Options: no geography or history, is that a problem

[Snid]

DD has to choose options this coming year. They’ve got to take: double science, maths, English language, English literature, RE and a modern foreign language. They then get three more choices. Is it odd to choose ones she really likes, so three art/design/music options? That leaves out history and geography, and classics and Latin. It seems so early to be cutting out the wider arts. She will probably go onto study something art or design based but who really knows that at 13?

There was a thread recently where the op was being encouraged to move their child’s school because it didn’t offer triple science! Nobody ever judges a school because it doesn’t allow 2 languages at gcse, or forces a choice between geography and history, thus offering only 1 humanity, or allows only art or a design subject, not both. All of those are potentially MUCH more restrictive for A-levels and degree courses.

Double science teaches all 3 sciences, to a standard easily sufficient for A level in any or all. It does so while also allowing timetable time for 2 languages or 2 humanities or 2 arts subjects or music and drama. A school that allows this should be lauded, not avoided…..

Interestingly, when I looked into double vs triple for ds, as a worried ex-Oxbridge scientist, my old college said 50% of their scientists /medics / engineers had typically done double science even then (pre 9-1 reforms) because at 16 they had a breadth of interests that double science allowed.

I am taking everything on board, sorry if it doesn’t seem that way.

I really need to talk to the school to see if DH and DD idea of what music is fits with GCSE music. I know a fair few successful musicians so I’m not being completely naïve, I have talked to them and will agsin.

I think music might be fun and she wants to do it. I’m not sure about the balance between getting the best GCSEs and being happy for the two years? However I think that classics may be better for her than music, geography or history but talking to you all has helped with that.

She has to RE, well it’s Theology, because her school says she does. It’s a good idea to do a MFL and she’s likely to do it. The school only remove that option if the child has no chance of getting it, and then they do a btec instead. Check don’t think that’s her.

She isn’t going to take triple science as she doesn’t want to. The school interview all girls choosing triple science so I’m assuming that’s for the girls who are strong on maths and science and are heading for sciences rather than humanities or fine arts.

I don’t think there will be a lot of lunchtime work as lunchtimes at her school are short. Maybe there will be after school work at school but I am not sure about that. Wouldn’t that mean the teacher has to be around? All these things are things we can talk to the school about.

The exam board is Edexcel Pearson.

For music, extracurricular time is likely to be a) individual rehearsal of her own performance pieces as well as technique development so she can offer the right difficulty; b) ensemble rehearsal (part of performance must be in an ensemble) and c) composition. Lesson tome will be given to ensemble and composition work, but like Art lessons not being anywhere near enough to complete a portfolio, rehearsals and composition tend to exceed normal lesson limits. Ensemble time is often the trickiest, because other ensemble members will usually have existing commitments to lessons, choirs, orchestras, bands etc that have to be worked round.

Oh, and iirc, the composition has to be performed. Ok if it is a solo piece. Ds’s wind quintet was recorded in my sitting room one Sunday for logistical reasons (no bassoonist of the right standard in his school, and the oboist was in a different year)….

I think this:

Difficulty Levels booklet is the one you need to look at for info on performance levels.

That booklet is wonderful, thank you so much Cant

when you say the composition has to be performed, you then mention recording your DCs. Do you mean the composition has to be performed in from of the music teacher? And when you say recorded do you mean it was recorded to be viewed, or was recorded on Q Base/Logic?

The whole thing does sound enough to put anyone off music. Let’s hope so!

Sorry, lax wording there. The composition has to be recorded. If it is an instrumental or vocal piece, that means it has to be performed for recording (and it is the recording alongside the written form that was assessed internally / externally / for moderation). If it is e.g. a wholly electronic composition, or one looping different samples etc, it can be recorded via the software rather than performed by a human. I am genuinely not sure whether eg ds could have ‘recorded’ his composition from the score using electronic substitutes for the wind instruments. Part of the point was he wrote it for a specific group of musicians so the question didn’t arise.

I think the thing is that if your child is already involved in music, the requirements are straightforward, much more straightforward than other gcses in many ways.

They will already play an instrument and have pieces at the required standard (and have a 1:1 teacher who can coach them). They may already perform with others in school, city or county grouos that can be recorded for the ensemble element. Although they may not gave done composition, they will have heard and performed plenty of repertoire, and be able to read and write musical notation. So the only ‘learning’ to be done is the appraisal / knowledge side, which is not a huge percentage compared with eg the History curriculum.

OTOH, for a non-musician, ALL of these elements are new and hard. This is why there is no ‘specified grade’ in the exam board overview specs, but everyone informally says ‘should be at least Grade 3 and preferably above at the start of Y 10’ - because if you are not already at that level it is SO much harder.

What is her standard and experience in music currently?

@Snid
You tell about not wanting triple science snd saying that humanities/arts DC don’t need them. I do think that’s true. However your DC is looking at dropping meaningful humanities too. Only one MFL and loads of art. GCSEs are meant to be broad. My DC chose A levels based on a broad portfolio and history, for example, can be grouped with politics at A level. Theology is very very narrow. So is music. These are specialist subjects which are replacing general ones that keep
optioms open. Art keeps loads open. DD did Art and Photography A levels when she specialised at A level. DC really should not over specialise at GCSE. Doesn’t your school fine details on what music gcse entails? We had a lot of details in a booklet and online. Have you read it for music?

I think I must be communicating poorly. Sorry!

I actually know a bit about fine art, DT and music and education relating to both. That’s why I asked about the humanities. It’s still incredibly helpful to hear others opinions. Some I agree with, some I don’t, some I may change my mind about, some I’m looking into more. Thank you all.

I do feel that a broad and balanced curriculum is important, hence the initial question being about geography and history. I’ve now thought more about the humanities, it was good to hear what people had to say about them. I know what I can change, what I can’t change and I’m thinking of the best way between them.

I do think that DD could take easier and more balanced options. I’m hopeful that the school and DD and all the adults in her life will have enough of a conversation prior to the choices that we enable DD to choose the best for her.

Trying to answer all the questions. She’s not got grades. Years of experience. Got work “out there”. More Logic and QBase than classical, what’s it called, Sybellius?

Sorry, missed some. It’s not possible to do more than one MFL. Yes I’ve read all the syllabus (syllabi?) synopsiseseses. I didn’t do Latin…