(I)GCSE COURSES

2016-2018

KEY CONTACTS

Headmaster Mr Michael Weston mweston@sherborneqatar.org

Deputy Head Academic Mrs Julia Moore jmoore@sherborneqatar.org

CONTENTS

Foreword

Introduction

The Key Stage 4 curriculum

Key Stage 4 at Sherborne Qatar

Choosing subjects

Compulsory subjects

Optional subjects

FOREWORD

Sherborne Qatar is still a young school, but with a history stretching back over five hundred years. We are

fortunate to be part of the larger Sherborne education family and this is why we have decided to offer our

pupils broadly the same academic opportunities as those enjoyed by pupils in Sherborne Dorset.

I believe that the range of subjects we are able to include is a sign of our commitment and determination

that our pupils should be given a wide education, one that will allow them to prepare for their post-16

courses with a very good grounding in languages, sciences and humanities, as well as creative and

technical subjects.

My experience of preparing pupils for Key Stage 4 examinations tells me that there are challenges ahead

for all who embark on these demanding courses. Let us be clear: there are no shortcuts or easy routes to

examination success; but pupils’ dedication and hard work will be recognised and rewarded both along

the way by our teachers and at the end by the examiners.

As we – pupils, teachers and parents – all set out together on this exciting journey, I want to wish all of our

pupils well and to encourage them to embrace these courses, playing as full a part as they can in their own

education and their own future.

Michael Weston

Senior Headmaster

INTRODUCTION

Building upon the educational foundations established in previous key stages, the Key Stage 4 curriculum

of Year 10 and 11 seeks to create an academically challenging, relevant and varied course of study that

acts as a springboard for further education. Key Stage 4 (KS4) refers to the period covered by Years 10

and 11. GCSE and IGCSE examinations are sat at the end of Key Stage 4, which is why we refer to KS4

examinations in this document.

All pupils must work exceptionally hard to meet the rigours of this challenging programme. They must

demonstrate a committed attitude, diligent work ethic and a highly honed set of organisational skills. They

should also be willing to become independent learners determined to succeed and fulfil their potential,

ready to question critically, go that extra mile and be proud Shirburnians.

This booklet is designed to aid you in your choice of KS4 subjects and inform you of what you can expect

in the time to come, so please study it carefully. By understanding the nature of what you are learning, you

can take the first steps to success. Please also remember that the staff at Sherborne Qatar, are always

willing to help you in these decisions, so please do not hesitate to approach them if needed.

Julia Moore

Deputy Head Academic

THE KEY STAGE 4 CURRICULUM

The General Certificate of Secondary Education (GCSE) is an examination which is taken at the end of Key

Stage 4. It is the standard qualification for pupils aged 14 to 16 years old. The equivalent examination

taken by some pupils in an international context is the International General Certificate of Secondary

Education (IGCSE) because it allows pupils in countries throughout the world to gain a British qualification

that is highly respected.

Pupils at Sherborne Qatar will sit both GCSE and IGCSE examinations authorised and prepared by

Cambridge International Examinations (www.cie.org.uk) and by Edexcel Examination Board

(www.edexcel.com ). The IGCSE and GCSE programmes, encourage learner-centred and enquiry-based

approaches to learning; and they develop learners’ skills in creative thinking, in enquiry and problem-

solving, giving pupils excellent preparation for the next stage of their education. Heads of Department

have chosen carefully between the IGCSE and GCSE courses to ensure that the qualification best suits the

learners at Sherborne Qatar and will ensure that each child has the opportunity to reach their potential.

With its clearly defined content and learning outcomes, the Key Stage 4 curriculum, is compatible with

other curricula and is internationally relevant and sensitive to different needs and cultures.

Key Stage 4 qualifications, develop pupils’ knowledge, understanding and skills in the following ways:

subject content

applying knowledge and understanding to familiar and new situations

intellectual enquiry

flexibility and responsiveness to change

working and communicating in English

influencing outcomes

cultural awareness

Assessment at KS4, includes written and spoken tests, coursework and practical tasks. Coursework is set

and marked by the pupils’ teachers and is then externally moderated by qualified examiners. There are

eight internationally recognised grades (A* – G) or equivalent, against which the pupils’ performances are

judged. There are specific guidelines which explain the standard of achievement required for the different

grades.

Pupils who begin their KS4 courses in the academic year 2016 – 2018 will sit their KS4 examinations in

May and June 2018.

Entry to our Key Stage 4 courses does not guarantee entry to our Key Stage 5 (A-level) courses. These will

be dealt with on a case by case basis, but we would expect pupils to achieve a minimum of 5 A*-C grades

or equivalent at KS4, including Maths and English, plus a B grade minimum or equivalent at KS4 in their

chosen A-level subjects or in prerequisite courses.

KEY STAGE 4 AT SHERBORNE QATAR

Assessment

Pupils will typically study eight to ten KS4 courses, with the aim of sitting examinations in each subject

area. Each subject area may have a number of separate examination papers, resulting in a strenuous

examination programme in May and June 2018. Some subject areas have coursework as part of the

course, which means that various assignments are submitted at stages throughout the course.

Our courses will include continuous assessment, providing formative feedback for both pupils and

teachers. Such assessment may include, but not be exclusive to:

classwork

homework

testing at the end of a topic or unit

essays and projects

practical work

Assessment in its many forms is an integral part of the curriculum. The main purposes of the assessment

are:

to discover what pupils have achieved in terms of knowledge, skills and understanding

to encourage and to praise

to set targets

to inform planning and teaching

to inform reporting

At the end of Year 10, all pupils will sit school examinations in the subjects they have been studying. These

will be conducted in a formal setting, replicating how KS4 examinations will be conducted. These end-of-

year examinations will assess what pupils have studied throughout the year, and so it will be important for

pupils to learn how to revise too.

In January 2018, all Year 11 pupils will sit mock examinations which will cover as much of the syllabus as

possible at that stage. These examinations will be summative in their nature, in order to give pupils,

teachers and parents a clear picture of where pupils’ attainment lies at that time. Additionally, and perhaps

more importantly, the examinations also have a formative element, because they will give pupils and

teachers guidance on where strengths and weaknesses lie, so that further improvement and progress can

be made.

After the mock examinations have been taken and the results published, discussions will take place about

the advisability of pupils taking the final examination in subjects in which they are struggling to make the

necessary headway. However, such cases will be exceptional.

Reporting

The reporting cycle for the Key Stage 4 course is:

November, Year 10 interim progress report

March, Year 10 full report and parent/teacher meeting

June, Year 10 end of year exam tracking report

November, Year 11 interim progress report

January, Year 11 mock exam tracking report

February, Year 11 full report and parent/teacher meeting

Homework

Homework is a vital aspect of the curriculum and pupils are expected to complete their tasks by the

specified deadline and to the best of their ability. It is expected that pupils will usually spend between two

and three hours per night on their homework, but this is only a general guideline because a number of

assignments given during the KS4 courses will be long-term essays or projects and will require good time

management. Pupils need to be prepared to work hard and be diligent in their studies. Independent

learning, organisational ability, good study habits and dedication are all important attributes in a

successful KS4 candidate.

Tutor Groups

All pupils are part of a tutor group which is overseen by the House Tutor. Pupils meet their tutors every

day for registration and are encouraged to see them at any other time.

House Tutors are the first point of contact for pupils; they monitor Pupil Planners; and they play a key role

in setting and monitor individual targets. Parents are encouraged to develop good working relationships

with their son’s or daughter’s House Tutor, in order to create an environment in which everybody can work

together to the benefit of the pupil and his or her achievement.

Pupil development

Throughout Years 10 and 11, the School will continue to seek opportunities to develop Qatar

Shirburnians, so that they can exemplify the spirit and ethos of Sherborne Dorset, demonstrating:

independence and self-discipline

commitment to the wider life of the school

consideration for others

confidence

communication skills

initiative

leadership

ability to work with others

CHOOSING SUBJECTS

The KS4 curriculum combines a core of compulsory subjects and a range of optional subjects selected

from a range of groups. Pupils will study eight to ten subjects and it is important to recognise the need for

a sensible workload, one that is appropriate to the pupil’s abilities.

Pupils might have difficulty deciding which subjects to choose and might be reluctant to opt for one

course at the expense of another. Therefore, they should consider a number of factors:

content – a summary of each course can be found later in this booklet. It is important to match

pupils’ interests and abilities, checking the workload so that pupils are not overloaded. Discussion

with teachers is recommended if there is doubt.

balance and breadth – it is important to keep options for the future as open as possible at this

stage. Whilst a particular career might be uppermost in a pupil’s mind now, a lot can change over

the coming years.

interest – this must be in the subject and should not be determined by the likeability factor of a

particular teacher. Whilst it is hoped that the teaching staff will remain unchanged over the course

of the two years, it is not possible to guarantee that a particular teacher will be responsible for a

particular subject or group. Success in a subject, coping with the current demands and enjoying it

are all positive indicators.

strengths or talents – where pupils have particular ones – be they practical, numerical, creative,

expressed orally in in writing – they are likely to have a greater confidence in their ability to

succeed and those subjects might lead to interests at a higher level.

Pupils should make their choices based on a combination of these factors, but choose ultimately what

gives them the greatest chance of success.

Options structure

Core subjects – all pupils must study English as either a first or second language. Those who study English

as a first language will also study English Literature. All pupils must also study Mathematics and either

Single Award Science (counts for a single GCSE), Coordinated Science,( which is a dual award and counts

for two IGCSE grades) or the Separate Sciences (Biology, Chemistry and Physics, which count for three

IGCSE grades).

Qatari pupils are required to study Arabic and Islamiyat.

Optional subjects – all pupils must choose one subject from each of the remaining groups. A subject can

only be studied in one group.

Some frequently asked questions

How many subjects can my child study?

Please select one subject from each column. Where there are several subjects in the same column, please

indicate a first and second choice.

Can my child take both English and Arabic?

This is possible and these are separate Key Stage 4 subjects.

What is the difference between English 1st language and English 2nd language?

English 1st language is suitable for native speakers or those with extremely good second language ability.

English 2nd language is accepted by Higher Education institutions in the UK and elsewhere as an indication

of proficiency in English.

Can my child study all three sciences?

All pupils must study all three sciences; Biology, Chemistry and Physics.

We offer Coordinated Science, which is a combination of Biology, Chemistry and Physics. Pupils are

entered for Double Award Science, which is the equivalent of two IGCSEs. For some students, they will be

able to choose to study Separate Sciences (Biology, Chemistry and Physics, each examined as separate

IGCSE subjects). If a child wishes to study the Separate Sciences course, this must be chosen in the

designated option block. We also offer the Single Award Science course for pupils who would benefit

from some extra learning support. This course is a combination of Biology, Chemistry and Physics. Pupils

are entered for Single Award Science, which is the equivalent of one (I)GCSEs.

What happens if not enough pupils choose a particular subject?

We reserve the right to close an option if too few pupils have chosen it. However, this step will only be

taken in extreme circumstances. If this is necessary, we will inform those parents whose children are

affected.

Pupils will be allocated to their second choice subject if the first is not available.

What happens if my child changes his or her mind in the coming weeks?

We will do all that we can to accommodate any changes of mind, but if a particular class is already full

then the change will not be possible.

I(GCSE) OPTIONS

Name of Pupil: Nationality:

The option bands are as follows. Please indicate your 1st and 2nd choices in the boxes where appropriate. You must choose a first and second choice in each band (except for Maths and English).

Option A Option B Option C Option D Option E Option F Option G

English First Language and Literature

Maths IGCSE

Single Award Science (GCSE)

Arabic GCSE (all Qatari’s must choose this option)

Separate (Triple Award) Sciences IGCSE (this must be chosen if ticked in Option C)

Islamiyat IGCSE (all Qataris must chose this option)

Art GCSE

English as a Second Language

Coordinated (Double Award) Science IGCSE

French GCSE

Business Studies IGCSE

Business Studies IGCSE

Drama GCSE

Separate (Triple Award) Sciences IGCSE

Spanish GCSE

Geography IGCSE

Geography IGCSE

Computer Science IGCSE

Art GCSE

Business Studies IGCSE

PE GCSE

Geography IGCSE

Computer Science IGCSE

History IGCSE

ICT

IGCSE

Games, Tutor time, Assemblies and Personal, Social, Health Education (PSHE) are non-examination subjects that are also part of the curriculum.

Arabic and Islamiyat are compulsory for Qatari pupils.

There is a copy of this form at the back of the book for you to hand in. Please hand in your option choices

to your House Tutor by Sunday 7th February 2016

OPTION A

ENGLISH 1ST LANGUAGE (0500)

HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=852

The aims are to: enable pupils to communicate accurately, appropriately and effectively in speech and writing enable pupils to understand and respond appropriately to what they hear, read and experience encourage pupils to enjoy and appreciate variety of language complement pupils’ other areas of study by developing skills of a more general application (e.g.

analysis, synthesis, drawing of inferences) promote pupils’ personal development and an understanding of themselves and others.

Assessment

Paper One (Core) or

Paper Two (Extended) and

Paper Four (Coursework)

Reading Passage 1 hour 45 minutes Answer two questions on

one passage 700-800 words each

Eligible for grades C-G or equivalent

50% of marks

Reading Passages 2 hours Answer 3 questions

on two passages 600-700 words each

Eligible for grades A*-E or equivalent

50% of total marks

Three assignments of 500-800 words

50% of marks

Content

Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and

texts studied throughout the course.

ENGLISH LITERATURE (0486) – FOR THOSE STUDYING ENGLISH 1ST LANGUAGE

HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=853

The aims are to encourage pupils’ to: enjoy the experience of reading literature; understand and respond to literary texts in different forms and from different periods and

cultures; communicate an informed personal response appropriately and effectively; appreciate different ways in which writers achieve their effects; experience literature’s contribution to aesthetic, imaginative and intellectual growth; explore the contribution of literature to an understanding of areas of human concern.

Assessment

Paper One (Set texts) and

Paper Three Paper Four (Unseen)

1 hour 30 minutes Poetry and Prose Candidates answer two

questions on two texts: one poetry and one prose.

There is a choice of two questions (one passage-based and one essay) on each text.

Externally marked 50% of final mark

45 minutes Drama (Open Text) Candidates answer one

question on one text. There is a choice of two

questions (one passage-based and one essay) on each text.

Externally marked 25% of final mark

1 hour 15 minutes Candidates answer one

question. There is a choice of two

questions requiring critical commentary (one based on literary prose and one based on a poem or extract of a poem).

Paper 1 is a closed text component: i.e. candidates may not take their books into the examination. Poems (or extracts from poems) referred to will now be printed on the question paper for all poetry questions.

Content

Set texts are published on the syllabus contained on the website. The English department shall choose

texts for the students later this year.

ENGLISH 2ND LANGUAGE (0511)

HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=1002

The aims are to:

develop the ability to use English effectively for the purpose of practical communication; form a sound base for the skills required for further study or employment using English as the medium; develop an awareness of the nature of language and language-learning skills, along with skills of a more

general application; promote students’ personal development.

Assessment

Paper One (Core) or

Paper Two (Extended)

1 hour 30 minutes Reading and writing Eligible for grades C-G or equivalent 70% of marks

2 hours Reading and writing Eligible for grades A*-E or equivalent 70% of marks

In addition to Paper Three (Core) or

Paper Four (Coursework)

30-40 minutes Listening Eligible for grades C-G or equivalent 30% of marks

45 minutes Listening Eligible for grades A*-E or equivalent 30% of marks

In addition to Component Five or Component Six

10-12 minutes Oral Endorsed by the school

Oral coursework Endorsed by the school

Content

Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and

texts studied throughout the course.

OPTION B

MATHS (4MA0)

HTTP://WWW.EDEXCEL.COM/QUALS/IGCSE/IGCSE09/MATHS/MATHSA/PAGES/DEFAULT.ASPX The aims are to:

develop their knowledge and understanding of mathematical concepts and techniques acquire a foundation of mathematical skills for further study in the subject or related areas enjoy using and applying mathematical techniques and concepts, and become confident

to use mathematics to solve problems appreciate the importance of mathematics in society, employment and study.

Assessment Paper One (Foundation) or

Paper One (Higher)

2 hours Grades C-G or equivalent Short answer questions 50% of marks

2 hours Grades A*-E or equivalent Short answer questions 50% of marks

In addition to Paper Two (Foundation) or

Paper Two (Higher)

2 hours Short Answer Questions 50% of marks

2 hours Short Answer Questions 50% of marks

Content Please refer to the syllabus on the website for all components. Number

Use numerical skills in a purely mathematical way and in real-life situations. Algebra

Use letters as equivalent to numbers and as variables. Understand the distinction between expressions, equations and formulae. Use algebra to set up and solve problems. Demonstrate manipulative skills. Construct and use graphs.

Geometry Use properties of angles. Understand a range of transformations. Work within the metric system. Understand ideas of space and shape. Use ruler, compasses and protractor appropriately.

Statistics Understand basic ideas of statistical averages. Use a range of statistical techniques. Use basic ideas of probability.

As a member of the Year 10 Set 1 cohort students will be sitting two IGCSE courses in the two years rather

than one. They will be sitting IGCSE Edexcel Further Pure Mathematics in addition to Mathematics.

Edexcel Further Pure Mathematics (4PMO)

http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-

certificates/international-gcse-further-pure-mathematics-2009.html

The course will be delivered in conjunction with the IGCSE Mathematics Higher course. With this in mind,

students will need to understand

They are undertaking two IGCSE courses beginning at the start of Y10

They will not be able to opt out of either course during the course.

Both IGCSE courses will be tested at the end of Y11.

No IGCSE Mathematics will be sat during any earlier examination period

The aims of this course are to

1. Enhance the ability of gifted mathematicians with a proven track record of outstanding

achievement.

2. Develop the skills and methods that will become vital during A ‘Level Mathematics

3. Prepare students who are planning to aim for A* grades at A ‘Level Mathematics.

Assessment

Paper One 4PM0/01 Paper Two 4PM0/02

2 hours Grades A-D Only Calculators are permitted Each paper will contain questions

from more than one section of the specification content and the solution of any question may require knowledge of more than one section of the specification content.

50% of total score Each paper will carry a total of 100

marks

2 hours Grades A-D Only Calculators are permitted Each paper will contain questions

from more than one section of the specification content and the solution of any question may require knowledge of more than one section of the specification content.

50% of total score Each paper will carry a total of 100

marks Knowledge, skills and understanding

This Edexcel International GCSE in Further Pure Mathematics requires students to demonstrate application

and understanding of the following.

Number

Students should be able to apply their numerical skills in a purely mathematical way and to real-life

situations.

Algebra and calculus

Students should use algebra and calculus to set up and solve problems , develop competence and

confidence when manipulating mathematical expressions, construct and use graphs in a range of

situations.

Geometry and trigonometry

Students should use properties of shapes, angles and transformations, vectors and rates of change to

model situations coordinate geometry and trigonometry.

OPTION C COORDINATED SCIENCE (0654)

HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=885 The aims are to:

provide a worthwhile educational experience for all candidates, through well-designed studies of experimental and practical science. In particular, candidates’ studies should enable them to acquire understanding and knowledge of the concepts, principles and applications of biology, chemistry and physics;

recognise the usefulness, and limitations, of scientific method and appreciate its applicability in other disciplines and in everyday life

develop abilities and skills that are relevant to the study and practice of science, are useful in everyday life, encourage safe practice and encourage effective communication

promote an awareness that the study and practice of science are co-operative and cumulative activities subject to social, economic, technological, ethical and cultural influences and limitations

emphasise that some principles and concepts are common to all science, while others are more particular to the separate sciences of biology, chemistry and physics

promote interdisciplinary enquiry through practical investigations and through the co-ordination of the subject matter of the three separate sciences.

Assessment Paper One (Multiple choice core) or Paper Two (Multiple choice extended)

45 minutes 30% of marks

45 minutes 30% of marks

In addition to Paper Three (Core) or Paper Four (Extended)

Grades CC-GG or equivalent 2 hours 50% of marks

Grades A*A*-GG or equivalent 2 hours 50% of marks

In addition to Paper Six Alternative to practical

Grades A*A* - GG or equivalent 1 hour 20% of marks

Content Biology – living organisms, cell structure, movement in and out of cells, enzymes, plant nutrition, animal nutrition, transport in plants, transport in humans, respiration, coordination and response, reproduction, inheritance, and ecosystems. Chemistry – matter, experimental techniques, atoms, stoichiometry, electricity in chemistry, energy in reactions, chemical reactions, acids, bases and salts, the periodic table, metals, air and water, sulfur, carbonates, organic chemistry. Physics – motion, matter and forces, water, work and power, simple kinetic model of matter, matter and thermal properties, transfer of thermal energy, waves, light, electromagnetic spectrum, sound, magnetism, electricity and radioactivity.

SEPARATE SCIENCES

BIOLOGY (0610) HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=837 CHEMISTRY (0620) HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=840 PHYSICS (0625) HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=879 The aims for the subject are the same as those for the Coordinated Science course. Assessment for each Science Subject. Paper One (Multiple choice core) or Paper Two (Multiple choice extended)

45 minutes 30% of marks

45 minutes 30% of marks

In addition to Paper Three (Core) or Paper Four (Extended)

Grades CC-GG or equivalent 1 hour and 15 minutes 50% of marks

Grades A*A*-GG or equivalent 1 hour and 15 minutes 50% of marks

In addition to Paper Six Alternative to practical

Grades A*A*-G G or equivalent 1 hour 20% of marks

Content See the different specifications for details Biology – living organisms, cell structure, movement in and out of cells, enzymes, plant nutrition, animal nutrition, transport in plants, transport in humans, respiration and gas exchange, excretion, coordination and response, reproduction, inheritance, variation and selection, ecosystems and biotechnology and genetic engineering. Chemistry – matter, experimental techniques, atoms, stoichiometry, electricity in chemistry, energy, chemical reactions, acids, bases and salts, the periodic table, metals, air and water, sulfur, carbonates, organic chemistry. Physics – motion, matter and forces, water, work and power, simple kinetic model of matter, matter and thermal properties, transfer of thermal energy,waves, light, electromagnetic spectrum, sound, magnetism, electricity and radioactivity.

OPTIONAL SUBJECTS – LANGUAGES

OPTION D

ARABIC (5AR01) – COMPULSORY FOR QATARI STUDENTS

HTTP://WWW.EDEXCEL.COM/QUALS/GCSE/GCSE09/MFL/ARABIC/PAGES/DEFAULT.ASPX

The aims are to: To enable students to develop:

an understanding of Arabic in a variety of contexts a knowledge of Arabic vocabulary and structures transferable language learning skills the ability to communicate effectively in Arabic awareness and understanding of countries and communities where Arabic is spoken.

Assessment Unit One and

Unit Two and

Unit Three and

Unit Four

45 mins Listening and

Understanding in Arabic

23% of marks

10 mins Speaking in

Arabic 27% of marks

55 mins Reading and

Understanding in Arabic

23% of marks

1 hour Writing in Arabic 27% of marks

Content Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of

techniques and texts studied throughout the course.

The SEC requirements will also be followed as part of this course.

FRENCH (2FR01)

HTTP://WWW.EDEXCEL.COM/QUALS/GCSE/GCSE09/MFL/FRENCH/PAGES/DEFAULT.ASPX The aims are to enable students to develop:

an understanding of French in a variety of contexts a knowledge of French vocabulary and structures transferable language learning skills the ability to communicate effectively in French awareness and understanding of countries and communities where French is spoken.

Assessment Unit One Listening

Unit Two Speaking

Unit Three Reading and Understanding

Unit Four Written

30 mins Listening and

Understanding in French

20% of marks

4-6 mins per oral exam

Two speaking exams

30% of marks

50 mins in total

Reading and Understanding in French

20% of marks

2 hours in total Writing in French Two written

assessments 30% of marks

Content Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of

techniques and texts studied throughout the course.

SPANISH (2SP01)

HTTP://WWW.EDEXCEL.COM/QUALS/GCSE/GCSE09/MFL/SPANISH/PAGES/DEFAULT.ASPX The aims are to enable students to develop:

an understanding of Spanish in a variety of contexts a knowledge of Spanish vocabulary and structures transferable language learning skills the ability to communicate effectively in Spanish awareness and understanding of countries and communities where Spanish is spoken.

Assessment Unit One and

Unit Two and

Unit Three and

Unit Four

30 mins Listening and

Understanding in Spanish

20% of marks

10 mins Speaking in

Spanish 30% of marks

50 mins Reading and

Understanding in Spanish

20% of marks

2 hours Writing in

Spanish 30% of marks

Content Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of

techniques and texts studied throughout the course.

OPTIONAL SUBJECTS

OPTIONS E-G

ART, CRAFT AND DESIGN (1AD0)

Aims are to encourage pupils to;

Develop – their work through investigations informed by other artists, movements demonstrating cultural awareness.

Refine – experiment with a range of different materials, resources and media adapting and modifying ideas.

Record- ideas, observations relevant to their theme and intentions in a visual form.

Present- a personal informed and meaningful response, realising intentions to produce a thoughtful final outcome.

Assessment Unit 1: Coursework Unit 2: Externally Set Assignment (Exam)

60% weighting set by the centre and assessed by the centre.

Coursework consists of a portfolio, sketchbook development and final outcomes.

40% of weighting set by the exam board, marked by the teacher and assessed by the moderator.

The exam consist of preparatory work including portfolio work, sketchbook and a final exam piece.

Content Course work All the coursework is set by the centre and marked by the centre. Students will work from a broad

theme whilst learning new techniques and experimenting with new materials. Students get to

explore a range of mediums from 2D to 3D, including (printing , mixed-media, painting and

drawing, photography, sculpture and textiles). Throughout the course students are expected to

work in their sketchbooks, gathering visual research, recording their ideas in a visually exciting

way which supports their final outcomes at the end of the course. Students are expected to

complete at least 2.5 hours of homework each week.

Externally Set Assignment

The Art exam is 10 hours long and split over 2 days, it is set by the exam board. During the

month of February the exam themes are issued and work on the 2nd unit in the form of supporting

studies is expected to take place. Students are to complete a sketchbook and other preparatory

studies before their final piece is completed with the sustained study period of 10 hours. Students

are assessed by the above criteria which is used for both unit 1 and unit 2.

BUSINESS STUDIES (4BS0)

HTTP://WWW.EDEXCEL.COM/QUALS/IGCSE/IGCSE09/BUS-STUD/PAGES/DEFAULT.ASPX Aims are to;

Develop an interest in, and enjoyment of, business subjects that will be sustained in later life use relevant terminology, concepts and methods effectively and recognise the strengths and limitations of the ideas used

develop and apply their knowledge, understanding and skills to current issues in a wide range of appropriate international and UK contexts

use an enquiring, critical approach to distinguish between facts and opinion and evaluate qualitative and quantitative data, to help build arguments and make informed judgements

appreciate the range of different stakeholder perspectives in relation to business activities have an understanding of the dynamics

Assessment Exam Paper

Short answer questions 2 hours 100% of marks

Content Students need to demonstrate specified knowledge and critical understanding of the following sections: 1 Business Activity and the Changing Environment 2 Human Resources (HR) 3 Accounting and Finance 4 Marketing 5 Production.

Section 1: Introduces the nature and types of business within an economy and encourages students to examine the interaction between businesses and the environment within which they operate.

Sections 2–5: Focus on the main functional areas of business – HR, accounting and finance, marketing and production.

COMPUTER SCIENCE (EDEXCEL 2016)

HTTP://QUALIFICATIONS.PEARSON.COM/EN/QUALIFICATIONS/EDEXCEL-GCSES/COMPUTER-SCIENCE-2016.HTML Aims are to enable pupils to:

Understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation

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

Think creatively, innovatively, analytically, logically and critically Understand the components that make up digital systems, and how they communicate with one

another and with other systems Understand the impacts of digital technology to the individual and to wider society Apply mathematical skills relevant to computer science.

Assessment Component 1: Principles of Computer Science (Paper Code: 1CP1/01)

Written Externally assessed Examination: 1hr 40 mins 40% of the qualification

In addition to Component 2: Application of Computational Thinking (Paper Code: 1CP1/02)

Written Externally assessed Examination: 2 hours Based on a Scenario 40% of the qualification

In addition to Component 3: Project (Paper Code: 1CP1/3A-3E)

Internally assessed and externally moderated non-examined coursework 20% of qualification 20 hours of controlled time to create and test a computer program set by examination

board

Content Constants, variables and data types, Structures, Program flow control, Procedures and functions, Pseudocodes, Error handling, Handling external data, Computer structure, Systems, Truth Tables, Binary and Data Representations Hardware, CPU (Central Processing Unit) Algorithms, Application testing, Networking, Client server, Web application concepts, Use of external code sources, Database concepts, Query methods (SQL), Emerging trends in computer technologies, Computer Science is a very rigorous course, that counts towards EBacc Science Measure and it has a

minimum grade requirement of level 6b in ICT by the end of April 2016. Please speak to your ICT teacher

and Mr Ranglall if you are unsure about this course.

DRAMA (2DR01) HTTP://WWW.EDEXCEL.COM/QUALS/GCSE/GCSE09/DRAMA/PAGES/DEFAULT.ASPX Aims are to;

develop a personal interest in why drama matters and be inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study

work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas

consider and explore the impact of social, historical and cultural influences on drama texts and activities

reflect on and evaluate their own work and the work of others develop and demonstrate competence in a range of practical, creative and performance skills

develop a basis for their future role as active citizens in employment and society in general, as well as for the possible further study of drama

actively engage in the process of dramatic study in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds.

Assessment Unit 1 Unit 2 Unit 3

Drama Exploration of a Topic/ Theme

6 One hour practical Workshops

2000 word documentary response on Practical Workshops

30% of marks

Drama Exploration of a Play Text

6 One hour practical Workshops

1000 word documentary response on Practical Workshops

2000 word documentary response of a Live Theatre Performance

30% of marks

Drama Performance in line with a brief set by Edexcel

40% of marks (no written response)

Content It represents a comprehensive scheme that allows students to gain relevant skills, knowledge and understanding that can be applied to the required work in the assessment units. The content of the Programme of Study is designed to cover all the main requirements that contribute to the drama form and allows students to appreciate what is needed to communicate meaning through drama. Explorative strategies: Still image, Thought-tracking, Narrating, Hot-seating, Role play, Cross-cutting, Forum theatre, Marking the moment The drama medium The use of costume, The use of masks and/or make-up, The use of sound and/or music, The use of lighting, The use of space and/or levels, The use of set and/or props, The use of movement, mime and gesture, The use of voice, The use of spoken language The elements of drama: Action/plot/content, Forms, Climax/anti-climax, Rhythm/pace/tempo, Contrast, Characterisation,

Conventions, Symbols Forms of stimuli: Poetry, Artefacts: photographs, pictures, masks, props, costume, sculptures, objet d’art, Music, Play

Scripts, Live theatre performance, Television, films, DVDs and videos, Newspaper and magazine

articles, Extracts from literary fiction and non-fiction

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GEOGRAPHY (0460)

HTTP://WWW.CIE.ORG.UK/PROGRAMMES-AND-QUALIFICATIONS/CAMBRIDGE-IGCSE-GEOGRAPHY-0460/ The aims are to encourage pupils to develop:

a sense of place and an understanding of relative location on a local, regional and global scale;

an awareness of the characteristics and distribution of a selection of contrasting physical and human environments;

an understanding of some of the processes affecting the development of such environments; an understanding of the spatial effects of the ways in which people interact with each other

and with their environments; an understanding of different communities and cultures throughout the world and an

awareness of the contrasting opportunities and constraints presented by different environments.

Assessment Paper One Paper Two

Three resource based questions 1 hour 45 minutes 47% of marks

Map based questions 1 hour 30 minutes 27.5% of marks

Paper Four

Paper based alternative to coursework 1 hour 30 minutes 26.5% of marks

Content Year 10

Population dynamics and migration, world population growth and its associated problems, population-

structures, theories and policies, density and distribution, movements of population

Settlement, settlement characteristics, villages, urban issues in the developed and developing worlds

including case studies

The dynamic earth, volcanoes, earthquakes and plate tectonics

Natural environment, rivers and valleys, flooding, water supply and pollution, rocks and relief

Coasts and coastal management, extreme weather, instruments and measuring the weather (using our

electronic weather station), local climates, atmospheric pollution, tropical rainforests and ecosystems

Energy and resources

Year 11

Agriculture and food supply, factors affecting farming and types of farming, food scarcity and

problems relating to malnutrition

Recent trends and changing patterns of tourism

Development and industry, manufacturing industry, tertiary activities, organisation of industry

Water as a resource and conflict issues

Environmental risks of economic development

Fieldwork techniques, revision and examination practice. There will be two compulsory field visits

within Qatar in Year 10 and Year 11, plus one optional Overseas Residential Geography Field Trip.

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HISTORY (4H10)

HTTP://QUALIFICATIONS.PEARSON.COM/EN/QUALIFICATIONS/EDEXCEL-INTERNATIONAL-GCSES-AND-EDEXCEL-CERTIFICATES/INTERNATIONAL-GCSE-HISTORY-2011.HTML The aims are to encourage pupils to:

stimulate interest in and enthusiasm about the past acquire knowledge and understanding of selected periods and/or aspects of history, be confident in exploring the significance of historical events, people, changes and

issues use historical sources critically, in context, recording significant information and

reaching conclusions organise and communicate their knowledge and understanding of history draw conclusions and make historical judgements. provide a sound basis for further study and the pursuit of personal interest encourage international understanding encourage the development of linguistic and communication skills.

Assessment Paper One and Paper Two

2 questions to be answered based on each of the two depth studies (Germany and USA)

1 hour and 30 minutes 50% of marks

Source based questions: two questions, one question on their historical investigation and one question on their breadth study in change.

1 hour and 30 minutes 50% of marks

Content The focus is on the international history of the 20th Century Paper 1 Depth Studies: Development of dictatorship: Germany, 1918-45 A world divided: Superpower relations, 1945-62 Paper 2 Historical Investigation: The USA, 1917-29 The changing nature of warfare, c1936-c2003

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INFORMATION AND COMMUNICATION TECHNOLOGY (0417)

HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=969 Aims are to;

help candidates to develop and consolidate their knowledge, skills and understanding in ICT and be aware of new and emerging technologies;

encourage candidates to develop further as autonomous users of ICT; encourage candidates to continue to develop their ICT skills in order to enhance their

work in a variety of subject areas; provide opportunities for candidates to analyse, design, implement, test and evaluate

ICT systems; encourage candidates to consider the impact of new technologies on methods of

working in the outside world and on social, economic, ethical and moral issues; help candidates to improve their skills and increase their awareness of the ways in

which ICT is used in practical and work-related situations. Assessment Paper One (Written)

2 hours Multiple choice, short and longer answer questions 40% of marks

In addition to Paper Two (Practical)

2 hours and 30 minutes Based on computer skills 30% of marks

In addition to Paper Three (Practical)

2 hours and 30 minutes Based on computer skills 30% of marks

Content Types and components of Computer Systems, Input and output devices, Storage Devices and Media, Computer Networks, Effects of using ICT, Ways in which ICT is used, Systems Analysis and Design, ICT Applications, Safety and Security, Data Manipulation, Data Analysis and Web Authoring.

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ISLAMIYAT (0493)

HTTP://WWW.CIE.ORG.UK/QUALIFICATIONS/ACADEMIC/MIDDLESEC/IGCSE/SUBJECT?ASSDEF_ID=1038 The aims are to develop:

an understanding of the importance of the major beliefs of Islam and of the early history of the Islamic community

evaluation skills to understand how these beliefs impact on the daily lives and thoughts of Muslims around the world

familiarity with the Qur’an and Hadith in Arabic. Assessment Paper One and

Paper Two

1 hour 30 minutes Four questions 50% of marks

1 hour 30 minutes Four questions 50% of marks

Content Paper One – Major themes of the Qur’an, the history and importance of the qur’an, the life and importance of the Prophet Muhammad, the first Islamic community. Paper Two – Major teachings of the Hadiths of the Prophets, the history and importance of the Hadiths, the period of the rule of the Rightly Guided Caliphs and their importance as leaders. The Articles of Faith and the Pillars of Islam. These papers shall be supplemented with the guidance of the Supreme Education Council.

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PHYSICAL EDUCATION (1PE0)

HTTP://WWW.EDEXCEL.COM/QUALS/GCSE/GCSE09/PE/PAGES/DEFAULT.ASPX Aims are to;

encourage students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and to develop an awareness and appreciation of their own and others’ cultures in relation to physical education

encourage creativity and decision-making skills to enable students to plan effectively for performances and to respond to changing situations

prepare students to make informed decisions about further learning opportunities and career choices

enable students to become increasingly physically competent through being actively engaged in a range of physical activities, and to become increasingly effective in their performance in different types of physical activity and roles such as player/participant, leader and official

enable students to develop their ability to engage independently and successfully in different types of physical activity, and to develop and maintain their involvement in physical activity as part of a healthy, active lifestyle.

Assessment Paper One and Paper Two

Based on core content I hour 45 mins 60% of marks

Coursework 3 Practical component and One

Analysis of practical 40% of marks

Content The Edexcel GCSE in Physical Education requires students to develop their knowledge and understanding of physical education and physical activity, in relation to balanced health lifestyles, including:

how, and why, people take part in physical activity, physiological and psychological exercise and fitness personal health and wellbeing.

Students will also develop their knowledge in relation to performance in physical activity. In addition, the Edexcel GCSE in Physical Education requires students to develop their knowledge and understanding of how a healthy, active lifestyle contributes to the growth and development of body systems, and structures (including the cardiovascular, muscular, respiratory and skeletal systems), as well as general and psychological wellbeing

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How to make your choice of options

Read the Booklet

•Consider the options on offer •Think about your strengths and how the subjects on

offer will match these.

Discuss your ideas with parents and

staff

•Make use of the Options Evening on Wednesday 13th January 2016

•Be prepared to change your mind based on the advice of parents and staff

Fill in the options form and return it

to your tutor

•Make sure you list your choices in order of preference

•Make sure you and your parents sign the form •Return the form by Sunday 7th February 2016

Options process

•The school will consider your preferences and may wish to discuss these with you further

•Your choices will be circulated to subject staff to confirm that they feel you have the right subject choices

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(I)GCSE OPTIONS

Name of Pupil: Nationality:

Parents Signature:

The option bands are as follows. Please indicate your 1st and 2nd choices in the boxes where appropriate. You must choose a first and second choice in each band (except for Maths and English).

Option A Option B Option C Option D Option E Option F Option G

English First Language and Literature

Maths IGCSE

Single Award Science (GCSE)

Arabic GCSE (all Qatari’s must choose this option)

Separate (Triple Award) Sciences IGCSE (this must be chosen if ticked in Option C)

Islamiyat IGCSE (all Qataris must chose this option)

Art GCSE

English as a Second Language

Coordinated (Double Award) Science IGCSE

French GCSE

Business Studies IGCSE

Business Studies IGCSE

Drama GCSE

Separate (Triple Award) Sciences IGCSE

Spanish GCSE

Geography IGCSE

Geography IGCSE

Computer Science IGCSE

Art GCSE

Business Studies IGCSE

PE GCSE

Geography IGCSE

Computer Science IGCSE

History IGCSE

ICT

IGCSE

Games, Tutor time, Assemblies and Personal, Social, Health Education (PSHE) are non-examination subjects that are also part of the curriculum.

Arabic and Islamiyat are compulsory for Qatari pupils.

There is a copy of this form at the back of the book for you to hand in. Please hand in your option

choices to your House Tutor by Sunday 7th February 2016