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A school with a long and established history of academic and co-curricular success, Emanuel continues to provide a wonderfully well-rounded education to bright, ambitious and talented boys and girls.
Our pupils are motivated and guided in achieving their varied aspirations by dedicated and enthusiastic teachers, men and women who care deeply about their subjects, possessing the skills to impart their knowledge and passions. This trusted relationship between pupils and teachers, with the support of parents, is one of the key reasons why Emanuel has become such a positive, happy and purposeful environment.
eyond the classroom, we encourage every pupil to take an active part in the daily co-curricular life of the school, fulfilling personal aims and learning to feel proud of their contributions to their house, year, club or team. Busy pupils traditionally thrive, growing in confidence through their opportunities and benefiting from wide-reaching social groups.
Our approach to pastoral care, underpinned by our Christian values, is rooted in kindness and mutual respect – we wish each child to think well of themselves and demonstrate empathy and respect in their interactions with others. With numerous opportunities for outreach and charity work, we hope that our pupils learn the value and sense of personal fulfilment to be found in helping those less fortunate than themselves.
Background
All pupils in Key Stage 4 are required to study English Language, which is taught alongside English Literature, for five periods per week in Year 10 and six periods per week in Year 11. Although the courses are taught together, pupils sit separate exams and receive two separate IGCSE grades at the end of the course.
Support for pupils struggling to reach the higher grades is provided in the form of a lunchtime or afternoon ‘clinic'; pupils are invited to bring a piece of classwork or homework that needs improvement and will receive individually tailored support in small groups; clinics are also often delivered in the form of workshops, giving students additional opportunity to develop their skills in challenging components of the course.
Course content
Over the course of the two years, pupils will be taught a range of critical and creative skills in a variety of interesting ways:
• Reading skills (through the study of a range of literary fiction, non-fiction, poetry and drama)
• Writing skills (by imitating writers' techniques in their own descriptive and narrative writing, and by improving their vocabulary, punctuation and grammar so that they can express original ideas of their own with fluency)
• Speaking skills (through class discussion, dramafocused activities and debating)
Background
All pupils in Key Stage 4 study English Literature, as well as English Language. The two subjects are closely linked and taught together.
Course content
We feel that it is crucial for pupils to gain a broad understanding and appreciation of literature in English during these years. Consequently, we not only teach the
set texts for IGCSE, but pupils will also study a number of supplementary texts during their course. For example, current pupils in Years 10 and 11 can expect to study
at least the following: two classic 19th or 20th century novels; one modern play; one play by Shakespeare; a wide range of poetry from 1600 to the present day, and
a range of unseen extracts from novels and works of literary non-fiction.
Super-curricular activities and events
The department offers a wide range of super-curricular activities open to pupils in Years 10 and 11 to support and extend their study of literature at IGCSE. This
includes visits to West End productions and National Theatre cinema screenings (of texts such as The Crucible and Frankenstein).
We are conscious that pupils in Key Stage 4 often find it hard to make time for reading, so we have established a book group for Years 10 and 11, which meets regularly to discuss novels chosen by the pupils themselves. Creative writing is encouraged, with visiting poets leading workshops, and pupils entering competitions including Foyle Young Poets and Tower Poetry. There is a weekly Creative Writing Society for pupils who want to share their work and discuss it with others. Pupils are also eligible to join the Senior Literary Society, which meets monthly to discuss a diverse range of subjects, from Homeric epic to hip-hop to sexuality in 19th century fiction.
We are fortunate to attract distinguished speakers such as Lord Williams, former Archbishop of Canterbury, Professor David Crystal, Carol Ann Duffy and Emeritus Professor Michael Alexander.
Background
All pupils study Mathematics up to GCSE level. Universities and employers will require you to have a pass at GCSE; a strong pass is now a grade 5. Many universities expect more than this for their academic courses, and require at least a grade 6 for Mathematics at GCSE from their applicants.
Just as languages provide the building blocks and rules we need for communication, mathematics uses its own language, made up of numbers, symbols and formulae, to explore the rules we need to measure or identify everyday problems. The Mathematics GCSE encourages pupils to develop confidence and a positive attitude towards mathematics and to recognise its importance in their own lives and in society. Highly valued skills such as the management of money, problem-solving, thinking skills and logical pathways are developed throughout the course and key mathematical concepts for a range of professions (e.g. engineering, medicine and finance) are established.
Essentially, mathematics helps to put a price on things, create graphics, design websites, build skyscrapers and generally understand how things work, and predicts how they may change over time and under different conditions.
Course content
Pupils will develop their knowledge, skills and understanding of mathematical methods and concepts in accordance with the Edexcel GCSE (9-1) Mathematics specification. They will use their knowledge and understanding to make connections between mathematical concepts and apply the functional elements of mathematics to everyday and real-life situations. We work hard to improve their problem-solving skills and develop the way in which they communicate their ideas both verbally and on paper. Perseverance grows whilst studying Mathematics; the fact that the work demands more than just a cursory thought makes it challenging and worthwhile, and our successful pupils learn to trust heir own intuition and work independently.
We understand that for some pupils Mathematics can be challenging. In recognition of this, we ensure that the lower sets have a smaller number of pupils and offer weekly Mathematics clinics specifically for pupils in Years 10 and 11.
(optional course beyond timetabled lessons)
Background and course content
The AQA Level 2 Certificate in Further Mathematics is a Level 2 linear qualification for learners who:
- either already have, or are expected to achieve, grades 7, 8 and 9 in GCSE mathematics;
- are likely to progress to A Level courses in Mathematics and possibly Further Mathematics.
From the summer term of Year 10 students will have the option to study this Further Mathematics course which takes place beyond timetabled lessons, in usually one lunchtime period per week until the end of Year 11.
This option is open to all students in all sets, but it is a demanding course and requires a significant amount ofindependent work. If a pupil is considering this course, it is recommended that they speak to their mathematics
Background
All pupils study Biology, Chemistry and Physics as separate subjects throughout Years 9 to 11, beginning with content from the IGCSE courses in September of
Year 9.
Most pupils will take the three separate science GCSEs in Biology, Chemistry and Physics, but some will move to the Double Award Science course, leading to two IGCSEs at the end of Year 11. This decision is based on progress demonstrated from the beginning of Year 9 and evidence from major exams.
The Edexcel IGCSE specifications aim to stimulate interest and enthusiasm for science, whilst also being an excellent grounding for progression to A level. The emphasis is on
scientific understanding and the development of scientific enquiry and practical skills essential for further study in the sciences.
Each department offers a lunch-time help club for IGCSE pupils who require further support or consolidation of their science learning.
Super-curricular opportunities
There is a wealth of extra-curricular opportunities available to IGCSE science pupils, including attending and contributing to our exciting programme of lunchtime presentations, taking part in competitions such as the Olympiads, and hearing a range of visiting scientists speak about their specialisms. Pupils are also encouraged to explore and develop their own interests through extra reading and attending some of the many lectures in London that are open to the public.
Background
French is a popular choice within our modern foreign languages curriculum at GCSE. It would particularly appeal to those pupils who have a passion for speaking French and are interested in learning about the language, and enables them to gain an insight into the culture both in France and in other Francophone countries around the world. Besides enjoying speaking the language to a high degree of fluency, pupils will also develop other linguistic skills such as writing, reading and listening. Our provision of digital technology enables our pupils to enhance their aural skills whilst listening to an array of authentic French material. By the end of the two year GCSE course pupils will:
- Develop their ability to communicate coherently with native French speakers in speech and writing, conveying what they want to say with increasing accuracy
- Express and develop thoughts and ideas spontaneously and fluently
- Listen to and understand clearly articulated and standard French speech
- Deepen their knowledge about how language works and enrich their vocabulary to increase their independent use and understanding of extended language in a range of contexts
- Acquire new knowledge, skills and ways of thinking through the ability to understand and respond to authentic spoken and written material
- Develop awareness and understanding of the culture and identity of the countries and communities where French is spoken
- Make appropriate links to other areas of the curriculum to enable bilingual and deeper learning where the language may become a medium for constructing or applying knowledge
- Develop language strategies such as skim-reading and dealing with unknown vocabulary, memorising key terms and expressions, translation, role play conversations and using a wide variety of grammatical constructions.
Background
Nothing can replace your own motivation, willingness to work and aptitude for the subject. However, there are lots of other reasons why motivated and hard-working
pupils might like to consider continuing their studies in German:
- German is the mother tongue of more people in Europe than any other language
- Germany plays a major part in the EU and is currently the most important trading partner of the UK within Europe. German is also spoken in Austria and
Switzerland. Language skills will be useful and cannot be acquired nearly as quickly as many commercial skills. Your youth is the time to acquire real language
skills.
- Advances in communication and technology mean that we have more and more contacts of all kinds with our foreign neighbours. Financial services, retailing,
transport, manufacturing, commerce, leisure and law are just some examples of areas where German may be a definite boost to your respective career.
- University courses are widening enormously, and it is now not uncommon for pupils to study German with Engineering, Law or Science as well as the more
traditional arts subjects.
- Besides offering sound career opportunities, modern languages help to develop practical confidence, provide an opportunity for valuable academic and intellectual skills and offer insights into other countries, thus helping to break down intolerance and cultural prejudice.
Background
What qualities will you need in order to make a success of choosing Latin?
In most cases you will have studied Latin already up to the end of Year 9. You should have an interest in studying a broad span of topics, particularly language and literature. You will feel happy with a structured approach to learning, with a degree of close supervision – most of your homework tasks will be regular, small-scale pieces. Latin GCSE is not so difficult if you feel you have negotiated the first three years of the course confidently, but it does require consistent effort throughout, a willingness to work methodically at solving problems and the ability to prepare thoroughly for the examinations.
Throughout Years 10 and 11 we continue to use the Cambridge Latin Course, along with John Taylor's Essential GCSE Latin. The vocabulary checklists, studied and learned in the Cambridge Latin Course since Year 7, contain most of the words necessary for the GCSE language papers, but the chief source during the two-year course will be the prescribed Eduqas vocabulary list.
For many of you, the option to study Latin in depth at this time is a once-in-a-lifetime opportunity. Many school subjects can be taken up or continued as adults, and pursued in adult education. This is less commonly the case with Latin, which is not an easy subject to dip into if you have not studied it to a suitable level earlier, since each stage of the subject gives access to the next. Carpe diem! as they used to say in Rome. Grab the chance while you can!
Background
A modern language is part of the Emanuel core curriculum, and Spanish continues to be a popular choice as the language is growing in importance in the
world. It is the second most-spoken language after Chinese, and provides many opportunities for travel and business. Many pupils combine a language with university
degree courses, so you could continue studying Spanish no matter which career you wish to follow. We are passionate about the benefits that learning a language can
bring and we strongly believe in languages as a skill for life and something pupils should enjoy and find rewarding.
Our objective is to enable pupils of all abilities to develop their Spanish language skills to their full potential, equipping them with the knowledge to communicate in a
variety of contexts with confidence. It is also important that you feel comfortable in actually using the language rather than merely recognising words on a page. You
will conduct plenty of reading and writing because these abilities are essential tools of communication, but you may also find that in the classroom you need to use your
ears and your voice just as much as your exercise books; communication is the real key.
We run a very successful residential GCSE trip during the Easter holidays, where pupils stay in the house of a Spanish family. You will attend Spanish lessons during the
morning and take part in organised activities with the other pupils during the afternoon.
Background
All pupils are welcome to choose Classical Civilisation for GCSE, even if they have not studied it in Year 9. Those that have studied the subject in Year 9 will have a feel for what it may entail but there is no overlap with the content at GCSE, and you do not need to have studied it earlier in order to be successful.
In Classical Civilisation you will learn about the ancient world of the Greeks and Romans without studying the original languages. Advantages of this approach are that you can study a wide range of topics and read more of what was written in ancient times, while still learning about the Classical World. You can do this if you find Roman life interesting but you do not want to continue with Greek and Latin, or if you have never studied Latin.
Classical Civilisation is a broad course which embraces aspects of many subjects – history, literature, art, geography and others. Rather than studying one narrow subject in a broad geographical or historical context, it involves many subjects in the relatively narrow time and space of the ancient world of the Greeks and Romans. As such, it can appeal to people who have very different interests, and complements a variety of other GCSE courses. There are opportunities to study outside the classroom through visits to plays and museums, and study tours of Greece and Italy
Background
Economics is not just a theory-based subject; it is about real life. It will help you to learn about markets and the way they operate in today's society. You will gain skills which will be useful in a wide range of jobs, in the further study of economics and in your personal life.
In the Economics GCSE you learn the principles of economics. What is a market? How do they operate? Why don't they always function properly? How will businesses and individuals be affected by the economy? What is the best way to manage the economy? In Economics we attempt to answer these questions and many others. The course takes the pupils through a range of topics from the functioning of a small or ‘micro' market, to the performance of the overall or ‘macro' economy.
The subject is new to all pupils and there is a high degree of discussion in class.
Pupils will learn the following skills:
- To develop as an effective and independent learner and as a critical and reflective thinker with anenquiring mind;
- To use an enquiring, critical approach to distinguish between fact and opinion, build arguments and make informed judgements;
- To apply your knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts;
- To understand the perspectives of a range of different stakeholders in relation to economic activity;
- To consider the moral issues that arise as a result ofthe impact of economic activity on the environment and economic development;
- To recognise that your economic knowledge, understanding and skills help you to understand current events and provide a basis for your role as a citizen, and for the possible further study of economics.
Super-curricular provision
A wide variety of speakers have visited Emanuel in the past to talk to pupils about the subject. These include Spencer Dale (Chief Economist at the Bank of England); Jermyn Brooks (Head of Transparency International) and Baroness Kramer (member of the House of Lords Banking Commission). We also organise trips, both locally to places like the London Metal Exchange, and overseas to places such as New York and Prague.
Background
The study of GCSE Geography can help you to:
• develop a knowledge and understanding of current events from the local area to the global;
• investigate the earth and its peoples;
• study the features of the earth such as mountains, volcanoes, rivers and seas, and hazards;
• develop a range of skills: map-reading, data-collection, ICT and problem-solving;
• gain an understanding and appreciation of the cultures and backgrounds of people from all over the world.
Geographers are much in demand. Almost every business needs people with a good understanding of what is going on in the world – sustainable energy, food miles, transport issues, etc. When you study GIS and GPS systems in Geography you will see how these link to jobs in retail, transport, emergency services, planning and much more. Almost all data and images are geo-tagged these days. Geography allows you to travel while still being in the classroom. It is the subject that bridges the arts and sciences.
Field trips are arranged for GCSE candidates, as exploration and data collection are at the heart of outstanding geographical study. There will be a residential weekend fieldtrip to Swanage to cover the content for unit 3 fieldwork assessment. As middle school geographers, pupils will also have the opportunity to attend lectures at the Royal Geographical Society and to participate in an optional international trip to Sicily
The study of History is valued for the variety of topics studied – political, diplomatic, military, economic and social – and for the key skills that are fostered by
historical investigation:
• the analysis of complex historical situations;
• the evaluation of historical evidence;
• the ability to construct a reasoned argument;
• the ability to write coherently and with relevance.
Such skills are to be found in successful politicians, lawyers, journalists, business men and women, managers and many others whose jobs require complex analysis, an ability to argue and an understanding of domestic and international issues.
Background
Religious Studies is a highly valued and well-established qualification for GCSE as it develops students' critical thinking and their awareness of the world and its cultures
around them. It is a good basis for many careers as theReligions paper develops empathy and an understanding of diversity within faiths whilst the Themes paper allows
pupils to consider different views about how we should live today.
This course would appeal to those who are prepared to:
- think about philosophical and ethical issues;
- ask and answer questions logically;
- weigh up the evidence for and against issues, even if they appear to be an ultimate question;
- talk and listen to others;
- think for themselves;
- understand the values and beliefs of others;
- debate;
- be challenged;
- enjoy discussing current affairs questions such as whether some animals should be granted basic rights.
Pupils will enhance their ability to:
- analyse situations and events logically;
- evaluate arguments and ideas;
- present ideas both orally and in writing;
- debate different points of view;
- use evidence to give in-depth explanations of beliefs.
Super-curricular provision
We are keen for our students to observe people living out their faith in practice. In previous years we have organised a residential visit to the Shrine of Our Lady of Walsingham, where pupils can spend the weekend observing practices associated with Christian pilgrimage and worship, and a day trip to the Buddhist Vihara in Wimbledon. We also take Year 11 pupils to a local foodbank and church centre where they can learn about a variety of social action projects run by a faith community
Background
Art and Design GCSE is a two-year course, which is made up of coursework and a final examination, for which pupils will have prepared. The course is designed to encourage and develop pupils' aesthetic sense, imagination, visual and written research alongside their practical skills. It also helps to develop creativity, visual analysis, thinking, problem-solving and hand/eye coordination. Great emphasis is placed on the importance of research and development as well as realisation, and pupils are expected to visit London's museums and art galleries to sketch and collect information from primary sources. These visits help stimulate ideas and give context to their own work.
The course will appeal to pupils who are creative and imaginative and want to develop their visual language through both practical work and learning about the work of artists and designers. Pupils should be prepared to take risks with a range of materials. All art work made from the beginning of Year 10 is submitted in the final exhibition for assessment and so Art GCSE will appeal to pupils who work steadily throughout the two-year course
Super-curricular provision
The Art Department organises a day trip to a major London art gallery in September of Year 11 in order to enhance pupils' understanding of how to gather research from primary sources. A weekly Year 10 and 11 sketchbook clinic is run for the benefit of all pupils to allow further practical work in the art studios, alongside sixth form art scholars who are there to help and give advice.
Background
GCSE Design and Technology will prepare pupils to participate confidently and successfully in an increasingly technological world. Pupils will gain awareness of wider influences upon design and technology including historical, social, cultural, environmental and economic factors. Our GCSE allows pupils to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. Pupils will get the opportunity to work creatively when designing and making, and apply technical and practical expertise. They will also have the opportunity to study specialist technical principles in greater depth.
This is a design-based course combining theoretical content with practical application. Primary research is encouraged and is an iterative* approach to designing. Various design strategies can be used including sketching, CAD, orthographic projections and modelling. Independence and initiative are expected throughout the course.
*Iterative design is an approach of incrementally developing and refining a design based on feedback and evaluation.
The GCSE and A level qualifications work together to ensure clear progression of knowledge, understanding and design/making skills so that pupils will have a coherent experience of moving from the breadth of the GCSE to the specialisation of A level. We offer numerous after school, weekend and holiday sessions to enable pupils to manufacture high quality prototypes, work on their portfolios and talk to teachers about their theory work.
Background
The IGCSE Drama course is highly practical; the majority of marks are awarded for acting skills. There is also a rigorous written examination, which makes up 40% of the final mark.
Pupils will build on the skills they have acquired during Key Stage 3 to complete a range of script-based and devised tasks, including a solo performance. Practical assessment makes up 60% of the final marks and there is no written coursework to complete.
The two-year course is an opportunity for pupils to experiment with different theatre practitioners (Brecht, Stanislavski and Artaud), and with techniques and strategies for exploring script and character. Pupils will also build on the devising skills they have gained during study of Drama in Years 7 to 9 to create original performance work on their own and in small groups. The essential life skills of collaboration, communication, cultural appreciation, presentation and creative-thinking are taught and developed throughout the course. As well as this, pupils develop essay-writing skills and complete evaluative writing, honing their skills of self-reflection and analysis.
Regular theatre trips, workshops and performances form a large part of the course, and pupils are expected to rehearse their performance work in their homework time in addition to lessons. Pupils enjoy the opportunity to experiment with character and to create their own thought-provoking pieces of work on a range of political and social issues.
It is vital that anyone taking the IGCSE Drama course has confidence as a performer, as solo monologue performances form a large part of the assessment.
Background
Music is constantly evolving, inspiring creativity and expression in a way that no other subject can. GCSE Music will give you the opportunity to study a wide range of musical genres, bringing theory, listening and composition to life in fresh and engaging ways. We know that every pupil has different learning styles and musical tastes, which is why GCSE Music values all music genres, skills and instruments. This subject will broaden your mind and provide a platform to inspire a lifelong interest and enjoyment of music. Some practical ability is necessary either in singing or playing an instrument. Ideally, you will play or sing to a grade 4 standard by the end of Year 11
Background
Computer Science is the study of the principles and practices of computation and computational thinking and their application in the design and development of computer systems. Learning computational thinking involves learning to program (that is to write code,) because this is the means by which computational thinking is expressed.
This is a Computer Science course – not a GCSE ICT course – and requires high-level skills in logical thought, creative thinking, memorisation and problem-solving. It is most suited to those pupils with strengths in mathematics and languages.
Pupils who choose this course will develop their understanding of the main principles of problem-solving using computers. They will apply their understanding to develop computer-based solutions to problems by first developing flowchart and pseudocode algorithms and then coding these in Python, a high-level programming language.
They will also learn about a wide range of commonly used devices, parts and practices, so an interest in technology is desirable. The development of a range of technical skills, as well as the ability to test effectively and to evaluate computing solutions, is also a core part of this course
Background
Pupils will receive a well-rounded introduction to the world of physical education, sport and sport science through the combination of physical performance and academic challenges. The course will offer pupils the opportunity to develop their skills in a wide range of sports and activities, helping them improve their own performance. It is practicallybased and involves participating in a range of practical activities, as well as developing the knowledge to improve their own ability in these activities. For pupils who enjoy sport, it will therefore be a very rewarding qualification.
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