INTRODUCTION 3 SUBJECT OVERVIEWS. English. Mathematics. Science. Foreign Languages. Modern Foreign Dutch. Art & Design.

Transcription

1 GCSE Curriculum Overview

2 INTRODUCTION 3 SUBJECT OVERVIEWS English Mathematics Science Foreign Languages Modern Foreign Dutch Art & Design Business Studies Computer Science Dance Design Technology Drama Geography History Media Studies Music Physical Education GCSE OPTION FORM FOR SEPTEMBER BRITISH EDUCATION INTERNATIONAL FUTURE Page 2 of 35

3 INTRODUCTION Dear Student, Key Stage 4 is an important part of your education and it is essential that you take time to think carefully about your next two years at BSM. This is the first time in your schooling that you will have some choice over the subjects that you study and there are some important factors to take into consideration. At this stage, the curriculum will still be broad, so that you can continue to extend your knowledge and skills in a central core of subjects. You will all continue to study English Language, Mathematics and Science GCSEs and most of you will also study English Literature. Additionally, you will all continue to study PHSE and Physical Education. You will also begin to make choices in other areas, based on your own abilities and preferences. This curriculum will ensure that as many opportunities as possible remain open to you, both for further study, at school and in higher education, and for your future career. The subjects you choose for your options should do two things. First, they should give you as broad and balanced a platform as possible to maximise your choices when you leave BSM. Secondly, they should allow you to achieve the best possible results. In making your choices listen to your parents, teachers and other students, but remember that the choice is yours and should be based on what you enjoy; what you are good at; and, what you might need for future study and careers. You might have difficulty deciding which subjects to choose and be reluctant to opt for one course at the expense of another. It is therefore important to check which can be studied in the Sixth Form without a GCSE background and which cannot. Please look into the content of the course. A summary of each course can be found in this booklet. Make sure that it matches up with your abilities and interests and, if necessary, talk to students in Years 10 and 11. Some careers need certain subjects. If you have a particular career in mind you can find out what is required by seeking advice from your teachers or the Careers Advisor. Our aim is that when you leave BSM you should be self-confident young men and women who will find fulfilment and happiness in your future lives. It is something that we remain passionate about. Nadia Megnin, Head of Senior School BRITISH EDUCATION INTERNATIONAL FUTURE Page 3 of 35

4 SUBJECT OVERVIEWS English AQA GCSE English Language and AQA GCSE English Literature (exam 2016) Or AQA GCSE English Language (exam 2016) Or CIE First Language and CIE World Literature (exam 2017) Or CIE First Language only (exam 2017) Year 11 ( ) Those students in Bands A and B in Year 11 this year will study GCSE English Language and GCSE Literature, while those in Band C in Year 11 this year will take a single GCSE qualification in English Language, with additional in-class support. All students in Band C with English as an additional language, as well as EAL speakers in Bands A and B will have the opportunity to sit an additional igcse in EAL. In both Language and Literature, students develop a portfolio of work containing Controlled Assessments throughout the two year course and sit one exam for Language and two for Literature at the end of the course. Students are assessed across a range of reading and writing tasks, including a language study, comprehension studies, analytical writing and creative work. While speaking & listening is no longer an assessment that feeds into the overall grade for English Language, it is still assessed, and a separate grade is given. As with many subjects taught at GCSE, the accuracy of spelling, punctuation and grammar now forms part of the assessment criteria in both the Language and Literature exams. The Language and Literature scheme is below; students in Band C follow a similar scheme with equivalent timings, but for the Language only, with additional projects to improve reading, writing and speaking accuracy, confidence and sophistication. BRITISH EDUCATION INTERNATIONAL FUTURE Page 4 of 35

5 Units/Texts Studied in Year 10 GCSE Language Unit 1a (exam): various non-fiction texts (including information leaflets and media). Unit 2 (S&L CAs): various texts, including those from other parts of the course, for Speaking and Listening tasks in individual presentations, group discussions and role play. Unit 3a/b (written CAs): extended writing and creative writing tasks on the novel (also taught for Literature Unit 1b). The text could be Of Mice and Men, or another chosen by your teacher. GCSE Literature Unit 1a (exam): Modern prose or drama. This could be An Inspector Calls or another text chosen by your teacher. Unit 1b (exam): Exploring Cultures. This could be Of Mice and Men or another text chosen by your teacher, (but will be the same text taught for Language Unit 3). Unit 2a (exam): set poetry. A section from Moon on the Tides. Unit 2b (exam): unseen poetry. The exam poem will be by a poet from a list of 15; your teacher will give you the list. Unit 3 (written CA): Romeo and Juliet and 1-2 texts chosen by your teacher. Autumn Term Spring Term Summer Term Week Unit of Work CA/Test Week Unit of Work CA/Test Week Unit of Work CA/Test Administration Language Unit 3a/Literature Unit 1b (exam): Section A Group Discussion Creative writing CA CA S&L: role play Practice Lit. exam: Section B Essay feedback/review Language Questions 5 and 6 Language Questions 1-6 Mock exam Creative Writing CA Test CA Literature Unit 2a: set poetry/ Literature Unit 2b: unseen poetry S&L: individual presentation (2) Literature Unit 3c: Shakespeare CA Extended writing CA Extended Writing feedback Language Questions 1 and 2 Language Questions 3 and 4 Literature Unit 1a (exam): Section B Test BRITISH EDUCATION INTERNATIONAL FUTURE Page 5 of 35

6 Units/Texts Studied in Year 11 GCSE Language Unit 1a (exam): various non-fiction texts (including information leaflets and media). Unit 1b (exam): argumentative and persuasive writing. Unit 2 (S&L CAs): various texts, including those from other parts of the course, for Speaking and Listening tasks in individual presentations, group discussions and role play. Unit 3a/b (written CAs): extended writing and creative writing tasks. Unit 3c (written CA): spoken language study. Various texts, including transcripts of your own conversations. GCSE Literature Unit 1a (exam): Modern prose or drama. This could be An Inspector Calls or another text chosen by your teacher. Unit 1b (exam): Exploring Cultures. This could be Of Mice and Men or another text chosen by your teacher, (but will be the same text taught for Language Unit 3). Unit 2a (exam): set poetry. Section from Moon on the Tides. Unit 2b (exam): unseen poetry. The exam poem will be by a poet from a list of 15; your teacher will give you the list. Unit 3 (written CA): Romeo and Juliet and 1-2 texts chosen by your teacher. Autumn Term Spring Term Summer Term Week Unit of Work CA/Test Week Unit of Work CA/Test Week Unit of Work CA/Test Literature Unit 3: Shakespeare and 1-2 other texts Comparative essay Language Unit 3c: spoken language study CA Lang./Lit. folders completed, including administration, and any final attempts Section A and B (Lit) revision Language revision (Questions 1-6) Mock Exam Test Exam feedback and further revision classes available Study leave: optional revision classes (timetable will be provided) Exams Spoken language study CA Controlled Assessment final attempts and re-sits CA* = the second attempt at a CA will normally take place in special circumstances, after-school. In a second attempt, the task/title must be completely new. BRITISH EDUCATION INTERNATIONAL FUTURE Page 6 of 35

7 Year 10 ( ) Those students in Bands A and B in Year 10 this year, moving on into Year 11 next year, will study CIE First Language English and CIE World Literature, while those in Band C in Year 10, moving into Year 11 next year, will take a single GCSE qualification in CIE First Language, with additional in-class support. All students in Band C with English as an additional language, as well as EAL speakers in Bands A and B will have the opportunity to sit an additional igcse in EAL. In both Language and Literature, students develop a portfolio of work containing coursework throughout the two year course and sit one exam for Language and two for Literature at the end of the course. Students are assessed across a range of oral, reading and writing tasks, including a critical essay, empathic responses, comprehension studies, analytical writing and creative work. The CIE Language and Literature scheme is below; students in Band C follow a similar scheme with equivalent timings, but for the Language only, with additional projects to improve reading, writing and speaking accuracy, confidence and sophistication. BRITISH EDUCATION INTERNATIONAL FUTURE Page 7 of 35

8 COMPONENTS/TEXTS STUDIED IN YEAR 10 First Language (0500) Paper 1 Reading Passages (Core) World Literature (0408) Component 1: Portfolio (coursework) Worth: 50% of whole assessment Duration: 1 hour 45 minutes (spend 10 mins reading the passages) 1. Critical essay 25 Marks words (including quotations but not Worth: 50 marks/50% of whole assessment references/bibliography). Candidates answer three questions on two passages The text must not be on the examination or the same text as empathic response (comprehension/extended response/summary) (must cover at least 2 short stories/poems) Passage A: words/passage B: words long. Based on one text Or Paper 2 Reading Passages (Extended) 2. Empathic response - 25 Marks words. Duration: 2 hours Assumes the voice of one character in one prose or drama text. Worth: 50 marks/50% of whole assessment The task prescribes a particular moment in the text (which may be the end of the Candidates answer three questions on two passages (extended text). The text must not be on the exam or same text as critical essay response/language/summary) 3. Oral response: recorded conversation -15 Marks 4 7 minutes. Passage A: words long/passage B: words long. A conversation with the teacher on an aspect of the candidate s chosen text: EITHER And Component 4 Coursework Portfolio the way a novelist or playwright presents a particular character (Core and Extended) Worth: 50 marks/50% of whole assessment Candidates submit three assignments, each of words OR the way their chosen writer (from prose, drama or poetry) presents a particular theme. Text may be an examination text or other text studied for one of the c/wk assignments TERM WORK COVERED Assessmen t TERM WORK COVERED Assessmen t TERM WORK COVERED Assessmen t Autumn 1 Text 1 World Literature Spring 1 Text 2 World Literature Summer 1 First Language Component 4: C/wk portfolio Assignment 3 response to text WL Component 1 c/wk portfolio: Oral Response - assignment 3 (1) WL Component 1 c/wk portfolio: Critical Essay (1) First Language Component 4: C/wk portfolio Assignment 1 Informative, analytical and/or argumentative WL Component 1 c/wk portfolio: Critical Essay on one of the World Literature texts already studied (2) Best result of the empathic response will shape this choice. WL Component 1 c/wk portfolio: Empathic Response (2) Autumn 2 WL Component 1 c/wk portfolio: Empathic Response (1) First Language Component 4: C/wk portfolio Assignment 2 descriptive and/or narrative Spring 2 WL Component 1 c/wk portfolio: Oral Response (2) Summer 2 WL Component 1 c/wk portfolio: administration First Language Exam Component Paper 1 (Core) or 2 (Extended) Reading passages WL Paper 2: Unseen HOL READS WORLD LITERATURE TEXT 2 RE-READ BOTH WORLD LITERATURE COURSEWORK TEXTS WORLD LITERATURE EXAM PAPER 3 SET TEXT BRITISH EDUCATION INTERNATIONAL FUTURE Page 8 of 35

9 COMPONENTS/TEXTS STUDIED IN YEAR 11 First Language (0500) Paper 1 Reading Passages (Core) World Literature (0408) World Literature Exam (0408) Duration: 1 hour 45 minutes (spend 10 mins reading the passages) Paper 2 Unseen Worth: 50 marks/50% of whole assessment Worth: 25% of the whole assessment Candidates answer three questions on two passages Duration: 1 hour 15 minutes (comprehension/extended response/summary) Candidates answer one question from a choice of two Passage A: words/passage B: words long. Each question asks candidates for a critical commentary on (and appreciation of) previously unseen Or Paper 2 Reading Passages (Extended) writing printed on the question paper. Duration: 2 hours One question is based on a passage of literary prose (such as an extract from a novel or a short Worth: 50 marks/50% of whole assessment story); the other question is based on a poem, or extract of a poem. The material will be taken from Candidates answer three questions on two passages (extended writing either originally in English or in English translation. response/language/summary) Paper 3 Set Text Passage A: words long/passage B: words long. Worth: 25% of the whole assessment And Component 4 Coursework Portfolio Duration: 1 hour 30 minutes (Core and Extended) Questions will be set on a range of prose and drama texts in English translation, or originally written Worth: 50 marks/50% of whole assessment in English. On each set text there will be two questions: one extract-based question and one general Candidates submit three assignments, each of words essay question. Each question carries the same number of marks. The paper is divided into: Section A: extract-based questions Section B: essay questions Candidates answer two questions: one question from each section. They may answer both of their questions on the same set text, or on two different texts. TERM WORK COVERED Assessme nt This is a closed book paper: set texts may not be taken into the examination TERM WORK COVERED Assessment TERM WORK COVERED Assessme nt Autumn 1 WL Paper 3: Set text First Language Exam: Paper 1 or 2 Spring 1 Review of all MOCK PAPERS Component 4 C/wk Portfolio Language: Assignment 2 (2) descriptive and/or narrative Summer 1 Review of: WL: Paper 2 (Unseen) and Paper 3 (set text) First Language: Paper 1 or 2 Revision classes Autumn 2 Component 4 C/wk Portfolio Language: Assignment 1 (2) - Informative, analytical and/or argumentative MOCK EXAMS: FIRST LANG: Paper 1 or WL Paper 2: Unseen 5.3 WL Paper 3 Set Text Spring 2 First Language Exam: Paper 1 or 2 Component 4 C/wk Portfolio Language: Assignment 3 (2) response to texts Summer 2 BRITISH EDUCATION INTERNATIONAL FUTURE Page 9 of 35

10 Mathematics GCSE Mathematics Edexcel This course builds on the content, knowledge and skills developed in the Key Stage 3 Programme of Study for Mathematics. The aims of the course are sub-divided in five strands: 1. Number: students use calculators and computer software, e.g. spreadsheets; students develop and use flexibly a range of methods of computation, and apply these to a variety of problems. 2. Algebra: students explore a variety of situations that lead to the expression of relationships; students consider how relationships between number operations underpin the techniques for manipulating algebraic expressions; students consider how algebra can be used to model real-life situations and solve problems. 3. Ratio, Proportion and Rates of Change students practice fractions, ratios and explore their applications in real life contexts, students continue to extend this knowledge to sequences and relationships, students then see how these fundamental concepts form the core of algebraic relationships, such as linear expressions and equations, and how they can be visualized. 4. Geometry and Measures students use a variety of different representations, students explore shape and space through drawing and practical work using a wide range of materials, students use computers to generate and transform graphic images and to solve problems 5. Statistics and Probability students formulate questions that can be considered using statistical methods, students undertake purposeful enquiries based on data analysis, students look critically at some of the ways in which representations of data can be misleading and conclusions uncertain. The GCSE Mathematics course consists of two tiers: Foundation and Higher. Students will follow a tier appropriate to their abilities. Weighting Paper 1 Non-calculator 33.3% Paper 2 Calculator 33.3% Paper 3 Calculator 33.3% Foundation Tier (1-5) 80 Marks 1 hour 30 minutes 80 Marks 1 hour 30 minutes 80 Marks 1 hour 30 minutes Higher Tier (4-9) 80 Marks 1 hour 30 minutes 80 Marks 1 hour 30 minutes 80 Marks 1 hour 30 minutes BRITISH EDUCATION INTERNATIONAL FUTURE Page 10 of 35

11 The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier. Paper 1 is a non-calculator assessment, whilst for papers 2 and 3 a calculator is allowed. Each paper is 1 hour 30 minutes in length, and has 80 marks available. The qualification will be graded on a nine-grade scale from 9 to 1, using the total mark across all three papers where 9 is the highest grade. Individual papers are not graded. Foundation tier: grades 1 to 5. Higher tier: grades 4 to 9 (grade 3 allowed). An approximate comparison guide to the old style letter grades is that an 8 is about a low A* grade under the old system, and a 4 is about equivalent to a low C grade. Each paper will cover all Assessment Objectives and topics, in the percentages shown: Tier Topic area Weighting Number 22-28% Algebra 17-23% Foundation Ratio, Proportion and Rates of change 22-28% Geometry and Measures 12-18% Statistics & Probability 12-18% Number 12-18% Algebra 27-33% Higher Ratio, Proportion and Rates of change 17-23% Geometry and Measures 17-23% Statistics & Probability 12-18% Assessment Objectives Weighting Higher Foundation AO1 Use and apply standard techniques 40% 50% AO2 AO3 Reason, interpret and communicate mathematically Solve problems within mathematics and in other contexts 30% 25% 30% 25% BRITISH EDUCATION INTERNATIONAL FUTURE Page 11 of 35

12 Science AQA All students receive a broad, balanced Science education during Key Stage 4 including separate classes in each of Physics, Chemistry and Biology, taught by subject specialists. We feel that the courses we offer are very relevant to the student s everyday experiences and follow on well from our current Year 9 course. All students will be encouraged to reach their maximum potential and will be well-prepared for external examinations at the end of the Key Stage. Students who successfully complete either the Triple Award or the Dual award course at A grade will be able to progress onto A level Science courses. Those who do not wish to pursue A Level will have an excellent knowledge and skills base in Science for any alternative courses they may wish to take. Those in the top two Science sets, T-1 and T-2 (which will be determined by examination grades at the end of year 9) will be taught the Triple Award Science course and will be entered for these examinations if they achieve grade B or above at the end of year 10 and in the mock examinations. Students who achieve grade C or less will be recommended to take the Dual Award Science examinations with a view to improving their grades. Students in sets D-1 to D-3 in Science will be taught the Dual award course from the start. Students achieving grade C or above at the end of year 10 and in mock examinations will be entered for the Higher paper in the final examinations in which it is possible to achieve grades A* to D. Students who achieve less than a C grade in the mock examination will be entered for the Foundation paper in the final examination. The aim of each of these courses is: To impart a systematic body of scientific knowledge and facts, and an understanding of scientific concepts, principles, themes and patterns To further students appreciation of the practical nature of Science; developing experimental skills based on correct and safe laboratory techniques To develop an appreciation of the importance of accurate experimental work to scientific method and reporting To develop students ability to form hypotheses and design experiments to test them To sustain and develop an enjoyment of, and interest in, the scientific world. To foster an appreciation of the significance of Science in wider personal, social, environmental, economic and technological contexts with a consideration of ethical issues. To enable students to select, organise and present information clearly and logically, using appropriate scientific terms and conventions To prepare students for more advanced courses in each of the three scientific disciplines which comprise this specification. BRITISH EDUCATION INTERNATIONAL FUTURE Page 12 of 35

13 Course content The following general topics will be covered in single, dual and triple award courses in Science. Coverage will be in progressively greater depth in dual and triple awards. Biology 1. The nature and variety of living organisms 2. Structures and functions in living organisms 3. Reproduction and inheritance 4. Ecology and the environment 5. Use of biological resources Chemistry 1. Principles of chemistry 2. Chemistry of the elements 3. Organic chemistry 4. Physical chemistry 5. Chemistry in society Physics 1. Forces and motion 2. Electricity 3. Waves 4. Energy resources and energy transfer 5. Solids, liquids and gases 6. Magnetism and electromagnetism 7. Radioactivity and particles Students will need to demonstrate their ability to communicate clearly and logically, using specialist vocabulary and conventions. A satisfactory knowledge of mathematics is essential in order to fully appreciate the course. BRITISH EDUCATION INTERNATIONAL FUTURE Page 13 of 35

14 Foreign Languages French and/or German and/or Spanish as a Foreign Language full course GCSE. (Arabic short course is with Edexcel and is listed below). AQA GCSE course starting September 2016 The course aims to develop students ability to understand and communicate effectively in the target language. Attention is given to four different skill areas: 1. Listening and understanding 2. Speaking 3. Reading and understanding 4. Writing This qualification is linear. Linear means that students will sit all their exams at the end of the course. Subject content Students study all of the following themes on which the assessments are based. Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment Assessments GCSE French / German / Spanish have a Foundation Tier (grades 1 5) and a Higher Tier (grades 4 9). Students must take all four question papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening What's assessed Understanding and responding to different types of spoken language How it's assessed Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier) 40 marks (Foundation Tier), 50 marks (Higher Tier) 25% of GCSE (Each exam includes 5 minutes reading time of the question paper before the listening stimulus is played.) BRITISH EDUCATION INTERNATIONAL FUTURE Page 14 of 35

15 Questions Foundation Tier and Higher Tier Section A questions in English, to be answered in English or non-verbally Section B questions in French, German or Spanish, to be answered in French, German, Spanish or non-verbally Paper 2: Speaking What's assessed Communicating and interacting effectively in speech for a variety of purposes How it's assessed on-exam assessment (actual date can be decided by the school within a given time-frame) 7 9 minutes (Foundation Tier) + preparation time minutes (Higher Tier) + preparation time 60 marks (for each of Foundation Tier and Higher Tier) 25% of GCSE Questions Foundation Tier and Higher Tier The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for the Role-play. The timings are different too: Role-play 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier) Photo card 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier) Conversation 30 marks (3 5 minutes at Foundation Tier; 5 7 minutes at Higher Tier) Paper 3: Reading What's assessed Understanding and responding to different types of written language BRITISH EDUCATION INTERNATIONAL FUTURE Page 15 of 35

16 How it's assessed 25% of GCSE Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) 60 marks (for each of Foundation Tier and Higher Tier) Questions Foundation Tier and Higher Tier Section A questions in English, to be answered in English or non-verbally Section B questions in French or German or Spanish, to be answered in German or nonverbally Section C translation from French or German or Spanish into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier) Paper 4: Writing What's assessed Communicating effectively in writing for a variety of purposes How it's assessed 25% of GCSE Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier) 50 marks at Foundation Tier and 60 marks at Higher Tier Questions Foundation Tier Question 1 list task (student produces six nouns) 6 marks Question 2 message (student produces nine sentences in response to nine tasks, approximately 60 words in total) 18 marks Question 3 translation from English into French or German or Spanish (minimum 35 words) 10 marks Question 4 structured writing task (student responds to five compulsory bullet points, producing approximately 90 words in total) there is a choice from two questions 16 marks BRITISH EDUCATION INTERNATIONAL FUTURE Page 16 of 35

17 Higher Tier Question 1 structured writing task (student responds to five compulsory bullet points, producing approximately 90 words in total) there is a choice from two questions 16 marks Question 2 open-ended writing task (student responds to four compulsory bullet points, producing approximately 150 words in total) there is a choice from two questions 32 marks Question 3 translation from English into French or German or Spanish (minimum 50 words) 12 marks All students should be prepared to develop an effective understanding of and communication in the target language set in its cultural context. The target language will be the principal means of communication in the lessons. It is possible to do more than one language. You must do one as core and any others as part of your options. BRITISH EDUCATION INTERNATIONAL FUTURE Page 17 of 35

18 Foreign Languages Arabic as a Foreign Language EDEXCEL GCSE Arabic Short Course The course aims to develop students ability to understand and communicate effectively in the target language. Due to the limited period of time pupils have been learning Arabic this is a short course option i.e. Speaking / Listening which we see as the most suitable combination for the current cohort. However, elements of reading and writing will be taught in years 10 and 11. The listening aspect is examination-based whilst the speaking is a controlled assessment. In these examinations, the focus is on the use of authentic materials. Students are already broadly familiar with the majority of test-types used. Homework will include some written work, preparation for oral work as well as regular vocabulary learning. Students are expected to become relatively fluent and accurate in using the language and must, to some extent, be able to initiate language and to express their feelings, interests and ideas. They must be able to extract information from situations covering a wide range of structures and unfamiliar vocabulary. There are no tiers for GCSE Arabic All students should be prepared to develop an effective understanding of and communication in the target language set in its cultural context. The target language will be the principal means of communication in the lessons. IF YOU HAVE ANY QUERIES PLEASE SPEAK TO ONE OF THE ARABIC TEACHERS. BRITISH EDUCATION INTERNATIONAL FUTURE Page 18 of 35

19 Dutch CIE (through The British Council) Dutch students who are in the Dutch stream (LanguageOne Muscat) are required to prepare for the CIE IGCSE in Dutch. It is designed for students whose mother tongue is Dutch, this First Language syllabus develops the ability to communicate clearly, accurately and effectively. Students learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed. Students are also encouraged to read widely, both for their own enjoyment and in order to develop an appreciation of how writers achieve their effects. The syllabus also complements other areas of study by encouraging skills of more general application. Assessment objectives Reading Candidates are assessed on their ability to: R1: Understand and collate explicit meanings R2: Understand, explain and collate implicit meanings and attitudes R3: Select, analyse and evaluate what is relevant to specific purposes R4: Understand how writers achieve effects. Writing Candidates are assessed on their ability to: W1: Articulate experience and express what is thought, felt and imagined W2: Order and present facts, ideas and opinions W3: Understand and use a range of appropriate vocabulary W4: Use language and register appropriate to audience and context W5: Make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling. BRITISH EDUCATION INTERNATIONAL FUTURE Page 19 of 35

20 Art & Design Edexcel GCSE Fine Art is about having an adventurous and enquiring approach to art and design and developing the skills to express it. Pupils will: develop an understanding of past and contemporary art and design and be able to produce a personal response embracing a range of ideas. develop a working knowledge of the materials, practices and technology of art and design. develop the skills to investigate, analyse and experiment using art, craft and design. develop imaginative powers and skills to express ideas, feelings and meanings. develop an understanding of the language and conventions of art and design and an understanding of the place of art, craft and design in history and in society. The GCSE in Fine Art follows on from what pupils have been doing at Key Stage 3. The emphasis in this GCSE is on the process of developing both ideas and work. Central to this is the work journal similar to a sketchbook. If pupils are interested in art, craft or design and have an aptitude for the subject creative, or good at drawing pupils have the skills to succeed. How is the course structured? The GCSE in Fine Art contains two Papers Paper 1 is Coursework, consisting of 2 units of work, and Paper 2 is the Externally Set Assignment the timed test. Over the two years, pupils will have to successfully complete two units of coursework and an Externally Set Assignment (Exam). Coursework, Unit 1: Completed in Year 10 this project is about our local culture. It incorporates a field trip to places of local interest and students develop skills in painting & drawing, surface texture, digital media, photography, textiles and ceramics Coursework, Unit 2: Completed in term 1 of year 11, this project is based on natural forms which students investigate in a personally chosen direction, selecting media and techniques of their choice Externally Set Assignment: The starting point comes from the exam board which students interpret individually during term 2 before the 10 hour timed test (usually held in late April). The Collection ART & DESIGN EXHIBITION Each year the Art & Design Department produce an end of year exhibition called The Collection which is held at The Omani Fine Arts Society prestigious galleries. Both rooms in the gallery exhibit A level and GCSE work, plus selected work from Key Stage 3 students. A visiting Edexcel moderator travels from the UK to externally assess and moderate all examination work on display and is usually present on the opening night to talk to the Fine Art students from Years 11, 12 & 13. The exhibition is well received and published by the local press and open to the general public for one week in early June every year. BRITISH EDUCATION INTERNATIONAL FUTURE Page 20 of 35

21 Business Studies Exam Board: Edexcel What do I need to know, or be able to do, before taking this course? You might have an interest in business and want to start your own business one day. You may have an enquiring mind and be interested in learning about the world around you, how businesses are set up and what it is that makes someone a great entrepreneur and how to manage that business effectively. Is this the right subject for me? This course is active and enjoyable. You will enjoy this subject if you have an enquiring mind and a willingness to explore new ideas. Debating is great fun and there are lots of opportunities for talking in this subject. Teaching and learning are based around group work, problem solving, pre-reading and independent research. The learner is expected to take responsibility for their own progression. Lessons not only build subject knowledge and exam technique, but also develop soft skills such as team work, resilience and communication. As a department and to support learning, we use ICT, the Web and the VLE a great deal. What will I learn? In Year 10 the first unit is about becoming an entrepreneur, the skills necessary and how to start up and run your own business. This is assessed by an external multiple choice examination. In Year 11 you will sit 2 units. Unit 2 the controlled assessment which is an individual research task set by the exam board. Unit 3 is the final externally examined unit, which is about growing and managing the business. In Year 11, 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. How will I be assessed? For Unit 1, you will take a written examination paper with multiple choice and objective test questions worth 25% of the final grade. For Unit 2, you will be given a list of controlled assessment tasks to choose from based on what you have studied in Unit 1. This is 6 hours of research and 3 hours of write-up worth 25% of the final grade. For Unit 3, you will sit another examination paper which will contain a mixture of multiple choice, data response, short answer and extended writing and scenario-based questions worth 50% of the final grade. Please note: ALL external assessment will take place in the summer of Year 11. What can I do after I have completed the course? At BSM, we currently offer 3 different A-Level courses: 1) Business Studies, 2) Economics and Business and 3) Economics. Even if you do not want to study business further, you will be skilled in making decisions, being creative, solving problems, understanding finance, dealing with data, communicating and working as part of a team. These are all skills that you will use when you go out to work, whatever your profession. BRITISH EDUCATION INTERNATIONAL FUTURE Page 21 of 35

22 Computer Science Exam Board: EdExcel Why is GCSE Computer Science being offered at BSM? In September 2014 in the UK, Computing formally replaced ICT as a curriculum subject at Key Stage 3. BSM took the lead with this change by introducing Computing at Key Stage 3 a full year earlier. This makes our students well-prepared for GCSE Computer Science (EdExcel code: 1CP1). Who should choose Computing? The course is a lot of fun and it is a lot of hard work. It requires more than an interest in apps and games. You will need to be able to: Develop your higher level, and problem-solving, thinking (called computational thinking) Break problems down into smaller parts (decomposition) Generalise and formalise data structures and processes (abstraction) Examine your own work, using formal methods, to remove errors (debugging) Develop your understanding of the theoretical aspects of the subject You should choose Computer Science if you have a love for analysis, creative design and for efficient and elegant solutions. Importantly, you must have a love for learning. How is GCSE Computer Science Assessed? Unit Description of Unit Method %-age Component 1 Principles of Computer Science Understanding of what algorithms are, what they are used for and how they work; ability to interpret, amend and create algorithms Understand the requirements for writing program code Understanding of binary representation, data representation, data storage and compression, encryption and databases Understanding of components of computer systems; ability to construct truth tables, produce logic statements and read and interpret pseudo-code Understanding of computer networks, the internet and the worldwide web Awareness of emerging trends in computing technologies, the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues Written examination: 1 hour & 40 minutes 80 marks 40% BRITISH EDUCATION INTERNATIONAL FUTURE Page 22 of 35

23 Unit Description of Unit Method %-age Application of Computational Thinking The main focus of this component will be: Understanding of what algorithms are, what they are used for and how they work; ability to interpret, amend and create algorithms Understanding how to develop program code and constructs, data types, structures, input/output, operators and subprograms Component 2 Component 3 This component may also draw on: Understanding of binary representation, data representation, data storage and compression, encryption and databases Understanding of components of computer systems; ability to construct truth tables, produce logic statements and read and interpret pseudo-code Understanding of computer networks, the internet and the worldwide web Awareness of emerging trends in computing technologies, the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues Project Students will develop a computer program. The content for this component will draw on: algorithms, decomposition and abstraction design, write, test and refine a program data Written examination: 2 hours 80 marks Non-examined assessment: 20 hours 60 marks 40% 20% Careers Students can study Computing and go on to a career in Computing, Engineering, Medicine, Law, Business, Politics or any type of Science BRITISH EDUCATION INTERNATIONAL FUTURE Page 23 of 35

24 Dance AQA This course will encourage candidates to: Develop their dance techniques and performance skills Develop understanding and an appreciation of a range of dance styles Develop aesthetic and artistic sensibility to dance works Develop the knowledge, skills and understanding needed to perform, choreograph and appreciate dance, including an awareness of its artistic contexts. Develop life skills and attributes including decision making, critical and creative thinking, aesthetic sensitivity and the ability to co-operate with others. The course is broken down as follows: Component 1 Performance and Choreography Performance- 30% of GCSE (40 Marks) Students must select 3 of the 6 phrases set by the exam board and accurately replicate the action, spatial and dynamic content of each minutes, (15 marks) Students then work in duets / trios to combine each of their 3 phrases and develop them into a group dance minutes, (25 marks) Choreography 30% of GCSE (40 marks) Students must select one of the stimuli that are externally set by the exam board. Using this stimulus they must research, explore and structure ideas to create either a solo (2-2.5 minutes) or group dance (3-3.5 minutes). Summary- 2 performance tasks, 1 choreographic task, 60% of the whole GCSE. Practical coursework is internally assessed and externally moderated. Component 2 Dance Appreciation Written examination hours, 40% of GCSE (80 marks). Students will be expected to answer question based on their own choreographic and performance experiences from Component 1. Students will also study 8 short professional dance works as selected by the exam board. For each work students will be able to identify, the choreographic intent, influences, movement styles, physical setting, aural setting, choreographic structures and performance qualities of the dancers. Longer answer questions will require students to compare, contrast and interpret the significance of the dance works. BRITISH EDUCATION INTERNATIONAL FUTURE Page 24 of 35

25 Design Technology AQA Design and Technology Product Design Students work in a range of materials including wood, metal and plastics to understand, design and manufacture a range of products. They learn a range of design and manufacturing skills; building on those learnt in previous years. During the course the areas studied, through both written and practical work, are: industrial manufacturing techniques in different materials material properties and how they affect material choice and design ergonomic influences upon design appropriate use of tools and techniques when working in different materials The use of Computer Aided Design and Manufacture (CAD/CAM) How to present their work through drawing and computer skills A range of graphics skills to model and enhance their work. They will learn this by designing and manufacturing projects in Y10, which will develop and enhance the skills needed for their GCSE Coursework Project in Y11, and through learning the theory of materials and manufacturing techniques. The course is assessed by each student completing one piece of coursework and sitting one written examination. The Coursework This represents 60% of the final GCSE grade. It is started at the end of Year 10. Each student will use the design process to create and then produce a three dimensional (and, if relevant, two dimensional) product and/or model. This will be supported by a design folder of about 25 pages of A3. It is a major part of the Design and Technology course and it represents approximately 40 hours work. The project will be chosen from a range of briefs given by the Department. The design folder is sent to the U.K. for moderation along with photos of the completed product. The Final Examination This carries 40% of the total marks. The examination is 2 hours long and will test the application of knowledge and understanding of materials, components, processes, techniques, technologies and the evaluation of commercial practices and products. This GCSE is designed to progress directly to the Advanced Subsidiary (AS) and then on to the Advanced GCE in Product Design and provide a foundation for the study of Advertising, Marketing, Product Design, Environmental Design, Architecture, Furniture Design, Interior Design, Fashion Design, Graphic Design and all other areas of design, engineering and manufacture in any form. BRITISH EDUCATION INTERNATIONAL FUTURE Page 25 of 35

26 Drama AQA What does the GCSE aim to do? To actively engage you in the process of dramatic study in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds To work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas To reflect on and evaluate your own work and that of others To develop and demonstrate competence in a range of practical, creative and performance skills To develop a basis for your future role as active citizens in employment and society in general, as well as for the possible further study of Drama To consider and explore the impact of social, historical and cultural influences on drama texts and activities If you have any further questions please see Mrs El-Alwan. Specification Overview - (Both exams can be taken in June) Unit 1 Drama Written paper External assessment Externally set and marked 40% of total mark - /80 Consists of 2 sections: 1. Practical work completed during the course 2. Study and performance of a scripted play Candidates have to answer 2 questions; Question 1 from Section A and choose 1 further question from either section B or C. Structured to enable candidates to demonstrate their knowledge and understanding of drama skills. Unit 2 Practical work Controlled assessment Internally marked and externally moderated 60% of total mark - /120 Candidates present practical work for 2 assessment options. Candidates are free to choose any of the options offered in the specification. They include: Devised thematic work, acting, improvisation, TIE, physical theatre, set design, costume, make-up, properties, masks, puppets, lighting, sound, stage management. Each option consists of two parts: 1. Process, understanding and development of skills. 2. Final presentation. No set plays are prescribed and the teacher will choose the plays which best suit the group. The assessment takes into account the candidate s contribution during the preparation period as well as their final performance. BRITISH EDUCATION INTERNATIONAL FUTURE Page 26 of 35

27 Geography AQA Draft 8035 Year 10 Year 11 Unit 1 Living with the Physical Environment Section A: Natural Hazards Tectonic Hazards Tropical Storms and Extreme Weather Climate Change Unit 2 Challenges in the Human Environment Section A: Human Issues and Challenges Section B: Changing Economic World Section C: Resource Management Energy Issues Section B: Landscape and Relief in the UK Coastal Landscapes and Management in the UK River Landscapes and Management in the UK Section C: Ecosystems Tropical Rainforests Hot Deserts Unit 3 Geographical Application Section A: Issue Evaluation Section B: Fieldwork Assessment at end of Year 11 Unit 1: Exam 90 mins 35% Unit 2: Exam 90 mins 35% Unit 3: Exam 60 mins 30% this includes pre-release information issued 15 March * Additional marks are awarded for spelling punctuation and grammar in all papers Geography GCSE at BSM follows the AQA Examination Board Draft Specification 8035 which commences in September This provides a balance between Human and Physical Geography and encourages students to develop their knowledge and understanding of a wide range of themes and issues within the context of the work they must do. Students engage in a variety of learning experiences over the two years including video presentations, class debates and research projects. All students take part in a field trip in both Year 10 and Year 11 which is examined in Unit 3. There are three examinations, all of which are taken at the end of Year 11. Geography allows the opportunity for students to develop communication skills, graph and map skills, ICT, debate and discussion skills, problem solving and an awareness of their future careers. Geography is not only up-to-date and relevant, it is one of the most exciting, adventurous and valuable subjects to study today. So many of the world's current problems boil down to geography, and need the geographers of the future to help us understand them. Global warming, sustainable food production, natural disasters such as earthquakes and tsunamis, the spread of disease, the reasons for migration and the future of energy resources are just some of the great challenges facing the next generation of geographers. Quote from Michael Palin CBE President of the Royal Geographical Society BRITISH EDUCATION INTERNATIONAL FUTURE Page 27 of 35

28 History Edexcel At GCSE students further develop and strengthen their analytical skills, with emphasis on creating logical and concise arguments, supported with precise information. The course is very varied and covers over a thousand years of history. The Crime & Punishment option looks at British history from 1000 modern times and focuses on the changing and continuing nature of different types of crime, and also the way law and policing have developed to cope with this. The study also involves a specific area study of a place where a famous crime has been committed. Paper 2 looks at the start of Elizabeth I s reign up until her victory over the Armada in We also study the Cold War in our period study, picking up where the students left off at the end of Year 9 and the end of WWII. In our modern depth study we focus on Germany in the inter-war years, both before and during the Nazi domination of power. The level of variation ensures that students study across a broad basis and answer a number of different types of questions. The course is assessed by three examinations at the end of Year 11. Edexcel History Specification for GCSE Paper 1 30% of final mark: A Thematic Study: Crime & Punishment Through Time Paper 2 40% of final mark: British Study: Elizabeth I Period Study: The Cold War Paper 3 30% of final mark: Modern Depth Study: Germany BRITISH EDUCATION INTERNATIONAL FUTURE Page 28 of 35

29 Media Studies AQA AQA GCSE Media Studies (Double Award 2 GCSEs) This GCSE course is comprised of four sections: MS1: Investigating the Media 20% (Externally assessed - Exam) Knowledge and Understanding Research, Planning and Presentation The external assessment will take a case study approach and build upon media knowledge and skills developed and demonstrated in Unit 2. Each year the case study will be based on a specific media topic and this will be published annually and posted on the AQA website. The external assessment will take the form of a contextualised simulation and candidates will be expected to respond in role. MS2: Understanding the Media 30% (Controlled assessment - by teacher) Introductory assignment Cross-media assignment Practical production and evaluation In Unit 2 candidates will produce one introductory assignment, one assignment that requires candidates to look closely at cross-media platforms which more closely reflects the media industry today and one Practical Production and Evaluation, each chosen from a different bank of assignments. MS3: Exploring Media Industries 20% (Externally assessed - Exam) Responses to media stimulus materials Candidates will explore a range of organisations that make up different sectors of the media industries. Candidates will gain a broad understanding of: o how media industries operate and within what constraints o what products they make and the audiences for those products o the types of roles and employment opportunities available within the media o ownership, control and finance within the media industries o developments in media technology and their MS4: Responding to a Media Brief 30% (Controlled assessment - by teacher) Research, planning and presentation to a client Two fully realised productions and evaluation The aim of this unit is for candidates to produce a campaign across two media forms/platforms in response to an industry-related brief. This is a four unit, double GCSE course where the controlled assessments are completed in Year 10 and the examination units are taken in Year 11. All four units are submitted to the exam board at the end of Year 11 and the awards are certificated at the end of year 11. Students with this qualification will be given preference to study AS Media Studies in Year 12 and A2 in Year 13 should these courses be over-subscribed.. BRITISH EDUCATION INTERNATIONAL FUTURE Page 29 of 35