(I)GCSE COURSES 2016-2018 - Sherborne Qatar
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
(I)GCSE COURSES
2016-2018KEY CONTACTS Headmaster Mr Michael Weston mweston@sherborneqatar.org Deputy Head Academic Mrs Julia Moore jmoore@sherborneqatar.org CONTENTS Foreword Introduction The Key Stage 4 curriculum Key Stage 4 at Sherborne Qatar Choosing subjects Compulsory subjects Optional subjects
FOREWORD
Sherborne Qatar is still a young school, but with a history stretching back over five hundred years. We are
fortunate to be part of the larger Sherborne education family and this is why we have decided to offer our
pupils broadly the same academic opportunities as those enjoyed by pupils in Sherborne Dorset.
I believe that the range of subjects we are able to include is a sign of our commitment and determination
that our pupils should be given a wide education, one that will allow them to prepare for their post-16
courses with a very good grounding in languages, sciences and humanities, as well as creative and
technical subjects.
My experience of preparing pupils for Key Stage 4 examinations tells me that there are challenges ahead
for all who embark on these demanding courses. Let us be clear: there are no shortcuts or easy routes to
examination success; but pupils’ dedication and hard work will be recognised and rewarded both along
the way by our teachers and at the end by the examiners.
As we – pupils, teachers and parents – all set out together on this exciting journey, I want to wish all of our
pupils well and to encourage them to embrace these courses, playing as full a part as they can in their own
education and their own future.
Michael Weston
Senior HeadmasterINTRODUCTION
Building upon the educational foundations established in previous key stages, the Key Stage 4 curriculum
of Year 10 and 11 seeks to create an academically challenging, relevant and varied course of study that
acts as a springboard for further education. Key Stage 4 (KS4) refers to the period covered by Years 10
and 11. GCSE and IGCSE examinations are sat at the end of Key Stage 4, which is why we refer to KS4
examinations in this document.
All pupils must work exceptionally hard to meet the rigours of this challenging programme. They must
demonstrate a committed attitude, diligent work ethic and a highly honed set of organisational skills. They
should also be willing to become independent learners determined to succeed and fulfil their potential,
ready to question critically, go that extra mile and be proud Shirburnians.
This booklet is designed to aid you in your choice of KS4 subjects and inform you of what you can expect
in the time to come, so please study it carefully. By understanding the nature of what you are learning, you
can take the first steps to success. Please also remember that the staff at Sherborne Qatar, are always
willing to help you in these decisions, so please do not hesitate to approach them if needed.
Julia Moore
Deputy Head AcademicTHE KEY STAGE 4 CURRICULUM The General Certificate of Secondary Education (GCSE) is an examination which is taken at the end of Key Stage 4. It is the standard qualification for pupils aged 14 to 16 years old. The equivalent examination taken by some pupils in an international context is the International General Certificate of Secondary Education (IGCSE) because it allows pupils in countries throughout the world to gain a British qualification that is highly respected. Pupils at Sherborne Qatar will sit both GCSE and IGCSE examinations authorised and prepared by Cambridge International Examinations (www.cie.org.uk) and by Edexcel Examination Board (www.edexcel.com ). The IGCSE and GCSE programmes, encourage learner-centred and enquiry-based approaches to learning; and they develop learners’ skills in creative thinking, in enquiry and problem- solving, giving pupils excellent preparation for the next stage of their education. Heads of Department have chosen carefully between the IGCSE and GCSE courses to ensure that the qualification best suits the learners at Sherborne Qatar and will ensure that each child has the opportunity to reach their potential. With its clearly defined content and learning outcomes, the Key Stage 4 curriculum, is compatible with other curricula and is internationally relevant and sensitive to different needs and cultures. Key Stage 4 qualifications, develop pupils’ knowledge, understanding and skills in the following ways: subject content applying knowledge and understanding to familiar and new situations intellectual enquiry flexibility and responsiveness to change working and communicating in English influencing outcomes cultural awareness Assessment at KS4, includes written and spoken tests, coursework and practical tasks. Coursework is set and marked by the pupils’ teachers and is then externally moderated by qualified examiners. There are eight internationally recognised grades (A* – G) or equivalent, against which the pupils’ performances are judged. There are specific guidelines which explain the standard of achievement required for the different grades. Pupils who begin their KS4 courses in the academic year 2016 – 2018 will sit their KS4 examinations in May and June 2018. Entry to our Key Stage 4 courses does not guarantee entry to our Key Stage 5 (A-level) courses. These will be dealt with on a case by case basis, but we would expect pupils to achieve a minimum of 5 A*-C grades or equivalent at KS4, including Maths and English, plus a B grade minimum or equivalent at KS4 in their chosen A-level subjects or in prerequisite courses.
KEY STAGE 4 AT SHERBORNE QATAR Assessment Pupils will typically study eight to ten KS4 courses, with the aim of sitting examinations in each subject area. Each subject area may have a number of separate examination papers, resulting in a strenuous examination programme in May and June 2018. Some subject areas have coursework as part of the course, which means that various assignments are submitted at stages throughout the course. Our courses will include continuous assessment, providing formative feedback for both pupils and teachers. Such assessment may include, but not be exclusive to: classwork homework testing at the end of a topic or unit essays and projects practical work Assessment in its many forms is an integral part of the curriculum. The main purposes of the assessment are: to discover what pupils have achieved in terms of knowledge, skills and understanding to encourage and to praise to set targets to inform planning and teaching to inform reporting At the end of Year 10, all pupils will sit school examinations in the subjects they have been studying. These will be conducted in a formal setting, replicating how KS4 examinations will be conducted. These end-of- year examinations will assess what pupils have studied throughout the year, and so it will be important for pupils to learn how to revise too. In January 2018, all Year 11 pupils will sit mock examinations which will cover as much of the syllabus as possible at that stage. These examinations will be summative in their nature, in order to give pupils, teachers and parents a clear picture of where pupils’ attainment lies at that time. Additionally, and perhaps more importantly, the examinations also have a formative element, because they will give pupils and teachers guidance on where strengths and weaknesses lie, so that further improvement and progress can be made. After the mock examinations have been taken and the results published, discussions will take place about the advisability of pupils taking the final examination in subjects in which they are struggling to make the necessary headway. However, such cases will be exceptional.
Reporting The reporting cycle for the Key Stage 4 course is: November, Year 10 interim progress report March, Year 10 full report and parent/teacher meeting June, Year 10 end of year exam tracking report November, Year 11 interim progress report January, Year 11 mock exam tracking report February, Year 11 full report and parent/teacher meeting Homework Homework is a vital aspect of the curriculum and pupils are expected to complete their tasks by the specified deadline and to the best of their ability. It is expected that pupils will usually spend between two and three hours per night on their homework, but this is only a general guideline because a number of assignments given during the KS4 courses will be long-term essays or projects and will require good time management. Pupils need to be prepared to work hard and be diligent in their studies. Independent learning, organisational ability, good study habits and dedication are all important attributes in a successful KS4 candidate. Tutor Groups All pupils are part of a tutor group which is overseen by the House Tutor. Pupils meet their tutors every day for registration and are encouraged to see them at any other time. House Tutors are the first point of contact for pupils; they monitor Pupil Planners; and they play a key role in setting and monitor individual targets. Parents are encouraged to develop good working relationships with their son’s or daughter’s House Tutor, in order to create an environment in which everybody can work together to the benefit of the pupil and his or her achievement. Pupil development Throughout Years 10 and 11, the School will continue to seek opportunities to develop Qatar Shirburnians, so that they can exemplify the spirit and ethos of Sherborne Dorset, demonstrating: independence and self-discipline commitment to the wider life of the school consideration for others confidence communication skills initiative leadership ability to work with others
CHOOSING SUBJECTS
The KS4 curriculum combines a core of compulsory subjects and a range of optional subjects selected
from a range of groups. Pupils will study eight to ten subjects and it is important to recognise the need for
a sensible workload, one that is appropriate to the pupil’s abilities.
Pupils might have difficulty deciding which subjects to choose and might be reluctant to opt for one
course at the expense of another. Therefore, they should consider a number of factors:
content – a summary of each course can be found later in this booklet. It is important to match
pupils’ interests and abilities, checking the workload so that pupils are not overloaded. Discussion
with teachers is recommended if there is doubt.
balance and breadth – it is important to keep options for the future as open as possible at this
stage. Whilst a particular career might be uppermost in a pupil’s mind now, a lot can change over
the coming years.
interest – this must be in the subject and should not be determined by the likeability factor of a
particular teacher. Whilst it is hoped that the teaching staff will remain unchanged over the course
of the two years, it is not possible to guarantee that a particular teacher will be responsible for a
particular subject or group. Success in a subject, coping with the current demands and enjoying it
are all positive indicators.
strengths or talents – where pupils have particular ones – be they practical, numerical, creative,
expressed orally in in writing – they are likely to have a greater confidence in their ability to
succeed and those subjects might lead to interests at a higher level.
Pupils should make their choices based on a combination of these factors, but choose ultimately what
gives them the greatest chance of success.
Options structure
Core subjects – all pupils must study English as either a first or second language. Those who study English
as a first language will also study English Literature. All pupils must also study Mathematics and either
Single Award Science (counts for a single GCSE), Coordinated Science,( which is a dual award and counts
for two IGCSE grades) or the Separate Sciences (Biology, Chemistry and Physics, which count for three
IGCSE grades).
Qatari pupils are required to study Arabic and Islamiyat.
Optional subjects – all pupils must choose one subject from each of the remaining groups. A subject can
only be studied in one group.Some frequently asked questions How many subjects can my child study? Please select one subject from each column. Where there are several subjects in the same column, please indicate a first and second choice. Can my child take both English and Arabic? This is possible and these are separate Key Stage 4 subjects. What is the difference between English 1st language and English 2nd language? English 1st language is suitable for native speakers or those with extremely good second language ability. English 2nd language is accepted by Higher Education institutions in the UK and elsewhere as an indication of proficiency in English. Can my child study all three sciences? All pupils must study all three sciences; Biology, Chemistry and Physics. We offer Coordinated Science, which is a combination of Biology, Chemistry and Physics. Pupils are entered for Double Award Science, which is the equivalent of two IGCSEs. For some students, they will be able to choose to study Separate Sciences (Biology, Chemistry and Physics, each examined as separate IGCSE subjects). If a child wishes to study the Separate Sciences course, this must be chosen in the designated option block. We also offer the Single Award Science course for pupils who would benefit from some extra learning support. This course is a combination of Biology, Chemistry and Physics. Pupils are entered for Single Award Science, which is the equivalent of one (I)GCSEs. What happens if not enough pupils choose a particular subject? We reserve the right to close an option if too few pupils have chosen it. However, this step will only be taken in extreme circumstances. If this is necessary, we will inform those parents whose children are affected. Pupils will be allocated to their second choice subject if the first is not available. What happens if my child changes his or her mind in the coming weeks? We will do all that we can to accommodate any changes of mind, but if a particular class is already full then the change will not be possible.
I(GCSE) OPTIONS
Name of Pupil: Nationality:
The option bands are as follows. Please indicate your 1st and 2nd choices in the boxes where appropriate.
You must choose a first and second choice in each band (except for Maths and English).
Option A Option B Option C Option D Option E Option F Option G
Separate
(Triple
English Award) Islamiyat
Arabic GCSE
First Single Award Sciences IGCSE (all
Maths (all Qatari’s
Language Science IGCSE (this Qataris must Art GCSE
IGCSE must choose
and (GCSE) must be chose this
this option)
Literature chosen if option)
ticked in
Option C)
Coordinated
English as a (Double Business Business
French Drama
Second Award) Studies Studies
GCSE GCSE
Language Science IGCSE IGCSE
IGCSE
Separate
Spanish Computer
(Triple Award) Geography Geography
GCSE Science
Sciences IGCSE IGCSE
IGCSE
IGCSE
Business
Art GCSE Studies
IGCSE
Geography
PE GCSE
IGCSE
Computer
History
Science
IGCSE
IGCSE
ICT
IGCSE
Games, Tutor time, Assemblies and Personal, Social, Health Education (PSHE) are non-examination
subjects that are also part of the curriculum.
Arabic and Islamiyat are compulsory for Qatari pupils.
There is a copy of this form at the back of the book for you to hand in. Please hand in your option choices
to your House Tutor by Sunday 7th February 2016OPTION A
ENGLISH 1ST LANGUAGE (0500)
HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=852
The aims are to:
enable pupils to communicate accurately, appropriately and effectively in speech and writing
enable pupils to understand and respond appropriately to what they hear, read and experience
encourage pupils to enjoy and appreciate variety of language
complement pupils’ other areas of study by developing skills of a more general application (e.g.
analysis, synthesis, drawing of inferences)
promote pupils’ personal development and an understanding of themselves and others.
Assessment
Paper One (Core) Paper Two (Extended) Paper Four (Coursework)
or and
Reading Passage Reading Passages Three assignments of
1 hour 45 minutes 2 hours 500-800 words
Answer two questions on Answer 3 questions 50% of marks
one passage 700-800 words on two passages 600-
each 700 words each
Eligible for grades C-G or Eligible for grades A*-
equivalent E or equivalent
50% of marks 50% of total marks
Content
Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and
texts studied throughout the course.ENGLISH LITERATURE (0486) – FOR THOSE STUDYING ENGLISH 1ST LANGUAGE
HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=853
The aims are to encourage pupils’ to:
enjoy the experience of reading literature;
understand and respond to literary texts in different forms and from different periods and
cultures;
communicate an informed personal response appropriately and effectively;
appreciate different ways in which writers achieve their effects;
experience literature’s contribution to aesthetic, imaginative and intellectual growth;
explore the contribution of literature to an understanding of areas of human concern.
Assessment
Paper One (Set texts) Paper Three Paper Four (Unseen)
and
1 hour 30 minutes 45 minutes 1 hour 15 minutes
Poetry and Prose Drama (Open Text) Candidates answer one
Candidates answer two Candidates answer one question.
questions on two texts: one question on one text. There is a choice of two
poetry and one prose. There is a choice of two questions requiring critical
There is a choice of two questions (one passage- commentary (one based on
questions (one passage- based and one essay) on literary prose and one
based and one essay) on each text. based on a poem or extract
each Externally marked 25% of of a poem).
text. final mark
Externally marked 50% of
final mark
Paper 1 is a closed text component: i.e. candidates may not take their books into the examination.
Poems (or extracts from poems) referred to will now be printed on the question paper for all poetry questions.
Content
Set texts are published on the syllabus contained on the website. The English department shall choose
texts for the students later this year.ENGLISH 2ND LANGUAGE (0511)
HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=1002
The aims are to:
develop the ability to use English effectively for the purpose of practical communication;
form a sound base for the skills required for further study or employment using English as the medium;
develop an awareness of the nature of language and language-learning skills, along with skills of a more
general application;
promote students’ personal development.
Assessment
Paper One (Core) Paper Two (Extended)
or
1 hour 30 minutes 2 hours
Reading and writing Reading and writing
Eligible for grades C-G or equivalent Eligible for grades A*-E or equivalent
70% of marks 70% of marks
In addition to
Paper Three (Core) Paper Four (Coursework)
or
30-40 minutes 45 minutes
Listening Listening
Eligible for grades C-G or equivalent Eligible for grades A*-E or equivalent
30% of marks 30% of marks
In addition to
Component Five or Component Six
10-12 minutes Oral coursework
Oral Endorsed by the school
Endorsed by the school
Content
Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and
texts studied throughout the course.OPTION B
MATHS (4MA0)
HTTP://WWW.EDEXCEL.COM/QUALS/IGCSE/IGCSE09/MATHS/MATHSA/PAGES/DEFAULT.ASPX
The aims are to:
develop their knowledge and understanding of mathematical concepts and techniques
acquire a foundation of mathematical skills for further study in the subject or related areas
enjoy using and applying mathematical techniques and concepts, and become confident
to use mathematics to solve problems
appreciate the importance of mathematics in society, employment and study.
Assessment
Paper One (Foundation) Paper One (Higher)
or
2 hours 2 hours
Grades C-G or equivalent Grades A*-E or equivalent
Short answer questions Short answer questions
50% of marks 50% of marks
In addition to
Paper Two (Foundation) Paper Two (Higher)
or
2 hours 2 hours
Short Answer Questions Short Answer Questions
50% of marks 50% of marks
Content
Please refer to the syllabus on the website for all components.
Number
Use numerical skills in a purely mathematical way and in real-life situations.
Algebra
Use letters as equivalent to numbers and as variables.
Understand the distinction between expressions, equations and formulae.
Use algebra to set up and solve problems.
Demonstrate manipulative skills.
Construct and use graphs.
Geometry
Use properties of angles.
Understand a range of transformations.
Work within the metric system.
Understand ideas of space and shape.
Use ruler, compasses and protractor appropriately.
Statistics
Understand basic ideas of statistical averages.
Use a range of statistical techniques.
Use basic ideas of probability.
As a member of the Year 10 Set 1 cohort students will be sitting two IGCSE courses in the two years rather
than one. They will be sitting IGCSE Edexcel Further Pure Mathematics in addition to Mathematics.Edexcel Further Pure Mathematics (4PMO)
http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-
certificates/international-gcse-further-pure-mathematics-2009.html
The course will be delivered in conjunction with the IGCSE Mathematics Higher course. With this in mind,
students will need to understand
They are undertaking two IGCSE courses beginning at the start of Y10
They will not be able to opt out of either course during the course.
Both IGCSE courses will be tested at the end of Y11.
No IGCSE Mathematics will be sat during any earlier examination period
The aims of this course are to
1. Enhance the ability of gifted mathematicians with a proven track record of outstanding
achievement.
2. Develop the skills and methods that will become vital during A ‘Level Mathematics
3. Prepare students who are planning to aim for A* grades at A ‘Level Mathematics.
Assessment
Paper One 4PM0/01 Paper Two 4PM0/02
2 hours 2 hours
Grades A-D Only Grades A-D Only
Calculators are permitted Calculators are permitted
Each paper will contain questions Each paper will contain questions
from more than one section of the from more than one section of the
specification content and the specification content and the
solution of any question may require solution of any question may require
knowledge of more than one section knowledge of more than one section
of the specification content. of the specification content.
50% of total score 50% of total score
Each paper will carry a total of 100 Each paper will carry a total of 100
marks marks
Knowledge, skills and understanding
This Edexcel International GCSE in Further Pure Mathematics requires students to demonstrate application
and understanding of the following.
Number
Students should be able to apply their numerical skills in a purely mathematical way and to real-life
situations.
Algebra and calculus
Students should use algebra and calculus to set up and solve problems , develop competence and
confidence when manipulating mathematical expressions, construct and use graphs in a range of
situations.
Geometry and trigonometry
Students should use properties of shapes, angles and transformations, vectors and rates of change to
model situations coordinate geometry and trigonometry.OPTION C
COORDINATED SCIENCE (0654)
HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=885
The aims are to:
provide a worthwhile educational experience for all candidates, through well-designed
studies of experimental and practical science. In particular, candidates’ studies should
enable them to acquire understanding and knowledge of the concepts, principles and
applications of biology, chemistry and physics;
recognise the usefulness, and limitations, of scientific method and appreciate its
applicability in other disciplines and in everyday life
develop abilities and skills that are relevant to the study and practice of science, are useful
in everyday life, encourage safe practice and encourage effective communication
promote an awareness that the study and practice of science are co-operative and
cumulative activities subject to social, economic, technological, ethical and cultural
influences and limitations
emphasise that some principles and concepts are common to all science, while others are
more particular to the separate sciences of biology, chemistry and physics
promote interdisciplinary enquiry through practical investigations and through the co-
ordination of the subject matter of the three separate sciences.
Assessment
Paper One (Multiple choice core) or Paper Two (Multiple choice extended)
45 minutes 45 minutes
30% of marks 30% of marks
In addition to
Paper Three (Core) or Paper Four (Extended)
Grades CC-GG or equivalent Grades A*A*-GG or equivalent
2 hours 2 hours
50% of marks 50% of marks
In addition to
Paper Six Alternative to practical
Grades A*A* - GG or equivalent
1 hour
20% of marks
Content
Biology – living organisms, cell structure, movement in and out of cells, enzymes, plant nutrition,
animal nutrition, transport in plants, transport in humans, respiration, coordination and response,
reproduction, inheritance, and ecosystems.
Chemistry – matter, experimental techniques, atoms, stoichiometry, electricity in chemistry,
energy in reactions, chemical reactions, acids, bases and salts, the periodic table, metals, air and
water, sulfur, carbonates, organic chemistry.
Physics – motion, matter and forces, water, work and power, simple kinetic model of matter,
matter and thermal properties, transfer of thermal energy, waves, light, electromagnetic
spectrum, sound, magnetism, electricity and radioactivity.SEPARATE SCIENCES
BIOLOGY (0610)
HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=837
CHEMISTRY (0620)
HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=840
PHYSICS (0625)
HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=879
The aims for the subject are the same as those for the Coordinated Science course.
Assessment for each Science Subject.
Paper One (Multiple choice core) or Paper Two (Multiple choice extended)
45 minutes 45 minutes
30% of marks 30% of marks
In addition to
Paper Three (Core) or Paper Four (Extended)
Grades CC-GG or equivalent Grades A*A*-GG or equivalent
1 hour and 15 minutes 1 hour and 15 minutes
50% of marks 50% of marks
In addition to
Paper Six Alternative to practical
Grades A*A*-G G or equivalent
1 hour
20% of marks
Content
See the different specifications for details
Biology – living organisms, cell structure, movement in and out of cells, enzymes, plant nutrition,
animal nutrition, transport in plants, transport in humans, respiration and gas exchange,
excretion, coordination and response, reproduction, inheritance, variation and selection,
ecosystems and biotechnology and genetic engineering.
Chemistry – matter, experimental techniques, atoms, stoichiometry, electricity in chemistry,
energy, chemical reactions, acids, bases and salts, the periodic table, metals, air and water, sulfur,
carbonates, organic chemistry.
Physics – motion, matter and forces, water, work and power, simple kinetic model of matter,
matter and thermal properties, transfer of thermal energy,waves, light, electromagnetic spectrum,
sound, magnetism, electricity and radioactivity.OPTIONAL SUBJECTS – LANGUAGES
OPTION D
ARABIC (5AR01) – COMPULSORY FOR QATARI STUDENTS
HTTP://WWW.EDEXCEL.COM/QUALS/GCSE/GCSE09/MFL/ARABIC/PAGES/DEFAULT.ASPX
The aims are to:
To enable students to develop:
an understanding of Arabic in a variety of contexts
a knowledge of Arabic vocabulary and structures
transferable language learning skills
the ability to communicate effectively in Arabic
awareness and understanding of countries and communities where Arabic is spoken.
Assessment
Unit One Unit Two Unit Three Unit Four
and and and
45 mins 10 mins 55 mins 1 hour
Listening and Speaking in Reading and Writing in Arabic
Understanding Arabic Understanding 27% of marks
in Arabic 27% of marks in Arabic
23% of marks 23% of marks
Content
Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of
techniques and texts studied throughout the course.
The SEC requirements will also be followed as part of this course.FRENCH (2FR01)
HTTP://WWW.EDEXCEL.COM/QUALS/GCSE/GCSE09/MFL/FRENCH/PAGES/DEFAULT.ASPX
The aims are to enable students to develop:
an understanding of French in a variety of contexts
a knowledge of French vocabulary and structures
transferable language learning skills
the ability to communicate effectively in French
awareness and understanding of countries and communities where French is spoken.
Assessment
Unit One Unit Two Unit Three Unit Four
Listening Speaking Reading and Written
Understanding
30 mins 4-6 mins per 50 mins in 2 hours in total
Listening and oral exam total Writing in French
Understanding Two speaking Reading and Two written
in French exams Understanding assessments
20% of marks 30% of marks in French 30% of marks
20% of marks
Content
Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of
techniques and texts studied throughout the course.SPANISH (2SP01)
HTTP://WWW.EDEXCEL.COM/QUALS/GCSE/GCSE09/MFL/SPANISH/PAGES/DEFAULT.ASPX
The aims are to enable students to develop:
an understanding of Spanish in a variety of contexts
a knowledge of Spanish vocabulary and structures
transferable language learning skills
the ability to communicate effectively in Spanish
awareness and understanding of countries and communities where Spanish is spoken.
Assessment
Unit One Unit Two Unit Three Unit Four
and and and
30 mins 10 mins 50 mins 2 hours
Listening and Speaking in Reading and Writing in
Understanding Spanish Understanding Spanish
in Spanish 30% of marks in Spanish 30% of marks
20% of marks 20% of marks
Content
Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of
techniques and texts studied throughout the course.OPTIONAL SUBJECTS
OPTIONS E-G
ART, CRAFT AND DESIGN (1AD0)
Aims are to encourage pupils to;
Develop – their work through investigations informed by other
artists, movements demonstrating cultural awareness.
Refine – experiment with a range of different materials, resources
and media adapting and modifying ideas.
Record- ideas, observations relevant to their theme and intentions in
a visual form.
Present- a personal informed and meaningful response, realising
intentions to produce a thoughtful final outcome.
Assessment
Unit 1: Coursework Unit 2: Externally Set Assignment (Exam)
60% weighting set by the centre and 40% of weighting set by the exam
assessed by the centre. board, marked by the teacher and
Coursework consists of a portfolio, assessed by the moderator.
sketchbook development and final The exam consist of preparatory work
outcomes. including portfolio work, sketchbook
and a final exam piece.
Content
Course work
All the coursework is set by the centre and marked by the centre. Students will work from a broad
theme whilst learning new techniques and experimenting with new materials. Students get to
explore a range of mediums from 2D to 3D, including (printing , mixed-media, painting and
drawing, photography, sculpture and textiles). Throughout the course students are expected to
work in their sketchbooks, gathering visual research, recording their ideas in a visually exciting
way which supports their final outcomes at the end of the course. Students are expected to
complete at least 2.5 hours of homework each week.
Externally Set Assignment
The Art exam is 10 hours long and split over 2 days, it is set by the exam board. During the
month of February the exam themes are issued and work on the 2nd unit in the form of supporting
studies is expected to take place. Students are to complete a sketchbook and other preparatory
studies before their final piece is completed with the sustained study period of 10 hours. Students
are assessed by the above criteria which is used for both unit 1 and unit 2.BUSINESS STUDIES (4BS0)
HTTP://WWW.EDEXCEL.COM/QUALS/IGCSE/IGCSE09/BUS-STUD/PAGES/DEFAULT.ASPX
Aims are to;
Develop an interest in, and enjoyment of, business subjects that will be sustained in later
life use relevant terminology, concepts and methods effectively and recognise the
strengths and limitations of the ideas used
develop and apply their knowledge, understanding and skills to current issues in a wide
range of appropriate international and UK contexts
use an enquiring, critical approach to distinguish between facts and opinion and evaluate
qualitative and quantitative data, to help build arguments and make informed judgements
appreciate the range of different stakeholder perspectives in relation to business activities
have an understanding of the dynamics
Assessment
Exam Paper
Short answer questions
2 hours
100% of marks
Content
Students need to demonstrate specified knowledge and critical understanding of the following
sections:
1 Business Activity and the Changing Environment
2 Human Resources (HR)
3 Accounting and Finance
4 Marketing
5 Production.
Section 1: Introduces the nature and types of business within an economy and encourages
students to examine the interaction between businesses and the environment within which
they operate.
Sections 2–5: Focus on the main functional areas of business – HR, accounting and finance,
marketing and production.COMPUTER SCIENCE (EDEXCEL 2016)
HTTP://QUALIFICATIONS.PEARSON.COM/EN/QUALIFICATIONS/EDEXCEL-GCSES/COMPUTER-SCIENCE-
2016.HTML
Aims are to enable pupils to:
Understand and apply the fundamental principles and concepts of computer science, including
abstraction, decomposition, logic, algorithms, and data representation
Analyse problems in computational terms through practical experience of solving such problems,
including designing, writing and debugging programs
Think creatively, innovatively, analytically, logically and critically
Understand the components that make up digital systems, and how they communicate with one
another and with other systems
Understand the impacts of digital technology to the individual and to wider society
Apply mathematical skills relevant to computer science.
Assessment
Component 1: Principles of Computer Science (Paper Code: 1CP1/01)
Written Externally assessed Examination: 1hr 40 mins
40% of the qualification
In addition to
Component 2: Application of Computational Thinking (Paper Code: 1CP1/02)
Written Externally assessed Examination: 2 hours
Based on a Scenario
40% of the qualification
In addition to
Component 3: Project (Paper Code: 1CP1/3A-3E)
Internally assessed and externally moderated non-examined coursework
20% of qualification
20 hours of controlled time to create and test a computer program set by examination
board
Content
Constants, variables and data types, Structures, Program flow control, Procedures and functions,
Pseudocodes, Error handling, Handling external data, Computer structure, Systems, Truth Tables,
Binary and Data Representations Hardware, CPU (Central Processing Unit) Algorithms,
Application testing, Networking, Client server, Web application concepts, Use of external code
sources, Database concepts, Query methods (SQL), Emerging trends in computer technologies,
Computer Science is a very rigorous course, that counts towards EBacc Science Measure and it has a
minimum grade requirement of level 6b in ICT by the end of April 2016. Please speak to your ICT teacher
and Mr Ranglall if you are unsure about this course.DRAMA (2DR01)
HTTP://WWW.EDEXCEL.COM/QUALS/GCSE/GCSE09/DRAMA/PAGES/DEFAULT.ASPX
Aims are to;
develop a personal interest in why drama matters and be inspired, moved and changed by
studying a broad, coherent, satisfying and worthwhile course of study
work imaginatively and creatively in collaborative contexts, generating, developing and
communicating ideas
consider and explore the impact of social, historical and cultural influences on drama texts and
activities
reflect on and evaluate their own work and the work of others develop and demonstrate
competence in a range of practical, creative and performance skills
develop a basis for their future role as active citizens in employment and society in general, as well
as for the possible further study of drama
actively engage in the process of dramatic study in order to develop as effective and independent
learners and as critical and reflective thinkers with enquiring minds.
Assessment
Unit 1 Unit 2 Unit 3
Drama Exploration of a Drama Exploration of a Drama Performance in
Topic/ Theme Play Text line with a brief set by
6 One hour practical 6 One hour practical Edexcel
Workshops Workshops 40% of marks (no
2000 word documentary 1000 word written response)
response on Practical documentary response
Workshops on Practical Workshops
30% of marks 2000 word
documentary response
of a Live Theatre
Performance
30% of marks
Content
It represents a comprehensive scheme that allows students to gain relevant skills, knowledge and
understanding that can be applied to the required work in the assessment units. The content of the
Programme of Study is designed to cover all the main requirements that contribute to the drama form and
allows students to appreciate what is needed to communicate meaning through drama.
Explorative strategies:
Still image, Thought-tracking, Narrating, Hot-seating, Role play, Cross-cutting, Forum theatre, Marking the
moment
The drama medium
The use of costume, The use of masks and/or make-up, The use of sound and/or music, The use of
lighting, The use of space and/or levels, The use of set and/or props, The use of movement, mime and
gesture, The use of voice, The use of spoken language
The elements of drama:
Action/plot/content, Forms, Climax/anti-climax, Rhythm/pace/tempo, Contrast, Characterisation,
Conventions, Symbols
Forms of stimuli:
Poetry, Artefacts: photographs, pictures, masks, props, costume, sculptures, objet d’art, Music, Play
Scripts, Live theatre performance, Television, films, DVDs and videos, Newspaper and magazine
articles, Extracts from literary fiction and non-fictionGEOGRAPHY (0460)
HTTP://WWW.CIE.ORG.UK/PROGRAMMES-AND-QUALIFICATIONS/CAMBRIDGE-IGCSE-GEOGRAPHY-0460/
The aims are to encourage pupils to develop:
a sense of place and an understanding of relative location on a local, regional and global
scale;
an awareness of the characteristics and distribution of a selection of contrasting physical and
human environments;
an understanding of some of the processes affecting the development of such environments;
an understanding of the spatial effects of the ways in which people interact with each other
and with their environments;
an understanding of different communities and cultures throughout the world and an
awareness of the contrasting opportunities and constraints presented by different
environments.
Assessment
Paper One Paper Two
Three resource based questions Map based questions
1 hour 45 minutes 1 hour 30 minutes
47% of marks 27.5% of marks
Paper Four
Paper based alternative to coursework
1 hour 30 minutes
26.5% of marks
Content
Year 10
Population dynamics and migration, world population growth and its associated problems, population-
structures, theories and policies, density and distribution, movements of population
Settlement, settlement characteristics, villages, urban issues in the developed and developing worlds
including case studies
The dynamic earth, volcanoes, earthquakes and plate tectonics
Natural environment, rivers and valleys, flooding, water supply and pollution, rocks and relief
Coasts and coastal management, extreme weather, instruments and measuring the weather (using our
electronic weather station), local climates, atmospheric pollution, tropical rainforests and ecosystems
Energy and resources
Year 11
Agriculture and food supply, factors affecting farming and types of farming, food scarcity and
problems relating to malnutrition
Recent trends and changing patterns of tourism
Development and industry, manufacturing industry, tertiary activities, organisation of industry
Water as a resource and conflict issues
Environmental risks of economic development
Fieldwork techniques, revision and examination practice. There will be two compulsory field visits
within Qatar in Year 10 and Year 11, plus one optional Overseas Residential Geography Field Trip.
25HISTORY (4H10)
HTTP://QUALIFICATIONS.PEARSON.COM/EN/QUALIFICATIONS/EDEXCEL-INTERNATIONAL-GCSES-AND-
EDEXCEL-CERTIFICATES/INTERNATIONAL-GCSE-HISTORY-2011.HTML
The aims are to encourage pupils to:
stimulate interest in and enthusiasm about the past
acquire knowledge and understanding of selected periods and/or aspects of history,
be confident in exploring the significance of historical events, people, changes and
issues
use historical sources critically, in context, recording significant information and
reaching conclusions
organise and communicate their knowledge and understanding of history
draw conclusions and make historical judgements.
provide a sound basis for further study and the pursuit of personal interest
encourage international understanding
encourage the development of linguistic and communication skills.
Assessment
Paper One and Paper Two
2 questions to be answered based on Source based questions: two
each of the two depth studies questions, one question on their
(Germany and USA) historical investigation and one
question on their breadth study in
1 hour and 30 minutes change.
50% of marks 1 hour and 30 minutes
50% of marks
Content
The focus is on the international history of the 20th Century
Paper 1 Depth Studies: Development of dictatorship: Germany, 1918-45
A world divided: Superpower relations, 1945-62
Paper 2 Historical Investigation: The USA, 1917-29
The changing nature of warfare, c1936-c2003
26INFORMATION AND COMMUNICATION TECHNOLOGY (0417)
HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=969
Aims are to;
help candidates to develop and consolidate their knowledge, skills and
understanding in ICT and be aware of new and emerging technologies;
encourage candidates to develop further as autonomous users of ICT;
encourage candidates to continue to develop their ICT skills in order to enhance their
work in a variety of subject areas;
provide opportunities for candidates to analyse, design, implement, test and evaluate
ICT systems;
encourage candidates to consider the impact of new technologies on methods of
working in the outside world and on social, economic, ethical and moral issues;
help candidates to improve their skills and increase their awareness of the ways in
which ICT is used in practical and work-related situations.
Assessment
Paper One (Written)
2 hours
Multiple choice, short and longer answer questions
40% of marks
In addition to
Paper Two (Practical)
2 hours and 30 minutes
Based on computer skills
30% of marks
In addition to
Paper Three (Practical)
2 hours and 30 minutes
Based on computer skills
30% of marks
Content
Types and components of Computer Systems, Input and output devices, Storage Devices
and Media, Computer Networks, Effects of using ICT, Ways in which ICT is used, Systems
Analysis and Design, ICT Applications, Safety and Security, Data Manipulation, Data
Analysis and Web Authoring.
27ISLAMIYAT (0493)
HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=1038
The aims are to develop:
an understanding of the importance of the major beliefs of Islam and of the early
history of the Islamic community
evaluation skills to understand how these beliefs impact on the daily lives and
thoughts of Muslims around the world
familiarity with the Qur’an and Hadith in Arabic.
Assessment
Paper One Paper Two
and
1 hour 30 minutes 1 hour 30 minutes
Four questions Four questions
50% of marks 50% of marks
Content
Paper One – Major themes of the Qur’an, the history and importance of the qur’an, the life
and importance of the Prophet Muhammad, the first Islamic community.
Paper Two – Major teachings of the Hadiths of the Prophets, the history and importance of
the Hadiths, the period of the rule of the Rightly Guided Caliphs and their importance as
leaders. The Articles of Faith and the Pillars of Islam.
These papers shall be supplemented with the guidance of the Supreme Education Council.
28PHYSICAL EDUCATION (1PE0)
HTTP://WWW.EDEXCEL.COM/QUALS/GCSE/GCSE09/PE/PAGES/DEFAULT.ASPX
Aims are to;
encourage students to be inspired, moved and changed by following a broad,
coherent, satisfying and worthwhile course of study and to develop an awareness and
appreciation of their own and others’ cultures in relation to physical education
encourage creativity and decision-making skills to enable students to plan effectively
for performances and to respond to changing situations
prepare students to make informed decisions about further learning opportunities
and career choices
enable students to become increasingly physically competent through being actively
engaged in a range of physical activities, and to become increasingly effective in their
performance in different types of physical activity and roles such as
player/participant, leader and official
enable students to develop their ability to engage independently and successfully in
different
types of physical activity, and to develop and maintain their involvement in physical
activity as part of a healthy, active lifestyle.
Assessment
Paper One and Paper Two
Based on core content Coursework
I hour 45 mins 3 Practical component and One
60% of marks Analysis of practical
40% of marks
Content
The Edexcel GCSE in Physical Education requires students to develop their knowledge and
understanding of physical education and physical activity, in relation to balanced health
lifestyles, including:
how, and why, people take part in physical activity, physiological and psychological
exercise and fitness
personal health and wellbeing.
Students will also develop their knowledge in relation to performance in physical activity.
In addition, the Edexcel GCSE in Physical Education requires students to develop their
knowledge and understanding of how a healthy, active lifestyle contributes to the growth
and development of body systems, and structures (including the cardiovascular, muscular,
respiratory and skeletal systems), as well as general and psychological wellbeing
29How to make your choice of options
•Consider the options on offer
•Think about your strengths and how the subjects on
offer will match these.
Read the Booklet
•Make use of the Options Evening on Wednesday
13th January 2016
Discuss your ideas •Be prepared to change your mind based on the
with parents and advice of parents and staff
staff
•Make sure you list your choices in order of
preference
Fill in the options •Make sure you and your parents sign the form
form and return it •Return the form by Sunday 7th February 2016
to your tutor
•The school will consider your preferences and may
wish to discuss these with you further
•Your choices will be circulated to subject staff to
confirm that they feel you have the right subject
Options process
choices
3031
(I)GCSE OPTIONS
Name of Pupil: Nationality:
Parents Signature:
The option bands are as follows. Please indicate your 1st and 2nd choices in the boxes where
appropriate. You must choose a first and second choice in each band (except for Maths and English).
Option A Option B Option C Option D Option E Option F Option G
Separate
(Triple
English Award) Islamiyat
Arabic GCSE
First Single Award Sciences IGCSE (all
Maths (all Qatari’s
Language Science IGCSE (this Qataris must Art GCSE
IGCSE must choose
and (GCSE) must be chose this
this option)
Literature chosen if option)
ticked in
Option C)
Coordinated
English as a (Double Business Business
French Drama
Second Award) Studies Studies
GCSE GCSE
Language Science IGCSE IGCSE
IGCSE
Separate
Spanish Computer
(Triple Award) Geography Geography
GCSE Science
Sciences IGCSE IGCSE
IGCSE
IGCSE
Business
Art GCSE Studies
IGCSE
Geography
PE GCSE
IGCSE
Computer
History
Science
IGCSE
IGCSE
ICT
IGCSE
Games, Tutor time, Assemblies and Personal, Social, Health Education (PSHE) are non-examination
subjects that are also part of the curriculum.
Arabic and Islamiyat are compulsory for Qatari pupils.
There is a copy of this form at the back of the book for you to hand in. Please hand in your option
choices to your House Tutor by Sunday 7th February 2016
32You can also read
