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key stage 4 guide
key stage 4 guide
Key Stage 4 Guide
Contents Making a Choice
2
Art and Design: Fine Art
4
Business Studies
7
Curriculum Support
8
Design and Technology
9
Drama
10
English and English Literature
12
English as an Additional Language
13
French
14
Geography
15
German
17
History
18
ICT
20
Mathematics
21
Music
22
Personal, Social & Health Education (PSHE)
24
Physical Education (Core)
25
Physical Education
26
Spanish
27
The Sciences
28
Careers
33
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Key Stage 4 Guide
Making a Choice You are about to take your first steps on the two year courses which lead to the UK Public Examinations ‘General Certificate of Secondary Education’.
The GCSE programme offered at the British School of Paris is excellent. It will bear comparison with the curricula offered in other national and international schools. There is a broad, diverse and stimulating curriculum available, and GCSEs provide excellent preparation for the A Level courses offered in Years 12 and 13, leading to university entrance world-wide. You may be aware that GCSE reform is being carried out in the UK. From September 2015 English Language, English Literature and Mathematics courses will change nationally. The course details of the examinations we will use at the BSP are still under discussion. GCSE courses mean a deeper and more challenging approach to the subjects you study. Success in these courses will depend not only on your ability to work hard in class, but also on your willingness to work on your own. Many of the specifications demand that you prepare coursework or Controlled Assessment – this is evidence of your own personal study skills rather than just a test of your ability to memorise material. Much of this work will be assessed under controlled conditions in class. You will study Mathematics, English Language, English Literature, Science and Additional Science, French, PSHE and PE (Core). For some there will be the possibility of extension courses: GCSE French in Year 10 and starting an A Level course in Year 11, three separate sciences at GCSE or Further Maths GCSE in addition to the core Maths course. For some only one English and one science examination will be envisaged. We also ask you to choose three other subjects We offer: • Art and Design • Business Studies • Design & Technology: Product Design • Drama • Geography • German • History • ICT • Music • Physical Education • Spanish
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For those needing support we can also offer English as an additional language (EAL) and/or Curriculum Support (CS) during option time. Initially, you will be asked to give an indication of your three subject choices at GCSE. This is an important step in your school life and you should take the opportunity to discuss your thoughts with your parents, teachers and friends. Of course, you should choose a good balance of subjects to keep future choices open. You should also base your decisions on enthusiasm and interest in a subject area, taking into account any career ideas you may have. Please read carefully all the course outlines which we have prepared for you in this Guide. If you are already here at the BSP, talk to your Tutor, to your subject teachers and to pupils already in Year 10 in order to gain as much information as you can about your options. If you are a new pupil please do not hesitate to contact us to discuss your questions. To assist us in our planning we will ask you to indicate a fourth subject alongside your three first options. This must be a serious choice as although every effort is made, it is not always possible to accommodate everyone’s first choice due to timetabling constraints and limitations on group sizes. If difficulties arise the final decision rests with the Headmaster. Life at the British School of Paris in Key Stage 4, however, is not just about academic opportunity and success. All our pupils enjoy a wide variety of lunchtime and after-school activities. The programme varies from term to term but typically involves drama, music and sports clubs and groups of all kinds. In addition we offer an ‘Enrichment’ programme which
Key Stage 4 Guide My best experience this year was the Duke of Edinburgh expedition. It was a chance to be outdoors dealing with the difficulties of doing ever ything in the rain! – it brought ever yone who took part together. choose will include experiences outside the classroom. Visits are a compulsory part of some GCSE courses: Drama, Geography and Art all need to use first-hand experience from sources outside school. Other subject areas find it desirable too and will organise trips to complement what you are studying. The costs of these trips are not included in the school fees. Completing the GCSE programme at the BSP will give you far more than just good examination passes – Key Stage 4 offers rigorous and rewarding experiences well-suited to the challenges of moving into university education and beyond. If at any time during the option process, you or your parents would like more information on any aspect of courses or careers, we shall be happy to assist in any way we can. Dr. J Batters, Head of Senior School allows you to extend your learning into new areas. The choices on offer will vary from year to year but typically have included: Marine Biology, Photography, Model United Nations, Media, Music, Creative Writing and Forensic Chemistry.
The Options Procedure
You are encouraged to take positions of responsibility within your peer group and may represent a Tutor Group at Student Council or be part of the Young Managers Scheme, paving the way for future positions of responsibility in the school and society as a whole. Charity work is an important part of our contribution to help those less fortunate than ourselves and you are encouraged to participate in organising various activities for fund-raising. And it is at Key Stage 4 that you first have the opportunity to join the Duke of Edinburgh Award Scheme, the world’s leading achievement award for young people. We also organise activities and visits to enhance your learning throughout the year. Many of the courses you
Young Managers is a great experience. The inter view was a bit frightening, but it was good experience to write a CV and talk about it. It’s been good to help in an area of the school I love.
February/March
The Curriculum Guides are made available to pupils. The Curriculum Guide outlines courses and pupils are informed about GCSE courses by subject teachers. Option choices are made. An Open Evening allows parents and staff to discuss the suitability of various courses.
May/June
The timetable is completed and options confirmed.
September
Year 10 courses begin.
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Key Stage 4 Guide
Art and Design: Fine Art
Edexcel 2FA01
The GCSE Fine Art Course is designed to encourage an adventurous and enquiring approach to art and design. The course encourages students to demonstrate an understanding of past and contemporary art and design practice, and be able to produce personal artwork that embraces a range of ideas. Students have the chance to experiment with new media and techniques and encounter artworks and artists first-hand through workshops and trips. What does the course involve? Unit 1: Coursework The coursework projects begin as soon as you start the course in Year 10. You will be given a project theme to work from, and you will begin by carrying out structured tasks to help you build up practical skills, carry out meaningful research and develop ideas towards one or more final outcomes. As your skills grow along with your confidence, you will have the opportunity to develop your project in a more personal direction and choose which materials, ideas and artists’ influences will help you do this, allowing you to explore your own interests in more depth. In the first term of Year Eleven, you will have the opportunity to improve and rework your coursework projects, which are worth 60% of the overall grade. Starting points for coursework projects are sufficiently broad to allow a personal, individual interpretation of the theme. Some previous coursework themes have been: • Journal/Journey (exploring travel and artists’ journals) • Facing the World (self-portraiture) • I, Me, Mine (looking at still life and symbolism) • Botanical Forms (looking at form and pattern in the natural world)
Unit 2: Exam Project The theme for the Externally Set Assignment is given by the exam board in January of Year 11. You will have approximately 20 hours of lesson time, as well as time outside lessons, to develop a personal approach to the theme. You will showcase the skills developed since the start of the course, by producing both sketchbook work and larger responses over this ten-week period, ending in a 10 hour exam in which you will produce your final outcome. This exam represents the culmination of the GCSE Art course, and the project is worth 40% of the final grade
The structure of the course is outlined below:
Paper
Component
Weighting
Method Of Assessment
60%
Internally Set Internally Marked Externally Moderated
Coursework Projects
1
Running from Yr 10 to January Yr 11 Externally Set Assignment
2
4
Running from January until April in Year 11
40%
Externally Set Internally Marked Externally Moderated 20 Hour Preparation Time 10 Hours Timed Test
Requirement
Supporting studies and outcomes must show evidence of ALL assessment objectives
Key Stage 4 Guide
How will I be assessed? You will receive regular written and verbal feedback on your work throughout the course. The course is structured in order to help you fully meet the criteria for assessment, and your work will marked against these. All your work will be marked internally by your teacher, and externally moderated by a visiting examiner, who will have the final decision. In order to meet the assessment objectives, you must demonstrate that you can: AO1
Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding.
25%
AO2
Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
25%
AO3
Record ideas, observations and insights relevant to their intentions in visual and/or other forms.
25%
AO4
Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.
25%
What skills will I acquire? You will be taught how to use traditional media and techniques, such as: • Painting (oils, acrylics, watercolours) • Drawing • Ceramics & Sculpture • Printmaking (Dry point, lino- printing and mono-printing) You will also be encouraged to introduce new media into your project work, such as digital photography, animation and drawing, using both the iPad and Mac computers available in the Morisot Art Library. You will build up transferable skills, such as the ability to research and write analytically, solve problems in a creative way, develop understanding of different historical and cultural contexts, and work in an independent, self-motivated way in order to meet deadlines
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Key Stage 4 Guide Art and Design (Continued) Materials:
The Art department will provide all the materials and resources required for lessons. It is, however, recommended that students equip themselves with a good quality set of acrylics, watercolours, coloured crayons and drawing pencils, in order to be able to carry on sketchbook work and outcomes at home.
What goes on outside lesson times? Studio Sessions:
You will be expected to spend sufficient time working independently on your coursework and exam projects if you wish to succeed in Art, and you are encouraged to attend the after-school sessions that take place in the Morisot building. When GCSE and A level students use the studio facilities after school there is a great atmosphere in the department. These sessions allow students to share ideas, experiment with new techniques, as well as receiving feedback from teachers in a more informal environment.
Trips and Workshops:
In order to inform your project work, it is essential to experience artworks first-hand. There will be opportunities during the course to take part in museum trips to Paris and artist workshops. There are also optional trips to London and Italy, which are not included in the school fees, but highly recommended. Students are also encouraged to make the most of our proximity to Paris to carry out gallery and museum visits in their own time.
The Exhibition:
At the end of the course, you will mount your work and organise and set up an exhibition. This not only allows the external moderator to see the work in its best light for the final mark, but is also a great way to allow others to appreciate the fruits of your labours. The exhibition is advertised to parents, students, and the local community, and is always well attended.
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Key Stage 4 Guide
Business Studies
Edexcel 2BS01
If you are interested in studying the GCSE in Business you should start to find out more about the subject by: • Visiting the Edexcel website (www.edexcel.com/ gcse2012). There is a lot of useful information about what you will be studying and how you will be assessed • Talking to the Head of Business who will be able to describe the course in detail and advise you of what you need to do next when it comes to your options • Finding out what is happening in the world of business by watching BBC programmes like The Apprentice and Dragons’ Den or visiting the BBC Bitesize website (www.bbc.co.uk/schools/ gcsebitesize)
What will I Study? You will be introduced to the world of small businesses and will look at what makes someone a successful business person. You will find out how to develop an idea and spot an opportunity, and turn that into a successful business. You will understand how to make a business effective and manage money. You will also see how the world around us affects small businesses and all the people involved. You will learn more about how small businesses are developed and discover how businesses promote themselves and keep their customers happy. You will learn how businesses manage both their finances and the people who work for them.
If you enjoy: • Communicating and explaining your ideas • Thinking creatively and making decisions • Working in teams • Learning about the world of business through research and investigation, as well as through practical tasks then GCSE Business Studies is the right subject for you.
How will I be assessed? Unit 1 Examination (45 mins)
Unit 2 Controlled Assessment Unit 3 Examination (1hr 30 mins)
You will take a written examination paper with multiple choice and objective test questions based on the unit.
You will be given a list of controlled assessment tasks to choose from. The tasks will be based on what you have studied in Unit 1.
The questions will be a mixture of multiplechoice, data response, short-answer, extended-writing and scenario-based questions. For example, you might be given details of a business and asked a few questions based on that business.
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Key Stage 4 Guide
Curriculum Support Curriculum Support is an option offered to Key Stage 4 pupils. The programme, run by the Learning Support Department, aims to give additional support to pupils who, irrespective of ability, benefit from a reduced examination load.
The class is timetabled for two and a half hours per week. During this time, pupils work is generally divided equally between extra Maths and English support. However, when desirable, part of the programme is directed toward general study skills, revision and exam techniques as well as lessons which aim to offer pupils guidance in relation to their other GCSE subjects. Currently, pupils who attend Curriculum Support lessons have the option of being entered for a AQA Functional Skills maths qualification. In addition to offering pupils an extra qualification, the scheme of work for this certificate overlaps with some of the skills required for GCSE Maths and, as a result, enables pupils to have added opportunities to reinforce and revise core numerical concepts and skills. With regard to English, Curriculum Support teachers aim to make links to pupils’ GCSE teacher(s) and develop opportunities to strengthen pupils’ understanding of the demands of the GCSE English exam including essay writing and knowledge of proscribed texts. In certain cases, pupils may benefit from following part or the entire AQA Functional Skills English programme too. Moreover, pupils sometimes need to receive homework guidance.
Curriculum Support teachers can: • Clarify homework expectations and tasks set by classroom teachers, • Help pupils plan where and when they will do their homework, • Teach pupils to plan out extended written work which may include essay plans, mind maps as well as writing introductions and example paragraphs, • Teach pupils academic research skills that are needed for project based homework, • Make sure that pupils understand the demands of a whole task and thus guide pupils through a portion of a set a number of questions while still leaving a larger percentage of the homework to be completed independently by the pupil at home Curriculum Support is a timetabled option rather than an additional educational service, therefore, there are no extra fees levied for this class.
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Key Stage 4 Guide
Design & Technology: Product Design
AQA 4557
What is Product Design? Product Design involves the generation, development and manufacture of innovative ideas that eventually leads to the production of new products. Designers must be able to draw on graphic and practical skills in order to realise their ideas; often drawing inspiration from a broad range of other subject areas and topics including Science, Technology, Engineering and Mathematics.
What does this course involve? Within this course, students will continue to cultivate the skills developed across the full range of their KS3 Design and Technology experiences. They will be encouraged to design and make products with creativity and originality. Pupils will be challenged to design and make products using a wide range of materials; with the option to choose which materials and processes dependent on their own personal strengths and interests. On top of graphic communication and traditional hand-skills, pupils will also be given the opportunity to design using modern technologies, often in line with those utilised within professional design practices; virtual 3D modelling along with lasercutting and 3D printing are all examples of skills that the product design course develops. Pupils will learn about materials, processes and design technologies. The skills developed include: • graphic communication • CAD/CAM • theory of design • engineering and manufacture
What makes a good product designer? Everyone has the capacity for innovation. Those who will be most successful within this course will be: • problem finders • problem solvers • risk takers • independent learners • team workers • divergent thinkers
Future possibilities The course involves the development of many transferrable skills; divergent thinking, problemsolving and self-directed learning to mention a few. This means that the course would supplement any individual’s further learning. However, there are some career paths that would particularly benefit from the skills that pupils will develop through completing a course in product design. These include: • Architecture • Engineering (Civil, Mechanical, etc...) • Design (Product, Graphic, Industrial, etc...) • Animation
• material and process theory
How am I assessed? The course involves the completion of two units, both of which are assessed in very different ways; a coursework element and a written exam. The coursework element is completed in class; with pupils getting to choose their own personal brief. This allows them to pick projects that appeals to them; effectively personalising the course. The full details of both units, including overall qualification weightings are outlined below:
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Key Stage 4 Guide
Drama
AQA GCSE (4240)
If you enjoy: • expressing yourself in an active and exciting way • working in a group • contributing your ideas and taking onboard those of others • exploring ideas by putting yourself in other people’s shoes • playing many parts in different imaginary situations • creating your own drama work • looking at plays written by other people then GCSE Drama is the ideal subject for you. You will probably have had experience of drama during Key Stage 3 in English lessons. You may also be a member of a drama club. Any of these experiences can help if you choose drama as a GCSE subject. You will develop your improvisation and acting skills to a higher level. You will also look at plays in more detail and at different ways of bringing a script to life on stage. If you are more interested in the technical aspects of drama (for example set design or lighting) you could focus on these for part of the course.
What will I Study? You will learn: • how drama is created, including all the acting and staging skills that are needed to put a piece of drama onto the stage • how to create a character and play this character in a performance • many skills that are highly valued in any walk of life including teamwork and confidently presenting yourself in public.
During the course pupils will be introduced to: Explorative strategies Still image Thought-tracking Narrating Hot-seating Role play Cross-cutting Forum theatre Marking the moment
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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
Key Stage 4 Guide The elements of drama Action/plot/content Forms Climax/anti-climax Rhythm/pace/tempo Contrasts Characterisation Conventions Symbols Forms of stimuli Poetry Artefacts: photographs, pictures, masks, props, costume, sculpture, objet d’art Music Play scripts Live theatre performance Television, films, DVDs and videos Newspaper and magazine articles Extracts from literary fiction and non-fiction
Assessment Almost all assessment is practical. You will be required to keep a written record of your practical work which will need to be written up under controlled conditions. You will explore themes, ideas and plays in a wholly practical way and your teacher will assess how well you have done.
Unit 1 The unit requires pupils to explore a theme, topic or issue. Stimuli, chosen by the teacher, will allow pupils to deepen their understanding of the central aspects of the chosen theme, topic or issue and come to appreciate how the dramatic medium and strategies can be used to create drama form and communicate meaning. Pupils will have the opportunity to make connections between different stimuli which support the theme, topic or issue and explore the creative potential of the material. Pupils will produce a documentary response to the work conducted during the practical exploration that will allude to the process in the following terms: • a reflection on the pupil’s own work and the work of others • an evaluation of the pupil’s understanding of the explored theme, topic or issue • an evaluation of how the use of explorative strategies informed the pupil’s understanding of the explored theme, topic or issue • an evaluation of how the drama medium can contribute to the creation of dramatic form. The response can include any form of suitable documentation, for example drawings, plans, sketches, illustrations, photographs.
Unit 2 This unit introduces pupils to the content of plays written for the theatre. They will learn how to interpret a play in various ways and understand how a play works in performance. There should be a focus on the communication of meaning in the play. Pupils must have experience of live theatre as a member of the audience. The live theatre could be a performance of: • the play chosen for exploration • any other play • a play performed by peers within a centre. Pupils will produce a documentary response to the work conducted during the practical exploration plus a review of a live theatre performance seen during the course. The response can include any form of suitable documentation, for example drawings, plans, sketches, illustrations, photographs. You will also be required to perform in a play or contribute a form of design to a production such as costume, lighting or sound, decided by the exam board during Year 11. You will perform the play with a visiting examiner in the audience.
Unit 3 This unit provides pupils with the opportunity to demonstrate their knowledge and understanding of practical drama skills through their application to a live performance.
Performance support Pupils can be examined in only one of the following options to support the performance (chosen from the above options): • lighting • sound • setting/props • costume • masks/make-up. Performance support pupils are required to produce documentation and a justification of the final design decisions. They must give a presentation of their work to the visiting examiner.
Extra Curricular It is important that you realise that Drama will take up more than just lesson time. You will required to give up lunchtimes or stay after school for extra rehearsals if needed plus attend live theatre performances in the evening. There will also be a weekend trip to London at some point during the course. The cost of this trip is not included in the school fees.
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Key Stage 4 Guide
English Language and Literature At the current time we are still deliberating about the best examination course to follow for these subjects. English Language and English Literature are among the first to face change in the UK. We are in a period of gathering information and consulting with examination boards before finalising our choices.
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Key Stage 4 Guide
English as an Additional Language (EAL) English as an Additional Language (EAL) classes can be offered to pupils whose first language is not English or whose previous educational work has not been in English. It is also recommended for pupils who have been in the Intensive English programme in Year 9. The pupils follow a language programme designed to build their skills in reading, writing, listening and speaking English with a focus on encouraging pupils to apply those skills in all subject areas. Pupils are prepared for entry in the GCSE “English as a Second Language� examination.
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Key Stage 4 Guide
French
Edexcel 2FR01
The aims of the GCSE French course are: • to develop pupils’ ability to understand and communicate effectively • to encourage pupils to acquire language learning skills • to encourage pupils to develop an understanding of grammar and syntax • to encourage pupils to understand language in its cultural context • to encourage enjoyment and intellectual stimulation and to provide a basis for further study. The course content is divided into four areas for the external examinations.
Future plans, education and work • Basic language of the internet • Advertisements
Out and about
• Simple job applications and CV
• Visitor information
• School and college
• Basic weather
• Work and work experience.
• Local amenities
Pupils have the opportunity to choose between themes for speaking and writing components.
• Accommodation • Public transport • Directions.
Customer service and transactions • Cafes and restaurants • Shops • Dealing with problems. Personal information • General interests • Leisure activities • Family and friends • Lifestyle.
Our approach is entirely topical. Emphasis in the teaching is placed on authenticity; on using the four language skills (listening, speaking, reading and writing) in real life practical situations. The themes are: Media and Culture, Sport and Leisure, Travel and Tourism, Business, Work and Employment. We use a core textbook which is supplemented by additional material such as Internet resources, films and Interactive whiteboard activities. The final examination assesses pupils’ performance in the four language skill areas and at two different levels, Foundation and Higher Tiers.
The exam consists of four distinct parts: Unit 1:
Listening and Understanding in French
(20%)
Unit 2:
Speaking in French
(30%)
Unit 3:
Reading and Understanding (20%) in French
Unit 4:
Writing in French
Special Objectives
14
(30%)
For pupils with an advanced level of French we offer a Special Objectives programme. For this programme the study material is carefully selected and provides extra intellectual stimulation. Pupils in Special Objectives classes are taught a specific course in grammar and literature and sit their French GCSE examination at the end of Year 10, one year earlier than the norm.
Key Stage 4 Guide
Geography
Edexcel 2GB01
Is Geography the right subject for me? In order to answer this difficult question, ask yourself what you enjoy about the study of geography. Try these questions; do I want to:
Assessment
- Develop skills that will help me in other areas, such as IT and research?
Assessment is organised into three units. Two of the units are written examinations. The third is the coursework element which is done as a controlled assessment during the school year. The weighting of these units is broken down as follows:
- Do some of my work away from the classroom?
Unit 1: Physical Geography 37.5%
- Work in a team with other pupils?
Unit 2: Human Geography 37.5%
- Learn through investigating and doing, not listening and reading?
Unit 3: Local Fieldwork investigation 25%
- Learn more about the world I live in?
What will I Study? The world is always changing. Geography gives you the chance to learn about these changes.
If you are interested, start to find out more. Here are some ideas. Talk to your geography teacher or anyone in the Geography department to find out what they are planning for you. Ask pupils in Years 10 and 11 how much they enjoy Geography.
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Key Stage 4 Guide Unit 1 Physical Geography 37.5% total GCSE Overview of content
This unit has two sections. Students answer three questions. One is from Section A and one is from Section B, the other is a free choice. The options with a * next to them are the ones we have chosen to study. Section A – • The Restless earth * • Rocks Resources and scenery • Challenge of weather and climate • Living world * Section B• Water on the land * • Ice on the land • The coastal zone This unit is assessed through a 1-hour 30 minute tiered, written examination.
Unit 2 Human Geography 37.5% total GCSE Overview of content
This unit has two sections. Students must answer one question from Section A, one from section B plus free choice of another. The options marked with * are the ones we have chosen to study. Section A• Population change * • Changing urban environments * • Changing rural environments Section B• The development gap • Globalisation • Tourism * Overview of assessment This unit is assessed through a 1-hour, 30 minute tiered, written examination.
Unit 3 Making Geographical Decisions Unit 3 Local fieldwork investigation
Internally assessed under controlled conditions Overview of content For this unit students need to complete a fieldwork investigation and report. They must complete one of the tasks provided by AQA from the selection of 11 titles. Overview of assessment This unit is internally assessed under controlled conditions. Students complete one of the fieldwork tasks from the list provided by AQA. They must write up the fieldwork task under controlled conditions with the direct supervision of a teacher. The task is marked out of a total of 60 marks with a 2000 word limit across the following areas: planning, methods of data collection, data presentation and report production, analysis and conclusions and evaluation. The task will be marked by the teacher and moderated by AQA using the assessment criteria CA field trip week is organised by the Geography department to allow for the collection of data. The cost of this trip is not included in the school fees. Examples include Iceland and Morocco in recent years.
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Key Stage 4 Guide
German
The aims of the German GCSE course are: • to develop pupils’ ability to understand and communicate effectively • to encourage pupils to acquire language learning skills • to encourage pupils to develop an understanding of grammar and syntax • to encourage pupils to understand language in its cultural context • to encourage enjoyment and intellectual stimulation and to provide a basis for further study. The course content is divided into four areas for the external examinations (listening and reading) Out and about • Visitor information • Basic weather • Local amenities • Accommodation • Public transport • Directions. Customer service and transactions • Cafes and restaurants • Shops • Dealing with problems. Personal information • General interests
Edexcel 2GN01
Pupils have the opportunity to choose between themes for the speaking and writing components. Our teaching approach is entirely topical. Emphasis in the teaching is placed on authenticity; on using the four language skills (listening, speaking, reading, and writing) in real life practical situations. The themes are: Media and Culture, Sport and Leisure, Travel and Tourism, Business, Work and Employment. We use a core textbook which is supplemented by additional material such as Internet resources, films and Interactive whiteboards activities. The final examination assesses pupils’ performance in the four language skill areas and at two different levels, Foundation and Higher tiers.
The exam consists of four distinct parts: Unit 1:
Listening and Understanding in German
(20%)
Unit 2:
Speaking in German
(30%)
Unit 3:
Reading and Understanding in German
(20%)
Unit 4:
Writing in German
(30%)
• Leisure activities • Family and friends • Lifestyle. Future plans, education and work • Basic language of the internet • Advertisements • Applications and CV • School and college • Work and work experience.
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Key Stage 4 Guide
History
Edexcel 2HA01
History is a very popular subject at GCSE, and one in which many pupils do very well.
There are many good reasons for taking history. Some of the best are: - You enjoy it. - You can do well in it. Colleges, universities and employers are all interested in seeing the study of a range of subjects, and good grades in those subjects. - It will help you understand the world you live in, the events of the last 100 years help to explain the problems and opportunities of the world today. - You will develop very valuable skills. This could be the most important of all – in history you deal with real people, and you can work out why they did what they did. You will improve your ability to judge whether you are being told the truth, only part of the truth, or something completely untrue.
What will I Study?
- International Relations – what leads to conflicts between the countries, and how these conflicts are settled - A period of history of one nation in depth – which will help you understand how people in another time and place thought about the world - How historians use sources to find out about what happened – it could be revolts in Germany or Civil Rights in the USA.
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Course Title
Unit 1: Peace and War International Relations 1900-1991
Unit 2: Modern World Depth Study Germany 19181939
Unit 3: Change in British Society 1955-75
Unit 4: A divided union? The USA
Course Overview
Pupils study 3 sections: Section 4: How did the Cold War Develop? 1945-56 Section 5: Three Cold War Crisis 1957-69 Section 6: Why did the Cold War end 1979-1989 Candidates should develop their knowledge of the following: • The widening gulf between the Allies 1945-47 • The development of the Cold War 1948-49 • Hungary: the tightening of control. • Berlin a divided city • Cuba: the world on the brink of war • Czechoslovakia: The Prague Spring • Detente- Star Wars • Gorbechev, Perestroika and Glasnost • Fall of the Berlin Wall, Disintegration of the USSR
Candidates should develop an overview of the following: • The Weimar Republic • Hitler and the growth of the Nazi Party • The Nazi dictatorship • Nazi domestic policies
Candidates should develop an overview of the following: • Immigration • Sex Discrimination • The Liberalisation of Society • The Swinging Sixties
• Social and cultural divisions and their importance political attitude and divisions in the USA • The Civil Rights movements and their impact on US society • Protest movements in the 1960s and early 1970s • Unit 4 is a controlled assessment and a task will be researched and written up in school under strict conditions laid out by edexcel.
Key Stage 4 Guide
Assessment
For Units 1, 2 and 3 you will have an exam. Unit 4 is a controlled assessment and you will research a task then write it up in the classroom. Many of the questions styles will be like those you have already done in Key Stage 3. There will be questions which ask you what you know and have learnt, and other questions which are more about your own opinions and letting you give your own explanations and reasons for something that happened in the past. Each Unit is worth 25% towards the GCSE. If you enjoy learning about how the events of the last 100 years help explain the problems and opportunities of the world today then this GCSE History A: Modern World course is the ideal subject for you. *Controlled Assessment is carried out in Year 10. Units 1, 2 and 3 will be assessed: Summer 2016
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Key Stage 4 Guide
ICT (Single Award)
Edexcel 2IT01
GCSE ICT builds on young people’s love of digital devices. It explores how technology impacts on every aspect of our daily lives in a range of contexts: learning and earning, leisure, shopping and money management, health and well being and on the move.
It will teach you to be ‘savvy IT users’, who understand the risks as well as the benefits and use ICT safely and responsibly. The nature of the Controlled Assessment, with its emphasis on ‘doing’ rather than ‘writing about’ helps develop important transferable skills including problem solving, creative thinking and collaborative working. • The Single Award is two units: • One exam paper worth 40% of the total marks, and controlled assessment coursework worth 60%.
UNIT 1: Living in a Digital World In this unit, you explore how digital technology impacts on the lives of individuals, organisations and society. You learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and well-being, on the move). You develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice. Assessment Written paper: 90 minutes Weighting: 40% of Single Award
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UNIT 2: Using Digital Tools This is a practical unit. You broaden and enhance your ICT skills and capability. You work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. You learn to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice. You put into practice what you learned about digital technology in Unit 1. Assessment Coursework: Controlled Assessment completed in class You have 40 hours to complete the CAB Weighting: 60%
Key Stage 4 Guide
Mathematics
At the current time we are still deliberating about the best examination course to follow for these subjects. Mathematics is among the first to face change in the UK. We are in a period of gathering information and consulting with examination boards before finalising our choices.
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Key Stage 4 Guide
Music
Edexcel 2MU01
The GCSE Music specification is firmly centred on a practical approach and candidates will need to have some ability on an instrument or voice at the start of the course and be able to read and write music.
Pupils should be enthusiastic and committed to playing their instrument or singing and will need to be supported by an appropriate peripatetic teacher.
well as digital and analogue multi-track recorders, keyboards, and a range of acoustic and electric guitars.
Work continues to be based on the Elements
Listening and Appraising
of Music: Rhythm and Metre Harmony and Tonality Texture and Melody Timbre and Dynamics Structure and Form The syllabus is divided into three sections and each part complements the others throughout the course.
Performing
By the end of Year 11, pupils must have performed solo and in an ensemble, any two pieces of their own choice, on any instrument or voice, to the standard of Grade 4 ABRSM, Trinity, Rockschool or equivalent exam board. Individual lessons can be arranged in school if required and it is helpful to have the input and support of an instrumental teacher to ensure adequate preparation of performance coursework. You are obliged to be a member of either Choir or Orchestra, and it is hoped that you would be invited to join one of the many other smaller ensembles on offer. For instrumentalists this means that the ensemble requirement may be easily fulfilled. For pianists membership of the choir enhances and hones their listening skills and general musicianship. Class recitals are held regularly throughout the course and pupils thus build up a repertoire of performances from which their coursework submissions can be selected.
Composing
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Candidates have to submit two compositions at the end of the course, based on two different areas of study. Pupils should expect to perform and record these Compositions to the standard of a solo performance. Within each of the areas of study there is a certain amount of choice to allow pupils to develop areas of music in which you are particularly interested. The course allows the use of music technology in the preparation and submission of pieces. Logic Pro, Guitar Pro and Sibelius 6, Pod Line 6 and Prodikeys, itrack solo Garage Band are all available to pupils as
Through listening to a wide variety of musical examples, from c. 1600 to the present day, pupils learn to appreciate what they hear and to express themselves using appropriate musical terminology. Studies will encompass elements of form, texture, instrumentation, style, melody, harmony, rhythm, compositional devices and techniques. This part of the course is taught throughout and is examined by a listening and written paper. Three set works are studied in each of the following four Areas of Study: • Western Classical Music • 20th Century Music • Popular Music • World Music. The Listening paper is taken under formal examination conditions in the Summer Term. Assessment of final compositions and performances take place at school, during the school day, and are administered by the Music Department. This course is designed to follow on from the foundations laid in Years 7-9 and is therefore suitable for all pupils who can already play a musical instrument. You are relied upon and expected to play a major part in all musical activities and will be promoted as the more Senior Musicians in the school.
Key Stage 4 Guide
To help as much as possible we can offer tuition in the following instruments: • Violin, viola, cello and double bass • Clarinet, flute, recorder • French horn, trumpet, cornet, euphonium and trombone. • Guitar, classical and electric and Bass Guitar • Piano, electronic keyboard • Saxophones throughout the family i.e. Alto and Tenor • Voice. We can usually recommend teachers for other instruments on request. We strive to provide a stimulating and exciting course and you will be given as much assistance as possible yet should be motivated enough to work on your own compositions and to practise your instruments unprompted. The facilities of the Department are available for GCSE pupils at any time and you are positively encouraged to spend break and lunchtimes there. The BSP is the centre for the ABRSM in France. The practical and theory examinations are offered two or three times a year, and results are excellent with many distinction and merit grades being obtained. Grades 6 and above attract UCAS points for UK university entry. Rockschool examinations are held at school in May/June and these are becoming very popular with pupils who play keyboard, guitar, bass, drums or sing. These exams also attract UCAS points.
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Key Stage 4 Guide
Personal, Social & Health Education (PSHE) The PSHE scheme of work follows the UK national curriculum non-statutory guidelines for Personal, Social and Health Education and the KS4 statutory curriculum for Citizenship
Lessons are often discussion based, making use of worksheets, newspaper articles, video, role-play, debate and pupil presentations. In addition, we have now incorporated a PSHE package of interactive lessons and materials. These and other PSHE resources are now available on the school’s VLE.
The pupils are encouraged to develop: • a healthy and safe lifestyle • good relationships while respecting the differences between people • skills of enquiry and communication • methodical and successful work habits.
The programme for Years 10 and 11 remains flexible and responsive but includes a majority of the following areas along with relevant teacher initiatives and ongoing resource developments.
Year
10
Term 1
Term 3
Class ethos
Managing your money
Careers – Pathways
Study skills and target setting
Budgeting
Post 16 Options
E-safety
Ethical issues
BTEC
Identity and image
Parenthood and parenting International Baccalaureate
Equal rights and prejudice
Emotional wellbeing
Health relationships
Managing decisions and transition
Charity
Study skills
Emotional Health
Target setting
Class ethos
Review of mocks
Study skills
Homework and time management
Study skills
Managing your time and studies
E-safety
Teen problems and seeking advice
Revision techniques
Study skills CVs and applying for jobs
11
Term 2
Addiction Media and ethics
Managing exam stress
Peer pressure and negotiation Managing stress
Importance of celebrity Self esteem and the media
As with all areas of the curriculum, parents are welcome to contact us to discuss any concerns about the issues we cover.
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Key Stage 4 Guide
Physical Education (Core) In Key Stage 4 students have the opportunity to take part in a wide range of sports activities, both individual and team as well as extending their knowledge of health and physical activity through specific fitness sessions. The school is fortunate to have access to extensive outdoor facilities at the local Croissy Municipal Stade in addition to a Sports Hall, Artificial Pitch and modern Fitness Suite on-site. The students take part in major team sports such as Football, Hockey, Rugby, Basketball, Netball, Cricket and Softball as well as many other activities including Badminton, Dance, Table Tennis, Gymnastics and Athletics. The Sports Hall also boasts a Climbing Wall that is also used for lessons and extra-curricular activities. The school fields representative teams in the following sports: Football, Hockey, Rugby, Netball, X-Country, Climbing, Cricket, Athletics, and Volleyball and if a pupil is selected for a school team, he/she is expected to attend all training sessions and fixtures. The school has an International fixture list for all of its teams with regular fixtures in France, Belgium, Holland and the UK. To maintain an International Fixture list we have to host visiting teams overnight, which is reciprocated when we travel away.
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Key Stage 4 Guide
Physical Education
The Physical Education examination course aims:
To promote physical activity and healthy lifestyles. Candidates will be taught:
Assessment
Pupils will be assessed through both practical assessment and a written examination:
• to be physically active
Unit 1 The Theory of Physical Education
• to adopt the best possible posture and the appropriate use of the body
Written paper 40% - 1h 30 mins
• to participate in activities that develop cardiovascular health, flexibility, muscular strength and endurance • the increasing need for personal hygiene in relation to vigorous activity.
To develop attitudes. Candidates will be taught: • to observe the conventions of fair play, honest competition and good sporting behaviour in individual and team games both as participants and as spectators • to cope with both success and limitations in performance • to consolidate and improve their performance skills in a range of activities • consideration for others and for the environment.
To ensure safe practice. Candidates will be taught: • to respond readily to instructions • to recognise and follow the relevant rules and safety procedures associated with different sporting activities • about the safety risks of wearing inappropriate clothing, footwear and jewellery, and why particular clothing, footwear and protection are worn for different activities • how to use and store equipment safely • how to warm-up for and cool-down from exercise.
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Edexcel 2PE01
Unit 2 Performance in Physical Education This unit is assessed under controlled conditions and is worth 60% of the final qualification.
Key Stage 4 Guide
Spanish
The aims of the Spanish GCSE course are:
Edexcel 2SP01
Future plans, education and work
• to develop pupils’ ability to understand and communicate effectively
• Basic language of the internet
• to encourage pupils to acquire language learning skills
• Simple job applications and CV
• to encourage pupils to develop an understanding of grammar and syntax • to encourage pupils to understand language in its cultural context • to encourage enjoyment and intellectual stimulation and to provide a basis for further study. The course content is divided into four areas for the external examinations (listening and reading).
Out and about
• Visitor information • Basic weather • Local amenities
• Advertisements
• School and college • Work and work experience. Students have considerable control of content in the speaking and writing units and are free to focus on a broader variety of themes. The themes are: Media and Culture, Sport and Leisure, Travel and Tourism, Business, Work and Employment. Our teaching approach is entirely topical. Emphasis in the teaching is placed on authenticity; on using the four language skills (listening, speaking, reading, and writing) in real life practical situations. We use a core textbook which is supplemented by additional material such as Internet resources, films and Interactive whiteboard activities.
• Public transport
The final examination assesses pupils’ performance in the four language skill areas and at two different levels, Foundation and Higher Tiers.
• Directions.
The exam consists of four distinct parts:
• Accommodation
Customer service and transactions • Cafes and restaurants
Unit 1:
Listening and Understanding in Spanish
(20% of full course)
Unit 2:
Speaking in Spanish
(30% of full course)
Unit 3:
Reading and Understanding in Spanish
(20% of full course)
Unit 4:
Writing in Spanish
(30% of full course)
• Shops • Dealing with problems.
Personal information • General interests • Leisure activities • Family and friends • Lifestyle.
Whenever possible we organise cultural trips to Spain for pupils to enrich their knowledge of the Spanish language and culture. The costs of these trips are not included in the School fees.
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Key Stage 4 Guide
The Sciences at GCSE
AQA GCSE Biology 4401 AQA GCSE Chemistry 4402 AQA GCSE Physics 4403
AQA GCSE Science A 4405 AQA GCSE Additional Science 4408 The specifications for the GCSE Sciences are designed to: • offer a range of interesting and familiar topics • provide opportunities for practicals • offer flexibility and choice to pupils • support pupils of all abilities • help teachers to motivate and inspire pupils • help to develop an interest in science – both in the surrounding world and as part of future lives • build on KS3 Science and provide progression to A-level. At The British School, we offer pupils three different routes through the GCSE Sciences.
Option 1: GCSE Biology, GCSE Chemistry, GCSE Physics (‘separate sciences’) Pupils study biology, chemistry and physics over two years as three separate subjects and obtain three separate GCSE qualifications. Each science consists of three written papers (Papers 1, 2 & 3) and a coursework module. All nine examination papers are sat at the end of Year 11. The coursework will also be submitted at the end of Year 11.
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This option is offered as part of the School’s enrichment programme and uses enrichment time to contribute to the extra 1½ hours per week required for its teaching. This means that anyone who takes the individual sciences cannot take part in any other activities offered by the enrichment programme. In addition, the course is demanding and intensive. It is suitable only for those at the top end of the ability range and who have a very strong ambition and work ethic. For this reason, the Science Department, as fairly and as rigorously as possible, chooses which pupils can be accepted for this individual sciences option. We particularly look for pupils with the ability to gain three A* grades. Each pupil has two and a half hours per week in each of biology, chemistry and physics throughout Years 10 and 11. The three sciences are taught by subject specialists; thus each pupil has three different teachers for Science.
Option 2: GCSE Core Science and GCSE Additional Science (‘double science’) It is important to note that Option 2 forms a perfectly good preparation for continuing with the sciences at A Level. Indeed, the exam boards, when designing their syllabuses for Core and Additional Science, were instructed to ensure that this was the case.
Key Stage 4 Guide
The Sciences (Continued)
We therefore advise the majority of BSP pupils to take this option. It has proved immensely successful over the years, leading subsequently to very successful A Level results.
GCSE ‘Core’ Science In Year 10, pupils in Year 10 are taught biology, chemistry and physics towards a GCSE Science qualification – often referred to a Core Science. Each pupil has six one-hour lessons per week, divided equally between biology, chemistry and physics. The three sciences are taught by subject specialists; thus each pupil has three different teachers for Science. At the end of the course, you sit written papers in the three subjects. You will have also completed a coursework module. Pupils will sit the examinations and submit coursework for GCSE Science at the end of Year 10.
GCSE Additional Science In Year 11, double science pupils progress to a different course – GCSE Additional Science. You are taught biology, chemistry and physics towards the GCSE Additional Science qualification. At the end of Year 11, you sit written papers in the three subjects. You will have also completed a coursework module and be awarded a final grade for GCSE Additional Science. All pupils following this Option 2 therefore achieve two science GCSE grades (hence ‘double science’).
Option 3: Core Science over two years (‘single science’) This is intended for pupils who struggle with the sciences. These pupils will study the GCSE Core Science specification over two years. In a small set, you can receive more individual attention and cover the material at a pace more suited to you. You will still study biology, chemistry and physics separately and with three specialist teachers. At the end of the course, you sit written papers in the three subjects. You will also complete a coursework module and will receive your final grade for GCSE
Science at the end of Year 11. You therefore achieve one science GCSE grade. This option has also proved successful over the years, with the majority of pupils achieving their aim of a pass grade C in GCSE Core Science. Our view is that one pass is better than two possible fail grades had Option 2 been followed.
Examinations Each written paper lasts 60 minutes and carries 60 marks. Whatever GCSE qualification is being taken, each paper will count 25% towards the final grade. Each paper consists of mainly shorter structured questions. However, one question will require pupils to write a much longer well-constructed and well-argued response using appropriate scientific terminology so that you can be assessed on your quality of written communication. There are also two tiers of examination papers – Higher and Foundation. Higher papers are designed for candidates capable of operating at grade B level and above, However, grades from A* down to grade E are available on these papers. Foundation papers are designed for candidates operating at about pass level or below. Grades C down to G are available on these papers, which are designed to be more accessible to the lower achievers in Science. Pupils are allowed to mix higher tier papers with foundation tier papers at the same sitting e.g. a pupil can take a higher tier paper in biology but a foundation tier paper in physics.
Syllabus Content The syllabuses emphasise concepts that have direct relevance to everyday life and will enable pupils in later life to make informed judgements on important scientific issues. There is also an intentional emphasis on the development of good experimental practice. The new syllabuses have a slight reduction in content compared with previous specifications so that pupils have more time to learn and develop these skills.
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Key Stage 4 Guide
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Key Stage 4 Guide
The Sciences (Continued)
Unit 1 Taken by pupils following Options 1, 2 & 3
Biology 1 • Keeping healthy • Nerves and hormones • The use and abuse of drugs • Interdependence and adaptation • Energy and biomass in food chains • Waste materials from plants and animals • Genetic variation and its control • Evolution
Chemistry 1 • The fundamental ideas in chemistry • Limestone and building materials • Metals and their uses • Crude oil and fuels • Other useful substances from crude oil • Plant oils and their uses • Changes in the Earth and its atmosphere
Physics 1 • The transfer of energy by heating processes and the factors that affect the rate of that heat transfer • Energy and efficiency • The usefulness of electrical appliances • Methods we use to generate electricity • The use of waves for communication and to provide evidence that Universe is expanding
Unit 2
Taken by pupils following Options 1 and 2.
Biology 2
Chemistry 2
Physics 2
• Cells and simple cell transport
• Structure and bonding
• Forces and their effects
• Tissues, organs and organ systems
• How structure influences the properties and use of substances
• The kinetic energy of objects speeding up or slowing down
• Photosynthesis
• Atomic structure, analysis and quantitative chemistry
• Currents in electrical circuits
• Organisms and their environment • Proteins - their function and uses
• Rates of reaction • Exothermic and endothermic reactions
• Aerobic and anaerobic respirations
• Acids, bases and salts
• Cell division and inheritance
• Electrolysis
• Using mains electricity safely and the power of electrical appliances • What happens when radioactive substances decay and the uses and dangers of their emissions • Nuclear fission and nuclear fusion
• Speciation
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Key Stage 4 Guide
Unit 3
This is taken only by pupils following Option 1. The syllabus content is intended to avoid duplication with that taught at AS and A level in the three subjects.
Biology 3 • Movement of molecules in and out of cells • Transport systems in plants and animals • Homeostasis • Humans and their environment
Chemistry 3
Physics 3
• The Periodic Table
• Medical applications of physics
• Water
• Using physics to make things work
• Calculating and explaining temperature changes
• Keeping things moving
• Further analysis and quantitative chemistry • The production of ammonia • Alcohols, carboxylic acids and esters
How Science Works
Throughout the course and especially through practical work, pupils will be taught a variety of skills connected with the design, carrying out, analysis and evaluation of practical work. You will learn about good methodologies for practical investigations as well as some basic ideas of the philosophy of science. In particular, you will acquire skills associated with:• Planning an investigation • Assessing and managing risks • Collecting, processing, analysing and evaluating data – both primary and secondary. The assessment of these skills forms the coursework component of the new Science courses.
Controlled Coursework (ISAs)
Whatever GCSE qualification is being taken, 25% of the final grade will come from investigative skills assignments (ISAs) made during the course. In these ISAs.... • you research, plan and then perform a practical exercise proposed and outlined by AQA. • during lesson time, you then take the ISA test papers (done in two sections).
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The ISA papers are done under controlled exam conditions. You answer a series of questions set by the examination board directly related to the practical exercise they performed. For some questions, you make use of your own data and, for others, you use knowledge and understanding of ‘How Science works’. • You will normally take at least two ISAs for each qualification; these will be marked internally. Only the higher/highest scoring ISA is submitted for moderation to count towards the final grade.
Key Stage 4 Guide
Careers At this stage it is essential to keep as many “doors” open as possible and subjects should be chosen with this in mind.
Virtually all career areas are kept open by taking the basic five subjects listed above. However some points are worth noting: • If one wishes to study another European language at A Level, e.g. German or Spanish, then it is necessary to take it at GCSE. The same would apply for most A level subjects. Although it is not impossible to start a subject at A Level, it is not always advisable.
During the ‘Careers’ part of the PSHE programme pupils are made aware of their strengths, interests and the world of work so that you can make reasoned choices at 15+. During Year 10 you will use the Pathfinder Job Interests Questionnaire and sit the Morrisby test provided by the Independent Schools Careers Organisation (ISCO). This will give a sound information base for future decisions.
Civil service Actuary Law
Media
• If you are considering Humanities then it would
Please do not hesitate to ask your teachers, tutors and/or Head of Careers for further advice in your final choice of subjects.
Diplomatic service Auditing
Marketing Information technology
Scientific research Education Tax
Advisory Volunteering International organisations Journalism
Insurance
• By not doing these subjects am I going to close any possible ‘career doors’?
• History, Business Studies or perhaps Geography would be useful for the study of social sciences.
Advertising
• Do I ‘like’ these subjects?
• If you are considering a more artistic, designorientated course, then Art or Design Technology would be useful
Politics Management consultancy Public sector
• Am I good at these subjects?
be wise to include History, Geography or perhaps another language in your option
Charity
A sensible combination of subjects at GCSE level would be: - Mathematics, English, a foreign language, sciences and a humanities subject. The extra subjects could be chosen according to the following criteria:
Investment banking 33
The British School of Paris 38 quai de l’Ecluse 78290 Croissy sur Seine Tel: +33 (0)1 34 80 45 94 Fax: +33 (0)1 39 76 32 21 Website www.britishschool.fr Email ssc@britishschool.fr February 2015