St Christopher's School
GCSE Options Booklet
Give your child an OUTSTANDING education
GCSE Options Booklet for
Courses Commencing
2015/16
September 2015
GCSEs at St Christopher’s 2015/16
1
December 2014
GCSEs at St Christopher’s 2015/16
Contents
1
Transition from Key Stage 3 to Key Stage 4....................................................................................... 3
2
Key Stage 4 Curriculum...................................................................................................................... 3
3
2.1
GCSE Core Curriculum ............................................................................................................ 3
2.2
GCSE Optional Subjects, from which students may select two subjects ............................... 3
2.3
Non-Examined Curriculum ..................................................................................................... 3
The General Certificate of Secondary Education (GCSE) ................................................................... 4
3.1
GCSE Controlled Assessment ................................................................................................. 4
3.2
Students: Choosing your GCSE Optional Subjects .................................................................. 4
4
Guidance ............................................................................................................................................ 5
5
Post-16 Education.............................................................................................................................. 6
6
Examination Fees............................................................................................................................... 6
7
English Language & English Literature .............................................................................................. 7
7.1
English Language .................................................................................................................... 7
7.2
English Literature ................................................................................................................... 8
8
Mathematics...................................................................................................................................... 9
9
Science ............................................................................................................................................. 10
10
9.1
The Science/Additional Science Programme ....................................................................... 10
9.2
The Triple Award Programme .............................................................................................. 10
Arabic ............................................................................................................................................... 13
10.1 A-level Arabic ....................................................................................................................... 13
10.2 IGCSE Arabic (First Language)............................................................................................... 16
10.3 Arabic GCSE .......................................................................................................................... 17
11
Modern Foreign Languages (MFL) ................................................................................................... 19
12
Religious Studies .............................................................................................................................. 21
13
Geography ....................................................................................................................................... 23
14
History ............................................................................................................................................. 25
15
Art & Design - Fine Art ..................................................................................................................... 28
16
Business Studies .............................................................................................................................. 30
17
Computer Science............................................................................................................................ 32
18
Design & Technology ....................................................................................................................... 34
19
Drama .............................................................................................................................................. 36
20
Economics ........................................................................................................................................ 37
21
Information Communication Technology ....................................................................................... 39
22
Music ............................................................................................................................................... 41
23
Physical Education ........................................................................................................................... 42
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1
Transition from Key Stage 3 to Key Stage 4
The transition from Key Stage 3 to 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.
2
Key Stage 4 Curriculum
2.1 GCSE Core Curriculum
All students in Key Stage 4 will study the following:
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English Language and English Literature
Mathematics
Science (Science/Additional Science or three separate GCSEs in Biology, Chemistry and Physics)
Arabic, French or Spanish*
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 MFL 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 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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The General Certificate of Secondary Education (GCSE)
The General Certificate of Secondary Education (GCSE) is the formal method of assessment of the National
Curriculum of England and Wales for Key Stage 4. The GCSE programme is a two year course of study. The
GCSE programme embraces Year 10 and Year 11 and concludes with final 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 English Language, English
Literature and Mathematics will be graded on a numeric system from 9 (highest) to 1 (lowest) when results
are issued in August 2017. Over time, all GCSE subjects will move to this new grading system.
In summary, for students starting their GCSE courses in September 2015 they will receive a 9 to 1 grading
in English Language, English Literature and Mathematics and a A* to G grading in all their other subjects.
A number of 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 GCSE
is essential to ensure a smooth transition to A-level or IB.
3.1 GCSE Controlled Assessment
A feature of the GCSE Assessment Framework is Controlled Assessments, which were introduced with
the first teaching of the revised GCSEs in September 2009. Controlled Assessments essentially replace
Coursework and take place under supervised conditions. The nature, demands and percentage value of
Controlled Assessments vary according to subject. Details are outlined on the subject pages.
3.2 Students: Choosing your GCSE Optional Subjects
When making your 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 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 satisfied 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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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:
7 December 2014
Aspiration Day - Individual student interviews with Form Tutors
January 2015
Option booklet issued and talk on choices
January/February 2015
Subject talks by Heads of Departments
12 January 2015
Options Evening
19 January 2015
Parent interviews for 9A, 9B 9C, and 9D
25 January 2015
Parent interviews for, 9E, 9F 9G and 9H
February 2015
Year 9 meet Year 10 GCSE Subject Representatives
12 February 2015
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
Mary Jarvis, 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 12 January.
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 Jim Connolly
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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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, but preferably with B grades in the subjects you wish to study at Alevel or IB.
You may have already started to consider the Post-16 Education programme and to start 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 to 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
AQA: English Language (8700) English Literature (8702)
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. There is no tiering in English Language and English Literature and final
grading will use the new assessment system that ranges from 1 (lowest) to 9 (highest).
7.1 English Language
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.
GCSE English Language subject content
Assessment
Paper 1 - Explorations in Creative Reading and Writing
External examination
Section A
Written paper
Reading: understanding and analysing prose fiction from the 20th or 21st
1 hour 45 minutes
centuries.
50%
Section B
Writing Creatively: produce one creative response based on stimulus
material.
Paper 2 - Writers’ viewpoints and perspectives
External examination
Section A
Written paper
Reading: understanding, analysing and comparing writers’ viewpoints in
1 hour 45 minutes
two linked texts from the 19th century, and either 20th or 21st century.
50%
Section B
Writing for a specific purpose: produce one response showing ability to
adapt language to suit form, audience and purpose.
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7.2 English Literature
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). They 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.
GCSE English Literature subject content
Assessment
Paper 1 - Shakespeare and the 19th century novel
External Examination 1
Section A
hour 45 minutes
Shakespeare: One essay question responding to a given extract and the
40%
play as a whole
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
External Examination 2
Section A
hours 15 minutes
Modern Texts: Post 1914 Prose or Drama one essay question from a choice
60%
of two
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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8
Mathematics
Edexcel Linear (1MA1)
Mathematics is a compulsory subject at St Christopher’s and students will generally be entered for the
Edexcel Examinations Board GCSE (IMA1) at the end of Year 11. Gifted mathematicians may be entered
for GCSE in Year 10 and IGCSE Further Pure Mathematics in Year 11.
There are two overlapping tiers of entry and you will be entered for one of these based upon performance
and ability in the subject. These tiers of entry allow for a full and balanced opportunity for candidates at
all levels of attainment to demonstrate what they know, understand and can do. The levels available in
each tier are as follows:
Tier
Grades available
Higher
4 to 9
Foundation
1 to 5
Assessment
Written Papers
For each tier there are three equally weighted written papers which together carry 100% of the total
marks. Although you should expect to use a scientific calculator throughout the course, one of the
examinations will be a non-calculator paper.
There is no Coursework
Aims
Some of the aims of the Mathematics syllabus are to encourage you to develop:
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a positive attitude to the subject
an ability to think mathematically – precisely, logically and creatively
a willingness to work independently and cooperatively
the knowledge, skills and understanding needed to apply Mathematics to everyday life
the skill to investigate mathematical ideas and to test and prove your own hypotheses
a firm foundation for appropriate further study.
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9
Science
Key Stage 4 Science Curriculum
1)
2)
Science/Additional Science = AQA GCSE Specifications (4405 and 4408)
Triple Award = AQA GCSE Specifications(4401, 4402 and 4403)
There are two distinct courses in GCSE Science: Science/Additional Science, leading to two separate GCSE
qualifications and the Triple Award, which provides the opportunity to achieve three GCSE qualifications.
9.1 The Science/Additional Science Programme
Month/Year
Examination
June 2016
GCSE Science A: Biology 1; Chemistry 1; Physics 1
June 2017
GCSE Additional Science: Biology 2; Chemistry 2; Physics 2
9.2 The Triple Award Programme
Month/Year
Examination
June 2017
Biology 1, 2 and 3; Chemistry 1, 2 and 3; Physics 1, 2 and 3
The Triple Award leads to the award of three GCSEs in the Separate Sciences: Biology, Chemistry and
Physics. Please note that the Triple Award Programme involves 50% more material than for
Science/Additional Science, but is taught in exactly the same amount of lesson time.
Controlled Assessments
All students will be required to complete a Controlled Assessment for each GCSE that they study. These
are a new form of internal assessment which consist of a practical investigation based on a topic within
the specification. There are two written papers for each Controlled Assessment. These are marked
internally by teachers using the marking guidelines supplied by AQA. The work is then submitted to AQA
for moderation. Each Controlled Assessment is worth 25% of the total mark for the GCSE.
Science/Additional Science students will, therefore, complete two Controlled Assessments, one for
Science A and one for Additional Science. Triple Award students must complete three Controlled
Assessments, one for each Separate Science: Biology, Chemistry and Physics.
Post-16 Science Education
It is extremely important to note that students on either course will be able to opt to study a Science or
Sciences on the A level Programme or the IB Programme in September 2017, subject to achieving the
minimum Sixth Form and subject entry requirements.
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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 Double Award, 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.
Why choose the Science/Additional Science Programme?
i.
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 Science/Additional Science programme may be the better choice.
ii.
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 Science/Additional 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.
iii.
If your child chooses Science/Additional Science and later changes his/her mind about not
intending to follow an A-level Science/IB Higher Science, the choice of Science/Additional Science
will not prevent your child from applying to follow such a course. As indicated above, it may,
however, mean that your child will need to do some extra work, beyond the level of the
Science/Additional Science, in order to be well prepared.
Textbooks
Whichever route is taken, all students are to be provided with similar course books. These will cover the
material needed to prepare for both the Science/Additional Science and the Triple Award courses. If your
child is following the Science/Additional Science Award course, and wishes to take one or more sciences
at A-Level or IB, this will help him/her to engage in guided, independent study of Unit 3 material before
starting the chosen A-Level or IB Higher Science in Year 12.
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.
What is GCSE Science all about?
GCSE Science involves the study of:
•
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.
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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 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
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 Additional 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.
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10 Arabic
GCSE Edexcel (2AR01) (3AR0S) (3AR0W)
IGCSE Edexcel (4ARO)
GCE Advanced Subsidiary Level Edexcel (6AR01)
GCE Advanced Level Edexcel (6AR02)
The Arabic language has today assumed the status of an international language. It is spoken by nearly
200 million people in more than 20 Arab countries. In addition, about 900 million Muslims around the
world learn Arabic as a second language.
Arabic is taught as a compulsory course to all students who are Arab nationals. 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 Advanced Level or Advanced Subsidiary Level Arabic at the end of Year 11 or IGCSE First
Language Arabic at end of Year 10 depending on the ability of the student.
10.1 A-level Arabic
The aims of the A-level syllabus are to:
To develop an interest in, and enthusiasm for, language learning and to develop p understanding of the
language in a variety of contexts and genres
To communicate confidently, clearly and effectively in the language for a range of purposes
To develop awareness and understanding of the contemporary society, cultural background and heritage
of countries or communities where the language is spoken
To consider their study of the language in a broader context.
To enable students to:
To derive enjoyment and benefit from language learning
To acquire knowledge, skills and understanding for practical use, further study and/or employment
To communicate with speakers of the language
To 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.
What will I learn on this Advanced GCE course?
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.
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
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
analyse your ideas.
What examinations will I have to take to get my qualification?
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.
Summary of assessment requirements
Unit 1: Reading and Writing (2 hours 45 minutes)
Unit number and
unit title
Level
Assessment information
Unit 1:
AS
2 hour 45 minutes paper
Understanding
and Written
Response in
Arabic
Number of
marks
allocated in
the unit
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.
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
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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.
Unit 2: Reading and Writing; Topics and Texts (3 hours)
Unit number and unit
title
Level
Assessment information
Numberof
marks
allocated in
the unit
Unit 2:
A2
3 hour paper
80 marks
Understanding,
The assessment for this unit has three sections.
Written Response
Section A (14 marks)
and Research in
Students will be required to read an Arabiclanguage 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 assessmentspecific mark scheme.
Arabic
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.
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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.
The Key Skills you can develop during this course are listed in the table below.
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)
Key subject aims for IGCSE (First Language)
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 objectives
AO1 Reading
Candidates will be required to demonstrate ability to
i.
ii.
iii.
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
i.
ii.
iii.
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
i.
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!
Key Subject Aims
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.
How will I be assessed?
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.
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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.
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.
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11 Modern Foreign Languages (MFL)
French (AQA 4655)
Spanish (AQA 4695)
A Modern Foreign Language is a ‘core’ subject in Years 10 and 11 and all non-Arabic students follow a
course in French or Spanish.
Students who wish to study two languages to GCSE, French and Spanish, have the option of joining the
early morning French IGCSE class.
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.
Making your choice
Choosing the language/s you wish to study is important and we advise you to discuss the choice with your
teacher. If you are considering choosing two languages, please see Mr Bazzouz, Head of MFL.
The aims of the GCSE course in Modern Languages are as follows:

to develop the ability to use the language effectively for purposes of practical communication;

to form a sound base for the skills, language and attitudes required for further study, work and
leisure;

to offer pupils who intend to study French or Spanish at a higher level the opportunity to develop
the necessary skills and knowledge;

to offer insights into the culture and civilisation of French or Spanish speaking countries; to develop
an awareness of the nature of language and language learning; to provide enjoyment and
intellectual stimulation;

to encourage positive attitudes to foreign language learning and to speakers of foreign languages
and a sympathetic approach to other cultures and civilisations;

to promote learning skills of a more general application (e.g. analysis, memorising, drawing of
inferences).
The course will centre upon the language required to deal with practical real-life situations, which a person
visiting a French or Spanish speaking country would be likely to encounter. The reading, writing, and
listening materials used will be essentially “authentic”, ie. actual documents currently in use. You will be
expected to participate in conversations and to express opinions in a range of situations within your
experience.
Assessment will be carried out through a combination of examinations in Listening and Reading and
Controlled Assessments in Speaking and Writing.
Weighting varies depending on the skill area. You will be examined at either FOUNDATION or HIGHER level
in Listening and Reading. Speaking and Writing are un-tiered. You will be encouraged to take the
combination of papers best suited to your ability.
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Dictionaries are allowed in the Writing Controlled Assessment only.
Scheme of assessment
Paper 1
Listening
20%
Paper 2
Reading
20%
Paper 3
Speaking
30%
Paper 4
Writing
30%
Recent careers advice indicates that now, more than ever before, a working knowledge of a foreign
language is becoming an increasingly valuable asset in the world of work. As international travel and
commerce become the norm, more and more employers are recruiting staff who can communicate in
more than one language. A qualification in a modern foreign language could therefore enhance your
career prospects.
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 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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12 Religious Studies
Edexcel GCSE Religious Studies (2RS01)
All students follow the Religious Studies course, but at present it is optional as to whether students sit the
GCSE examination at the end of Year 11.
What is Religious Studies?
Religious Studies is the study of a wide variety of philosophical and ethical issues from three perspectives:
Atheism, Christianity and Islam. The subject gives students the opportunity to examine the reasons behind
people’s actions through a study of their beliefs.
What topics do we cover?
Module A, Unit 1- Religion and Life (based on the study of Atheism, Christianity and Islam)
Believing in God: We begin the course with an exploration of the reasons as to why people do and don’t
believe in God.
Matters of Life and Death: This topic provides a discussion of the possibility of life after death. It also
examines euthanasia and abortion.
Marriage and the Family: This topic focuses on the importance of family life and examines the subject of
conflict and divorce.
Community Cohesion: Here, we take a close look at sexism and racism, exploring reasons for people’s
attitudes and prejudices.
Module B, Unit 8- Religion and Society (based on the study of Atheism, Christianity and Islam)
Rights and Responsibilities: This topic examines human rights and the responsibilities that come along
with these.
Environmental and Medical Issues: The focus here is on why we should care for the environment, and
this is joined with a discussion on genetic engineering.
Peace and Conflict: This topic offers the opportunity to discuss one area of conflict in the world and a
study of how wars and other conflict situations could be dealt with.
Crime and Punishment: This topic examines capital punishment and asks questions about why (and
whether) society needs punishments in the first place.
Assessment Summary
Module A is examined through a 1½ hour written examination sat at the end of Year 11.
Module B is examined through a 1½ hour written examination sat at the end of Year 11.
There are no formal assessments, coursework or controlled assessments throughout the year- 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.
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What do I gain from taking Religious Studies?
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 clearly 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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13 Geography
Edexcel GCSE Specification A (2GA01)
What is Geography?
Geography is concerned with promoting understanding of the character of places, the complex nature of
peoples’ relationships and interactions with their environment and the importance of human affairs and
activities.
What do we do in GCSE Geography?
For the GCSE we study in more detail some of the themes covered in Years 7, 8, and 9. The examination
syllabus we follow is the 2012 ‘Edexcel A’ version. The course is divided into sections which cover the main
topics as follows:
Unit 1: Geographical Skills and Challenges
In this section we look at cartographic, graphical, geographical enquiry, ICT and GIS skills. We also look at
the issues that have arisen from climate change and sustainable development.
Unit 2: The Natural Environment
This Unit has two sections and will involve studying The Physical World and Environmental Issues. The
former deals with Coastal Landscapes, River Landscapes and Tectonic Landscapes, whilst the latter will
involve the study of ‘A Wasteful World’.
Unit 3: The Human Environment
In this Unit we will be studying The Human World and People Issues. These topics will look at the study of
Economic Change, Settlement Change, Population Change and Tourism which are critical contemporary
studies that are crucial to our changing world.
Unit 4: Investigating Geography
For this Unit students need to complete a fieldwork investigation and report. They must complete one of
the tasks provided by the examination board on various themes such as: coasts, contemporary,
countryside, environmental, rivers, tourism, transport and urban areas.
How do we deliver?
The subject will be taught in a wide variety of ways, depending on the topic being covered at the time.
Your teachers will use a wide variety of strategies ranging from whole class teaching to small group work.
This will be ideal preparation for further study allowing you to take responsibility for your own learning
whilst remaining under the overall direction of your teacher. Fieldwork, outside speakers, video, the
internet, GIS (Graphical Information Systems) and CD-ROM are used where appropriate to supplement
class based work.
How are you examined during and at the end of the course?
At the end of each study unit you will be given an end of unit test which will be made up of past
examination questions. This will enable you to test your understanding and also enable you to refine
your examination technique. As this specification is now linear, all of the external examinations will be
sat at the end of Year 11. You will be tested on Unit 1; Geographical Skills and Challenges Unit 2; The
Natural Environment and Unit 3; The Human Environment. There are two levels of examination paper,
Foundation and Higher, and we will enter you for the level which we feel will enable you to achieve the
best grade you possibly can.
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The remaining 25% of your GCSE marks will consist of Unit 4, a local fieldwork investigation. This is a
controlled internal assessment that is set by the examination board and is written under direct supervision
in school. Students must complete one of the set tasks provided by the exam board on themes such as
coasts, contemporary, countryside, environmental, rivers, tourism, transport and urban areas. This will
take place in the early part of Year 11.
What could I do next with GCSE Geography?
A GCSE in Geography is a stepping stone to a whole range of future opportunities. The skills you develop
will support you in further studies and employment.
A good grade at GCSE will enable you to study Geography post-16 in either our A-level programme or as
part of the IB Diploma programme. If you enjoyed your Geography GCSE, you might want to continue with
this subject, or study a related subject. Biology, Geology, Environmental Science, Government & Politics,
Economics and Travel, Tourism & Recreation all have close links with some of the material you studied for
this GCSE.
Employment opportunities where your geographical skills will be particularly valued include journalism
and media, the law, engineering, business management, ICT, environmental management, teaching,
economic planning, marketing, leisure, recreation and tourism.
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14 History
Edexcel GCSE History A
The Making of the Modern World (2HA01)
Why Study History?
An awareness of the past enables us to understand the present. In GCSE History you will discover the
people, forces and events which have created the world we live in today. In the process you will develop
valuable critical skills that will help you in whatever career you pursue.
What sort of History?
The Edexcel syllabus is a Modern World course based on 20th Century history. It is taught in four units. It
is relevant and stimulating in content and provides an introduction to the key concepts and contexts of
history, enabling progression to IB, AS and Advanced GCE courses. The syllabus we will study includes the
following units;
Unit 1 - International Relations: The Era of the Cold War 1943-1991
Three units have to be taught. This unit gives students an overview of key developments in international
relations from 1943-1991.
We will teach:
Key Topic 1: How did the Cold War in Europe develop? 1943–56
Key Topic 2: Three Cold War crises: Berlin, Cuba and Czechoslovakia c1957–69
Key Topic 3: Why did the Cold War end? From détente (1972) to the collapse of the Soviet Union (1991)
Unit 2 - Modern World depth Study: Germany 1918-39
One option from three has to be taught. This unit gives students an opportunity to study in depth a key
aspect of modern world history.
We will teach:
Option 2A: Germany 1918-39
Key Topic 1: The Weimar Republic 1918–29

The origins and early problems of the Weimar Republic 1918–23.

The economic problems of the Republic and the recovery under Stresemann 1923–29.

The return of Germany to the international community.
Key Topic 2: Hitler and the rise of the Nazi Party 1919–33

The founding and early growth of the Nazi Party 1919–23.

The lean years 1923–29.

The impact of the Great Depression 1929–33.
Key Topic 3: The Nazi dictatorship 1933–39

The removal of opposition 1933–34.

The police state.

Controlling and influencing attitudes.
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Key Topic 4: Nazi domestic policies 1933–39

Nazi policies towards women and the young.

Employment and the standard of living.

The persecution of minorities.
Unit 3 - Modern World source Enquiry: War and the transformation of British society
c1931–51
One option from three has to be taught. This unit gives the students an opportunity to conduct a sourcebased enquiry within a key context of modern British history.
We will teach:
Option 3B War and the transformation of British society c1931–51
Key Topic 1: The impact of the Depression 1931–39.
Key Topic 2: Britain at war 1939–45.
Key Topic 3: The home front 1939–45.
Key Topic 4: Labour in power 1945–51.
Unit 4 - Representations of History: Civil rights and protest in the USA 1945–70
One option from thirteen has to be taught. This unit gives students the opportunity to:

analyse and evaluate representations of history.

carry out a historical enquiry.

make links between modern representations and the key features of the content area studied.
We will teach:
CA6 Civil rights and protest in the USA 1945–70

The development of protest movements: Civil Rights; Anti-Vietnam War; Women’s Movement; the
key events 1945–70.

Changes in civil rights and the roles of key individuals: Martin Luther King, Malcolm X and Presidents
Eisenhower, Kennedy and Johnson.

How effective was peaceful protest in securing civil rights in the USA?

Peaceful protest and the alternatives.
Assessment Summary
Unit 1: International Relations: The Era of the Cold Unit code: 5HA01
War 1943–1991
This unit is assessed through a single examination lasting 1 hour and 15 minutes.
It accounts for 25% of the final grade.

There are 53 marks available, including 3 marks for Spelling, Punctuation and Grammar (SPaG).

Students answer six questions in total.
Unit 2 (Option 2A): Germany 1918-39
This unit is assessed through a single examination lasting 1 hour and 15 minutes. It accounts for 25% of
the final grade.
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
There are 54 marks available, including 4 marks for Spelling, Punctuation and Grammar (SPaG).

Students answer six questions in total. This part of the exam is worth 25% of the final GCSE grade.
Unit 3 (Option 3B): War and the transformation of British society c1931–51
This unit is assessed through a single examination lasting 1 hour and 15 minutes. It accounts for 25% of
the final grade.

There are 53 marks available, including 3 marks for Spelling, Punctuation and Grammar (SPaG).

Students will be provided with a source booklet containing between six and eight sources.

Students answer five questions in total, all of which relate to the sources provided.
Unit 4 - Representations of History: Civil rights and protest in the USA 1945–70
This unit is internally assessed under controlled conditions and is externally moderated. It accounts for
25% of the final grade.

There are 50 marks available.

The assessment consists of a single task, selected from the options available.

Each task consists of three parts:

Part A requires historical explanation.

Part B requires a historical enquiry.

Part C requires an analysis and evaluation of three representations.
Units 1, 2 and 3 will be externally assessed in examinations at the end of Year 11. Unit 4 will be taught and
internally marked during the Spring Term of Year 11.
The examiners will be looking for a student to demonstrate their ability to:

Recall, select, organise and deploy historical knowledge.

Describe, explain and analyse key features and events.

Analyse and interpret historical evidence.
Although the content of the course is new to the students, these skills have been developed in Years 7, 8
and 9; at GCSE they have the opportunity to come to fruition.
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15 Art & Design - Fine Art
Edexcel (2FA01)
You will be given a broad understanding of Art and Design and the best opportunity to develop your skills
and artistic awareness.
You will have the opportunity to work in a variety of ways and with a variety of materials. Year 10 is
structured and will introduce you to a broad range of disciplines and techniques. Within Year 11 you will
be encouraged to become more independent as you will be combining skills/media and working with them
in an original way. The course will be project based. Each theme will be researched and developed toward
a final outcome. Students will be required to work in at least two disciplines over the two years. Disciplines
include drawing and painting, sculpture, printmaking and ‘new/alternative media’.
You must be committed to hard work and be willing to sacrifice a good deal of 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.
Summary of scheme of assessment
Full Course GCSE
The full Course GCSE is made up of Unit 1 (personal portfolio) and Unit 2 (externally set assignment).
Paper
1
2
28
Component
Unit 1: Personal
portfolio
Unit 2: Externally
set assignment
(examination
project)
Weighting
Method of Assessment
Requirements
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
40%
Externally set
Internally marked
Externally moderated by
Edexcel
Approximately eight weeks
of preparation time
followed by a 10hr
examination
Must show evidence of
all assessment objectives
Must include book work
and large scale work
Produced under medium
and high levels of
controlled supervision
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Assessment objectives
A01
Develop their ideas through investigations informed by contextual and other
sources, demonstrating analytical and cultural understanding
25%
A02
Refine ideas through experimenting and selecting appropriate resources,
media, materials, techniques and processes
25%
A03
Record ideas, observations and insights relevant to their intentions in visual
and/or other forms
25%
A04
Present a personal, informed and meaningful response demonstrating
analytical and critical understanding, realising intentions and, where
appropriate, making connections between visual, written, oral or other
elements.
25%
The assessment objectives are equally weighted and form the basis of the course. They are applied to both
the coursework unit and externally set assignment.
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16 Business Studies
AQA GCSE (413001/2/3)
Business Studies looks into the world of work and provides students with an insight into how both small
and large businesses operate on a daily basis. Students learn to become entrepreneurial in their everyday
lives and learn to look out for potential opportunities which may present themselves. Business Studies is
not just about money - a good Business Studies student will learn a wider range of skills from how to
manage a group of people to accounting techniques which will ensure good personal finance. They will be
able to take these skills with them wherever their career path takes them.
Aims and Learning Outcomes
The course encourages students to:

Actively engage in the study of business and 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.

Appreciate the range of perspectives of different stakeholders in relation to business and economic
activities.

Consider the extent to which business and economic activity can be ethical and sustainable.
Assessment Objectives
The Business Studies specification requires candidates to:

Demonstrate knowledge and understanding of the specified subject.

Apply knowledge and understanding using appropriate terms, concepts, theories and methods
effectively to address problems and issues.

Select, organise, interpret and use information from various sources to analyse problems and issues.

Evaluate evidence; make reasoned judgements and present conclusions accurately and
appropriately.
Summary of Subject Content
Unit 1: Setting up a Business
Starting a business: This section provides students with an introduction to the issues concerning the
setting up of a small business.
Marketing: This section of the course provides students with an introduction to marketing within the
context of a small business. Students should be aware of the role of marketing in business and
consideration should be given to the role of technology in marketing.
Finance: Students will investigate how a small business might receive finance and advice when setting
up. Students will become familiar with the basic financial terms and understand the importance of cash
flow to a small business.
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People in Business: This section considers ways in which small businesses might recruit, motivate and
retain staff.
Operations Management: This section considers the importance of operational decisions in managing a
small business. Students will learn why good operations management can help and business become
more effective and how technology has changed this process.
Unit 2: Growing as a Business
The Business Organisation: This section builds upon the work of unit 1 and considers how the methods
of expansion and objectives of larger businesses might differ from smaller businesses.
Marketing: This section builds upon the marketing concepts introduced in unit 1 and relates them to the
context of larger business. Candidates will investigate each component of the marketing mix and review
how a large business may choose the most appropriate components of the marketing mix and alter its
marketing mix in response to market forces.
Finance: This section introduces students to aspects of finance faced by the large businesses. Students
will become familiar with the sources of finance available to large businesses, compared to small and
start-up businesses. Basic simplified financial statements are introduced in this section and students will
be expected to be able to analyse the content of these documents.
People in Businesses: This section introduces students to the human resources function in a large
business. Students will also be introduced to the different organisational structures of a business and the
processes by which businesses recruit, motivate and retain their employees.
Operations Management: This section introduces students to the organisation of production or service
provision. Students will increase their understanding of production methods to include flow production.
The concepts of economies of scale, efficiency and quality assurance are introduced here.
Unit 3: Investigating Small Businesses
This unit is a controlled assessment and assesses the subject content in unit 1. The work must be each
student’s own work and must be produced under controlled conditions.
Scheme of Assessment
Paper 1: Setting up a Business
1 hour / 40%
Paper 2: Investigating Large Businesses
1 hour / 35%
Paper 3: Investigating Small Businesses
controlled assessment / 25%
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17 Computer Science
AQA (4512)
Computer Science is of enormous importance and value to the global economy. Computer Science as a
discipline itself is taught in all Ivy League and Russell Group universities. It also has a valuable role as an
‘underpinning’ subject across science and engineering. Computing involves many creative and logical
processes that are essentially about problem solving using computers. It is well suited to students who
enjoy Mathematics and problem solving.
Computer Scientists can be found at the very heart of every technological discovery across science and
engineering today and they work in many fields of research and development such as Gaming, Film
Animation, Robotics, Biomedical Research, Space technologies, Meteorology, Economics, and various
forms of engineering, to name a few!
Computer technology continues to grow exponentially and the way that technology is consumed has also
been changing at a fast pace over recent years. The growth in the use of mobile devices and web-related
technologies has exploded, resulting in new challenges for employers and employees. For example,
businesses today require an ever-increasing number of technologically-aware individuals. This is even
more so in the gaming, mobile and web related industries.
At the end of the course, students will have developed the skills and understanding which underpin the
creation of their own applications.
Students who study Computer Science GCSE will have a set of desirable technical skills and understanding
of technology that are both in-depth and in demand. In addition they will enhance their problem solving
skills and have a vastly increased technical vocabulary.
Is this the right subject choice for me?
GCSE Computer Science will appeal to you if you:

enjoy problem solving

are inquisitive

are creative

enjoy computer programming

come up with creative solutions to problems

enjoy Mathematics
How is Computer Science different from ICT?
In Computer Science GCSE you will learn how to program a computer and think computationally. It is a
science subject and sits well with mathematics and Physics.
ICT, on the other hand, is a business-oriented qualification where the students learn how to apply
technical skills acquired in popular programs such as Excel and Access, in order to develop solutions that
help organisations operate more efficiently. The latter sits well with Business Studies.
Course Content
Component 1 – Practical programming (60% of total mark)
This unit is approximately 50 hours of controlled assessment. There are two tasks to complete.
Different tasks are provided by AQA each year.

Working independently students demonstrate their ability to code a solution to a given problem.

The tasks will be set in engaging and relevant contexts, e.g. gaming, web, mobile phone applications.
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GCSEs at St Christopher’s 2015/16
Component 2 – Computing fundamentals (40% of total mark)
This is a theoretical unit and there will be an examination at the end of the second year. This component
will include a range of types of questions from very short to extended answer.
The topics you will study are:

Computer Programming Concepts

Data Representation (including Binary and Hexadecimal systems)

Computer Structure

Networking

Databases

The Use of Computer Technology in Society

Software Development Lifecycle
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GCSEs at St Christopher’s 2015/16
18 Design & Technology
Edexcel (2GR01 or 2RM01)
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
(Creo) 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
and 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.
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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GCSEs at St Christopher’s 2015/16
Design & Technology - Resistant Materials
Edexcel 2RM01
The new 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 learn about the multiple
dimensions to the subject which include, moral, social, ethical and sustainable aspects of design and
manufacturing as well as the technical and vocational skills. Student learning is personalised through the
implementation of the design process. All candidates have a unique experience based on their own
personal interest in line with the needs of an external client. 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 for Graphics and Resistant Materials
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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GCSEs at St Christopher’s 2015/16
19 Drama
Edexcel (2DR01)
If you have enjoyed Drama at KS3 you should consider taking it further as an option at GCSE. The main
requirements are that you are focused and committed to the subject.
Drama Coursework (60%)
This is split into 2 units:
Unit 1 Drama Exploration
Unit 2 Exploring Play Texts
These carry equal weighting and are examined by the teacher-examiner.
Unit 1: Drama Exploration
a)
b)
Practical exploration (teacher assessed)
Portfolio of documentary evidence
In this unit students explore a range of ideas and issues through improvisation, role play and a range of
explorative strategies (still image, thought tracking, narrating, hot seating etc.). In recent years we have
explored the issues of Fame and Celebrity. The stimuli includes poems, song lyrics and You Tube clips as
well as a variety of texts. These form an exciting starting point for creating Drama.
Students will be assessed by the teacher in Drama Exploration Workshops lasting 6 hours and by a
portfolio of written work. This is an evaluative response to the drama exploration workshops.
Unit 2: Exploring Play Texts
a)
b)
Practical exploration (teacher assessed)
Portfolio of documentary evidence
Unit 2 is similar to Unit 1 in terms of structure but focuses on a script. Students explore the characters and
themes of the play and extend their understanding of the playwright’s intentions.
Live Review
Students will write a review about a live piece of theatre, usually an A-level performance. Students are
encouraged to see as much professional theatre as possible, to extend their creative ideas and evaluation
skills.
Unit 3: Drama Performance (40%)
The students create a performance in groups of between 3 and 6 students. This can be scripted or devised,
or a combination of the two. The performances last between 15 minutes for smaller groups and 30 minutes
for larger groups. The theme for the performances is provided in October of Year 11 by Edexcel.
The practical performance is externally examined. The pieces are performed to an audience and filmed to
be sent off to the examiner. There is no written exam for Drama GCSE.
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 and
meeting 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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GCSEs at St Christopher’s 2015/16
20 Economics
IGCSE Cambridge International Examinations
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.
Aims and Learning Outcomes
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.
Assessment Objectives
This Economics specification requires candidates to:

Demonstrate knowledge and understanding of the specified subject.

Apply knowledge and understanding using appropriate terms, concepts, theories and methods
effectively to address problems and issues.

Select, organize, interpret and use information from various sources to analyse problems and issues.

Evaluate evidence; make reasoned judgements and present conclusions accurately and
appropriately.
Why study Cambridge IGCSE Economics?
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
Scheme of Assessment
Students will complete two written exams at the end of the second year of study.
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GCSEs at St Christopher’s 2015/16
Paper 1
Candidates answer 30 multiple choice questions.
Weighted at 30% of total available marks.
Paper 2 Structured questions 2 hours 15 minutes
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.
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GCSEs at St Christopher’s 2015/16
21 Information Communication Technology
AQA (4520)
ICT supports, enhances and empowers human activity and informs future developments
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.
Do I have to be good at computers to study this course?
Absolutely not! This course is perfect for students of all ability and experience. You will be provided with
all the technical understanding and skills you need to succeed.
Is this the right choice for me?
GCSE ICT will appeal to you if you:

enjoy learning about computer technologies

want a qualification that proves that you are a competent computer user

are considering a career in Banking, Finance, Science, Engineering, Medicine, Business Consulting or
IT

want to work in business administration, business management and/or project management
What’s in the course?
The course is split into four sections and is assessed in three units. There are two practical units and one
written examination.
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-todate 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
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December 2014
GCSEs at St Christopher’s 2015/16
earthquakes and tsunamis.
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.
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.
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GCSEs at St Christopher’s 2015/16
22 Music
Edexcel (2MU01)
GCSE Music offers a great opportunity for you to develop as a confident young adult and provides a good
framework for knowledge which will benefit all your learning. Good musicians possess self-discipline,
creativity and organisational skills as well as being good team players. The GCSE Music programme is an
excellent vehicle to enhance your learning skills as well as contributing to the foundation for future
academic and personal success.
Assessment and Outline
The three pillars of music making (Listening, Performing and Composing) form the basis of the assessment
process.
Listening
You will study specific music from four defined areas. These will form the basis of your Listening and
Composing Papers. As well as learning about specific works in all four areas you will also look at music in
context from a wide variety of tastes. By the end of the course your critical and analytical skills will be
broader and more refined. The four Areas of Study are:

Western Classical Music 1600 – 1899

Music in the Twentieth Century

Popular Music in context

World Music
Performing
You are required to record two performances (as a soloist and as a member of a group) by the end of Year
11. There is no minimum entry requirement but we recommend that you have achieved Grade 2 or Grade
3 by the start of Year 10. Do not worry if you are a musician who does not follow any examination
framework. All instruments, voices and styles are catered for. There are no restrictions. Your actual
examination will be a recording and this can be done at any time during the course.
Composing
All genres of music are catered for in Composition. You will be encouraged to experiment and most of your
work will be done on computer. Dance tracks, Classical piano pieces, songs, instrumental compositions –
anything is possible and you will be encouraged to find your own pathway in Composition.
Music is an interesting option which allows you to be creative whilst introducing you to different styles
and influences. You will become a better musician and the organisational and co-operative skills involved
will be beneficial in other areas and future studies.
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GCSEs at St Christopher’s 2015/16
23 Physical Education
Edexcel (1827)
What is Physical Education?
Physical Education is a vast subject encompassing many areas. The Edexcel syllabus 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.
Is this the right subject for me?
The GCSE Physical Education course will appeal to you if you:

Have a keen interest in sport and recreation and always look forward to PE lessons.

Take part in sport/recreation outside class time.

Want to follow a course that develops knowledge and understanding through practical involvement.

Want to know more about the benefits of sport and exercise.

Want to improve your own performance in a range of sports roles.

Want to study a course that is active and that you will enjoy.

Are considering a sports-related career or a higher level course.
What do I need to know or be able to do before taking the course?
The course builds on knowledge, understanding and skills established in Key Stage 3 Physical Education. It
will give you exciting opportunities to be involved in a number of different physical activities, promoting
an active and healthy lifestyle. You can perform in one or all of the following roles: player, leader or official.
Activities you can choose range from football, rugby, cricket, squash, tennis, skiing, golf, surfing, judo,
swimming, dance, cycling, wake-boarding, horse-riding and many more.
What will I learn?
You will

Develop your knowledge and practical skills in a range of physical activities.

Examine the effects of exercise and how training can improve performance.

Find ways to improve your own performances in a variety of roles.

Identify ways to develop and maintain a healthy and active lifestyle through participation in physical
activity.

Appreciate the benefits of promoting “Sport for All”.
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How will I be assessed?
The GCSE course is assessed over 2 units.
Unit 1
This is externally assessed through a written examination paper of 1h30. This will contribute to a
maximum of 40% towards your total marks.
Unit 2
This is assessed in 2 sections

Section 1
Students have to select 4 practical performances in the role of player, leader or official. You can
achieve 48% of the marks from 4 performances, two of which may be the role of leader or official.

Section 2
Analysis of Performance in one of the chosen activities. This will be worth 12% of the marks and
include planning, performing and evaluating a Personal Exercise Programme.
And finally……
A genuine interest in the subject is essential for success. You will be expected to show commitment to
and involvement in sport both in and out of school. You should be able to demonstrate a sound level of
skill in a variety of activities and should consider Physical Education to be one of your strengths.
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December 2014
St Christopher’s School
GCSE Options Form 2015/16
Student’s First Name
Student’s Last Name
Form or School
I will be studying the following subjects at GCSE:
1. Mathematics
2. English Language
English Literature
3. Science (select one)

Science / Additional Science

Three separate Science GCSEs
My Option Choices are:
4. My Language Choice (please choose one)

Arabic
Please refer to advice in the Options Booklet

Spanish

French
Students interested in studying two languages
may wish to join the fast track IGCSE French
early morning class
5. My Humanities Choice (please choose one)

Geography

History
My other two Option Subjects – Please refer to the Options Booklet
6. My Option 1 choice is
7. My Option 2 choice is
Please note: If one of your options is Design & Technology, please specify either Graphic Products or Resistant
Materials
Reserve Choice
My reserve Option choice if I cannot have Option 1
or Option 2
Students who wish to study early morning (AM) French
If you wish to study AM French, please see the relevant guidance in the MFL and Arabic subject pages.
I would like to study AM French
Signed (Student)
Date
Signed (Parent or Guardian)
Print Name
Date
Contact Telephone Number
Please return this form, duly completed, to Ms Jo Atkinson, Senior Admissions Officer
St Christopher’s School, Saar Campus
Email: admissions@st-chris.net Tel: +973 17598500 Fax: +973 17598492
Infant & Junior Schools
Tel: 17598600
Senior School
Tel: 17788101
Admissions
Tel: 17598500/1
Principal’s Office
Tel: 17598496
Accounts
Tel: 17598620
Form Issued: December 2014
St Christopher's School
PO Box 32052, Isa Town, Kingdom of Bahrain
Tel: 17788101 Fax: 17788120
www.st-chris.net