ST JOHN’S SCHOOL
GCSE OPTIONS
2017-2019
GCSE courses at St John’s
Frequently asked questions
2016 GCSE results
Core subjects
Optional subjects
GCSE courses at
St John’s
Frequently asked
questions
2016 GCSE
results
Core subjects
Optional subjects
GCSE courses at St John’s
The Fourth Form at St John’s is an introductory
year that offers pupils a broad range of subjects.
The two years of the Fifth Form become more
significant as pupils narrow down their subject
choices, which lays the foundations for A level
study.
At GCSE level, all pupils will study English language
and literature, mathematics, biology, chemistry
and physics. They then choose an additional four
subjects to study alongside these core options.
The expectation is that pupils will look to choose
options that provide a balance between modern
languages, humanities and creative, performance
or design-based subjects. Modern languages are
not an obligatory part of the curriculum but it is
envisaged that most pupils will study a language
and the top linguists will look to study two.
It should be noted that not all subject
combinations can be guaranteed but we do aim
wherever possible to meet all requests for option
combinations that are made by the February
deadline.
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A summary of the subject options are listed below.
Core subjects (studied by all pupils):
English language
English literature
Mathematics
Biology
Chemistry
Physics
N.B. The sciences will either be taken as individual
GCSEs or as a Dual Science award GCSE,
depending on each pupil’s progress.
Optional subjects (of which four are chosen):
Art and design
Classical civilisations
Classical Greek
Computing
Design and technology
Drama
French
German
Geography
History
Latin
Music
Physical education
Religious studies
Spanish
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HOW AND WHEN DO I DECIDE WHICH SUBJECTS TO
STUDY?
DO I HAVE TO DO SOME SUBJECTS IF I HAVE A
PARTICULAR CAREER IN MIND?
It is wise for pupils to select subjects that they enjoy as
they are more likely to want to give more time to these and
therefore will probably be more successful in them. The
move away from AS levels means that GCSE grades will
become a key part of university applications. Achieving the
best grade profile at the end of the Upper Fifth will therefore
be very important.
Through its core subjects, St John’s ensures that, to a certain
extent, pupils keep their options open and do not make
choices which preclude any pupil from further study in any
specific areas. This said, if architecture is being considered,
it is advisable to study at least one of fine art and design
and technology. Design and technology is also useful for
engineers (but is rarely compulsory). Again, advice should be
sought if in doubt.
Pupils should also consider strengths and weaknesses when
making final choices. Studying 10 subjects to GCSE level can
be challenging and playing to strengths will help to ensure
success across subjects.
The deadline for subject choices is 27 February 2017.
ARE SOME SUBJECTS MORE VALUED THAN OTHERS?
All subjects are highly valued and a balanced profile which
demonstrates creative, linguistic, scientific and mathematical
skills will impress. It is unlikely that GCSE subject choices
will preclude any pupil from any future courses but advice
should be sought from tutors, Housemasters/mistresses and
teachers if in doubt.
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SHOULD I STUDY A HUMANITY?
We do not insist that pupils study a humanity subject
(history, geography, religious studies) as this allows very
creative pupils who intend to follow careers in the creative
arts to specialise early on. This said, a humanity is among
most pupils’ final choices, not only because the subjects
themselves are popular, but also because of the skills they
develop, which are favoured by universities and employers.
WHY DO SOME DO DUAL / TRIPLE SCIENCE AND HOW
IS THIS DECIDED?
The system has been devised to help pupils achieve the
best possible grades in science while still ensuring all pupils
receive the educational benefit of the study of all three
sciences. The Head of Science writes to parents early on in
the Lower Fifth year to help identify which pupils are most
4
likely to take the dual award and which will take a GCSE
in each of the individual sciences and thereby earn two or
three GCSE grades respectively. The final decision is usually
taken at the end of the Lower Fifth year after the internal
assessments.
HOW DOES THE GRADING WORK?
A new grading system will begin in 2017 for some subjects
and by the summer of 2019 all GCSEs and IGCSEs will be
graded from 9 to 1, moving away from the A* to G system
that was in place. The new grades are being brought in to
signal that GCSEs and IGCSEs have been reformed and to
better differentiate between students of different abilities.
The expectation is that there will be fewer 9 grades awarded
than there were A* grades with the previous grading system.
The table below details what the grades equate to in
comparison to the previous system.
New GCSE grading structure
9
8
7
A* A
6
5
B
4
C
3
D
2
E
1
F
U
G U
Current GCSE grading structure
If you have further questions, please contact Will Turner,
Deputy Head (Academic): [email protected]
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GCSE courses at
St John’s
Frequently asked
questions
2016 GCSE
results
Optional subjects
Core subjects
2016 GCSE results
Subject
Art and design
Classical civilisation
Design and technology
Drama
English
English literature
French
Geography
German
Classical Greek
History
Latin
Mathematics
Music
Physical Education
Religious Studies
Science: Biology
Science: Chemistry
Science: Physics
Double Science I
Double Science II
Spanish
Totals
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Entries
23
16
29
32
140
140
83
96
7
1
91
19
140
10
49
36
99
99
99
40
40
56
1356
A*
3
4
8
3
42
19
28
30
0
1
33
8
43
2
15
16
52
36
50
0
0
22
418
A
13
3
11
13
74
65
15
32
1
0
31
5
42
2
24
14
37
32
39
8
1
19
486
B
5
7
6
11
21
47
16
26
2
0
22
5
40
5
10
3
10
22
9
18
14
13
314
C
2
2
3
5
3
9
18
6
4
0
5
1
14
1
0
2
0
8
1
7
14
2
108
D
0
0
1
0
0
0
4
1
0
0
0
0
1
0
0
0
0
1
0
4
6
0
18
E
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
1
0
0
0
2
3
0
7
F
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
1
G
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
5
U
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
2
% A*
13
25
28
9
30
14
34
31
0
100
36
42
31
20
31
44
53
36
51
0
0
39
30.8
% A*-A
70
44
66
50
83
60
52
65
14
100
70
68
61
40
80
83
90
69
90
20
3
73
66.7
% A*-B
91
88
86
84
98
94
71
92
43
100
95
95
89
90
100
92
100
91
99
65
38
96
89.8
% A*-C
100
100
97
100
100
100
93
98
100
100
100
100
99
100
100
97
100
99
100
83
73
100
97.8
Av. pts
6.74
6.56
6.76
6.44
7.11
6.67
6.40
6.84
5.57
8.00
7.01
7.05
6.80
6.50
7.10
7.14
7.42
6.95
7.39
5.53
4.90
7.09
6.83
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Optional subjects
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Core subjects
English language
English literature
Mathematics
Science: Biology
Science: Chemistry
Science: Physics
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Core subjects
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English language (IGCSE)
HEAD OF DEPARTMENT: MISS L DALTON
Examination Board: Edexcel
The two-year IGCSE English language course is designed to
build on the groundwork of the Fourth Form curriculum
to cover a basic working knowledge of English-based skills,
focussing on reading and writing; speaking and listening is also
assessed as a supplementary endorsement. English language
is taught in parallel with English literature (pupils will have
separate teachers for each) and it is expected that by the end
of the course each pupil will achieve GCSEs in two separate
qualifications - English language and English literature. At the
start of each half term, pupils will also sit spelling and literacy
tests to ensure that these fundamental skills are revised and
improved.
practise their reading and writing skills in preparation for the
final assessment in the summer, including sitting a practice paper
in November. There is a sustained focus on revising examination
techniques and practising past papers in preparation for the
summer examination.
THE GCSE ASSESSMENT
The IGCSE English language course comprises:
A single examination of 2 hours and 15 minutes
(60% of the final mark);
two pieces of written coursework (40%);
Marks are awarded for spelling, punctuation and grammar
(SPAG) in this subject.
LOWER FIFTH YEAR
The Spoken Language Endorsement:
In the Lower Fifth, pupils are introduced to the format of the
examination. They practise responding to unseen passages in
preparation for Section A of the examination. In addition, they
study ten passages from an anthology of non-fiction excerpts
and practise transactional writing in order to address Section
B of the examination which requires pupils to write for a
given audience, purpose and form. Midway through the year,
they complete the first of two coursework tasks: a piece of
imaginative writing. The summer examination, which is modelled
on elements of the Edexcel IGCSE English paper, tests pupils’
knowledge and understanding of the course to date.
One presentation lasting up to 10 minutes. Pupils will be
awarded a grade: unclassified, pass, merit, distinction. This grade
will appear on their final certificate.
WHAT CAN I STUDY NEXT?
English language is a discursive and creative subject and so
naturally complements those subjects that involve a similar
focus on creativity and discussion such as history, drama,
religious studies and classical civilisation. At the same time, the
close analysis of language that the subject demands makes it a
natural companion to classics and modern foreign languages.
UPPER FIFTH YEAR
In the Upper Fifth, pupils complete their second coursework
task: a comparative written response on a short story and
poem taken from the Edexcel Anthology. They continue to
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English literature (IGCSE)
HEAD OF DEPARTMENT: MISS L DALTON
Examination Board: Edexcel
Over the two-year English literature course, we aim to explore
the worlds of literature and the imagination, while consolidating
and extending the literacy skills of all pupils. Independent
reading, debate and critical discussion are actively encouraged
throughout the course.
LOWER FIFTH YEAR
In the Lower Fifth, pupils will begin by studying their set prose
text (To Kill A Mockingbird or Of Mice and Men). They will then
study a modern play which is the first of their two coursework
texts. The final examination will test pupils on their ability to
analyse an unseen poem as well as compare two poems that
they will have studied from the Edexcel IGCSE anthology. There
are 16 poems on this list, 8 of which we will teach in the first
year of study. Pupils will be tested on their knowledge and
understanding of the texts through regular internal assessments,
including the summer examination which will be on their prose
text and two of the studied poems.
THE GCSE ASSESSMENT
The IGCSE English literature course comprises:
A single examination of 2 hours, worth 60% of the final mark;
and two pieces of written coursework, worth 40% of the final
mark.
WHAT CAN I STUDY NEXT?
English literature encourages discussion and debate, as well
as close textual analysis. As such it complements the study of
subjects with a similarly discursive and analytical focus including
history, drama, religious studies, classics and modern foreign
languages.
UPPER FIFTH YEAR
In the Upper Fifth, pupils will complete their second
coursework task for IGCSE: a written response to a play
by William Shakespeare, showing an understanding of the
relationship between a text and its context. They will study the
remaining 8 poems from the anthology and continue to revise
the set texts in preparation for the final assessment in summer,
including sitting a practice paper. There will be a sustained focus
on revising examination techniques and practising past papers in
preparation for the summer examination.
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Mathematics (IGCSE)
HEAD OF DEPARTMENT: Mr A T Debney
Examination Board: Edexcel
each paper is 100.
Assessment objectives
Confidence in the use of numbers is an essential skill for
everyday life. Mathematics also teaches you to think logically,
approach problems from many different directions and analyse
information effectively. A qualification in mathematics is a key
requirement for many jobs, but even if your career path is not
directly linked to mathematics, you will learn many important
skills that are highly valued in the workplace. The course aims
to develop knowledge and understanding of mathematical
concepts and techniques, instil an enjoyment and confidence
in using and applying these to solve problems and to ingrain
a foundation of mathematical skills for further study in the
subject or related areas.
Number and algebra
The number and algebra unit includes number system,
calculations, solving numerical problems, equations, formulae
and identities, sequences, functions, graphs, set theory, calculus
and quadratics.
AO1: demonstrate knowledge, understanding and skills in
number and algebra:
numbers and the numbering system
calculations
solving numerical problems
equations, formulae and identities
sequences, functions and graphs
AO2: demonstrate knowledge, understanding and skills in
shape, space and measures:
geometry
vectors and transformation geometry
AO3: demonstrate knowledge, understanding and skills in
handling data:
statistics
WHAT CAN I STUDY NEXT?
Geometry and measure
The geometry and measure unit involves geometrical reasoning,
transformations and coordinates, measures and constructions,
Pythagoras, and trigonometry and vectors.
As a core subject, mathematics is a good accompaniment to
many A level subjects. In particular, mathematics will support
the further study of physics, economics, business studies and
chemistry.
Probability and statistics
The probability and statistics unit involves representing and
processing data, histograms, measures of spread and probability.
THE GCSE ASSESSMENT
Assessment takes the form of two, 2-hour written papers, both
allowing the use of a calculator. The total number of marks for
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Science (IGCSE)
HEAD OF DEPARTMENT: DR P REILLY
HEAD OF BIOLOGY : MRS A ABBOTT
HEAD OF CHEMISTRY : MR J DAVIES
HEAD OF PHYSICS : MR M ROGERS
Examination Board: Edexcel IGCSE
SEPARATE SCIENCES
There are two Edexcel programmes that we follow at St
John’s. Firstly, our stronger scientists will follow courses leading
to three IGCSE examination grades (one in each of biology,
chemistry and physics), while others will pursue a course of
study leading to an IGCSE in Science (Double Award). Whatever
programme they follow, they will be stretched and stimulated
and will gain a clear understanding of science and its relevance
to the modern world. Pupils will gain practical skills, develop
their numerical skills and have a grounding in scientific theory
suitable for further study.
Pupils who are likely to achieve at least a B grade in all three
sciences will study biology, chemistry and physics as single
certificates. They will have a total of six periods per fortnight
for each science in the Lower Fifth and Upper Fifth. This will
lead to three separate IGCSEs. The content of these courses
is as given above but in addition there is a paper of extension
material, which covers wider aspects of each subject. Pupils
wishing to study science at A level and those with an interest in
pursuing scientific careers, including medicine and engineering,
will benefit from this additional exposure.
The examination for each subject will consist of a 2-hour paper
as above and a1 hour 15 minute hour paper which includes
extension material.
DOUBLE AWARD
WHAT CAN I STUDY NEXT?
Pupils have 18 lessons a fortnight, shared between biology,
chemistry and physics, these lead to two separate IGCSE
grades.
Biology: the nature and variety of living organisms, the
structures and functions in living organisms, reproduction and
inheritance, ecology and the environment, use of biological
resources.
Chemistry: principles of chemistry, inorganic chemistry, physical
chemistry and organic chemistry.
Physics: forces in motion, electricity, waves, energy resources
and energy transfer, solids, liquids and gases, magnetism and
electromagnetism, radioactivity and particles.
The examination will consist of three 2-hour papers, one for
each of the three sciences.
While the separate sciences provide a wider coverage, and are
thus highly suitable for those wishing to continue their studies
in science to A level, a pupil who performs well in double award
will still be suitably prepared to study one or more science
subjects at A level.
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Optional subjects
Core subjects
Optional subjects
Art and design
Geography
Classical civilisation
History
Classical Greek
Latin
Computing
Music
Design and technology
Physical education
Drama
Religious studies
French
Spanish
German
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Art and design (GCSE)
HEAD OF DEPARTMENT: MR N EVANS
Examination Board: Edexcel
Art is both a form of communication and a means of
expression of ideas and feelings. It is a language which
complements those of the literary, mathematical, scientific and
factually based subjects, and is especially concerned with the
development of those complex mental processes involved in
visual perception and aesthetic experience. The syllabus has
been devised to combine the necessary breadth and depth of
study with the freedom of choice required to accommodate a
wide range of abilities and material requirements. The pupils will
cover a combination of methods and genres from the following
disciplines: drawing, installation, lens/light-based media, mixed
media, land art, printing, painting and sculpture.
LOWER FIFTH YEAR
Topics: Still Life (two terms) and Viewpoints (one term)
‘Still Life’ will cover all the different possibilities and artistic
skills needed for the two year course. This will include drawing,
printing, painting, sculpture and compositional skills.
‘Viewpoints’ will help prepare pupils to challenge new concepts
and stretch their contextualisation skills in relation to art. This
will encourage divergent thinking and analysis of what they
want their art work to convey as a meaning.
UPPER FIFTH YEAR
Topics: An internally set examination themed project and the
externally set assignment (ESA)
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In their second year, the pupils will advance onto their art
assessment work on a past examination themed paper. This
will help the pupils gain an understanding of the examination
process and the duration of a set examination (eight weeks’
preparation). Pupils will learn how to develop their support
portfolio before making a standalone piece in 10 hours. The
second part of the year is taken up by the externally set
assignment and the pupils will be given eight weeks to develop
their ideas before a 10 hour examination.
The GCSE assessment is in two parts
ASESSMENT 1: CANDIDATE PORTFOLIO (60%)
The tasks are set by the Art Department to embrace and
challenge thematic briefs to be developed by the candidate
from a personal perspective. The portfolio must be selected
and presented by the candidate and based on work undertaken
within the course over three separate projects, and provide
evidence of how the candidate has met each of the assessment
objectives.
ASSESSMENT 2: EXTERNALLY SET ASSIGNMENT (40%)
The examination project should elicit a personal response
from the candidate in relation to the thematic brief set by the
examination board. It should enable candidates to provide
evidence of how they have met each of the assessment
objectives, andprovide a sustained period of focussed study of
no longer than 10 hours.
WHAT CAN I STUDY NEXT?
This naturally leads to Art A level and in the past few years,
pupils have gone on to attain places on numerous foundation
courses, architecture courses, graphic design, photography and
art history courses.
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Core subjects
Classical civilisation (GCSE)
HEAD OF DEPARTMENT: MISS J V GLANFIELD
Examination Board: OCR
GCSE classical civilisation covers a diverse and fascinating
range of topics within the classical world. The course offers
pupils the opportunity to study elements of the literature and
visual/material culture of the ancient world and acquire an
understanding of their social, historical and cultural contexts.
THE GCSE ASSESSMENT
Pupils sit two examinations at the end of the Upper Fifth.
Each examination is worth 90 marks and lasts 1 hour and 30
minutes. The question paper will consist both of short answer
and extended response questions. Pupils will be required to
respond to both literary and visual/material sources, some of
which will be unseen and some from the prescribed material
which pupils have studied during the course.
LOWER FIFTH YEAR
Unit 1— Mythology and Religion (50% of GCSE)
Topics covered include:
Gods
The universal hero: Heracles/Hercules
Religion and the city: Temples
Myth and the city: foundation stories
Festivals
Myths and symbols of power
Death and burial
Journeying to the underworld
In the Unit 1 paper, pupils will also be asked to compare two
ancient sources: one Greek, one Roman.
WHAT CAN I STUDY NEXT?
A GCSE in classical civilisation develops important skills
in reading complex texts, extracting key information, and
developing a response in writing. It is excellent preparation for
A levels in classical civilisation, English, history, and any other
essay-based subject.
Unit 2— Roman City Life (50% of GCSE)
Topics covered include:
Roman housing
The Roman home and members of the Roman family
Roman society including citizenship, slavery and politics
Leisure and entertainment including features of the colosseum
and the circus maximus and the political purposes behind
entertainment.
Roman theatre
Roman baths
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Classical Greek (GCSE)
HEAD OF DEPARTMENT: MISS J V GLANFIELD
Examination Board: OCR
Classical Greek is the study of the language and literature of
the ancient Greeks, whose culture exerted a profound influence
on the western world. It is a highly prestigious academic
subject, which trains mental rigour and precision throughout
one’s studies, develops core linguistic skills and knowledge
transferrable to many other languages; it allows pupils to study
and discuss original Greek literature first written two and a half
millennia ago.
LOWER FIFTH YEAR
The classical Greek course is an intensive language course
for strong academics and linguists who have flourished in the
Fourth Form Greek course. Pupils should be prepared to work
hard accordingly. In the Lower Fifth year, pupils will continue
their progress of grammatical understanding through language
lessons. From the second half of the year, they will begin to
meet and discuss original Greek literature. Pupils will prepare
the first of two ‘set texts’: prepared translations of short
extracts from Herodotus’ Histories, about which they will
answer questions in the GCSE examination.
THE GCSE ASSESSMENT
Three written examinations:
Greek language (1 hour 30 minutes), involving a combination
of translation and comprehension questions from Greek, and
some basic questions on grammar.
Two literature papers (1 hour each), involving a number of
comprehension and discussion questions about the previously
prepared set texts.
WHAT CAN I STUDY NEXT?
Greek is a challenging subject, ideal for strong linguists and
academics who wish to stretch themselves in their GCSEs.
Strong, self-direct learning is essential but those who undertake
the challenge will find it hugely rewarding. There is a natural
crossover with Latin, and the two subjects are often seen
as markers of academic excellence. A level choices within
classics are common beyond GCSE and the skills learned
are also excellent preparation for a wide range of other
academic subjects, including modern languages, English, history,
mathematics, and the sciences.
UPPER FIFTH YEAR
In the first half of the Upper Fifth, pupils translate the second
of two set texts, short extracts from Homer’s Odyssey, while
meeting the final linguistic features of the Greek language.
After this, pupils focus on perfecting their knowledge of the
vocabulary list, and developing the necessary skills to score
highly in the GCSE examinations. Pupils have a considerable
period in which to consolidate their linguistic knowledge.
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Computing (GCSE)
HEAD OF DEPARTMENT: MR M ROGERS
Examination Board: AQA
The Computing Science course is a union of scientific and
mathematical thinking and has a growing reputation for rigour.
In addition to its own merits, it also provides an excellent
preparation for A level computing. The course to be followed
is the GCSE offered by AQA and this is detailed below but one
of the key features that makes this course appealing is the nonassessed task, allowing pupils to implement their own code to
solve a problem.
The course builds upon the most popular aspects of current
computing specifications and adds fresh features, including
computational thinking, to provide an academically challenging
programme of study for pupils of all ability levels.
Pupils will:
· Develop an understanding of current and emerging
technologies and how they work;
· Look at the use of algorithms in computer programs, including
searching and sorting algorithms;
· Acquire and apply creative and technical skills, knowledge and
understanding of computing in a range of contexts;
· Develop computer programs to solve problems;
· Evaluate the effectiveness of computer programs/solutions
and the impact of computer technology in society.
WHAT IS COVERED
Topic 1: Computational thinking (40% of GCSE)
1. Fundamentals of algorithms
2. Programming (chosen language is python)
3. Fundamentals of data representation
4. Computer systems
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Topic 2: Theoretical content (40% of GCSE)
1. Fundamentals of computer networks
2. Fundamentals of cyber security
3. Ethical, legal and environmental impacts of digital technology
on wider society, including issues of privacy
4. Aspects of software development
Topic 3: Non-examined assessment (practical element) (20% of
GCSE)
A programming project which deals with problem solving. Pupils
will be given a task and are expected to spend up to 20 hours
of lesson time implementing and testing a programme.
THE GCSE ASSESSMENT
The assessment is via two examinations, each lasting 1 hour 30
minutes, worth 90 marks. The non-examined unit is a project
completed in class during the course.
WHAT CAN I STUDY NEXT?
An interesting and challenging subject in its own right,
computing is considered a science and, as such, success at GCSE
level demonstrates excellent analytical and problem-solving
skills. It is a good precursor (but by no means a necessary
prerequisite) for the study of physics, mathematics and
computer science.
The increasing importance of digital computing technologies
means there will be a growing demand for professionals who
are qualified in this area. In this respect, the course will make an
excellent preparation for pupils who want to study or work in
areas that rely on these skills, especially where they are
15
applied to technical problems. These areas include robotics, AI,
financial, science and medicine and a broad range of engineering
disciplines.
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Design and Technology (GCSE)
HEAD OF DEPARTMENT: MR J WARD
Examination Board: OCR
Design and technology is an inspiring, rigorous and practical
subject and this qualification will excite and engage pupils.
It is a pivotal STEM subject and all design and technology
specifications are new and significantly reformed for 2017.
GCSE pupils are required to build in-depth knowledge,
understanding and skills which relate to a broader range of
material areas than previously. In addition, some pupils may
choose to focus on the principles of design engineering if they
have more of an interest in electronic and mechanical systems
and control.
Design and technology generates empathetic pupils who
have the ability to confidently critique products, situations
and society in every walk of their lives now and in the
future. Pupils will be required to use critical thinking leading
towards invention and design innovation, in order to design
and make prototypes that solve real and relevant problems.
This specification aims to emulate real-world practices and
strategies used by the creative, engineering and manufacturing
industries, drawing on research done since 2014 by a team from
the Faculty of Education and the Department of Engineering at
the University of Cambridge.
The content of the course can be summarised by 8 topic areas:
Identifying requirements
Learning from existing products and practice
Implications of wider issues
Design thinking and communication
Material considerations
Technical understanding
Manufacturing processes and techniques
Viability of design solutions
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PRINCIPLES OF DESIGN AND TECHNOLOGY
50% of total GCSE
This is a drawn and written paper lasting 2 hours and consisting
of two sections. Section A predominantly requires pupils to
demonstrate their ‘core’ knowledge. Section B predominantly
assesses ‘in-depth’ knowledge and pupils choose a product
within a context in order to demonstrate their deeper
understanding in relation to their main area of learning, be it a
main material area or design engineering. A minimum of 15% of
the paper will assess the pupil’s mathematical skills as applied in
a design and technology context. This paper is set and marked
by OCR.
THE ITERATIVE DESIGN CHALLENGE
50% of total GCSE
The Iterative Design Challenge is a single project which
requires pupils to demonstrate their ability and to draw
together the different areas of knowledge and understanding
from across the whole course. OCR will release three
open-ended and real-world challenges each year for pupils
to interpret and respond to as they see fit. Pupils will select
a challenge which then offers a starting point to explore and
consider in relation to their subject interests. At the heart of
the challenge are the three interrelated processes requiring
pupils to ‘explore’ needs, ‘create’ solutions and ‘evaluate’ how
well the needs have been met. As a result of the challenge,
pupils will be required to produce one final prototype or
product.
WHAT CAN I STUDY NEXT?
GCSE design and technology is an ideal preparation for A level
study of the subject. Pupils who excel at A level often go on to
study the following types of courses at university:
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Any area of engineering: product design , industrial design
and similar courses. Courses related to the automotive or
construction industries; architecture.
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Core subjects
Optional subjects
Drama (GCSE)
HEAD OF DEPARTMENT: MR J GARBETT
Examination Board: Edexcel
Drama encourages and nurtures pupils through direct personal
expression to expand their creativity, hone their analytical
abilities, develop their performance skills and explore their
imagination. Drama is a skill that can be learned, hence the
pursuit of high standards in creating and performing without
losing the sense of playfulness is at the core of our teaching and
learning. We put great emphasis on the enjoyment of learning
performance, devising skills and developing technical awareness
and competence. As a result, pupils not only develop a greater
cultural awareness, but also develop the self-confidence to
directly address the wider world.
Trips to the theatre are compulsory and an integral part of
the course. They deepen pupils’ awareness of the theatre as
a site of production and reception, and pupils are given the
opportunity to evaluate the complex relationship between the
two. We ask for a contribution of around £30 for each of these
trips.
UPPER FIFTH YEAR
In the Upper Fifth year, pupils will hone and perfect the skills
that they have learned from the previous year. They will deliver
two extracts from a published play for performance as a piece
of scripted drama. Pupils will also learn how to reflect upon and
evaluate the quality of their process and their final performance.
THE GCSE ASSESSMENT
The course is assessed through a written examination paper
and two practical examinations.
Unit 1 – Devising
60 marks - 40% of the GCSE. Internally assessed and externally
moderated. This unit requires pupils to devise and perform
their own piece of original theatre created from a stimulus.
Pupils must also create a written portfolio that assesses the
creation and development of the performance piece.
Unit 2 - Performance from text
LOWER FIFTH YEAR
In the Lower Fifth year, pupils will be introduced to the
fundamental skills required to excel at GCSE drama. During
the course of study, pupils are expected to engage maturely
with complex texts, to make connections across different times,
places and cultures, and to communicate this learning through
practical assignments. Time is taken to build the necessary
confidence in performance. Pupils will create an original piece
of theatre devised from a stimulus.
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48 marks - 20% of the GCSE. Externally assessed by a visiting
examiner and externally moderated. Pupils will either perform
in and/or design for two key extracts from a performance text.
Performer or designer routes available.
Unit 3 - Theatre makers in practice
60 marks - 40% of the GCSE. Written examination of 1
hour and 30 minutes. The written examination will require a
response to the study of one complete performance text and
a response to a live theatre evaluation.
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WHAT CAN I STUDY NEXT?
GCSE drama could lead on to further study in drama, theatre
studies, performing arts and expressive arts at A level and
above, or other related subjects such as English, music, dance,
art and design. Career opportunities for pupils who study
drama at a higher level include: the media, theatre, television,
radio, the film industry, arts administration, drama therapy, and
education.
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Optional subjects
Core subjects
Geography (GCSE)
HEAD OF DEPARTMENT: MRS H PASKELL
Examination Board: Edexcel
Component 2: The Human Environment (37.5% of GCSE)
1 hour 30 minute written examination
The world is rapidly changing and the study of GCSE geography
allows pupils to explore these changes and the reasons
for them. Many contemporary issues in the world relate
to geography, such as environmental challenges, resource
consumption and population pressures. This makes geography
an exciting and engaging course to study, drawing regularly on
current issues and events in the world.
We currently offer the Edexcel GCSE specification, which gives
pupils the chance to learn about a broad range of geographical
topics and develop key geographical skills. Geography is a
popular and successful subject at St John’s and many pupils
also go on to take it at A level. The course is divided into four
different sections.
Component 1: The Physical Environment (37.5% of GCSE)
1 hour 30 minute written examination
This section covers the human geography aspects of the world
we live in and the issues related to the people living on our
planet.
Pupils complete the following three topics:
Section A: Changing cities
Section B: Global development
Section C: Resource management. A choice of energy resource
or water management.
This section covers the physical geography aspects of the
natural world and the issues related to the environment. Pupils
complete the following three topics:
Section A: The changing landscapes of the UK. A choice of
coastal, river or glacial landscapes.
Section B: Weather hazards and climate change
Section C: Ecosystems, biodiversity and management
The examination includes multiple-choice, open-response,
calculation and 8-mark extended writing questions.
The examination includes multiple choice questions, short
open, open response, calculations and 8-mark extended writing
questions.
Component 3: Geographical Investigations: fieldwork and UK
challenges. (25% of GCSE)
1 hour 30 minute written examination
This section covers the practical geographical skills that
are essential for all GCSE geography pupils. They gain
an understanding of cartographic and graphical enquiry,
Information Technology (IT) and geographical information
systems (GIS) skills and expertise into how to apply them to
geographical investigations.
The pupils will undertake fieldwork related to two topics:
will ask for a contribution of around £20 per day for these trips.
The examination includes multiple-choice, open-response,
calculation, 8-mark and 12-mark extended writing questions.
Revision
Components 1-3 are reviewed and a structured revision
programme takes place in the final term of the Upper Fifth year.
THE GCSE ASSESSMENT
It is externally assessed through three examinations lasting 1
hour 30 minutes, set and marked by Edexcel. It is single tier
entry and the papers will contain a variety of question types,
such as multiple choice questions, short and extended answer
questions, graphical and data questions, and practical enquiry
questions.
WHAT CAN I STUDY NEXT?
Geography spans the arts/science barrier and consequently
it combines well with many subjects and provides access to a
wide range of career and higher education opportunities.
Section A: Physical environments fieldwork - rivers or coasts
Section B: Human environments fieldwork - urban or rural
settlements
Section C: UK challenges - skills-based questions based around
UK themes
Current plans for 2017-19 include two fieldwork days and we
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Optional subjects
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History (IGCSE)
HEAD OF DEPARTMENT: MR N WHITMORE
Examination Board: Edexcel
THE IGCSE ASSESSMENT
Two examination papers:
The course analyses major political, social and economic
developments across Europe, North America and the Far East
during the twentieth century. It provides a rich appreciation of
significant events and their impact in recent times. The course
also develops the skills of extended writing and source analysis.
Topic 1: Russia and the Soviet Union, 1905-1924
The course addresses Tsarist rule in Russia and its collapse
during the First World War; it then focuses on the Bolshevik
Revolution and how the Communists consolidated power
through the civil war and the New Economic Policy.
Topic 2: Dictatorship and conflict in the USSR, 1924-1953
The course charts Communist rule in the Soviet Union
following the death of Lenin and Stalin’s subsequent rise to
power. Stalin’s rule is then examined in detail, including his
industrialisation and agricultural policies and his purges. The
topic finishes with Stalin’s death.
Dictatorship and conflict in the USSR, 1924-1953 and A divided
union: civil rights in the USA, 1945-1974 (1 hour 30 minute
examination, 50% of the IGCSE)
Russia and the Soviet Union, 1905-1924 and Conflict, change
and crisis: China, 1900-1989 (1 hour 30 minute examination,
50% of the IGCSE)
WHAT CAN I STUDY NEXT?
Besides continuing with history to A level, this IGCSE
complements other subjects including English, politics and
economics, plus modern foreign languages and geography.
Topic 3: A divided union: civil rights in the USA, 1945-1974
The course follows the emergence of civil rights movements in
the USA post-1945, addressing the reasons for the movements
and the roles played by various groups and individuals, including
presidents and civil rights leaders. It also considers the extent
of change that was brought about.
Topic 4: Conflict, change and crisis: China, 1900-1989
The course addresses major change in Chinese society and
government, from rule by the warlords, Japanese colonisation,
civil war and Communist revolution; it then follows changes
in Communist rule from Mao’s reforms to the introduction of
capitalist economics.
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Core subjects
Optional subjects
Latin (GCSE)
HEAD OF DEPARTMENT: MISS J V GLANFIELD
Examination Board: OCR
Latin is the study of the language and literature of the ancient
Romans, whose culture profoundly shaped the western world.
It is a prestigious academic subject that trains mental rigour
and precision throughout one’s studies, develops core linguistic
skills and knowledge transferrable to many other languages,
and enables pupils to study and discuss original Latin texts first
written two millennia ago.
LOWER FIFTH YEAR
Pupils will continue with GCSE language grammar using
Cambridge Latin Course Books 3-4. In the second half of the
year, pupils will also meet their first taste of Latin literature. In
lessons, pupils will prepare the first of two ‘set texts’: prepared
translations of short extracts from the Cambridge Latin
anthology about which they will answer questions in the GCSE
examination.
UPPER FIFTH YEAR
THE GCSE ASSESSMENT
Three written examinations:
Latin language (1 hour 30 minutes), involving a combination
of translation and comprehension questions from Latin along
with some basic questions on grammar. Two literature papers
(1 hour each), involving a number of comprehension and
discussion questions about the previously prepared set texts.
WHAT CAN I STUDY NEXT?
Latin is a challenging subject, but one that is highly rewarding
for any pupil who is willing to put in the necessary time learning
vocabulary and set texts. There is a natural crossover with
classical Greek, and the two subjects are often seen as markers
of academic excellence. A level choices within the range of
classical subjects are common beyond GCSE, and the skills
learned are also excellent preparation for a wide range of other
academic subjects, including modern languages, English, history,
mathematics and the sciences.
In the first half of the Upper Fifth, pupils translate the second
of the two set texts, extracts from Virgil’s Aeneid IV, while
continuing to study the core features of the Latin language
using Cambridge Latin Course Book 4. After this, pupils will
focus on perfecting their knowledge of the vocabulary list, and
developing the necessary skills to score highly in the GCSE
examinations. Little or no new material is required, and pupils
have a long period in which to consolidate their linguistic
knowledge.
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Modern languages (IGCSE)
HEAD OF MODERN LANGUAGES: MR G HICKS
Examination Board: Edexcel
Learning a foreign language is a skill for life. It is a real asset in
our multicultural society and is increasingly important in the
commercial world. In learning a modern foreign language, not
only will pupils open doors to discover other cultures but they
will develop their overall literacy and communication skills,
which will assist them in all areas of the curriculum.
In their chosen language(s), pupils will gain confidence in
speaking, writing and understanding the language while
discovering and appreciating the native cultures and ways of
thinking. They will be challenged intellectually and culturally,
questioning how best we communicate with each other in our
increasingly global community.
We believe that this IGCSE course produces a greater depth
of linguistic expertise and prepares our pupils for a smoother
transition between IGCSE and A level. The Edexcel examination board is centred on five key topic
areas for IGCSE. These include:
Home and abroad
Education, training and employment
House, home and daily routine
The modern world
Social, activities, fitness and health
Lessons are fast-paced and active, incorporating all four skills
with a variety of reading, listening, writing and speaking tasks.
Pupils will be asked to participate fully in order to develop
spontaneity and confidence in communication. In order to
achieve success in any language pupils must develop a wide
range of vocabulary, a sound ability to convey information
clearly when speaking and writing, a very good understanding of
tense formation and high-level communication strategies. Pupils
will also have conversation sessions with a foreign language
assistant.
See next page for subject specifics.
The Edexcel IGCSE examination is wholly assessed externally
and comprises three papers that are all taken at the end of the
Upper Fifth year:
Speaking(25%)
Listening(25%)
Reading and writing
(50%)
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Optional subjects
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Modern languages (IGCSE)
French
HEAD OF FRENCH: MRS N BYRNE
With approximately 100 million native speakers and 300 million
secondary speakers, the significance of French as a world
language is considerable. French is spoken in 55 countries
and is the only language other than English to be spoken on
five continents, making it truly global. Its influence on English
over the years has been great; studying French involves many
words that learners already recognise but it also enriches their
knowledge of English grammar and vocabulary.
Whether learners choose to study French for cultural reasons
(France has the world’s largest number of Nobel Prize winners
for literature), for travel (more tourists visit France than any
other country in the world and French is a melodious and
attractive language) or for a future career (French is the official
language of the United Nations and the International Red
Cross, and is widely used in the diplomatic world), the wealth
of opportunities on offer is virtually unrivalled. The French
economy is one of the strongest in the world and France is,
increasingly, a leader in technological innovation.
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German
Spanish
HEAD OF SPANISH: MR G HICKS
German is the most commonly spoken language in the EU (100
million people). It is an official language in Germany, Austria,
Switzerland, Luxembourg, Lichtenstein and even Namibia.
German also plays an important role as a foreign language in
many countries, particularly in Central and Eastern Europe, and
is the second-most commonly used scientific language.
However, the main criterion of the usefulness of any language
is not the total number of speakers, but the economic
significance of the countries in which it is spoken relative to
our own. Germany has the strongest economy in Europe and
fourth largest in the world. It is also the world’s second largest
exporter and the UK’s biggest trading partner. Of the world’s
100 biggest companies in 2009, 14 were German/Swiss, nine
were French, six were British and only four were Spanish. In
2011, Switzerland was the world’s second largest market for
hedge funds, and Frankfurt remains a financial capital, home to
some major banks.
Spanish is a relatively simple language. Its pronunciation and
spelling are straightforward and can be mastered after one
lesson, as Spanish is totally phonetic. Many scientific studies have
proved that dyslexic learners in particular have most success
mastering this language. Spanish grammar is also relatively
straightforward as it is, after all, an extremely simplified form
of Latin with only two genders and no declensions for nouns.
Spanish is also invaluable in our modern world. There are
currently over 450 million Spanish speakers, making Spanish
the second most important international language, and it is the
official language of 21 countries. Latin American markets have
opened up considerably in the last 20 years. As a means of
communication in the 21st century, therefore, Spanish is clearly
of importance, whether for business or pleasure
WHAT CAN I STUDY NEXT?
Languages complement all other subjects but particularly
strengthen literary skills. They therefore combine particularly
well with any humanity subject. It is also advisable to study
more than one language, as the direct links between languages
help the learning process. Languages are a versatile A level
option and can be study in single or combined-honours degree
programmes.
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Music (GCSE)
HEAD OF DEPARTMENT: MRS A ANDERSON
Examination Board: Edexcel
GCSE music is a rewarding and engaging qualification that
promotes the key skills of performing, composing, listening and
appraising. The qualification is appropriate for a wide range of
musicians, from classical to popular, as well as a wide range of
abilities. Pupils should seek to achieve a performing level of at
least ABRSM Grade 5 by the end of the course. The course is
divided into three units:
Unit 1: Performing music
This is a coursework unit and accounts for 30% of the total
GCSE.
Pupils perform at least two pieces, one solo and one ensemble
performance with a combined duration of at least four minutes.
Performances must be completed in the academic year the
pupil completes the qualification.
Pupils can perform on any instrument and in any style.
Improvisation and arranging tasks can also be submitted, as can
performances of the pupil’s own composition.
Unit 2: Composing music
This is a coursework unit and accounts for 30% of the total
GCSE. Pupils produce:
Two compositions, with a combined duration of at least three
minutes total.
One composition is in response to a set brief, of at least one
minute in duration.
The other is a free composition of at least one minute in
duration.
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Both compositions must be written up in a minimum of five
hours of controlled conditions.
Unit 3: Listening and appraising music
This unit makes up the remaining 40% of the qualification and
is a 1 hour 45 minute written examination at the end of the
course. The examination paper is based on four areas of study
with two set works within each. Pupils are examined on music
that they have studied during the course along with unfamiliar
music that has not been stipulated within the specification. The
examination is divided into two areas:
Section A - Eight questions, broken into smaller parts, based on
listening to extracts from the set works. One question will be
on dictation and one on a piece of unfamiliar music.
Section B - One essay comparison question on one set work
and one unfamiliar piece of music.
The set works for the qualification are listed below:
1. Instrumental music 1700-1820 J S Bach: 3rd movement of Brandenburg Concerto no.5 in D
major
L van Beethoven: 1st movement from Piano Sonata no.8 in C
minor ‘Pathetique’
2.Vocal music
H Purcell: Music for a While
Queen: Killer Queen (from the album ‘Sheer Heart Attack’)
3. Music for stage and screen
S Schwartz: Defying Gravity from ‘Wicked’
J Williams: Star Wars episode IV: A New Hope - Main Title/
Rebel blockade runner
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4. Fusions
Afro Celt Sound System: Release (from the album ‘Volume 2:
Release’)
Esperanza Spalding: Samba Em Preludio (from the
album’Esperanza’)
THE GCSE ASSESSMENT
Units 1 and 2 are internally assessed and externally moderated.
Unit 3 is marked externally.
WHAT CAN I STUDY NEXT?
The obvious subject that would follow and complement this
course would be A level music, but many of the components of
this GCSE course also lend themselves to an A level in music
technology.
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Physical education (GCSE)
HEAD OF DEPARTMENT: MR I WHITE
Examination Board: AQA
A GCSE in physical education provides an opportunity for
pupils to study the wider aspects within sport and physical
education, with a large element on external factors that will
impact both performance and participation. Pupils will develop
knowledge, skills and understanding on a number of related
topics ranging from anatomy and physiology to international
sporting events. The following topics are studied:
The structure and function of the skeletal system
The structure and function of the muscular system
Movement analysis
The cardiovascular and respiratory systems
Effects of exercise on body systems
Components of fitness
Applying the principles of training
Preventing injury in physical activity and training
Engagement patterns of different social groups in physical
activities and sports
Commercialisation of physical activity and sport
Ethical and socio-cultural issues in physical activity and sport
Sports psychology
Health, fitness and wellbeing
assessment which accounts for 40% of the overall marks and
two 1 hour 15 minute examinations, accounting for 60%.
Marks are awarded for spelling, punctuation and grammar in
this subject.
Pupils must perform in three practical activities: one from the
‘individual’ list, one from the ‘team’ list, and one other from
either. Please note that some activities cannot be chosen
together (e.g. rugby union and rugby league).
Team sports: Association football; badminton; basketball;
blind cricket; camogie; cricket; dance; Gaelic football; goal
ball; handball; hockey; field hockey; hurling; lacrosse; netball;
powerchair football; rowing; rugby league; rugby union;
squash; table cricket; table tennis; tennis; volleyball; wheelchair
basketball; wheelchair rugby
Individual sports: Amateur boxing; athletics; badminton; boccia;
canoeing; cycling (track or road only); dance; diving; equestrian;
golf; gymnastics; kayaking; polybat; rock climbing; sculling;
skiing; snowboarding; squash; swimming; table tennis; tennis;
trampolining
WHAT CAN I STUDY NEXT?
The breadth of the subject allows it to sit alongside a large
number of subjects at A level, with the obvious benefit that it is
a stepping stone to A level Sports Science.
The controlled assessment element of the course enables
pupils to improve their ability to plan, perform and evaluate in
order to improve performance.
THE GCSE ASSESSMENT
The course is assessed by means of practical and controlled
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Optional subjects
Core subjects
Religious studies (IGCSE)
HEAD OF DEPARTMENT: MRS C HANDZEL
Examination Board: Edexcel
GCSE religious studies provides an opportunity to explore
religious, philosophical and ethical issues, in the context of
a study of religious teachings, religious and non-religious
beliefs and values (assessed in Part 1 of the examination), and
aspects of the religious community (assessed in Part 2 of the
examination). While Christianity is the main religion studied in
terms of a religious perspective, pupils will also look at religious
ideas which are not specific to any one religion, and nonreligious beliefs and values.
LOWER FIFTH YEAR
Pupils will study the following:
The universe, human beings and their destiny, including religious
and non-religious teachings about: the origin of the universe
and the place of human beings in it; the immortality of the
soul; human selfishness, greed, ignorance and sin; freewill,
determinism and predestination.
Rules for living: including the Ten Commandments; the Sermon
on the Mount; Christian principle of love.
UPPER FIFTH YEAR
Pupils will study the following:
Relationships, families and children including religious and
non-religious teachings about: human relationships; marriage
and partnership; divorce and remarriage; family structures and
responsibilities; childlessness and celibacy.
Rights, equality and responsibilities including religious and nonreligious teachings about: human rights; equal rights and equal
opportunities; multi-ethnic society and racial harmony; multifaith society and interfaith relationships; relationships between
rich and poor.
Worship and celebration.
Places of worship and pilgrimage.
THE GCSE ASSESSMENT
Religious texts and sources of authority: including the Bible and
its authority for Christians; the role of individual conscience in
matters of belief and practice; different attitudes to the roles of
the ordained ministry.
Pupils are assessed by one 2 hour 30 minute examination. There
is no controlled assessment for religious studies.
WHAT CAN I STUDY NEXT?
Ultimate reality and the meaning of life, including religious
and non-religious teachings about: the nature of God/ultimate
reality; the meaning and purpose of life; arguments for the
existence of God; the relationship between science and religion;
the problem of evil; sanctity of life, abortion and euthanasia.
Founders and leaders: including Jesus Christ and one other
significant Christian leader.
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Pupils who study religious studies have also studied English,
geography, history, psychology, languages and sciences. They have
gone on to university to study English, languages, law, philosophy
and theology and a range of other subjects.
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GCSE courses at
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Notes
Frequently asked
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2016 GCSE
results
Core subjects
Optional subjects
GCSE courses at
St John’s
Notes
Frequently asked
questions
2016 GCSE
results
Core subjects
Optional subjects