Third Form Curriculum Handbook 2015-16

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Third Form Curriculum 2015 -16

CONTENTS

Introduction 1

Art 5

Design Technology 5

English 6

English as an Additional Language (EAL) 6

Geography 7

History 8

Information and Communication Technology (ICT) 8

Latin, Greek and Classical Civilisation 9

Mathematics 9

Modern Languages (French, German, Spanish) 10

Music 10

Science (Biology, Chemistry, Physics) 11

Theology, Philosophy and Ethics (TPE) 12

Floreat 13

Chatfeild Roberts Library 13

Support for Learning 13

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Third Form Curriculum 2015 -16 - INTRODUCTION

WHAT’S IT ALL ABOUT?

Our aims in the Third Form are to:• give pupils a broad experience of what College has to

offer so that informed choices can be made over the GCSE courses to follow during the Fourth and Fifth Forms

• lay good foundations for IGCSE and GCSE

• ensure that all pupils develop the essential skills re-quired by their subjects, whatever their prior educa-tional experiences

• establish a strong work ethic

• introduce pupils to the study skills they will need throughout their academic career

• develop pupils’ abilities to work independently, not least through involvement in the Headmaster’s Prize.

Third Form is a rewarding year, with lessons in as many subjects as we can deliver, a full activities and games programme, and a strong emphasis on the essential values of the College community. It will be challenging and fun.

HEADMASTER’S PRIZE

During the last three weeks of the Autumn Term and the Christmas holidays, members of the Third Form carry out an independent project, The Headmaster’s Prize. The project, based each year on a different theme, is an opportunity to develop pupils’ independent learning: elementary research skills and the ability to reflect and evaluate one’s own work.

The project is designed to be challenging and to allow pupils to be creative and to go beyond the curriculum and “think outside of the box”. Pupils may interpret the theme in whichever way they wish and they may submit a project in any format.

Examples of previous themes include “The Senses”, “War and Memory” and “The Elements”. In addition, pupils must submit a short evaluation, rather like “exhibit notes” that explain the project and its link to the theme.

Once submitted, the projects are assessed for quality; understanding of the theme; originality and creativity; evaluative skills and evidence of research, and a short-list is compiled. The Headmaster, other senior staff and the Academic Chair prefect, then judge the short-listed projects. Together they select a variety of awards and the single best project wins the overall “Headmaster’s Prize”. The projects are exhibited in College after February half term and we hold a viewing for parents, staff and pupils.

The Headmaster’s Prize is an academic challenge and we also hope that the pupils find it motivating and exciting. As with all aspects of College life, we want the pupils to be successful and therefore we offer advice on how to go about completing the project. There are tutorials concentrating on the project prior to the Christmas holidays. Finally, there is also a team of Sixth Form subject specialists who can be drawn on for advice and guidance.

The timetable

The College timetable is spread over six days. All pupils have Games on Tuesday, Thursday and Saturday afternoons.

OVERVIEW OF THE THIRD FORM WEEK

Mondays and Wednesdays

Tuesdays and Thursdays

Fridays Saturdays

8.15 – House Registration

8.30 – Tutor Registration 8.15 – House Registration

8.30 – 9.10 – Period 1

8.40 – 9.00 – Chapel 8.30 – 9.05 – Period 1

9.15 – 9.55 – Period 2

9.05 – 9.45 – Period 1 9.10 – 9.45 – Period 2

10.00 – 10.40 – Period 3

9.50 – 10.30 – Period 2 9.50 – 10.25 – Period 3

10.40 – 11.10 – Break

10.30 – 11.00 – Break 10.25 – 10.55 - Break

11.10 – 11.50 – Period 4

11.00 – 11.40 – Period 3 10.55 – 11.30 – Period 4

11.55 – 12.35 – Period 5

11.45 – 12.25 – Period 4 11.35 – 12.10 – Period 5

12.40 – 13.15 – Period 6

12.30 – 13.05 – Period 5 12.10 – Lunch

13.15 – 14.10 – Lunch

13.05 – 14.05 – Lunch Games

14.10 – 14.30 – Tutorial (Mondays) or Chapel (Wednesdays)

14.05 – 14.20 – House Registration

14.35 – 15.10 – Period 7

14.20 – 17.30 – Games

14.20 – 15.00 Period 6

15.15 – 15.50 – Period 8

15.05 – 15.45 - Floreat

16.00 – 17.30 – Activities (Mondays) or Third Form Challenge (Wednesdays)

16.00 – 17.30 – Match practice (Games)

17.30 – 18.00 – Tea

18.00 – Study in Houses

18.45 – House meetings (boarding houses only)

20.00 – Study finishes / evening activities begin

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SUBJECTSIn each week, there are therefore 38 periods. Each pupil in the Third Form will have:

In sets • 4 periods a week of Maths

• 3 periods a week each of Biology, Chemistry and Physics

• 3 periods a week of a continuation language (French or Spanish, depending on prior study). Overseas pupils may study English as an Additional Language instead.

• 3 periods a week of Latin or Classical Civilisation

In Forms• 4 periods a week of English

• 2 periods a week of Geography

• 2 periods a week of History

• 2 periods a week of TPE (Religious Studies)

Sets and Forms are determined initially by performance in Common Entrance or College Scholarship and entrance exams. However, sets are reviewed on a regular basis, and a small number of pupils will be moved between sets in order to provide them with a pace of learning more appropriate to their attainment in the subject. Our setting policy statement is opposite. Pupils in Set 1 Maths take IGCSE at the end of the Fourth Form.

In separate arrangements • 3 periods a week of a beginners’ language (French,

Spanish or German)

• 2 periods a week of Design Technology (Resistant Materials and Textiles)

• 2 periods a week of Art

• 1 period a week of Music

• 1 period a week of ‘Floreat’, our Wellbeing programme

• a tutor-led tutorial period on Monday afternoons

ICT is taught at College, but within other subject areas. During the course of the Third Form, pupils complete the College’s ICT certificate, which trains them to use the software installed on their Macbooks.

Sports Science is not taught as a curriculum subject in the Third Form, but pupils, of course, participate in a considerable amount of sporting activity on Tuesday, Thursday and Saturday afternoons. Similarly, Drama is not taught in the Third Form, although the English curriculum gives the opportunity for developing an appreciation of the subject. Both Sports Science and Drama are popular subjects at GCSE, and presentations on the subjects are given to pupils prior to selecting their GCSE choices in February.

SETTING POLICYGenerally speaking, some subjects (notably Mathematics, Sciences and Modern Languages) find that teaching is most effective in sets selected by academic attainment. Other subjects prefer to teach in mixed-attainment groups where pupils benefit from sharing the ideas and perspectives of a wide range of peers.

At College, the three Science subjects, Mathematics, French and Spanish set pupils according to attainment wherever possible. The decision to place a pupil in a particular set is made to enable him or her to get the best support relative to his or her attainment in the subject. Sometimes, a class teacher will feel that a pupil would be better served by changing set; this often follows tests sat by the entire year group. Moving a pupil ‘down’ a set is never a punishment. It is only done when the teacher and the Head of Department consider that the pupil will be better supported in his or her learning by moving at a different pace.

We ask you to trust our professional judgement in such matters; we do not take these decisions lightly. When a pupil changes set, it is not normal procedure to notify parents in writing. Instead, the Head of Department will discuss the proposed change with the pupil so that he or she understands the reasons for moving set and will inform the Housemaster or Housemistress. If you are dissatisfied with such a decision, please do not hesitate to contact us or the relevant Head of Department. However, we re-emphasise how any change of set should leave your son or daughter in a better position to achieve, through working at a speed more appropriate to his or her attainment in the subject.

FORMSThe Forms (named 3M1, 3M2, 3P1, 3P2, 3R1 and 3R2) are the classes in which pupils are taught English, Geography, History and TPE. The advantage of this arrangement is that each pupil spends much of the week learning with a familiar group. Generally speaking, the pace of the M forms is the highest, and pupils are assigned to a group on the basis of their Common Entrance scores in these subjects or on their College scholarship or entrance exams. However, the attainment range in each form is fairly broad, as the Humanities subjects taught in these groups benefit from having a variety of pupils in each class. All pupils will continue the language studied to Common Entrance (either French or Spanish). Pupils in M1, M2 and P1 will have the choice of beginning German, Spanish or French as their second language. Pupils in P2, R1 and R2 will have the choice of beginners’ Spanish or French.

Pupils whose native language is not English may have classes in English as an Additional Language while the remainder of the year group is studying their languages. A few pupils who have individual learning support lessons might study only one language. Please contact Dr Plint, Assistant Head, Learning and Wellbeing, if you would like to discuss this (contact details on next page).

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PREPPrep is set daily. Boarders have an evening study time in House every weekday. Prep should last about an hour and a half each evening: sometimes preps will take longer to finish, and it is good for pupils to learn to find the times when prep can be fit in; for example, there is always some free time on a Games afternoon.

TUTORSEvery pupil is allocated a tutor, who is responsible for the year group in the House and who will usually remain the pupil’s tutor until the end of Fifth Form. Tutors have vital pastoral and academic roles, teaching Floreat, meeting tutees briefly every morning, and having fortnightly one-to-one meetings to discuss how things are going and to monitor progress. The tutor should be your first port of call for all academic matters

SUPPORT FOR LEARNINGDr Mary Plint is the Assistant Head, Learning and Wellbeing, and is responsible for the support arrangements for those with recognised learning needs. She oversees the testing of all new entrants and liaises with parents, previous schools, Housemistresses, Housemasters, tutors and teachers about pupils who need extra support. She also co-ordinates access arrangements for College and public examinations. Regular one-to-one learning support lessons are charged separately. Dr Plint can be best contacted via e-mail ([email protected]) - please be in touch if your son or daughter has existing learning needs of which we need to be aware.

ENGLISH AS AN ADDITIONAL LANGUAGEMiss Helen Davies is the Head of EAL. Pupils for whom English is not a native language are assessed on arrival. Most have group classes with the EAL department instead of one of the European languages, and may have individual classes by arrangement. There is a charge for some one-to-one classes. Miss Davies is best contacted via e-mail ([email protected])

FOURTH AND FIFTH FORMPupils choose GCSE/IGCSE subjects in February of Third Form, and start those courses at the beginning of Fourth Form (full details will be sent at Christmas 2015).

For Fourth and Fifth Form, setting continues in Maths, English, Science and French, while groups in other subjects are largely dependent on the choices made by pupils. Prep increases, and pupils need to start planning ahead and looking for the best times to do it: study time in House is unlikely to be enough. Coursework will require much planning and foresight.

Pupils will start reflecting on their career aspirations and university entrance strategy (work experience, reading, trips) during the Fourth and Fifth Form, where the weekly tutorial programme encourages them to think ahead.

We expect pupils entering the Sixth Form to have achieved grade B in at least five GCSE/IGCSE subjects; this is not a high hurdle, but developing the habit of hard work from the start of Third Form is vital. The overwhelming majority far exceed this minimum and we make pupils aware from an early stage that the top universities often consider the number of A*/A grades they achieve in determining whether to make them an offer of a place.

BEING IN TOUCHWe would much rather hear from you than have concerns or questions build up in the background. Bear in mind that pupils only seem to ring home when things have gone wrong, and that they come home very tired at Exeats and Half Terms.

Once the year has started the tutor is the key academic contact. Do stay in close touch with him/her about anything you wish to discuss. If you have concerns about a particular subject once term has started, do contact the Head of Department.

There are two other teachers who will be important figures in the lives of all Third Formers, and whose focus is the academic progress of all pupils. Mr Simon Conner ([email protected]) is Head of Third Form and will be organising the academic induction of all pupils in September. He works closely with Mr Graham Cutts ([email protected]), who, as Head of Lower College, has overall responsibility for the academic progress of pupils in the Third, Fourth and Fifth forms. Although the tutor should be considered the first port of call, Mr Conner and Mr Cutts will be pleased to help you if you have any academic concern.

Other useful contacts:

Mr Duncan ByrneSecond [email protected]

Mr Simon BrianAssistant Head [email protected] 265604

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Third Form Curriculum 2015 -16 - SUBJECTS

ART

Head of Department - Miss J Wallace-Mason

From the global success that artists and designers are having in shaping our society, it is clear that the creative industries are intrinsically linked with our children’s future. Areas such as film, animation, gaming, new telephone apps, advertising and photography are a commonplace language and central to our young people’s lives.

In the Art Department we are embracing this renaissance by reflecting this within our schemes of work. Our lessons relate directly to what artists and designers are doing in the workplace. Through this approach, we inspire our pupils to think about the sheer breadth within creative career prospects.

Alongside this, the course aims to foster both enjoyment and appreciation of Art in a broad context. We encourage pupils to take risks, work independently and think creatively, whilst exploring a wide range of different processes and materials.

Each lesson is offered as a stand-alone workshop, which introduces our pupils to a different strand of the broader Arts Education such as ‘What it might be like to be an illustrator, a fabric / wallpaper designer, a fine artist, a graphic designer, a sculptor, a printmaker etc’. We do not set prep or examine pupils, we give verbal feedback and hold group and peer discussions, to allow pupils to become confident in sharing their own opinions.

Our current students love the diversity and variety of approaches to Art and Design, and the fact that each workshop is based on a separate career based theme. Our Third years really enjoy using 3D techniques and working expressively.

Extra-Curricular Opportunities

Pupils have access to an ‘Open Studio Session’ from 7.30-8.30am on weekday mornings, where they can drop in for some advice, inspiration, or assistance, or simply have more time to work on something started in one of their workshops. Dedicated Third Year Art Activities can be opted for on a Monday afternoon from 4.00-5.00pm covering a range of different techniques and processes not covered in our workshop sessions. The Art Department also runs a variety of one-off afternoon workshops e.g. Making Christmas Decorations, Creative Card making, Ceramic Pots and Pumpkin Carving.

Our course provides a clear foundation for success at GCSE by focusing on Assessment Objectives laid down by the GCSE course.

Websites:

https://uk.pinterest.com/ www.bbc.co.uk/arts/yourpaintings/

Contact: [email protected]

DESIGN TECHNOLOGY

Head of Department - Mr D J M Lait

Course Aims

This one-year course is designed to introduce a number of core areas associated with the Design Technology Textiles Technology and Resistant Materials courses available in the Fourth Form at GCSE as well as associated ICT skills.

Course content

Pupils love making products and seem to progress most through kinaesthetic style learning, so all our lessons are based around practical projects.

Textiles Technology

Through the manufacture of a set of juggling balls, a bag and laptop case, pupils develop both their creative skills and their understanding of the properties of textiles. They will learn a range of different skills – threading and using a sewing machine, stitching accurately and safely, creating a paper pattern, cutting and joining, and ways to embellish fabric.

Resistant Materials

Through the manufacture of a wooden garden product, a mechanical balancing toy and a design-and-make task for pupils, they develop an understanding of the materials, how they can be manipulated, joined and finished. Pupils also learn to visualise and present ideas as well as model in 2D and 3D on the computer (CAD), and to output their creations to computer-controlled machines.

Interesting Websites

http://science.discovery.com/tv-shows/how-its-madehttp://www.stepin.orgwww.bbc.co.uk/schools/gcsebitesize/design/textiles/www.technologystudent.com


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ENGLISH LANGUAGE AND LITERATURE

Head of Department - Mr T E Brewis

English in the Third Form is a time to consolidate prior learning and to prepare directly for GCSE, but it is also a time for experiment and adventure. The year provides great opportunities for both academic progress and personal growth in a comfortable and well-resourced environment. The teaching includes a broad range of multimedia methods and caters for a wide variety of abilities, tastes and interests.

We aim to develop a comprehensive range of language skills, both written and oral. Pupils learn to structure extended analytical essays, and to write creative, informative and persuasive pieces in response to a variety of stimuli. Through individual presentations and through discussion in groups and pairs, they learn the art of speaking articulately and listening carefully.

Literature, ancient and modern, forms a major part in the course. Through plays, poems, novels and short stories pupils will explore the central concerns and artistic techniques of fine writers. They will also see the exciting links between literature and the other Arts, such as painting, music and film. Our intention is to instil a love of language and establish for every pupil a rewarding, life-long relationship with books; each child will be encouraged to read widely for pleasure, independently of the teacher, and to participate in the Lower College Book Club.

ICT plays an important role in English lessons, enabling pupils to learn valuable new skills and develop existing ones through a variety of tasks. The latter are carefully planned to take advantage of the excellent applications offered by the Mac computers used by College. For example, over the past year, Third Form pupils have built on core word-processing skills by learning to use their computers in English lessons to create films, poetry recordings, research projects, presentations, web pages, mind maps, visual poems, news articles, blogs, illustrations, posters and much more!

Where possible, trips to the theatre, to places of literary interest and to local literature festivals complement the wide range of opportunities offered to pupils of Cheltenham College by the English Department.


ENGLISH AS AN ADDITIONAL LANGUAGE

Head of Department - Miss H C Davies

Pupils for whom English is not their native language and who are deemed to need support have English as an Additional Language lessons when their peers are learning French. In the Third Form, pupils have three lessons per week together as a class. EAL lessons aim to equip pupils with the necessary skills and confidence in the use of English language to allow them to integrate successfully in the mainstream curriculum and achieve their full potential. Lower College EAL pupils enjoy the interactive and engaging approach adopted in lessons, aiming to develop their language to a high enough academic standard to cope with the demanding British curriculum, while supporting and consolidating their skills.

The detail of lessons depends on any group’s particular needs, as identified through diagnostic testing. However, the focus of the lessons will be on enhancing all four skills: listening, reading, writing and speaking. Vocabulary building and strengthening of grammatical accuracy are key, and lessons will address this with a communicative and integrated approach. The department aims to support not only EAL pupils’ learning of language, but also of what the pupils are covering in other subjects. To this end there is a strong cross-curricular approach and a focus on developing effective study skills, “learning to learn”.

There may also be an opportunity for pupils to take an additional English language qualification such as the Cambridge Preliminary (level B1 on the Common European Framework) or, if appropriate Cambridge First (level B2 on the CEF).

Individual one-to-one lessons, for which there is an extra charge, are also available if there is need for further support. Those identified with particular needs are encouraged to take extra lessons and parents will be informed. Each pupil is involved in his or her programme along with the Head of EAL or EAL teacher and information provided by diagnostic testing. Work is regularly reviewed and together the teacher and pupil make suggestions and set targets for the term ahead.

Outside of formal lessons, the EAL department also has “EAL Clinic” – times in the week when EAL pupils can drop into the department for supervised study, assistance with prep, help with particular language areas or just for a friendly chat (in English of course!).

We are dedicated to internationalism at Cheltenham College and want to do all that we can to ensure that each pupil achieves their full potential both academically and socially during their time at the college. It is our belief that the English language support offered at Cheltenham College will maximise the chance of this.


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GEOGRAPHY

Head of Department - Mr R J Penny

At Geography’s core lies the understanding of the complex relationships between people and the environment, and it is these relationships that provide the foundation of the Third Form course. An active Geography Society, Reading Group and Film Club complement and extend the classroom-based content.

The aims of Geography in the Third Form are:

• To link the pupils’ studies to the modern world around them and to specific recent events, demonstrating the vital importance of the subject to present and future generations;

• To develop a range of geographical skills through practical work, use of maps, photographs and satellite images, and through the regular use of ICT;

• To demonstrate the importance of field work to geographical investigation;

• To encourage pupils to evaluate their findings, through discussion and debate, by making reasoned and balanced judgments on the geographical issues being studied.

Curriculum details:

The following provides a flavour of what the Third Form may expect to investigate in 2015 -2016 and is largely based on providing the best possible platform of skills and enthusiasm for IGCSE Geography.

The emphasis is very much on providing Third Form geographers with an experience that is enlightening and inspiring, relevant to their own lives, and that offers a traditional balance of skills as well as knowledge and understanding.

Autumn Term:

Extreme Environments

Antarctica is a dynamic yet fragile environment. The first unit of study reviews processes and landforms, before examining the opportunities and conflicts that exist in this largely untouched continent. Management strategies are explored and debated, and a historical perspective is taken through the eyes of Cheltonian explorers Edward Wilson (Discovery and Terra Nova expeditions) and Tarka L’Herpiniere (Boyne House – retraced the 1800 mile Terra Nova expeditions 2013/4). During this first topic an emphasis on basic skills will be integrated, so that a suitable baseline of IGCSE skills can be assumed thereafter.

Autumn Term:

Globalisation and Development

In an increasingly connected world it is vitally important to have an understanding of the length and depth of our global links. Through fashion, trade and chocolate the pupils explore the conflict between people and profit in order to gain an understanding that local, unsustainable actions can have global consequences.

Field trip

The November field trip to Cadbury World introduces the pupils to fieldwork skills and allows them to collect primary geographical data. Pupils will conduct a range of investigations into urban environments and Cadbury as a subsidiary of a larger Multinational Corporation at a range of temporal, developmental and spatial scales. The use of ICT is integral, including an introduction to GIS.

Spring Term:

China

With overpopulation an increasing threat in a number of global regions there is a dangerous pressure on limited resources, and our geographers will explore the fundamental issues of China’s exploration and exploitation of Africa, its internal migration and the environmental consequences of China’s changing economy. The scale of enquiry is now global for this topic and the fundamental principle of sustainability will be understood. The theme of this term is variety, both in terms of learning and assessment styles but also the Geography of place. Debate and extended essay are the primary assessment methods in this module.

Summer Term:

Tourism

The interdependent way in which our politics, culture and economics operates across the globe is explored here. Tourism is a contemporary and ‘hot’ topic so pupils are encouraged here to consider the costs and benefits of a range of types of tourism on the source and host region. The end of the year builds towards an ICT based rebranding exercise for Cheltenham College Resort bringing together the key concepts and skills acquired over the year.


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HISTORY

Head of Department - Miss J E Doidge-Harrison

The aims of the Third Form curriculum are to inspire the enjoyment of History whilst building the skills that prepare pupils for the challenges beyond this year. The Third Form Course has, therefore, been modelled on the Edexcel IGCSE, which those opting to take History will start formally in the Fourth Form.

The course begins with the origins and theatres of the First World War, including the Home Front, 1914-18. In ongoing commemoration of the 100th anniversary, a wide range of aspects of the war are taught through research projects uncovering the history of College (which was established very much with the purpose of providing Empire administrators and troops) and, most significantly, the contributions of some of the 675 Old Cheltonians who served and died in the First World War. Once the pupils have really come to know ‘their’ OCs, they will then have the opportunity to prepare remembrance plaques for an October battlefields trip to Gallipoli, where College will lay wreaths in the cemeteries where these OCs who died in the 1915 campaign are remembered. The project, and last year’s trip to the Western Front, can be viewed on the History pages of the main College website.

We then stitch together the World Wars with the study of Britain between the wars and international relations 1919-39, followed by a comparison with World War Two. By building a sense of narrative upon which to anchor later analysis of the causes and consequences of these pivotal events, all pupils will develop an enhanced sense of perspective supporting their study of the broader 20th century for IGCSE. All this builds early contextual understanding for the first unit of IGCSE itself: the development of dictatorship in Germany from 1917.

The scheme of work is designed to stimulate the pupils’ interest over and above the curriculum, to instil a sense of History’s relevance and vital importance to the world we inhabit today, and thereby to inspire a love of the subject that we can cultivate over the coming years.

By concentrating on IGCSE skills even at Third Form, examination assessment becomes familiar, as pupils practise IGCSE-type questions early on, building the necessary historical skills of source analysis and essay writing. All of this is aimed at developing the pupils’ confidence and by extension their eventual attainment.

Head of Department’s recommendations:-Books: Sebastian Faulks’ Birdsong (World War One)Films: Goodnight Mr Tom (World War Two)

Please do see our departmental webpage for further ideas as to potential Lower College reading, watching and general preparation.


INFORMATION AND COMMUNICATION TECHNOLOGY

Director of ICT (Academic) - Mr A H R Isaachsen

ICT is an integral part of our curriculum, which every pupil will use to assist their learning. College has a well-equipped, campus-wide network with Apple computers and a high speed direct Internet connection. ICT skills are taught as an integrated part of work in subjects, so that pupils at once learn the skills and their application; integrating ICT into other subjects can make learning it more stimulating and is an effective tool for introducing new ICT techniques to staff and pupils.

Pupils are required to bring an Apple Laptop according to the specifications detailed in the ICT Page of the College website (see the link below).

The ICT course in the Third Form consists of a range of cross-curricular and highly creative projects as well as the more traditional office-based skills offering of ICT skills across the academic departments.

Projects Include:

• Digital Music Recording

• Digital Voice Recording

• Digital Photography

• Digital Design

• Screen-writing and storyboarding

• A Multi-Media Presentation

• Computational Thinking

The principal aims of this programme are:

• To ensure all pupils enjoy a uniform set of experiences using ICT in class;

• To empower pupils to make appropriate use of ICT in their day to day schooling;

• To use in-subject ICT sessions to support and enhance existing syllabuses.

Useful Websites:

Introducing Cheltenham College: a webpage specially for new pupils http://www.cheltenhamcollege.org/newpupils

Cheltenham College ICT Webpage http://www.cheltenhamcollege.org./senior-ict


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LATIN, GREEK & CLASSICAL CIVILISATION

Head of Department - Mr T A Lambert

All types of Classical student are catered for at Cheltenham College. We want pupils to understand the vital and lasting impact that the lands of the ancient Mediterranean have made on the modern world, not just in terms of language, but also as regards our culture, literature, architecture, law, philosophy, medicine and way of life.

Latin

Latin is the principal Classical subject in the Third Form. Highly logical, with many thought-provoking links to English and other European languages, Latin provides us with a gateway to the most successful and long-lasting empire in European history. We cater for all abilities and backgrounds, from total beginners to those who have taken Scholarship Latin at their Prep School. Everyone is given the opportunity to develop to the level necessary to opt for Latin GCSE.

Classical Greek

All pupils studying Latin are also given the chance to study to Level 1 Certificate standard in Classical Greek. Those with an aptitude are encouraged to begin to get to grips with the grammar of the language; those to whom Greek is already familiar are given more challenging tasks. Like Latin, Classical Greek is offered at GCSE and A Level.

Classical Civilisation

Classical Civilisation is the study of the history and culture of the ancient world in English. It provides a way of studying areas such as the mythology, art, sport, entertainment and literature of the Greeks and Romans in depth, without the obstacle of having to translate. Alongside the enjoyment of studying a period of history which is sometimes very familiar, but at other times surprising, pupils start to develop the core examination skills of recall, explanation and evaluation. As Classical Civilisation is now offered to all pupils at GCSE and A Level, we give taster sessions to those studying Latin, and focus on the subject in two of the seven Third Form sets.

The three subjects are complementary, each offering a different angle on the ancient world. By the end of the Third Form course, we hope to give all pupils a clear sense of the importance of our Classical past, as well as a firm foundation for the study of one or more Classical subjects higher up the school.

Pupils wishing to learn more about Rome might like to read Fik Meijer’s Emperors Don’t Die in their Beds, Tom Holland’s Rubicon, or Robert Harris’s novel, Imperium.

Extensive resources for the study of Latin can be found at http://www.cambridgescp.com/.


MATHEMATICS

Head of Department - Dr B E Enright

Mathematics is taught in ability sets throughout College. Movement between the sets occurs as is appropriate to the individual’s progress. The syllabus followed aims towards the IGCSE in Mathematics. This develops a broad approach to Mathematics, which is relevant and appropriate to the many different uses of the subject in the modern world while maintaining the traditional academic rigour.

Content

In the Third form, pupils will recap much of the basic material met previously and then go on to study new material. In particular, Algebra and Shape feature strongly.

IGCSE Examination

The top set in the Third Form aims to sit the IGCSE at the end of the Fourth form. They will then go on to sit Additional Mathematics in the Fifth Form. All other sets will sit the exam at the end of the Fifth Form.

Calculators

Scientific calculators are not only permitted but their use is expected in examinations taken at College. Calculators with graphical capabilities are now readily available and their use is also permitted and helpful, though not yet essential. Consequently, all members of Lower College must have a scientific calculator, which they have to learn to use appropriately. College will supply calculators where necessary, chargeable at a rate which is below that of the main retailers. As a basic scientific calculator we provide, at present, the Casio fx-991 ES.

Books

Any review of work previously encountered would be beneficial. However, if a pupil were looking for extension material then any puzzle book by Martin Gardener would be ideal.

Websites

There are a huge number of very good websites for Mathematics: In particular the following two might be useful:

1. Nrich. An excellent site run by Cambridge University.http://www.nrich.maths.org.uk

2. Bitesize. Revision site run by the BBC.http://www.bbc.co.uk/schools/gcsebitesize/maths/


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MODERN LANGUAGES

Head of Department - Mrs E Leach

French, German and Spanish

When pupils enter College, they do so with varying backgrounds in both the language studied and the standard reached. Most Third Formers have studied French to Common Entrance, but some have learned Spanish instead. College offers continuation classes in both these major European languages as well as Beginners’ German.

The aims of the Third Form Modern Languages curriculum are to enable further progress in the language studied prior to arrival at College (French or Spanish), and to give pupils exposure to a second, new language. In both cases, we seek to develop the whole range of language skills, using a variety of materials and methods, and not least, to provide a solid grammatical foundation for subsequent IGCSE study. The Spanish and French courses include culture and history as well as the language and ties in with the exciting Third Form Trips to Salamanca, Spain and Provence, France.

German is also offered to Third Form pupils at a beginner’s level and it focuses on authentic language put into a cultural context. The course has a topic-based approach combined with clear grammatical progression. The course also encourages grammatical awareness and more traditional methods of language learning such as regular vocabulary learning as well as more interactive and creative approaches like creating videos with ipads. Pupils have the opportunity to practise their newly acquired language skills during the German Exchange to Berlin.

A letter is sent to parents in late June with further details of the beginners’ languages courses that may be chosen.

Foreign Visits and Exchanges

It is hoped that, during a pupil’s time in Lower College, he or she will take the opportunity to travel abroad to improve language skills.

There are well-established visits to Spain and Germany and pupils will have the opportunity to visit France during their Lower College career. We are also able to advise on individual exchange visits.

Useful websites

If pupils wish to do any work on the language over the summer break they could look at the interactive activities on the following website www.languagesonline.org.uk or IOS applications such as busuu or Memrise.

Reading children’s books such as Mr Men in the target language, or watching your favourite movie in the foreign language is a good way to improve your language skills.


MUSIC

Director of Music - Mr D P J McKee

The aim of the Third Form course is to give a highly varied and enjoyable introduction to a wide range of musical topics which at the same time provide a valuable introduction to GCSE work.

The course seeks to develop and extend pupils’ awareness, listening skills and knowledge of a wide range of musical styles. An exciting element in the course is the composition work which involves the use of sequencing programmes and composing for film.

Many musical styles will be included from the Renaissance and Baroque right up to post-modernism and rock. There will be a particular emphasis on music of the 20th Century of many kinds. This will include a review of the process of actually writing and reading music, its language, and its rules, conventions and symbols.

Pupils will have the opportunity to experience composition for themselves, leading on from the work on 20th Century music. This makes pupils think about what music is actually saying and expressing, and the realisation that music functions like a language which does not depend upon words.

An important part of the course includes consideration of place and function of music in society, and especially questioning the vital presence of music in all cultures from prehistory to the present. Why is music so important in people’s lives today and how can one account for its existence in prehistoric times? These questions lead to the study of music from around the world, including African Drumming, Indonesian Gamelan and South American Samba.

A variety of other topics relating to a wide range of music will also be covered, leading naturally into the GCSE course of composition, performance and listening work, which begins in the Fourth Form.

Pupils this year have particularly enjoyed composition tasks using a variety of media, as well as group performances ranging from singing to African Drumming.

The Cambridge Music Guide, The Rough Guide to Classical Music, The Rough Guide to Rock, and 1000 Albums you must hear before you die, will provide a wealth of fascinating information for further reading.


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SCIENCE

Head of Department - Mrs I C E Mech

BIOLOGY (Head of Dept - Miss C Knowles)

The Third Form course follows the Biology syllabus that leads towards IGCSE Double or Triple Award Science. Subject specialists teach all classes. Teaching is enhanced with evening lectures and pupils attend external conferences where eminent scientists address them. Reading lists are distributed to aim to challenge and stretch our most capable pupils.

The pupils undertake an extensive series of practical investigations, which have been designed to develop their practical skills. These include: selecting and handling apparatus, observation, and measurement, recording, processing and evaluating data.

We aim to teach pupils how to set up and conduct scientific experiments. Developing pupils’ knowledge of biological concepts, their ability to criticise scientific data and inspiring them to learn more about the natural world is the ethos on which the Biology Department is founded. Pupils particularly enjoy the inspirational nature of the subject and the extensive practical work which is undertaken.

All Third Form Science pupils attend the Big Bang Exhibition, which is held annually to coincide with National Science and Engineering Week. In addition, all pupils enter the Biology Challenge competition, which is run by The Society of Biology.

Curriculum details:

Autumn termDuring this term pupils are introduced to Biology, they observe living organisms, examine cell structure and undertake an extensive amount of microscopy.

Spring termPupils undertake an intensive examination of the Circulatory System and the Heart.

Summer termDuring this term a study of Nutrition commences with an initial discussion of Food, which is then followed by an examination of the Digestive System. Numerous experiments accompany this section of work.

Suggested Reading and Documentation:

• Any of David Attenborough’s DVDs – Africa and Life are particularly inspirational.

• Why Don’t Penguins’ Feet Freeze? – a New Scientist publication. There are numerous in this series of books.

• https://www.societyofbiology.org/students


CHEMISTRY (Head of Dept - Mr D Townley)

In the first half of the Autumn Term we concentrate on the practical aspects of Chemistry that form the backbone of all we do in the laboratories. Pupils learn to manipulate apparatus, handle chemicals and take measurements with care, accuracy and with full safety precautions. The characteristics of chemicals in pure form and mixtures and their physical states are investigated.

The abstract ideas about atoms, molecules, formulae and chemical trends are introduced gradually during the year to build a firm foundation and to allow for pupils’ differing speeds of development; we aim to stretch each pupil to an appropriate level.

Aims

Our aims are to foster the basic scientific skills of the subject, to bring about the realisation of the importance and use of Chemistry in society and to generate enthusiasm for the subject. The work covered in the Third Form exceeds that necessary for Key Stage 3 of the National Curriculum. A great many of our pupils choose to continue Chemistry for Fourth and Fifth Form and the Third Form curriculum begins to lay out the principles required for IGCSE.

Curriculum details:

Autumn termSafety and general laboratory skills, The Principles of Chemical Investigation, Mixtures and Separation, Elements, mixtures and compounds, Rates of Reaction, Introduction to Equations, Symbols and Formulae.

Spring termLibrary Research ProjectPeriodic Table and Chemical Patterns, Atoms and Atomic Structure, Metals and Chemical Reactivity

Summer termAir and Water – Chemistry of Hydrogen, Oxygen and Carbon Dioxide, Ions and an Introduction to Chemical Bonding, Preparation for Summer Exam

The following web resources are useful:

http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-chemistry-2011.htmlhttp://www.rsc.org/learn-chemistry


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PHYSICS (Head of Dept - Mr S R Cooper)

We have three main aims in the Third Form:

1. Developing skills

Pupils will do a great deal of practical work as a routine part of our course. During their first term we put particular emphasis on teaching them the necessary skills associated with practical Physics. They will also become familiar with our IT facilities from an early stage. They will sometimes be required to use data logging equipment, and they will be taught to use appropriate software to write up their experiments and to process data. They will be required to use Internet resources to research topics and will give a presentation. We also consider it important to develop the more traditional communication skills. Pupils will be encouraged to discuss their ideas orally and will be taught how to set out written answers clearly. Basic mathematical skills are a necessary tool for the competent physicist and some time will be spent ensuring that pupils are able to manipulate simple formulae in order to solve numerical problems.

2. Beginning the IGCSE syllabus

Pupils will be given a flavour of all seven of the main IGCSE topics;

Forces and MotionElectricityWavesEnergy Resources and Energy TransferSolids, Liquids and GasesMagnetism and ElectromagnetismRadioactivity and Particles

This will allow all to be revisited in the fourth and fifth form when consolidation of the basics can occur and the finer points can be mastered. Every opportunity will be taken to stretch our more able pupils by broadening their knowledge of Physics and by studying the topics to a higher level than is required, for some in preparation for the very demanding national Physics Challenge Competition. There will also be opportunities for all pupils to explore topics of scientific interest that are not specified by the syllabus.

3. Making Physics seem relevant and exciting

Physics is a subject enjoying resurgence nationally. Our aim is to convince pupils of its importance and to teach it in a way that captivates their interest and encourages them to be more inquisitive. We hope to convey our own enthusiasm for our subject and make them keen to learn much more about it.

The following web pages are useful resources:http://www.bbc.co.uk/education/subjects/zh2xsbkhttp://energyquest.ca.gov/story/index.htmlhttp://www.schoolphysics.co.uk/


THEOLOGY, PHILOSOPHY & ETHICS (TPE)

Head of Department - Rev Dr A J Dunning

The aim of the TPE Department is to provide a rigorous introduction to a range of ideas and arguments whilst exploring the questions that have preoccupied some of history’s most famous thinkers.

Our Third Form curriculum offers pupils the opportunity to study the three disciplines of Theology, Philosophy and Ethics as well as the ideas of key thinkers such as John Locke, Aristotle, Jeremy Bentham, Immanuel Kant, Thomas Hobbes, Peter Singer and Descartes.

The Ethics course introduces pupils to the contrasting positions of Consequentialism and Deontology, as well as Human rights, Animal rights, and Just War theory.

In Philosophy pupils are introduced to the debates around Free-will, Personal Identity, the Mind-Body relationship and Artificial Intelligence.

In Theology the focus falls on a study of the final week of Jesus’ life which is studied from a political, historical and theological perspective.

In order to assess the relevance of TPE to the modern world we relate our study of these subjects to art, history, literature, and politics, and assess from both a religious and secular perspective. The course is designed to provide a solid introduction to critical thought and an understanding of faith positions, as well as providing a foundation for study of Theology or Philosophy at advanced level.

Third Form pupils can expect to grapple with some challenging existential questions and to be asked to consider their responses very carefully. The questions we have considered this year include: Do I have a soul? Am I free? Does God exist? How should I treat others?

In addition to gaining an understanding of new ideas and perspectives our students also develop study skills that include:• independent thought and ability to build and justify an

argument,

• participation in debate and discussion,

• critical evaluation of ideas and sources,

• persuasive writing and exposition,

• presentation skills,

• the use of information technology as an aid to research.

Good introductory books include The Philosophy Files by Stephen Law, The Pig that wants to be Eaten by Julian Baggini and Ways to Live Forever by Sally Nicholls.

Websites: http://www.threeminutephilosophy.com/ and http://www.philosophersnet.com/


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Third Form Curriculum 2015 -16

FLOREAT

Led by Dr Mary Plint, Assistant Head, Learning and Wellbeing

Floreat is the name of the College wellbeing programme. College aims to help pupils to flourish emotionally, socially, and physically and to grow in their understanding of themselves and their world. The course aims to help them to explore and develop a personal response to the issues that affect their lives.

During the year pupils will have a series of sessions designed to cover issues facing young people in today’s society. The programme provides opportunities for small groups of pupils to discuss their ideas and explore their thoughts in a structured and supportive environment.

The detailed programme of suggested activities, videos and worksheets allows for flexibility in the way topics are explored so that pupils’ interests and concerns are addressed.


CHATFEILD-ROBERTS LIBRARY

Librarian - Mr B Delbrooke-Jones

The library contains information for both study and reading for pleasure, designed to help pupils with their College work and to inspire a love for knowledge and reading. The library staff can support pupils with ways to find information, to develop research skills and learn independently. We can also recommend suitable books for leisure reading.

A Third Form project with the Chemistry Department gives pupils the opportunity to explore the resources available. We encourage use of online databases and trusted websites as well as books hand-picked to support the topics covered. We ask pupils to avoid Google and Wikipedia so they understand that there are better ways to find accurate information. The library catalogue, which lists websites, books and articles, is explored and Ebsco, an online database of magazine articles and books, many peer-reviewed, is introduced. Instruction is also given on the importance of referencing books correctly.

Throughout the year the library runs competitions to encourage pupil use. All Third Form pupils may come in and use the library from 8.00am in the morning, during break and lunchtime and at times when they are not involved in lessons or other activities, including Sundays. On World Book Day we hold an Inter-House Third Form Literary Quiz when teams compete for a House Trophy.


SUPPORT FOR LEARNING

Assistant Head, Learning and Wellbeing - Dr M P Plint

The College aims to support every pupil’s learning and actively seeks to identify and to provide for a pupil’s individual learning requirements.

If a specific need has been identified at Prep School, it is essential that parents or guardians inform the Director of Learning and provide copies of any reports or assessments. This enables College to support pupils appropriately. Parents are invited to contact the Director of Learning regarding learning support matters.

At the start of the Autumn Term, Third Form pupils take a series of standardised tests of literacy skills. The screening tests provide up to date school-based data about reading, writing and spelling and help to identify a pupil’s strengths and any areas of difficulty. Throughout the year, teachers monitor performance on speed-related literacy skills. Pupils may be considered for special examination arrangements in the Summer Term exams and beyond if observed need meets the eligibility criteria of the Joint Council for Qualifications, which are revised annually.

If test results indicate a difficulty with literacy skills, the Director of Learning discusses options and strategies for support with College staff, parents and pupils. A pupil may also be referred to the Learning Support department by a teacher or tutor, for monitoring, further assessment or for individual support.

Pupils may seek advice or support of their own accord, usually on a drop-in basis in the first instance. Where it is felt that longer-term support would be beneficial, parents are consulted and regular extra lessons may be arranged. Progress is reviewed each term so that lessons stop when skills have developed and a pupil is ready to work independently. Lessons take place at times that do not result in pupils missing their subject classes and are given by teachers with relevant qualifications and experience. There is usually a charge for regular one-to-one lessons.

A list of pupils who have specific individual learning needs is published confidentially to staff and the College database provides support information for teachers. These records are updated each term and inform teachers, tutors, Housemasters and Housemistresses of appropriate support strategies. Regular training keeps teachers up to date with current developments in supporting learning needs.

Revision and study skills are developed through whole-school learning skills programmes.


Third Form Curriculum Handbook 2015-16

Documents

Transcript of Third Form Curriculum Handbook 2015-16