CHOOSING YOUR GCSE PROGRAMME
Examined Core Curriculum:
English Language
English Literature
Mathematics
Double Award Science (or all of Biology, Chemistry and Physics)
Non-examined Core Curriculum (Remove only):
Learning for Living
Religious Studies
Physical Education
In addition, students may choose three or four optional subjects from the list below, making a total of between eight and ten GCSEs. It is important for students to maintain a broad and balanced programme and they will be encouraged strongly to take one modern foreign language, one humanity subject and one practical subject. It will not be possible to take both DT courses and, due to pressure of space, it is not possible to guarantee the particular DT course you may want.
Optional subjects:
Art German
Classical Civilisation History
Design Technology (Graphic Products) Latin
Design Technology (Resistant Materials) Music
Drama Physical Education
French Religious Studies
Geography Spanish
These 14 subjects will be divided into five blocks, so certain combinations will not be possible. It is not possible to guarantee that all subjects will run; undersubscribed courses may be cancelled. The option blocks are reviewed after the initial choices have been made, and changes made to optimise student choice. The option forms, showing the blocking system, are available for internal candidates from the Director of Studies. The Registrar will provide option forms and blocking information for external candidates. The typical curriculum in Remove will be:
Periods per Fortnight
Core Curriculum:
English 7
Maths 7
Science: Biology 4
Chemistry 4
Physics 4
RS (Remove only) 1
LFL (Remove only) 1
PE (Remove only) 2
Optional Subjects:
Modern Language 6
Humanity 6
Practical Subject 6
Free Choice 6
Study period 2
Total 58
N.B. Ardingly College operates a 58 period fortnightly timetable. Lessons are 55 minutes in length and are spread evenly across the two-week period.
ENGLISH & ENGLISH LITERATURE
The majority of our candidates will be entered for both English and English Literature, but some, for whom English is a second or foreign language, will be entered for the International General Certificate of Secondary Education (IGCSE) instead. Assessment will be by coursework and by final examination.
Coursework:
In English, coursework will account for 40% of the total marks, distributed as follows: Oral (Speaking and Listening) 20%, Written work (Reading 10% and Writing 10%). In English Literature, coursework will account for 30%.
The oral component (talking individually, in pairs and in larger groups) will be assessed during the course. Three activities will be submitted, including a drama activity.
At the end of the course, a joint folder of written work will be submitted, consisting of a minimum of five pieces, three of which will be assessed for both English and English Literature according to the different criteria appropriate for each of the two subjects. There are no maximum or minimum word limits, but about 400 words is considered a useful average length for each individual piece.
A folder consisting of the following five pieces will satisfy the requirements for English:
1. Personal writing - fiction, intended to explore, imagine or entertain (e.g. story-writing, poetry, imaginative extensions from literature etc.)
2. Personal writing - non-fiction, intended to inform, explain or describe (e.g. autobiographical writing, research, eye-witness account etc.)
These two pieces will be assessed using the assessment criteria for writing
3. Written response to a Shakespeare play
4. Written response to at least one prose work published before 1914
5. Written response to at least one poetry work author published after 1914
These three pieces will be assessed according to the criteria for reading.
In order to satisfy the requirements of the English Literature syllabus as well, one of pieces 3, 4 or 5 above must demonstrate understanding of literary tradition; a second piece must demonstrate appreciation of social and historical influences and cultural contexts.
Furthermore, for English Literature a minimum of six texts in all must be studied, consisting of two plays (one published before 1900, and one after), two selections of poetry (likewise, some published before 1900 and some after) and two prose pieces (ditto).
Examinations:
English: most of our candidates will be entered for the two Higher Tier papers; both Foundation and Higher Tier papers refer to a pre-release booklet containing media texts, non-fiction texts and texts from other cultures and traditions. The pre-release material is distributed early in the year of the examinations and is studied over the course of several weeks. Each of the papers is two hours long, and they are timetabled on separate days. Each carries 30% of the total marks.
Paper 1 tests reading and response to media texts, to non-fiction texts, and the ability to write an argument.
Paper 2 tests reading and response to texts from other cultures, the ability to write analytically, and the ability to write persuasively.
English Literature: most of our candidates will be entered for the Higher Tier paper. At least three texts will be studied in preparation for this, none of which may be used for coursework. As from June 2005, texts may be taken in to the examination but not annotated. Marks will be separately awarded for Spelling, Punctuation and Grammar.
IGCSE ENGLISH AS A SECOND LANGUAGE
The International General Certificate of Secondary Education (I.G.C.S.E.) in English as a Second Language is administered by the University of Cambridge Local Examinations Syndicate (U.C.L.E.S.)
The syllabus is designed for students taking English as a Second Language and assumes that candidates are motivated to study English in order to promote their educational or employment prospects. English is widely used internationally as a medium of instruction and is the language of commerce and entertainment and the subject matter of the examination will reflect this international perspective; the aim is to enable to students to use English effectively and topics selected will be in the areas related to students' needs, e.g. education, the world of work, current affairs, health and welfare, travel, school affairs.
English as a Second Language is tested in four sections:
1. Reading/Writing
2. Listening
3. Speaking
4. Usage.
1. Reading/Writing is tested in the two hour extended paper which consists of texts with questions to test both general and detailed comprehension. It also consists of writing tasks of both a personal and factual nature which require an ability to narrate or to comment or persuade. This paper is worth 70% of the marks awarded for the written paper.
2. Listening skills are tested in the ¾ hour extended paper. It contains short comprehension pieces, and longer extracts in the form of monologues or conversations which require comprehension of factua l detail or attitudes and emotions. Answers may be short or may require a sentence length. The paper is worth 30% of the written examination marks.
3. Speaking. A 15 minute oral will take place, based on a task set by the examining board. The oral is separately assessed by internal examination, and externally moderated.
4. Usage. The accuracy of the English used throughout the examination is not assessed separately, but is a factor which is taken into account, particularly in the written and spoken elements of the examination.
MATHEMATICS
All students at Ardingly College are expected to gain a GCSE in Mathematics. There are three levels of entry – Higher, Intermediate and Foundation. Approximately 60% of the year group will follow the Higher Level syllabus aiming for grades A* to B – although C is also available. The remainder take the Intermediate Level – B, C, D, E – none will follow Foundation.
Mathematics is an active subject with very little bookwork/note taking. The most successful students are those who show real determination and interest, not just those with innate ability.
The final assessment consists of two written papers (one calculator, the other non-calculator) each counting for 40% of the final mark. The remaining 20% comes from the pieces of coursework, one statistical (data handling) and one an investigation. Each piece of coursework requires a week of lesson time for the write-up and a week for research.
Students normally undertake three pieces of coursework with the best two counting. In broad terms the syllabus for the two years consists of:
1. Trigonometry
2. Proportionality
3. Formulae / Equations
4. Areas / Volumes
5. Graphs
6. Probability and Statistics
7. Similarity
8. Vectors
9. Percentages and Numerical Topics
Textbooks: MEI Intermediate/Higher
O.C.R. Revision
SCIENCE COURSES
The Science Department offers four different GCSE courses. These are GCSE Biology, Chemistry, Physics and Double Award Science. All of the courses require students to study Biology, Chemistry and Physics. The aim is to offer a broad, balanced science education through a range of courses chosen to best meet the needs of each student.
In common with most GCSE subjects, Science examinations can be sat at two levels of difficulty, Foundation and Higher Tier. The Foundation Tier has a maximum grade of C. The Department has a policy of not entering students at the Foundation Level in Separate Sciences; students likely to fall into this category are far better served by studying the Double Award course. The top two or three sets will study the Separate Science option.
All students will have four 55 minute lessons per fortnight in each of the sciences: Biology, Chemistry and Physics.
Separate Sciences
The separate science course enables students to gain GCSE qualifications in each of Biology, Chemistry and Physics. The course is aimed at those students who are certain that they wish to study science subjects at AS/A2 or IB and have a strong interest in science. It provides an extension beyond the core topics studied in the Double Award courses. The study of this extension material is not requisite for either of the courses offered in the Sixth Form, but will naturally be a bonus for students aiming for Science, Engineering, Medicine or Technology courses at University.
Double Award Science
The Double Award course delivers the core science essential for participation in modern society. This course counts as 2 GCSE’s. The Higher Tier of this course provides the knowledge and understanding requisite for entry onto any of the Sixth Form science courses. Double Award Science can be taken as a Co-ordinated or Modular course.
Double Award Science (Co-ordinated)
This is the traditional core course studied by the majority of students. Students sit examinations at the end of the course that account for 80% of the final mark. The remaining 20% is awarded for the practical coursework that is completed during the two-year course.
Double Award Science (Modular)
This course is aimed at those students who do not perform well in ‘terminal’ examinations. It allows pupils to study the content in smaller modules and to sit a test at the end of these modules; the modular tests contribute 30% of the overall mark, reducing the contribution of the final examination to 50%. As in the case of the Coordinated course, the remaining 20% is awarded for practical coursework that is completed during the 2 year Modular course. The content is identical to the coordinated course. It is anticipated that the majority of the students studying this course will wish to take the examinations at Foundation level.
BIOLOGY
Introduction
We aim to develop a scientific attitude amongst pupils, including an understanding of the way that organisms are built, function and relate to one another and we aim to demonstrate the relevance of Biology to man. We also introduce them to the wide range of Biology-based careers. Those considering doing Biology at AS and A2 Levels should aim to achieve good passes in GCSE Chemistry and GCSE Biology or a good pass in GCSE Double Award Science.
Biology is the science that looks at the world around us and all living things. It is an exciting and fascinating subject and helps us understand how that most interesting organism in the world, the human, works. During the course students will discover the secrets of the living cell, the mystery of plants and the complex interactions of all the living organisms in the world.
The course is designed to provide an understanding of scientific ideas and their development. It encourages the planning and carrying out of investigations, considering and evaluating critically their own data and that obtained from other sources. It also allows the questioning of biological developments and the consideration of ethical issues relating to biology.
The Course Specifications
Students have already studied a foundation course for GCSE in Shell and start the GCSE course in earnest in Remove, completing it in Fifth. The core material studied for both Double Award and Biology Separate
Award includes:
Cell Activity
Humans as Organisms
Green Plants as Organisms
Variation, Inheritance and Evolution
Living Things in their Environment
The extension material covered in the Biology Separate Award includes:
· Locomotion: Skeleton and Movement
Adaptations for movement
· Patterns of feeding: Feeding adaptations in invertebrates
Feeding in mammals
· Controlling Disease: Treating infectious disease
Treating Kidney disease
· Applied Microbiology: Using microorganisms to make food and drinks
Growing microorganisms in fermenters
Internal assessment of Science Investigations takes place in Remove and Fifth during classes; with the best marks being selected and sent to the Examination Board. This practical component mark contributes 20% towards the final mark.
CHEMISTRY
The Chemistry component of the Double Award Science course covers the following major themes:
· The structure and bonding of materials and how this is related to their properties.
· Chemical reactions with particular emphasis on commercially important substances that can be produced from minerals, oil and the air.
· Quantitative chemistry – how much, how fast, how far…
· Order from chaos - Patterns of behaviour.
The course retains a fair proportion of what is recognisably traditional Chemistry, but the emphasis is very much less on the accumulation of facts. Science permeates all aspects of life and the Chemistry course attempts to demonstrate the role that Chemistry plays in everyday life, and to explain some of the properties and interactions of materials.
Practical work has always been a major component of chemistry courses and this remains true now with 20% of the final exam mark being awarded for school based practical/investigative work.
It is an important aim of the course that the work should provide a challenge for pupils of all abilities, and that all should acquire an appreciation of the importance of Chemistry in their everyday lives and its contribution to the wealth of the nation. Amongst the skills that the course aims to develop are an ability to observe and record accurately, to identify patterns and make predictions, to work safely and effectively and to communicate scientific ideas both verbally and on paper.
Additional content for GCSE Chemistry
This extension work develops and deepens the themes covered in the Chemistry component of the Double Award Science course and offers students the opportunity to broaden their knowledge and understanding of the subject. In particular, work on non-metals, organic and individual chemistry and analysis is added. Quantitative and analytical aspects are also developed in greater depth.
PHYSICS
The Physics courses aim to develop a curiosity in the world around us. The technological and environmental applications of Physics are studied including their economic, ethical and social implications. Through developing experimental and investigative skills, the pupils learn the nature of scientific ideas, the basis for scientific claims and their power and limitations. Practical coursework tasks count for 20% towards the final GCSE Physics mark.
Double Award: Physics content:
1. Electricity and Magnetism;
2. Force and Motion;
3. Waves;
4. The Earth and Beyond;
5. Energy Resources and Energy Transfer;
6. Radioactivity.
The Remove and Fifth course builds on the foundations laid in Shell.
Physics GCSE
The Physics GCSE course extends some of the Double Award topics and introduces the following topics:
1. Basic Electronic systems;
2. Moments, Momentum and Circular Motion;
3. Optical instruments- lenses and their applications.
Students intending to study Physics in the Sixth Form will gain extra satisfaction and enjoyment from the Separate Physics course.
NON-EXAM RELIGIOUS STUDIES AND LEARNING FOR LIVING
This is a one-year course for all pupils in Remove. It helps to ensure that every pupil at Ardingly has two full years of R.S. and L.F.L. in the Lower School.
Religious Studies
The R.S. programme is a more open-ended course than the one followed by those taking G.C.S.E. R.S. Issues are discussed through a multi-faith perspective, to ensure more than one point of view is discussed. Topics include: Islam; Buddhism; religious ethics; medical ethics; environmentalism; animal rights and Christian perspectives on the meaning of life
Learning for Living
This course explores contemporary, moral and social issues facing young people today. It allows pupils the opportunity to explore values and attitudes, and to acquire the knowledge and skills necessary to make responsible, informed decisions. Topics covered include: personal morality; sex education; drugs education; responsibility; choices and unwanted pressure.
INFORMATION TECHNOLOGY
Information Technology is not offered at GCSE. Instead students are encouraged to use the I.T. facilities and resources to produce written and design work for other subject areas. All pupils are expected to develop the cross curricular I.T. skills taught in Shell; using these to enhance their task and project work across all GCSE subjects. In activity time students have the opportunity to extend their I.T. competence and there are opportunities to learn web page creation.
ART AND DESIGN
You do not have to be a genius to take GCSE art, but you do need to have imagination and an interest in the visual world around you! It is a different subject to any other on the curriculum. It is about YOU – your own ideas, your own way of expressing yourself, doing your ‘own thing’. There are techniques to learn of course – drawing, ceramics, printing etc, but ultimately it is about your ability to communicate your ideas and feelings about the world. In the Remove and Fifth Year there are three art lessons each week plus a task – and of course you have time to work in extra-curricular time too. This enable you to do far more ambitious and enjoyable work and use many of the excellent facilities we have in the Art
School. The Remove year is concerned with three main objectives:
1. Learning how to expand ideas to make more ambitious work.
2. An exploration of the many different media we have in the Art School Ceramics, I.T., wood, metal fabric etc., etc.
3. To introduce you to the study of the History of Art. There will be some Gallery visits and you are invited to attend some of the Friday night lectures.
The fifth year capitalises on the progress made. If you want to you can specialise in the areas you are most interested in. For your coursework modules (60%) you have to produce two projects in which you can demonstrate how far you have developed your ideas and interests in the subject.
At the end of the year there is the exam. You can enter a general exam, GCSE Art and Design, in which you have to show work in more than two media, or you can specialise in one area, such as Painting and Drawing or Fashion and Textiles.
If you are thinking of a career in Graphic Design and Photography, Fashion and Textiles, Interior Design or Architecture, or product design, Art is a must, but it is also very useful in careers as diverse as Journalism and TV production.
CLASSICAL CIVILISATION
The aims are to provide a satisfying and enjoyable course within which the major aspects of Greek and Roman Civilisation can be studied through literature, art, archaeology and other evidence.
The focus is on Greece. We read some of the adventures of Odysseus on his return from the Trojan War and we study the Athenians at the height of their imperial achievements; their male-dominated family life, their advanced form of democracy and their architecture and drama which have so greatly influenced modern buildings and theatre. We read several of the plays which their great playwrights produced and link this with visits to modern productions. A study of the Spartans provides a marked contrast to the Athenians.
Coursework is optional, so assessment, normally comprising one 2¼ hour paper and one 1½ hour paper covering five topics, can be reduced by two extended essays (20% coursework), to four topics. Candidates may enter for one of two tiers: the Foundation Tier (for which only grades C to G will be awarded) or the Higher Tier (for which grades A* to D will be awarded).
Pupils will find, therefore, that Classical Civilisation fits in well with other subjects, particularly History, Geography, Art, Drama and English. This course is a sound basis for further study in the VIth Form, where it is hoped that Classical Civilisation will be available at ‘AS’ Level or I.B.
The Classics Department has a wide range of useful resources, topic books, slides and video tapes. The accent of the teaching will be on these providing stimulus material for class discussion and comparison with contemporary society, encouraging the participants towards personal responses based on careful observation of the evidence.
DESIGN TECHNOLOGY
Graphic Products
This Area of Focus is concerned with a range of knowledge and skills for the communication of ideas and solutions through drawings, diagrams and models. The use of the problem solving approach is fundamental to the processes of designing and making and will enable candidates to relate their graphic products to business and industrial practices.
Candidates will be expected to develop skills in using a wide range of graphical techniques so that they can select those appropriate to communicate in a clear manner. These may range from traditional drawing methods to the use of the latest computer drawing techniques. Designing is involved in almost every area of life - textile design, product design, graphic design, interior design, engineering design and environmental design. Although each area requires a different type of knowledge, the fundamental activity is the same. This activity forms the basis for the course of Graphic Products.
Resistant Materials
This syllabus is concerned with the activity of designing and making which is delivered through wood, metal and plastics. In coursework electronics may also be used as a complement to working with resistant materials. Question papers will address only the three main materials.
The Remove year involves students in the design and manufacture of products that they get to keep. These projects, which serve to deliver the core of the syllabus, have an industrial and commercial context through which students learn to apply the skills and knowledge they acquire in preparation for the final project.
The final project is completed in the Fifth year. This project gives candidates the opportunity to demonstrate their ability to produce an integrated design task and make a product of their own choice.
The opportunities offered by this course are open to all (boys as well as girls) and the strategies employed in its study helps develop students' competence and confidence, often so necessary for a successful career path.
Scheme of Assessment
There are two components:
Paper 1 Coursework 60% weighting
One portfolio which includes
a design folder and practical
outcome(s)
Paper 2 Terminal examination 40% weighting
A written examination which
has two tiers of entry – higher
and foundation - and is of 2½
hours' duration
Young Enterprise
Those students who choose to study a design technology course in Remove, also have the opportunity to take part in the Young Enterprise scheme. This allows students to set up and run their own business and introduces them to the concept of designing products in a commercial context. The department has been very successful in delivering this scheme with students successfully competing to win awards such as Best Business Plan, Best Presentation and Young Achiever of the Year.
As well as learning new skills, students can also pick up a further qualification from the Oxford and Cambridge Exam Board through their participation in YE, to top it all, any profits that their company makes, the students get to keep!
DRAMA
Drama is often perceived as a soft option at GCSE however the nature of the subject makes it both challenging and, at times, time consuming. Drama at this level involves confidence building, trust and other vital areas of life as group work is a major part of the specification. We follow the AQA Drama specification at GCSE. This involves coursework (Practical and Written) and a written component.
Coursework (60%)
The coursework is internally assessed and externally moderated. Candidates are required to present practical work for two options (Scripted and Improvised) accompanied by a written portfolio. Assessment is based on three parts:
1. Response to plays and other types of Drama.
2. Work in progress.
3. Final presentation to an audience.
The nature of this component relies strongly on Group work and it is usual for the group to have to work together outside of usual teaching time.
Written Paper (40%)
This takes the form of a 2 hour written exam. Candidates are required to answer two questions to be chosen from questions based on the set text ‘Blue Remembered Hills’ and Productions they have seen. These questions will be based on either a performance or a design perspective. An awareness of the demands of the theatre is also taught and compulsory theatre trips form part of this GCSE. Drama at GCSE is suitable for anyone. It is not necessary to be a brilliant actor but the will to participate in all aspects of the course is essential.
GEOGRAPHY
Exam: Paper 1: 40% of total
Section A: Skills (O.S. Map work included)
Section B: Rivers, Ice, Coasts, Tectonic Activity
Paper 2: 35% of total
Unit A Population and Settlement
Unit B Agriculture
Unit C Development and Interdependence
Paper 3: Project - 25% of total
The Geography GCSE syllabus is taught over the three years from Shell to Fifth Form. During the Shell year, Year 9, an issues based programme is followed which involves studies of global warming, migration, AIDS and Natural Hazards. Fieldwork is also introduced at this stage.
In the Remove, Settlement, Population and Agriculture are covered from paper 2 and in addition, considerable time is taken with preparation for the project (Paper 3). During the Fifth Form year, the project is completed and Development and Interdependence is studied, as well as Rivers, Ice, Coasts and Tectonics. The project involves the testing of a hypothesis. Preparation for the Project involves a fourday field trip during the Summer Term of the Remove, followed by about six weeks of instruction during lesson time. Research for the individual project is done during the summer holiday of the Remove.
The Project itself is written up during class time in the first half of the Michaelmas Term of the Fifth Form. Therefore, plenty of time is given to Project work. The Project (1,500-2,500 words) should be seen as an opportunity to score marks outside the pressure of the examination hall.
The syllabus contains a lot of material but is very varied and interesting. You will gain an insight into many aspects of the world around us, and will consider many of the issues important in the world today. This would range from the effects of an earthquake to the problem of AIDS and development in Africa.
Geography is NOT a difficult GCSE, but it does involve plenty of work. Pupils will take the two written papers at either the foundation or higher level according to their ability. There is plenty of scope for all candidates to achieve their maximum marks. The GCSE Geography course offers plenty of opportunities for all pupils and should be seriously considered as an option for GCSE study.
HISTORY
The department follows the OCR History B (Modern World) Syllabus.
The course is made up of the following topics:
Outline Studies
The Cold War 1945-1990
- Who was to blame for the Cold War?
- How effectively did USA contain the spread of Communism?
- How secure was the USSR’s control over Eastern Europe 1948-1989?
Germany 1918-1941
- Was the Weimar Republic doomed from the start?
- Why was Hitler able to dominate Germany by 1934?
- How effectively did the Nazis control Germany 1933-1945?
- What was it like to live in Nazi Germany?
Depth Study
Britain 1908-1916
· How was British society changed 1908-1918
Coursework
· McCarthyism (essay questions)
· Civil Rights in the USA (source questions)
Outline studies are designed to provide a broad overview of events. They focus on general themes centred around a key question.
The Depth Study on Britain offers pupils the chance to investigate events in more detail, and is partially or wholly examined through the use of sources, again it relies on key investigations around which work is centred.
Coursework usually takes place in the Michaelmas Term of the Fifth Form. Tasks are carefully monitored and a stringent word count is applied to make sure that pupils are not overburdened by too much writing and investigation. All coursework is usually completed before Christmas, allowing for concentration on revision and the written exam in the remaining two terms.
At Ardingly, History has always been a popular option. Exam results are very good, and take up at A level and IB is extremely healthy, suggesting that most students enjoy the GCSE course, gain decent grades, and respond favourably to the styles of teaching used. In the wider world History is a highly regarded academic subject, employers like History students because they can think for themselves, evaluate evidence and are interested in the world around them.
I hope that you will give appropriate consideration to continuing with the course at GCSE.
LATIN
Pupils are prepared for the GCSE in Remove and Fifth by following the Oxford Latin Course, books II and III, supplemented by material on Roman Civilisation, the aim being to provide a sound linguistic foundation for further study and an enjoyable course in its own right.
The syllabus offers a pupil the chance to read, both in the original and in translation, some extracts from the classical poets and historians whose works have survived and influenced later generations of writers. Coursework is optional, but can provide the opportunity for a detailed study of one aspect of Roman Civilisation; for example, Pompeii. The classical languages are still highly regarded by Higher Education institutions and employers for their intellectual rigour.
LATIN FOR PRE-IB STUDENTS
Pupils entering the school at Fifth Form level prior to starting IB may do Latin; this particularly applies to those who need to continue with the subject in order to satisfy the requirements of their school at home. Those with sufficient background may join the GCSE set if the timetable permits; others may have informal lessons outside the timetable, subject to staff availability.
MODERN LANGUAGES
Ardingly College is an international school and the introduction of the IB in the Sixth Form (in which students must continue at least one foreign language) has further emphasized the important role of modern languages at GCSE.
At Ardingly College all pupils are encouraged to take a Modern Language at GCSE, but there are occasions when French ceases to be the First Modern Language. The majority of pupils at Ardingly College will continue with French to GCSE (and nowadays all sets take the full two years to do so) but there are a number of pupils who have German or Spanish as their first Modern Language on entry to the school at 13. It has always been possible to drop French in Remove in favour of German or Spanish. Modern Language classes are set according to ability wherever possible.
In teaching towards GCSE, the Examination is ever-present in our minds and this means giving equal weighting to the four skills essential to communication, namely, listening, speaking, reading and writing. Nowadays, most teaching and testing is in the "target language", jargon for the foreign language and we see this as a wholly worthwhile development.
The traditional examination in Writing has been replaced by Coursework, three
essays, one of which must be written under controlled conditions. This has led to a further rise in grades at Ardingly College. The Topic Areas on which pupils are examined are those which are necessary to anyone visiting or working in a foreign country. They include, as far as the Listening is concerned, the weather forecast, short news items, telephone messages, interviews, people talking about themselves and public announcements. In the Reading Test, candidates will be expected to understand menus, timetables, brochures, guides and letters. In the Higher Tier, for which we enter virtually all our candidates in all skills, this is extended to newspaper articles of moderate difficulty.
During the Oral Examination, the candidate answers questions about personal areas of experience and will perform role-plays. In the Higher Tier, this will mean recounting an incident in the past tense. The Written Paper has been described above and will take the form of Coursework.
The Department makes regular use of a sophisticated language laboratory and there is also live French, German and Spanish TV on our satellite link. Lessons are taught with an energetic and interactive approach with pupils helped by computer programmes, internet research and magazines and videos made by themselves. Pupils are encouraged to participate in study trips or exchanges.
The department also offers private tuition in Russian, Italian, Mandarin Chinese and Japanese. Some notes about our three main European Languages:
FRENCH
Encore Tricolore 4 forms the basis of the course and these provide more than sufficient listening, reading, writing and oral stimuli to allow pupils to achieve their full linguistic potential. French is spoken as much as possible in the classroom and we actively promote an appreciation of all things French, for instance an understanding of the worldwide significance of the language and, in as far as possible, of its cultural aspects. We do not forget the grammar and we are keen to build up the confidence of pupils to write accurate French as this is what earns marks in the coursework. 83% of pupils obtained grades A* - B in Summer 2003.
GERMAN
The GCSE course is structured exactly as described above and there is no truth in the "feeling" that German may be "more difficult" than French or Spanish. Examination results for the past few years have been an undiluted 100% for grades A-C. There is certainly a great deal to learn in just three years, but the experience is certainly enriching, particularly if the chance is taken to participate in our German Exchange with Baden-Baden. This lasts for 10 days and gives our pupils the opportunity to use and develop the language in the most interesting way possible. Only by communication in German will they get what they want!
Since the re-unification of Germany, it is clear that it will be yet more important for those in the job market in the next century to have a working knowledge German.
SPANISH
Spanish is the third most spoken language in the world. It has come to the fore principally through its implantation in Central and South America, especially through ‘spanglish‘ which we all hear in music and films. All the countries in this continent, with the exception of Brazil, speak Spanish. Spain is a member of the EU, it is a favourite holiday destination, but with the added dimension of Latin America, it is clear that the language is very important for anyone in business. It is the language of the future. It is also easy and fun!
The importance of Spanish in all parts of the world is beyond dispute and a working knowledge of the language is useful in very many careers. Language work takes place using topic areas and settings that are relevant to everyday life, for example, holidays, home life, leisure, school life, feeling ill, restaurants. A dynamic teaching style, frequent use of the IT suite and wholly fluent and enthusiastic Spanish speakers make this language a rewarding experience.
MUSIC
GCSE Music is a course full of opportunities of all kinds. The emphasis is on the practical rather than theoretical side. The aim is to develop the individual's abilities. For instance, the Clarinettist can really specialise in wind music, the Jazz musician can flourish, and the String player can work with quartets. There are three compulsory areas, which are Listening, Composing and Performing.
Performing:
You can offer any pieces you like on an instrument of your choice. The marking scheme is such that points are awarded not just on the standard of the playing, but the difficulty of the piece as well. A candidate of Grade 4 standard and above is likely to do well.
Composing:
In many ways, this is the most exciting area, because pupils have the chance to create something that is really their own. You can offer compositions in any style you like. The pianist might offer a Prelude, and the jazz trumpeter a Dixieland-type ensemble.
You don't have to write down your compositions in full score. It is quite in order to submit a recording with an accompanying word or two about its structure. This really gives people an enormous amount of freedom to do what they want. Just about everyone begins this part of the course by saying that they can't compose. The truth is that the skill can be taught, and many of our people have produced some excellent work on computer equipment in our I.T.suite.
Listening:
The emphasis here is on breadth. You have to be able to understand and comment about a wide range of music. Baroque, Classical, Romantic, Modern, Chinese, Indian, Jazz, Rock and Pop are all included in the syllabus. We teach people to understand how music is composed, so that their listening is an active, rather than passive, discipline.
For those with a reasonable amount of musical ability, this course is to be recommended. It is good fun, and you can specialise in styles of music that interest you. You don' t have to be a musical genius to succeed.
These three areas are given the following weightings:
- Listening 40%
- Performing 30%
- Composing 30%
PHYSICAL EDUCATION & GAMES
Course Structure: 60% practically assessed with 40% theoretically assessed
Practical requirements: (PE) Students are measured in their performance of 4 activities (of their own choice) from 2 different areas. These are as follows:
· Games Activities
· Gymnastic Activities
· Dance Activities
· Athletic Activities
· Outdoor and Adventurous Activities
· Swimming Activities
· Exercise Activities
If the strengths of the student are in the games areas, they can opt to be entered for the Games qualification. Here the practical options are slightly different. They still must choose 4 activities (of their own choice) from 2 categories:
· Invasion Games
· Net/Wall Games
· Striking/Fielding/Target Games
In addition to this each candidate must be assessed on his or her ability to analyse performance in order to:
· Determine its strengths and weaknesses
· Improve its quality and effectiveness.
Candidates will be required to demonstrate the above objectives within the content and context of the games/ PE activity.
Theoretical requirements:
Whether opting for PE or Games, the students all follow the
same theoretical content. This takes the form of a 1¾-hour written paper taken in the summer of their fifth year. The course content is as follows:
- Unit 1 – Factors Affecting Performance
- Unit 2 – The relationship between Health, Fitness and Physical Education /Games
- Unit 3 – Risk Assessment in Physical Education and Games
The OCR course delivers a more up to date attitude to Sport and PE. It also covers many more social aspects that influence performance and participation as well as the more scientific and biological topics. With the increased choice in activity areas, this course should appeal to pupils of all abilities and interests – whether a recreational performer or an international sports star!
RELIGIOUS STUDIES
Religious Studies has a strong track record of gaining excellent results and encouraging students to carry on with the subject to A Level and beyond. Religious Studies is one of the most vibrant and relevant courses for students to take. As the syllabus below demonstrates, it covers a wide range of issues to do with contemporary life as well as some of the oldest debates of human existence.
Over the GCSE course, students pursue philosophy and ethics as well as Investigating the nature of belief and other world religions. The emphasis throughout is on an academic approach to religion, behaviour and beliefs – the good RS student has an open and enquiring mind.
You do not need to be a believer to do RS GCSE and to do well. It rewards people who like to think, challenge and discuss ideas. It helps you develop key skills such as evaluation and is an excellent preparation for A Level subjects. Most students find that they not only do well at RS but that they also find it enjoyable because it gives them a chance to think for themselves. It deals with the most up to date issues in the world today, giving students a chance to study and discuss areas they are already interested in – and get a good qualification at the same time!
Paper 1 – Thinking About God and Morality
Key elements of Buddhist beliefs and practices.
Attempts to prove the existence of God – covering design, evolution, big bang, infinite universes and religious experience.
The challenge of evil to belief in God and philosophical responses.
The science/religion debate.
Beliefs about life after death.
Moral Issues:
· Abortion.
· War and Peace.
· Prejudice and Discrimination.
· Animal Rights, ecology and conservation.
Paper 2 – Truth, Spirituality and Moral Issues
Can you prove anything?
