BSN Senior School Voorschoten - GCSE Options Booklet

SSV Options

A guide to GCSE subjects (Years 10 and 11) 2024 | 2026

Contents Student wellbeing and pastoral support

3

Core subjects

GCSE options Art & Design

12

Computer Science

14

Design Technology

16

PSHE

4

Drama

18

Core PE

5

Dutch

20

English Language

6

Food Preparation and

English Literature

7

Nutrition

21

Mathematics

9

French

23

Sciences

10

Geography

25

German

27

History

29

Music

30

Photography

32

Physical Education

34

Spanish

36

Curricular support EAL

8

Study Skills

38

Student wellbeing and pastoral support

The tutor is also the first point of contact between home and school. The Head of Year and our dedicated Health Team are also here to support our students on their educational journey.

At the British School in the Netherlands wellbeing is

Our tutor time and assembly programme is designed to

a priority. We have established a network of support,

promote positive connections that enable everyone to

advice and care that will help students flourish

feel part of our vibrant and diverse school community.

emotionally and socially.

Through a range of activities, we aim to equip our

Throughout Years 10 and 11, students are supported by their personal tutor. The relationship with the tutor is vital – they have daily contact with the students and have responsibility for their continued pastoral care as

students with the skills and knowledge to develop as a young person and successfully navigate the world around them. Key topics relate to Health and Wellbeing; Living in the Wider World; Relationships and Study Skills.

they progress through the GCSE programme.

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PSHE PSHE (Personal, Social, Health and Economic education) provides students with the knowledge, understanding and skills to make informed decisions about their lives.

All students have one PSHE lesson per week in Years 7-11.

The underlying aims of the course: The aims of PSHE are to cultivate students’ personal and social development, promote wellbeing, ensure safety awareness, provide education on relationships and sex, instil financial literacy, foster good citizenship, enhance critical thinking and decision-making skills, and prepare students for the challenges and opportunities of

Core subjects ● Relationships and Sex Education: How to negotiate and maintain positive relationships with others; including developing communication skills and managing difference. This includes lessons on safe and healthy sexual relationships, STIs, contraception and consent. ● Economic Wellbeing: How to make sound economic decisions and become financially literate, including lessons on basic economics and money management. ● Citizenship: To develop the skills necessary to become active, global citizens who are aware of their rights and responsibilities and know how to bring about change. This includes lessons on prejudice, discrimination, diversity and legal and human rights.

adulthood. The overarching goal is to equip our students

● Personal Development: To develop effective critical

with the knowledge, skills, and awareness needed for

thinking skills and study techniques in order to

confident, healthy, and responsible living.

become high performance learners at school and

The lesson content of the course is structured around the following themes: ● Health and Wellbeing: How to live a healthy lifestyle with positive mental wellbeing. This includes how to assess risk and make safe decisions, with accurate information on the harmful effects of smoking, vaping, alcohol and substance abuse.

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in higher education. This unit will include lessons on managing examination stress, good revision techniques and careers education.

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Core subjects

Core PE

● Volleyball

All Y10 and Y11 students follow a compulsory Physical

● Boot Camp Fitness

Education programme. This is part of our whole school curriculum, no matter the student’s age, as it is shown to maintain social, emotional and physical health, and lead to lifelong attitudes to activity. In KS4, PE changes to an options format where students are given the choice of several activities.

Each option runs over a 4-week block before changing to the next option.

Some of the options available are: ● Football ● Rugby (Touch/Contact) ● Basketball ● Fitness Suite

● Hockey

● Cricket ● Tennis ● Athletics ● Softball ● Handball ● Badminton ● Ultimate Frisbee ● Table Tennis Full and correct PE kit is still required. Before choosing an option, each student should consider the equipment required for that option

● Cross-country

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English Language Examination board and syllabus code Eduqas/ WJEC C700QS (QAN 601/4505/5)

Aims of the course GCSE English Language enables learners to: ● read a wide range of texts, fluently and with good understanding ● read critically, and use knowledge gained from wide reading to inform and improve their own writing ● write effectively and coherently using Standard English appropriately ● use grammar correctly, punctuate and spell accurately, acquire and apply a wide vocabulary,

Core subjects Examination and assessment details Two written papers and one non-examined assessment in spoken language (whilst this is examined through a formal presentation, it does not form part of the final mark and grade). ● Written paper 1: 1 hour 45 minutes; 40% of the qualification. This paper covers 20th century literature reading and creative prose writing. ● Written paper 2: 2 hours; 60% of the qualification.

This paper covers 19th and 21st century non-fiction reading and transactional/persuasive writing.

Sixth form progression and future careers A Level English Literature or English at either Higher or Standard Level at IB.

alongside a knowledge and understanding of

English Language at GCSE is a mandatory qualification

grammatical terminology, and linguistic conventions

for students applying to universities in the UK and those

for reading, writing and spoken language.

in all English-speaking countries.

Course details The course will cover: ● Reading 20th century fiction. ● Creative writing. ● Reading 19th and 21st century non-fiction. ● Developing a range of approaches to transactional/ persuasive writing.

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English Literature Examination board and syllabus code Eduqas/WJEC C720QS (QAN 601/5246/1)

Aims of the course The GCSE in English literature enables students to: ● read a wide range of classic literature fluently and with good understanding, and make connections across their reading ● read in depth, critically and evaluatively, so that they can discuss and explain their understanding and ideas ● develop the habit of reading widely and often ● appreciate the depth and power of the English literary heritage ● write accurately, effectively and analytically about their reading, using Standard English ● acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.

Core subjects Course details The course covers the study of: ● A Shakespeare play ● Poetry from 1789 to the present day from the WJEC Poetry Anthology ● A post-1914 piece of prose or drama e.g. Lord of the Flies (Golding) ● A piece of 19th century prose e.g. A Christmas Carol (Dickens) ● Unseen poetry from the 20th/21st century ● In all cases students are not permitted to take copies of the texts studied into the examination

Examination and assessment details Two written papers: ● Written paper 1: 2 hours; 40% of the qualification.

This paper covers the Shakespeare play and the poetry anthology. ● Written paper 2: 2 hours and 30 minutes; 60% of the qualification. This paper covers the post-1914 prose/drama, 19th century prose and the unseen poetry.

Sixth form progression and future careers A Level English Literature or English at either Higher or Standard Level at IB. English Language is a mandatory qualification for students applying to universities in the UK and those in all English-speaking countries.

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Curricular support

EAL

● Learning to write persuasively

Examination board and syllabus code

● Developing presentation skills

Pearson Edexcel English as a Second Language (4ES1)

Aims of the course English as an Additional Language (EAL) is available as an option for students who are developing proficiency in English and need some support to fully access the mainstream curriculum at an academic level. Our goal is to reinforce language skills in small groups so that students can process and respond to texts and develop

● Understanding inference and word choice

● Taking notes and using informal language ● Participating in an extended reading programme of graded readers ● Responding to fiction and non-fiction texts in structured analytical paragraphs.

EAL lessons are both challenging and supportive and we emphasise extended reading as a means to developing fluency and inference. We also draw on students’ full repertoire of languages in order to aid their learning.

higher level reading and writing skills in all subjects.

This means that students might research in their home

Course details

before completing the task in English.

All Year 10 students are included in mainstream English

Examination and assessment details

Language and Literature. Students who choose EAL as an option will have an additional 5 hours of support

language in order to connect ideas to prior learning

from EAL teachers in small groups to consolidate their

If students decide to continue with mainstream English

mainstream English lessons and develop language skills

Language and English Literature in Year 11, their

for the wider curriculum. They may also receive in-class

examinations and coursework will be the same as the

support.

GCSE English Language and Literature courses.

At the end of Year 10, these students will decide the

If, by agreement with the EAL Department, students

best route forward in consultation with English and EAL

choose to take the Edexcel English as a Second

staff. This could be to continue GCSE English Language

Language course in Year 11, they will be assessed on

and GCSE English Literature in Year 11 or to opt for the

Reading and Writing, Listening and Speaking.

IGCSE in English as a Second Language.

Throughout the course we help students to understand context, identify different genres and extend their academic literacy. Progress in reading, writing, speaking and listening is monitored through ongoing assessment and we have a deliberately flexible approach to curriculum planning so that we can meet individual needs. Some of the main areas of focus include: ● Extending sentences in fiction and non-fiction texts ● Broadening vocabulary ● Developing text structure within different genres ● Creating atmosphere and mood 8 | Options

Sixth form progression and future careers We currently support bilingual students in the Sixth Form if they feel the need to develop their academic literacy skills in order to better access their post-16 courses. This support takes the form of small group work where the focus of learning is student directed.

More information is available on www.britishschool.nl or through an appointment with Ms K Anderson, Head of the EAL department.

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Mathematics Examination board and syllabus code Edexcel (1MA1)

Core subjects Sixth form progression and future careers There are several options available to students wishing to pursue mathematics in the Sixth Form.

A-level Mathematics: The course includes Pure Mathematics, Mechanics and Statistics.

Aims of the course The aims of the course are to increase the mathematical skills of the individual and to enable students to apply

A-Level Further Mathematics. The course includes Pure Mathematics and Mechanics. (students choosing Further Mathematics must also choose A-Level Mathematics)

these skills in solving a variety of problems in different

IB Mathematics. There are 3 courses available; 1 Higher

contexts.

level course and 2 Standard level courses.

Course details There are six key areas of study: ● Number ● Algebra ● Ratio, proportion and rates of change ● Geometry and measures ● Probability ● Statistics

Examination and assessment details Students take three examination papers at the end of the course. ● Higher level: 3 x 1.5 hour paper ● Foundation level: 3 x 1.5 hour paper A calculator is permitted on two of the papers, we recommend the Casio fx-85GT.

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● Higher level: Mathematics: Analysis and approaches ● Standard level: Mathematics: Analysis and approaches ● Standard level: Mathematics: Applications and interpretation.

Mathematics is considered a key subject for many post18 courses, including, but not limited to Mathematics, Engineering, Computer Science, Economics, Natural Sciences and Actuarial Sciences.

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Core subjects

Sciences Examination board and syllabus code AQA Separate Science (8461/ 8462/8463) Trilogy (8464)

Aims of the course AQA GCSE courses in Science should enable learners to: ● develop their understanding of the nature of science and its applications and the interrelationships between science and society. ● develop and apply their knowledge and understanding of the scientific process through hypotheses, theories and concepts. ● develop and apply their observational, practical, enquiry and problem-solving skills and understanding in laboratory, field and other learning environments. ● develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions.

Course details Students take one of two routes for studying Science in Years 10 and 11. ● Combined Science Trilogy: Students study all Biology, Chemistry and Physics leading to a double award in GCSE. ● Separate Science: Students study all Biology, Chemistry and Physics leading to individual awards in GCSE.

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Trilogy and Separate cover mostly the same content. The difference is often the depth you go to in each topic.

Both courses give students a wide breadth of understanding and skills in working scientifically. Both courses allow students to transition well to A Level or IB Sciences.

Examination and assessment details ● Combined Science: Students will take two examinations of 1 hour 15 minutes in each of Biology, Chemistry and Physics. This is a dual award qualification, therefore two grades will be awarded for ‘Science’, with no separate grades for Biology, Chemistry and Physics. ● Separate Science: Students will take two examinations of 1 hour 45 minutes in each of Biology, Chemistry and Physics. Separate Science students cover more content than combined Science students, which is why the examinations are longer.

They will be awarded three GCSEs, one each in Biology, Chemistry and Physics. Marks from one course do not affect the other courses.

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Core subjects

Sixth form progression and future careers

Students wishing to study the IB Diploma must study

After receiving their results, students may wish to

further details, please talk to the Science Faculty.

continue with their study of science. The Biology, Chemistry and Physics Departments all offer post-16 courses which are available as options in Years 12 and 13. Students from both routes (Combined Science and Separate Science) will be able to study courses in the Sixth Form.

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a subject from the Group 4 Science options. The IB courses are available at Higher and Standard level. For

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Art & Design Examination board and syllabus code

GCSE Options Course details We deliver a broad-based course where emphasis is placed on creativity and the development of the individual.

AQA (8201)

Students are encouraged to become independent

Aims of the course

opportunities to explore an extensive range of skills,

A course in Art and Design should encourage students to:

thinkers. As the course develops this provides them with both practical and academic.

Problem solving and creative thinking underpins the philosophy of our teaching, actively encouraging and

● Actively engage in the process of Art and Design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds. ● Develop creative and imaginative powers, and the practical skills for communicating and expressing

supporting students through a progressive frame of learning.

Year 10 (Portfolio) The first year is made up from a series of workshops that provides students with key skills. Each workshop

ideas, feelings and meanings in art and design;

is based on a theme looking at artists and a variety of

● Become confident in taking risks and learning from

Still-Life, and the Environment. This is through drawing,

their mistakes when exploring ideas, materials, tools techniques and technology. ● Develop investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical skills; ● Show understanding of codes and conventions of art and design, and awareness of contexts in which they operate. ● Demonstrate knowledge and understanding of art and design in contemporary societies and in other times and cultures. ● Develop personal attributes including self-

approaches. Areas covered include Portraiture, Graphics, painting, printing, collage, mixed media, textiles and sculpture.

Class work is supported by extra study at lunch, after school and at home. It is essential that research and practical work are completed out of school where firsthand resourcing and research of artists is vital to the course. Access to a camera, printer and scanner would be very beneficial for aspects of the course. In order to complete work in and out of school, it is important that students have a range of drawing pencils, coloured pencils, and a set of watercolours/acrylic paints.

Students are encouraged to experiment with ideas and explore differing media in the development of work

confidence, resilience, perseverance, self-discipline

towards outcomes. All work produced contributes to the

and commitment.

coursework (portfolio) aspect of the GCSE.

All key skills that apply to the future world our students are moving into - being a creative thinker.

Year 11 (Portfolio) In the Autumn term of Year 11, students produce an independent, sustained study to add to their portfolio.

The theme of the workshop is of their own choice.

The unit allows the student to showcase their talents, skills, and understanding of the subject, building on their previous experiences. It provides an opportunity

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GCSE 2024 | 2026 for them to become independent learners taking responsibility and ownership of their work. Many of our students find these skills transferable and invaluable for

GCSE Options Sixth form progression and future careers

other areas of their education both at GCSE and A Level.

Both the IB Visual Arts programme and the AS/A Level

Most find it a creates a good balance to their curriculum

courses in Art and Design are available to anyone who

and lessons through the week.

shows an aptitude for and/or a real interest in the subject and wants to take it further. Both courses build

Examination and assessment details The overall GCSE grade is based on the following: ● Portfolio – 60% Externally ● Set Assignment – 40% In Year 11, the exam board sets a series of starting points for students to work from. They prepare themselves in a similar way to the previous Year 11 work within a set period of time from January through to the start of May. The final piece is then produced in ten hours of supervised time.

All assessment is based on practical work produced over

on the skills and approaches developed during the GCSE course.

Art is an important subject to study when you are interested in the general areas of the Creative Industries such as Advertising, Animation (Film), Architecture and Interiors, Design Crafts, Game and Character Design, Fashion and Textiles, Film and TV Production, Fine Art, Graphic Design, Journalism, Photography, Product Design, and Teaching.

Our department offers you the best springboard onto these. We are extremely successful, consistently delivering high standards and student attainment. Even if you do not want to follow a career in the Creative Sector, Art and Design is a good subject to study

the period of the course.

because it helps you become an independent learner,

There is no written examination.

organiser managing projects.

a creative thinker, a reflective person, and a good

All these qualities are important for every area of your life. The subject provides a challenge that stretches people’s ability, both creatively and intellectually.

These are some of the main reasons why several of our students not entering the creative field carry on with the subject, as it enhances their studies in other areas.

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Computer Science

GCSE Options ● Think creatively, innovatively, analytically, logically and critically

Examination board and syllabus code

● Understand the components that make up digital

Pearson Edexcel (1CP2)

● Understand the impacts of digital technology on the

Aims of the course The most important aim of the Pearson-Edexcel GCSE

systems, and how they communicate with one another and with other systems

individual and on wider society ● Apply mathematical skills relevant to computer science

Computer Science course is to develop computational thinking skills. Those include the essential life skills of problem-solving, programming, decomposition,

Course details

abstraction and algorithm design. Students are given

The Pearson-Edexcel GCSE Computer Science

the opportunity to explore how computers work,

specification enables students to apply computational

how they’re used, and to develop essential computer

thinking in context, across a wide range of problems. You

programming and problem-solving skills.

will learn to think computationally and prepare yourself

The course has been designed to get students working with real-world programming and provides a good understanding of the fundamental principles of Computer Science. It is suited to students who have a logical and analytical mind and who are interested to know more about programming and how computers operate.

The skills and knowledge developed through this qualification will help students to: ● Understand and apply the fundamental principles

for real-world computer challenges. The six main areas of Computer Science that are covered are: ● Computational Thinking ● Data ● Computers ● Networks ● Issues and Impact ● Problem Solving with Programming

and concepts of computer science, including

The exam board chosen programming language for the

abstraction, decomposition, logic, algorithms, and

course is Python (v3.) Students will be provided with

data representation

a Programming Language Subset (PLS) on which they

● Analyse problems in computational terms throug practical experience in solving such problems, including designing, writing and debugging programs

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will be assessed. The PLS is a specific set of Python 3 programming constructs that students need to understand and be able to practically use in the practical examination.

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Examination and assessment details

Sixth form progression and future careers

There are two examined components:

The school currently offers Computer Science as part

● Component 1 ‘Principles of Computer Science’ – 1 hour 30 Minutes - A written paper covering all topics consisting of multiple choice, short and extended open - response

of the A-level pathway in the Sixth Form at SSV and an IB Computer Science may also possibly be offered as an IB option at SSV in the near future, but this is to be confirmed.

questions.

Someone can qualify in Computer Science and do

- 50% of the qualification.

anything: a career in medicine, law, business, politics,

● Component 2 “Application of Computational Thinking” – 2 hours - A practical on-screen examination consisting of practical programming problems to solve.

- 50% of the qualification. The three assessment objectives will be assessed across the two papers.

any type of science or engineering, and even the arts.

Most obviously, the qualification lays a foundation for further study of Computer Science or related subjects and is applicable to any career path involving programming, software development, web development and engineering.

Careers in Computer Science could land you a job as a programmer, systems analyst, software engineer, network manager, systems technician, web developer, games developer or computer engineer, to name only a few.

A recent statistic showed that over 70% of jobs in STEM subject (Science, Technology, Engineering and Maths) involved Computer Science skills.

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Design Technology Examination board and syllabus code AQA (8552)

Aims of the course After studying D&T at Key Stage 3 students will have experienced a wide range of different ways to both design and manufacture products using up-to-date technological processes. This course allows students to specialise in the focus area of product design where they will learn about a range of materials, manufacturing processes, techniques and technologies and be able to use them as appropriate to the design and make process.

GCSE D&T encourages students to:

GCSE Options Course details Our GCSE Design and Technology course sets out the knowledge, understanding and skills required to undertake the iterative design process of exploring, creating and evaluating. The subject content has been split into three sections: ● Core technical principles ● Specialist technical principles ● Designing and making principles ● Core technical principles include: New and emerging technologies, Energy generation and storage, Developments in new materials, Systems approach to designing, Mechanical devices, Materials and their working properties. ● Specialist technical principles include: Selection of materials or components, Forces and stresses,

a. demonstrate fully their Design and Technology

Ecological and social footprint, Sources and origins,

capability, which requires them to combine skills with

Using and working with materials, Stock forms, types

knowledge and understanding in order to design

and sizes, Scales of production, Specialist techniques

and make quality products suitable for production in

and processes, Surface treatments and finishes.

quantity;

● Designing and making principles include:

b. acquire and apply knowledge, skills, technical

Investigation, primary and secondary data,

principles and understanding through:

Environmental, social and economic challenge, The

● identifying, investigating and outlining design possibilities to address needs and wants ● analysing and evaluating products and processes ● engaging in focused tasks to develop and demonstrate techniques ● engaging in strategies for developing ideas, planning and producing products that are fit for purpose ● recognising the moral, cultural and environmental issues inherent in design and technology.

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work of others, Design strategies, Communication of design ideas, Prototype development, Selection of materials and components, Tolerances, Material management, Specialist tools and equipment, Specialist techniques and processes.

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Examination and assessment details

physical prototype supported by an electronic design

The course is examined in two ways:

completed during the Spring Term of Year 11.

● Single Written Paper (2hrs) 50% of total marks The paper is split into three sections. Section A covers ‘core technical principles’. Section B covers ‘specialist technical principles’. Section C covers ‘designing and making principles’. Questions vary from multiple choice to extended response. The paper will also contain 15% mathematical skills applied in a Design and Technology context. ● Non-Examined Assessment (coursework) 50% of

portfolio of approximately 20 pages. The NEA begins during the Summer Term of Year 10 and will be

Sixth form progression and future careers There are opportunities in the Sixth Form to study A level in Design and Technology (Product Design).

Alternatively Design Technology can be studied at higher or standard level as one of the sciences in Group 4 IBDP. Students opting to continue their studies into the sixth form have gone on to university to study courses such

total marks

as: Engineering, Product Design, Architecture, Interior

The NEA Task will be internally assessed and

design, Graphics courses, Jewellery and Silversmithing

externally moderated. It will consist of a single design and make activity which will be chosen from a range of contexts given by the exam board in June of Year 10. This is expected to take 35 hours in total. Students will design and make a 3-dimensional 17 | Options

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Drama Examination board and syllabus code Eduqas (C690QS)

GCSE Options affected by the relationships that they form with group members and as such, learners must be willing to work as part of a team to create performances for assessment.

Learners should expect to work with peers outside of class-time in rehearsal.

Aims of the course

Examination and assessment details

Learners opting for Drama will be given opportunities to

● Component One – Devising Theatre:

develop the ability to read, understand and respond to a wide range of drama texts; to develop an awareness of the social, historical and cultural contexts and influences in the study of drama and theatre; to develop the ability to construct and convey meaning in speech and writing, matching style and audience; and to experiment with

40% of qualification – internally assessed, externally moderated.

Learners will participate in the creation, development and performance of a piece of devised theatre using either the techniques of a theatre practitioner or a genre, in response to a given

and develop confidence in dramatic presentation and

stimulus. Learners must produce:

collaboration in group work.

҃ a realisation of their piece of devised theatre

Course details

҃ supporting evidence

Learners will investigate practitioners and genres of drama, work collaboratively to develop ideas to

҃ an evaluation of the final performance ● Component Two – Performing from a Text:

communicate meaning and experiment with dramatic

20% of qualification – externally assessed by a

conventions, forms and techniques to produce and

visiting examiner.

realise a piece of original theatre. They will also have

Learners study two extracts from the same

the opportunity to participate in the performance of

performance text and participate in one

an extract from a play text. Learners will demonstrate

performance using sections from both extracts.

their knowledge and understanding of drama, including their ability to interpret text for performance in a written examination. However, in preparation for this assessment, learners are encouraged to study their chosen text as a performer, designer and director.

Learners are encouraged to see live theatre productions throughout the course and will be required to see live

● Component Three – Interpreting Theatre: 40% of qualification – written examination (1 hour 30 minutes), externally assessed. ҃ Section A: Set Text A series of questions on one set text. ҃ Section B: Live Theatre Review One question

or streamed theatre at least once during the course as

requiring analysis and evaluation of a given aspect

these productions will inform written work.

of a live theatre production seen during the course.

Drama requires group work and performing in front of an audience. Sixty percent of a learner’s mark will be

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Sixth form progression and future careers Currently IB & A Level English Literature and IB Theatre & A Level Drama and Theatre are offered in the Sixth Form. Learners wishing to take Drama and Theatre do not necessarily have to have studied Drama at

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GCSE Options

GCSE level but they will need to have met minimum requirements in English or be able to otherwise satisfy the faculty of their ability to tackle these courses.

The communication, collaborative and analytical skills allow learners to utilise their Drama GCSE in any career that they choose to follow.

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Dutch Examination board and syllabus code CNaVT (Certificaat Nederlands als Vreemde taal / Certificate Dutch as a Foreign language) is a new exam board which provides exams on various levels.

Aims of the course Students in Y10 an Y11 can opt for Dutch and continue studying after Y9 on two different levels. ● CNaVT A2 for those students who have not already done the CNaVT A2 in Y9 ● CNaVT B2 for those students who have already done the CNaVT A2 in Y9

Course details The A2 exam consists of personal life situations, such as reading personal messages, extracting information from a leaflet, explaining personal interest and so on. The B2 exam consists of tasks from higher education, such as summarising a lecture, formulating your own point of view, writing an argumentative letter, presenting and so on.

Sixth form progression and future careers ● Certificate recognition A Certificate in Dutch as a Foreign Language creates opportunities. Holders of a certificate are partially exempt from the civic integration exam (inburgerings examen) in the Netherlands. Some certificates also give access to university studies in Dutch. ● Studying in Dutch Most Flemish and Dutch colleges and universities recognise the certificates Educative Startbekwaam (B2 level of the ECFR) and Educative Professional (C1 level of the ECFR) as proof of sufficient language proficiency to start a study.

Examination and assessment details All exams consist of three parts: ● Part A: listening and writing ● Part B: reading and writing ● Part C: speaking and listening in conversation, and at B2 level also presenting (individual, with examiner) A paper dictionary (Dutch to personal language) may be used only for Parts A and B.

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● Validity period CNaVT certificates do not have a validity period.

A certificate only confirms that a candidate has a certain level at the time the exam is taken. However, receiving institutions (universities, colleges, employers) sometimes require that a certificate is not older than, say, two years. So be sure to contact the receiving institution and ask what the requirements are for a specific course or position.

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Food Preparation and Course details Nutrition

Food preparation skills are integrated into five core topics:

Examination board and syllabus code AQA (601/8421/8)

Aims of the course GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart,

● Food, nutrition and health – Macro Nutrients, Micronutrients, Nutritional Needs and Health. ● Food science – Cooking of food, Heat Transfer and the Functional and Chemical Properties of Food. ● Food safety – Food Spoilage, Contamination and the Principles of Food Safety. ● Food choice – Factors affecting Food Choice, British and International Cuisines, Sensory Evaluation, Food Labelling and Marketing ● Food provenance – Environmental Impact and

this qualification focuses on nurturing students’ practical

Sustainability of Food, Food Processing and

cookery skills to give them a strong understanding of

Production.

nutrition. ● This course enables students to develop their practical food preparation skills ● The course provides opportunities for students to gain a thorough understanding of nutrition ● Students will also undertake a range of experimental and investigative activities

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There is great emphasis on practical work and the use of ICT in this subject.

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Examination and assessment details

Sixth form progression and future careers

● Paper 1: Food preparation and nutrition (50%)

There are opportunities in the Sixth Form to continue

Written exam: 1 hour 45 minutes The paper will be

the study of food through a vocational BTEC course in

made up of 20 multiple choice questions worth 20

Hospitality.

marks and 5 questions each with a number of sub questions worth 80 marks.

Studying food preparation and nutrition can lead to exciting and well-paid career options. Consumers are

● NEA1 Investigation. This is worth 15% of the final

becoming increasingly reliant on the food industry

marks. Students complete and write up a food

to develop solutions for their nutritional needs. This

investigation.

course could lead you into roles such as a Chef, Food

● NEA2 Practical Examination. This is worth 35% of the final marks. Students will prepare, cook and present three dishes within three hours. Students will submit a written portfolio to support this assignment with photographic evidence.

22 | Options

Product Developer, Buyer (who travels the world sourcing new food products for manufacturers), Food Safety Inspectors, Nutritionists, Dieticians, Teacher, Food Engineer, Food Scientist, Food Technologist, Food Photographer, Food Stylist, Hotel and Restaurant Manager, Microbiologist.

GCSE 2024 | 2026

French Examination board and syllabus code Pearson Edexcel GCSE French (1FR0)

GCSE Options Course details Over the two-year course we use the Edexcel GCSE French textbook with its accompanying workbook, supplemented by exercises from additional specific worksheets developed by the department from magazines and other authentic French resources.

Aims of the course

Students have access to online platforms such as

● To develop students’ understanding of the spoken

oral work that was developed at Key Stage 3 continues

French language to the point where they can understand everyday conversations and extracts from radio broadcasts. ● To develop students’ spoken language to enable them to cope with everyday situations that they are likely to encounter in the French-speaking country, to relate events giving their opinions and to cope with unpredictable elements. ● To develop their reading skills so that they can understand the main details from a variety of sources written in the French including brochures and newspaper articles or extracts from stories. ● To improve their written skills to allow them to write short business letters, to recount events, or produce brochures using a variety of verb tenses and expressing opinions about and reactions to events. ● To allow students to transfer meaning of sentences from French into English and from English into French.

Memrise to consolidate their learning. The emphasis on to be an important part of the lessons in Years 10 and 11. Some of the activities will be more demanding and will require a greater degree of negotiation and problem-solving. There will continue to be Reading and Listening Comprehension exercises similar to the ones that students are used to from lower down in the school.

Writing will take on slightly more importance – tasks will be set that require a more detailed response.

In class, there will be the opportunity to work in pairs, small groups and sometimes individually. Students may also be given the opportunity to work in smaller groups with the language assistant once, or maybe twice a week. In some activities there will be a greater degree of choice – students will be able to choose the topic that they wish to discuss for one part of the oral. The topics covered are drawn from 5 themes set by the exam board, these are: 1. Identity and culture 2. Local area, holiday and travel 3. School 4. Future Aspirations, Study and work 5. International and global dimension

23 | Options

GCSE 2024 | 2026 Examination and assessment details

GCSE Options ● Paper 4: Writing (1 hour 15 minutes) This paper contains two written tasks - one shorter and one longer. There will also be translation exercises.

The system of assessment is as follows: ● Paper 1: Listening (45 minutes) Students will respond to multiple-response and short answer open questions. ● Paper 2: Speaking (approx 10 min). This exam will

Sixth form progression and future careers French is available in the Sixth Form. AS and A level examinations are available. For the IB Diploma, all

contain a role play exercise, a description of a picture

students must study a foreign language either at

and a conversation based on two themes, one on

Standard or Higher Level. French is available at both

the topic chosen by the student and the second one

levels.

allocated by Pearson. ● Paper 3: Reading and understanding (1 hour) The paper contains a range of questions based on different types of texts. It also includes a translation passage.

24 | Options

GCSE 2024 | 2026

Geography Examination board and syllabus code AQA (8035)

Aims of the course ● Geography reflects the modern and changing world at a variety of scales from local to global; ● Geography offers a unique view of earth science and the associated environmental issues; ● Geography offers a relevant account of the economic issues of the modern world; ● Geography shows how the scientific, human and economic aspects of the modern world interact creating both problems, opportunities and responses; ● Geography in its global view offers a unique opportunity to explore the international dimension

GCSE Options ● Physical landscapes: the processes shaping our coasts and the different management strategies that can be used to protect coastlines from the effects of erosion and sea level changes. Glaciation and the powerful set of processes that have shaped landscapes in the UK and beyond. Rivers and how physical and human factors affect the flood risk -precipitation, geology, relief and land use.

Paper 2: Challenges in the Human Environment (35% of final GCSE grade) ● Urban issues and challenges: how urban growth has created opportunities and challenges. This section focuses on the challenges of the urban environment such as slums, providing clean water, providing access to services – health and education; as well looking at how best to tackle unemployment and crime; managing pollution and waste in our cities. ● The changing economic world: analysing and accounting for the global variations in economic development and quality of life. Exploring the strategies that exist for closing the development gap with reference to specific countries and case study evidence.

Course details Paper 1: Living with the Physical Environment (35% of final GCSE grade) This unit will look at: ● The challenge of natural hazards: assessing the

● Resource Management: the significance of food, water and energy to economic and social wellbeing. ● An overview of global inequalities in the supply and consumption of resources with a focus on energy and the reliance on fossil fuels. Food consumption and the growing demand for food resources: impacts

impacts and causes of earthquakes, volcanoes and

of food insecurity – famine, soil erosion, rising prices,

hurricanes; as well as the causes and consequences

conflict.

of world climate change. This section has a strong focus on up to date and relevant case studies. ● The living world: understanding the interdependence of climate, water, soils, plants, animals and people in three ecosystems: tropical rainforests, hot deserts and polar regions.

Paper 3: Geographical Applications (30% of final GCSE grade) ● Section A: Issue Evaluation This section develops critical thinking and problem-solving skills. Twelve weeks prior to the examination date, students will be given

● Understanding the development opportunities in

secondary sources relating to a geographical issue.

cold and arid environments: mineral extraction,

Students will review the secondary sources provided

energy, fishing and tourism. As well as learning

and consider the points of view of the people

about the strategies used to manage rainforests

involved, identify the advantages and disadvantages,

sustainably.

and evaluate the alternatives. In the exam, they

25 | Options

GCSE 2024 | 2026 will be expected to write up a justification for their proposed solutions in terms of their impact on both people and the physical environment. ● Section B: Fieldwork Fieldwork is an essential aspect of Geography. It ensures that students are given the opportunity to consolidate and extend their geographical

GCSE Options Examination and assessment details ● Paper 1: Written exam: 1 hour 30 minutes Question types: multiple-choice, short answer, levels of response, extended prose ● Paper 2: Written exam: 1 hour 30 minutes

understanding by relating learning to real

Question types: multiple-choice, short answer, levels

experiences of the world. Students will undertake

of response, extended prose

two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise. The data collection takes place during Activities Week in the Summer Term of Year 10.

● Paper 3: Written exam: 1 hour 15 minutes Question types: multiple-choice, short answer, levels of response, extended prose

coursework, but their understanding of fieldwork

Sixth form progression and future careers

will be assessed under examination conditions in the

Geography is offered at and A Level in the Sixth Form,

following ways:

and students may also study Geography as part of the IB

Students will not have to produce a formal piece of

҃ Questions based on the use of fieldwork materials from an unfamiliar context. ҃ Questions based on students’ individual enquiry work.

Diploma both at standard and higher level.

Geography has strong links with the study of Geology and Environmental Sciences as well as many other subjects at university level and offers a way into the rapidly expanding areas of remote sensing, computer imaging and Geographical Information Systems, amongst others.

26 | Options

GCSE 2024 | 2026

German Examination board and syllabus code Pearson Edexcel GCSE German (GN0)

Aims of the course ● To develop students’ understanding of the spoken German language to the point where they can understand everyday conversations and extracts from radio broadcasts. ● To develop students’ spoken language to enable them to cope with everyday situations that they are likely to encounter in German-speaking country, to relate events giving their opinions and to cope with unpredictable elements. ● To develop their reading skills so that they can understand the main details from a variety of sources written in German including brochures and newspaper articles or extracts from stories. ● To improve their written skills to allow them to

GCSE Options Course details We currently use the Edexcel GCSE German textbook with its accompanying workbook and additional worksheets developed by the department. Students will have access to online activities to support learning as well as being shown and given links to video clips and articles.

The emphasis on oral work that was developed at Key Stage 3 continues to be an important part of the lessons in Years 10 and 11. Some of the activities will be more demanding and will require a greater degree of negotiation and problem-solving. There will continue to be Reading and Listening Comprehension exercises similar to the ones that students are used to from lower down in the school. Writing will take on slightly more importance – tasks will be set that require a more detailed response.

In class, there will be the opportunity to work in pairs, small groups and sometimes individually. Students may also be given the opportunity to work in smaller groups with the language assistant once, or maybe twice a week. In some activities there will be a greater degree of choice – students will be able to choose the topic that

write short business letters, to recount events, or

they wish to discuss for one part of the oral.

produce brochures using a variety of verb tenses and

The topics covered are drawn from 5 themes set by the

expressing opinions about and reactions to events. ● To allow students to transfer meaning of sentences from German into English and from English into German.

exam board, these are: 1. Identity and culture 2. Local area, holiday and travel 3. School 4. Future aspirations, study and work 5. International and global dimension

27 | Options

GCSE 2024 | 2026

GCSE Options

Examination and assessment details

Sixth form progression and future careers

The system of assessment is as follows:

German is available in the Sixth Form.

● Paper 1: Listening (45 minutes). Students will

AS and A level examinations are available in German.

respond to multiple-response and short answer open questions. ● Paper 2: Speaking (approx 10 min). This exam will contain a role play exercise, a description of a picture and a conversation based on two themes, one on the topic chosen by the student and the second one allocated by Pearson. ● Paper 3: Reading and understanding (1 hour).

The paper contains a range of questions based on different types of texts. It also includes a translation passage. ● Paper 4: Writing (1 hour 15 minutes) This paper contains two written tasks - one shorter and one longer. There will also be translation exercises.

28 | Options

For the IB Diploma, all students must study a foreign language either at Standard or Higher Level. German is available at both levels.

GCSE 2024 | 2026

History Examination board and syllabus code Pearson Edexcel (1HI0)

Aims of the course GCSE History helps to establish lifelong skills – both oral

GCSE Options ● Paper 2: Superpower relations and the Cold War, 1941-91. Students will study the evolution of the Cold War between the USA and USSR and key crises such as the Hungarian Uprising 1956, the building of the Berlin Wall 1961, the Cuban Missile Crisis 1962, the Prague Spring 1968 and the invasion of Afghanistan in 1979. We will also question what led to the end of the Cold war and the fall of the Soviet Union. ● Paper 3: Modern Depth Study – Option 31:

and written – the ability to argue a case, to articulate

Germany 1918–39 Students will study topics such

and communicate what you know and understand, to

as the early problems of the Weimar Republic post

sift through a wide range of evidence and come to a

WW1, the impact of the Great Depression 1929–33,

conclusion. Furthermore, the course will help students

the founding and growth of the Nazi Party, how

to understand the background to current affairs and to

Hitler gained power and controlled Germany.

have a better understanding of the world we live in.

Students will also consider Life in Hitler’s Germany for a wide range of groups.

Course details Topics studied: ● Paper 1: Thematic study and Historic environment.

Examination and assessment details

Option 10: Crime and Punishment in Britain

● Paper 1 – 1 hour 15mins – 52 marks – 30%

c1000–present. Students will analyse how crime

● Paper 2 – 1 hour 45mins – 64 marks – 40%

and punishment have changed and evolved over a thousand years by taking into account factors such as the influence of politics and belief, science, technology and societal attitudes. Topics covered include Medieval trial by ordeal, witch finding, poaching, smuggling, highwaymen, the Bloody Code, prison reform, the development of the Police Force and CID, the case of Jack the Ripper and the abolition of the death penalty. ● Paper 2: Period Study and British Depth Study

● Paper 3 – 1 hour 20mins – 52 marks – 30% There are no tiered papers in History. Exam questions are mostly short answer questions – a mix of short answer and source analysis. There is only one longer structured answer of 16 marks on each exam paper which requires you to write a balanced answer and reach a substantiated conclusion. The techniques are exactly the same as those students have been utilising in Years 7–9. There is no coursework.

– Option B4: Early Elizabethan England, 1558-

succession question, the religious settlement, society

Sixth form progression and future careers

including education and attitudes towards the poor,

History can be studied at both A Level and IB.

the problem of Mary Queen of Scots, commercial

Government and Politics is available as an option at A

rivalry with Spain in the New World, involvement

level.

88. Topics covered include the question of the legitimacy of Queen Elizabeth I as Monarch and the

in the Dutch Revolt, the Spanish Armada, Drake’s circumnavigation of the Globe and the attempted colonisation of Virginia.

29 | Options

GCSE 2024 | 2026

GCSE Options

Music

regular lunchtime and evening concerts to help further

Examination board and syllabus code

Examination and assessment details

Eduqas Music (C660QS)

Three course components: Performing; Composing;

develop their performing skills.

Appraising.

Aims of the course The Eduqas GCSE Music course allows those students with an interest in all types of music to further their enjoyment and understanding of music through Performing, Composing and Listening/Set Work Study, across a wide range of musical styles.

Performance and Composition are examined through coursework, usually submitted/recorded/examined towards the end of the Spring term of the examination year. The Set Works/Appraising component is assessed through a written paper taken in the summer examination period. ● Performing 30% For the Performing components,

Course details

students have to perform a minimum of two pieces,

One of the greatest requirements for success on the

of at least one minute duration. The other piece(s)

Music GCSE course is an enthusiasm for making music

may be either solo and/or ensemble. One of the

and learning more about music. In addition to this,

pieces performed must link to an area of study of

students should be able to read music notation(s) and be

the learner’s choice. The total playing time should be

able to play an instrument and/or sing to a reasonable

between 4-6 minutes.

level of competence. It is also extremely useful to have some basic keyboard-playing skills (particularly if you have never had formal piano or keyboard lessons), as we use state-of the-art computer-based Composition/ Scoring/Sequencing/Recording software (Logic Pro X, running on Apple macs) for Composing, and much of this is achieved through keyboard input.

one of which must be an ensemble performance

● Composing 30% The Composition portfolio for final submission will contain two compositions one of which must be in response to a brief set by the examination board. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in

All students should be taking, or intending to take

which the assessment is to be taken. The second

instrumental or vocal lessons, either with BSN

composition is a free composition for which learners

Instrumental/Vocal Staff or with suitably qualified

set their own brief.

teachers outside of the school. Having a professional teacher makes a significant difference to both skills progression and the laying down of good technical foundations.

We also encourage active participation in the relevant ensemble opportunities provided not only by the Music Department, such as Choirs, Orchestra, Jazz

● Appraising 40% This component is assessed via a listening examination. Eight questions in total, two on each of the four Areas of Study: ҃ AoS1: Musical Forms and Devices ҃ AoS2: Music for Ensembles

Band, Rock Groups, etc., (as Solo and Ensemble

҃ AoS3: Film Music

Performance accounts for 30% of the final marks), but

҃ AoS4: Popular Music

also in ensembles and music-making outside of school.

Throughout the year, students are expected to take part, either as soloist or ensemble member, in the series of 30 | Options

GCSE 2024 | 2026 Two of the eight questions are based on extracts based on the following Set Works: ҃ AoS1 Badinerie - Bach ҃ AoS4 Africa - Toto The Appraising Examination takes the form of a paper

GCSE Options Sixth form progression and future careers Music at AS/A level and Music Technology at AS/A level are both available as a one or two-year course in the Sixth Form.

in which students have to answer specific and in-depth

Music at IB Higher/Standard Level is also offered in

questions relating to the 2 Set Works(AoS1 and AoS4)

the Sixth Form as a two-year course. Please talk to the

and more general questions about wider listening

Music Department for further details.

referring to AoS1 - AoS4.

Overview: ● Component 1 - Performing 30% NEA 2 performances required: 1 Ensemble and 1 Solo or another Ensemble Total duration: 4-6 minutes ● Component 2 - Composing 30% NEA 2 compositions required: 1 to a set brief from the exam board and 1 free composition Total duration: 3-6 minutes ● Component 3 - Appraising 40% Exam Listening/Appraising exam based on 4 Areas of Study

31 | Options

GCSE 2024 | 2026

Photography Examination board and syllabus code AQA (8206)

Aims of the course A course in Photography will encourage students to, ● Be immersed in the process of Photography in order to develop as an independent, critical and creative thinker exploring the world around them

GCSE Options Course details ● Component one - 60% of total marks Year 10 (portfolio-based study) The first year is made up of technical workshops and gives the opportunity to explore exciting approaches in Photography. Each workshop becomes themebased looking at the work of photographers and artists to support practical processes. Such areas include portraits; studio; Fashion; Still-life; location; documentary/photojournalism; experimental and moving image.

Classwork is well structured to learn technical aspects of Photography with the freedom to explore

● Develop technical and creative approaches, building

more personal approaches as work develops. It

key skills to communicate visually through any lens

is essential that research and practical work are

based media - including still, film/video, animation

completed out of school to complete the course.

and instant formats ● Take risks, learn from experiences, and use

Access to your own camera would be an advantage, although we do have a class set for use by students

knowledge to create a diverse portfolio influenced

during lesson time. Being able to print good

by a wide variety of approaches to lens-based

quality imagery for book work is essential. All

learning

work produced in Year 10 contributes towards the

● Explore and recognise the codes and conventions of visual imagery across genres and technologies, to interpret and understand the world in which they live, and recognise the impact and power of the visual image on our society ● Develop attributes through creative experiences including self-confidence, perseverance, selfdiscipline and commitment to studies

portfolio (Component One) aspect of the GCSE. Year 11 (portfolio-based study) In the Autumn term of Year 11, students produce an independent, sustained study to add to their portfolio. The theme is of the students’ own choosing. The work showcases the students’ own talents developed during the course. It provides the opportunity for them to become critical thinkers, able to problem solve independently. Students will find these skills easily transferable to other subjects and future education. Most find it creates a good balance to the curriculum. ● Component two - 40% of total marks Externally Set Assignment (ESA) In Year 11, the exam board sets a series of starting points for students to work from. They prepare studies independently, similar to their previous work done in Year 11. This begins in January and ends in May. The students produce an outcome in controlled conditions before all work is submitted for marking.

32 | Options

GCSE 2024 | 2026

GCSE Options

Examination and assessment details

of Advertising, Animation (Film), Film and TV Production,

The overall grade is based on the following:

the best springboard onto these.

● Component One: Portfolio – 60%

We are extremely successful, consistently delivering

● Component Two: ESA – 40%

Journalism and Media, Fashion and other related areas of the Creative Industries. Our department offers you

high standards and student attainment. Even if you do not want to follow a career in the Creative Sector,

All assessment is based on practical work produced

Photography is a good subject to study because it helps

over the period of the course. There is no written

you become an independent learner, a creative thinker, a

examination or revision involved. We do have the

reflective person, and a good organiser.

expectation of continued study through the course to complete all work.

Sixth form progression and future careers Photography and lens-based studies is an important subject to study if you are interested in the general areas

33 | Options

All these qualities are important for every area of your life. The subject provides a challenge that stretches people’s ability, both creatively and intellectually.

These are some of the main reasons why several of our students not entering the creative field carry on with the subject, as it enhances their studies in other areas.

GCSE 2024 | 2026

Physical Education Examination board and syllabus code Pearson Edexcel (1PE0)

Aims of the course

GCSE Options ● Theory The theory is classroom-based, although implemented practically whenever possible.

Students will cover the following topics: ҃ Applied Anatomy and Physiology ҃ Movement Analysis ҃ Physical Training

The aims and objectives of this qualification are to

҃ Health, Fitness and Wellbeing

enable students to:

҃ Sport Psychology

● develop theoretical knowledge and understanding

҃ Socio-Cultural Influences

of the factors that underpin physical activity and sport and use this knowledge and understanding to improve performance ● understand how the physiological and psychological state affects performance in physical activity and sport ● perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas ● develop their ability to analyse and evaluate to improve performance in physical activity and sport ● understand the contribution that physical activity

In addition to this, the development and implementation of a Personal Exercise Programme (PEP) is undertaken.

This will involve a series of fitness tests, goal setting and then a detailed analysis of their training. Students will be involved in the teaching, through taking control of certain aspects of the lessons – e.g. warm-ups and cooldowns

Examination and assessment details ● 40% Practical Students are assessed in their practical performance

and sport make to health, fitness and wellbeing

in three sports – these sports are selected by the

● understand the key socio-cultural influences that

and one individual activity with the final choice

can affect people’s involvement in physical activity and sport

Course details ● Practical A variety of different sports will be looked at and

students but must consist of at least one team of activity being a free choice of either a team or individual sport. The class teacher assesses each sport and only the actual level of performance is considered. Towards the end of Year 11 a practical exam is taken in each sport where a mark is recorded.

practised over a period of time that support sports

The final 10% of the practical mark is awarded based

that the students may wish to be assessed in. These

on the student’s ability to plan, perform and evaluate

are: Badminton, Handball and Athletics (Track). In

a Personal Exercise Programme (PEP).

these sports we will develop an understanding of the rules and tactics used as well as coaching techniques and improving personal performance.

● 60% Theory This is assessed through two exams. The first exam lasts 1 hour 30 minutes and examines students’ knowledge of fitness and the body systems. The second exam lasts 1 hour 15 minutes and examines students’ knowledge of health and performance.

34 | Options

GCSE 2024 | 2026

GCSE Options

Sixth form progression and future careers

● Physiotherapist

PE is available at both AS and A-level. Please contact

● Sports Agent

the PE department if you have further questions about options in Years 10/11 and the Sixth Form. PE is currently not available in the IB Diploma programme (taught in Group 4 Science as “Sport, Exercise and

● Sports Lawyer

● Sports Journalist ● Sports Commentator

Health Science”). However, it is something that may be

● Sports Analyst

developed in the future.

● Sports Presenter

There are many future careers that can develop from

● Sports Scientist

studying Physical Education in the Sixth Form.

These include: ● PE Teacher ● Personal Trainer

35 | Options

● Sports Psychologist ● Leisure Operations and Management ● Sports Photographer ● Sports Marketing and PR

GCSE 2024 | 2026

GCSE Options

Spanish Examination board and syllabus code Pearson Edexcel GCSE Spanish (1SP0)

Aims of the course ● To develop students’ understanding of the spoken Spanish language to the point where they can understand everyday conversations and extracts from radio broadcasts. ● To develop students’ spoken language to enable

of negotiation and problem-solving. There will continue

them to cope with everyday situations that they are

to be Reading and Listening Comprehension exercises

likely to encounter in the Spanish-speaking country,

similar to the onesthat students are used to from lower

to relate events giving their opinions and to cope

down in the school. Writing will take on slightly more

with unpredictable elements.

importance – tasks will be set that require a more

● To develop their reading skills so that they can

detailed response.

understand the main details from a variety of

In class, there will be the opportunity to work in pairs,

sources written in Spanish including brochures and

small groups and sometimes individually. Students may

newspaper articles or extracts from stories.

also be given the opportunity to work in smaller groups

● To improve their written skills to allow them to write short business letters, to recount events, or produce brochures using a variety of verb tenses and expressing opinions about and reactions to events. ● To allow students to transfer meaning of sentences from Spanish into English and from English into Spanish foreign language.

Course details We use the Edexcel GCSE Spanish textbook with its accompanying workbook and additional worksheets and activities developed by the department. These booklets are based around the topics and draw on a wide range of source materials. Students also have access to video materials in Spanish and authentic Spanish soundtracks.

The emphasis on oral work that was developed at Key Stage 3 continues to be an important part of the lessons in Years 10 and 11. Some of the activities will be more demanding and will require a greater degree

36 | Options

with the language assistant once, or maybe twice a week. In some activities there will be a greater degree of choice – students will be able to choose the topic that they wish to discuss for one part of the oral.

The topics covered are drawn from 5 themes set by the exam board, these are: 1. Identity and culture 2. Local area, holiday and travel 3. School 4. Future Aspirations, Study and work 5. International and global dimension

GCSE 2024 | 2026

GCSE Options

Examination and assessment details

Sixth form progression and future careers

The system of assessment is as follows:

Spanish is available in the Sixth Form.

● Paper 1: Listening (45 minutes)

AS and A level examinations are available in Spanish.

Students will respond to multiple-response and short answer open questions. ● Paper 2: Speaking (approx 10 min) This exam will contain a role play exercise, a description of a picture and a conversation based on two themes, one on the topic chosen by the student and the second one allocated by Pearson. ● Paper 3: Reading and understanding (1 hour) The paper contains a range of questions based on different types of texts. It also includes a translation passage. ● Paper 4: Writing (1 hour 15 minutes) This paper contains two written tasks - one shorter and one longer. There will also be translation exercises.

37 | Options

For the IB Diploma, all students must study a foreign language either at Standard or Higher Level. Spanish is available at both levels.

GCSE 2024 | 2026

GCSE Options

Study Skills

● Memory Skills and strategies

Examination board and syllabus code

● Research skills

This is not a GCSE course but can be taken instead of a GCSE option

Aims of the course This course is designed to support students during Years 10 and 11. Study Skills focuses on the development of effective study techniques and learning tools that are important for academic success. It is a reinforcement of the work they will be carrying out in other subjects and will support students in all curriculum areas.

Course details This course will allow students to develop study skills and strategies important for success in many subject areas. The main topics are: ● Motivation/goal setting ● Learning Styles ● Organisation and time management for independent learning

38 | Options

● Reading strategies

● Note-taking skills and strategies ● Essay-planning and writing skills ● Self-assessment ● Revision and exam techniques ● Stress management ● Effective study environments The course is not examined but is designed to contribute towards greater success in those subjects which are taken at GCSE. Attending a Study Skills option is subject to Head of Year approval.

Examination and assessment details Teaching students to use study skills and strategies effectively is an important step in transforming dependent learners into independent learners.

Therefore, throughout the course, students are encouraged to develop their own strategies to help complete the GCSE programme.

The British School in The Netherlands (Official) BSNetherlands

Senior School Voorschoten Jan van Hooflaan 3 2252 BG Voorschoten Telephone: +31 (0)71 560 2222 Fax: +31 (0)71 560 2200 Email: senior.ssv@britishschool.nl www.britishschool.nl