St Christopher’s School
Options Booklet for
GCSE and IGCSE Courses
1
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Give your child an
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6
Options Booklet for
GCSE and IGCSE Courses
Commencing
September 2016
2016/17
GCSEs and IGCSEs at St Christopher’s 2016/17
1
December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17
Contents
1
Transition from Key Stage 3 to Key Stage 4 ...................................................................................... 3
2
Key Stage 4 Curriculum ..................................................................................................................... 3
3
2.1
I/GCSE Core Curriculum.......................................................................................................... 3
2.2
I/GCSE Optional Subjects, from which students may select two subjects ............................. 3
2.3
Non-Examined Curriculum ..................................................................................................... 3
General Certificate of Secondary Education (GCSE) and International General Certificate of
Education (IGCSE) ............................................................................................................................. 4
3.1
GCSE Controlled Assessment ................................................................................................. 5
3.2
Students: Choosing your I/GCSE Optional Subjects ............................................................... 5
4
Guidance ........................................................................................................................................... 6
5
Post-16 Education ............................................................................................................................. 7
6
Examination Fees .............................................................................................................................. 7
7
English Language & English Literature (GCSE) .................................................................................. 8
7.1
English Language .................................................................................................................... 8
7.2
English Literature ................................................................................................................... 9
8
Mathematics (IGCSE) ...................................................................................................................... 10
9
Science (GCSE) ................................................................................................................................ 11
10
Arabic .............................................................................................................................................. 16
10.1 A Level Arabic ....................................................................................................................... 16
10.2 IGCSE Arabic (First Language)............................................................................................... 20
10.3 Arabic GCSE .......................................................................................................................... 21
11
French (GCSE) ................................................................................................................................. 23
12
Spanish (GCSE) ................................................................................................................................ 26
13
French AM (IGCSE).......................................................................................................................... 29
14
Religious Studies: Islam (in English) (IGCSE) ................................................................................... 32
15
Religious Studies (GCSE) ................................................................................................................. 36
16
Geography (IGCSE).......................................................................................................................... 38
17
History (GCSE) ................................................................................................................................. 39
18
Art & Design - Fine Art (GCSE) ........................................................................................................ 41
19
Business Studies (IGCSE) ................................................................................................................. 43
20
Computer Science (IGCSE) .............................................................................................................. 45
21
Design & Technology (GCSE) .......................................................................................................... 47
22
Drama (IGCSE)................................................................................................................................. 49
23
Economics (IGCSE) .......................................................................................................................... 50
24
Information Communication Technology (GCSE) ........................................................................... 51
25
Music (GCSE) ................................................................................................................................... 53
26
Physical Education (GCSE) .............................................................................................................. 55
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GCSEs and IGCSEs at St Christopher’s 2016/17
1
Transition from Key Stage 3 to Key Stage 4
The transition from Years 7, 8 and 9 (Key Stage 3) to Years 10 and 11 (Key Stage 4) is a very important phase
in education. Students in Key Stage 3 have followed a core curriculum, which has contained very little
element of choice. Students in Key Stage 4 continue to follow a core curriculum, which provides a broad
and balanced education, but are also able to choose to study a number of subjects in addition to the core.
Please find below an overview of the Key Stage 4 curriculum for your immediate reference. In Year 10
students may be following either GCSE or IGCSE courses; these are explained later, but for referencing we
will now collectively refer to these as I/GCSE.
2
Key Stage 4 Curriculum
2.1 I/GCSE Core Curriculum
All students in Key Stage 4 will study the following:
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English Language and English Literature
Mathematics
Science (Combined Science or three separate GCSEs in Biology, Chemistry and Physics)
Arabic* for Arab nationals
French or Spanish* for non-Arab nationals
Geography or History
Islam or Religious Studies**
*
Students interested in studying two languages may wish to consider joining the fast-track IGCSE
French Early Morning class. Full details can be found on the Arabic and French pages.
**
Religious Studies or Islam in English for non-Arabic speakers are compulsory subjects and follow an
established GCSE programme which can lead to an additional GCSE qualification should students wish
to be entered for the final examination. Students of Islam who are Arabic speakers must follow the
compulsory Ministry programme as required by the Ministry of Education.
2.2 I/GCSE Optional Subjects, from which students may select two subjects
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Art
Business Studies
Computer Science
Design & Technology: Graphic Products
Design & Technology: Resistant Materials
Drama
Economics
Geography
History
Information Communication Technology
Music
Physical Education
2.3 Non-Examined Curriculum
All students in Key Stage 4 will follow non-examined courses in Physical Education and PSHE/Enrichment.
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GCSEs and IGCSEs at St Christopher’s 2016/17
3
General Certificate of Secondary Education (GCSE) and
International General Certificate of Education (IGCSE)
The I/GCSE programme is a two year course of study. The I/GCSE programme embraces Year 10 and Year
11 and concludes with final I/GCSE Examinations at the end of Year 11.
Traditionally, the level of attainment is measured on a scale from grades A* to G where A* is the highest.
However, changes to the National Curriculum of England and Wales mean that a number of subjects will
move to being graded on a numeric system from 9 (highest) to 1 (lowest) when results are issued in August
2018. Over time, all GCSE subjects will move to this new grading system. IGCSE subjects, at present, are
retaining the grading system of A*-G. The table below shows the current state of play for the subjects we
will be offering for those starting IGCSE and GCSE subjects in September 2016.
First Teaching September 2016
Board
Subject Code
Examination
Grading
English Language
AQA
8700
GCSE
9-1
English Literature
AQA
8702
GCSE
9-1
Edexcel
4MA0
IGCSE
A*-G
Science: Combined
AQA
8464*
GCSE
9-1 /9-1
Science: Biology
AQA
8461*
GCSE
9-1
Science: Chemistry
AQA
8462*
GCSE
9-1
Science: Physics
AQA
8463*
GCSE
9-1
French
AQA
8658
GCSE
9-1
Edexcel
4FR0
IGCSE
A*-G
AQA
8698
GCSE
9-1
Edexcel
4ARO
IGCSE
A*-G
Edexcel
2AR01
GCSE
A*-G
Art
Edexcel
1FA08
GCSE
9-1
Business Studies
Edexcel
4BS0
IGCSE
A*-G
Computer Science
CIE
0478
IGCSE
A*-G
Drama - Specification TBC
CIE
0411
IGCSE
A*-G
DT: Graphic Products
Edexcel
2GR01
GCSE
A*-G
DT: Resistant Materials
Edexcel
2RM01
GCSE
A*-G
Economics
CIE
0455
IGCSE
A*-G
Geography
CIE
0460
IGCSE
A*-G
Edexcel
1HI0
GCSE
9-1
AQA
4520
GCSE
A*-G
Islam
Edexcel
Islam 4RSO
IGCSE
A*-G
Music
Edexcel
2MU01
GCSE
9-1
PE
Edexcel
1PE0
GCSE
9-1
Religious Studies
Edexcel
1RB0
GCSE
9-1
Maths
French AM
Spanish
Arabic
History
ICT
* Provisional Coding, this is a draft Specification at present.
On the A*-G grading system, students not achieving a minimum G grade will be recorded as a U
(unclassified) grade.
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A number of I/GCSE subjects adopt a tiered entry system in which a restricted range of grades is available
at each tier. Details are provided on the subject pages that follow. It is also important at this stage to know
that GCSE is the main route to A-levels and the IB Diploma Programme in the Sixth Form. Success at I/GCSE
is essential to ensure a smooth transition to A-level or IB.
3.1 GCSE Controlled Assessment
A feature of the old GCSE Assessment Framework is Controlled Assessments, which were introduced with
the first teaching of the revised GCSEs in September 2009. Controlled Assessments replaced Coursework
and take place under supervised conditions. The nature, demands and percentage value of Controlled
Assessments vary according to subject.
From September 2016, Controlled Assessments are undertaken in the following subjects.
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Art and Design
DT: Graphic Products
DT: Resistant Materials
Information and Communication Technology
Music
Physical Education
Details are outlined on their subject pages.
3.2 Students: Choosing your I/GCSE Optional Subjects
When making your I/GCSE Options choices, it is important to consider the impact your choices may have on
your future educational and career path. Senior Staff, your Head of Year and your Form Tutor will provide
significant guidance in this respect. As you move into Key Stage 4, there will be an on-going series of
discussions relating to Higher Education and career planning.
It is important, too, that your decisions focus on the subject itself and are not influenced by your friends’
perspectives or the personality of a teacher who has taught you previously in that subject. There is no
guarantee that the particular teacher will be available to teach you for the whole or even part of the course.
You are advised to reflect seriously on your skills and abilities, your genuine preferences, your future
aspirations and the recommendations and views of your teachers. Please do not be anxious if you are
uncertain at this stage of your future direction; guidance will be provided for you to ensure that your choices
are appropriate.
It is important that decision-making involves you, your parents and your teachers. To this end, we have
created a range of formal opportunities for all the members of this partnership to contribute to this process.
You are strongly advised to take full advantage of the guidance opportunities provided.
The I/GCSE Options process is well established and is designed to meet your needs and your aspirations.
On a very positive note, the vast majority of student choices are satisfied. However, it is possible that your
choices may not be possible and may have to be revised. In such cases, individual discussions with you and
your parents will be arranged.
Please note that, if a very small number of students opt for a particular subject, it may become uneconomic
in staffing terms and we may be obliged to withdraw the subject for this year. Although extremely rare, this
situation has previously arisen.
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GCSEs and IGCSEs at St Christopher’s 2016/17
4
Guidance
We will provide all the help that we can to ensure that students choose what is right for their future needs.
Students must ensure that they take full advantage of the guidance offered so that they make the right
choices. Below is a broad outline of the options and guidance timetable:
6 December 2015
Aspiration Day - Individual student interviews with Form Tutors
January 2016
Option booklet issued and talk on choices
January/February 2016
Subject talks by Heads of Departments
13 January 2016
Options Evening
18 January 2016
Parent interviews for 9A, 9B, 9C and 9D
24 January 2016
Parent interviews for 9E, 9F, 9G and 9H
February 2016
Year 9 meet Year 10 GCSE Subject Representatives
11 February 2016
Course selection made and registered with School
If you have any queries about the above process, please contact your son / daughter’s Form Tutor, Mrs
Sarah Gillard, Head of Year 9 or Mr Bryon Pearce, Assistant Head of Senior School.
In addition, you may want to speak to one of the following to assist you in your deliberations. All Heads of
Department will be available to consult at the Options Evening on 13 January 2016.
Department
Head of Department
Arabic & Islam
Mr Fuad Al Anzarouti
Art
Mrs Helen Smart
Design & Technology
Mr Martin Plunkett
Drama
Mrs Charlotte Leap
Economics & Business Studies
Mrs Julia Peters
English
Mrs Emma Dodson
French and Spanish
Mr Jamel Bazzouz
Geography
Mr Barry Hobday
History
Mr Patrick O’Shaughnessy
Information Communication Technology & Computer Science
Mr Brian Steene
Mathematics
Mr Ross Bonar
Music
Miss Faye Hill
Religious Studies
Mrs Julia Harper
Physical Education
Mr Rob Subbiani
Sciences
Mr Stuart Dodson
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GCSEs and IGCSEs at St Christopher’s 2016/17
5
Post-16 Education
It is important you are aware that St Christopher’s Post-16 Education programme, in common with most
other schools, has minimum entry requirements. Entry requirements for our Post-16 programme are a
minimum of 5 A* - C grades at GCSE or equivalent, but preferably with B grades (or equivalent) in the
subjects you wish to study at A-level or IB.
You may have already started to consider the Post-16 Education programme and started to reflect on
possible career choices. Should you require any advice regarding Post-16 options, please ask at the Options
Evening or contact the Senior School and ask to speak to Mr Steve Keeble, Deputy Head of Senior School
with responsibility for Post-16 Education.
In conclusion, I wish to congratulate Year 9 on their academic attainment to-date and wish all students every
future academic success in Key Stage 4 and beyond.
6
Examination Fees
The cost of entry to all external public examinations is not met by the school. Invoices and instructions for
payment for entries to these examinations will be issued by the examination office approximately 2/3
months prior to the sitting of the examination.
Mr Bryon Pearce
Assistant Head of Senior School
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7
English Language & English Literature (GCSE)
Board – AQA
Specification Number - English Language 8700
Specification Link
Specification Number - English Literature 8702
Specification Link
Course Introduction
English is a compulsory subject for all Year 10 & Year 11 students.
The English Department offers an integrated GCSE English Language and English Literature course for all
students. However, you and your parents will be happy to know that English Language and English
Literature count as two GCSEs.
7.1 English Language
Summary of the Programme
GCSE English Language extends your understanding and appreciation of the written and spoken word. You
investigate and analyse written language across a range of non-fiction and fiction texts. You will be
encouraged to experiment with and use language creatively, learning from other writers how to use
language appropriate to genre, audience and purpose. Reading will draw on both non-fiction and fiction
literary texts e.g. print media texts, speeches
English Language GCSE develops your ability in functional English, a great emphasis is on the ability to
communicate effectively and accurately within writing. The skills-based approach to the study of English
Language will be relevant both to your immediate educational and social needs, and to your future needs
as an adult. A noteworthy skills-based element is the compulsory assessment of oral communication, which
is awarded separately to the English Language GCSE.
Assessment Summary
GCSE English Language subject content
Assessment
Paper 1 - Explorations in Creative Reading and Writing
Section A
Reading: understanding and analysing prose fiction from the 20th or 21st
centuries.
Section B
Writing Creatively: produce one creative response based on stimulus material.
External
examination
Written paper
1 hour 45
minutes
50%
Paper 2 - Writers’ viewpoints and perspectives
Section A
Reading: understanding, analysing and comparing writers’ viewpoints in two
linked texts from the 19th century, and either 20th or 21st century.
Section B
Writing for a specific purpose: produce one response showing ability to adapt
language to suit form, audience and purpose.
External
examination
Written paper
1 hour 45
minutes
50%
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GCSEs and IGCSEs at St Christopher’s 2016/17
7.2 English Literature
Summary of the Programme
GCSE English Literature allows you to experience a wide range of Literature with a wide variety of appeal
from modern to pre-twentieth century texts. You will experience a range of literary genres: prose (novels
or short stories), poetry and drama.
Texts to be studied are chosen from a list of classic and modern literature specified by the Examining Board.
For Paper One, students will study Shakespeare (text choice could include Macbeth, Romeo and Juliet, The
Tempest). Students will also study a 19th century novel (text choice could include The Strange Case of Dr
Jekyll and Mr Hyde, Great Expectations, Frankenstein and Jane Eyre).
Paper Two will allow students to study post-1914 prose fiction and drama which could include the following
texts: An Inspector Calls, Lord of the Flies, Animal Farm; alongside poetry from 1789 to the present day,
provided through the AQA Poetry Anthology.
From your study of literature, it is hoped you will develop a greater appreciation of literary tradition and
heritage, developing your powers of analysis and learning to make connections between texts with greater
skill, confidence and independence. You are also assessed in the examination on the quality of your written
communication.
The depth and breadth of study will enable continued development of reading and you will experience
emotional and intellectual growth through reading about new experiences or considering different
viewpoints. Naturally, a certain amount of reading will have to be done outside class, and you will be
encouraged to maintain good personal reading habits.
Assessment Summary
GCSE English Literature subject content
Assessment
Paper 1 - Shakespeare and the 19th century novel
Section A
Shakespeare: One essay question responding to a given extract and the play
as a whole
External Examination
1 hour 45 minutes
40%
Section B
The 19th century novel: One essay question responding to a given extract and
the novel as a whole
Paper 2 - Modern texts and poetry
Section A
Modern Texts: Post 1914 Prose or Drama one essay question from a choice of
two
External Examination
2 hours 15 minutes
60%
Section B
Poetry: Comparative question on a named poem and one other from their
cluster
Section C
Unseen Poetry: One question on an unseen poem and one question comparing
this poem with a second unseen poem.
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GCSEs and IGCSEs at St Christopher’s 2016/17
8
Mathematics (IGCSE)
Board – Edexcel
Specification Number - 4MA0
Specification Link
Course Introduction
The aim of the course is to develop knowledge and understanding of mathematical concepts and
techniques. Students acquire a foundation of skills for further study in the subject or related areas. Students
appreciate the importance of Mathematics in society, employment and study.
Summary of the Programme
Number: Use numerical skills in real-life situations.
Algebra: Use letters as equivalent to numbers and as variables. Use algebra to solve problems. Construct
and use graphs.
Geometry: Understand reflections, rotations and other transformations of shapes. Understand ideas of
space and shape.
Statistics: Understand basic ideas of statistical averages and use basic ideas of probability
Assessment Summary
There are two written papers, both weighted at 50% and worth 100 marks each. A calculator is required
for both papers.
Useful, additional support Information
The Foundation Paper grades available are C –G
The Higher Paper grades available are A*-D
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GCSEs and IGCSEs at St Christopher’s 2016/17
9
Science (GCSE)
Key Stage 4 Science Curriculum 2016 - 18
Combined Science, Board - AQA
Specification Link - Combined Science: Trilogy (8464)
Triple Award, Board - AQA
Specification Link - Biology (8461)
Specification Link - Chemistry (8462)
Specification Link – Physics (8463)
Course Introduction
GCSE Science involves the study of:
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•
•
Living Processes and Living Things (Biology)
Materials and their Properties (Chemistry)
Physical Processes (Physics)
In your Science lessons, as well as studying theory, you will carry out practical investigations such as finding
out the effect of temperature on germination, what conditions affect how fast chemicals react or the use
of immersion heaters in heating water.
Science is taught in nine lessons per week, each lesson being forty minutes long. You will be taught by
specialist Biology, Chemistry and Physics teachers for three lessons per week.
How does it follow on from what I have learnt before?
Your GCSE Science lessons carry on from the work you have already studied in Key Stage 3. You will meet
some new topics during the course which will develop from earlier topics that you will have covered in Key
Stage 3.
Why do I have to take Science at GCSE?
Throughout your life you will have contact with the products of Science and Technology. Think how many
people own mobile phones. Even the advice you receive from your doctor is based on Science. Almost every
day you will encounter articles in the newspapers and on TV about issues linked to space e.g. the
International Space Station. In your Science lessons, you will develop the skills to help you understand and
use your scientific knowledge in the context of your everyday life.
Scientific knowledge has developed over time and new discoveries continue to be made in all parts of the
world. In your Science lessons, you will explore how ideas and evidence in Science have developed, for
example you may use resources exploring the development of solar panels or examining the discovery of
antibiotics.
What other skills might I develop?
While you are doing this course, you will also have the chance to develop skills in application of
Mathematics, IT, communication, problem solving, working with others and improving your own
performance.
What can I do next with GCSE Science?
When you receive your results, you may wish to continue your study of Science. The options open to you
depend on the results achieved and your own interests. Your teacher will be able to help you select the
appropriate course. Should you wish to study a Science subject beyond GCSE, you will have the choice of
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GCSEs and IGCSEs at St Christopher’s 2016/17
opting for Biology, Chemistry or Physics (or a combination of these) at AS or A Level or as part of the IB
Diploma Programme.
Please note that the minimum expected requirement for entry onto a post-16 Science course at St
Christopher’s is grade B in either GCSE Combined Science or the particular Separate Science. There are many
jobs and careers that build on a GCSE Science qualification such as Medicine, Dentistry, Pharmacy,
Environmental Studies, Teaching, Engineering and Computing.
The department offers two courses at GCSE:
Combined Science, leading to two GCSE qualifications
Triple Award, leading to three GCSE qualifications in Biology, Chemistry and Physics
Both courses have 9 lessons per week, 3 of Biology, 3 of Chemistry and 3 of Physics.
AQA Combined Science - Trilogy
Summary of the Programme
Biology
Cell biology
Organisation
Infection and response
Bioenergetics
Homeostasis and response
Inheritance, variation and evolution
Ecology
Chemistry
Atomic structure and the periodic table
Bonding structure and the properties of matter
Quantitative chemistry
Chemical changes
Energy changes
The rate and extent of chemical change
Organic chemistry
Chemical analysis
Chemistry of the atmosphere
Using resources
Physics
Forces
Energy
Waves
Electricity and electromagnetism
Particle model of matter
Atomic structure
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Assessment Summary
There are two examinations in each Science.
Subject
Examination papers
Biology
Paper 1 and Paper 2
Chemistry
Paper 1 and Paper 2
Physics
Paper 1 and Paper 2
Each paper lasts 1 hr 15 mins and is worth 16.7 % of the final award.
All examinations will be held at the end of the two year course in June 2018.
There is no longer any Controlled Assessment component in GCSE Science. Practical skills will be assessed
in each theory paper and count for 15% of the available marks. To practise these skills, all Combined
Science students will be required to complete:
5 compulsory Biology practicals
5 compulsory Chemistry practicals
6 compulsory Physics practicals
These will be taught throughout the two years of the course.
GCSE Grading
There is a 17 grade scale from 9-9 at the top to 1-1 at the bottom via 9-8, 8-8, 8-7, 7-7, etc
AQA Triple Science
Summary of the Programme
Biology
 Cell biology
 Organisation
 Infection and response
 Bioenergetics
 Homeostasis and response
 Inheritance, variation and evolution
 Ecology
Chemistry
 Atomic structure and the periodic table
 Bonding structure and the properties of matter
 Quantitative chemistry
 Chemical changes
 Energy changes
 The rate and extent of chemical change
 Organic chemistry
 Chemical analysis
 Chemistry of the atmosphere
 Using resources
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GCSEs and IGCSEs at St Christopher’s 2016/17
Physics
 Forces
 Energy
 Waves
 Electricity and electromagnetism
 Particle model of matter
 Atomic structure
 Space physics
Assessment Summary
There are two examinations in each Science.
Subject
Examination papers
Biology
Paper 1 and Paper 2
Chemistry
Paper 1 and Paper 2
Physics
Paper 1 and Paper 2
Each paper lasts 1 hr 45 mins and is worth 50% of the final award in each individual Science.
There is no longer any Controlled Assessment component in GCSE Science. Practical skills will be assessed
in each theory paper and count for 15% of the available marks. To practise these skills, all Triple Science
students will be required to complete:
8 compulsory practicals in each Science i.e.
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8 compulsory Biology practicals
8 compulsory Chemistry practicals
8 compulsory Physics practicals
These will be taught throughout the two years of the course.
GCSE Grading
There is 9-grade scale where 9 is the highest and 1 is the lowest
Which of the two courses in Science should my child follow?
For many, the choice of course will be relatively straightforward. For some students, further guidance may
be necessary and parents are advised to contact the school in this regard. Your child’s Science teachers can
provide advice and guidance based on professional judgement and how well your child is doing in Science.
Why choose the Triple Award Programme?
If your child believes that there is a realistic possibility that he/she will go on to study at least one A Level
Science or IB Higher Level Science, and he/she is capable of studying at a more intensive pace and is highly
motivated, then he/she is advised to opt for this programme. As stated previously, the Triple Award
Programme involves 50% more material than the Combined Science course, but is taught in exactly the
same amount of lesson time. The pace of teaching and learning will be quite rapid and there is a greater
need for independent study beyond the classroom.
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GCSEs and IGCSEs at St Christopher’s 2016/17
Why choose the Combined Science Programme?
1
If your child believes that he/she is unlikely to opt for one or more A Level Sciences or IB Higher
Level Science, then the Combined Science programme may be the better choice.
2
If your child believes that there is a realistic possibility that he/she will go on to study at least one
A Level Science or IB Higher Level Science, but does not wish to work at the more intensive pace of
the Triple Award Programme, he/she is advised to opt for Combined Science. It may, however, mean
that your child will need to do some extra guided, independent work in the science(s) that he/she
wishes to take at A Level/IB.
3
If your child chooses Combined Science and later changes his/her mind about not intending to
follow an A Level Science/IB Higher Science, the choice of Combined Science will not prevent your
child from applying to follow such a course. However, as indicated above, it may mean that your
child will need to do some extra work, beyond the level of the Combined Science, in order to be
well prepared.
Who makes the final decision?
Ultimately, the final decision will be made by you and your child. It is clearly a very important decision and
we are keen to offer every support.
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GCSEs and IGCSEs at St Christopher’s 2016/17
10 Arabic
Arabic (GCSE)
Board - Edexcel
Specification Number
2AR01
Arabic IGCSE
Board - Edexcel
Specification Number
4ARO
Arabic GCE
Board - Edexcel
Specification Number
AS - 6AR01,
A2 - 6AR02
Specification Link
Specification Link
Specification Link
The Arabic language has assumed the status of an international language. It is spoken by nearly 200 million
people in more than 20 Arab countries. In addition, it is estimated that 900 million Muslims around the
world learn Arabic as a second language.
The Ministry of Education Arabic curriculum is compulsory for all students who are Arab nationals. A suite
of Arabic courses is also offered which ensure that students study a level suited to their ability and prior
attainment. In general, students are entered for GCSE Arabic at the end of Year 9. In Years 10 and 11,
students follow a course which may lead to a qualification in IGCSE First Language Arabic at end of Year 10
and / or Advanced Level or Advanced Subsidiary Level Arabic at the end of Year 11.
10.1 A Level Arabic
Course Introduction
The aims of the A Level syllabus are to:
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Develop an interest in, and enthusiasm for, language learning and to develop understanding of
the language in a variety of contexts and genres
Communicate confidently, clearly and effectively in the language for a range of purposes
Develop awareness and understanding of the contemporary society, cultural background and
heritage of countries or communities where the language is spoken
Consider their study of the language in a broader context
Derive enjoyment and benefit from language learning
Acquire knowledge, skills and understanding for practical use, further study and/or employment
Communicate with speakers of the language
Take their place in a multilingual global society
The A Level Arabic course centres on acquiring the necessary language skills particularly in literacy, speaking,
reading and writing. The course focuses on Arab history, media, culture and socio-cultural aspects of the
language. It is assessed by end of course examinations which consist of two units.
Summary of the Programme
The course will help you to develop your general study skills, but most of all you will learn to communicate
at a high level in this language. You will also learn much more about a wide range of aspects of the society
or societies in which the Arabic language is spoken.
Reading
You will be able to read, understand and extract information from written passages in Arabic taken from
authentic sources, such as magazines and newspapers, reports or books.
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Writing
You will learn how to write essays or longer pieces in Arabic. You will learn all the appropriate grammar,
words and phrases that will help you to:




present information in the target language
provide opinions
organise your arguments
analyse your ideas.
Assessment Summary
AS ― this is the first half of the A Level GCE course. It is a stepping-stone to the full A Level qualification.
You can take just the AS on its own, if you and your teacher agree that this is best for you. You can even
decide at the end of the AS course whether to continue to take the full A Level qualification.
Unit 1: Reading and Writing (2 hours 45 minutes)
Unit number
and Unit title
Level
Assessment information
Marks
allocated
Unit 1:
AS
2 hour 45 minutes paper
90 marks
Understanding
and Written
Response in
Arabic
The assessment for this unit has three sections.
Section A (35 marks)
Students will need to understand, retrieve and convey
information from a short series of different Arabic language
texts. They will be required to provide a mix of non-verbal and
Arabic-language responses. A maximum of 30 marks will be
available in accordance with an Assessment-specific mark
scheme. In addition, a maximum of five marks will be given for
the vocalisation of text produced in response to one of the
questions. These marks will be awarded in accordance with the
assessment criteria for this unit.
Section B (9 marks)
Students will be assessed on their ability to transfer meaning
from Arabic into English. They will be required to apply their
knowledge of Arabic language, grammar and lexis to produce a
short translation from Arabic into English. A maximum of 9 marks
will be awarded in accordance with a translation-specific mark
scheme.
Section C (46 marks)
Students will write a 220-270 word essay in Arabic, in response
to a short Arabic-language stimulus and related bullet points. The
assessment rewards learners for communicating relevant
information effectively as well as for the quality of the Arabic
language produced.
All students for this unit will be assessed by Edexcel.
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A Level GCE ― the full qualification is made up of the AS unit plus one more unit which is studied at a higher
level. You do not necessarily have to take the full Advanced GCE qualification; you can still get a certificate
just for the AS, and your teacher will advise you on what is best. If you do decide to take the second half of
the course it will cover the unit described below.
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Unit 2: Reading and Writing; Topics and Texts (3 hours)
Unit number and
Level
Assessment information
A2
3 hour paper
unit title
Unit 2:
Understanding,
Written Response and
Research in Arabic
Number of
marks allocated
in the unit
80 marks
The assessment for this unit has three sections.
Section A (14 marks)
Students will be required to read an Arabic-language
passage and to retrieve and convey information from
this via a series of questions and answers in Arabic. A
maximum of 14 marks will be available in accordance
with an assessment-specific mark scheme.
Section B (10 marks)
Students will be expected to undertake a short
translation from English into Arabic. They will be
assessed on their ability to transfer meaning from an
English language passage into Arabic. A maximum of
10 marks will be awarded in accordance with a
translation-specific mark scheme.
Section C (56 marks)
Students must answer two questions, in Arabic, that
each relate to a topic or a text chosen from the
prescribed list featured in Section 2.3 Content. The
essays should relate to topic(s) and/or text(s) that
students have studied in advance of the examination.
A choice of two questions will be offered for each of
the prescribed topics and texts. Students will be
expected to write no less than 250 and no more than
350 words in Arabic. A maximum of 56 marks will be
awarded across the two essays for their organisation
of ideas, essay content and quality of language in
accordance with the assessment criteria in the unit.
All students for this unit will be assessed by Edexcel.
How can I develop my full range of skills by doing this course?
As well as covering Advanced Level study of Arabic, this course will enable you to develop some Key Skills,
which will be essential to you whatever you go on to do afterwards.
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What could I go on to do at the end of my course?
There will be a range of opportunities open to you, where you can continue to use and further develop your
language skills and knowledge of contemporary society. Some students choose to do degree courses in
languages; others choose to pursue a higher education course in another subject, but choose a language
option alongside it. Having a language at AS or Advanced GCE will improve your employability, in particular
with companies which have international branches. Whether you are interested in continuing your studies
or working at home or abroad, a language course at AS or Advanced GCE is an excellent step towards
achieving your goals.
10.2 IGCSE Arabic (First Language)
Course Introduction
Aims

The specification gives candidates opportunities to develop their ability to read, understand and
respond to material from a variety of sources

Develop their ability to communicate accurately in writing, matching style to audience and purpose

Develop their understanding of the structure and variety of language

Further their personal development and an understanding of themselves and the world around them

Appreciate the richness, beauty and diversity of the Arabic language
Assessment Summary
AO1 Reading
Candidates will be required to demonstrate ability to:
 Read a range of texts with understanding of explicit and implicit meanings and attitudes
 Follow an argument, distinguishing between fact and opinion
 Extract, summarise and present appropriately relevant information from a text
AO2 Writing
 Communicate in writing clearly and imaginatively, using and adapting forms for different readers
and purposes
 Organise writing into clear and coherent sentences and whole texts
 Use accurate spelling, and observe the conventions of punctuation.
AO3 Grammatical usage
 Show an understanding of grammatical topics: cases, vocalisation, vocabulary choices and syntax
Scheme of assessment
Paper Mode of assessment Weighting Length
 Examination Paper 1, targeting grades A* – G 70%
2¼ hours
 Examination Paper 2, targeting grades A* – G 30%
1½ hours
All candidates are required to take both components, Paper 1 and Paper 2.
Both papers target grades A* – G.
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10.3 Arabic GCSE
If you enjoy communicating with other people, finding out how language works and learning about different
countries and cultures, studying GCSE Arabic is an excellent choice for you!
Course Introduction
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
What do I need to know, or be able to do, before taking this course?
If you have studied Arabic before, you are well prepared to do this GCSE course. You already know a lot of
the vocabulary and grammar you will need for GCSE. You know how to talk about yourself, your family and
friends, your hobbies, where you live, school, holidays, food and drink. You will build on this knowledge
during your GCSE course, and move on to new topics. If you are starting this as a new language for GCSE
you can be confident in knowing that, through your previous studies, you have already built up a lot of
valuable language skills which will help you to learn a new language.
What can I do after I have completed the course?
People with language skills and knowledge are highly thought of in the modern world. They stand out as
talented and successful people, with broad and exciting horizons. If you complete the GCSE in Year 9 or in
Year 10, you will:



Be able to study IGCSE, AS and A2 Arabic courses in Year 10 or in Year 11
Add an extra dimension to your personal skills profile which will impress anyone who reads your CV
Be in a stronger position to get a job in a company with international links, or improve employability
if you would like to work abroad.
Assessment Summary
Unit1
Listening
This unit is externally set and assessed and can be entered in June only.
The examination consists of a number of passages or interactions in Arabic
with a variety of question types. The spoken material will include both formal
(for example a telephone message) and informal speech (for example social
interaction). There is a single tier of entry for this paper which caters for a
wide range of student profiles and rewards work from grades G to A*.
Content relates to prescribed common topic areas.
Timing: 45 minutes (plus 5 minutes’ reading time).
Total number of marks is 50.
Unit 2
Speaking
This unit is externally marked and involves students carrying out two
different tasks related to a chosen theme (or themes). Tests are conducted
by the teacher in a specified assessment window. The assessment criteria
primarily reward students for communication (content and response)
although additional marks are awarded for range of language and accuracy.
Timing: 8-10 minutes in total (equally divided across both tasks).
Total number of marks is 50.
Unit 3
Reading
This unit is externally set and assessed and can be entered in June only.
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The examination consists of a number of short texts, notices or short news
reports in Arabic which include a range of settings and styles both formal and
informal (for example text messages, advertisements, emails). There is a
single tier of entry for this paper which caters for a wide range
of student profiles and rewards work from grades G to A*.
Content relates to prescribed common topic areas.
Timing: 55 minutes.
Total number of marks is 50 marks.
Unit 4
Writing
The writing unit is externally assessed through an examination paper
consisting of two tasks from a choice of eight. The tasks and related
assessment criteria have been designed to accommodate a wide range of
student profiles and reward work at grades from G to A*. The papers reward
students for effective communication and knowledge and application of
language (as well as accuracy in the second longer task). Tasks will be set in
English to ensure that assessment is not over-reliant on reading ability.
Although elements of the second task are accessible to students seeking
grades G to C, the task provides opportunities for stretch and challenge
through a more extended writing requirement.
Timing: one hour.
The number of marks is 50.
Arab Nationals who wish to study French
Students who study Arabic during the school day have the option of studying French to IGCSE by opting for
morning French classes.
This class aims to prepare students for IGCSE French by the end of Year 10.
Students receive four 40 minute lessons per week and are required to meet certain criteria to join this
accelerated group.
The class is taught from 07:10 to 07:50am and an additional charge is incurred.
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11 French (GCSE)
Board – AQA
Specification Number - 8658
Specification Link
Course Introduction
The aims of the course are to:
 Demonstrate general and specific understanding of different types of spoken language
 Communicate and interact effectively in speech for a variety of purposes across a range of
specified contexts
 Understand and respond to different types of written language
 Communicate effectively in writing for a variety of purposes across a range of specified contexts
Summary of the Programme
The specification covers three distinct themes. These themes apply to all four question papers.
Students are expected to understand and provide information and opinions about these themes relating to
their own experiences and those of other people, including people in countries/ communities where French
is spoken.
Theme 1: Identity and culture
Me, my family and friends
 Relationships with family and friends
 Marriage/partnership
Technology in everyday life
 Social media
 Mobile technology
Free-time activities
 Music
 Cinema and TV
 Food and eating out
 Sport
Customs and festivals in French-speaking countries/communities
Theme 2: Local, national, international and global areas of interest
Home, town, neighbourhood and region
Social issues
 Charity/voluntary work
 Healthy/unhealthy living
Global issues
 The environment
 Poverty/homelessness
Travel and tourism
Theme 3: Current and future study and employment
My studies
 Life at school/college
 Education Post-16
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Assessment Summary
Assessments:
GCSE French has 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 examination includes 5 minutes’ reading time of the question paper before the listening stimulus is
played.)
Questions
Foundation Tier and Higher Tier
 Section A – questions in English, to be answered in English or non-verbally
 Section B – questions in French, to be answered in French or non-verbally
Paper 2: Speaking
What's assessed?
Communicating and interacting effectively in speech for a variety of purposes
How it's assessed:
 Non-exam assessment
 7–9 minutes (Foundation Tier) + preparation time
 10–12 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
How it's assessed
 Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)
 60 marks (for each of Foundation Tier and Higher Tier)
 25% of GCSE
Questions
Foundation Tier and Higher Tier
 Section A – questions in English, to be answered in English or non-verbally
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

Section B – questions in French, to be answered in French or non-verbally
Section C – translation from French into English (a minimum of 35 words for Foundation Tier and
50 words for Higher Tier)
Paper 4: Writing
What's assessed?
Communicating effectively in writing for a variety of purposes
How it's assessed?
 Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)
 50 marks at Foundation Tier and 60 marks at Higher Tier
 25% of GCSE
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 (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
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 (minimum 50 words) – 12 marks
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12 Spanish (GCSE)
Board – AQA
Specification Number - 8698
Specification Link
Course Introduction
The aims of the course are to:
 demonstrate general and specific understanding of different types of spoken language
 communicate and interact effectively in speech for a variety of purposes across a range of
specified contexts
 understand and respond to different types of written language
 communicate effectively in writing for a variety of purposes across a range of specified contexts
Summary of the Programme
Themes
The specification covers three distinct themes. These themes apply to all four question papers.
Students are expected to understand and provide information and opinions about these themes relating
to their own experiences and those of other people, including people in countries/ communities where
Spanish is spoken.
Theme 1: Identity and culture
Me, my family and friends
 Relationships with family and friends
 Marriage/partnership
Technology in everyday life
 Social media
 Mobile technology
Free-time activities
 Music
 Cinema and TV
 Food and eating out
 Sport
Customs and festivals in Spanish-speaking countries/communities
Theme 2: Local, national, international and global areas of interest
Home, town, neighbourhood and region
Social issues
 Charity/voluntary work
 Healthy/unhealthy living
Global issues
 The environment
 Poverty/homelessness
Travel and tourism
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Theme 3: Current and future study and employment
 My studies
 Life at school/college
 Education post-16
Assessment Summary
Assessments
GCSE Spanish has 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.)
Questions
Foundation Tier and Higher Tier
 Section A – questions in English, to be answered in English or non-verbally
 Section B – questions in Spanish, to be answered in 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
 Non-exam assessment
 7–9 minutes (Foundation Tier) + preparation time
 10–12 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
How it's assessed
 Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)
 60 marks (for each of Foundation Tier and Higher Tier)
 25% of GCSE
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Questions
Foundation Tier and Higher Tier
 Section A – questions in English, to be answered in English or non-verbally
 Section B – questions in Spanish, to be answered in Spanish or non-verbally
 Section C – translation from Spanish into English (a minimum of 35 words for Foundation Tier and
50 words for Higher Tier)
Paper 4: Writing
What's assessed?
Communicating effectively in writing for a variety of purposes
How it's assessed:
 Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)
 50 marks at Foundation Tier and 60 marks at Higher Tier
 25% of GCSE
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 (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
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 Spanish (minimum 50 words) – 12 marks
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13 French AM (IGCSE)
Board - Edexcel
Specification number - 4FR0
Specification Link
Course Introduction
This Option is available for the following students only:
1. Arab Nationals who study Arabic during the school day
2. Students in Year 10 who study GCSE Spanish in the school day
This class aims to prepare students for IGCSE by the end of Year 10. Students receive four 40 minute
lessons per week and are required to meet certain criteria to join this accelerated group. The class is
taught from 07.10 to 07.50am and an additional charge is incurred.
Summary of the Programme
Knowledge and understanding
The qualification requires students to develop their knowledge of vocabulary and structures in a range of
settings which:
 Are of relevance and interest to the student
 Correspond to the student’s level of maturity
 Reflect, and are appropriate to, the culture of countries and communities where the French
language is spoken
Skills
This qualification gives students the opportunity to:
 Develop their ability to listen to and understand the spoken French language in a range of
contexts and a variety of styles
 Read and respond to different types of written language
 Communicate in writing
 Understand and apply a range of vocabulary and structures
 Develop effective language learning and communication skills
 Communicate in speech for different purposes
Assessment Summary
All questions in each paper will be in the target language (French). Students will be required to answer in
the target language. Rubrics will be in the target language and in English.
Students must not use dictionaries for any of the examination papers.
Paper 1: Listening
Assessment overview
 Assessment is a 40-minute examination paper, plus five minutes’ reading time
 The paper is set and marked by Edexcel
The total number of marks for the paper is 50. The examination will cover a range of topic areas. The
examination will consist of several short recordings played by the invigilator. Students will have five
minutes’ reading time to read through the paper and familiarise themselves with it before the recordings
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are played. The recordings, each of which will be heard twice, will last no longer than 40 minutes including
pauses. All texts will be spoken by French speakers. Students will be required to listen to a range of factual
and non-factual material of varying lengths, in different contexts and in different registers. The extracts will
increase in length. The first passages will be the shortest and will be tested through non-verbal responses,
such as ticked boxes or matching exercises. Subsequent passages will be tested through a range of question
types, both verbal and non-verbal. The grammatical accuracy of students’ language will not be assessed in
this paper. Answers written in English will score no marks.
Students will be assessed on their ability to:






Identify and note main points
Deduce the meaning of words from context
Extract specific details
Identify points of view
Show some understanding of unfamiliar language
Recognise attitudes, emotions and opinions
Paper 2: Reading and Writing
Assessment overview


Assessment is through an examination paper lasting 1 hour and 30 minutes, set and marked by
Edexcel
The total number of marks for the paper is 60, with 30 marks for reading and
30 marks for writing
Reading
Students will be required to read a range of authentic factual and non-factual written material of varying
length, in different registers and contexts, and from different sources. These may include advertisements,
short passages, letters, information leaflets, faxes, emails, website pages, newspaper and magazine articles.
The texts will be related to the topic areas.
The aim of the reading tasks is to assess students’ abilities in understanding and using information from a
range of texts of increasing length. The questions will require a combination of non-verbal responses and
answers in French. In order to answer the questions, students will need to use a range of reading techniques
such as skimming, scanning and in-depth reading for details.
Grammatical accuracy will not be assessed in this part of the paper.
Writing
In the first extended writing task (question 3b), students will be required to write about 50 words in the
target language, on a topic related to the preceding reading passage. The response will be assessed for
communication and content and knowledge and application of language according to the assessment
criteria on page 12.
For the second piece of extended writing (question 6), students will select one writing task from a choice of
three. They will be expected to write a continuous response, of about 150 words, in French. Students aiming
at grade C and above will be expected to express opinions and to use a variety of structures, including a
range of tenses.
The tasks for question 6 will encompass a variety of writing styles, such as narrative, descriptive, discursive,
and a range of formats such as a formal or informal letter, a report, an article, a page from a diary, the script
of a speech etc. The 20 marks available for question 6 will be sub-divided into 10 marks for communication
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and content, 5 marks for knowledge and application of language, and 5 marks for accuracy. This question is
marked according to the assessment criteria.
Paper 3: Speaking
Assessment overview:


Maximum 10 minutes
The total number of marks for the paper is 40 (20 marks for Section A, 20 marks for Section B).
The speaking test will recognise the achievement of the student in speaking the target language. The test
will be divided into two sections. Each student chooses the topic area for Section A; the centre-appointed
interviewer chooses two additional topic areas for the two conversations in Section B. Overall, each student
will have covered three of the five topic areas.
Section A: Presentation and discussion based on a single picture



Maximum four minutes:
Presentation: maximum of one minute.
Discussion: maximum of three minutes.
Students will give a presentation for up to one minute on a picture they have chosen. A discussion with the
centre-appointed interviewer will then follow, for up to three minutes. The discussion must relate to the
picture, but may also include some questions prompted by the picture the student has chosen.
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14 Religious Studies: Islam (in English) (IGCSE)
Board - Edexcel International
Specification Number - 4RSO
Specification Link
This course is taught in the English Language to non-Arab Muslims. The course follows an IGCSE programme
and all non-Arab Muslims follow the course, although entry to sit the final IGCSE examination is optional.
Edexcel’s International GCSE in Religious Studies is a rigorous and challenging traditional IGCSE course,
which is assessed through a single examination of 2 hours and 30 minutes. The Specificationification enables
students to explore religious, philosophical and ethical issues, in the context of the study of Islam to
understand how these beliefs impact on the daily lives and thoughts of Muslims around the world.
Course Introduction
The course enables students to:
• acquire knowledge and develop understanding of Islamic religious beliefs, values and traditions
• consider the influence of Islamic religious beliefs, values and traditions and of non-religious beliefs
and values
• consider Islamic religious and non-religious responses to ethical issues
• identify, investigate and respond to fundamental questions of life raised by Islam and human
experience, including questions about the meaning and purpose of life
• develop skills relevant to the study of Islam
Summary of the Programme
Part 1: Beliefs and Values
Section A
a) The universe and the place of humans in it
Islamic beliefs / teachings about the universe as Allah’s creation, and human beings’ place in the
world, with particular reference to human beings’ role as khalifa.
b) Human beings and the human condition
Islamic beliefs/teachings about the nature of human beings, with particular reference to the body,
nafs and qalb.
c) Selfishness, greed, ignorance and sin
Islamic beliefs/teachings about human selfishness, greed, ignorance and sin, with particular
reference to unbelief and shirk.
d) Free will, determinism and predestination
Islamic beliefs/teachings about human freedom and its limits, with particular reference to al-qadr
and predestination.
e) Death and life after death
Islamic beliefs/teachings about death, human destiny and an afterlife, with particular reference to
akhirah and to resurrection, judgement, paradise and hell.
Section B
a) Ultimate reality
Islamic beliefs/teachings about the nature and character of Allah, with particular reference to
Tahwid and to the teachings of Sura al-Fatihah.
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b) The Meaning & Purpose of Life
Islamic beliefs/teachings about the purpose of life, salvation, and about being a Muslim, with
particular reference to iman, ibadah and akhlaq.
c) Belief, uncertainty and unbelief
Islamic belief/teachings about, and responses to, reasons for/factors that may influence belief in
God, such as the influence of nurture in Islam, with particular reference to family life; and the appeal
to religious authority, with particular reference to the Qur’an and the sunnah of the Prophet; and
to reasons for/factors that may lead to agnosticism or atheism.
d) The problem of evil and suffering
Islamic beliefs/teachings about evil and suffering in the world, and how they relate to the purpose
of life, with particular reference to the belief that life is a test; the questions evil and suffering raise
about God’s omnipotence, omniscience and benevolence; and Islamic responses to these
questions.
e)
Sanctity of life, abortion and euthanasia
Islamic beliefs/teachings about the sanctity of life and the particular value of human life, euthanasia
and abortion.
Section C
a) Human relationships
Islamic beliefs/teachings about human sexuality and its purposes.
b) Marriage & partnership
Islamic beliefs/teachings about marriage and its purposes.
c) Divorce & re-marriage
Islamic beliefs/teachings about divorce and re-marriage.
d) Family structures and responsibilities
Islamic belief/teachings about family life and its importance. Ways in which Muslim communities
help to sustain family life, support the upbringing of children and keep families together, particularly
through the mosque.
e) Childlessness and celibacy
Islamic beliefs/teachings about childlessness; genetic engineering; contraception; and celibacy,
including Islamic teachings about the rejection of celibacy.
Section D
a) Human Rights
Islamic beliefs/teachings about human rights. Examples of Muslim attitudes to/support for human
rights.
b) Equal rights and equal opportunities
Islamic beliefs/teachings about equal rights and equal opportunities. Examples of Muslim attitudes
to/support for equal rights and opportunities.
c) The multi-ethnic society and racial harmony
Islamic beliefs/teachings which oppose prejudice and discrimination and help to promote racial
harmony, with particular reference to the universal nature of the ummah, and examples of racial
harmony within Muslim practice.
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GCSEs and IGCSEs at St Christopher’s 2016/17
d) The multi-faith society and interfaith relationships
Islamic beliefs/teachings about relationships with other religions, and which help to promote the
development of a multi-faith society; and the obligation of da’wah. Examples of inter-faith
relationships, involving Muslims, in practice.
e)
Relationships between rich and poor
Islamic beliefs/teachings which encourage the wealthy to support the poor. Examples of practical
generosity within Muslim communities, with particular reference to zakah and sadaqah.
Summary of the Programme
Part 2: The Islamic Community
Islam
a) Texts and sources of authority
The Qur’an, and its authority and importance in Islam, and use by Muslims; the importance of the
sunnah of the Prophet and of the Shari’ah in relation to Muslims’ daily lives; the role and
importance of the Ulema in matters of belief and practice among Muslims today, and the principles
of ijma and qiyyas. The role and importance of the imam in Islam.
b) Founders and leaders
The life and teaching of the Prophet Mohammad, with particular reference to: the revelation of the
Qur’an; the establishment of the Muslim community in Madinah; his final sermon; and
Muhammad’s importance as the ‘seal of the prophets’, and as the exemplar of the Muslim way of
life. The significance of the Rightly-Guided Caliphs for the development of Islam.
c) Rules for living
The Five Pillars of Islam, their meaning and importance for Muslims, with particular reference to
the practice and significance of sawm and zakah; the guidance of the Shari’ah in matters of dress
and food; the principles of actions which are regarded as halal, including fard, mandub and mubah;
and haram and makruh, and how these principles are applied.
d) Worship and celebration
The practice, and importance for Muslims, of the five daily prayers and the Jum’a prayers; the
celebrations of Id-ul-Fitr and Id-ul-Adha and their meaning and importance for Muslims; and the
practice of ceremonies associated with birth, marriage and death in Islam, and their importance for
Muslims.
e) Places of worship and pilgrimage
The external and internal appearance, design, significant features, purpose(s), use(s) and
importance for Muslims and Muslim communities of the mosque as a place of prostration and
education; and the practice and significance of the hajj, and of Makkah and Madinah.
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Assessment Summary
This Edexcel International GCSE qualification comprises one assessment: a written examination paper of
2hrs 30 minutes.
Paper 1
Paper code: 4RS0/01
Overview of content:


Part 1: Beliefs and Values
Part 2: The Religious Community
Overview of assessment:
•
One examination paper lasting 2 hours and 30 minutes.
Students answer one question from each of the four sections in Part 1, and any two questions
from Part 2.
•
Part 1: Beliefs and Values comprises 62% of the examination. Students answer one
question from each of the four sections. There are 20 marks available for each question.
Students should spend approximately 1 hour and 30 minutes on Part 1.
Part 2: The Religious Community comprises 38% of the examination. Students answer
any two questions from a choice of 18. There are 25 marks available for each question.
Students should spend approximately 1 hour on Part 2.
•
•
35
The total mark for the paper is 130.
December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17
15 Religious Studies (GCSE)
GCSE Religious Studies B ‘Beliefs in Action’
Board - Edexcel
Specification Number - 1RB0
Specification Link
Course Introduction
Religious Studies is the study of a wide variety of philosophical and ethical issues from three main
perspectives: non-religious, Christian and Muslim. The subject gives students the opportunity to examine
the reasons behind people’s actions through a study of their beliefs and articulate these clearly. It also
encourages students to consider their own beliefs, commitments and values.
Students will develop analytical and critical thinking skills to enable them to present a wide range of wellinformed and reasonable arguments, aiding in progression to AS and A level study.
Summary of the Programme
At present the examination at the end of Year 11 is optional, but the subject is compulsory.
Over the course of the two years, students complete two studies.
Study 1 (from a Christian/non-religious perspective):

Belief in God: We begin the course with an exploration of the reasons as to why people do and don’t
believe in God.

Marriage and the Family: This topic focuses on the importance of family life and examines the
subject of conflict and divorce.

Nature of Religious Life: Here, we look at what it means to be a Christian in today’s world.

Matters of Life and Death: This topic provides a discussion of the possibility of life after death. It
also examines euthanasia and abortion.
Study 2 (from a Muslim/non-religious perspective):

Belief in Allah: We will here look at key Muslim beliefs about the nature of Allah, the Prophets and
the difference between Sunni and Shi’a beliefs.

Peace and Conflict: This topic offers the opportunity to examine Islamic approaches to war and
peace in the world.

Crime and Punishment: This topic examines Islamic approaches to justice and punishment and asks
questions about forgiveness, capital punishment and reconciliation.

Living the Religious Life: In this topic, we examine the Five Pillars, festivals and the concept of
jihad in depth and consider what it means to be a Muslim in today’s world.
Assessment Summary
Study 1 is examined through a 1 ¾ hour written examination sat at the end of Year 11.
Study 2 is examined through a 1 ¾ hour written examination sat at the end of Year 11.
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GCSEs and IGCSEs at St Christopher’s 2016/17
There are no formal assessments, coursework or controlled assessments. The entire GCSE is based on the
examinations at the end of Year 11.
The examination contains a variety of short and long answer questions that are answered in an essay format.
Students will have the opportunity to practise responding to such questions throughout the two year course.
Useful, additional support Information.
The course allows students to explore and articulate their own beliefs and responses to a variety of
questions about the world in which we live. All topics draw examples and study issues that arise frequently
in the news and this makes the subject relevant as well as fascinating.
The skills that are required in order to attain a good GCSE in Religious Studies are ones that are highly sought
after by employers and universities:

Critical thinking- the course does not allow students to be complacent about their views. It is
designed to be a constant challenge to currently-held positions.

Empathy- the course demands students to be aware of what people of a different background or
belief may say in response to an argument or contentious issue.

Debate- the course requires students to be able to express their arguments clearly, persuasively and
logically.
A student who enjoys and is successful at GCSE Religious Studies may wish to study a related subject at A
Level and beyond. Such subjects include Philosophy, History, English, Geography, Anthropology, Law,
Sociology, Psychology, Journalism, Economics or Politics.
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GCSEs and IGCSEs at St Christopher’s 2016/17
16 Geography (IGCSE)
Board – CIE
Specification Number - 0460
Specification Link
Course Introduction
The study of Geography develops an understanding of physical & human environments, location on various
scales, the ability to understand geographical data and an understanding of how communities around the
world are affected & constrained by different environments.
Summary of the Programme
Theme 1 Population & Settlement: this includes Population Dynamics, Migration, Population Structure,
Population Density & Distribution, Settlements & Service Provision, Urban Settlements and Urbanisation.
Theme 2 The Natural Environment: this includes Earthquakes & Volcanoes, Rivers, Coasts, Weather and
Climate & Natural Vegetation
Theme 3 Economic Development: this includes Development, Food Production, Industry, Tourism, Energy,
Water and Environmental Risks of Economic Development
Geographical Skills: this includes maps, diagrams, graphs, tables of data and written material
Alternative to Coursework: this includes a series of tasks on issues relating to one or more of the syllabus
themes mentioned above.
Assessment Summary
3 Papers:
Paper 1 – 45%
Paper 2 – 27.5%
Paper 4 – 27.5%
1 hour 45mins on the main 3 Geographical themes
Geographical skills - 1 hour 30mins
The alternative to Coursework - 1 hour 30mins
It would be most beneficial if the students have a solid understanding of Geography at KS3 in order to
have a background into the main Geographical Themes mentioned above.
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GCSEs and IGCSEs at St Christopher’s 2016/17
17 History (GCSE)
Board – Edexcel
Specification Number - 1HI0
Specification Link
Course Introduction
In GCSE History you will discover and analyse the impact of a broad range of people, forces and events that
have created the world we live in today. You will be able to study these in depth using historical sources,
making judgements about their validity and provenance in relation to the weight that they can bear as
historical evidence. You will develop your ability to think critically, while challenging and formulating
historical arguments about a wide variety issues. You will acquire the strong grounding in the historical skills
and knowledge that you need to be a highly functional global citizen, while making solid and judicious
judgements about your investigations. We will debate the key issues that have contributed to the way we
live in the modern world. We study a stimulating and engaging range of historical topics over an 800-year
period during the GCSE course, with some units focusing on Britain and others focusing on different events
and individuals from around the world.
Summary of the Programme
Paper One
Warfare and British society, c1250 to present and London and the Second World War.
Warfare and British society, c1250 to present
We will consider how the key features of warfare have changed over time and how factors relating to
these changes can be linked. We will study The Battle of Agincourt 1415, the continued development
of weaponry over time, Oliver Cromwell, The Battle of Waterloo, WW1 and the impact of modern
technology on warfare up until the present day.
London and the Second World War
We will investigate how London was a focus for German bombing during WW2, the Blitz, the impact of
the V1 and V2 rocket and how historians can use different types of sources in their enquiries about the
past.
Paper Two
Henry VIII and his ministers, 1509-40 and Superpower relations and the Cold War, 1941-91.
Henry VIII and his ministers, 1509-40
We will study Henry’s rise to the throne in 1509, his characteristics, values and style of government. We
will consider his ministers, including Wolsey and impact that they each had on Henry’s reign. This will
include an investigation into Cromwell’s rise to power, Henry’s break with Rome and the dissolution of
the monasteries, as well as the Pilgrimage of Grace, which was the largest rebellion Henry ever faced.
Superpower relations and the Cold War, 1941-91.
We will investigate the beginning of the Cold war and the divide between the communist and capitalist
world after World War Two. There will be a focus on the construction of the Berlin Wall and the impact
it had, as well as the Cuban Missile Crisis, which was when the world came closest to nuclear war. We
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December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17
will study the attempts to reduce global tension and the roles played by key figures such as Reagan and
Gorbachev, concluding with the collapse of the Soviet Union in 1991.
Paper Three
Weimar and Nazi Germany, 1918-1939
Weimar and Nazi Germany, 1918-1939
We will commence our study with the legacy of the First World War and the impact of the Treaty of
Versailles. We will consider how the Weimar Republic overcame early challenges from extremists who
wanted to destroy it. We will investigate how the Weimar Republic recovered in the 1920s, as well its
eventual decline in the 1930s. The rise of the Nazi Party and Adolf Hitler will be a key focus, as well as
how they consolidated their grasp on power. We will consider how the Nazi Party persecuted minority
groups, controlled the lives of German citizens and removed opposition to their rule through the use of
law, oppression, violence and propaganda.
Assessment Summary
In GCSE History you will sit three separate examinations at the end of Year 11. These examinations
comprise the entirety of the final GCSE History grade.
Paper One
Warfare and British society, c1250 to present and London and the Second World War.
Format: written examination
Time: 1 Hour 15 Minutes
Weighting: 30% of the overall GCSE grade
Paper Two
Henry VIII and his ministers, 1509-40 and Superpower relations and the Cold War, 1941-91.
Format: written examination
Time: 1 Hour 45 Minutes
Weighting: 40% of the overall GCSE grade
Paper Three
Weimar and Nazi Germany, 1918-1939
Format: written examination
Time: 1 Hour 20 Minutes
Weighting: 30% of the overall GCSE grade
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December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17
18 Art & Design - Fine Art (GCSE)
Board - Edexcel
Specification Number - 1FA0
Specification Link
Course introduction
You will be given a broad understanding of Art and Design and the best chance to develop your skills and
artistic awareness. You will have the opportunity to work in a wide variety of ways and with a diverse range
of materials. Throughout the course you will be encouraged to work independently, as you will be using the
skills you learned in Key Stage 3 in an original way.
Summary of the programme
The full Course GCSE is made up of Unit 1 (personal portfolio) and Unit 2 (externally set assignment). The
course will be project based. Each theme will be researched and developed toward a final outcome.
Students may work in the following disciplines over the two years; drawing and painting, sculpture,
printmaking, textiles, machine textiles, mixed media, photography and ‘new/alternative media’. You must
be committed to hard work and be willing to sacrifice some home time to reach the high standards
expected. Homework will be given every week which will need to be done in preparation for lesson time. It
will be important that you have access to materials and equipment at home in order to accommodate your
personal research. There is no revisable examination in GCSE Fine Art. The 10 hour Timed Test will be a
practical examination where you produce a piece of Artwork of your choice without help from your teacher.
Assessment Summary
Students must:
% in GCSE
AO1
Develop ideas through investigations, demonstrating critical
understanding of sources.
25%
AO2
Refine work by exploring ideas, selecting and experimenting with
appropriate media, materials, techniques and processes.
25%
AO3
Record ideas, observations and insights relevant to intentions as work
progresses.
25%
AO4
Present a personal and meaningful response that realises intentions and
demonstrates understanding of visual language.
25%
Total
100%
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GCSEs and IGCSEs at St Christopher’s 2016/17
Paper Component Weighting Method of Assessment Requirements
Assessment objectives
A01
A02
A03
A04
Total for all
assessment
objectives
15%
15%
15%
15%
60%
Internally set, internally marked,
externally moderated. Must show
evidence of all assessment
objectives. Must include book
work and large-scale work.
Produced under high, medium
and low levels of controlled
supervision.
10%
10%
10%
10%
40%
Externally set, internally marked,
and externally moderated by
Edexcel. Approximately eight
weeks of preparation time
followed by a 10hr practical
examination. Must show evidence
of all assessment objectives.
Component
Component 1:
Personal
Portfolio
Component 2:
Externally Set
Assignment
Work Evidence
Must include book work and large
scale work. Produced under
medium and high levels of
controlled supervision.
Total for GCSE
42
25%
25%
25%
25%
100%
December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17
19 Business Studies (IGCSE)
Board - Edexcel
Specification Number - 4BS0
Specification Link
Course Introduction
The Edexcel International GCSE in Business Studies is designed as a two-year course. As students progress
they are introduced to new ideas and concepts while continuing to use and reinforce previously learned
concepts and skills. The course is designed to give students a sound understanding of business and the
ability to use knowledge, skills and understanding appropriately in the context of international markets and
the United Kingdom.
The Edexcel International GCSE in Business Studies qualification enables students 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 of business activity and the related considerations of ethics
and sustainability in business.
Summary of the Programme
Overview of content
Business Activity and the Changing Environment – examines the objectives of businesses, the changing
environment and the criteria for judging success. The focus is on the importance of having clear business
objectives and how the business environment provides opportunities for, and imposes constraints upon,
the pursuit of those objectives.
Human Resources – looks at people in organisations focusing on their roles, relationship and management
in business.
Accounting and Finance – explores the use of accounting and financial information as an aid to decision
making.
Marketing – focuses on identifying and satisfying customer needs in a changing and competitive
international environment.
Production – examines the way organisations use and manage resources to produce goods and services.
Assessment Summary
This qualification is assessed through ONE two-hour examination paper set and marked by Edexcel.
 The examination paper is divided into two sections – A and B. Students will be given compulsory
short-answer, structured, data response and open-ended questions on a business-related context.
Questions in both sections will be drawn from all areas of the subject content.
 Section A will consist of questions targeted mainly or exclusively at knowledge, understanding and
application.
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December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17


44
Section B will consist of questions targeted mainly or exclusively at selection, analysis and
evaluation.
Students will be given the business-related context at the start of Section A and will answer
questions on this. A related context will be given at the start of Section B. The context for both
sections is intended to set the scene – students will not be required to memorise this information.
Relevant data information will be repeated within the questions where required.
December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17
20 Computer Science (IGCSE)
Board - CIE
Specification Number - 0478
Specification Link
Course Introduction
Cambridge IGCSE Computer Science enables students to develop an interest in computing and to gain
confidence in computational thinking and programming. They develop their understanding of the main
principles of problem-solving using computers. Students apply their understanding to develop computerbased solutions to problems using algorithms and a high-level programming language. They also develop a
range of technical skills, as well as the ability to test effectively and to evaluate computing solutions. This
qualification will help students appreciate current and emerging computing technologies and the benefits
of their use. They learn to recognise the ethical issues and potential risks when using computers.
Cambridge IGCSE Computer Science is an ideal foundation for further study in Computer Science.
Understanding the principles of Computer Science provides students with the underpinning knowledge
required for many other subjects in science and engineering, and the skills learnt can also be used in
everyday life.
Summary of the Programme
Section 1 – Theory of Computer Science
Section 2 Practical Problem-solving and Programming
45
Data representation
Binary systems
Hexadecimal
Data storage
Communication and Internet technologies
Data transmission
Security aspects
Internet principles of operation
Hardware and software
Logic gates
Computer architecture and the fetch execute
cycle
Input devices
Output devices
Memory, storage devices and media
Operating systems
High- and low-level languages and their
translators
Security
Ethics
Algorithm design and problem-solving
Problem-solving and design
Pseudocode and flowcharts
Programming
Programming concepts
Data structures; arrays
Databases
December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17
Assessment Summary
Paper 1 Theory 1 hour 45 minutes (60%)
This written paper contains short-answer and structured questions. All questions are compulsory.
No calculators are permitted in this paper.
75 marks
Externally assessed.
Paper 2 Problem-solving and Programming 1 hour 45 minutes (40%)
This written paper contains short-answer and structured questions. All questions are compulsory. 20 of
the marks for this paper are from questions set on the pre-release material.
No calculators are permitted in this paper.
50 marks
Externally assessed.
Useful, additional support Information
It is essential that students opting for this course have prior programming experience, preferably in a text
based language such as C#, Java, Python, PHP, JavaScript, Visual Basic etc.
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December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17
21 Design & Technology (GCSE)
Board - Edexcel
Specification Number – 2GR01 - Graphic Products
Specification Link
Specification Number - 2RM01 - Resistant Materials
Specification Link
Course Introduction
GCSE Design and Technology builds on the experience and skills you have developed at Key Stage 3. Over
the two-year course you will develop your designing and making skills as well as gaining an understanding
of the technology behind the subject. You will learn about the methods used by industry to manufacture
the products we use every day and gain an insight into issues related to design and technology that affect
us all. The department provides students with state-of-the-art industrial level Computer Aided Design
facilities as well as industrial level Computer Aided Manufacturing (CAM). Industrial level technology,
combined with a wide range of processes and techniques provide students with a unique and transferrable
experience supporting transition to A Level, IB and progression to University.
Some of the subject content is taught through practical activity and students will be expected to support
each practical activity with a design folder. The majority of work is carried out on A3 paper and students
are advised to use an A3 portfolio to transport work between home and school. Students who are successful
are disciplined, hardworking, well-organised, able to meet deadlines, creative and enjoy practical activity.
There are two options available to those interested. Graphic Products is about Designing and Modelling;
Resistant Materials is about Designing and Making. For further information, talk to your DT Teacher about
the differences between the two subject areas, to decide if one suits you better.
Summary of the Programme
The following information may help you to decide.
Design & Technology - Graphic Products
Edexcel 2GRO1
This GCSE is concerned with the designing of graphic products and presenting solutions through drawings
and models. There are a wide range of graphic products such as advertisements, promotional merchandise,
displays, packaging, poster and magazine design as well as presentation drawings for products and
architecture. All of these areas offer the student the opportunity to express their creativity and skills.
Some graphic techniques will be tackled from hand skills such as shaping plastics, colour pencil rendering
and modelling skills with paper, card and sheet material. There is also a strong emphasis on the use of
computers to aid drawing and manipulate images.
Many drawing methods will be taught: pictorial, such as isometric and perspective, as well as formal, such
as orthographic projection.
For much of the course, the student will be placed in a situation, much like a professional graphics studio,
where real life design problems will have to be solved within the constraint of the commercial environment.
Students will also have to study industrial manufacturing processes so that their designs could be produced
in quantity.
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December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17
Design & Technology - Resistant Materials
Edexcel 2RM01
The GCSE in Design and Technology empowers candidates in developing their knowledge and skills to
identify, analyse and understand problems in society which can be solved through the design and
manufacture of a new product or the redevelopment of an existing one. Students who enjoy creating
products in materials such as wood, plastic, metal and composites should consider this course. The type of
projects tackled is varied and comes under the heading of product design. Examples include, furniture,
lighting systems, toys, storage units and jewellery.
Assessment Summary
Both of these GCSEs are assessed in the same way.
Unit 1- Creative Design and Make Activities Unit (weighting 60%)
This unit is internally assessed under controlled conditions.

Students must complete a design and make activity. These activities can be linked (combined design
and make) or separate (design one product, manufacture another)

The teacher will choose a task(s) from a range provided by Edexcel to best suit St Christopher’s
circumstances

Students need to complete their designing and making within 40hrs of informal supervision

Marking of task(s) will be carried out by teachers and moderated by Edexcel

There are eight assessment criteria for designing and five assessment criteria for making

There is a total of 50% of marks available for the designing and 50% of marks available for the making
Unit 2 - Knowledge and Understanding (weighting 40%)
This unit is assessed through a 1hr 30 minutes examination paper set and marked by Edexcel.

The examination paper will be a question and answer booklet and all questions are compulsory

The examination paper will consist of multiple-choice, short-answer and extended-writing questions
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December 2015
GCSEs and IGCSEs at St Christopher’s 2016/17
22 Drama (IGCSE)
Board – CIE
Specification Number – 0411
Specification Link
Course Introduction
Drama GCSE consists of creating Drama through devised and scripted work. If you enjoy performing and
working in a group, you should consider taking this option at GCSE. The main requirements are that you
are focused and committed to the subject. You will have the opportunity to create devised and scripted
performances and to explore a range of themes and ideas.
Summary of the Programme
There are two components:
Component 1 Written Examination (2 hours 30 minutes) 40%
The questions on this paper are based on pre-release material consisting of three stimuli and an extended
extract from a play. Candidates devise a piece of drama based on one of the three stimuli and study the
extract from the play.
The questions on the paper will require candidates to have engaged with the pre-release material from the
perspective of actor, director and designer.
Component 2 Coursework 60%
Candidates submit three pieces of practical work:
• One individual piece (3–5 minutes): one performance of an extract from a play.
• Two group pieces (maximum 15 minutes each): one performance of an extract from a play and one
original devised piece.
Assessment Summary
Component 1 (40%) Externally assessed through a written examination.
Component 2 (60%) Internally assessed and externally moderated through practical work, consisting of
three performances (one individual and two in groups).
Useful, additional support Information
Careers
This GCSE provides an excellent basis for studying AS/A-level Drama, which can lead to further study in
Drama, Theatre Studies and Performing Arts in Higher Education. The transferable skills you acquire in
Drama are essential for any career: teamwork, problem solving and confidence in presentation as well as
the ability to meet deadlines are attributes valued in any workplace.
If you have any further questions please ask your Drama teacher or a student who is already on the course.
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23 Economics (IGCSE)
Board - CIE
Specification Number - 0455
Specification Link
Course Introduction
Most teenagers find that they want to lead an active and exciting life, but where does the money come
from and how do we decide what to spend it on? Economics seeks to find a solution to the problem that
the World’s resources are scarce, yet humans have unlimited and continuously expanding desires.
The course encourages students to:

Actively engage in the study of Economics to develop as effective and independent learners and as
critical and reflective thinkers with enquiring minds.

Use an enquiring, critical approach to distinguish between fact and opinion, build arguments and
make informed judgements.

Develop and apply their knowledge, understanding and skills to contemporary issues in a range of
local, national and global contexts.

Understand the perspectives of a range of different stakeholders in relation to economic activity.

Consider the moral issues that arise as a result of the impact of economic activity on the environment
and economic development.

Recognise that their economic knowledge, understanding and skills help them to understand current
events and provides a basis for their role as citizens, and for the possible further study of Economics.
Summary of the Programme
Cambridge IGCSE Economics is accepted by universities and employers as proof of knowledge and
understanding of Economics. Successful Cambridge IGCSE Economics candidates gain lifelong skills,
including:

An understanding of economic theory, terminology and principles

The ability to apply the tools of economic analysis

The ability to distinguish between facts and value judgements in economic issues

An understanding of, and an ability to use, basic economic numeracy and literacy

The ability to take a greater part in decision-making processes in everyday life

An understanding of the economies of developed and developing nations

An excellent foundation for advanced study in economics
Assessment Summary
Paper 1
Candidates answer 30 multiple choice questions.
Weighted at 30% of total available marks.er 2
Paper 2
Candidates answer one compulsory question, which requires them to interpret and analyse previously
unseen data relevant to a real economic situation, and three optional questions from a choice of six.
Weighted at 70% of total available marks.
Useful, additional support Information.
Due to the nature of this course students are expected to have a good level of Mathematics
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24 Information Communication Technology (GCSE)
Board – AQA
Specification Number – 4520
Specification Link
Course Introduction
GCSE ICT is the study of computer systems and how they are used to build solutions for clients by using a
combination of existing devices and programs. It is focused on providing solutions to business-oriented
problems, for example financial modelling using Spreadsheet software, or developing an Internet presence
or a stock control system. The skills learnt on this course are going to be in very high demand in the
workplace and GCSE ICT is solid proof of your ability to use technology effectively.
Summary of the Programme
Unit 1 (40% of total marks)
Section 1
In this unit you will explore the impact of current and emerging technologies. This topic explores up-to-date
technology in a variety of contexts from computer and mobile technologies to communication and
entertainment systems. You will look at what ideas and resources are needed to create the latest
technology. You can explore companies such as Apple, Sony, IBM and Google.
Section 2
Here you will explore the ways in which tools and techniques are used to develop ideas and to solve
problems. You will explore the different stages of creating a new ICT tool from generating ideas to producing
the tool or system. You will experience a variety of ICT tools that interest you such as:

Communication tools like social networking software, apps for mobile devices, VoIP, and Internet
technologies
Control systems such as Satellite Navigation and business tools including financial modelling with
spreadsheets, word processing, and DTP
Technology-based activities such as online booking systems, streaming and downloading music and
video.
Study of technology tools that can do such things as aid in the prediction of natural disasters like
earthquakes and tsunamis.
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Section 3 - Collaborative working
This unit looks at how people can work together if they are in different offices or working from home. There
are many companies today that have no traditional offices or headquarters. Employees form virtual teams
that can be deployed swiftly and easily from project to project, completely independently of their
geographical location. You will study the technologies that allow this.
Section 4 - Society’s use of ICT
In this unit you will explore legal, social, economic, ethical and environmental implications of the use of ICT.
You can apply issues being discussed in the classroom to real world situations that affect individuals,
organisations and society. You will be able to discuss your own personal needs of ICT including personal
websites, social networks and online banking.
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Unit 2 (30% of total marks)
This is a practical component that will take you through a “real-life” scenario in order to develop a solution.
This usually involves an organisation for which you need to develop a given range of ICT solutions that will
help them run specific aspects of their business more effectively. Examples include making a website,
developing a better system for managing customers, streamlining a financial system, etc.
Unit 3 (30% of total marks)
This unit aims to teach you problem-solving skills which potential employers value in young people. It is also
a practical component, but unlike Unit 2 (where you are actually told what tasks to produce), this unit aims
to develop your skills to work independently and tackle practical aspects of solving a general problem (e.g.
helping to organise a charity fund-raising event using ICT tools). You need to determine what the tasks are
and what software to use in order to carry them out.
Assessment Summary
Unit 1 - Systems and Applications in ICT (120 marks)
1 hour 30 minutes.
40% of the marks.
Externally assessed.
Section A: 10 structured questions featuring a range of types of questions from very short to questions
requiring 2 or 3 line answers. (72 marks)
Section B: 3 structured questions featuring short and extended answer questions. (36 marks)
All questions will be compulsory in Sections A and B.
Section C: 1 essay question from a choice of 2. (12 marks)
Unit 2 - The Assignment: Applying ICT (100 marks)
Approximately 25 hours of Controlled Assessment. 30% of the marks.
Internally assessed, externally moderated.
The description of a situation will be provided by AQA each year. Within the given situation, and working
independently, candidates will be asked to solve one or more tasks requiring independent use of ICT. A new
Assignment will be provided every year by AQA.
Unit 3 - Practical Problem Solving in ICT (100 marks)
Approximately 25 hours of Controlled Assessment. 30% of the marks.
Internally assessed, externally moderated. The purpose of this unit is to ask candidates to solve practical
problems which they may meet in education, the community or in the work place. ICT must be used to solve
the problem. Each year six tasks will be provided by AQA. The centre can then choose which tasks to make
available to its candidates. More than one task per teaching group can be used in each series.
Useful, additional support Information
It is expected that candidates will have experience of using spreadsheet and database packages (for example
Microsoft Excel or Microsoft Access).
Please note that this course does NOT teach computer programming.
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25 Music (GCSE)
Board – Edexcel
Specification Number - 2MU01
Specification Link
Course Introduction
The study of Music enables students to:
 Be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course
of study
 Develop broader life skills and attributes, including critical and creative thinking, aesthetic
 Sensitivity, emotional awareness, cultural understanding, self-discipline, self-confidence and selfmotivation
 Enable students to engage actively in the study of music
 Develop musical skills and interests, including the ability to make music individually and in groups
 Enable students to understand and appreciate a range of different kinds of music
Summary of the Programme
Performing Music
Internally assessed
Overview of content
One solo performance
One ensemble performance
Overview of assessment
Recordings of both solo and ensemble performances (on CD/MD/MP3)
Scores, professional recordings or written commentary (for Realisation) for both performances
Composing Music
Internally assessed
Overview of content
Two compositions, or
Two arrangements, or
One composition and one arrangement
Overview of assessment
Recordings of both compositions/arrangements (on CD/MD/MP3)
Notated scores or written commentaries for both compositions/arrangements
Music – Listening and Appraising
Externally assessed
Overview of content
Knowledge and study of set works in the Areas of Study
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Overview of assessment
Students will sit a 90 minute written paper where all questions relate to the set works
The paper will be in two sections, Section A and Section B.
Section A:
Comprises eight compulsory questions which require students to respond to extracts from the set works
that will be played on a CD during the examination. (68 marks)
Section B:
Student are asked to respond to one question from two that are set by the board. Questions focus on the
set works. The response requires students to demonstrate their extended writing. (12 marks)
There is a total of 80 marks for the paper.
Assessment Summary
Unit 1 - Performing
30%
Unit 2 - Composing
30%
Unit 3 - Listening
40%
Useful, additional support Information
It is advised that students have had some performance experience. The schemes of work covered in Key
Stage 3 Music in St Christopher’s are a good foundation for the subject but the students will still need a
solo instrument (This can be anything from Classical violin to Dj-ing or rapping).
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26 Physical Education (GCSE)
Board – Edexcel
Specification Number - 1PEO
Specification Link
Course Introduction
Physical Education is an exciting subject encompassing many areas of sport and health. It offers the
opportunity to learn about this subject and foster an enjoyment of physical activity as well as developing an
understanding of effective and safe physical performance.
Students will learn how exercise is beneficial to one’s health, fitness and performance. They will understand
how diet, rest and physical activity contribute to a healthy lifestyle and how this all affects their
cardiovascular, respiratory, muscular and skeletal systems.
The exam consists of two externally examined (theory) papers and two non-examined (Practical)
assessment components.
Summary of the Programme
Theory = 60% of the marks.
Component 1: Fitness and Body Systems
Written examination: 1 hour and 45 minutes
36% of the qualification
90 marks
Content overview




Topic 1: Applied anatomy and physiology
Topic 2: Movement analysis
Topic 3: Physical training
Topic 4: Use of data
Assessment Summary
The assessment consists of multiple-choice, short-answer and extended writing questions.
Students must answer all questions.
Calculators can be used in the examination.
Component 2: Health and Performance
Written examination: 1 hour and 15 minutes
24% of the qualification
70 marks
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Content overview




Topic 1: Health, fitness and well-being
Topic 2: Sport psychology
Topic 3: Socio-cultural influences
Topic 4: Use of data
Assessment Summary
The assessment consists of multiple-choice, short-answer, and extended writing questions.
Students must answer all questions.
Calculators can be used in the examination.
Practical = 40% of the marks.
Component 3: Practical Performance
Non-examined assessment: internally marked and externally moderated
30% of the qualification
90 marks (30 marks per activity)
Content overview


Skills during individual and team activities
General performance skills
Assessment Summary
The assessment consists of students completing three physical activities from a set list.
One must be a team activity.
One must be an individual activity.
The final activity can be a free choice.
Component 4: Personal Exercise Programme (PEP) (Component code: 1PE0/04)
Non-examined assessment: internally marked and externally moderated
10% of the qualification
20 marks
Content overview
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Aim and planning analysis
Carrying out and monitoring the PEP
Evaluation of the PEP
Assessment Summary
The assessment consists of students producing a Personal Exercise Programme (PEP), and will require
students to analyse and evaluate their performance.
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1
ST CHR
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SC
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6
St Christopher’s School
PO Box 32052, Isa Town, Kingdom of Bahrain
Tel: 1760 5000 Fax: 1760 5307
www.st-chris.net