Contents
Page
Introduction & Outline of Core and Options Structure
5
Examining Boards
7
Subjects:
Art and Design
8
Classical Civilisation
10
Design and Technology
10
English and English Literature
12
Geography
12
History
14
Latin
15
Mathematics
16
Modern Languages
18
Music
19
Physical Education
20
Religion and Philosophy
22
Science Subjects
Biology, Chemistry, Physics
23
Arrangements for PSHE and ICT (ICDL)
Option Choices Form for GCSE Courses
Option Letter for ICDL
27
Third Year Option Choices
Introduction
Pupils in the Third Year at Yarm have some significant choices to make about
their course of study at GCSE for the next two years. The aim of this booklet
is to set out these choices and to provide some advice to parents and pupils.
Further advice is given in January at the Third Year Options Information
Evening, the Parents’ Evening and, if you are able to attend, the January
Open Morning. In addition, individual advice is always available from:
 Tutors
 The Head of Year (Mr Adam Morrison)
 The Head of Middle School (Mrs Kath Gratton)
 Subject teachers
 Heads of Department
 Careers Master (Mr Simon Crabtree)
 The Director of Studies (Mr Darren Morton)
It is relatively early in the pupils’ secondary education, so our core curriculum
ensures that – whatever their options – pupils continue to follow a broad
range of subjects and avoid ruling themselves out of future careers.
Core Curriculum
All pupils study seven core subjects plus Games and PSHE (Personal, Social &
Health Education).
The Core Subjects are:
 English
 English Literature
 Mathematics
 A Modern Language (French or German) †
 Biology*
 Chemistry*
 Physics*
In these subjects, pupils are placed into sets or ability bands by Heads of
Departments as a result of a variety of indicators, including MIDYIS scores,
internal examination results and advice from classroom teachers. Our goal is
to find the group that is most suitable for the pupil.
† More able linguists may also study both German and French.
* A significant number of pupils will study for the Science and Additional
Science IGCSEs, rather than for separate Science IGCSEs.
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Options
Pupils choose three options from the list below:
Art
Classical Studies
Design Technology†
Geography
History
Latin
Music
Physical Education
Religious Studies
Spanish
† In Design & Technology pupils opt to specialise in Resistant Materials,
Electronic Products or Textiles.
Initially we offer a free choice from this list, but ultimately these subjects
have to be arranged into three option blocks. In a few cases it may therefore
not be possible to offer the exact combination requested. If this happens
parents will be contacted to discuss further options.
In addition pupils may opt to study for the International Computer Driving
Licence qualification (ICDL). One lesson a week is provided for this for most
of the year, although pupils also take a short PSHE course within this weekly
slot. Pupils who opt not to take the ICDL will take a further development
course in PSHE.
Advice in Choosing Options
The Director of Studies will speak to pupils on Thursday 8th January to explain
the GCSE programme and option choices.
There are three basic principles to bear in mind when choosing options:
1. Career Intentions.
This may be a factor in some cases, although our core curriculum is
designed to ensure that pupils do not make decisions which limit them
too much at this early stage. Pupils receive a careers briefing from the
Careers Master (Mr Crabtree) and he is readily available for
consultation by pupils and parents.
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2. Ability in the Subject.
Some pupils may be limited in their choice of subjects by the
difficulties they may experience. Others will want to play to their
strengths and choose their strongest subjects. Advice is available from
subject teachers at the parents’ evening or by contacting them directly
at school.
3. Enjoyment of the Subject.
This is often, quite reasonably, the key factor once the previous two
have been considered. It stands to reason that pupils tend to work
harder, and thus are likely to achieve higher grades, in the subjects
that they enjoy most. They should consider not just what they have
studied in a subject so far, but what the GCSE course will entail. Some
details are given in this booklet, but there will also be presentations for
the pupils, either in lessons (for those subjects already being studied)
or in separate talks (for new subjects).
It is important NOT to base choices on what friends may be doing, or on which
member of staff may or may not be teaching a subject.
Making Choices
The option form at the back of this booklet (and the ECDL reply slip, if
applicable) will need to be returned by Friday 30th January and on the basis
of this information option blocks will be constructed. Where there is any
problem with providing the initial choice of options we will contact parents
before the end of the Spring Term.
EXAMINING BOARDS
AQA
EDEXCEL
OCR
CIE
Assessment and Qualifications Alliance (www.aqa.org.uk)
Edexcel Ltd (www.edexcel.org.uk)
Oxford Cambridge and RSA examinations (www.ocr.org.uk)
Cambridge International Exams – the international branch of
OCR (www.cie.org.uk)
Further details of specifications can be found on the exam boards’ websites.
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SUBJECTS
ART AND DESIGN (AQA) FINE ART
An ability in drawing is required.
This course is designed to encourage and develop skills in areas such as
drawing, painting and mixed media. A genuine interest in the research and
study of the working practices of both contemporary artists and masters is
essential.
The AQA Examination is made up of coursework and an externally set task,
both of which are assessed in school, followed by moderation by the
Examination Board.
The coursework carries 60% of the marks and candidates must complete a
minimum of two assignments, although three is usual. Each assignment
begins with the pupils experimenting and exploring their initial ideas in their
sketchbooks. It is an exam board requirement that each pupil researches the
work of other artists whose practice should inform and influence their own
ideas. The pupils are not expected to simply copy the work of other artists
but to take elements that most inspire them and use these to feed and
influence their own creativity. This sketchbook research will then develop
into separate supporting studies or preparation pieces, of which there will be
at least two and will culminate in a final outcome. The pupils will be
developing and refining their ideas with each supporting study.
The externally set task is set by the examination board and carries 40% of the
marks. The controlled test paper provides a number of suggested starting
points and candidates will be expected to respond to ONE of them. As in the
coursework assignments, research and preparation for the controlled test is
essential and without this the candidate cannot be awarded a grade.
At least two gallery visits will take place over the course of the two year
programme. The aim of these visits is to provide inspiration, whilst also
developing the pupil’s understanding of contemporary and historical artists
and crafts people.
We will expect pupils to work in their sketchbooks at home; therefore, they
are expected to have their own basic equipment for use at home.
Please contact Ms Liz Stebbings for further information.
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CLASSICAL CIVILISATION (OCR)
This course introduces pupils to a variety of historical and literary topics from
the classical world. There are four components to the course: three are
examined and one takes the form of controlled assessment.
Out of the examined papers, there are a number of different possibilities. For
the literature paper, Homer’s Odyssey – the great Greek epic poem that tells
the story of Odysseus’s adventures coming home from the Trojan War – is
usually taught. For the two historical papers, there is a broader range of
topics: life in the ancient city of either Athens or Rome, and life in the ancient
society of either Sparta or Pompeii. The topics for controlled assessment
include Sophocles’ Greek tragedy, Antigone, and the history of the ancient
Olympic Games. The topics studied will vary according to the groups.
The course offers an excellent grounding in the history of the ancient Greek
and Roman worlds, as well as training pupils in valuable analytical and critical
skills through the study of both history and literature. There is no
requirement for pupils to have studied Classics in Second or Third Year.
For more information or advice please contact the Head of Department, Mr
John Hall.
DESIGN AND TECHNOLOGY
(AQA)
Pupils have a choice of three courses:
(i) D & T Resistant Materials (Technology) [DT – RMT]
(ii) D & T Electronic Products [DT – EP]
(iii) D & T Textiles [DT – T]
The format for each course is as follows:
(i)
D&T – Resistant Materials Technology
Control Task - 60% - (Folder = 30% + Practical Project = 30%)
Design & Theory paper (2 hrs) - 40%
(ii)
D&T – Electronic Products
Control Task - 60% - (Folder = 30% + Practical Project = 30%)
Theory examination (2 hrs) - 40%
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(iii)
D&T – Textiles
Controlled Task - 60% - (Folder = 30% + Practical Project = 30%)
Theory examination (2 hrs) - 40%
Overview
Each course requires pupils to follow a design process to enable a piece of
coursework, now called the Control Task, to be completed. The portfolio of
work must be logically planned and fully detailed. The associated product,
electronic system or textile piece which is subsequently made should be
completed to a very high standard by the February half term of the Fifth Year.
An attachment for a windsurfer’s board might usefully be considered in D&T
– Resistant Materials, whereas an electronic tide speed indicator might be
undertaken in D&T – Electronic Products. A garment to be worn by a
windsurfer or a ‘gadget bag’ might be produced by a D&T – Textiles candidate
D&T RMT is more concerned with the design of products than D&T EP, which
applies an understanding of, say, electronics, mechanisms and structures to
the design of controlling or monitoring devices. There is a greater volume of
advanced theory work in the D&T EP course than the D&T RMT course to
enable such projects to be undertaken successfully. D&T Textiles addresses
the changing world of fashion design and offers considerable scope for
candidates to produce highly individual pieces.
Graphic presentation techniques are an important feature of all three
courses, although there is greater emphasis placed on creative design
sketching and working drawings in D&T RMT and Textiles than D&T EP.
All three courses are challenging and very rewarding when studied for GCSE.
High calibre candidates will be able to apply for prestigious Arkwright
Engineering Scholarships to support Sixth Form study.
For more information or advice please contact the Head of Department, Mr
David V G Dunn.
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ENGLISH AND ENGLISH LITERATURE (IGCSE - CIE)
The department, in common with a great many independent schools, follows
the IGCSE Syllabuses offered by Cambridge International Exams for English
Language and English Literature GCSEs.
The two syllabuses, taught throughout the Fourth and Fifth Years, comprise a
collection of many different requirements. Pupils are encouraged to develop
skills in a wide range of writing formats, from stories and descriptive pieces
to summarising and language analysis. The courses include substantial study
of a wide variety of literature - a range of poetry, works of prose fiction, and
at least one drama text; class teachers are able to choose texts which they
are confident will offer the right sorts of challenge for their sets.
Overall, 50% of the English Language IGCSE is assessed by coursework, and
the other 50% by exam ('Reading Passages') at the end of the Fifth Year.
There are three exams in English Literature ('Set Texts: Poetry and Prose', 'Set
Texts; Drama', 'Unseen'), all of which are taken at the end of the Fifth Year.
It is intended that the two IGCSEs will be taught by the same class teacher
throughout. There is banding by ability; strenuous efforts are made at the
end of the Third Year to ensure that every pupil is placed in the set most
appropriate to particular needs and levels of achievement. It is expected that
every pupil will enter for both IGCSEs.
For more information or advice please contact the Head of Department, Mr
Ewan Craig.
GEOGRAPHY
(AQA Geography A)
Geography is a wonderfully diverse and dynamic subject which enables pupils
to develop an appreciation and understanding of the world. It fosters a
unique knowledge of the nature of some of our most topical affairs, whether
in the field of politics, such as the implications of increased European
integration, or in environmental studies, with global warming and resource
depletion high on the international agenda. The study of these contemporary
issues and the development of a sense of environmental responsibility are
critical in our 21st century global society.
The great breadth of Geography as an academic discipline is one of its real
strengths. It develops many important skills and uses a variety of approaches,
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including developing an aptitude for decision-making, use of ICT, data
handling, communication, teamwork and problem solving.
The wide range of attributes which Geography develops, including an
awareness of different cultures, makes it one of the most relevant subjects
for young people today.
The Course
The Yarm School Geography Department currently follows the updated AQA
Specification A course. This is a linear examined course which is divided into
three units. The Physical and Human Geography units are externally assessed
and each account for 37.5% of the course, whilst the Local Fieldwork
Investigation is internally assessed and accounts for 25% of the course.
Unit 1: Physical Geography Written Paper – 1 hour 30 mins External paper –
75 marks – 37.5%
This unit requires an understanding of physical processes and factors that
produce diverse and dynamic landscapes that change over time. Emphasis is
placed on the interaction between people and the environment as well as an
awareness of the need for sustainable management of environments.
Section A
The Restless Earth
Section B
Water on the Land
The Coastal Zone
Unit 2: Human Geography Written Paper – 1 hour 30 mins External paper –
84 marks – 37.5%
This unit focuses on the causes of, and the processes involved in changes to
human environments. It covers some of the rapid economic developments
that are affecting people across the globe as well as the related issues of
population change, migration and international tourism.
Section A
Population Change
Section B
The Development Gap
Tourism
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Unit 3: Local Fieldwork Investigation – Internally assessed (25%)
This controlled assessment requires candidates to use fieldwork to
investigate one question or hypothesis at a local scale. Candidates will submit
an extended piece of work prepared under controlled conditions. A task is
chosen from a list provided by AQA, based on topic areas covered by the
specification. There is a maximum word guidance of 2000 words and an
allocated completion time of twenty hours.
For more information on the course, please contact the Head of Department,
Mrs K L Baines.
HISTORY
(IGCSE – CIE)
History is a fascinating, engaging and challenging subject which allows pupils
to enhance their understanding of the world that we live in and helps them
to understand the origins of modern political and social problems. In an
ever-changing world, the IGCSE course in History offers an excellent
opportunity to come to terms with the reasons for change, for example, the
defeat of Hitler and Nazi Germany. The emphasis on the Modern World at
IGCSE level is deliberate as it allows pupils to study some of the most
significant and dramatic events of the 20th and early 21st centuries.
History challenges pupils to look beyond what is obvious. They are taught to
analyse information, to form opinions and hypotheses and to question the
credibility of the evidence they are presented with. They learn to construct
arguments, to reach conclusions and to pose pertinent and perceptive
questions, transferable skills valuable to both other subjects and later life.
History remains one of the more traditional and widely recognised of the
IGCSE subjects, acknowledged for its academic rigour and for its value in
terms of general education and citizenship. History is also an important
subject in the development of English language skills.
The course
At Yarm School, we follow the Cambridge IGCSE specification. This requires
pupils to study the following topics:
CORE CONTENT Option B: 20th Century: International Relations since 1919.
• Were the peace treaties of 1919–23 fair?
• To what extent was the League of Nations a success?
• Why had international peace collapsed by 1939?
• Who was to blame for the Cold War?
• How effectively did the USA contain the spread of Communism?
• How secure was the USSR’s control over Eastern Europe, 1948–c.1989?
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• Why did events in the Gulf matter, c.1970–2000?
DEPTH STUDY:
In addition, pupils also study the following Depth Study:
• Germany, 1918–45
Assessment:
The Cambridge IGCSE course is assessed by 3 examinations at the end of the
course.
Component 1 - 2 hour examination:
 Candidates answer two questions based on the Core Content and one
question based on the Depth Study.
 All questions are in the form of structured essays, split into three parts:
(a), (b) and (c).
 60 marks (40 % of the overall IGCSE)
Component 2 - 2 hour examination:
 Candidates answer six questions on one prescribed topic taken from
the Core Content. There is a range of source material relating to each
topic.
 50 marks (33% of the IGCSE)
Component 4 - 1 hour examination:
 Candidates answer one question on the Depth Study.
 40 marks (27% of the IGCSE)
For more details of the course, please contact the Head of History, Mrs Emma
Harrison
LATIN (OCR)
Pupils who opt for Latin generally study Classical Civilisation GCSE in the
Fourth Year and sit their GCSE in the summer of that year. They then sit their
Latin GCSE in the summer of the Fifth Year. In this way, pupils will get two
GCSEs in one option block. As a result, pupils receive a wonderfully broad
knowledge of the ancient Greek and Roman worlds, as well as learning the
linguistic and critical skills that they achieve in studying Latin.
The teaching of Latin continues during the Fourth Year whilst Classical
Civilisation is also being studied, but it is in the Fifth Year that the focus
moves to Latin alone. The course consists of four examined components
(there is no controlled assessment element): two language papers which test
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linguistic understanding, and translation and comprehension skills; and two
literature papers, one prose and one poetry, which allow the pupils to
demonstrate their literary skills and critical understanding of passage and
give them the opportunity to engage with the sort of works they have studied
in the Fourth Year (in translation) in the original language. Set texts for 2016
have yet to be announced but works that have been studied in recent years
include Vergil’s Aeneid, the great Roman epic recounting the fall of Troy and
the founding of Rome, and Pliny’s Letters, describing vividly and first-hand
the eruption of Mount Vesuvius (which led of course to the burial of the city
of Pompeii).
The course is for anyone who has enjoyed Latin in the Third Year and would
like to take the subject further and immerse themselves in the classical
world. Pupils who have studied Latin at GCSE have gone on to find it
especially useful in their other studies: they have commented that it has
helped their understanding of grammar and that they then find it easier to
learn French, German and Spanish, that the literature aspect has
complemented their English studies, and that the vocabulary learned has
helped them learn the technical languages of the sciences much more easily.
For more information or advice please contact the Head of Department, Mr
John Hall.
MATHEMATICS
The Syllabus
Mathematics is a compulsory subject and currently all pupils are working
towards the Edexcel IGCSE (Specification A). The syllabus covers the
following areas.
Number and Algebra
(55%)
 Numbers and the
numbering system
 Calculations
 Solving
numerical
problems
 Equations, formulae
and identities
 Sequences, functions
and graphs
Shape,
Space
and Handling Data (20%)
Measure (25%)
 Geometry
 Statistical averages
 Vectors
and  Statistical diagrams
transformation
 Probability
geometry
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Tiers of Entry
There are two overlapping tiers of entry and students will be entered for one
of these based upon their performance and ability in the subject. These tiers
of entry allow a full and balanced opportunity for candidates at all levels of
attainment to show what they know, understand and can do. In previous
years we have successfully entered the majority, if not all, of our pupils for
the Higher tier. The grades available in each tier are as follows:
Tier
Higher
Foundation
Available Grades
A* to E
C to G
Assessment
For each tier there are two written papers taken at the end of the course in
June. As there is no coursework, these two papers together carry 100% of
the total marks. A scientific calculator can be used in both papers.
Why IGCSE ?
We have found that the IGCSE Higher syllabus gives a much broader
foundation in Mathematics for those studying the subject to A-Level, and also
provides a much better background for those pupils studying Sciences and
Economics at A-Level, without Mathematics. IGCSE topics such as Calculus
are invaluable for the understanding of many of the fundamental concepts in
Physics, and this is not covered in GCSE courses. The two tier entry means
that less able students are not disadvantaged by this additional content,
which is not included in the Foundation paper.
Our top set mathematicians will work at an accelerated pace and therefore
have time to extend upon the IGCSE syllabus. This will allow for the
introduction of a Further Maths syllabus, namely AQA Level 2 certificate in
Further Maths. This course will be delivered within the IGCSE allotted
timeframe and culminate in a final exam at the end of Fifth Year. These
students will therefore be awarded two separate (I)GCSE grades for Maths.
For more information or advice please contact the Head of Department, Mrs
Melanie Pallister.
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MODERN LANGUAGES (Edexcel IGCSE)
Aims
The International GCSE course has traditionally emphasised the use of the
foreign language in practical communication. The new specification, which
came into operation in 2011, incorporates this tradition as well as seeking to
accommodate other issues - the importance of target language explanation
and of imaginative language-use, for instance.
Assessment Objectives
In common with School practice from the First Year on, pupils are tested in
four communicative skill areas:
AO 1 Understand and respond to spoken language
AO2 Communication in writing
AO3 Understand and respond to written language
AO4 Communication in speech
The specification content, which is examined in each AO, is based upon the
following topic areas:
a) Home and abroad
b) Education and employment
c) House, home and daily routines
d) The modern world and the environment
e) Social activities, fitness and health
Assessment is by examination (25% per Assessment Objective) at the end of
the course. Candidates are expected to have such a sound working
knowledge of the target language that they are able to work in all AOs
through this medium without the aid of a dictionary.
The department continues its own system of continual assessment
throughout the Fourth Year and Fifth Year.
Exchanges
From the Third Year onwards, every pupil is encouraged to take part in at
least one of our language exchanges to Lisieux in France, Werther in Germany
and Valencia in Spain. These are fantastic opportunities to spend time with a
family in France, Germany or Spain, an experience which provides both an
insight into another culture and immense linguistic benefits.
For more information or advice please contact the Head of Modern
Languages, Mr Simon Ravenhall, or the Head of German, Mr Tom Fellows, or
the Head of Spanish, Miss Beverley Walker.
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MUSIC (AQA)
The course allows pupils to develop their performance and composition skills,
as well as providing the opportunity to study a broad range of musical styles
and cultures. Pupils will acquire an understanding of theoretical and
technical principles, which they will be able to apply to their own creative
work. Pupils that are competent in performing music at a level of Grade 3 and
higher are able to score marks in the higher band for performance. A large
amount of theoretical knowledge is not a pre-requisite, but basic theory and
general knowledge of rudiments is required. Those pupils who have studied
Music in the Third Year should have this knowledge, as should many others
who have studied music independently. Please see Mrs Staggs for details.
DISCOVERY
Pupils discover a diverse range of musical styles during the course relating to
the following strands:
The Western Classical tradition
Instrumental and vocal music from Renaissance to the present.
Popular music of the 20th and 21st centuries
Blues, pop music of the 60’s, R’n’B, hip-hop, rock music, music theatre, film
music
World Music
Music of the Caribbean, Africa and India
During the course of study, pupils learn to analyse music in relation to the
following Areas of Study: Rhythm and Metre; Harmony and Tonality; Texture
and Melody; Timbre and Dynamics; Structure and Form.
ASSESSMENT REQUIREMENTS
Unit 1 Listening to and appraising Music (20%)
This 1-hour examination takes place at the end of the course and pupils are
required to answer questions based on short recorded examples of music
from the Areas of Study. Pupils may be asked to identify instruments,
recognise types and dates of music, spot technical features, make
comparisons, notate rhythm and pitch and identify chord changes and
cadences.
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Unit 2 Composing and Appraising Music (20%)
Pupils compose a composition linked to one of the studied strands, which is
chosen each year by the examination board. An appraisal is then written
commenting on the process of composition as well as the finished product.
Pupils present the composition for external moderation in the form of a score
and recording. Twenty hours of ‘controlled time’ is allocated for the work and
completion of the composition and two hours for the completion of the
written appraisal.
Unit 3 Performing Music (40%)
Pupils perform one solo work and one ensemble work, both of which are
recorded for external moderation. These performances can be recorded and
assessed at any time during the course.
Unit 4 Composing Music (20%)
Pupils compose one piece of music to be written in any style or genre and
twenty five hours of controlled time will be given to complete the unit. The
composition will be presented in the form of a score and recording for
external moderation.
For more information or advice please contact the Director of Music, Mrs
Katie Staggs.
PHYSICAL EDUCATION ( CIE IGCSE )
We are very pleased to have recently moved to the Cambridge International
GCSE in Physical Education: a course which we believe provides an excellent
measure of our pupils’ ability and preparation for further study.
The course is assessed as follows:
External written exam
Paper 1 - 1 hour 45 min Coursework Centre-based assessment
Section A:
Candidates answer short answer questions on each of the three units:
Factors affecting performance; Health, safety and training; Reasons and
opportunities for participation in physical activity.
Section B:
Candidates answer three structured questions, one from each of the three
units they have studied.
40% of total marks
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Practical Coursework
Four practical activities from at least two of the seven categories listed
below.
50% of total marks.
Candidates must also show the ability to analyse and improve practical
performance in one of their four chosen practical activities (10% of marks).
60% of total marks
Games
Gymnastic
Activities
Dance
Athletic Activities
Outdoor and
Adventurous
Activities
Swimming
Combat Activities
• Association Football
• Badminton
• Basketball
• Cricket
• Goalball
• Golf
• Hockey
• Netball
• Rounders
• Rugby Union
• Softball
• Squash
• Table Tennis
• Tennis
• Volleyball
• Artistic Gymnastics (floor and •
Rhythmic
vaulting)
Gymnastics
• Figure Skating (Individual)
• Trampolining
(max 2 dance styles)
• Historical Dance
• Educational Dance
• Social Dance
• Folk Dance
• Theatrical Dance
• Cross Country Running
• Cycling
• Track and Field Athletics
• Weight Training for fitness
Canoeing
• Rock Climbing
• Hill Walking and Campcraft or • Rowing
Hostelling
• Sailing
• Horse Riding
• Skiing
• Orienteering
• Snowboarding
• Wind Surfing
• Competitive Swimming
• Life Saving
• Personal Survival
• Judo
• Karate
For more information or advice please contact the Director of Sport, Mr
Guest.
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RELIGION & PHILOSOPHY
(AQA Specification B)
We shall focus on Personal and Corporate Decision Making in Ethical
Dilemmas by asking: “What role does Tradition play in making moral
decisions? Is this a help or a hindrance to Public Debate?
Medicine and Ethics
Matters of Life:
 Genetic engineering
 Embryology
 Transplant surgery
 Artificial methods of reproduction
Matters of Death
 Euthanasia
 Hospitals
 Hospices
Law and Ethics
Crime and Punishment
 Causes of crime
 Philosophies of Punishment
 Sentencing
Business and Ethics
 Charitable Action
Authority, Culture, Community
 Through the Lens of Philosophy
Cambridge Philosopher Stephen Cave in his 2012 publication “Immortality”
writes “A Civilisation of those who face up to mortality is one worth striving
for.”
Religions have tackled the Mortality Paradox in intelligent and creative ways.
Each Civilisation has created rich, arresting and vivid narratives: Soul
Narrative, Resurrection Narrative, Staying Alive Narrative and Legacy
Narrative: how Religion has shaped Civilisation and what these narratives
proffer for the future of humankind.
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We shall explore what the Soul narrative, the Resurrection narrative, the
Staying Alive narrative and the Legacy Narrative suggest to us.
 Through the Lens of Religion
“No peace among the nations without peace among the religions.
No peace among the religions without dialogue between the religions.
No dialogue between the religions without investigation of the foundations
of the religions.” Hans Küng “Islam” Past, present and future.
Epistemic clashes are inevitable and to make sense of our world’s bitter
hostilities and strife we need to understand religion. What is it and why does
it occupy the public sphere of debate?
In our pro-active department the focus of philosophical enquiry is
accentuated through regular and sustained extra-curricular discussion
groups. The Upper Sixth host Oxbridge Tea and Biscuits on a Friday evening
after school; the Dead Philosopher’s Lunch meet over lunch on the third
Thursday of each month and we host a weekly Lunch Time Lecture series.
Pupils host Philosophy Club on a Wednesday evening after school, run
Philosophy Club Projects at the Prep School and host the Inter-Faith
Discussion Forum over lunch on the first Thursday of the month. I run a
Meditation and Tai Chi workshop on a Monday evening after school. On a
Monday morning at Break we host Dragden, a Buddhist Monk from the
Atisha Centre in Darlington, who leads a meditation session.
Philosophy is the lens through which we adjudicate the claims of religions.
For more information or advice, please contact the Head of Department, Mrs
Janice Nickson.
SCIENCE SUBJECTS
At Yarm School, the science departments work hard to offer the most
appropriate course for each pupil. Pupils will undertake one of two different
courses:
1. IGCSE in Biology, Chemistry and Physics – most pupils undertake
courses which lead to an IGCSE qualification in each of the three
science subjects.
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2. Double Award IGCSE in Science– some pupils will undertake courses
which lead to two IGCSE qualifications.
International GCSE Qualifications (Edexcel)
Most pupils will undertake courses which will lead to three IGCSE awards,
one in each of the three Science subjects.
Each qualification comprises two externally assessed papers: Paper 1, a two
hour paper which comprises 66.6% of the total marks, and Paper 2, a one
hour paper which comprises 33.3% of the total marks.
Each paper is structured so that as pupils
progress through a question it becomes
more difficult; additionally, as pupils
progress through the paper, the questions
also increase in difficulty.
This means that the end of one question
will often be more difficult than the start of
the next question. Both papers in each
qualification are set to allow all pupils to
access the full range of available grades.
There is no coursework requirement for these qualifications, although an
assessment of experimental and investigative work will be an integral part of
the written papers. Each of the individual Science departments provide
plenty of opportunities for pupils to complete practical and investigative
work, which enables them to gain practical skills and supports pupil
understanding of the topics covered on each course.
These courses are taught in the same time as that for two GCSE subjects, so
naturally some pupils find them very demanding, and benefit from following
the alternative qualification which leads to two IGCSEs in Double Award
Science (see later).
Biology
The IGCSE Biology Specification assesses five different areas of Biology:
1. The Nature and Variety of Living Organisms which comprises topics
on Classification of Living Organisms and Variation in the
Characteristics of Living Organisms
2. Structures and Functions in Living Organisms which comprises topics
on Levels of Organisation, Cell Structure, Biological Molecules,
Movement of Substances Into and Out of Cells and also Nutrition,
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Respiration, Gas Exchange, Transport, Excretion, Coordination and
Response in both Plants and Animals.
3.
Reproduction and Inheritance which comprises topics on Plant and
Animal Reproduction and Genetics/Inheritance.
4. Ecology and the Environment which comprises topics on The Organism
in the Environment, Feeding Relationships, Cycles Within Ecosystems
and Human Influences on the Environment.
5.
Use of Biological Resources which comprises topics on Food
Production, Selective Breeding, Genetic Modification and Cloning.
Chemistry
The IGCSE Chemistry Specification assesses five different areas of Chemistry:
1. Principles of Chemistry which comprises topics on States of Matter,
Atoms, Atomic Structure, Relative Formula Masses, Chemical Formulae
and Equations, Ionic Compounds, Covalent Substances, Metallic
Crystals, Electrolysis
2. Chemistry of the Elements which comprises topics on The Periodic
Table, Group I Elements, Group VII Elements, Oxygen and Oxides,
Hydrogen and Water, Reactivity Series, Tests for Ions and Gases
3. Organic Chemistry which comprises topics on Alkanes, Alkenes and
Ethanol
4. Physical Chemistry which comprises topics on Acids, Bases and Salts,
Energetics, Rates of Reaction, Equilibria
5. Chemistry in Society which comprises topics on Extraction and Uses of
Metals, Crude Oil, Synthetic Polymers, The Industrial Manufacture of
Chemicals
Physics
The IGCSE Physics Specification assesses seven different areas of Physics:
1. Forces and Motion which comprises topics on Movement and Position,
Forces, Movement, Shape and Momentum, and Astronomy
2. Electricity which comprises topics on Mains Electricity, Energy and
Potential Difference in Circuits, and Electric Charge.
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3. Waves which comprises topics on Properties of Waves, The
Electromagnetic Spectrum, and Light and Sound.
4. Energy resources and Energy Transfer which comprises topics on
Energy Transfer, Work and Power, Energy Resources and Electricity
Generation
5. Solids, Liquids and Gases which comprises topics on Density and
Pressure, Change of State and Ideal Gas Molecules
6. Magnetism and Electromagnetism which comprises topics on
Magnetism, Electromagnetism and Electromagnetic Induction
7. Radioactivity and Particles
IGCSE Double Award Science (Edexcel)
Some pupils will undertake courses which lead to an IGCSE double award in
Science.
Although the qualifications are in Science, pupils are taught Biology,
Chemistry and Physics by subject specialists.
There are a number of advantages for pupils who follow the course which
leads to IGCSEs in Double Award Science:
1. There is less to learn and much of the more conceptually complex
material is not examined.
2. Pupils who follow this course are allocated the same teaching time as
those following three separate sciences, so there is more time for the
teacher to provide support to individuals.
3. Pupils invariably achieve two IGCSE passes at better grades than they
would have gained in three separate sciences
For many years we have adopted the policy of selecting some pupils to follow
the course which leads to qualifications in IGCSE Double Award Science. The
selection of this group of pupils is largely based on their accumulated ability
in science, mostly from their topic test and exam results in the Third Year, as
well as their teachers’ knowledge of their ability and IGCSE potential.
For further information please contact the relevant Head of Department:
Dr Keith Perry (Biology): kwp@yarmschool.org
Mr Ashley Law (Chemistry): adl@yarmschool.org
Mr Ian Burns (Physics): ihb@yarmschool.org
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ARRANGEMENTS FOR PSHE and ICT
All pupils in the Fourth and Fifth years follow a short, non-examined course in
Personal, Social and Health Education (PSHE). In addition, pupils may opt to
take an ICT course leading to the International Computer Driving Licence
(ICDL) qualification or to take additional PSHE topics.
PSHE
Pupils in the Fourth Year all study a four week PSHE unit, which covers a
variety of important topics under the umbrella of healthy living. Topics
covered include: healthy eating and eating disorders, binge drinking and how
to avoid its effects, cancer and sexually transmitted diseases.
Those pupils in the Fourth Year who choose not to follow the ICDL course
also do some work on study skills. This unit covers work on multiple
intelligences, learning styles, effective studying and enhancing individual and
group attainment. These pupils will also look at some aspects of fitness. In
this unit they have the chance to visit and look at the organisation of a sports
club and to study aromatherapy.
All pupils in the Fifth Year take a short unit on study skills. Those pupils who
choose not to study the ICDL course will look at a variety of current affairs
and important global issues. They will discuss and debate these topics. They
will also use the topics as a basis to work on their presentation skills.
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INFORMATION COMMUNICATION TECHNOLOGY
International Computer Driving Licence - ICDL
This qualification is the most widely accepted IT skills based qualification in the
world. Many employers are adopting it as a standard for their workforce. The
course is entirely skills-based and involves a lot of self-study being done by the
student at home. The work is available on line and module tests are conducted
on line at school. The course comprises a number of modules. These are:
Module 1. Security for IT users (The technical bit about hardware, software,
and the theory behind what we are trying to do)
Module 2. IT user Fundamentals (efficient system management)
Module 3. Word Processing.
Module 4. Spreadsheets.
Module 6. Presentations.
Module 7. Using Email and the Internet.
Module 8.
Improving productivity using IT (an extended synoptic module for
the whole course involving work on a case study)
Completion of modules 1, 2 and 7 certifies students at ICDL essential (Level l)
and lTQ Level 1.
Completion of all modules certifies students at ICDL extra (Level 2) and ITQ
Level 2. This can give four levels of achievement – distinction*, distinction,
merit or pass equivalent to A, B or C at GCSE.
This qualification can be studied as an additional subject over and above all
other GCSE options. It is certified by The British Computer Society (BCS). There is
an additional cost of £190 (plus VAT) per candidate, which is mandated by the
BCS for the assessment materials and certification. None of this money goes
to Yarm School. See separate letter later this term for more details.
Further information can be obtained from the Director of ICT, Mrs Cherry
Ankers, or Mr Les Foggett, the ICDL co-ordinator.
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GCSE Year Option Choices 2015
Please choose three options from the list on page 1.
1 ............................................. 2 ........................................ 3 ………………………..
Are there any questions you would like to ask?
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What careers have you considered?
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Please return this form to Mr D Morton via your form tutor by Friday 30th
January 2015.
Please note: there is an Information Evening for Parents and Pupils on
Thursday 15th January and a parents’ evening on Wednesday 21st January
2015.
Name...............................................................................Tutor...........................
Parent's signature ...................................................................................
Dear Parent,
ICDL Information
We believe that the ICDL course offers high quality ICT training in the most
popular Office software products and the use of ICT in business and
legislation. ICT is a key skill in school, at university and in the vast majority of
jobs. Pupils who gain an internationally recognised qualification prior to
university and job applications may have an edge over any of their
contemporaries who have not. The qualification is overseen by the British
Computer Society and is recognised as a standard in industry, public services
and universities.
The ICDL qualification is available at level 1 and level 2. Level 2 is equivalent
to an A*- C grade GCSE (as specified by the Information Technology
Qualification framework) and although pupils have 3 years to complete the
qualification, we find that the majority of pupils complete this in two years or
less. Pupils will be able to study ICDL over and above their other GCSEs
because it is less time consuming than a GCSE course and involves the
student working independently at home. Lessons are timetabled once a
week in both the 4th and 5th Years although once a year, they will do a short
course on PSHE and careers work. The exception to this is for those pupils
who study double languages – they can still do ICDL, however, this will take
place during the Tuesday activity slot. It is important that they sign up for
this activity and ensure that an appropriate amount of time is made available
to complete.
There is a cost associated with the course, but this is set by the courseware
providers and the qualifying body. The pupils who take this course will
benefit from free tuition from specialised teachers within school, and the
school will not profit from the course. The cost that includes all materials and
certification is £190 +VAT. This is the complete charge for the whole course,
and the only extra will be for re-sits, should pupils fail the end of module
tests (£5-£10 per re-sit).
If you are interested in signing up for the course, please fill in the slip on the
next page and return to Mr Foggett (ICDL Co-ordinator)
Yours faithfully
T L Foggett
ICDL – 2015 (Please return to Mr T L Foggett)
I / We would like my/our son / daughter (Name)…………………………………..
(Tutor)…………………………………………….
(Signed)……………………………………………..
To be included in the ICDL option from September 2015.
I would like the fee of £228 (£190 + VAT) to be added to my invoice in the
summer term of 2014. (tick)
I enclose a cheque made payable to Yarm school (tick)