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key stage 4 guide
Key Stage 4 Guide
Contents
Making a Choice
1
Art and Design: Fine Art
3
Business Studies
6
Curriculum Support
7
Design and Technology: Product Design
8
Drama
10
English Language and English Literature
12
English as an Additional Language
15
French
16
Geography
18
German
20
History
22
ICT
24
Mathematics
25
Music
27
Physical Education
29
Sciences
31
Spanish
33
Personal, Social and Health Education (PSHE)
35
Physical Education (Core)
36
Sport (Extra Curricular)
36
Careers
37
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. In September 2015 English Language, English Literature and Mathematics courses changed nationally. For 2016 several other courses will change so please be aware that the course details of the examinations we will use at the BSP may still be under discussion. New grading for GCSE will be from 9-1. Legacy specifications are still graded A* - G. SEPTEMBER 2015
SEPTEMBER 2016
SEPTEMBER 2017
English Language
Art & Design
Business Studies
English Literature
Music
Design Technology
Mathematics
PE
ICT
Science History Geography Modern Foreign Languages Drama 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. Most courses will be examined at the end of the 2 years. You will study Mathematics, English Language, English Literature, 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, or Further Maths GCSE in addition to the core Maths course. For some only one English qualification 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
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 and join us at the Information Evening in March. 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
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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.
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 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. 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. 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
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. 2
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
The Options Procedure 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.
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.
Unit 2: Exam Project
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)
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 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 tenweek period, ending in a 10 hour exam in which you will produce your final outcome.
• I, Me, Mine (looking at still life and symbolism) • Botanical Forms (looking at form and pattern in the natural world) The structure of the course is outlined below:
Unit
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
Running from January until April in Yr 11
40%
Externally Set Internally Marked Externally Moderated 20 Hours Preparation Time 10 Hours Timed Test
Requirement
Supporting studies and outcomes must show evidence of ALL assessment objectives
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Key Stage 4 Guide Art and Design (Continued)
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?
6
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.
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.
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. Depending on their needs, pupils who attend Curriculum Support lessons, may 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
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.
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AQA 4557
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:
What does this course involve?
• graphic communication
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.
• CAD/CAM
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.
How am I assessed?
• theory of design • engineering and manufacture • material and process theory
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.
Key Stage 4 Guide
What makes a good product designer?
Future possibilities
Everyone has the capacity for innovation. Those who will be most successful within this course will be:
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.
• problem finders • problem solvers • risk takers • independent learners • team workers • divergent thinkers
COURSEWORK: • 60% of total grade
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 • Creative-Industry Professionals
• Extended Design & Make project • Internally assessed
THEORY: • 40% of total grade • Exam in year 11 on the principles of Design
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Key Stage 4 Guide
Drama
AQA (4242)
What is Drama at GCSE? Drama is a subject that is becoming increasingly valued by businesses, who feel that our young people lack the confidence at interviews, or the ability to present. Within drama you will not only study the craft of acting and theatre, you will also learn extremely valuable transferrable skills for example – collaboration, empathy, analysis, evaluation, deconstruction of a given subject and construction of performance pieces. You are able to perform but also work on production skills such as lighting, costume, sound, set/props etc.
You should consider this course if You are thinking of going into medicine, law, public relations, journalism, diplomacy, politics, social work, hospitality, tourism and leisure and of course any form of acting or jobs in the theatre.
Who is the course suitable for? The course is suitable for those students who are interested in the creation of Drama as an art form and also for those who wish to demonstrate on their CV an aptitude for creativity, good presentation and language skills, confidence and team working skills.
You will like this course if You enjoy your drama lesson at the moment, you like working collaboratively with others, you like to put yourself in other peoples shoes, you enjoy the process of creating drama, you like reading plays, you enjoy going to the theatre, you like exploring topical issues, you like performing!
Things you need to be aware of You will be filmed at points in the course and need to be comfortable with that, we do explore a range of themes and issues some are funny, some are moving, some are very thought provoking. You need to be prepared to think deeply about difficult situations and support others in doing so. You need to be open minded and respect different opinions to your own. Most practical work is carried out in groups of varying sizes – you must feel comfortable working with all of your peers.
10
How do the exams run? All of the exam boards break the exam into 3 different components which you can see below. All of the boards will be based on the same format, the main difference being the choice of set texts. At the present time we will stay with AQA.
Key Stage 4 Guide
Extra Curricular
Component 3: Texts in Practice
Currently we run a three day trip to London to see live theatre in order for the students to fulfil the live theatre evaluation section of the exam. There is an extra cost for this. We would also hope that all Drama students would join Drama Club in order to be part of the School production, all practical experience is beneficial. We hope to continue offering LAMDA qualifications also.
Non-exam assessment: externally assessed by a visiting examiner
Component 1: Understanding Drama Written Examination: 1 hour and 45 minutes (Closed book) 40% of qualification • Section A: multiple choice (4 marks) • Section B: four questions on a given extract from the set play chosen (46 marks) • Section C: one two part question (from a choice) on the work of theatre makers in a single live theatre production (30 marks)
20% of qualification • Performance of two extracts from one play (students may contribute as performer or designer) • Free choice of play but must contrast with the set play chosen for Component 1
Full Draft Specification http://filestore.aqa.org.uk/resources/drama/ specifications/AQA-8261-SP-2016-DRAFT.PDF
Sample Written Exam http://filestore.aqa.org.uk/resources/drama/AQA82611-SQP.PDF
Sample Mark Scheme http://filestore.aqa.org.uk/resources/drama/AQA82611-SMS.PDF
Component 2: Devising Drama Non-exam assessment: internally assessed, externally moderated 40% of qualification • Devising log (60 marks) • Devised performance (20 marks)
Playwright
Written Exam Set Text Option
Arthur Miller
The Crucible
Willy Russell
Blood Brothers
Patrick Barlow
The 39 Steps
Carl Grose (Kneehigh Theatre)
Hansel and Gretel
Malorie Blackman/Dominic Cooke
Noughts and Crosses
William Shakespeare
A Midsummer Night’s Dream
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Key Stage 4 Guide
English Language and English Literature English Language and English Literature, Sets 1-3 Pupils in Sets 1 to 3 follow the AQA English Language (8700) and English Literature (8702) courses.
GCSE English Language
AQA 8700
The specification will enable students of all abilities to develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century time periods as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures. Course content:
Paper 1: Explorations in Creative Reading and Writing What’s assessed Section A: Reading • one literature fiction text (unseen) Section B: Writing • descriptive or narrative writing Assessment: written exam: 1 hour 45 minutes • 50% of GCSE
Paper 2: Writers’ Viewpoints and Perspectives What’s assessed Section A: Reading • one non-fiction text and one literary non-fiction text Section B: Writing • writing to present a viewpoint Assessment: written exam: 1 hour 45 minutes. • 50% of GCSE
Non-examination Assessment: Spoken Language What’s assessed • presenting • responding to questions and feedback • use of Standard English Assessment • teacher-set tasks throughout course • marked by teacher • separate endorsement (0% weighting of GCSE)
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Key Stage 4 Guide
GCSE English Literature
AQA 8702
Paper 1: Shakespeare and the 19th-century novel What’s assessed • Shakespeare plays • The 19th-century novel How it’s assessed • Written exam: 1 hour 45 minutes • 40% of GCSE
Paper 2: Modern texts and poetry What’s assessed • Modern prose/drama texts, AQA poetry anthology, unseen poetry How it’s assessed • Written exam: 2 hour 15 minutes • 60% of GCSE
English Language, Set 4 Set 4 follow the Edexcel International GCSE in English Language, Specification A (4EAO), which enables students to: • develop their understanding of the spoken word and the capacity to participate effectively in a variety of speaking and listening activities • develop the ability to read, understand and respond to material from a variety of sources, and to recognise and appreciate themes and attitudes and the ways in which writers achieve their effects • develop the ability to construct and convey meaning in written language, matching style to audience and purpose. The Edexcel International GCSE in English Language (Specification A) has the option of two assessment routes: we shall be taking Route two, which consists of 70% written examination paper and 30% internally assessed coursework (Paper 1, Paper 3 and Paper 4). Details of these three papers:
Paper 1: 70% of the total International examination 4EA0/01 Externally Assessed Overview of content Reading: unprepared passage • Section A of the Edexcel Anthology for International GCSE and Certificate Qualifications in English Language and Literature. Writing: • Topic based on Section A of the Edexcel Anthology for International GCSE and Certificate Qualifications in English Language and Literature • To inform, explain and describe Overview of assessment: • The assessment of this unit is through a two-hour and 15 minute examination paper, set and marked by Edexcel • Single tier of entry • The total number of marks available is 60
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Key Stage 4 Guide
Paper 3: Written Coursework 20% of the total International GCSE 4EA0/03 Internally Assessed Overview of content Reading: • Response based on texts from Section B of the Edexcel Anthology for International GCSE and Certificate Qualifications in English Language and Literature Writing: • To explore, imagine and entertain • To argue, persuade and advise Overview of assessment • The assessment of this unit is through two coursework assignments, internally set and assessed and externally moderated by Edexcel • The total number of overall marks available is 80 (40 marks for each assignment)
Paper 4: Speaking and Listening Coursework 10% of the total International GCSE 4EA0/04 Overview of content Speaking and listening: • To explain, describe and narrate • To discuss, argue and persuade • Formal and informal contexts • Individual talk • Pair work • Group work Overview of assessment • The assessment of this unit is through three coursework assignments, internally set and assessed and externally moderated by Edexcel • The total number of overall marks available is 120 (40 marks for each assignment)
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Key Stage 4 Guide
English as an Additional Language (EAL)
iGCSE 0511
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 1FR0
The aims of the GCSE French course are: • To engage all students so that they become confident and motivated language learners • To enable all pupils to achieve their potential • To make languages accessible to a wide range of abilities • To help all students benefit from learning a language and learning about the world around them • To ensure that students are confident in their language skills and are aware of what they can achieve • To encourage motivation through interesting, popular content relevant to students • To encourage progression through a gradual increase in the level of demand • To develop awareness and understanding of the culture and identities of the countries and communities where the language is spoken The course content is divided into four main topic areas for the external examinations.
Local area, holiday and travel • Holidays: preferences, experiences and destinations • Travel and Tourist transactions: travel, accommodation, asking for help and dealing with problems, directions, eating out’s hopping • Town, region and country: weather, places to see, things to do
School • What school is like: school types, school day, subjects, rules and pressures, celebrating success • School activities: school trips, events and exchanges
Identity and culture
Future aspirations, study and work
• Who I am: relationships, when I was younger, what my friends and family are like, what makes a good friend, interests, socialising with friends and family, role models
• Using languages beyond the classroom: forming relationships, travel, employment
• Daily life: customs and everyday life, food and drink, shopping, social media and technology (use of, advantages, disadvantages) • Cultural life: celebrations and festivals, reading, music, sport, film and television
• Ambitions: further study, volunteering, training • Work: jobs, careers and professions
International and global dimension • Bringing the world together: sports events, music events, campaigns and good causes • Environmental issues: being “green”, access to natural resources 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 final examination assesses pupils’ performance in the four language skill areas and at two different levels, Foundation and Higher Tiers. Grammar and exposure to cultural and literary context are an essential part of the course The exam consists of four distinct parts, externally assessed at the end of the course:
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Key Stage 4 Guide
Listening
Listening: a range of formats including multiple choice, open response and some questions in French; authentic and interesting contexts.
(25%)
Speaking
Speaking: contexts set in realistic scenarios to show how language is used in authentic situations; element of choice for all students.
(25%)
Reading
Reading: a range of question formats such as multiple choice, open responses and some questions in French requiring short or one word responses.
(25%)
A short translation also features; texts are all agerelevant and set in the culture of the target language country.
Writing
Writing: a choice of questions which encourage spontaneity and creativity; a translation component also features. All questions are adapted to the level of the students, namely Foundation or Higher.
(25%)
Special Objectives 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. Some Special Objectives students might benefit from sitting an alternative qualification, namely the IGCSE French as a first Language offered by the Cambridge Examination Board. This would need to be discussed with the Head of Faculty and would only apply in some cases. Please note that In September 2016, Year 10 Special Objectives will be following the legacy Specification and completing their GCSE in June 2017.
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Key Stage 4 Guide
Geography (Examination Board is still under consideration) 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: - Learn more about the world I live in? - Develop skills that will help me in other areas, such as IT and research? - Do some of my work away from the classroom? - Work in a team with other pupils? - Learn through investigating and doing, not listening and reading?
What will I Study? The world is always changing. Geography gives you the chance to learn about these changes.
Physical Geography: Processes and change Geomorphic processes and landscapes- How weathering, erosion by water, wind and ice and slope movement have influenced UK landscapes. How human activity has influenced those processes and landforms created by those processes. Changing weather and climate- The causes, consequences of and responses to extreme weather conditions. Evidence for climate change over the past two million years.
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Key Stage 4 Guide
People and the environment: processes and interactions Global ecosystems- The study of tundra, rainforests and temperate forests, including the interactions between the climate, soil, water, plants, animals and humans. The management of ecosystems. Resource management and biodiversity- How humans use, modify and change ecosystems. At least three examples at different scales.
Human geography processes and change:
Maps, fieldwork and geographical skills
Cities and urban society in the 21st centuryThe causes and effects of rapid urbanization. Case studies of cities including the causes and impacts of migration.
Fieldwork: Fieldwork must be undertaken in at least two contrasting environments, this is a compulsory element to the course.
Global economic development issues- The causes and consequences of uneven development. The study of trade, aid and geo-political relationships.
Maps: You will learn how to use a range of maps
Use of data: The collection, interpretation, analysis, application and evaluation of primary and secondary data. Geographical argument: Students must write descriptively, analytically, and critically to develop and extended writing argument. If you are interested talk to your geography teacher or anyone in the Geography department to find out what they are planning for you. Or ask pupils in Years 10 and 11 how much they enjoy Geography.
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Key Stage 4 Guide
German
The aims of the GCSE German course are:
School
• To engage all students so that they become confident and motivated language learners
• What school is like: school types, school day, subjects, rules and pressures, celebrating success
• To enable all pupils to achieve their potential
• School activities: school trips, events and exchanges
• To make languages accessible to a wide range of abilities
Future aspirations, study and work
• To help all students benefit from learning a language and learning about the world around them
• Using languages beyond the classroom: forming relationships, travel, employment
• To ensure that students are confident in their language skills and are aware of what they can achieve
• Work: jobs, careers and professions
• To encourage motivation through interesting, popular content relevant to students • To encourage progression through a gradual increase in the level of demand • To develop awareness and understanding of the culture and identities of the countries and communities where the language is spoken The course content is divided into five main topic areas for the external examinations.
Identity and culture • Who I am: relationships, when I was younger, what my friends and family are like, what makes a good friend, interests, socialising with friends and family, role models • Daily life: customs and everyday life, food and drink, shopping, social media and technology (use of, advantages, disadvantages) • Cultural life: celebrations and festivals, reading, music, sport, film and television
Local area, holiday and travel • Holidays: preferences, experiences and destinations • Travel and Tourist transactions: travel, accommodation, asking for help and dealing with problems, directions, eating out, shopping • Town, region and country: weather, places to see, things to do
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Edexcel IGN0
• Ambitions: further study, volunteering, training
International and global dimension • Bringing the world together: sports events, music events, campaigns and good causes • Environmental issues: being “green”, access to natural resources 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 final examination assesses pupils’ performance in the four language skill areas and at two different levels, Foundation and Higher Tiers. Grammar and exposure to cultural and literary context are an essential part of the course.
Key Stage 4 Guide
The exam consists of four distinct parts, externally assessed at the end of the course: Listening
Listening: a range of formats including multiple choice, open response and some questions in German; authentic and interesting contexts.
(25%)
Speaking
Speaking: contexts set in realistic scenarios to show how language is used in authentic situations; element of choice for all students.
(25%)
Reading
Reading: a range of question formats such as multiple choice, open responses and some questions in German requiring short or one word responses.
(25%)
A short translation also features; texts are all age-relevant and set in the culture of the target language country. Writing
Writing: a choice of questions which encourage spontaneity and creativity; a translation component also features. All questions are adapted to the level of the students, namely Foundation or Higher.
(25%)
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Key Stage 4 Guide
History
Edexcel 1HI0
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
Unit 1 Paper 1 : Students study one of the following options: Crime and punishment in Britain, c1000– present and Whitechapel, c1870–c1900: crime, policing and the inner city. Or Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches. Unit 2 Paper 2 : Students study one of the following depth options: British depth study options: ● B1: Anglo-Saxon and Norman England, c1060–88
Qualification aims and objectives
● B2: The reigns of King Richard I and King John, 1189–1216
The aims and objectives of this qualification are to enable students to:
● B3: Henry VIII and his ministers, 1509–40
● develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience ● engage in historical enquiry to develop as independent learners and as critical and reflective thinkers ● develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context ● develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them ● organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions
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What will I Study?
● B4: Early Elizabethan England, 1558–88 AND Superpower relations and the Cold War, 1941–91 Unit 3 Paper 3 : Students take one of the following modern depth studies: ● 30: Russia and the Soviet Union, 1917–41 ● 31: Weimar and Nazi Germany, 1918–39 ● 32: Mao’s China, 1945–76 ● 33: The USA, 1954–75: conflict at home and abroad.
Key Stage 4 Guide
Course Title
Paper 1: Thematic study and historic environment (Paper codes: 1HI0/10–12) Written examination: 1 hour and 15 minutes 30%* of the qualification 52 marks
Crime and Punishment & Whitechapel
Paper 2: Period study and British depth study
Paper 3: Modern Depth Study
Written examination: 1 hour and 45 minutes
Written examination: 1 hour and 20 minutes 30%* of the qualification 52 marks
40%* of the qualification 64 marks
Anglo-Saxon and Norman England
Weimar and Nazi Germany, 1918–39
Superpower relations and the Cold War, 1941–91 Course Overview
• Nature and changing definitions of criminal activity • The nature of Law enforcement and punishment • Case studies : The treatment of conscientious objectors in the First and Second World Wars. The Derek Bentley case: its significance for the abolition of the death penalty.
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
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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 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.
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 Written paper: 90 minutes
Assessment Coursework: Controlled Assessment completed in class
Weighting: 40%
You have 40 hours to complete the CAB Weighting: 60%
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Key Stage 4 Guide
Mathematics
AQA Maths 8300
The aims of the GCSE Mathematics course are to: • Develop knowledge, skills and understanding of mathematical methods and concepts • Acquire and use problem-solving strategies • Select and apply mathematical techniques and methods in mathematical, everyday and real-world situations • Reason mathematically, make deductions and inferences and draw conclusions • Interpret and communicate mathematical information in a variety of forms appropriate to the information and context Mathematics provides the oral, written and practical skills needed to solve everyday problems and to acquire knowledge in other subjects particularly Science and Technology. Mathematics itself is an important discipline; its power lies not only in the capacity to explain and describe but also to predict and solve. Pupils will this subject challenging but accessible, useful and enjoyable. The course content is organised into six areas: • Number • Algebra • Ratio, proportion and rates of change • Geometry and Measures • Probability • Statistics
Grading There are two courses and two distinct examinations to cater for different levels of ability. Foundation tier is designed to be accessible to those pupils who find maths difficult and Higher tier is designed for those pupils who are ready to accept a challenge. Talented pupils are provided with extension material in the form of UKMT Intermediate Challenge questions; these pupils are also encouraged to train with the School’s International Maths Competition squad.
Foundation tier
Grades 1-5 available
Higher tier
Grades 4-9 available
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Key Stage 4 Guide
The Scheme of Assessment At both tiers the specification has three question papers which cover all assessment objectives and are taken in the same examination series, in June. In all three papers content from any part of the specification may be assessed. The information in the table below is the same for both Foundation and Higher tiers.
Paper 1 – non calculator
Paper 2 – calculator
Paper 3 – calculator
What is assessed:
What is assessed:
What is assessed:
Content from any part of the specification may be assessed
Content from any part of the specification may be assessed
Content from any part of the specification may be assessed
How is it assessed:
+ How is it assessed:
+ How is it assessed:
• Written paper (non- calculator).
• Written paper (calculator).
• Written paper (calculator).
• 1 hour and 30 mins.
• 1 hour and 30 mins.
• 1 hour and 30 mins.
• 80 marks.
• 80 marks.
• 80 marks.
• 331/3% of the assessment.
• 331/3% of the assessment.
• 331/3% of the assessment.
The maths teachers are keen to help pupils enjoy mathematics and to be successful in the examinations. However, to benefit fully from lessons every pupil must bring to each maths class: • a simple scientific calculator • a simple sturdy compass with pencil • a 20cm flat, clear plastic ruler • a small clear plastic protractor • an eraser, a sharpener with a box, an HB pencil • 3 or 4 colouring pencils. To encourage students to respond positively to challenging situations and further enrich their learning experience, the department enters many students for the UK Maths Challenge, trains and sends teams to the ISMTF Maths leagues and gives students the opportunity to participate in the UK Cipher Challenge. For the very able mathematician, we also offer Further Maths GCSE, which is taken at the same time as Maths GCSE, at the end of Year 11.
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Key Stage 4 Guide
Music
Edexcel 1MU0
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.
• Sonority / Timbre
Study and the other will be a free choice. They do not have to perform these Compositions but a recording does need to be generated. Within each of the areas of study there is a certain amount of choice to allow pupils to develop areas of music in which they are particularly interested. The course allows the use of music technology in the preparation and submission of pieces. Logic Pro, Sibelius 6, Prodikeys, itrack solo and Garage Band are all available to pupils as well as digital multi-track recorders, keyboards, and a range of acoustic and electric guitars.
• Texture
Appraising
Pupils should be enthusiastic and committed to playing their instrument or singing and will need to be supported by an appropriate peripatetic teacher. Work continues to be based on the Elements of Music: • Organisation of Pitch • Tonality / Harmony • Structure
• Tempo, Metre and rhythm • Dynamics 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. The expected standard is that of Grade 4 ABRSM, Trinity, Rockschool or equivalent exam board, but the assessment scheme caters for work at higher and lower levels. Individual lessons can be arranged in school and it is helpful to have the input and support of an instrumental teacher to ensure adequate preparation of performance coursework. Students 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 and these students may also play percussion in the orchestra. 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.
Through listening to a wide variety of musical examples, from c. 1700 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. Two set works are studied in each of the following four Areas of Study: • Instrumental Music 1700-1820 [Bach & Beethoven] • Vocal Music
[Purcell & Queen]
• Music for Stage and Screen [Wicked & Star Wars] • Fusions [Celtic, African and Latin American music] The Appraising 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.
Composing Students have to submit two compositions at the end of the course. One of these will be in response to a brief set by Pearson Edexcel from the four Areas of
27
Key Stage 4 Guide
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. Students on this course are relied upon to play a major part in all musical activities and will be promoted as the more Senior Musicians in the school. 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.
28
Key Stage 4 Guide
Physical Education
Edexcel 2PE01
The new Edexcel specification for September 2016 has being revitalised and provides a real applied focus, reflects today’s global world, develops transferable skills and develops a holistic understanding of physical education. The course gives students opportunities to discover the science behind sport and sporting performance, gives an insight into the psychological factors that can affect an athlete and looks at the various social and cultural aspects that have a bearing on how sport is perceived.
This course is perfect for students who enjoy being physically active and are inquisitive about the theory behind the performer, those who have an interest in biology or students who want to pursue a career in an active environment. It is a requirement that any student deciding to take GCSE PE must be actively involved in physical activity either through school sport or as a member of a club in order for them to access the practical components of the course successfully.
The Physical Education examination course aims and objectives: The GCSE in Physical Education will equip students with the knowledge, understanding, skills and values they need to be able to develop and maintain their performance in physical activities. Students will also gain understanding of how physical activities benefit health, fitness and well-being. - Develop theoretical knowledge and understanding 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 and sport make to health, fitness and well-being - Understand the key socio-cultural influences that can affect people’s involvement in physical activity and sport
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Key Stage 4 Guide
Assessment 60% Theory, 40% Practical Pupils will be assessed through both written examinations and practical assessment:
Component 1: Fitness and Body Systems Written paper 36% - 1h 45 mins – 90 marks - Topic 1: Applied anatomy and physiology - Topic 2: Movement analysis - Topic 3: Physical training - Topic 4: Use of data The assessment consists of multiple-choice, short answer and extended writing questions.
- Skills during individual and team activities - General performance skills
Component 4: Personal Exercise Programme (PEP) Non-examined assessment 10% (Internally marked and externally moderated) 20 marks The assessment consists of students producing a PEP, and will require students to analyse and evaluate their performance. - Aim and planning analysis
Component 2: Health and Performance
- Carrying out and monitoring the PEP
Written paper 24% - 1h 15 mins – 70 marks
- Evaluation of the PEP
- Topic 1: Health, fitness and well-being - Topic 2: Sport psychology - Topic 3: Socio-cultural influences - Topic 4: Use of data The assessment consists of multiple-choice, short answer and extended writing questions.
Component 3: Practical Performance Non-examined assessment 30% (Internally marked and externally moderated) 105 marks (35 marks per activity) The assessment consists of students completing three physical activities from a set list provided by Edexcel and being assessed against set criteria. One must be a team activity, one must be an individual activity
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and the third can be either an individual or team activity.
Key Stage 4 Guide
The Sciences at GCSE AQA Combined Science Double Award 8464
The specifications for GCSE Combined Science is designed to: • build on KS3 Science and provide progression to A-level • offer a range of interesting and familiar topics • provide opportunities for practicals • help teachers to motivate and inspire students of all abilities • help to develop an interest in science – both in the surrounding world and as part of future lives. At The British School, we offer students Double Award Combined GCSE Sciences which is equivalent to two GCSEs, and provides a good preparation for A Level Biology, Chemistry and Physics, and hence the study of science at university, including related subjects such as Medicine, Veterinary Science, and Engineering.
GCSE Double Science is a two-year course, in which students are taught Biology, Chemistry and Physics in Year 10 and 11. 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.
Each paper consists of questions which may be closed (multiple choice, link boxes, sentence completion), or open (labelling or drawing diagrams, short answer, extended response (including multistep calculation)). There are also two tiers of examination papers – Higher and Foundation. Higher papers are designed for students capable of operating at grade 5 level and above. Foundation papers are designed for students operating at about a grade 4 or below, and are designed to be more accessible to the lower achievers in Science.
Syllabus Content The syllabus emphasises 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, and the Scientific Method. The Scientific Method incorporates ideas about logical thought and critical evaluation of evidence. The new syllabuses have a slight increase in content compared with previous specifications so pupils are better prepared for A level.
At the end of the course, students sit a total of six written papers, two in each of the three subjects. Each of these papers will also assess some practical content. During the course students must also have the opportunity to complete 16 required practical. This qualification is linear meaning that students will sit all their examinations at the end of the course.
Examinations Each written paper lasts 75 minutes and carries 70 marks, and each paper will count 16.5 % towards the final grade.
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Key Stage 4 Guide
Key:
Red = Assessed in Paper 1: Biology, Chemistry and Physics Black = Assessed in Paper 2: Biology, Chemistry and Physics
Biology
Chemistry
Physics
1. Cell biology
8. Atomic structure and the periodic table
18. Forces
2. Organisation
9. Bonding, structure, and the properties of matter
19. Energy
3. Infection and response
10. Quantitative chemistry
20. Waves
4. Bioenergetics
11. Chemical changes
21. Electricity
5. Homeostasis and response
12. Energy changes
22. Magnetism and electromagnetism
6. Inheritance, variation and evolution
13. The rate and extent of chemical change
23. Particle model of matter
7. Ecology
14. Organic chemistry
24. Atomic structure
15. Chemical analysis 16. Chemistry of the atmosphere 17. Using resources
Practical Assessment 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 experimental work. Practical work, as well as developing investigative and experimental skills, consolidate scientific knowledge.
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All students are expected to have carried out 16 required practical activities. Also, questions in the written examinations will draw on the knowledge and understanding students have gained by carrying out the practical activities. These questions will count for at least 15% of the overall marks for the qualification.
Key Stage 4 Guide
Spanish
The aims of the GCSE Spanish course are: • To engage all students so that they become confident and motivated language learners • To enable all pupils to achieve their potential • To make languages accessible to a wide range of abilities • To help all students benefit from learning a language and learning about the world around them • To ensure that students are confident in their language skills and are aware of what they can achieve • To encourage motivation through interesting, popular content relevant to students • To encourage progression through a gradual increase in the level of demand • To develop awareness and understanding of the culture and identities of the countries and communities where the language is spoken The course content is divided into four main topic areas for the external examinations.
Identity and culture • Who I am?: relationships, when I was younger, what my friends and family are like, what makes a good friend, interests, socialising with friends and family, role models
Edexcel 1SP0
• Town, region and country: weather, places to see, things to do
School • What school is like: school types, school day, subjects, rules and pressures, celebrating success • School activities: school trips, events and exchanges
Future aspirations, study and work • Using languages beyond the classroom: forming relationships, travel, employment • Ambitions: further study, volunteering, training • Work: jobs, careers and professions
International and global dimension • Bringing the world together: sports events, music events, campaigns and good causes. • Environmental issues: being “green”, access to natural resources
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 final examination assesses pupils’ performance in the four language skill areas and at two different levels, Foundation and Higher Tiers. Grammar and exposure to cultural and literary context are an essential part of the course.
• Daily life: customs and everyday life, food and drink, shopping, social media and technology (use of, advantages, disadvantages) • Cultural life: celebrations and festivals, reading, music, sport, film and television
Local area, holiday and travel • Holidays: preferences, experiences and destinations • Travel and tourist transactions: travel, accommodation, asking for help and dealing with problems, directions, eating out; hopping
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Key Stage 4 Guide Spanish (Continued)
The exam consists of four distinct parts, externally assessed at the end of the course:
Listening
Listening: a range of formats including multiple choice, open response and some questions in Spanish; authentic and interesting contexts.
(25%)
Speaking
Speaking: contexts set in realistic scenarios to show how language is used in authentic situations; element of choice for all students.
(25%)
Reading
Reading: a range of question formats such as multiple choice, open responses and some questions in Spanish requiring short or one word responses.
(25%)
A short translation also features; texts are all age-relevant and set in the culture of the target language country.
Writing
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Writing: a choice of questions which encourage spontaneity and creativity; a translation component also features. All questions are adapted to the level of the students, namely Foundation or Higher.
(25%)
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. 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. Some topics will be taught as part of a three to four week rotation programme in which form tutors take responsibility for their own specialist session to be delivered to each form group in turn.
Year
10
Term 1
Term 2
Term 3
Class ethos
Mindfulness
Equal rights and responsibilities
Study skills and target setting
Yoga
E-safety
Study skills
Healthy relationships and peer pressure
Respect
Drug and alcohol awareness
Sex education
Study skills and target setting
Managing decisions and transition
Careers Anti-bullying Alcohol awareness
Current affairs
Study skills and target setting
Debating Charity
11
Class ethos
Review of mocks
Study skills
Homework and time management
Study skills
Managing your time and studies
E-safety
Careers
Revision techniques
Study skills
Current affairs
Managing exam stress
Futurewise
Mindfulness
Careers: CVs and applying for jobs
Finance
Alcohol awareness
Drug awareness
Debating
Sex education
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, Volleyball, Table Tennis, Gymnastics, Athletics, Fitness and Leadership. The Sports Hall also boasts a Climbing Wall that is used for lessons and extra-curricular activities.
Sport (Extra-curricular) The school fields representative teams in the following sports: Football, Hockey, Rugby, Netball, X-Country, Climbing, Cricket, and Athletics 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
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.
Please do not hesitate to ask your teachers, tutors and/or Head of Careers for further advice in your final choice of subjects. 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 sit the Futurewise Aptitude 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 be wise to include History, Geography or perhaps another language in your option
• Additional skills that can be very useful for choosing future courses of study can be developed through PE and/or ICT
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’?
• Aspiring Engineers would be advised to include Design Technology in their GCSE mix
Advertising
• Do I ‘like’ these subjects?
• History, Business Studies or perhaps Geography would be useful for the study of social sciences.
Politics Management consultancy Public sector
• Am I good at these subjects?
• If you are considering a more artistic, designorientated course, then Art or Design Technology would be useful
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 37
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 2016