of work on comprehension of authentic spoken and written material,
and on oral practice, as well as on essay planning and translation. Furthermore, a firm grammatical
foundation will be established in order to deepen the students´ knowledge about how language
works, and vocabulary is continually extended. Cultural knowledge of the German-speaking world is
strongly encouraged through watching films and listening to authentic music, as well as reading
magazines and accessible literature. Interim assessments are based on past papers so that students
are fully familiar with the demands of the exams before sitting them at the end of Year 11.
The examination is broken down into four papers of equal weighting, which ensures that pupils of all
abilities can perform well and achieve their full potential.
Paper 1: Listening Paper 2: Speaking Paper 3: Reading Paper 4: Writing
25% 25% 25% 25%
The themes address (a) Identity and culture, lifestyle, values and beliefs; (b) Environment, local,
international and global areas of interest; and (c) Current and future study and employment.
During Activities Week 2, Year 10 students can choose between our long-standing exchange to
Starnberg - It will be our 33rd in 2015! - and a residential trip to the Rhineland. In addition, we invite
a German theatre company to St. Olave´s to perform a play in Years 9 & 10, and Year 11 students
have the opportunity to attend German film club. Students are encouraged to subscribe to a German
magazine specifically tailored to GCSE studies. In regular conversation lessons, our Native-Speaker
Language Assistant provides further practice of the topics of the main lessons in small groups.
German degrees offer the chance to study the language, history and literature of one of Europe's
most influential cultures. Opportunities for German graduates are excellent, driven by the continuing
centrality of German business and politics within the European Union. Graduates go on to specialist
work as translators and interpreters, as well as putting their linguistic and analytical skills to use in
the wide fields of business and finance, journalism, the law, the civil and diplomatic services,
publishing, advertising, the tourism industry, and teaching.
German can be continued at St Olave’s in the Sixth Form to enable progression to university study,
either as a Language Honours Degree or as a Joint Honours subject, in combination with disciplines
ranging from Politics and Law to Mathematics, Business or Science. Even with non-language degree
courses it is becoming possible to spend a year abroad studying or working for a German company.
Frau K Zwanziger (Head of MFL)
kzwanziger@saintolaves.net
23HISTORY
Please note that the History GCSE is currently under review. The final specification is not yet
available. The description below refers to the subject content guidelines already provided by the
government.
Studying History teaches students: to conduct independent research, to identify the problems
inherent in a question, to assess the arguments and evidence of others, to analyse primary data, and
last but not least, to construct coherent arguments in an accessible and persuasive way. These are
all skills which complement and are applicable across the academic curriculum and in the world of
work. Above all History is enjoyable and intellectually stimulating! The GCSE course will provide you
with an understanding of the most important events of the twentieth century.
GCSE historians will be required to study:
At least one British depth study. British history must form a minimum of 40% of the
assessed content over the full course. In the past this depth study has answered the
question, “How was British Society changed, 1890-1918?”
At least one European or wider world depth study. This will focus on the history of a nation
or group of peoples or on international relations between several nations. Traditionally
pupils at St. Olave’s have studied Germany, 1918-45.
A thematic study which requires students to understand change and continuity across a long
sweep of history, including the most significant characteristics of different ages. This will
reveal wider changes in aspects of society over the centuries and allow comparisons to be
made between different periods of history.
Methods of teaching:
The course is based on enquiring and problem solving in which examination of primary sources is of
prime importance. Candidates will be expected to read widely and be prepared to discuss and
participate actively in class. This GCSE course is demanding but rewarding. The impressive grades
achieved in recent years have been gained as a result of hard work on the part of both pupils and
teachers.
Mr D Espejo (Head of History)
despejo@saintolaves.net
24LATIN
Please note that the Latin GCSE is currently under review. The final specification is not yet available.
The description below refers to the subject content guidelines already provided by the government.
The content of the texts has also not been finalised but usually runs in a two year cycle.
Latin is a very popular GCSE subject. It is extremely demanding and is attractive to pupils who enjoy
the rigours of mastering a foreign language and culture. Indeed it is the only foreign language where
pupils are obliged to read both prose and verse set text (hexameters) in the original. This is a splendid
opportunity to study something that the vast majority of pupils nationally will not. It is a chance to
do something genuinely different.
The subject is broken down into four papers, all sixty minutes long and all carrying the same weighting
of twenty-five percent,
1. Paper One. This unit tests understanding of Unseen Latin, the passages will recount a story
drawn from mythology or Roman domestic life. Candidates will answer comprehension
questions in English, including questions about the derivation of English words from Latin.
Additionally there will be a short translation passage of approximately 45-55 words.
2. Paper Two. This unit tests further understanding of unseen Latin: the passages will recount
stories drawn from history. Candidates answer comprehension questions in English and then
translate a passage of approximately 80-90 words.
3. Paper Three. This unit tests understanding and appreciation of prose set texts. For
examination in June 2017, the original Latin will be the following:
Section A:
Higher tier
Caesar: Bravery and strategy in battle; Caesar at the heart of battle against the Belgae (pages
104-108)
Tacitus: Inspiration for the fight (pages 108-110)
Cicero: Marital conflict (pages 110-112)
Section B: Selections from Cambridge Latin Anthology (CUP) ISBN 9780521578776
Higher Tier
Tacitus: Messalina
Pliny: Ummidia Quadratilla
4. Paper Four. This unit tests understanding and appreciation of a prepared verse set text. For
examination in June 2017, the original Latin will be the following.
Section A: Extracts from the OCR Latin Anthology for GCSE (OUP) ISBN 9780198329329
Higher tier
Catullus: Rejection in love; Jealousy takes over; Ever-changing love (pages 34-38)
Catullus: Catullus struggles with love; Passion fades (pages 70-73)
Ovid: Advice for would-be lovers; lines 1-58 (pages 118-123)
25Section B: Selections from Virgil Aeneid 1
Higher tier
Lines 180-209; 223-241; 254-282; 297-304; 418-440; 494-519
The questions require:
Short answers in English.
Tick box responses.
Extended responses in English (with marks awarded for the quality of written
communication.)
One vital piece of information:
The pupils are all provided at the outset of the course with a prescribed vocabulary list which the
pupils must learn in order to tackle the unseen passages. OCR will not put into an unseen paper any
word that does not appear on the prescribed vocabulary list. In the event that they need to give
additional vocabulary, OCR provide an insert on the day of examination.
In toto, if you are a pupil who enjoys a real challenge, which involves, history, culture, religion and
mythology, Latin is for you
Full details of the GCSE Latin course can be found at www.ocr.org.uk.
Mr D Craig (Head of Classics)
dcraig@saintolaves.net
26MUSIC
Please note that the Music GCSE is currently under review; the final specification is not yet
available. The descriptions below refer to the current structure of our GCSE course but there may
be some revision as the specifications are finalised.
Studying Music at GCSE offers students the chance to explore a wide variety of music from different
genres and cultures and to learn more about the way music works in depth. It is particularly suitable
for those who already enjoy making music and are keen to pursue their interest in a subject that
combines academic rigour with creativity and practical music-making.
Students opting for Music at GCSE should have reached Grade 3 standard on at least one instrument
by the start of the course. It is also expected that students contribute to at least one of the many
extra-curricular musical activities at St Olave's. These conditions are put forward not only to
encourage GCSE Music candidates in their role amongst the senior ambassadors of Music in the
school, but also serve to support the curriculum content and offer the students the best chances of
reaching the highest grades.
This course of study provides an excellent foundation of general knowledge in music, as well as being
an essential preliminary stage preceding the study of Music at AS and A-level.
We currently use the Edexcel examinations board which comprises three papers: Performing Music
(30%), Composing Music (30%) and Music - Listening and Appraising (40%).
Areas of Study
Four broad Areas of Study, designated by Edexcel, provide the stimuli for the composition activities:
Western classical music 1600-1899
Music in the 20th century
Popular music in context
World music
Within each Area of Study, there are three prescribed set works. Knowledge of these will be the
subject of examination in Unit 3 (see below). Each will be listened to in class and studied in some
detail so that the recordings and the scores are familiar to all students in preparation for the written
paper.
For Unit 1: Performing, students choosing this GCSE must already be having and commit to
continuing with regular individual tuition on a musical instrument. [Although the course is intended
for all those of any practical playing ability who are interested in music of all types, students who are
not strong performers generally find the other aspects of the course much harder than their more
experienced counterparts.] You will be expected to play both as a soloist and as a member an
ensemble performing a distinct role.
Regular class performances are recorded and assessed by the Music Teacher according to criteria laid
down by Edexcel. The best solo performance and best ensemble performance are submitted and an
external examiner subsequently moderates the teacher’s assessments of this work.
27Unit 2 - the Composing component - requires students to complete a number of creative exercises,
of which the best two will be developed into submitted pieces. The compositions are produced as
written scores accompanied by a recording of a performance of each piece. The work must relate
to a prescribed Area of Study and the two compositions should be from different Areas. Each of
the final submissions is to be completed in 10 hours of controlled class time, principally using
Sibelius software, and is assessed by the Music Teacher and moderated by an external examiner.
The Music – Listening and Appraising paper (Unit 3) is in the form of a written exam in two parts,
where all tasks relate to the collection of musical set works. Section A involves questions on the
features of recorded extracts of the set pieces in each Area of Study. In Section B, students choose
one of two available questions in which to write in more contextual detail about one of the set works.
Not only does this course act as a strong foundation for those wanting to study Music at higher levels,
it is a highly regarded course for any university application on account of the breadth of skills
developed and the discipline required to succeed. Studying Music at GCSE does not preclude an
individual from pursuing any future study programme or career of their choice. Instead, it can be
the perfectly complimentary subject for the well-rounded learner.
Full details of the GCSE Music course can be found at www.edexcel.com. Though we do not yet have
precise details about the incoming GCSE specification, we envisage that the three core skills in the
current scheme of assessment (performing, composing, listening/appraising) will continue to be the
focus of the new course and will likely contribute in similar weightings towards the final qualification.
Mr M Price (Director of Music)
maprice@saintolaves.net
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