gcse prospectus 2020/21 - jersey college for girls...january are intended to help you to make an...

GCSE Prospectus 2020/21

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Welcome from the Principal Welcome from the Head of Upper School

Thank you for considering Jersey College for Girls as the place to continue your learning.

Let me try and be clear about what our ambition to create the very best educational experience for you actually means by writing a pen portrait of a student leaving JCG at the end of Year 13.

‘This Student will enjoy life to the full, value her friendships and achieve balance in her life. She will have a thirst for knowledge and already possess a broad understanding of the cultural, historical, geographical and scientific events and ideas which have fashioned her island and her world, and an eagerness to discover more. She will be a rigorous and imaginative thinker.

She will have a good range of hobbies and interests, including the Arts and sport, which she wants to pursue. She will leave us with an excellent record of achievement for an academically demanding course at university or employment which will lead to a stimulating career. She will have the ambition, study independently and successfully at either. She will apply for internships, work experience and voluntary work in her holidays.

She will have grown as an individual who is happy, well mannered and able to find fulfilment in her service to others. She will be thoughtful, openminded and be able to lead. She will be conscious of the advantages she has enjoyed and of the opportunities

and obligations such advantages should bring. She will want to have a positive impact on her community and the world.

She will have happy and lasting memories of her time at College and an admiration for those people who have nurtured and shaped her learning.’

All our efforts are dedicated to giving you every chance of being this person.

Carl HowarthPrincipal

I am delighted to present to you the Jersey College for Girls GCSE Prospectus for 2020-21, containing information about the GCSE courses that we offer. The Year 9 Parents’ evening on Monday 16th December and the GCSE Options Evening on Thursday 23rd January are intended to help you to make an informed choice about the subjects you wish to study at GCSE. JCG provides a curriculum which offers a breadth and balance, whilst retaining the academic rigour necessary for students to obtain the highest grades at GCSE.

Year 10 sees the start of your GCSE years; without a doubt some of the most enjoyable and rewarding years of your life. You will continue subjects that you have enjoyed and in which you have flourished during the past three years. The next two years are vitally important, as you will take greater responsibility for your academic success, working with energy and dedication to achieve the best results you can, laying the foundations for further study. The experience you will build and the academic achievements you will gain will shape your future education and career.

Our aim in Upper School is to support and encourage our students, so that you derive enjoyment and fulfilment from your learning. A programme of events and experiences is designed to motivate you to take risks, to work as a team, to take on new challenges and to gain the confidence to find your place in the world. Upper School tutors and I are happy to support you and with hard work and determination, you will go on to excel in your GCSEs.

Finally, if you are currently studying at JCG we would love you to stay with us. However, for those of you who are currently elsewhere, I hope that this prospectus gives you a taste of life at JCG, and makes you want to visit us to find out more about the College. If you have any questions, please feel free to contact me.

Miss Natalie HopkinsHead of Upper School

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Why JCG?

Student Support

Students learn best when their emotional needs are recognised and, as far as is possible, they are met. Our Pastoral Team consists of the Form Tutor and the Head of Upper School Assistant, in addition to the Educational Needs Coordinator and Head of Personal Development.

Your wellbeing is given the highest priority. Form Tutors look after the academic, social and emotional wellbeing of students in their tutor group. You will also have one to one academic mentoring sessions with your tutor. Academic mentoring enhances the ethos of tracking, to ensure that you know where you are with your learning, where you have made progress, what you need to do to improve and what targets you need to set in order to further your progress.

The House System

Each student is a member of one of the College Houses. Students enjoy participating in a range of

House events, from fundraising for a chosen charity to competing in House Sport, Drama or Music events. It is at these events that we can most clearly witness the strong sense of belonging to the College community. House provides you with fantastic opportunities to display your talents, develop leadership qualities and give something back to the community.

Results

We are extremely proud of the achievements of our students. Each year students excel in their GCSE examinations. The greatest indicator of this is our ‘Value Added’ score of 0.74, showing that on average our students exceed their target grades by a whole grade in half of their GCSE subjects. This is the result of much determination and commitment on the part of the students and their subject teachers, tutors and parents. By working together and supporting students, great things can be achieved. Last year, our Year 11 students excelled in their GCSEs.

% of grades achieved A* - A

% of grades achieved A* - B

% of students achieving aminimum of 5 A* - C grades

2019 65.4% 79.6% 96.1%2018 66% 86.7% 95.6%

2017 67.9% 88.8% 96%

2016 66.7% 86.7% 100%

2015 59.7% 84.7% 99.7%2014 60.6% 87% 100%

Trident

During Year 10 all students will have the opportunity to take part in Trident, a two week work experience placement. This will provide you with an insight into the workplace to allow you to develop new skills and gain confidence and encourage you to consider your aspirations for the future.

The International Dimension

An important aspect of student life in Key Stage 4 is engagement with the international dimension. As we live in an island community in a fast moving and increasingly interconnected world, we feel that it is vital for you to be aware of international issues so that you are prepared for life and work in the global sphere. In order to become effective and informed decision makers of the future, in Key Stage 4 you will have increasing opportunities to develop international contacts and collaborative activities with students and links to schools in different parts of the globe. These include partnerships with schools in France, China, India, Thailand, Myanmar and Ghana and additional student links with many other key global locations. Activities take place across a range of subjects from exchange and study trips in MFL, to collaborative studies and expeditions in the Sciences and Geography and comparisons of social attitudes and values in RS and Personal Development. Whole school international activities involving direct online communication, based around the six Houses and specific Year group activities are also designed to challenge your assumptions about other places and stimulate you to think and act as global citizens.

Performing

JCG offers many opportunities for budding musicians and performers. In addition to lessons offered by the Jersey Instrumental Service, you can also learn a musical instrument through our college Polyphony programme. We pride ourselves on the quality of musical performances and you are encouraged to take part in one or more of the excellent orchestras, bands and choirs led by our dedicated and enthusiastic Music staff.

Our Drama and Music departments come together regularly to create outstanding School Productions. In recent years we have witnessed outstanding performances of The Sound of Music, A Christmas Carol and Calamity Jane; Students who took part in these felt a great sense of fulfilment at what could be achieved with a combination of dedication and talent.

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What is the 14 - 16 Curriculum?

Introduction

The curriculum you will be following in Years 10 and 11 provides you with breadth and balance, whilst retaining the academic rigour necessary for you to obtain the highest grades possible at GCSE. Your Year 10 timetable will be made up of compulsory GCSE courses (the core), your option GCSE courses and also compulsory non-examinable subjects.

Coursework

Some GCSE courses will involve coursework. This may take the form of one or two projects or numerous smaller projects that will be completed at intervals during the course. Work completed by a student in class may also count towards the final grade. The type and timing of coursework will vary greatly and it is important for your parents to be aware of the demands placed on you at different times. It is hoped that this prospectus and the Assessment Calendar issued at the beginning of Year 10 will help to provide an overview of the structure of these assessments.

Examinations

You will take examinations in all GCSE subjects. All GCSE courses are linear, meaning that examinations will take place in the Summer Term of Year 11.

The College staff, in discussion with you, will decide on the appropriate examination and level to be taken by you based on past performance. Please note that practical and controlled assessments may take place a considerable time before the main examination period.

Core GCSE Subjects

Triple Science (3 IGCSEs) English (2 IGCSEs in Language and Literature) Mathematics French

Option GCSE Subjects

Art Computer Science Design & Technology Drama Food and Nutrition Geography History Italian Music Religious Studies Physical Education Spanish Textiles

Non-Examinable Subjects

Personal, Social & Health Education and Citizenship Physical Education

Making the Right Choice

In addition to the Core GCSE subjects, you will need to make THREE choices from the range of optional subjects. Please note that each subject will only run if it is viable in terms of the number of students wishing to study the subject.

In PSHE lessons, you are given advice and support from the Careers Service about working in Jersey and possible job opportunities available to you when you leave school or university. You will have completed a Skills Survey and should use the results of this to guide you in your choices. You should consider where your strengths lie and which subjects you find most enjoyable and fulfilling.

During the Options Assembly the options process will be explained. You will receive support and guidance in your choices from your Tutor and PSHE teacher. Conversations with your subject teachers are also very helpful and you should seek further assistance if you are still unsure.

The Options Evening in January is an opportunity to find out more about the options available to you. During this evening, you and your parents should find out as much information as possible regarding the subject choices available and seek answers to the many questions you may have.

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Frequently Asked Questions

How many option choices can I make?

When choosing your options subjects online you are asked to make three choices plus a reserve. This is an important decision and you should make the most of the support and information available when making your choices.

Are my choices guaranteed?

We do our utmost to ensure that you will receive your three top choices. However, in a small percentage of cases this may not be possible. This is why it is important that you give due consideration to your reserve choice.

What is the difference between a GCSE and an IGCSE?

At JCG we offer IGCSEs in some subjects; English, Science and Geography. The IGCSE is an International qualification and has the same status as a GCSE when applying for university or employment. We believe that the IGCSE courses in certain subjects are more suitable for our students and bridge the gap between GCSE and A level more effectively.

Will I stay in the same House group?

Yes. This will allow you to build on the relationships you have made in your House and enable you to continue to play an active role in our excellent House system.

What about work experience?

In addition to the formal curriculum, you will have the opportunity to participate in Trident work experience, which offers you the chance to undertake significant work-related learning.

What will I need to get in my GCSEs to continue to Sixth Form at JCG?

In order to help you make the most appropriate choices for your post-GCSE education, it is expected that you will achieve a minimum of 5 A*-B/6-9 grades, with at least a C/5 grade in English Language and Mathematics, in order to progress to Sixth Form at JCG. We will do all we can to help you to achieve this.

Organisation

It is essential that you are able to organise your time effectively during your GCSE years. GCSE demands continuous commitment to learning, to achieve the knowledge and skills needed for final examinations, but also to meet the deadlines for assessments set throughout the year. There is a busy and demanding schedule of controlled assessments and examinations during Key Stage 4; you will need to have a dedicated approach to your learning and strong organisation skills to achieve the best results possible.

Homework

Homework is an integral part of the programme in Key Stage 4. Students are expected to complete one hour of homework each week for each GCSE subject. This means there will be 3 hours of Science homework per week and 2 hours of English per week. It is important to utilise the full allocation of time given for each subject. Homework could take many different forms, from written tasks to reading, revision, past papers or vocabulary learning. Students should also seek to further their knowledge of their GCSE subjects, for example by undertaking additional independent reading or watching a relevant documentary.

Support Sessions

Throughout the year there are a variety of support sessions run by different departments. These may be held during lunchtimes or after school. Often students can just drop in and ask specific questions about help that they require. Other sessions may be more structured, for instance those that offer help with preparing for controlled assessments. You are advised

to attend some of these sessions as they will develop your ability and therefore enjoyment of your subjects.

Study Skills

Students are expected to continue developing their scholarly approach to learning as they move into Key Stage 4. The greatest challenge of GCSE study for many students can be the volume of material that needs to be learned in order to be successful in the examinations. With GCSE exams now based on linear assessment rather than modular units, students need to be able to remember the material covered at the start of the Year 10 as fluently as the material covered at the end of Year 11. We therefore work with students to develop and apply appropriate methods for learning new material in a more efficient and effective manner. These strategies include: retrieval practice, dual coding, spacing and interleaving, generation, calibration, concrete examples and elaboration. By developing these approaches students will not only be well prepared for success at GCSE but will also be laying the foundations for future success at A level and beyond.

Study Skills in Key Stage 4

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Studying English Language

The course is designed to cover a range of real life skills; reading, writing, speaking and listening, which will support your learning not only across the rest of the curriculum but in your further studies, the workplace and beyond. Students complete one exam worth 50% which assesses their reading skills which is sat in the Autumn Term of Year 11, as well as a coursework component which focuses more on their writing skills.

How are you Assessed?

Paper 2: Reading Passages 2 hour exam (50 marks) Structured and extended questions on

three passages Component 4: Coursework Portfolio

3 assignments each of 500-800 words (50%) Completed as coursework

Trips, Opportunities, Progression

The ability to communicate is what lies at the heart of being human. In English, we focus on developing your skills to decode meaning, equipping you to become expert readers of a range of texts so that when looking at a newspaper, website or advert, you are able to work out the particular authorial stance and any underlying bias; “English opens my mind to new ideas – I love being like a detective”. In addition, we develop your writing skills with its ensuing advantages in the rest of your studies whether it be a Science experiment or Geography essay. Likewise, we practise your ability to communicate orally providing you with lifelong skills; coming together as a year group every term to take part in a Speak Out Challenge, a Story Slam and a Poetry by Heart recital. Booster clinics are also held, aimed specifically at those who would benefit from additional support in the run up to the exam. Girls are also encouraged to enter local and international competitions; this year, we were delighted that students have won medals in the Commonwealth Essay Writing Competition and been recognised in the Poetry and Flash Fiction competition run by the Festival of Words.

Core Subjects (Examinable)

English Language “ English opens my mind to new ideas - I love being like a detective.”


English Literature

Studying English Literature

In English Literature, we are fortunate to have the opportunity to study some of the great literary texts of the world. Girls are encouraged to read widely throughout the course and are then able to select their own choice of texts for one of their coursework pieces. In addition, girls will also study one of Shakespeare’s plays for their coursework portfolio which may include ‘Romeo or Juliet’ , ‘Macbeth’ or ‘The Winter’s Tale’. We are also able to read together some of the great novelists such as Dickens, Bronte or Orwell and modern poetry from our own Poet Laureate, Carol Ann Duffy. Girls will also have the opportunity to study plays like ‘The Crucible’ or ‘A Raisin in the Sun’ which continue to sell out theatres in the West End.


Component 1: Poetry and Prose (50%) 1 hour 30 mins Two questions on two texts; one poetry and one prose Choice of two questions; one passage based

and one essay

Component 3: Drama (25%) 45 mins Choice of two questions; one passage based

and one essay Component 5: Coursework (25%)

Portfolio of two assignments each on a different text


One student sums up English Literature as “opening your eyes to the struggles and triumphs in the world, learning each day something new and exciting, broadening your knowledge and expanding your will to learn”. It is a privilege to have this opportunity to engage with the great literary texts of our own and previous generations, connecting with the ideas and emotions that shape our cultural heritage. We take full advantage of any theatrical or film events in Jersey which over the last 12 months have included trips to see the poem Lemn Sissay as part of the Jersey Festival of Words and to a memorable local production of ‘The Crucible’ in the gardens of Samares Manor. We also encourage girls to attend the NTL screenings of various West End productions including ‘Small Island’ and ‘All My Sons’. Our girls are given frequent opportunities to enter local and national writing competitions; these have lead to our students being invited to read their poetry based on World War One at the commemoration of the Somme in front of Prince Charles and an invitation to Buckingham Palace.

“ English Literature opens your eyes to the struggles and triumphs in the world; you will learn each day something new and exciting, broadening your knowledge and expanding your will to learn.”

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Why study French?

France is on our doorstep; as islanders, we are culturally, politically, commercially and historically bound to France and to not deepen our understanding of the French language and culture is to deny our own heritage and miss out on a wealth of opportunities that this proximity and relationship offer. The GCSE offers students the opportunity to build upon and exploit the knowledge of French they have developed since Primary School and to gain a valuable qualification to recognise these years of learning. Employers value communication skills very highly. They find people who have learnt languages to be articulate, flexible, disciplined and adaptable. Thanks to the transferrable skills developed through the study of a language, job applicants with modern language qualifications fare well in interview and land good jobs in industry. While any language will be useful for some jobs or for some regions, French is the only foreign language which can be useful throughout the world. French is spoken as a first language in 28 countries across 5 continents and it is an official language for international bodies such as the United Nations, NATO and the European Union. Its importance as a language for business, global economics and politics cannot be underestimated. Added to this, France is a nation of great significance in scientific and medical research, philosophical thought, literature, music, fashion and art. It is a nation of innovation and creativity and to be able to fully explore this rich and exciting culture is a true privilege for a student of French.

Subject content:

Theme 1 - Identity and culture: Me, my family and friends Technology in everyday life Free-time activities Customs and Festivals in French-speaking

countries/communities

Theme 2 - Local, national, international and global areas of interest:

Home, town, neighbourhood and region Social and Global issues Travel and tourism

Theme 3 - Current and future study and employment:

My studies and Life at school/college Education post-16 Career choices and ambitions


Paper 1: Listening - Understanding and responding to different types of spoken language.

Paper 2: Speaking - Role play, photo card and conversation.

Paper 3: Reading - Answers in French and English + translation from French into English. Understanding and responding to different types of written language.

Paper 4: Writing - Two writing tasks + translation English into French.

Each paper/assessment is worth 25% of the total GCSE.

Students will be assessed on their linguistic knowledge and accuracy, range of constructions, the content of their work as well as their pronunciation, spontaneity and fluency of the spoken word.


Every other year in the Autumn term we organise a study trip to Rouen, where the students attend a language school and stay with host families. In 2019 the cost of this trip was £750.


French

“ French GCSE is really fun and rewarding. I have learnt so much this year and have been amazed by what I have been able to achieve.”

Studying Mathematics

During Year 10 and Year 11 you will consolidate the understanding you have gained during Key Stage 3 and earn a qualification that proves you have mastered this vital subject. Mathematics has developed over time as a means of solving problems and also for its own sake. Its importance is universally recognised and its language is international, transcending cultural boundaries. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when you solve a problem for the first time, discover a more elegant solution, or notice hidden connections. You will develop knowledge and understanding of mathematics through practical activities, exploration and discussion, learning to talk about your methods and explain your reasoning. You will tackle problems through a range of methods, using increasingly complex mathematical language and reasoning. As you progress, you will learn to appreciate the unique power of mathematics as an analytical tool for solving problems. GCSE Mathematics includes the study of Geometry, Algebra, Number work and Data Handling. Students studying Further Maths may also meet Calculus!


GCSE Mathematics is assessed by final examination at the end of Year 11.

This consists of three papers over a total time of four and a half hours.

There is no coursework or controlled assessment. Most students will take the Higher Tier exam.

Students in the top two sets also study for the AQA IGCSE Further Mathematics exam, sitting the exam at the end of Year 11 alongside GCSE Maths.


For some, GCSE Mathematics will be the final stage of their mathematical experience. Considered to be one of the “core” subjects of the school curriculum, a good grade in GCSE Mathematics is an entry requirement for most university courses, regardless of the subject to be studied. Employers are looking for young people with a range of “key skills”, which include numeracy and problem solving, both components of GCSE Mathematics. For others, GCSE Mathematics will lead to further study in the Sixth Form. For students working to a high grade at GCSE, A level Mathematics (and Further Mathematics, which is taught through the electives programme) is a natural progression. You may also want to study for a certificate in Financial Studies or a Level 3 Core Mathematics qualification, which are also offered as electives.


Mathematics

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Studying Science

Building on the course begun in Year 9, the majority of students follow the separate Sciences route, allowing them to gain three IGCSEs in Biology, Chemistry and Physics; a solid foundation for the study of Science A levels.

In cases where a student has found the extended content of the separate Sciences IGCSE courses too challenging, alternative routes will be discussed with individual students, which will involve a reduction in content allowing more time to focus on understanding and examination technique. The final choice of exam entry will be made by the College for all students following the Mock Exams in January of Year 11.


Progress in each of the three Sciences will be monitored and assessed throughout the course.

There will be internal end of year examinations in all three Sciences at the end of Year 10, which will be in a similar format to the final exams.

The tracking data collected and performance in the January Mocks of Year 11 will help determine the most appropriate route for exam entries.

Each IGCSE consists of two externally assessed examination papers. Paper 1 is a two hour exam and is worth 61.1%. Paper 2, which includes the extension content, is a one hour exam and is worth 38.9% of the IGCSE.

There is no coursework component to the IGCSE. However, there are specific practical tasks which students will need to describe. A knowledge of these practicals, and the ability to interpret the resulting data, is required for the examinations.

Details about the examination papers are available on the Edexcel website.


Studying for IGCSEs in Biology, Chemistry and Physics makes the transition from IGCSE to A level less intimidating. Being familiar with the concepts covered and the practical skills developed at IGCSE will be vital to a confident start to A level.


Biology, Chemistry and Physics

“ Science provides lots of future opportunities for you. It gives you a developed understanding of the world around you.”

Studying Physical Education

Physical Education is compulsory for all students in Year 10 and 11. The programme at Key Stage 4 allows you to participate in a wide range of activities. Some modules encourage you to achieve a higher standard of performance and knowledge, as well as the opportunity to take on different roles such as umpire, team leader, or choreographer to enhance life skills, for example teamwork, communication and decision making. In other modules we try to encourage you to think about your own active lifestyle, and we help you to find an activity you might consider pursuing even once you have left school. Some examples of activities/sports covered in Core PE include yoga, aerobics, lifesaving, fitness work, netball, badminton, trampolining, tennis, rounders, softball and climbing.


We monitor your work throughout the year and grade it at the end of each sports module using a grading system of 1-9. The results are then used to complete periodic reports and end of year subject reports.


There are plenty of opportunities for you to further your participation in sport during Key Stage 4. We run teams and clubs for a variety of sports such as netball, hockey, rounders, athletics, swimming, badminton, fitness, table tennis, squash, trampolining, dance, gymnastics and climbing. You have the opportunity to be selected for teams that compete against visiting schools and for our annual fixtures against Guernsey Ladies College and Guernsey Grammar School. We have included a World Schools Games Netball competition which runs in June for Year 10 netballers. There have been opportunities to participate in the GSA netball tournaments with Year 8 & 9. We are very fortunate to have several netball, hockey and rounders fixtures against visiting schools from the UK throughout the year. The House sports programme and Sports Day also allow for you to participate further in a variety of sports in a competitive but fun setting. For students who wish to compete more seriously, we encourage you and put you forward for Island trials.

Core Subjects (Non-examinable)

Physical Education Sport and Culture

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Studying PSHE/Citizenship

PSHE is divided into three themes: Health and Wellbeing, Relationships, Living in the wider world; this includes economic wellbeing, careers and the world of work. PSHE is a programme through which young people acquire the knowledge, understanding and skills they need to manage their lives, now and in the future. The PSHE programme at JCG aims to develop the qualities and attributes pupils need to thrive as individuals, family members and members of society. It prepares them to manage many of the most significant opportunities, challenges and responsibilities they will face growing up in such rapidly changing and challenging times. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential.

In Year 10 students are allocated specific lesson time of 1 hour, to look at the various issues surrounding relationships and Sex Education, Personal Safety and Wellbeing, Adapting to change, and Careers Education Information Advice and Guidance.


PSHE is assessed within the lesson by measuring the progression a student makes from the beginning of a topic to the end. However, students are not given a grade as there is no formal assessment. To be successful independent learners, students need regular opportunities to reflect on and identify what they have learnt, what needs to be learnt next and what they

need to do to continue their learning. This may be to compare their progress against their own starting point or that of others, or to measure their progress with reference to the PSHE end of key stage indicators.


Where relevant, external agencies may be used to provide talks or information to students. In particular, close cooperation is maintained with Careers Jersey who provide guidance, interviews, advice and information. Brook and Love Matters assist us in the provision of compulsory relationships and Sex Education. Students in both Year 10 and 11 also have opportunities to attend workshops throughout the year which cover safe driving, domestic violence, sun safety, mental health and wellbeing. There are also seminars dealing with relationships and sex taken by specialised staff or external consultants.

Core Subjects (Non-examinable)

PSHE/Citizenship

Why Study Art?

In Art, there are two main modules – coursework and the controlled assignment. For the former, you are required to produce a portfolio of practical work (over both years), and the latter takes the form of an 8 week controlled assignment (plus a 10-hour final session) at the end of the Spring Term in Year 11. The emphasis throughout is on improving the quality of our thinking and our making skills. Thorough research, investigation, exploration and experimentation is stressed at every stage, and students will be introduced to materials, techniques and approaches which will help expand both their intellectual horizons and their practical repertoires. The aim is to develop your confidence and to produce ambitious, exciting artwork which reflects your particular strengths. Art history is made relevant through the study (and direct experience) of artists from the present as well as the past. Written work is in the form of research and annotation – there is no requirement to submit essays. We work hard but it is a very rewarding and enjoyable subject!

Year 10 (two lessons per week) - two coursework units plus part one of a controlled assessment:Term 1: Coursework unit based on direct observational study.Term 2: Coursework unit based on the figure and portraiture. Term 3: Begin AQA practical controlled assessment. Visit artist’s studio.

Year 11 (three lessons per week) - controlled assessment part two plus a timed assignment:Term 1: Conclude controlled assessment.Term 2: Preparation for timed AQA controlled assignment, then 10 hour practical exam session.

Term 3: Final CW portfolio assessment, marking and AQA moderation.

All your practical work over the course is assessed. As well as producing ‘finished’ pieces you will submit study sheets and keep a sketchbook as a personal record of your development.


Coursework module = 60% of final mark. A portfolio is created over 2 years and marked in

May of Year 11 Controlled Assessment module = 40%.

You choose one starting point from the AQA-set paper, then produce preparatory work over 8 weeks.

The final 10-hour session is in April of Year 11. In both modules you are assessed according to four

equally-weighted criteria: Practical ability (how well have you used materials) Research skills (how you have responded to the

work of other artists) Investigation (how you have explored and

experimented) Refinement (how your ideas have developed and

progressed)

All your work is marked internally, then moderated in Year 11 by an AQA examiner from the UK.


If you enjoy being creative and want to develop your artistic skills in a more independent way, then this is the course for you. At GCSE level you will be encouraged to explore ideas and experiment with new techniques and materials. We visit exhibitions and collections, and benefit from extended workshops with professional artists and creators. We also visit the studio of a local contemporary artist for a hands-on experience. You will have the opportunity to extend your skills in extra-curricular sessions, and there is no limit to the amount of work you produce for your portfolio – the emphasis is always on your individual progression. This course is designed to build on your previous knowledge and achievements, and to provide a stepping-stone to A Level Art (and beyond) if you choose to continue.

Option Subjects

Art

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Option Subjects

Computer Science

The Course

Design and Technology is a subject that brings learning to life, requiring learners to apply their learning to real-life situations. This qualification aims to relate authentic real world awareness of iterative design practices and strategies used by the creative, engineering and manufacturing industries. Learners will be required to use critical thinking leading towards invention and design innovation, to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values.

To complement the development of designing and making skills, students will be able to further their knowledge and understanding of the generic aspects of design, including materials & material properties, manufacturing & production systems, style & fashion, digital systems – CAD CAM, Health & Safety, obsolescence, anthropometrics, global economic considerations, advertising & marketing, the social & moral impact of design and renewable energy.


Principles of Design and Technology 50%2 hour written paper during summer exam session 2022. This component brings together the learners’ ‘core’ and ‘in-depth’ knowledge and understanding:

‘Core’ knowledge of Design and Technology principles ‘In-depth’ knowledge allows learners to focus more

directly on at least one main material category or design engineering.

A minimum of 15% of the paper will assess mathematical skills in a DT context.

NEA Interactive Design Challenge 50%Designing & Making (Approx. 40 hours), This component offers the opportunity for learners to

demonstrate understanding of and skills in iterative designing, in particular:

the interrelated nature of the processes used to identify needs and requirements.

design and create a product to meet those needs of others.

evaluating whether the needs have been met.


This qualification will give learners an opportunity to engage with creativity and innovation, and to understand how they can be enhanced by the application of knowledge from other disciplines such as Mathematics, Science, Art and Design, Computing and Humanities. Design & Technology helps you develop skills in creativity, problem solving and project management, as well as independent, imaginative, innovative and intuitive thinking; valuable skills wherever you are heading. Communication skills are also developed to a high level, both graphically and through creative and analytical writing. You already have the foundation skills to achieve highly in this subject.

The Design Centre is fully equipped to carry out all design processes, giving you plenty of scope for designing and making activities. The recent addition of 3 iMac suites gives students access to professional computer aided design systems, together with computer manufacturing machines such as the engraver, router, vinyl cutter, laser cutter and four 3D printers.

There is a thriving and high achieving A level course in Product Design with good continuity skills developed lower down the school. Many Design & Technology students from JCG have made successful careers in constructional engineering, architecture, product design, interior design, packaging design and automotive design.

Option Subjects

Design & Technology

Why study Computer Science?

Computing and computer technology are part of just about everything that touches our lives from the cars we are driven around in, to the phones we are glued to, to the movies we watch on Netflix, to the ways businesses and governments deal with us. Understanding the different dimensions of computing is part of the necessary skill set for an educated person in the 21st century. Whether you want to be a scientist, develop the latest killer application, or just know what it really means when someone says “the computer made a mistake”, studying computing will provide you with valuable knowledge and skills.

Studying computing will enable you to solve complex and challenging problems with imagination and creativity. It will develop your resilience and attention to detail.

When coding a software solution you will frequently work in a team and have the opportunity to learn with and from others. Whether you choose to follow a career in computing or not, the knowledge, problem solving and logical thinking skills gained are transferable and will be an advantage in any other field of study.

Computing is one of those subjects where it is almost impossible to predict what will happen next and future employers will be seeking young enthusiastic applicants with a knowledge of computer science.

The Course

You will follow the CIE IGCSE Computer Science course. The course consists of six main areas of study:

Problem Solving You will develop a set of computational thinking skills that enable you to understand how computer systems work. You will design, implement and analyse algorithms for solving problems.

ProgrammingYou will learn how to program in Visual Basic and become competent at designing, reading, writing and debugging computer programs.

Data You will learn how different types of data are represented in a computer using binary data.

Computers You will become familiar with the hardware and software components that make up a computer system and recognise that computers take many forms from embedded microprocessors to distributed clouds.

Communication and the Internet You will gain an appreciation that computer applications in use today would not be possible without networks and cloud based technology.


You will complete three assessed components:

Paper 1 60%: The Theory of Computer Science - 1 hour 45. This paper covers all topics in Section 1 and is a mixture of short-answer and structured questions.

Paper 2 40%: Problem Solving and Programming- 1 hour 45. This paper focuses on Section 2 (programming and problem solving). The questions are a mixture of short-answer and structured responses. The first 20 marks will be based on a pre-release task completed before the examination.

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The Course

The Cambridge IGCSE Drama course will offer you the opportunity to explore drama as a practical art form in which ideas and meaning are communicated to an audience through form, style and creativity. You will be introduced to key practitioners, theoretical influences and influential playwrights whilst developing and building your core practical performance skills. The performance section of the course is the first area of assessment. You will be assessed on three performance areas and in all pieces you will be expected to act. There are two scripted pieces, one solo and one group piece to be performed in groups of between two and six people. There is also one devised piece based on a given stimulus. For this piece you must work in groups of between two and six people. The written exam is the second area of assessment. An extract from a play plus three possible devising stimuli will be sent by the exam board and will arrive at JCG in the December of Year 11. These materials are called the Pre-Release Materials. Students will study the extract in great detail, looking at characters, staging, themes and potential for performance. Students will also select one of the three devising stimuli and create a performance piece. The question paper will cover both the pre-release extract and the devised performance.


Written Exam (40% - 80 marks in total)2 hours and 30 minutes long.

Section A Up to ten questions on the studied extract and devised piece - you must answer all questions in this section (30 marks).

Section B Three questions on the studied extract from which you will select one (25 marks).

Section C Three questions on the devised piece from which you will select one (25 marks).

Practical Work (60% - 120 marks in total) Devising Drama (50 marks) Solo Acting from Script (35 marks) Group Acting from Script (35 marks)


When asked to describe what she thinks of the subject, one student wrote: “IGCSE Drama is fantastic. You learn so much, not only about performance, but also about theatre life. You also experience many brilliant plays”. This subject will interest you if you enjoy acting but also if you enjoy the study of performance and text. The content of the IGCSE course offers a smooth transition into A level Drama and Theatre. You will study all performance texts in detail and will also engage fully with the pre-release material in a practical way. You will learn all about the stage and how it can be used. There will also be opportunities to work with actors and directors in organised workshops at home. You will go to local theatre with your class and teachers and use ideas from live performances to improve your own pieces. A trip to London’s West End is also a possibility.

Option Subjects

Drama iGCSE

The Course

GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students’ practical cookery skills to give them a strong understanding of nutrition. Food preparation skills are integrated into five core topics:

Food, nutrition and health Food science Food safety Food choice Food provenance

Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship or full time career in food industries.


Component 1: Paper 1: Food Preparation and Nutrition

Written exam: 1 hour 45 minutes - 100 marks 50% of GCSE

Component 2: Non-exam assessment (NEA)- Practical investigations are a compulsory element of this NEA task- these two practical assessments are worth 50%.

Task 1: Food investigationStudents’ understanding of the working characteristics, functional and chemical properties of ingredients will be tested in the form of a written or electronic report (1,500-2,000 words) including photographic evidence of the practical investigation.

Task 2: Food preparation assessmentExamines students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. Photographic evidence of the three final dishes must be included.

Opportunities

This course provides a suitable foundation for the study of academic or vocational courses in higher education, including careers in Food Sciences, Nutritional Science, Sports Science and Diet, Consumer Protection and Food Retail. Students will have ample opportunities to gain practical experience and theoretical knowledge throughout the course. There will be masterclasses from visiting head chefs as well as other health professionals. There is also an off island visit to the BBC Good Food show in London (approx. cost £400). In Year 10 all students will have a one-day work placement experience at top local hotels and restaurants. This course will equip students with essential life skills as well as opening up a host of potential careers and opportunities.

Option Subjects

Food Preparation and Nutrition

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Option Subjects

Geography

The Course

Studying History prepares pupils for a complex and competitive world. The, sadly numerous, challenges of the 21st Century can only be understood in the light of what has gone before. Whether it is the increasing divisions in American society and politics, the debate over the future of European integration or the challenges facing an NHS which has failed to adapt to the changing needs of a nation, studying History affords young people an unrivalled perspective on the world around them.

In Year 10 you will study international conflict and tension in the period 1918-1939, enabling you to build on your studies in Year 9 and understand the origins of the Second World War, the Holocaust and the Occupation of Jersey. You will also study the development of medicine and health between 1250AD and the present day.

In Year 11 you will study Germany in the first half of the 20th century which saw the development and collapse of democracy and the rise and fall of Nazism. You will also study the major religious, social, cultural and political events of the reign of Elizabeth I. Over the two years you will be exposed to a wide-ranging and fascinating spectrum of historical events that will give you the grounding required to understand the truly diverse and awe-inspiring history that has created the world we live in today.


Paper 1 [50%] Section A: Germany, 1890-1945: Democracy and Dictatorship.Section B: Conflict and tension, 1918-1939.

2hrs Section A - six compulsory questions (40 marks) Section B - four compulsory questions (40 marks) Plus 4 marks for spelling, punctuation, grammar

and specialist terminology

Paper 2 [50%] Section A: Britain: Health and the people.Section B: Elizabethan England, c1568-1603.

2hrs Section A - four compulsory questions (40 marks) Section B - four compulsory questions (40 marks) Plus 4 marks for spelling, punctuation, grammar

and specialist terminology


“History includes a phenomenal amount of transferable skills. The raw material after all is uniquely human beings. What a good History student is doing is coping with a lot of diverse human being centred information and interpreting it, and that’s what life throws at people, and what jobs throw at people.”

Christopher Andrew, Professor of History, Cambridge University.

As a department we aim to encourage enjoyment of the subject amongst all pupils and to develop a deep interest in the way in which it impinges on our daily lives. Through the study of History students should develop appropriate skills of research, critical evaluation, analysis, discussion, explanation and the ability to organise ideas with both rigour and flexibility. We aim to promote attitudes and habits of scholarship through the development of lively debate in the classroom and effective independent study habits beyond it. As Professor Jackson states, these are hugely desirable skills for a wide variety of employers and Russell Group universities. Students who study History can expect to be well prepared for progression into a range of careers including Law, Medicine, Management, Education, Research and the Media.

The department also offers a support clinic for students who require focused help with their learning as well as challenging reading lists and the opportunity to access the departments large lending library of historical films and documentaries. In Year 11 students will have the opportunity to visit several London-based museums relevant to health and medical progress, as well as one of the great Elizabethan manor houses.

Option Subjects

History

Why Study Geography?

Geography is a relevant and interesting subject which bridges the Arts and the Sciences and looks at current world issues, with topics ranging from climate change to global economies, landscape formation to population growth. Geographers are employable, as they look at both sides of issues and are critical and lateral thinkers. Geography helps you understand your local surroundings and develops your skills to make sense of global conversations such as migration, food and water shortages and extreme weather events.

Geography is a facilitating subject, respected due to the wide range of skills covered meaning that Geographers can go on to become employed in a wide range of jobs including countryside managers, aid workers, transport planners, retail managers, engineers, vulcanologists, government officers, journalists and even teachers!

There will be opportunities for fieldwork utilising Jersey’s natural environment. There will also be an opportunity to visit a UK city to undertake urban fieldwork.

The Course

Geographical skills are life skills. You will learn about aspects of the world around you and how to use information from a variety of sources. You will go out into the field and learn how to measure, record and analyse what you see, you will work on your own and as a team and you will use maps, graphs, statistics and images to help understand the world. You will learn about GIS systems such as Google Earth, technology that underpins today’s society. If you enjoy travelling, you will hopefully start to view the world in a different way and be inspired to learn more about the places you visit and perhaps start to make a difference and have fun doing it.

The aims and objectives of this qualification are to enable students to:

Actively engage in the process of geographical enquiry to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds

Appreciate that people have different views of, and attitudes to, the world, its environments and its issues

Acquire, develop and apply practical geographical enquiry skills and apply their learning to the real world through fieldwork.

The design of the International GCSE Geography aims to extend students’ knowledge by broadening and deepening skills. For example, students will:

Develop and apply a holistic range of knowledge and understanding of geographical concepts and skills, including fieldwork

Present and analyse data, draw conclusions and evaluate information from different sources

Develop awareness of global issues and challenges and that, in moving towards a sustainable future, people have different views and attitudes to the environment.


You are assessed by two written examinations at the end of the two year course. This is based upon areas studied during lessons and on the practical and field work components of the course.

Paper 1: Physical Geography, 70 marks (40%)You will study and answer questions on two of the following options:

River environments Coastal environments Hazardous environments

Plus - fieldwork-related questions on coastal environments.

Paper 2: Human Geography, 105 marks (60%)You will study and answer questions on two of the following options:

Economic activity and energy Rural environments Urban environments

Plus - fieldwork-related questions on urban environments.

This paper has an additional Global Issues section where students will answer questions regarding development and human welfare.

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Option Subjects

Italian

The Course

The course is in three parts: Performance, Composition, and Appraising of set works. You will develop your performance and composition skills as you work towards controlled assessments. In preparation for the listening and appraising module, you will also focus on a great variety of musical styles and traditions, such as Instrumental Music 1700-1820, Vocal Music, Music for Stage & Screen and Fusions.


Component 1: Performing (coursework) [30%] A solo performance of one piece of music An ensemble performance of one piece of music

It is expected that you will be receiving regular tuition on a performance instrument/voice. At the start of the course in Year 10 you should be approaching ABRSM (or equivalent) Grade 3 as a minimum standard.

Component 2: Composing (coursework) [30%] One free piece chosen by you at least 1 minute long One piece in response to a brief at least 1 minute long

Component 3: Appraising (written examination) [40%]

You will be asked to listen and respond to questions on music from a variety of styles and traditions.


Music is a popular option for many students who wish to include a subject that is creative, practical and academic. GCSE Music students develop a range of skills which are transferable to both the world of

work and leisure. Universities and future employers understand that musicians are often: inspirational, creative, excellent leaders and good team players, confident, versatile, high level critical and analytical thinkers, good communicators, risk-takers, committed, self-motivated, dedicated and focused.

GCSE musicians are involved in the many music making opportunities that College offers and may perform both in and outside of College at a wide range of events including concerts, fundraising and charitable events, in College services; they may also take part in workshops and attend master classes with visiting world-class musicians. “I like GCSE Music because it is really enjoyable to learn about different styles and genres of music. I also enjoy composing as it gives me the chance to be creative and learn new techniques in a relaxed environment.”

“GCSE Music challenges and inspires me to develop my skills to their full extent through exploring music from different eras and cultures; composing allows me to explore and develop my ideas creatively.”

Option Subjects

Music

“ Music GCSE is different: you get to choose what you feel you want to do andthere’s lots of diversity. There’s always something which you can do well, whether performing or composing.”

Why Study Italian?

Italy is renowned for its beauty, history, food, fashion, literature and music. Italian is the mother tongue for over 70 million people around the world and is important as a language of civilization, culture and business. Italian is a rarity amongst applicants for top employment opportunities and will set you apart from the rest. Annually Italy contributes £8 billion to the UK economy, and Italian is the fourth most requested foreign language on job descriptions in the UK, according to the British Council. Italian is therefore a language in demand. Furthermore, on average successful language learners can expect an 8-20% pay difference in their future careers compared to their monolingual colleagues. It is also well known that employers value communication skills very highly. They find people who have learnt languages are articulate, flexible and adaptable.

Subject content

Theme 1 - Identity and culture: Me, my family and friends Technology in everyday life Free-time activities Customs and Festivals in Italian countries/

communities

Theme 2 - Local, national, international and global areas of interest:

Home, town, neighbourhood and region Social issues Global issues Travel and tourism

Theme 3 - Current and future study and employment:

My studies Life at school/college Education post-16 Career choices and ambitions



Paper 2: Speaking - Role play, photo card and conversation. Communicating and interacting effectively in speech for a variety of purposes.

Paper 3: Reading - Answers in Italian and English + translation from Italian into English. Understanding and responding to different types of written language.

Paper 4: Writing - Two writing tasks + translation English into Italian. Communicating effectively in writing for a variety of purposes.


Every other year we organise a study trip to Italy, where the students attend a language school and stay with host families. In 2020 the cost of this trip was £975.

Every year students studying Italian are encouraged to participate in the languages section of Jersey Eisteddfod, enjoying the increased confidence and proficiency which this gives them. Each week we hold an MFL clinic where students can seek support with their language studies.

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Why Study PE?

GCSE PE is a broad and varied subject. You will not always be sitting in the classroom but will get practical lessons too. You will learn about fitness and health and factors that affect your participation and performance, providing you with exciting opportunities to lead a healthy and active lifestyle. GCSE PE has great cross-curricular links with other subjects, for example Biology and Food Preparation and Nutrition. You can develop a variety of life skills such as leadership, communication, teamwork, organisation, the ability to critically analyse and sportsmanship. These skills are highly valued in further education and the world of work.

The Course

The content of GCSE PE is designed to enable students to enjoy and understand the benefits of living a healthy and active lifestyle. Some of the topics we cover are injury, risk and challenge, health and fitness, training programmes and methods, diet, personality, aggression, components of fitness, leisure, Olympics, sponsorship, media, gender, disability, the use of technology in sport, organising competitions and much, much more. There are also practical lessons, where students will participate in a variety of sports that cover various ways of thinking. These are internally marked (controlled assessment) but externally moderated. We cover some sports within lessons, but students can also submit video footage for sports that we are unable to do within school. Previous examples have included horse-riding, cycling and skiing.


Written paper 1: The human body and movement in physical activity and sport: 1 hour 15 minutes

What’s assessed? Applied anatomy and physiology Movement analysis Physical training Use of data 78 marks 30% of GCSE

Written paper 2: Socio-cultural influences and well-being in physical activity and sport: 1 hour 15 minutes

What’s assessed? Sports psychology Socio-cultural influences Health, fitness and well-being Use of data 78 marks 30% of GCSE

Practical performance:Internally marked, externally moderated in March 100 marks - 40% of GCSE Performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity). All sports must be recorded to be submitted. 10% of this practical mark is a piece of coursework which involves analysis and evaluation of yours or another’s performance. This will be completed in Year 11 by December.

Option Subjects

Physical Education

“I love doing GCSE PE because it is fun and interesting. You learn what’s happening in your body when you play sports.”

“I study RS because not only is it an interesting insight into religion, it also helps us understand what’s going on in the world from an ethical point of view.”

Why Study Religious Studies?

This exciting subject helps us to become aware of issues of local and global concern and puts them in spiritual and moral contexts. By understanding different beliefs and world views, you can gain a better understanding of the forces that have shaped our world and the way you see it. Through a consideration of the beliefs behind environmental action, the needs of refugees or the work of aid agencies, you learn about the connections between beliefs, lifestyles and ultimate questions. In this way, you can develop as reflective and responsible citizens in a global community, with a strong awareness of religious and ethical diversity. By evaluating ethical issues, and expressing views using reasoned arguments, you enhance your capacity and desire to make a positive contribution to debates and decisions in society.

The subject will help you to enhance your writing and debating skills whilst also offering you the opportunity to think deeply about your own views and those of others. It encourages you to engage with the world around you and to develop a greater understanding of some of the difficult issues that society faces.

The Course

You will develop your knowledge, skills and understanding of religion by exploring beliefs and ways of life and coming to your own conclusions about issues. You will have the opportunity to explain your own views on religious, philosophical and ethical issues. Issues you will cover include marriage, women’s rights, justice, protest, terrorism, war, crime, punishment, evil, human rights, freedom, prejudice and discrimination and life issues (abortion, euthanasia etc).

You will look at all of these issues from multiple perspectives and you will be encouraged to develop a deeper understanding of them before forming your own views on them.


The course is assessed through two written examinations at the end of Year 11. Each exam makes up 50% of the final grade and is 1hour 45mins long. There is no coursework or controlled assessment. Examinations will focus on assessing students’ understanding of issues to do with religion and modern life. There are two components:

Component 1: Addresses fundamental questions about the beliefs, teachings and practices of Buddhism and Christianity.

Component 2: This is the thematic studies element and consists of four religious, philosophical and ethical themes. We will be studying the existence of God and revelation; religion, peace and conflict; religion, crime and punishment and religion, human rights and social justice and religion and life.

Option Subjects

Religious Studies

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Option Subjects

Textile Design(Art & Design)

Subject content

Theme 1 - Identity and culture Me, my family and friends Technology in everyday life Free-time activities Customs and Festivals in TL countries/communities

Theme 2 - Local, national, international and global areas of interest

Home, town, neighbourhood and region Social issues Global issues Travel and tourism

Theme 3 - Current and future study and employment

My studies Life at school/college Education post-16 Career choices and ambitions



Paper 2: Speaking - Role play, photo card and general conversation. Communicating and interacting effectively in speech for a variety of purposes.

Paper 3: Reading - Answers in Spanish and English + translation from Spanish into English. Understanding and responding to different types of written language.

Paper 4: Writing - Two writing tasks + translation English into Spanish. Communicating effectively in writing for a variety of purposes.

Each paper/assessment is worth 25% of the total GCSE.

Students will be assessed on their linguistic knowledge and accuracy, range of constructions, the content of their work as well as their pronunciation, spontaneity and fluency of the spoken word.


Every other year we organise a study trip to San Sebastián, where the students attend a language school and immerse themselves in Spanish life staying with host families. In 2020 the cost of this trip will be £810.00.

Every year students studying Spanish are encouraged to participate in the languages section of Jersey Eisteddfod, enjoying the increased confidence and proficiency which this gives them. Each week we hold an MFL clinic where students can seek support with their language studies.

Students enjoy studying this vibrant language which is spoken by over 400 million native speakers worldwide.

It is well known that employers value communication skills very highly. They find people who have learnt languages are articulate, flexible and adaptable.

Option Subjects

Spanish

“ Spanish is fun, interesting, fantástico, the best lesson of the week; it is a beautiful language that is extremely useful, not only in Spain but in other parts of the world.”

Subject content

GCSE Textile design is a diverse and exciting option, providing students with the opportunity to complete an in-depth, practical study of a range of approaches to creative fashion and textiles design within an Art context. Students will be encouraged to explore their own individual style and interests throughout a series of varied and challenging projects which will enable them to try many new and experimental materials and techniques. Students are introduced to a wide variety of textile media, including print, surface decoration, fabric manipulation and hand and machine embroidery. Students will have the opportunity to create art pieces, interior and fashion items using traditional or non-traditional methods. Drawing skills for textiles and fashion design will be developed using various media. Students will be encouraged to develop their own ideas and to produce a body of work on set and chosen themes, this consists of practical work and relevant research into historical and contemporary textiles or fashion.

Areas of study include: Fashion Design, Costume Design, Fashion Illustration, Constructed, Stitched and Embellished Textiles, 3D Textiles, Surface Pattern, Printed Textiles, Interior Textiles.


AQA GCSE Art and Design-Textile DesignDuring the two years you will be completing two projects of portfolio work supported by sketchbooks, preparatory work and a practical outcome.

60% Portfolio Work - Controlled Assessment comprising of two themes

40% Externally Set Task - 10 hour practical exam

You will answer one question (design brief) from the exam paper, which is issued in January of the exam year. This is the preparatory period in which to research, develop your ideas and plan your final realisation. You will then make and complete your final outcome in the ten hour exam in April/May. All work is internally marked and externally moderated by AQA.

The Assessment objectives are: A01: Develop ideas through investigations

informed by contextual and other sources demonstrating analytical and cultural understanding.

A02: Refine ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

A03: Record ideas, observations and insights relevant to intentions in visual and/or other forms.

A04: Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.


Students completing the Art & Design (Textile Design) course will gain the necessary skills to continue their artistic development at further or higher education level. The course offers a broad skills base which equips students to go onto Fashion & Textiles courses. There are increasingly more opportunities for employment within Art and Design especially fashion and textiles such as: Fashion Design, Fashion Illustration, Fashion Buying, Trend Prediction, Textiles Design, Knitwear Design, Surface Pattern Design, Printed Textile Design, Interior Design, and Costume Design. Students on the course will have the opportunity to have hands on experience with renowned artists and practitioners which will lead to furthering their skills and gain an insight into career possibilities within the textile and fashion industry. There will also be opportunities to visit galleries, to participate in fashion events and workshops, and to showcase their achievement in public exhibitions.

Entry Requirements

Whilst an aptitude for textiles, fashion or art and design is desirable, no previous experience in textiles is necessary to embark on this course.

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JCG Foundation

The Foundation is run as a separate entity to the College itself and provides an umbrella of support for both current students, members of the JCG Alumni and students from other local schools.

“The aspirations of the Foundation are to build our alumnae and mobilise philanthropic support from alumnae, parents and friends worldwide, for JCG and education in Jersey,” commented Carl Howarth, Principal, JCG. “The purpose of such enhanced investment is to underpin JCG’s future and reputation for educational excellence and opportunity”

“The Foundation’s impact is wide ranging” added Jurat Sally Le Brocq, OBE and Patron of The Foundation. “As a past student myself, I am delighted to be the Patron of the JCG Foundation. By broadening and deepening the sense of alumnae and range of investment in the

College, it will help to secure JCG’s future as a centre for transforming educational excellence within and beyond Jersey.”

A major focus for the Foundation going forward is building the schools international connections, through partnerships and summer schools. Students from as far afield as China, India, South Africa and Singapore are now connected to JCG students through international projects as a result of the Foundation’s work.

The Foundation’s 5 Key Areas of Focus

Alumnae - To strengthen long-term connection with the JCG Alumni, creating a sustainable network of support and advocacy for the JCG Community and increasing the sense of belonging.

Student Support - to substantially increase funding available for scholarships and needs-based financial support for students, to enable any student offered a place to be able to accept, irrespective of financial background.

Capital Projects - to invest in state of the art facilities which inspire and enable our students and staff to flourish and excel.

Learning and Curriculum Development - to ensure JCG remains at the forefront of educational innovation and learning by extending students’ range of skills to meet the challenges and opportunities of living and working internationally.

Island-wide Learning - The JCG Foundation is committed to provide innovative educational projects and events that benefit all Jersey students.

With its strong links to the business community and its ever growing Corporate Partner Programme, the Foundation is proving to be an invaluable channel for local businesses to achieve their CSR objectives by supporting the Foundation’s work.

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What happens now?

GCSE Subject Analysis Summer 2019

How to make your GCSE option choices?

Once you have decided on your GCSE option subjects you are required to submit your choices online.

By Thursday 6th February 2020 you will receive an email which will be sent to your JCG account. The email will provide instructions on how to login to the Options website and how to make your GCSE choices; three subjects and a reserve.

If you have any questions about the process please contact Ruth Lea at [email protected]

Subject Entries A* A B C DDrama 11 3 8 0 0 0

English Language 103 22 58 21 2 0

English Literature 101 37 41 17 5 1

Mathematics Additional 41 20 9 9 3 0

Subject Entries 9 8 7 6 5 4 3 2 1

Religious Studies 26 1 10 7 4 3 1 0 0 0

Single Science 1 0 0 0 0 0 0 0 0 1

Spanish 14 3 4 6 1 0 0 0 0 0

Sports Studies 31 4 6 6 5 6 3 1 0 0

Textiles 25 11 8 4 2 0 0 0 0 0

Subject Entries 9 8 7 6 5 4 3 2 1

Art and Design 25 6 6 6 6 0 1 0 0 0

Biology 85 24 15 25 7 9 3 2 0 0

Chemistry 83 15 21 17 11 8 4 6 1

Computer Science 11 0 3 2 2 3 1 0 0 0

Design Technology 17 3 5 3 4 2 0 0 0 0

Double Science 34 0 0 2 4 6 16 6 0 0

Food Technology 26 14 7 2 3 0 0 0 0 0

French Language 97 9 16 25 13 18 13 3 0 0

Geography 58 14 16 11 9 4 3 0 1 0

History 38 11 9 8 4 5 0 1 0 0

Italian 8 3 4 1 0 0 0 0 0 0

Maths [General] 103 13 25 13 15 29 7 1 0 0

Music Studies 11 1 4 1 1 0 3 1 0 0

Physics 84 16 17 15 8 6 7 7 7 1

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