(I)GCSE OPTIONS 2022-2024 - ST JOHN'S SCHOOL LEATHERHEAD - St John's School
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ST JOHN’S SCHOOL
LEATHERHEAD
(I)GCSE OPTIONS
2022-2024
stjohnsleatherhead.co.uk
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
(I)GCSE COURSES
During the two years of the Fifth Form, St John’s pupils study their chosen achieve this. The School builds the timetable around these choices
(I)GCSE courses. The Fourth Form maintains the broad and balanced annually and, whilst not every subject combination may be possible, the
Lower School curriculum and begins to introduce knowledge and skills School endeavours to enable all choices made before the February
required for success in (I)GCSEs; the options process, which takes place deadline.
over the winter months of the Fourth Form, is the decision-making
process which begins the phase of more specialised British education. This Some pupils may also take further mathematics if they are in the
starts with the (I)GCSEs, is then developed at A level and culminates in appropriate sets and as a result of discussion with the maths. department;
pupils’ higher education choices for life beyond school. this would add another (I)GCSE qualification to their selection.
Furthermore, some young people who speak and may be formally taught
The St John’s qualifications are a combination of GCSEs (regulated by another language outside of school can be entered for and sit these
Ofqual in the UK) and IGCSEs (the international equivalent). The choice examinations at St John’s in a year of their choice. This can be arranged
of examination type, examination board and specification is made at by the examinations office in conjunction with information from a pupil’s
department level to ensure the course chosen is the most appropriate language school or tutor which/who can advise which season of entry will
available for our pupils and that it provides the best preparation possible be the most appropriate for their ability. This would provide an additional
for progression to the School’s choices of A level courses. qualification for some pupils beyond those taught in school.
At St John’s, all pupils study a selection of compulsory subjects, which In order to make appropriate and enjoyable choices, there are a range of
form a nationally recognisable core. These are English language, English resources and contacts available to the Fourth Form and their parents/
literature, mathematics and the three, traditional sciences (biology, carers:
chemistry and physics). The first choice for pupils is to decide whether
they wish to study the three sciences as three, separate (I)GCSEs or to • Academic reports and parents’ evening
complete the double award. The latter requires all three sciences to be • Subject teachers and heads of departments
studied but has less content; this course leads to a qualification worth • Head of Careers, Ms Teunissen
two (I)GCSEs and so enables pupils to have an additional subject from • Pastoral staff (tutors and senior house staff)
the free selection. • (Acting) Assistant Head (Upper School), Mr White
• Deputy Head (Academic), Ms Hanley
Pupils then select three (if electing for separate sciences) or four (if
opting for double award) other subjects from the full list below. A summary of the subject options are listed overleaf.
At St John’s, the options beyond the core subjects remain a free choice.
However, breadth and balance is the aim and the combination of a
modern foreign language, a humanity and a creative subject would
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
(I)GCSE COURSES
Core subjects (studied by all pupils): MESSAGE FROM THE HEAD OF CAREERS: MS TEUNISSEN
• English language
• English literature
When selecting their (I)GCSE options, pupils are best advised to choose
• Mathematics
what they most enjoy or think they may come to enjoy; the subjects
• Science (biology, chemistry and physics) either as a double award (two
which play to their strengths; and options which demonstrate a breadth
(I)GCSEs) or three separate (I)GCSEs
of skills.
Optional subjects (of which three or four are chosen depending on the
selected science option): It is also vital to consider possible requirements for entry to higher
• Art and design education or a future career, for instance for those who are intending to
• Classical civilisation pursue a career in a science-related field, it would be advisable to select
• Classical Greek separate sciences whereas those interested in pursuing humanities would
• Computer science benefit from studying a combination such as history, geography and/or
• Design and engineering a language. However, please bear in mind that most pupils change their
• Drama ideas about a career several times between the Fourth Form and the
• French Upper Sixth. Therefore, it is important to avoid closing doors at this stage
• German but be aware that virtually all the specific requirements for courses in
• Geography Higher Education and for careers will be met by good (I)GCSE passes in
• History our compulsory core subjects, followed by a suitable choice of courses
• Latin during the A level options process in the Upper Fifth. The choice of
• Music option subjects is not usually critical but the best array of grades across a
• Spanish breadth of subjects is.
• Sports science Please also be aware that it is not usually practical to take up certain
• Theology, philosophy & religion subjects in the Sixth Form or at university which have been dropped at
the (I)GCSE stage, so your child should bear this in mind when selecting
their options.
If any pupil would like careers advice, please contact the Head of Careers
and a one-to-one appointment can be made.
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTSFREQUENTLY ASKED QUESTIONS
How and when do I decide which subjects to study? careers in the creative arts to specialise early on. However, a humanity is
It is wise for pupils to select subjects that they enjoy as they are more likely among most pupils’ final choices, not only because the subjects themselves
to want to dedicate time to these and therefore will probably be more are popular, but also because of the skills they develop, which are favoured
successful in them. Achieving the best grade profile at the end of the Upper by universities and employers.
Fifth will, therefore, be very important.
Should I choose double or separate sciences?
Pupils should also consider strengths and weaknesses when making final
The system has been devised to afford flexibility to pupils in their (I)GCSE
choices. Studying at (I)GCSE level can be challenging and playing to strengths
choices. Double science gives pupils more breadth in terms of subject
will help to ensure success across a range of subjects.
choices. Separate sciences involve more content being covered and so
The deadline for subject choices is Thursday 24 February 2022 via an online the subjects are studied in greater depth. Both options allow for pupils
form. to study sciences at A level and both options are held in the same regard
academically.
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 (I)GCSE subject choices will preclude any pupil from any future courses
but advice should be sought from key staff.
Do I have to do some subjects if I have a particular career in mind?
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
engineering. Design and engineering is also useful for engineers (but is rarely
compulsory). Advice should be sought from the Head of Careers if in
doubt.
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
(I)GCSE COURSES FAQS
FAQs CORE SUBJECTS OPTIONAL SUBJECTSCORE SUBJECTS
ENGLISH LANGUAGE
ENGLISH LITERATURE
MATHEMATICS
BIOLOGY
CHEMISTRY
PHYSICS
(I)GCSE COURSES FAQS CORE SUBJECTS
CORE SUBJECTS OPTIONAL SUBJECTSCORE SUBJECTS:
ENGLISH LANGUAGE (IGCSE)
HEAD OF DEPARTMENT: MR JCP KELWAY for the summer examination.
Examination Board: Edexcel
THE IGCSE ASSESSMENT
The two-year IGCSE English language course is designed to build on the The IGCSE English language course comprises:
groundwork of the Fourth Form curriculum to cover a basic working • a single examination of 2 hours and 15 minutes (60% of the final
knowledge of English-based skills, focussing on reading and writing. English mark);
language is taught in parallel with English literature and it is expected that • two pieces of written coursework (40%);
by the end of the course each pupil will achieve IGCSEs in two separate
qualifications - English language and English literature. Throughout the Marks are awarded for spelling, punctuation and grammar (SPaG) in this
course, pupils will also sit spelling and literacy tests to ensure that these subject.
fundamental skills are revised and improved.
WHAT CAN I STUDY NEXT?
LOWER FIFTH YEAR English language is a discursive and creative subject and so naturally
In the Lower Fifth, pupils are introduced to the format of the examination. complements those subjects that involve a similar focus on creativity and
They practise responding to unseen passages in preparation for Section discussion such as history, drama, religious studies and classical civilisation.
A of the examination. In addition, they study the first five passages At the same time, the close analysis of language that the subject demands
from an anthology of non-fiction excerpts. They also complete the two makes it a natural companion to classics and modern foreign languages.
coursework tasks: a piece of imaginative writing and a comparative
written response on a short story and poem taken from the Edexecel
Anthology. The summer examination, which is modelled on elements
of the Edexcel IGCSE English paper, tests pupils’ knowledge and
understanding of the course to date.
UPPER FIFTH YEAR
In the Upper Fifth, pupils continue to practise their reading and writing
skills in preparation for the final assessment in the summer, including
sitting a full practice paper in November. There is a sustained focus on
revising examination techniques and practising past papers in preparation
(I)GCSE COURSES FAQS CORE SUBJECTS
CORE SUBJECTS OPTIONAL SUBJECTSCORE SUBJECTS:
ENGLISH LITERATURE (IGCSE)
HEAD OF DEPARTMENT: MR JCP KELWAY THE IGCSE ASSESSMENT
The IGCSE English literature course comprises:
Examination Board: Edexcel
A single examination of 2 hours, worth 60% of the final mark; and two
Over the two-year English literature course, we aim to explore the pieces of written coursework, worth 40% of the final mark.
worlds of literature and the imagination, while consolidating and
extending the literacy skills of all pupils. Independent reading, debate and WHAT CAN I STUDY NEXT?
critical discussion are actively encouraged throughout the course. English literature encourages discussion and debate, as well as close
textual analysis. As such, it complements the study of subjects with a
LOWER FIFTH YEAR similarly discursive and analytical focus including history, drama, religious
In the Lower Fifth, pupils will begin by studying a modern play for their studies, classics and modern foreign languages.
first coursework task. In the Spring Term, they will study how to analyse
and write on an unseen poem. Following this, they will study a collection
of poems from the anthology, preparing for a comparative essay. Both
poetry tasks will be assessed in the summer examination.
UPPER FIFTH YEAR
In the Upper Fifth, pupils will begin by studying their set modern prose
text. The practice papers in November will include the poetry tasks
previously studied as well as the modern prose task. Following this,
the pupils will study a play by William Shakespeare for their second
coursework task. An understanding of the language and the relationship
between the text and its context is required. The pupils will then study
the remaining anthology poems and revise those previously studied.
There will be a sustained focus on revising examination techniques and
practising past papers in preparation for the summer examination.
(I)GCSE COURSES FAQS CORE SUBJECTS
CORE SUBJECTS OPTIONAL SUBJECTSCORE SUBJECTS:
MATHEMATICS (IGCSE)
HEAD OF DEPARTMENT: MISS L HARDY THE (I)GCSE ASSESSMENT
Assessment takes the form of two 2 hour written papers both allowing
Examination Board: Edexcel
the use of a calculator. The total number of marks for each paper is 100.
Confidence in the use of numbers is an essential skill for everyday life. Assessment objectives
Mathematics also teaches you to think logically, approach problems
from many different directions and analyse information effectively. A AO1: demonstrate knowledge, understanding and skills in number and
qualification in mathematics is a key requirement for many jobs, but even algebra:
if your career path is not directly linked to mathematics, you will learn
• numbers and the numbering system
many important skills that are highly valued in the workplace. The course
• calculations
aims to develop knowledge and understanding of mathematical concepts
• solving numerical problems
and techniques, instil an enjoyment and confidence in using and applying
• equations, formulae and identities
these to solve problems and to ingrain a foundation of mathematical skills
• sequences, functions and graphs
for further study in the subject or related areas.
AO2: demonstrate knowledge, understanding and skills in shape, space
NUMBER AND ALGEBRA and measures:
The number and algebra unit includes number system, calculations,
solving numerical problems, equations, formulae and identities, sequences, • geometry
functions, graphs, set theory, calculus, quadratics and proof. • vectors and transformation geometry
AO3: demonstrate knowledge, understanding and skills in handling data:
GEOMETRY AND MEASURE
The geometry and measure unit involves geometrical reasoning, • statistics
transformations and coordinates, measures and constructions, Pythagoras, • probability
and trigonometry and vectors.
WHAT CAN I STUDY NEXT?
PROBABILITY AND STATISTICS As a core subject, mathematics is a good accompaniment to many A
The probability and statistics unit involves representing and processing level subjects. In particular, mathematics will support the further study of
data, histograms, measures of spread and probability. physics, chemistry, economics and business studies.
(I)GCSE COURSES FAQS CORE SUBJECTS
CORE SUBJECTS OPTIONAL SUBJECTSCORE SUBJECTS:
SCIENCE (IGCSE)
HEAD OF DEPARTMENT: MR D EVANS Physics: forces in motion, electricity, waves, energy resources and energy
transfer, solids, liquids and gases, magnetism and electromagnetism,
HEAD OF BIOLOGY: DR CR FELLOWS
radioactivity and particles.
HEAD OF CHEMISTRY: DR JM LISTER
The examination will consist of three 2 hour papers, one for each of the
HEAD OF PHYSICS: MRS R SUMERAY three sciences.
Examination Board: Edexcel IGCSE
SEPARATE SCIENCES
Two Edexcel programmes are followed at St John’s. The first option is Pupils who are eager to study sciences in greater depth can choose to
the IGCSE in Science (Double Award), which constitutes two IGCSE study biology, chemistry and physics as single certificates. This will lead to
grades. The second is the individual science route leading to three IGCSE three separate IGCSEs. The content of these courses is as given above
examination grades (one in each of biology, chemistry and physics). but, in addition, there is a paper of extension material, which covers wider
Whatever programme pupils follow, they will be stretched and stimulated aspects of each subject. Pupils wishing to study science at A level and
and will gain a clear understanding of science and its relevance to the those with an interest in pursuing scientific careers, including medicine
modern world. Pupils will gain practical skills, develop their numerical skills and engineering, will benefit from this additional exposure.
and have a grounding in scientific theory suitable for further study. Both
options allow for pupils to study sciences at A level and both options are The examination for each subject will consist of a 2 hour paper as above
held in the same regard academically. and a 1 hour 15 minute paper which includes extension material.
DOUBLE AWARD WHAT CAN I STUDY NEXT?
Double science has a lesson allocation equivalent to two GCSEs. 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
Biology: the nature and variety of living organisms, the structures and pupil who performs well in double award will still be suitably prepared to
functions in living organisms, reproduction and inheritance, ecology and study one or more science subjects at A level.
the environment, use of biological resources.
Chemistry: principles of chemistry, inorganic chemistry, physical chemistry
and organic chemistry.
(I)GCSE COURSES FAQS CORE SUBJECTS
CORE SUBJECTS OPTIONAL SUBJECTSOPTIONAL SUBJECTS
CLASSICAL CIVILISATION
CLASSICAL GREEK
COMPUTER SCIENCE
DESIGN AND ENGINEERING
DRAMA
FINE ART
FRENCH
GEOGRAPHY
GERMAN
HISTORY
LATIN
MUSIC
SPANISH
SPORTS SCIENCE
THEOLOGY, PHILOSOPHY & RELIGION (TPR)
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
CLASSICAL CIVILISATION (GCSE)
HEAD OF DEPARTMENT: MRS J LANE • The Roman home and members of the Roman family
• Roman society including citizenship, slavery and politics
Examination Board: OCR
• Leisure and entertainment including features of the colosseum and the
circus maximus and the political purposes behind entertainment.
GCSE classical civilisation covers a diverse and fascinating range of topics
• Roman theatre
within the classical world. The course offers pupils the opportunity to
• Roman baths
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
LOWER FIFTH YEAR
question paper will consist both of short answer and extended response
Unit 1 - Mythology and Religion (50% of GCSE)
questions. Pupils will be required to respond to both literary and visual/
Topics covered include: material sources, some of which will be unseen and some from the
prescribed material which pupils have studied during the course.
• Gods
• The universal hero: Heracles/Hercules In the Unit 1 paper, pupils will also be asked to compare two ancient
• Religion and the city: Temples sources: one Greek, one Roman.
• Myth and the city: foundation stories
• Festivals WHAT CAN I STUDY NEXT?
• Myths and symbols of power A GCSE in classical civilisation develops important skills in reading
• Death and burial complex texts, extracting key information, and developing a response
• Journeying to the underworld in writing. It is excellent preparation for A levels in classical civilisation,
English, history, and any other essay-based subject.
UPPER FIFTH YEAR
Unit 2 - Roman City Life (50% of GCSE)
Topics covered include:
• Roman housing
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
CLASSICAL GREEK (GCSE)
HEAD OF DEPARTMENT: MRS J LANE THE GCSE ASSESSMENT
Three written examinations:
Examination Board: OCR
Greek language (1 hour 30 minutes), involving a combination of
Classical Greek is the study of the language and literature of the ancient translation and comprehension questions from Greek, and some basic
Greeks, whose culture exerted a profound influence on the western questions on grammar.
world. It is a highly prestigious academic subject, which trains mental
rigour and precision throughout one’s studies, develops core linguistic Two literature papers (1 hour each), involving a number of
skills and knowledge transferrable to many other languages; it allows comprehension and discussion questions about the previously prepared
pupils to study and discuss original Greek literature first written two and set texts.
a half millennia ago.
WHAT CAN I STUDY NEXT?
LOWER FIFTH YEAR Greek is a challenging subject, ideal for strong linguists and academics
The classical Greek course is an intensive language course for strong who wish to stretch themselves in their GCSEs. Strong, self-directed
academics and linguists who have flourished in the Fourth Form Greek learning is essential, but those who undertake the challenge will find it
course. In the Lower Fifth year, pupils will continue their progress hugely rewarding. There is a natural crossover with Latin, and the two
of grammatical understanding through language lessons. From the subjects are often seen as markers of academic excellence. A level
second half of the year, they will begin to meet and discuss original choices within classics are common beyond GCSE and the skills learned
Greek literature. Pupils will prepare the first of two set texts: prepared are also excellent preparation for a wide range of other academic
translations of short extracts from Herodotus’ Histories, about which subjects, including modern languages, English, history, mathematics, and the
they will answer questions in the GCSE examination. 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 Iliad, 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.
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
COMPUTER SCIENCE (GCSE)
HEAD OF DEPARTMENT: MR AG SMITH 8. Ethical, legal and environmental impacts of digital technology on wider society,
including issues of privacy
Examination Board: AQA
ASSESSMENT
The computer science course combines scientific and mathematical thinking and
PAPER 1 (50% of GCSE) Computational thinking and programming skills. 2 hours, 90
provides an excellent preparation for A level computer science. The GCSE course
marks.
followed at St John’s is by AQA and is as detailed below. The course builds upon the
most popular aspects of current computing specifications and adds fresh features, What’s assessed: Computational thinking, code tracing, problem-solving, programming
including computational thinking, to provide an academically challenging programme of concepts including design of effective algorithms and the designing, writing, testing and
study for pupils of all ability levels. refining of code. The content for this assessment will be drawn from the subject content
1 and 2 above. A mix of multiple choice, short answer an longer answer questions
PUPILS STUDYING COMPUTER SCIENCE WILL: assessing programming, practical problem-solving and computational thinking skills.
• Develop an understanding of current and emerging technologies and how they work
in real life; PAPER 2 (50% of GCSE) Computing concepts. 1 hour 45 minutes, 90 marks.
• Look at the use of algorithms in computer programs, including searching and sorting What’s assessed: The content for this assessment will be drawn from the subject content
algorithms; 3 to 8 above. There will be a mix of multiple choice, short answer, longer answer
• Acquire and apply creative and technical skills, knowledge and understanding of and extended response questions assessing SQL programming skills and theoretical
computing in a range of contexts; knowledge.
• Develop computer programs to solve problems;
• Evaluate the effectiveness of computer programs/solutions and the impact of
WHAT CAN I STUDY NEXT?
computer technology in society.
An interesting and challenging subject in its own right; computer science is considered
a science and, as such, success at GCSE level demonstrates excellent analytical and
SUBJECT CONTENT problem-solving skills. It is a good precursor (but by no means a prerequisite) for the
1. Fundamentals of algorithms study of computer science at A level as well as physics and mathematics. The increasing
2. Programming (chosen language VB.Net) importance of digital computing technologies means there is a growing demand for
3. Fundamentals of data representation professionals who are qualified in this area. The course is excellent preparation for pupils
4. Computer systems who want to study or work in areas that rely on these skills, especially where they need
5. Fundamentals of computer networks to be applied to technical problems.
6. Fundamentals of cyber security
7. Relational databases and structured query language
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
DESIGN AND ENGINEERING (GCSE)
HEAD OF DEPARTMENT: MR SA TARRANT Course Three-dimensional Design Technology
Examination Board: OCR/AQA Design
Exam Board & Code AQA 8205 OCR J310
If you enjoy being creative, want to increase your practical skills and improve your Title Portfolio Principles of Design and
analytical, communication and research abilities, Design and Engineering is a great Technology
Component 1
Assessment
choice. The skills you gain make it a great complement to other subjects. Proportion 60% 50%
of Mark
Studying Design and Engineering encourages pupils to develop design and thinking
skills that open up a world of possibility, giving you the tools to create the future. The Format A sustained project and Written examination
subject excites and engages pupils with contemporary topics covering the breadth of a selection of further with some application
this dynamic and evolving subject. It cultivates empathetic individuals who have the work of maths and science
ability to confidently critique products, situations and society in every walk of their Title Externally set Iterative design
lives now and in the future. Design and Engineering is a subject that brings learning to assignment challenge
Component 2
Proportion 40% 50%
Assessment
life, requiring pupils to apply their learning to real-life situations. It relates to authentic
real-world awareness of professional design practices and strategies used by the of Mark
creative, engineering and manufacturing industries. Pupils will be required to use Format Choice of seven starting Chronological portfolio
critical thinking, leading towards invention and design innovation, to design and make points. Preparation and final prototype(s).
prototypes that solve real and relevant problems, considering their own and others’ time, plus ten hours of
needs, wants and values. supervised time.
Following a series of introductory projects in the first two terms of Lower Fifth Form Note: Pupils also taking fine art would need to opt for the Design Technology
pupils choose between Design Technology or Three-dimensional Design. By offering qualification.
two complementary design qualifications, we are able to cater to the varied interests
and aptitudes of pupils at St John’s. The two qualifications also have different methods
of assessment, as shown in the table.
You can continue your study of Design and Engineering at A-level, where the
equivalent courses are offered in Three-dimensional Design and Design Technology,
preparing you well for careers in Architecture, Design, Engineering and Computing.
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
DRAMA (GCSE)
HEAD OF DEPARTMENT: MR JR GARBETT THE GCSE ASSESSMENT
The course is assessed through a written examination paper and two practical
Examination Board: Edexcel examinations.
Drama encourages and nurtures pupils through direct personal expression to expand
UNIT 1 - DEVISING
their creativity, hone their analytical abilities, develop their performance skills and
60 marks - 40% of the GCSE. Internally assessed and externally moderated. This unit
explore their imagination. Drama is a skill that can be learned, hence our pursuit of high
requires pupils to devise and perform their own piece of original theatre created from
standards in creating and performing without losing the sense of playfulness that is at the
a stimulus. Pupils must also create a written portfolio that assesses the creation and
core of our teaching and learning. We put great emphasis on the enjoyment of learning
development of the performance piece.
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. UNIT 2 - PERFORMANCE FROM TEXT
48 marks - 20% of the GCSE. Externally assessed by a visiting examiner and externally
Trips to the theatre are compulsory and an integral part of the course. They deepen moderated. Pupils will either perform in and/or design for two key extracts from a
pupils’ awareness of the theatre as a site of production and reception and pupils are performance text. Performer or designer routes available.
given the opportunity to evaluate the complex relationship between the two.
UNIT 3 - THEATRE MAKERS IN PRACTICE
LOWER FIFTH YEAR
60 marks - 40% of the GCSE. Written examination of 1 hour and 45 minutes. The
In the Lower Fifth year, pupils will be introduced to the fundamental skills required written examination will require a response to the study of one complete performance
to excel at GCSE drama. During the course of study, pupils are expected to engage text and a response to a live theatre evaluation.
maturely with complex texts, to make connections across different times, places and
cultures and to communicate this learning through practical assignments. Time is taken WHAT CAN I STUDY NEXT?
to build the necessary confidence in performance. Pupils will create an original piece of GCSE drama could lead on to further study in drama, theatre studies, performing arts
theatre devised from a stimulus. 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
UPPER FIFTH YEAR include; the media, theatre, television, radio, the film industry, arts administration, drama
In the Upper Fifth year, pupils will hone and perfect the skills that they have learned from therapy and education.
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.
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
FINE ART (GCSE)
HEAD OF DEPARTMENT: MRS K BURRETT TOPICS: THE EXTERNALLY SET ASSIGNMENT (ESA)
The fifth term is taken up by the externally set assignment and the pupils will
Examination Board: AQA
be given approximately 10 weeks to develop their ideas before a 10 hour
examination.
Fine 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 THE GCSE ASSESSMENT
with the development of those complex mental processes involved in visual The GCSE assessment is in two parts.
perception and aesthetic experience.
ASSESSMENT 1 - CANDIDATE PORTFOLIO (60%)
The syllabus has been devised to combine the necessary breadth and depth The tasks are set by the Art Department to embrace and challenge thematic
of study with the freedom of choice required to accommodate a wide range briefs to be developed by the pupil from a personal perspective. The portfolio
of abilities and material requirements. The pupils will cover a combination of must be selected and presented by the pupil and based on work undertaken
methods and genres from the following disciplines: drawing, installation, lens/light- within the course over three separate projects, and provide evidence of how the
based media, mixed media, land art, printing, painting and sculpture. candidate has met each of the assessment objectives.
COURSE WORK - TAUGHT OVER FOUR TERMS ASSESSMENT 2 - EXTERNALLY SET ASSIGNMENT (40%)
TOPICS: STILL LIFE AND INDIVIDUAL THEMES The examination project should elicit a personal response from the pupil in
• ‘Still Life’ will cover all the different possibilities and artistic skills needed for relation to the thematic brief set by the examination board. It should enable
the two year course. This will include drawing, printing, painting, sculpture as pupils to provide evidence of how they have met each of the assessment
well as compositional skills (two terms). objectives, and provide a sustained period of focussed study of no longer than
• Individually chosen themes will help prepare pupils to challenge new 10 hours.
concepts and stretch their contextualisation skills in relation to their art. This
will encourage divergent thinking and analysis of what they want their art WHAT CAN I STUDY NEXT?
work to convey in terms of meaning (two terms). Pupils will learn how to This naturally leads to art A level and in the past few years, pupils have gone on
develop their portfolio before making a standalone piece in a 10 hour mock to attain places on numerous foundation courses, architecture courses, graphic
examination. design, photography and art history courses.
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
GEOGRAPHY (GCSE)
HEAD OF DEPARTMENT: MS A TRAVIS • Section A: Changing cities
• Section B: Global development
Examination Board: Edexcel • Section C: Resource management. including energy resources.
• The examination includes multiple choice questions, short open, open response, calculations
The world is rapidly changing and the study of GCSE geography allows pupils to explore these and 8-mark extended writing questions.
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 COMPONENT 3: GEOGRAPHICAL INVESTIGATIONS: FIELDWORK AND UK
geography an exciting and engaging course to study, drawing regularly on current issues and events CHALLENGES. (25% OF GCSE)
in the world. 1 hour 30 minute written examination
We currently offer the Edexcel GCSE A specification, which gives pupils the chance to learn about This section covers the practical geographical skills that are essential for all GCSE geography pupils.
a broad range of geographical topics and develop key geographical skills. Geography is a popular They gain an understanding of cartographic and graphical enquiry, Information Technology (IT) and
and successful subject at St John’s and many pupils also go on to take it at A level. The course is geographical information systems (GIS) skills and expertise in how to apply them to geographical
divided into three different sections. investigations. The pupils will undertake fieldwork related to two topics:
• Section A: Physical environments fieldwork - coasts
COMPONENT 1: THE PHYSICAL ENVIRONMENT (37.5% OF GCSE)
• Section B: Human environments fieldwork - urban
1 hour 30 minute written examination
• Section C: UK challenges - skills-based questions based around UK themes
This section covers the physical geography aspects of the natural world and the issues related to
The examination includes multiple-choice, open-response, calculation, 8 mark and 12 mark
the environment. Pupils complete the following three topics:
extended writing questions.
• Section A: The changing landscapes of the UK
REVISION
• Section B: Weather hazards and climate change
Components 1-3 are reviewed and a structured revision programme takes place in the final term
• Section C: Ecosystems, biodiversity and management
of the Upper Fifth year.
The examination includes multiple-choice, open-response, calculation and 8-mark extended writing
questions. THE GCSE ASSESSMENT
It is externally assessed through three examinations lasting 1 hour 30 minutes, set and marked
COMPONENT 2: THE HUMAN ENVIRONMENT (37.5% OF GCSE) by Edexcel. It is single tier entry and the papers will contain a variety of question types, such as
1 hour 30 minute written examination multiple choice questions, short extended answer questions, graphical and data questions, and
practical enquiry questions.
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: WHAT CAN I STUDY NEXT?
Geography spans the arts/science barrier and consequently it combines well with many subjects.
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
HISTORY (IGCSE)
HEAD OF DEPARTMENT: MR RA ROSS
Examination Board: Edexcel
TOPIC 4 - CONFLICT, CHANGE AND CRISIS: CHINA, 1900-1989
The course analyses major political, social and economic developments The course addresses major change in Chinese society and government,
across Europe, North America and the Far East during the twentieth from rule by the warlords, Japanese colonisation, civil war and communist
century. It provides a rich appreciation of significant events and their revolution; it then follows changes in communist rule from Mao’s reforms
impact in recent times. The course also develops the skills of extended to the introduction of capitalist economics.
writing and source analysis.
THE IGCSE ASSESSMENT
TOPIC 1 - RUSSIA AND THE SOVIET UNION, 1905-1924 Two examination papers:
The course addresses Tsarist rule in Russia and its collapse during the • Dictatorship and conflict in the USSR, 1924-1953 and A divided union:
First World War; it then focuses on the Bolshevik Revolution and how civil rights in the USA, 1945-1974 (1 hour 30 minute examination, 50%
the Communists consolidated power through the civil war and the New of the IGCSE)
Economic Policy. • Russia and the Soviet Union, 1905-1924 and Conflict, change and crisis:
China, 1900-1989 (1 hour 30 minute examination, 50% of the IGCSE)
TOPIC 2 - DICTATORSHIP AND CONFLICT IN THE USSR, 1924-1953
The course charts communist rule in the Soviet Union following the WHAT CAN I STUDY NEXT?
death of Lenin and Stalin’s subsequent rise to power. Stalin’s rule is then Besides continuing with history to A level, this IGCSE complements other
examined in detail, including his industrialisation and agricultural policies subjects including English, politics and economics, plus modern foreign
and his purges. The topic finishes with Stalin’s death. 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.
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
LATIN (GCSE)
HEAD OF DEPARTMENT: MRS J LANE THE GCSE ASSESSMENT
Three written examinations:
Examination Board: OCR
Latin language (1 hour 30 minutes), involving a combination of translation
Latin is the study of the language and literature of the ancient Romans, and comprehension questions from Latin along with some basic questions
whose culture profoundly shaped the western world. It is a prestigious on grammar. Two literature papers (1 hour each), involving a number of
academic subject that trains mental rigour and precision throughout comprehension and discussion questions about the previously prepared
one’s studies, develops core linguistic skills and knowledge transferrable set texts.
to many other languages, and enables pupils to study and discuss original
Latin texts first written two millennia ago. WHAT CAN I STUDY NEXT?
Latin is a challenging subject, but one that is highly rewarding for any
LOWER FIFTH YEAR pupil who is willing to put in the necessary time learning vocabulary
Pupils will continue with GCSE language grammar using Taylor’s ‘Essential and set texts. There is a natural crossover with classical Greek, and the
GCSE Latin’. In the second half of the year, pupils will also have their first two subjects are often seen as markers of academic excellence. A level
taste of Latin literature. In lessons, pupils will prepare the first of two choices within the range of classical subjects are common beyond GCSE,
‘set texts’: prepared translations of short extracts from the Cambridge and the skills learned are also excellent preparation for a wide range
Latin anthology about which they will answer questions in the GCSE of other academic subjects, including modern languages, English, history,
examination. mathematics and the sciences.
UPPER FIFTH YEAR
In the first half of the Upper Fifth, pupils translate the second of the two
set texts, extracts from Virgil’s Aeneid, while continuing to study the core
features of the Latin language using Taylor’s ‘Essential GCSE Latin’. 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.
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OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
MODERN LANGUAGES (GCSE)
HEAD OF DEPARTMENT: MR L REVELANT Theme 1: Identity and culture
Examination Board: AQA Theme 2: Local, national, international and global areas of interest
Learning a foreign language is a skill for life. It is a real asset in our Theme 3: Current and future study and employment
multicultural society and is increasingly important in the commercial
Lessons are fast-paced and active, starting with a revision of the
world. In learning a modern foreign language, not only will pupils open
grammatical key concepts and progressively incorporating all four skills
doors to discover other cultures but they will develop their overall
with a variety of reading, listening, writing and speaking tasks. Pupils will be
literacy and communication skills, which will assist them in all areas of the
asked to participate fully in order to develop spontaneity and confidence
curriculum.
in communication. In order to achieve success in any language, pupils
In their chosen language(s), pupils will gain confidence in speaking, writing must develop a wide range of vocabulary, a sound ability to convey
and understanding the language while discovering and appreciating the information clearly when speaking and writing, a very good understanding
native cultures and ways of thinking. They will be challenged intellectually of grammar and high-level communication strategies. Pupils will also have
and culturally, questioning how best we communicate with each other in conversation sessions with a foreign language assistant.
our increasingly global community.
See next page for subject specifics.
We believe that the new specifications of the GCSE course produce
a greater depth of linguistic expertise and prepares our pupils for a WHAT CAN I STUDY NEXT?
smoother transition between GCSE and A level. Languages complement all other subjects but particularly strengthen
literary skills. They therefore combine particularly well with any humanity
The AQA GCSE examination is wholly assessed externally and comprises subject. It is also advisable to study more than one language, as the
four papers that are all taken at the end of the Upper Fifth year: direct links between languages help the learning process. Languages are a
• Paper 1 - Listening (25%) versatile A level option and can be studied in single or combined-honours
• Paper 2 - Speaking (25%) degree programmes.
• Paper 3 - Reading (25%)
• Paper 4 - Writing (25%)
The AQA examination board is centred on three key themes for GCSE.
These include:
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
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MODERN LANGUAGES (GCSE)
FRENCH GERMAN SPANISH
HEAD OF FRENCH: MR L REVELANT HEAD OF GERMAN: MS R SIGUSCH HEAD OF SPANISH: MR P WRIGHT
With approximately 100 million native speakers and German is the most commonly spoken language Spanish is a relatively simple language. Its
300 million secondary speakers, the significance of in the EU and a dominant language in business pronunciation and spelling are straightforward and
French as a world language is considerable. French and academia. It is an official language in Germany, can be mastered after one lesson, as Spanish is
is spoken in 55 countries and is the only language Austria, Switzerland, Luxembourg, Lichtenstein and totally phonetic. Many scientific studies have proved
other than English to be spoken on five continents, even Namibia and easy to acquire since English and that dyslexic learners in particular have most
making it truly global. Its influence on English over German share the same German root. German success mastering this language. Spanish grammar
the years has been great; studying French involves is often described as the language of inventors is also relatively straightforward as it is, after all, an
many words that learners already recognise but it and innovators. Therefore, it does not come as a extremely simplified form of Latin with only two
also enriches their knowledge of English grammar surprise that it is the second-most commonly used genders and no declensions for nouns. Spanish is
and vocabulary. scientific language. also invaluable in our modern world. There are
currently over 450 million Spanish speakers, making
Whether learners choose to study French for However, the main criterion of the usefulness of Spanish the second most important international
cultural reasons (France has the world’s largest any language is not the total number of speakers, language, and it is the official language of 21
number of Nobel Prize winners for literature), for but the economic significance of the countries in countries. Latin American markets have opened
travel (more tourists visit France than any other which it is spoken relative to our own. Germany has up considerably in the last 20 years. As a means
country in the world and French is a melodious and the strongest economy in Europe and fourth largest of communication in the 21st century, therefore,
attractive language) or for a future career (French in the world. It is also the world’s second largest Spanish is clearly of importance, whether for
is the official language of the United Nations and exporter and the UK’s biggest trading partner. In business or pleasure.
the International Red Cross, and is widely used in 2011, Switzerland was the world’s second largest
the diplomatic world), the wealth of opportunities market for hedge funds, and Frankfurt remains a
on offer is virtually unrivalled. The French economy financial capital, home to some major banks.
is one of the strongest in the world and France is,
increasingly, a leader in technological innovation. Understanding the German language and its culture
will provide an invaluable foundation for multiple
subjects at A-level as well as higher education and it
can open doors to the German-speaking as well as
the international job market.
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
MUSIC (GCSE)
HEAD OF DEPARTMENT: MRS A ANDERSON along with unfamiliar music that has not been stipulated within the specification. The examination is
divided into two areas:
Examination Board: Edexcel
Section A - Eight questions, broken into smaller parts, based on listening to extracts from the set
GCSE music is a rewarding and engaging qualification that promotes the key skills of performing, works. One question will be on dictation and one on a piece of unfamiliar music.
composing, listening and appraising. The qualification is appropriate for a wide range of musicians,
Section B - One essay comparison question on one set work and one unfamiliar piece of music.
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 The set works for the qualification are listed below:
three units:
1. INSTRUMENTAL MUSIC 1700-1820
UNIT 1 - PERFORMING MUSIC • J S Bach: 3rd movement of Brandenburg Concerto no.5 in D major
This is a coursework unit and accounts for 30% of the total GCSE. • L van Beethoven: 1st movement from Piano Sonata no.8 in C minor ‘Pathetique’
• Pupils perform at least two pieces, one solo and one ensemble performance with a combined
duration of at least four minutes. 2. VOCAL MUSIC
• Performances must be completed in the academic year the pupil completes the qualification. • H Purcell: Music for a While
• Pupils can perform on any instrument and in any style. • Queen: Killer Queen (from the album ‘Sheer Heart Attack’)
• Improvisation and arranging tasks can also be submitted, as can performances of the pupil’s
own composition. 3. MUSIC FOR STAGE AND SCREEN
• S Schwartz: Defying Gravity from ‘Wicked’
UNIT 2 - COMPOSING MUSIC • J Williams: Star Wars episode IV: A New Hope - Main Title/Rebel blockade runner
This is a coursework unit and accounts for 30% of the total GCSE. Pupils produce:
4. FUSIONS
Two compositions, with a combined duration of at least three minutes total. • Afro Celt Sound System: Release (from the album ‘Volume 2: Release’)
• Esperanza Spalding: Samba Em Preludio (from the album’Esperanza’)
• 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.
THE GCSE ASSESSMENT
Both compositions must be written up in a minimum of five hours of controlled conditions. Units 1 and 2 are internally assessed and externally moderated. Unit 3 is marked externally.
UNIT 3: LISTENING AND APPRAISING MUSIC WHAT CAN I STUDY NEXT?
This unit makes up the remaining 40% of the qualification and is a 1 hour 45 minute written The obvious subject that follows this course would be A level music.
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
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OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
SPORTS SCIENCE (GCSE)
ACTING HEAD OF DEPARTMENT: MR C HOLLAND THE IGCSE ASSESSMENT
The course is assessed by means of practical and written controlled assessment
Examination Board: AQA
which accounts for 40% of the overall marks and two 1 hour 15 minute
examinations, accounting for 60%.
A IGCSE in Sports Science provides an opportunity for pupils to study the wider
aspects within sport and physical education, with a large element on external Marks are awarded for spelling, punctuation and grammar in this subject.
factors that will impact both performance and participation. Pupils will develop
knowledge, skills and understanding on a number of related topics ranging from Pupils must perform in three practical activities: one from the individual list, one
anatomy and physiology to international sporting events. from the team list and one other from either. Please note that the same sport
cannot be used for both an individual and team assessment, and some activities
The following topics are studied: cannot be used in conjunction with each other e.g. rugby union and rugby league.
• The structure and function of the skeletal system Team sports: football; badminton; basketball; blind cricket; camogie; cricket; dance;
• The structure and function of the muscular system Gaelic football; goal ball; handball; hockey; field hockey; hurling; lacrosse; netball;
• Movement analysis powerchair football; rowing; rugby league; rugby union; squash; table cricket; table
• The cardiovascular and respiratory systems tennis; tennis; volleyball; wheelchair basketball; wheelchair rugby
• Effects of exercise on body systems
• Components of fitness Individual sports: amateur boxing; athletics; badminton; boccia; canoeing; cycling
• Applying the principles of training (track or road only); dance; diving; equestrian; golf; gymnastics; kayaking; polybat;
• Preventing injury in physical activity and training rock climbing; sculling; skiing; snowboarding; squash; swimming; table tennis; tennis;
• Engagement patterns of different social groups in physical activities and sports trampolining
• Commercialisation of physical activity and sport
• Ethical and socio-cultural issues in physical activity and sport WHAT CAN I STUDY NEXT?
• Sports psychology The breadth of the subject allows it to sit alongside a large number of subjects
• Health, fitness and wellbeing 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.
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSOPTIONAL SUBJECTS:
THEOLOGY, PHILOSOPHY & RELIGION (TPR) (IGCSE)
HEAD OF THEOLOGY, PHILOSOPHY & RELIGION DEPARTMENT:
MRS C HANDZEL
Rights, equality and social justice: human rights, equal rights and equal
Examination Board: Edexcel IGCSE Religious Studies opportunities; the multi-ethnic society and racial harmony; the multi-faith
society and interfaith relationships; relationships between rich and poor.
IGCSE religious studies provides an opportunity to explore religious,
philosophical and ethical issues, in the context of a study of religious Celebration and pilgrimage: including Christian festivals and places of
teachings, religious and non-religious beliefs and values (assessed in Paper pilgrimage.
1 of the examination), and aspects of the religious community (assessed
in Paper 2 of the examination). While Christianity is the main religion UPPER FIFTH YEAR
studied in terms of a religious perspective, pupils will also look at religious Pupils will study the following:
ideas which are not specific to any one religion, and non-religious beliefs
and values. Origins and their impact on the community: religious texts and sources of
authority; founders and leaders.
LOWER FIFTH YEAR Celebration and pilgrimage: festivals and celebration; places of pilgrimage.
Pupils will study the following:
Worship and practice: places of worship; forms of worship.
The universe, creation and the place of human beings, including religious
and non-religious teachings about: the universe and the place of human THE IGCSE ASSESSMENT
beings in it; human nature and the human condition; selfishness, greed, Pupils are assessed by two examinations; one 1 hour 45 minute
ignorance and sin; freewill, determinism and predestination; ultimate examination and one 1 hour 30 minute examination. There is no
reality; belief, uncertainly and unbelief; the problem of evil and suffering. controlled assessment for TPR.
Life and death: death and the afterlife; the meaning and purpose of
life; sanctity of life - abortion and euthanasia; human relationships; WHAT CAN I STUDY NEXT?
marriage and partnership; divorce and remarriage; family structures and Pupils who study TPR have also studied English, geography, history,
responsibilities; childlessness and celibacy. psychology, languages and sciences. They have gone on to university
to study English, languages, law, philosophy and theology and a range of
Peace and conflict: conflict and war; peace, reconciliation and forgiveness; other subjects.
bullying; sin and crime; punishment; capital punishment.
(I)GCSE COURSES FAQS CORE SUBJECTS OPTIONAL SUBJECTS
OPTIONAL SUBJECTSSt John’s School Epsom Road, Leatherhead, Surrey KT22 8SP T +44 (0)1372 373 000 stjohnsleatherhead.co.uk Registered Charity No: 312064 November 2021
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