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Courses of Study
Our aim is to provide a challenging, rewarding and useful course which will prepare our pupils for A and AS-levels and Higher Education, for vocational and other courses and for the demands of the working world in the twenty-first century. Our underlying principle is that a Bootham pupil at the age of sixteen should be confidently literate and numerate, should have a knowledge of the principles of scientific and humanitarian studies and of at least one modern foreign language, and should be aware of his or her skills in the creative disciplines. We feel that the Bootham curriculum in Lower and Upper Senior (Years 10 and 11) will provide that broad programme of study which gives a pupil both understanding and flexibility of mind - qualities which will be in increasing demand in the years ahead and which provide the soundest basis for a full and stimulating education.

We place a great emphasis on meeting the needs of the individual.  To help in this we intend that pupils shall have the freest possible choice of options, so that their academic programme can be closely tailored to their needs, interests and abilities.  However, we must recognise that it may be impossible to achieve the programme that everyone would ideally like.  We ask you to make your choices freely but also to accept that we may have to recommend an alteration in some programmes when the choices and their implications for the balance of the timetable are computed.

The National Curriculum
The National Curriculum for children from the age of five through to sixteen is divided into four Key Stages.  At the Bootham being a secondary school covers Key Stage 3 and 4 (A Levels come after Key Stage 4).  At the end of a Key Stage each child in a state school is assessed.  The Key Stage 3 assessment would therefore come at the end of Upper Schoolroom (Year 9 in the National Curriculum).  At Bootham we have decided not to participate in these assessments, preferring our own school generated tests.   Bootham's curriculum has for many years incorporated nearly all the developments which have been introduced in the National Curriculum.  Independent schools are free from many of the restraints, however, and we ensure that we keep abreast of all the changes as they happen.

The National Curriculum requires that pupils should study all three sciences at Key Stage 4 (GCSE).  Bootham agrees with the educational basis for this but would also like to reduce the impact in lesson time for some pupils.    We therefore offer two alternatives.  The first allows a student to take all three sciences as individual subjects obtaining a GCSE in each.  This will take twelve lessons and eight other subjects (including English, Maths and a Modern Language) may be taken.  In the second, a student may take two GCSEs, Science and Additional Science in a total of  nine lessons, three each of Biology, Chemistry and Physics, but  only two grades at GCSE will be awarded, one in Science and the other in Additional Science: unlike the previous Dual Award course these will not necessarily be of the same grade. This will enable nine other subjects to be taken.  It is hoped that where needed, the advice of science teachers will be sought on which is the best choice for each individual.   Whilst the Science and Additional Science course can still provide entry for A-level it is strongly recommended that students wishing to pursue any of the sciences at A-level would be best served by following the three separate sciences, leaving the Science and Additional Science courses for those less inclined towards the sciences.Whilst many students opt for the three single sciences there are two main reasons for choosing to study the two GCSEs of Science and Additional Science: 

• for a very small minority of students this is the only way of fitting in an unusually wide range of subjects which they wish to study at GCSE  
• for some students this is an opportunity to minimise the amount of science they do when it is not their strongest area.

There are some caveats.  Although it is possible to take A-level sciences having come from the Science and Additional Science, the pupil who does so will be at a disadvantage compared to those who have followed the three separate sciences.  If an A-level in one of the sciences is a possible option in the future it is recommended that three separate sciences option is chosen.  Pupils who wish to minimise the amount of science they study should be under no illusion that they are getting out of a difficult subject.  Science will continue to be a significant part of their curriculum and the intellectual difficulty of Science and Additional Science is identical to that of the three separate sciences: there is just a reduction in the content.

The Wider Curriculum ~ GCSE Years

PHYSICAL EDUCATION
Physical Education is a compulsory part of the timetable throughout the GCSE years.
In Lower Senior (Year 10) all pupils have five periods per week and in Upper Senior three periods per week.  During Lower Senior we hope to refine and consolidate the work covered in the foundation years and then give youngsters the opportunity to study activities in greater depth. Much of our work in Lower Senior is based on team games and we organise a full and varied fixture list in a wide variety of team games including: Basketball; Cricket; Football; Hockey; Netball; Rounders; Tennis - as well as Swimming, Athletics, and Cross Country.  We also include a fitness element to the programme where pupils are tested on different aspects of their fitness and then work on improving them.We hope that our pupils will have an understanding of and an empathy for the spirit and the rules of the games we play. In Upper Senior (Year 11) pupils choose from a list of options which include team games, badminton, swimming, climbing and going to a gym to do a supervised programme to improve fitness.  In the first term it is hoped that those who already represent the school in a team game will continue to do so and then enter the options in the second and third terms, where they will be given priority as some options have limited numbers. Whatever the choice, we expect all pupils will continue to show a determination to fulfil potential, an enthusiasm to work hard and a commitment to support their chosen activity.  All our activities are well staffed and our teams competitive and highly motivated.

CAREERS
The careers programme is an ongoing process from Upper Schoolroom in which we try to develop the life skills and research skills required for entry into the world of work.  We seek to raise self awareness, identifying our own strengths, limitations, temperament and personal interests in relation to our plans for the future.  We also deal with decision making, problem solving, coping with anxieties, communication, assertion and presentation skills as well as study skills, revision and examination techniques. This leads on to opportunity awareness, discussing work roles, reasons for work and the use of leisure.  Whilst focussing on the world of work we deal with safety in the work place and learn to gather and handle information, using the written and audio-visual resources in the Careers Room as well as the computer programs.  Further advice is available from Connexions & Careers Guidance, Merchant House, Piccadilly, York, with a designated officer to interview and lead workshops during Upper Senior. In Upper Senior all pupils become members of ISCO (the Independent Schools Careers Organisation) and all take the Morrisby tests, which result in a personal document detailing aptitudes and interests and possible career fields to consider.  This report is discussed with a member of the ISCO team, resulting in the compiling of a personal action plan which is useful for university entrance. There is a separate fee for this, with an option of membership until the age of 23. Application skills as well as basic interview skills are dealt with in lessons, involving how to apply by form, letter and telephone and how to write a CV and personal statement, leading towards a fortnight’s work experience at the end of Upper Senior.

PERSONAL, SOCIAL & HEALTH EDUCATION
P.S.H.E. takes place weekly involving about twenty students in each group. We hope to help our maturing students to make considered choices so that they can respond to the opportunities of today's society while avoiding some of the risks.  We try to help them to become more insightful about themselves and their relationships with others and also to consider some of the issues with which society is likely to confront them.  Our goal is a student who takes increasing responsibility for his or her own life and who makes informed and considered choices which will lead to personal happiness and fulfilment. The course builds upon previous work in biology and health education and functions in close partnership with our Health Centre. The pupils follow half a year of Health Education and half of Careers/P.S.H.E. in Lower Senior, and Careers for the whole of Upper Senior.  Some of the topics we explore include growth and maturation, growing up and the family, the development of autonomy, risk-taking (alcohol, drugs, tobacco), sexual decision making, citizenship, study skills and examination stress.  The subject is non-examinable.

GENERAL RELIGIOUS EDUCATION
Pupils follow a course entitled "Thinking about God and Morality", which has the two sections “The Existence and Nature of God” and “Ways of Making Moral Decisions and other Morality issues”.  The topics covered include human rights, abortion, marriage, relationships, prejudice, poverty, war and peace. The course is designed to ‘encourage students to reflect upon the common human experiences that raise questions about the meaning and purpose of life and to develop their own reasoned responses to these questions’.  Christian and Muslim responses are particularly explored. The aims include studying the different religious responses to moral issues and to acquire knowledge and understanding of the approaches that different religions have to fundamental questions of life. Students who choose the full GCSE Religious Studies option in Lower Senior do not need to take this course.  Instead they have this timetabled lesson to do either prep in the Library or a study period in a classroom.

In Upper Senior, P.E. becomes 3 and English and Mathematics 6

How to Choose 
There are some important factors to consider.  The pupils should ask themselves:-

• Which subjects do I enjoy?
• Which subjects am I interested in?
• Which subjects am I good at?
• What do I need to take for A-levels?
• What do I need for my career?
• Am I choosing a balanced programme?

What is possible on the timetable
Pupils are the best judges of some of the questions.  Subject teachers will expect to be asked about GCSE prospects but they will not exert any pressure for a pupil to take a particular subject.Form teachers, the Director of Studies and the Head of Careers should be asked for advice concerning A-levels, career entry and constructing a balanced programme.  Once started on  their chosen GCSE subjects pupils are expected to complete the course through to the GCSE examination.In general, to qualify for entry to Science A-level courses, cover is provided by the Science and Additional Science award or the three single sciences at GCSE.  Arts A-levels require a range of GCSEs.  If A-level subjects can be anticipated, it is wise to choose them at GCSE.  A-level linguists may benefit from taking two GCSE languages but only reasonably strong linguists should consider taking more than one.Over the two years at GCSE interests can change.  It is especially important not to choose a subject simply because of the teacher.  Staffing will not be known until after the options are chosen.  Forms will be provided with this document which explain exactly how option choices should be made.