The grades for the GCSE are awarded on marks for both coursework and examination work since it is considered that skills in all subjects cannot be adequately assessed in a few hours on the day of an examination. The assessment of coursework is very important to those pupils who for some reason, often nervousness, fail to do themselves justice, and to those who work consistently hard over the two-year course.

The GCSE is marked on a 8-point scale of grades, A* to G (grades A* - C are required by universities and often by colleges and employers). These grades are closely defined to ensure comparability of standards across the country and previously accepted standards are maintained by the different examining boards.

Since the GCSE is taken by candidates from a wide range of ability, a major innovation in the system is the use of differentiated assessment in examinations. In some subjects, candidates achieving higher grades will be required to sit more difficult papers. In other subjects, the questions are graded and become more difficult so that the entire paper can only be answered by candidates achieving the higher grades.

Marks achieved by your daughter may vary dependent upon the difficulty of the task set and the set she is in. It must be remembered that marks given are within the context of a selective school (top 25% ability range).

Marks will usually be out of ten or a multiple of ten. When a mark is out of ten, marks of 9 or 10 indicate a very good standard; marks of 7 or 8 indicate a task well completed, although there is room for improvement; marks of less than 5 would give cause for concern. In some cases e.g. examination coursework, examination questions other marks schemes may have to be applied. In these cases the teacher will provide verbal guidance to explain the mark scheme.

When a comment is given with the mark this should be read carefully as it will elaborate on the assessment and perhaps give guidance for the future. Different tasks may cover different skill areas and sometimes may be set on very small areas of the curriculum. The term grades given on reports and grade sheets not only take these marks into consideration but also your daughter’s performance in class, oral contribution and test results.

The core subjects are Science (equivalent to two GCSE's), English Language, English Literature, Mathematics and Technology, and you may select another three examination subjects to give a total of nine. To ensure that the course you choose is balanced, you must include one Modern Language and one Social Science subject. For your third choice you may select any from the ‘Other Subjects’ List below, including a second Modern Language or a second Social Science.

French

German

Geography

History

Art and Design Music

French Religious Studies

German Drama

Geography Physical Education

History

There are three questions which you might well ask yourself about your subject choice:

1. Do I need it?

2. Do I like it?

3. Am I any good at it?

If you can firmly answer YES to question 1, then questions 2 and 3 are less important - but in an extreme case, the answers to 2 and 3 may force you to alter your aims (e.g. if you rather like the idea of leading the life of a professional musician, but do not have a serious interest in music and are not very good at it, think again!!)

Most pupils at 14 plus do not have definite career ideas: many do not even have well-defined interests. Nevertheless, some choice of subjects has to be made. Your Form Tutor will talk to you about the reasons for this in some special lessons designed to help you think about the choice you have to make. Make sure you always discuss your ideas fully with your parents.

Mathematics is compulsory because a knowledge of Mathematics and its techniques is important to everyone in every walk of life; you are unlikely to gain this knowledge later in life if you do not meet the subject squarely now. A similar case can be made for English Language, while English Literature, however, is important because no person can claim to be properly educated unless she has some idea of the richness of her own cultural heritage.

Science is compulsory because it is essential that everyone should have a scientific element in their education qualifications and even for someone who has already firmly decided that she does not wish to be a Scientist, the Science course provides that element. It is worth noting that recent educational recommendations indicated that pupils in schools should spend at least 20% of their time on Science and for this reason you should take a double certificate in Science covering the important principles of Physics, Chemistry and Biology. Successful completion of this course will enable you to pursue all these subjects to Advanced Level if you so wish.

Design and Technology is a compulsory subject for all pupils. It forms an important part of the National Curriculum and a modern student's education, helping her to gain an understanding of the importance of Technology today.

A foreign language is compulsory because it is clear that Britain's position as a member of the European Union requires individuals to be able to communicate with other Europeans in their own language. It has been recognised that a foreign language is a useful tool, whether one is travelling abroad for pleasure or for business. Employers are now realising that employees with a knowledge of French and German are badly needed, and schools have to satisfy this need. European firms already expect all employees in senior posts - such as our pupils would be aiming for - to have at least one if not two foreign languages in addition to their qualifications for the job.

It is compulsory for each pupil to study a Social Science subject to GCSE level if she is to have an understanding of issues affecting contemporary human societies. The concepts, methods and perspectives of each of the subject disciplines enable each pupil to develop the skills of handling information and the ability to analyse the value of judgements made by groups and societies.

Possible options for your final choice may include:

a second Modern Language

a second Social Science

Art & Design

Music

Religious Studies

Drama

Physical Education

Which courses run will depend on the extent of the interest shown in them.

In Years 10 and 11 all students will study English and English Literature leading to two GCSE certificates.

The English course aims to enable students to use English, in its spoken and written forms, as effectively as possible with a care for content, appropriateness and accuracy. The course also seeks to encourage students to read a range of material for a variety of purposes. It is assessed in three parts: 20% oral coursework; 20% written coursework; 60% examination.

In their study of English Literature pupils will read a variety of texts and will be encouraged to develop an analytical response. The course is assessed in two parts: 30% coursework; 70% examination.

The study of English and English Literature is taught as one integrated course and the oral and written elements will be determined by a combination of examination and coursework. Success in both English and English Literature at this level is regarded as a fundamental requirement for the study of English at Advanced Level.

You will probably have noticed how important Mathematics has become for everyone, both at work and at home. The list of examples of using Mathematics at home is almost endless - household budgets, bank statements, salary slips, dimensions of floors, walls and furniture, graphs, charts and statistics in newspapers and on the television, and many more. In the world of work, the importance of Mathematics is growing daily. It is the key to Science and Engineering and is indispensable to the Commercial world. Besides these obvious applications, there is also a growing use of Mathematics in subjects such as History and Geography, particularly in the form of statistical analysis.

In short, Mathematics is a channel of communication of great importance in our technological world. It is for this reason that Mathematics is a core subject in the National Curriculum and usually employers, higher or further education require a Grade C, or above, GCSE qualification in Mathematics. The course studied combines topics in using and applying mathematics, algebra, geometry, arithmetic, trigonometry and statistics, together with skills required for everyday life and industry.

There are two pieces of investigational coursework, one at the end of Year 10 and the other during Year 11. The coursework counts as 20% towards the final examination.

Students take London examinations (EdExel) Mathematics syllabus A at either Higher or Intermediate levels. Parents will always be consulted if their daughter is to be entered for the intermediate examination.

In years 10 and 11 a Combined Science course leading to two GCSEs will be provided for all pupils, following the guidelines of the National Curriculum. The Scheme and its assessment are as follows:

Attainment Target Assessment Method Mark

1. Experimental & Investigative

Science Coursework 25%

2. Life Processes and Living Things Examination 25%

3. Materials and their Properties Examination 25%

4. Physical Processes Examination 25%

Through a study of the above attainment targets, taught by specialist teachers of Chemistry, Physics and Biology, candidates will be given the opportunity to gain the knowledge, skills and understanding of science so as to be able to:

(i) communicate science ideas effectively;

(ii) select and use reference material and data;

Classes will be graded with pupils placed in the class most suitable for their ability. Opportunities will be provided for changing classes as appropriate at the end of Year 10.

All pupils take a GCSE in DESIGN AND TECHNOLOGY

This can be a full course chosen from:

FOCUS AREA: RESISTANT MATERIAL TECHNOLOGY

FOCUS AREA: FOOD TECHNOLOGY

A COMBINED COURSE: GRAPHIC PRODUCTS WITH INFORMATION TECHNOLOGY.

Whatever course is chosen ALL pupils sit a common Core paper. This tests the breadth of their knowledge in Design Technology and will draw upon work covered in Key Stage 3 as well as work covered in Key Stage 4. These areas are:

1. The Design Process
1. The choice and use of materials
1. Manufacturing processes
1. Systems and Control
1. Products and Applications

They also sit a second examination in their chosen Design Technology Focus Area.

FOCUS AREA: RESISTANT MATERIALS TECHNOLOGY (Full Course)

If this option is chosen, pupils will design and make products in Wood, Plastics and Metals. They have to understand their characteristics, their working properties and how these materials are processed.

They will have approximately 40 hours to design and manufacture one final product (23%) and complete one final coursework folder (37%). They will also sit a 1-hour Core Exam (16%) and a 1 hour 30 minute Focus Area paper (24%). This will test their depth of knowledge in RESISTANT MATERIALS TECHNOLOGY.

FOCUS AREA: FOOD TECHNOLOGY (Full course)

If this option is chosen, pupils will study the physical, chemical, nutritional, biological and sensory properties of food. They will exploit these properties when designing and making food products and developing an awareness of commercial production methods and how they compare with school based activities.

They will have approximately 40 hours to design and develop one final food product (23%) complete one final coursework folder (37%). They will also sit a 1-hour Core Exam (16%) and a 1 hour 30 minute Focus Area paper (24%). This will test their depth of knowledge in FOOD TECHNOLOGY.

This combined course will comprise the core of the Design and Technology course together with the content of the Information Technology short course but with more time to develop these skills than the short course allows.

The Design and Technology core will draw upon:

The Design Process

The choice and use of materials

Manufacturing Processes

Systems and Control

Products and Applications

Pupils will use a variety of graphic media and equipment to produce 2D and 3D drawings and models. They will use a range of materials such as: card, modelling foam, thermoplastic sheet and medium density fibreboard. They may also add mechanical and electrical components to their models.

Pupils will have approximately twenty hours to complete a Design and Technology coursework project for assessment, together with accompanying documentation (30%). They will also sit a 1 hour 30 minute examination in Design and Technology (20%).

The Information Technology course will draw upon:

Handling information

Measurement and Control

Modelling

Communicating information

Applications and effects.

Pupils will use and develop their skills in a variety of software packages: word processing, spread-sheets, data-bases, word-processing, desk top publishing and the Internet. They will develop the knowledge, concepts and skills to evaluate critically a range of Information Systems, including their own, with an understanding of their capabilities and limitations.

Pupils will complete coursework tasks as part of their assessment (30%) they will also sit a 1 hour 30 minute examination in Information Technology (20%).

A knowledge of languages has become increasingly important since the United Kingdom joined the European Union. Many Higher Education establishments prefer students to have a language examination pass before embarking on various types of courses, even if such a qualification is not a formal requirement. Study of a foreign language can help in many spheres of employment and is obviously of great benefit to anyone travelling abroad, whether on business or for pleasure.

The GCSE courses provide for the study of authentic language, that is the type of language a British person travelling abroad might encounter. The topics studied are specified by the National Curriculum. To enable pupils to develop their language skills to the maximum the foreign language is used as much as possible in the classroom situation and in the examinations.

Pupils who have a flair for languages should consider taking both French and German, but it is consistent hard work throughout Years Ten and Eleven rather than linguistic talent which is the key to success in the examinations.

We recommend that girls studying French and German should be willing to start (and keep up) correspondence with a French or German pupil, and that they should spend some time in the country staying with a family. The school has established annual exchanges with the Gymnasium Fridericianum in Erlangen and the Lycée Mariette in Boulogne.

Pupils studying a language should ensure that they read a wide variety of material in Years Ten and Eleven to help the development of their language skills and books of a suitable standard can be borrowed from the School Library. The use of IT is encouraged where appropriate. Every effort is made to help the pupils to develop all of their linguistic skills: understanding the spoken and written language and speaking and writing, as these are the skills assessed in the GCSE examination.

Geography is a dynamic subject investigating human interactions with the physical environment. Being neither an art or a science geography links in with many other areas of the curriculum. The syllabus explores the major themes of natural hazards, physical systems, development, population and settlement and peoples use of the earth. These themes build on ideas covered during Key Stage 3.

Pupils will be encouraged to investigate these themes at a variety of scales from the local area to the global environment. To develop their individual skills pupils will be encouraged to use a wide range of sources encompassing information technology via the internet, the media, and other written sources, to enable the individual to understand global issues.

The GCSE provides the individual an opportunity to develop their own views and judgements based on a series on enquiries and fieldwork assessments. Geography is about the world outside the classroom and fieldwork plays a major role in the course. Two fieldwork days are included carried out in the local area for which parents are requested to contribute to transport costs. The fieldwork provides evidence to carry out final investigations accounting for 25% of the final mark.

The examination includes two Papers: the Decision Making Exercise worth 25% based on an environmental theme which is sat in March of Year 11. The title of this is known at the beginning of the GCSE course and resources are issued three weeks prior to the examination for use in class. The second paper, worth 50%, consists of short answer questions responding to resources provided and an opportunity to draw on their own knowledge and case study examples in extended writing.

About the course:

History at GCSE is a very rewarding and interesting course that enables students to develop and enhance the knowledge and skills they have already acquired at Key Stage 3. In addition, the course is so designed as to enable students to focus on those aspects of 19th Century History that past experience has shown they find the most interesting. Thus they will be able to discover more about the appalling living and health problems of the Victorian era and how gradually improvements were made. They will also learn about the campaign for civil and political liberty and the contribution made by the suffragettes and suffragists to the struggle for female equality. Finally they will be able to study the History of the local area in terms of changes and developments in leisure facilities with particular reference to the impact of the cinema over the last fifty years.

Skills that will be developed:

Pupils will be expected to carry out their own individual research for which they will have access to a wide variety of resources. They will also be encouraged to prepare for group presentations and to take part in class discussions. An important part of the

course requires the study of historical sources aimed to enhance their ability to interpret and evaluate evidence. In addition, as History is essentially about real people who faced real situations, pupils will be able to develop their empathy skills through role play and decision-making exercises.

Assessment:

Assessment takes the form of a coursework component completed during the two year period of study that is worth 25% of the final marks. This will consist of two assignments, one based on the evaluation of historical sources, the other on an in depth enquiry into local history. The final examination consists of two papers: the thematic studies paper worth 40% of the final mark consists of short answer questions and two structured essay questions. The second paper based on the in-depth studies, is worth 35% of the final mark and consists of two structured questions that will assess their ability to understand and evaluate a range of historical sources.

The GCSE Religious Studies course consists of two different areas of study - the Jewish and Christian faiths. It covers all aspects of the two religions including, their beliefs about God, life after death, the celebration of rites of passage and festivals and all other religious observances. Moral issues are also examined and attitudes to marriage, divorce, poverty, homelessness, war and the position of women within the community will be discussed.

The content of the course is interesting and thought-provoking, and is intended to challenge pupils to think seriously for themselves about the major religious questions. The course is designed to allow candidates to develop their own opinions and responses, whilst understanding those of other people. For this reason, "rote" learning is not sufficient and pupils undertaking this course should be prepared to think critically rather than simply accept beliefs, and to enter into discussion, debate and evaluation.

Assessment will take the form of two 1½ hour examinations, one for each of the two faiths. Each is worth 40% of the final mark. Two pieces of coursework each 1500 words long and related to a specific area of the syllabus make up the final 20% of the total mark.

During this course, it is hoped that pupils will develop an interest which they will continue to enjoy throughout life, maybe as a pleasurable hobby, maybe as a career. The course provides a sound, basic grounding for further studies in the field of Art.

The pupils are encouraged to be receptive to new ideas, and to develop their own special aptitudes and interests; to be keenly aware of their environment as a source of ideas which they are able to express, through a variety of media and techniques; and to acquire and understand the technical and manipulative skills which are essential for confident self-expression.

Area studies include: drawing and painting, both from observation and imagination; graphics; printing; ceramics. The examination consists of three components:

a) A piece of work produced under examination conditions; }
b) the preparatory work for a); }40%

c) a substantial amount of work produced during the course. - 60%

It is not possible to follow the Art specialism within Design and Technology if this GCSE is chosen.

The Music GCSE concentrates upon the following areas:

(1) Performing 30% (2) Composing 30% (3) Listening and Appraising 30% (4) Options section 10%

The course is of value equally to those pupils who hope to enter into some branch of the music profession and to those who have a genuine amateur interest.

Those pupils having instrumental or vocal tuition (either privately or in school through the Kent Music School Scheme) should be able to make good use of their musical skill as part of their course. Pupils who opt for this course should be studying at least for Grade III in their instrument or be recommended by the Director of Music

All pupils are required to compose their own music (though not necessarily by writing it down in musical notation). There will also be scope to arrange music in any style using a variety of instruments (including electronics). The course is therefore practically based with pupils learning a variety of musical styles.

In the listening paper candidates will be expected to respond to the following:

(i) Identify musical characteristics relating to the context in which it was created.

(ii) Comparing the different way in which composers work with the elements of music.

(iii) To express with reasons, opinions about music.

(iv) To show awareness of progression in music traditions.

(v) Exploring the ways in which composers and performers contribute to the evolution of music

(vi) To demonstrate an understanding of conventional staff notation.

The Drama and Theatre Arts course comprises both practical and theory elements. It is assessed in two parts:

1. 60% Demonstration of practical skills.

2. 40% Written examination paper.

Among practical skills that pupils may demonstrate are acting, set-design, costume, make-up and masks and stage-management. There are four practical assessments over the two-year course and pupils choose their own skill for assessment.

Lessons will be practically based with an emphasis on group work. Pupils will explore two play texts in detail, learn to use improvisation and a variety of Theatrical techniques.

Drama is a useful GCSE to take if you intend to make a career within Drama, if you want to work in a career that requires teamwork and communication, or if you want to develop any of the skills that are taught as part of the course.

The course is hard work and enjoyable. You are encouraged to visit the theatre, take part in school plays and participate in out of school Drama groups. You will soon learn to work well in a group and to take responsibility for the development of your practical skill.

An interest in sport and sporting issues is essential for this subject. The Assessment is based on both practical performance with a weighting of 60%, and a written 2 hour examination which carries a weighting of 40%.

The practical component can be geared to suit the individual candidate, with a choice of syllabus as follows:

Pupils do not need to be of an exceptionally high standard in all areas, as one aim of this subject is to improve pupils’ all-round ability.

The theoretical component covers a range of areas, including:

1. Health related exercise: Diet, Fitness.
2. Prevention of injury.
3. Anatomy and Physiology: Skeletal, muscular, circulatory systems.
4. Sport and society: Media, local and national sport, violence in sport.
5. Factors affecting participation: women, age, gender.

Teaching styles will vary from teacher led sessions to practical demonstrations and presentations.

This course is designed to meet the legal requirements to teach Religious Education to all pupils and to make available certification through a Short Course GCSE.

It is examined by means of two Papers, Paper 1 on Christianity and Paper 2 on Judaism, each worth 50% of the final mark. For each area of study, candidates will have the opportunity to investigate the influence of religious beliefs, values and traditions; to develop the ability to make informed judgements about religious and other responses to moral issues; and to respond to fundamental questions of life raised by religious and human experience.

Students who opt for Religious Studies full course GCSE will not be entered for this examination, however, the course will be extremely beneficial in extending their knowledge and understanding of the two faiths.

All pupils study for an Information Technology Short Course which will lead to an external qualification. Students who opt for the Combined Designed Technology with IT full course GCSE will not be entered for the short course qualification, however, this course will enable them to enhance their skills in this area.

The assessment of this course is based upon both coursework and an end of course examination.

Pupils will be given the opportunity to develop their skills in various software packages, and to apply these skills in their other studies as well as specific problem solving tasks.

In the Year Ten Physical Education programme, pupils will participate in a wide range of activities. Team games may include: Hockey, Netball, Pop Lacrosse, Volleyball, Softball, Basketball, Cricket, Rounders. Pupils will also have a chance to participate in individual or pair activities, which may include Athletics, Badminton, Gymnastics, Trampolining. Through these activities, pupils will learn new skills, and, hopefully, discover a sport which they will continue to participate in as they grow older.

Emphasis will be on participation, enjoyment and working within a team or group.

This is a series of lessons which looks at many aspects of everyday life: Health and Safety, Equal Opportunities, Sex Education, Drug and Alcohol Awareness, the World of Work - including Enterprise Activities and Work Experience - Study Skills and many others. The aim is to consider issues which are necessary preparation for adult life.

Choosing your course for Years Ten and Eleven is the first of many major decisions that you will make at Highsted. It allows you to play some part in deciding what kind of education you think is suitable for you for the next two years and this will necessarily lead you to thoughts of the future and of the career implications arising from your choice.

From a careers point of view the key concern is that you choose the right subjects to satisfy the entry requirements of your chosen job or profession. This sounds fine if you know what you want to do ... however, the majority of you will not have a well defined career plan and should beware of forcing yourself into making a premature career decision at this stage. So, if you are one of the majority and unsure of your goal on leaving school, what should you do?

Find out! Use the careers library (F1A) in school to gather information so that when you make your choice of subjects you do not unknowingly shut out a possible future career area. Then, bearing in mind your ability and interests, choose a range of subjects which are balanced and would look promising in front of most employers. Discuss your choice with your Form Tutor, who will give you help and guidance to achieve a good balance. If you require detailed advice, ask your Form Tutor to refer you to the School Careers Co-ordinator, who is available to give information and guidance.

Do remember that over the next few years you will develop as a person with new ideas and ambitions so avoid becoming fixed on a specific career too early; do not close your mind to new ideas. It is much safer to choose a range of subjects which leave as many careers open to you as possible. Sex-discrimination is illegal so there are no barriers to women entering any profession; it is also easier than ever before for women to pursue a career throughout their working life, regardless of family commitments. It is really essential, therefore, that you use your abilities to the full as the higher the academic qualifications gained, the greater your career possibilities.

A Senior School education allows you to take full advantage of the opportunities offered to you at Highsted. It is universally accepted that 'A' levels are the classic route to the widest range of career options. You should also be aware that many employers and professional bodies who some years ago accepted four or five GCSE grades A* - C as their minimum entry requirements, now require 'A' levels.

At 18+ some of you may wish to enter directly into employment, to take up careers offering good training and prospects of advancement; others will choose to continue their studies in a Further or Higher Education establishment. Selectors for both employment and Further/Higher Education are looking for good academic standards. When you make your applications in Yr. 12 or 13, this will need to be evident in your GCSE results. Employers and admission tutors also look carefully for the personal qualities required for success in your chosen career or course. The way you present yourself at interviews and your school report give valuable information on these assets. What you do now lays the foundation for your Record of Achievement and school reference.

A dedication to work and a sustained involvement in school activities will open up for you a wide range of careers. You need to inform yourself about the opportunities available to you by using the careers resources in school and by talking to members of staff. Discuss your proposed option choice with your Form Tutor, Subject Tutors, Head/Assistant Head of School and the School Careers Co-ordinator. They are all willing to help you.

You will stay in the same form throughout your examination course and may still be taught, for a few lessons, in form groups. You will, however, have a new Form Tutor for Years Ten and Eleven and the Head of Middle School, Mrs C Muir and Assistant Head of Middle School (Year 10) Miss K Cardus, are responsible for those years.

You will also continue to have a Prefect assigned to your Form each year. She, of course, has been through all the worries of a first examination course herself, and will be able to help you. Your Form will again elect a Form Captain and Vice Form Captain each term: as always, try to choose girls who are capable of really leading your Form and who seem prepared to take on extra responsibilities.

Your course lasts for two academic years, but remember that some parts of those six terms are taken up with examinations and that the `real' examination takes place soon after Easter of Year Eleven. In addition to the final examination, you will be required to produce coursework which will cover the areas you have studied in these two years. Remember, therefore, that, while two years sounds a long time, considerably more than half of your course will have been covered by the end of Year Ten. This means that every time you are absent you lose a lot of ground: try not to stay home just because you feel slightly `under the weather': better to be present for lessons even if you want to go to bed as soon as you go home. Remember - catching up on work missed is never fully satisfactory.

It is also very important to avoid, whenever possible, family holidays during Years Ten and Eleven. After the Year Ten May examinations, most subjects undertake large pieces of coursework. Any absence during Years Ten and Eleven can seriously impede progress with National Curriculum teacher-based assessment or coursework and sometimes results in a most daunting backlog of work

In Year Eleven you will take `mock' examinations in January. These are examinations of the same length and degree of difficulty as the `real' examinations in the following June. If the results of these show that someone is in real difficulties with a particular subject, she may be advised not to sit the examination, or to sit a less demanding level which could still lead to a Grade C at GCSE. However, your subject teacher will discuss your progress with you fully at any time; and pupils, parents and school rarely disagree over what is best for a particular student.

There will be Parents' Meetings in Years Ten and Eleven to discuss your progress and your future but, in addition, parents are always welcome to make an appointment to come in at any time to discuss anything which they feel may be affecting you or your work.

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Last updated 25th March 1999, maintained by M J Smith