gcse igcse options - box hill school for parents |...

GCSE & IGCSE

OPTIONS

2016

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box hill school GCSE OPTIONS

TABLE OF CONTENTS

Options Schedule page 3

Option Subjects page 4

Introduction page 5

Core Subjects: page 6

English Language page 7

English Literature page 9

Mathematics page 12

Science page 14

Option Subjects:

Art page 16

Business Studies page 18

Design and Technology page 19

Drama page 23

English as an Additional Language page 25

First Language English page 27

Fashion and Textiles page 29

Geography page 31

History page 34

ICT page 36

Modern Languages page 38

Music page 40

Music Technology page 41

Physical Education page 43

Careers Guidance page 45

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GCSE OPTIONS SCHEDULE 2016

Friday 8thJanuary 2016

Options Form distributed

Monday 18th January 2016

Year 9 Parents’ Evening

Monday 1st February 2016

GCSE options choices form must be returned

For some subjects there are limited numbers dictated by facilities and

staffing available. Priority will be given on the basis of potential aptitude

for the subject. Please obtain advice from relevant subject department

leaders.

In the case of over-subscription, your teachers will speak to you and then

come to a final decision. By the same token, if numbers are very small

it may not be possible to run a course and you may have to reselect.

Don’t be afraid to ask anyone at school for as much help and guidance as

you need. The absolute deadline for returning your options form is 1st February but please do return it as soon as you have decided.

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GCSE OPTIONS 2016

Core Subjects

ENGLISH LANGUAGE

ENGLISH LITERATURE

MATHEMATICS

ONE SCIENCE chosen from separate Biology, Chemistry, Physics

or ‘SINGLE SCIENCE’

All students will study the two English areas and Maths. You will need to

choose which core science you wish to study and select it from the six

options for (I)GCSE. It is important, when making these choices, to think

about what you intend to do in the future and to keep in mind that we

encourage you to maintain breadth in your studies.

The school aims to cater for a wide range of needs and it is important that

the most appropriate choices are made for each individual student.If you

change your mind later in this school year about your chosen subject it

is possible to accommodate this provided the new subject choice fits the

option block structure and the class is not oversubscribed. Any request

should be made as soon as possible to Mrs Walton accompanied by a

letter from parents or guardians.

Other sources of information

Mr Duffield, IB Co-Ordinator, and Mr Anderson, A Level Co-Ordinator, can

provide advice and information about the IB and A level programmes at

Box Hill School. They can be contacted on [email protected]

or [email protected].

Mrs Watt, Head of Careers, can also provide advice and answer any

questions on careers. She has information about required subjects for

particular careers like engineering, architecture, law, medicine, veterinary

science etc. She can be contacted on [email protected]

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INTRODUCTION In Years 10 and 11 you will continue with some subjects (the core courses) and will be able to choose some subjects. This booklet and the Year 9 Parents’ Evening itself are designed to help you make your option choices. You should gather information from the evening and submit the options form with your choices no later than 1st February.

Talk about your options with your teachers, your tutor, your parents and your friends, especially other students who are already doing GCSE courses. Get as much information and advice as you can and keep your mind open until you are ready to make a final decision.

You should think about these issues:

• whataremystrengthsandweaknesses?

• whatarethesubjectsaboutwhichIamenthusiastic?

• whatqualificationsorsubjectsdoIneedinordertofollowtheInternationalBaccalaureateorAlLevelsintheSixthForm?

• whatqualificationsorsubjectsdoIneedinordertomoveintofurthereducationoraparticularcareer?

Try to keep a balance between Humanities, Sciences, Languages and creative or practical subjects. Keep in mind what you think you might like to do when you leave school. You need to check which subjects are relevant for the future courses you wish to follow and if your teachers feel you have the ability and aptitude. Study of a Modern Foreign Language and a humanities subject is desirable.

English as an Additional Language

If you are not a native English speaker, EAL support is available. These lessons are taught against mainstream English but this does not deprive you of a GCSE since you study for the IGCSE in English as a Second Language in Year 10, and the IGCSE in First Language English in Year 11.

Specialist Tuition for Specific Learning Difficulties

If you need specialist help to overcome specific learning difficulties, this can be accommodated during lesson time, activity time and during your free time. These lessons are subject to an extra charge.

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CORE SUBJECTS

You will take each of the following subjects as the compulsory core component of your GCSE programme.

ENGLISH LANGUAGE

ENGLISH LITERATURE

MATHEMATICS (IGCSE)

ONE SCIENCE CHOSEN FROM:

BIOLOGY, CHEMISTRY, PHYSICS or SINGLE SCIENCE

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ENGLISH LANGUAGE: AQA (8700)

The specification will enable students of all abilities to develop the skills

they need to read, understand and analyse a wide range of different

texts covering the 19th, 20th and 21st century time periods as well as to

write clearly, coherently and accurately using a range of vocabulary and

sentence structures.

Aims

• read fluently, and with good understanding, a wide range of texts

from the 19th, 20th and 21st centuries, including literature and

literary non-fiction as well as other writing such as reviews and

journalism

• read and evaluate texts critically and make comparisons between

texts

• summarise and synthesise information or ideas from texts

• use knowledge gained from wide reading to inform and improve

their own writing

• write effectively and coherently using Standard English

appropriately

• use grammar correctly and punctuate and spell accurately

• acquire and apply a wide vocabulary, alongside a knowledge

and understanding of grammatical terminology, and linguistic

conventions for reading, writing and spoken language

• listen to and understand spoken language and use spoken Standard

English effectively.

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Content

Paper 1: Explorations in Creative Reading and Writing

Section A: Reading

• one literature fiction text

Section B: Writing

• descriptive or narrative writing

Paper 2: Writers’ Viewpoints and Perspectives

Section A: Reading

• one non-fiction text and one literary non-fiction text

Section B: Writing

• writing to present a viewpoint

Non-examination Assessment: Spoken Language

* presenting

* responding to questions and feedback

* use of Standard English

Assessment

• There is only one tier of entry

• This is a linear course, therefore all assessments will be taken at the

end of the course

• The qualification will be graded on a nine-point scale: 1 to 9 – where

9 is the best grade

• Paper 1: written examination worth 50% of final GCSE mark


• Non-examination Assessment: marked by teacher; separate

endorsement (0% weighting of GCSE)

K Bryson, Head of English [email protected]

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ENGLISH LITERATURE: AQA (8702)

This specification should encourage students to develop knowledge

and skills in reading, writing and critical thinking. Through literature,

students have a chance to develop culturally and acquire knowledge

of the best that has been thought and written. Studying GCSE English

Literature should encourage students to read widely for pleasure, and as a

preparation for studying literature at a higher level.

Aims

• read a wide range of classic literature fluently and with good

understanding, and make connections across their reading

• read in depth, critically and evaluatively, so that they are able to

discuss and explain their understanding and ideas

• develop the habit of reading widely and often

• appreciate the depth and power of the English literary heritage

• write accurately, effectively and analytically about their reading,

using Standard English

• acquire and use a wide vocabulary, including the grammatical

terminology and other literary and linguistic terms they need to

criticise and analyse what they read.

Content

A range of texts could be studied, and the teacher will choose texts

according to the interests and abilities of the students. Examples of

possible texts are shown below:

Paper 1: Shakespeare and the 19th-century novel

• Shakespeare: students will answer one question on their play. They

will be required to write in detail about an extract from the play and

then to write about the play as a whole.

Students will study one play, for example: Macbeth, Romeo and Juliet,

The Tempest.

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• The 19th-century novel: students will answer one question on their

novel of choice. They will be required to write in detail about an

extract from the novel and then write about the novel as a whole.

Students will study one novel, for example: Robert Louis Stevenson

The Strange Case of Dr Jekyll and Mr Hyde, Charles Dickens Great

Expectations, Mary Shelley Frankenstein.

Paper 2: Modern texts and poetry

• Modern texts: students will answer one essay question from a

choice of two on their studied modern prose or drama text.

Students will study one text, for example: JB Priestley An Inspector

Calls, William Golding Lord of the Flies, Meera Syal Anita and Me.

• Poetry: students will answer one comparative question on one

named poem printed on the paper and one other poem from their

chosen anthology cluster.

Students will study one cluster of poems taken from the AQA poetry

anthology, Poems Past and Present. There is a choice of two clusters,

each containing 15 poems. The poems in each cluster are thematically

linked and were written between 1789 and the present day.

The titles of the two clusters are:

• Love and relationships

• Power and conflict.

Students should study all 15 poems in their chosen cluster and be

prepared to write about any of them in the examination.

• Unseen poetry: students will answer one question on one unseen

poem and one question comparing this poem with a second unseen

poem.

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Assessment

• All examinations are closed book

• There is only one tier of entry

• This is a linear course, therefore all assessments will be taken at the

end of the course

• The qualification will be graded on a nine-point scale: 1 to 9 – where

9 is the best grade



K Bryson, Head of English [email protected]

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MATHEMATICS

Edexcel International London Examinations IGCSE (KMAO) Specification A

All students study mathematics at a level according to their ability.

Aims

The course aims to build on past mathematical experience and knowledge,

but where these are not properly founded, remedial techniques are likely

to be incorporated. Additionally it seeks to provide a basis from which

some students will be able to undertake further study at a more advanced

level.

Students will have the opportunity to:

a) acquire an appreciation of the diverse nature of the subject

b) develop and increase their knowledge of facts, methods and

routines

c) apply their knowledge to novel situations and hence improve their

ability to solve problems

d) gain confidence in dealing with situations in which they encounter

numbers

e) improve their ability to communicate their mathematical ideas

verbally and on paper.

Content

Specification area Weighting in specification

Number and algebra 55%

Shape, space and measures 25%

Handling data 20%

Assessment

Eventually each student may enter at either the Foundation or the Higher

level. The decision as to which level a student is to enter can be deferred

until Year 11.

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Foundation paper Duration of paper Grades available

1F 2 hours C, D, E, F, G

2F 2 hours

Higher paper Duration of paper Grades available

3H 2 hours A*, A, B, C, D

4H 2 hours

The use of a calculator is allowed in all of the above terminal papers and

there is no coursework element.

AQA Level 2 certificate in Further mathematics

It is appropriate for some students in set 1 of the IGCSE programme,

to be accelerated and take the IGCSE exams in January of year 11. This

is only appropriate for students who have completed the course and

whose tracking data suggests they have a good chance of attaining an

A or A* grade. If they do take their exam then, there is an opportunity to

take a further mathematics certificate, offered by the AQA examination

board following this in May/June. There is time to cover the syllabus of

this additional qualification. The content is similar to A and A* grade

topics covered in the IGCSE course plus some extra, ‘stand-alone’ topics

including (for example) matrices and the factor theorem. It is also an

excellent ‘bridge’ between IGCSE and IB or A level. Students who have

done this course have already made headway into AS modules and IB

work in the sixth form.

Assessment

Paper Duration of paper Weighting Grades available

1 1 hour 30 minutes 40% A* with

(Non calculator) distinction (A^),

2 2 hours (Calculator) 60% A*, A, B, C

J Thomson, Head of Mathematics [email protected]

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GCSE COURSES IN SCIENCE

Biology AQA 8461, Chemistry AQA 8462, Physics AQA 8463

Introduction

It is a government expectation that all students will leave school with

science qualifications. At Box Hill School we have put together a science

programme that will meet these expectations, allow students to continue

their science studies in the sixth form and beyond and give students a

choice in the sciences they wish to study.

Aims• To develop an interest and enthusiasm for science.

• To acquire and apply skills, knowledge and understanding of science

and its essential role in society.

• To develop a critical approach to scientific evidence and methods.

• To develop the necessary skills to continue scientific studies beyond

year 11.

The Courses

The courses offered are separate GCSE courses in each of the sciences of

Biology, Chemistry and Physics, leading to one GCSE each. Students may

take just one, two or all three sciences so as to keep the provision flexible

for all. We are also hoping to continue to offer a Single Science course

(1 GCSE but with combined units from biology, chemistry and physics).

However, with the current government updates, most combined schemes

are still awaiting ratification. Single science cannot be taken in conjunction

with another pure science.

The sciences are experimental subjects and this is reflected in the delivery

of all of the courses.

All three sciences are taught through the AQA examination board and

are assessed by terminal exams at the end of year 11. Each GCSE has 2

exams; each 1 hour and 45 minutes long and equally weighted. Due to

governmental changes, there is no longer a coursework element so the

entire grade comes from exams.

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Your choices

You are required to study at least one science course from the choice of

Biology, Chemistry, Physics or Single Science.

Your choice of science depends on your interests and abilities. For

example, if you enjoy the sciences and you intend to continue your science

studies in the sixth form then you should take a least one of the GCSE

courses but preferably more than one.

If you intend to study Biology in the sixth form then you are strongly

advised to also take the Chemistry course.

If you are interested in engineering then you must take Physics.

Interestedinacareerintheenvironmentorhealth?Youshouldtake

Chemistry and Biology. If you want to study Medicine you are advised to

take at least two sciences and Maths.

Notsure,butyoudon’twanttostudyallthree?Inthiscaseexcellent

combinations are Biology and Chemistry or Physics and Chemistry.

Need further help or advice?

For further general information or advice on the GCSE science courses

please contact:

B Gallagher, Head of Science [email protected]

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ART

OCR ‘Art and Design’ (Unendorsed) Syllabus 3510

A110 Unit, A120 Exam

Aims

GCSE Art is intended to increase visual awareness and so promote

Art appreciation and offer an introduction to the history of Art. It aims

to develop and establish competent drawing skills across a range of

disciplines to cultivate ability and individual expression.

Through the process of drawing, painting, mixed media and various

creative and innovative methods of constructing images pupils are

encouraged to explore and develop ideas and perceptions that will

enhance practical competence and critical judgement.

Content

At Box Hill pupils who opt to study Art at GCSE level are normally entered

for the ‘Art and Design’ (Unendorsed) Syllabus which is essentially

painting and drawing but with the option to pursue related disciplines

such as mixed medium and three dimensional projects.

Assessment

Art is a two year course with a strong emphasis on drawing which is

the foundation of all artistic practice. Pupils follow a structured course

designed to comply with all syllabus requirements which also allows pupils

to pursue personal and more individualised projects.

Course Work 60%

Externally Set Exam 40%

Course Work

Pupils are expected to produce two units of course work according to four

criteria and a sketch book containing related and supporting studies. A

unit can be approximately six or more pieces of finished work at A2 size

but is in essence a thematic enquiry pursued and explored from inception

to conclusion. Only one unit may be entered for marking.

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Each unit must reflect the four syllabus criteria of:-

1. Working from observation

2. Development of ideas

3. Work that displays an awareness of art history

4. Work that establishes a link between an appropriate area of art

history and the pupil’s coursework.

Externally Set Exam

The GCSE Exam is ten hours long set over two consecutive days. Pupils

are given their exam paper approximately six weeks before the exam

so that they can produce preparation work for their chosen option.

Preparation and exam work are linked and carry equal weighting. Both

the exam and exam preparation must reflect the four syllabus criteria. All

work is internally marked and externally moderated.

M Coleman, Head of Art [email protected]

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BUSINESS STUDIES

Edexcel: IGCSE Business Studies (4BSO)

Aims

The course provides students with a detailed examination of the business

world and the internal and external factors which affect businesses in

the modern world. Its central aim is to provide the students with the

basis from which to effectively analyse and evaluate in the business

environment.

Content

1) Business Activity and the Changing Environment

Business Objectives, Types of Organisation, Factors of Production,

Primary, Secondary and Tertiary Activity, Location & Government

Influences,

2) Human Resources

Internal Organisation, Communication, Recruitment and Selection,

Training & Motivations and Rewards.

3) Accounting and Finance

External and Internal sources of Finance, Budgets and Cash

Flow, Cost and Break-Even Analysis, Final Accounts & Ratios and

Performance

4) Marketing

The Market, The Marketing Mix & Market Research.

5) Production

Economies and Diseconomies of Scale, Methods of Production,

Productivity & Quality.

Assessment

The assessment consists of one two hour written examination at the end

of the course, with NO coursework element.

J Eagers, Head of Business Studies [email protected]

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DESIGN AND TECHNOLOGYResistant Materials Technology AQA (4560)

Why choose Design and Technology: Resistant Materials Technology?

This course has been designed to encourage candidates to be able to design and make products with creativity and originality, using a range of materials and techniques. Candidates will be enthused and challenged by the range of practical activities possible. A working knowledge of woods, metals, plastics and composite materials will be required, but other materials may be used in addition. The use of new technologies is encouraged in this specification. The new specification is designed to foster awareness amongst candidates, of the need to consider sustainability and environmental impact of their designing.

The course retains much of the content of the very successful previous GCSE specification. It continues to provide the candidates with the opportunity to design and make a product using a range of materials.

The assessment criteria continue to allow strengths in one area to compensate for weaknesses in another and reflect the holistic approach to assessment .

It is useful, but not a requirement, for candidates to have studied the national curriculum for design and technology at key stage 3. The specification provides an excellent route into GCE A Level Product Design and develops a good background base for the IB Design Technology Diploma.

Resistant Materials Technology encourages candidates to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors, such as manufacturing and engineering. It prepares candidates to make informed decisions about further learning opportunities and career choices. GCSE specifications in design and technology enable candidates to:

• activelyengageintheprocessesofdesignandtechnologytodevelop as effective and independent learners

• makedecisions,considersustainabilityandcombineskillswith

knowledge and understanding in order to design and make quality

products

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Aims and learning outcomes

• explore ways in which aesthetic, technical, economic, environmental,

ethical and social dimensions interact to shape designing and

making

• analyse existing products and produce practical solutions to needs,

wants and opportunities, recognising their impact on quality of life

• develop decision-making skills through individual and collaborative

working

• understand that designing and making reflect and influence cultures

and societies, and that products have an impact on lifestyle

• develop skills of creativity and critical analysis through making

links between the principles of good design, existing solutions and

technological knowledge.

Design and Technology is a practical subject area which requires the

application of knowledge and understanding when developing ideas,

planning, producing products and evaluating them. The distinction

between Designing and Making is a convenient one to make, but in

practice the two often merge. For example, research can involve not only

investigating printed matter and people’s opinions, but also investigating

e.g. proportions, adhesives, colour, structures and materials through

practical work.

Designing Skills

Candidates should be taught to:

• be creative and innovative when designing;

• design products to meet the needs of clients and consumers;

• understand the design principles of form, function and fitness for

purpose;

• understand the role that designers and product developers have,

and the impact and responsibility they have on and to society;

• analyse and evaluate existing products, including those from

professional designers;

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• todevelopandusedesignbriefsandspecificationsforproductdevelopment;

• considertheconflictingdemandsthatmoral,cultural,economic,and social values and needs can make in the planning and in the designing of products;

• considerenvironmentalandsustainabilityissuesindesigningproducts;

• considerhealthandsafetyinallitsaspects;

• anticipateanddesignforproductmaintenancewhereappropriate;

• designformanufacturinginquantityandtobeawareofcurrentcommercial/industrial processes;

• generatedesignproposalsagainststateddesigncriteria,andtomodify their proposals in the light of ongoing analysis, evaluation and product development;

• reflectcriticallywhenevaluatingandmodifyingtheirdesignideas;

• use,whereappropriate,arangeofgraphictechniquesandICT(including digital media), including CAD, to generate, develop, model and communicate design proposals;

• investigateandselectappropriatematerialsandcomponents;

• planandorganiseactivitieswhichinvolvetheuseofmaterialsandcomponents when developing or manufacturing;

• deviseandapplytestprocedurestocheckthequalityoftheirworkat critical/key points during development, and to indicate ways of modifying and improving it when necessary;

• communicatethedesignproposalinanappropriatemanner;

• beflexibleandadaptablewhendesigning;

• testandevaluatethefinaldesignproposalagainstthedesignspecification;

• evaluatetheworkofotherdesignerstoinformtheirownpractice;

• understandtheadvantagesofworkingcollaborativelyasamemberof a design team;

• understand the need to protect design ideas.

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Making Skills

Candidates should be taught to:

• select and use tools/equipment and processes to produce quality

products;

• consider the solution to technical problems in the design and

manufacture process;

• use tools and equipment safely with regard to themselves and

others;

• work accurately and efficiently in terms of time, materials/

ingredients and components;

• manufacture products applying quality control procedures;

• have knowledge of Computer-Aided Manufacture (CAM) and to use

as appropriate;

• ensure, through testing, modification and evaluation, that the

quality of their products is suitable for intended users and devise

modifications where necessary that would improve the outcome(s);

• understand the advantages of working as part of a team when

designing and making products.

Assessment

Unit 1: Written Paper (45601)

2 hours –120 marks – 40%

Candidates answer all questions in two sections

Pre-Release material issued

Unit 2: Design and Making

Practice (45602)

Approximately 45 hours – 90 marks – 60%

Consists of a single design and make activity (Controlled Assessment

selected from a range of board set tasks

G Sequerah, Head of Design Technology [email protected]

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DRAMA

Edexcel: GCSE Drama (2DR01)

The course encourages students to work imaginatively and creatively in a collaborative context, creating, developing and communicating ideas. It has a clear, three-unit structure, with two units led and assessed by the teacher and a third assessed by an external examiner. The final examination is practical making this a hands on and realistic course.

Aims

The Edexcel GCSE in Drama encourages students to:

• developapersonalinterestinwhydramamattersandbeinspired,moved and changed by studying a broad, coherent, satisfying and worthwhile course of study

• workimaginativelyandcreativelyincollaborativecontexts,generating, developing and communicating ideas

• considerandexploretheimpactofsocial,historicalandculturalinfluences on drama texts and activities

• reflectonandevaluatetheirownworkandtheworkofothers

• developanddemonstratecompetenceinarangeofpractical,creative and performance skills

• developabasisfortheirfutureroleasactivecitizensinemploymentand society in general, as well as for the possible further study of drama

• activelyengageintheprocessofdramaticstudyinordertodevelopas effective and independent learners and as critical and reflective thinkers with enquiring minds.

Content

Students will follow a programme of study and complete 3 units for assessment:

The Programme of study provides a basis for the course equipping students with a range of skills to explore plays, themes, issues and topics

using a variety of strategies, techniques and drama conventions.

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Unit 1: Practical exploration of a selected theme/ issue/ topic.

Students will complete six hours practical work and a 2000 word written response.

Unit 2: Study of a full length play and experience of live theatre as a member of the audience.

Students undertake six hours of practical exploration of the selected play and write a 1000 word documentary response.

A 2000 word documentary response to a production seen is written under controlled conditions.

Unit 3: A presentation of a scripted or devised piece of theatre to a visiting examiner.

Assessment

There are two forms of assessment:

1. Coursework- Units 1 and 2 are coursework units and account for 60% of the final mark.

2. Practical examination Unit 3 is marked by an external examiner and

accounts for 40% of the final mark.

D Walton,Director of Theatre Arts [email protected]

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ENGLISH AS AN ADDITIONAL LANGUAGE

Year 10

Edexcel IGCSE English as a Second Language (4ESO)

Cambridge First Certificate in English

Aims

The English as an Additional Language course aims to improve the English

language skills of our overseas students to a sufficient level to be of

practical use in their GCSE studies. Students will learn to

a) understand and convey information

b) understand, order and present facts, ideas and opinions

c) evaluate and select relevant information

d) understand and employ a wide range of vocabulary

e) exercise control of grammatical structures

f) demonstrate an awareness of register in both formal and informal

situations

g) communicate effectively and appropriately

Content

The course is essentially skills based but covers a range of global topics

including Festivals and Traditions, Work, Education, Culture, Sport,

Science, Relationships, Hobbies, Travel, Health and The Media. As often

as possible, students are expected to draw upon their knowledge of their

own cultures and make comparisons with British culture.

Skills areas Specific Focus

Reading Students are exposed to texts taken from a variety of

sources including fiction and non-fiction books, journals,

newspapers and magazines. They learn to read for gist

and detail, to understand text structure and to deduce

meaning.

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Writing Students learn to write summaries and a variety of texts

such as reports, articles, reviews, letters and emails

covering a range of topics in an appropriate style for the

target reader.

Listening Students improve their ability to understand the meaning

of spoken English, and to extract gist and specific

information from spoken dialogue. They are exposed to

a variety of dialogue types including interviews,

discussions, lectures and conversations.

Assessment

• In Year 10, students sit the Edexcel IGCSE in English as a Second

Language. The assessment is entirely examination based and tests

Reading, Writing and Listening, all equally weighted.

• Students may also sit the Cambridge First Certificate in English

examination, which has four papers, all equally weighted. These are

Reading and Use of English; Writing; Listening; and Speaking.

D Weyman, Head of EAL [email protected]

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FIRST LANGUAGE ENGLISH

Year 11

CIE IGCSE First Language English (0500)

Aims

The First Language course aims to improve the English language skills

of our overseas students to a sufficient level to pass the IGCSE First

Language English exam. Although native speaker proficiency is difficult

to achieve, students work to develop their language skills to their own

highest level possible.

The course aims to:

a) enable students to communicate accurately, appropriately and

effectively in speech and writing

b) enable students to understand and respond appropriately to what

they hear, read and experience

c) encourage students to enjoy and appreciate variety of language

d) complement students’ other areas of study by developing skills

of a more general application (e.g. analysis, synthesis, drawing of

inferences)

e) promote students’ personal development and an understanding of

themselves and others.

Content

The course is essentially text based and covers a range of text types

including fiction and non-fiction, journals, newspapers and magazines.

Largely through text analysis, students learn to appreciate how writers

achieve effects in order to be able to reproduce these effects in their own

writing.


Reading Understand and collate explicit meanings. Understand,

explain and collate implicit meanings and attitudes. Select,

analyse and evaluate what is relevant to specific purposes.

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Writing Articulate experience and express what is thought, felt

and imagined. Order and present facts, ideas and opinions.

Understand and use a range of appropriate vocabulary.

Use language and register appropriate to audience and

context

Make accurate and effective use of paragraphs,

grammatical structures, sentences, punctuation and

spelling

Assessment

• In Year 11, students sit the CIE First Language English examination,

which has two papers, equally weighted. These are the Reading and

Directed Writing and Composition papers.

D Weyman, Head of EAL [email protected]

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FASHION AND TEXTILES

OCR (A114)

Aims

The aims of the fashion course at GCSE level are as follows;

1. To improve observational drawing skills and gain experience of different drawing media.

2. To work in a variety of materials and learn different processes related to fashion and textiles

3 To gain a working knowledge of artists, craftspeople and designers and relate this to their own work.

4. To keep a sketchbook and work journals to record their work.

Content

The Fashion and Textiles course provides students with the opportunity to explore and develop skills within this discipline. There is a strong focus on drawing and painting as well as collage, print making and working materials. Students will learn a variety of practical skills including sewing, knitting, print, embroidery, and constructed textiles. The students will keep a sketchbook documenting their investigations. They will focus on artists, crafts people and designers and will develop and make their own designs.

Coursework - 60%

You will complete 2 units of work over a two year period. The first unit will be an introduction to the course and you will learn a variety of skills to prepare you for your entered unit of work. For this you will be able to choose your own subject matter, it will be a negotiated study.

Unit 1 – You will be expected to produce a portfolio of work developed from a personal devised starting point.

• Thefocusisonincludingworkthatshowsexploration,research,acquisition of techniques and skills.

• Youwillhaveapproximately45hours(15-18schoolweeks)asaguide to complete your controlled assessment portfolio.

• Thiswillbe60%ofyourgrade

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Exam - 40% weighting

Students may choose from 10 questions for their final exam. They will

be expected to follow the same processes as they followed in their

coursework. Observational drawing, research, design development and

samples will all need to be completed prior to the exam. They may start

their preparation work for the exam in February of the second year.

They have 10 hours over two days to complete their final piece.

Assessment

Students are assessed internally and externally moderated by the exam

board. All work is marked throughout the two years and improvements are

suggested to the students before the final assessment is made.

Key Points

• EXAM BOARD - 0CR

• COURSE – Art and Design (Endorsed textiles)

• EXAM - 40% (Timed controlled test -10 hours)

• COURSEWORK - 60% (1 unit of work)

A Burgess,Fashion & Textiles burgessaboxhillschool.com

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GEOGRAPHY

Edexcel IGCSE in Geography (4GE0)

Aims

The Geography course aims to provide students with the opportunity to

investigate many of the major issues that currently face today’s citizens,

and it looks ahead to the changes that are likely to affect students as the

citizen’s of the future. There is a strong focus on the ideas of sustainability,

environmental responsibility and decision making.

Key subject aims:

The Edexcel IGCSE in Geography enables students to:

• actively engage in the process of geography to develop as effective

and independent learners and as critical and reflective thinkers with

enquiring minds

• developtheirknowledgeandunderstandingofgeographical

concepts and appreciate the relevance of these concepts to our

changing world

• developaframeworkofspatialawarenessinwhichtoappreciatethe

importance of the location of places and environments from a local

to global

• appreciatethedifferencesandsimilaritiesbetweenpeople’sviews

of the world, its environments, societies and cultures

• understandthesignificanceofvaluesandattitudestothe

development and resolution of issues

• developtheirresponsibilitiesasglobalcitizensandrecognisehow

they can contribute to a future that is sustainable and inclusive

• developandapplytheirlearningtotherealworldthroughfieldwork

and other out-of classroom learning

• usegeographicalskills,appropriatetechnologies,enquiryand

analysis.

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Content

• Section A — The natural environment and people

1. River environments

2. Coastal environments

3. Hazardous environments

• Section B — People and their environments

4. Economic activity and energy

5. Ecosystems and rural environments

6. Urban environments

* Section C — Coursework

Two questions relating to the work we have done

• Section D — Global issues

7. Fragile environments

8. Globalisation and migration

9. Development and human welfare

Assessment:

• Theassessmentisthrougha3hourexaminationpaper,setand

marked by Edexcel.

• Thesingletierofentrywillcontainavarietyofquestionstypes,such

as multiple-choice questions, short and extended answer questions,

graphical and data questions and fieldwork questions.

• Thetotalnumberofmarksavailableis150.

• Thepaperwillbeaquestionandanswerbookletandstudentshave

to answer:

– two questions from a choice of three in Section A

– two questions from a choice of three in Section B

– two questions from a choice of three in Section C

– one question from a choice of three in Section D

• Eachquestionisworth30marks.

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Textbooks

1. Witherick. M & Milner.S, Edexcel IGCSE Geography: Student Book,

Pearson Education

2. Milner S and Phillipson O — Longman Geography for IGCSE

(Longman, 2005)

James Garside, Head of Geography [email protected]

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HISTORY

Edexcel IGCSE in History (4H10)

Aims

The Modern World History course aims to enthuse students in the study

of history by looking at the main developments in international relations

from c.1900 to 1991 and providing a historical perspective for central issues

confronting the contemporary world. It also seeks to provide a firm basis

for the students to learn to:

a) acquire knowledge and understanding of the past

b) develop a global awareness through an appreciation of societies

different in time and place from their own

c) investigate historical events, people, changes and issues

d) develop understanding of how the past has been interpreted

e) use historical sources critically in their context

f) draw conclusions and appreciate that these and other historical

interpretations are liable to reassessment in the light of new

evidence.

Content

Topic Areas Specific Focus

1. Germany The impact of World War One on German society;

1918 - 1945 Weimar Republic – instability to recovery (political,

economic & social); Hitler becomes Chancellor and events

leading to the establishment of dictatorship; social and

economic policies.

2. USA Social, political and economic changes; Prohibition, Ku

1919 - 1929 Klux Klan, Scopes ‘Monkey’ Trial & Gangsterism.

3. USA Social, political and economic changes including;

1945 - 1974 McCarthyism, the growth of the Civil Rights movement in

the 1950s, radical Civil Rights in the 1960s and the

Watergate Scandal.

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Topic Areas Specific Focus

4. The Middle Build up of tension in Palestine, 1919-45; The creation of

East, 1919 - Israel and the war of 1948–9; The Suez Crisis; The Arab-

c1973 Israeli conflicts of 1967 and 1973; Superpower involvement

in the Middle East.

The Edexcel IGCSE in History course does not contain a coursework element.

Instead the students will be sit two 1 hour 30 minutes examinations. The

examination is an untiered paper, targeted at grades A* to G.

O Anderson, Head of History [email protected]

36


INFORMATION AND COMMUNICATION TECHNOLOGY

Cambridge International Exam Board IGCSE (0417)

Aims

There are few areas of modern life not affected by computer technology.

The course aims to develop each student’s skills base in a range of

software applications and widen their knowledge and understanding of

the role of ICT in the world today. Students will be able to: a) experience

a range of software applications b) develop their information technology

skills in order to enhance their work in a variety of subject areas; c)

develop understanding of how information technology systems work d)

consider the impact of new technologies on methods of working in the

outside world and on social, economic, ethical and moral issues; e) grow

in their awareness of the ways in which Information Technology is used in

practical and work-related situations.

Content

Practical Skills

By the end of the course students should be able to: 1. use e-mail and the

Internet to gather and communicate information; 2. use word processing

facilities to prepare documents; 3. use database facilities to manipulate

data to solve problems and represent data graphically; 4. use a

spreadsheet to create and test a data model, extracting and summarising

data; 5. create a structured website with style sheets, tables and

hyperlinks; 6. create and control an interactive presentation.

Knowledge and Understanding

Students should be able to demonstrate knowledge and understanding in

relation to:

1. the functions of the main hardware and software components of

computer systems;

2. the networking of information-processing systems;

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3. the ways in which information technology is used in the wider world

and the effects of its use in daily life;

4. the stages and methods of system analysis and design;

5. computing terminology.

Assessment

There are two practical exams, each worth 30% of the total mark, and a

written theory paper counting for the final 40%. There is no coursework.

L Hood, Acting Head of ICT [email protected]

38


MODERN LANGUAGES

AQA GCSE Syllabus for French (8658) and Spanish (8698)

Aims

Learning at least one foreign language to GCSE Level is considered a high

priority at Box Hill School. We offer French and Spanish GCSE options

based on the AQA Specifications and a range of other languages (e.g.

German, Italian, Mandarin, Japanese or Russian) can also be arranged

outside the official timetable). The courses encourage students to:

• developunderstandingofthespokenandwrittenformsofFrench

and Spanish in a range of everyday situations and contexts (e.g.

holidays, transport, accommodation, restaurants and cafés,

shopping, health, environment and many more);

• developtheabilitytocommunicateeffectivelyinthelanguage,

through both the spoken and written word, using a range of

vocabulary and grammar structures;

• developknowledgeandunderstandingofthegrammar,andthe

ability to apply it;

• developknowledgeandunderstandingofcountriesand

communities where the language is spoken;

• developpositiveattitudestolanguagelearning;

• provideenjoymentandintellectualstimulation.

• provideasuitablefoundationforfurtherstudyand/orpractical

use of the language at all levels. Modern Foreign Languages are

an important part of the International Baccalaureate Diploma

Programme, (IB).

Content

We are using a variety of materials for the teaching of our Modern

Languages programme: course books and other supporting materials as

well as ICT materials, interactive boards and online activities.

We regularly offer trips to the countries where the taught languages are

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spoken in order to give our students the opportunity to use and improve

their acquired language skills and to broaden their cultural outlook.

Modern Languages Week, theatre events and other cultural activities are

also organised to make language learning even more interesting. Students

are also encouraged to take part in exchange schemes with schools

abroad, e.g. through our Round Square membership. In the past, we have

had some students going to Colombia!

Assessment

Students are assessed at the end of year 11 on four skills– speaking,

listening, reading and writing.

Writing: 25% of final grade

Speaking: 25% of final grade

Listening: 25% of final grade

Reading: 25% of final grade

A. Benitez-Soria,Head of Spanish [email protected]

P.Piper, Head of French [email protected]

40


MUSICEdexcel (1MU0)

Aims

The GCSE Music Course aims to build upon the skills that students have learned during Key Stage 3, namely: Performing; Composing and Listening. The four areas of study form the backbone of GCSE and connect these 3 disciplines. The Areas of Study are as follows:

Area of Study 1: Instrumental Music 1700-1820

Area of Study 2: Vocal Music

Area of Study 3: Music for Stage and Screen

Area of Study 4: Fusions

Content 1. Performing (30%) Students produce a solo and an ensemble piece of at least

4 minutes combined duration. Performances may be on any instrument and in any style. The benchmark level for GCSE Performance is approximately Grade 4.

2. Composing (30%) Students produce 2 compositions: one is to a brief set by Edexcel

and the other is a free composition.

3. Listening (40%) Students sit a 90-minute examination in which they respond to

questions based around specific set works by Bach, Beethoven, Purcell, Queen (the rock group), Schwartz (music from “Wicked”), John Williams (music from Star Wars), Afro Celt Sound System and Esperanza Spalding. Students will respond to extracts and also answer questions on a previously unheard piece. Students will need to be able to read music to, at least, a basic level for this section.

Assessment The course is assessed as follows:

1. Coursework (60%) – 2 performances and 2 compositions

2. Written Exam (40%) – Listening Paper

A Stanworth, Director of Music [email protected]

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MUSIC (MUSIC TECHNOLOGY)

We are hoping to offer an alternative pathway to studying music at GCSE

level focussing on music technology. Currently new specifications are

awaiting Government approval but we expect to be able to run a course

that contains music technology options, either alongside the normal GCSE

or as a separate course. Below is the detail of the current specification

(Edexcel) which will give you a flavour of the sort of tasks we expect in the

new qualification.

Aims

The GCSE Music (Music Technology) Course aims to build upon the skills

that students have learned during Key Stage 3, namely: Performing;

Composing and Listening but to do so through a concentrated exploration

of music technology. This provides a different pathway through the GCSE

Music specification but is not a discrete examination, therefore students

would choose one or the other.

Four areas of study form the backbone of GCSE:

Area of Study 1: Western Classical Music 1600-1899

Area of Study 2: Music in the 20th Century

Area of Study 3: Popular Music in Context

Area of Study 4: World Music

Content

1. Performing using music technology (30%)

Students will use computers to sequence a performance, ensuring

that it is shaped to avoid it sounding mechanical. They will record a

group performance using multi-track recording techniques.

2. Composing using music technology (30%)

Students will use music technology to produce 2 compositions

reflecting the 2 of the 4 Areas of Study. The combined length of the

compositions should be between 2 and 4 minutes.

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3. Listening (40%)

Students sit a 90-minute examination in which they respond to

questions based around specific set works by Handel, Mozart,

Chopin, Schoenberg, Bernstein, Reich, Miles Davis, Jeff Buckley and

Moby as well as traditional music from Scotland, India and Japan.

Several of these pieces exhibit interesting use of music technology

within their production and these will be explored within the course.

However students will need to develop their understanding of music

in general.

In Section A, students respond to questions based on recorded extracts

In Section B, students answer a more in-depth question on a chosen set

work and are assessed on quality of written communication.

Assessment

The course is assessed as follows:

1 Coursework (60%) – 2 performances and 2 compositions

2 Written Exam (40%) – Listening Paper

A Stanworth, Director of Music [email protected]

43


PHYSICAL EDUCATION

AQA (8582)

Aims

This is a new specification starting in September 2016 designed to meet

the needs of all students and the new GCSE reforms put forward by the

government. Pupils at Box Hill School follow the AQA Full Course.

Before undertaking the course, it is important for pupils to be aware that

the amount of theory content within the course has greatly increased and

includes a large amount of science based theory. Two theory exams at the

end of the two year course form the basis for assessment.

The practical element of the course now only accounts for 40% of the final

grade.

Content

Exam 1 – The human body and movement in physical activity and sport

• Appliedanatomyandphysiology

• Movementanalysis

• PhysicalTraining

• UseofData

Written exam: 1 hour 15 minutes 78 marks 30% of GCSE.

Exam 2 – Socio-cultural influences and well-being in physical activity

and sport

• Sportpsychology

• Socio-culturalinfluences

• Health,fitnessandwell-being

• UseofData

Written exam: 1 house 15 minutes 78 marks 30% of GCSE.

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Non-exam assessment – Practical performance in physical activity

and sport

• Practicalperformancein3differentphysicalactivitiesintheroleof

player/performer

• Oneteamactivity

• Oneindividualactivity

• Oneineither

• Analysisandevaluationofperformancetobringaboutimprovement

in one activity.

Assessed by school teachers

Moderated by AQA 100 Marks 40% of GCSE.

A McAlister, Director of Sport [email protected]

45


CAREERS DEPARTMENT GUIDANCE TO HELP YOU WITH THE DECISION MAKING PROCESS

Choosing GCSE subjects

Grades available at GCSE

A* A B C D E F G

(with the exception of English which is graded 1-9)

If a candidate fails to gain sufficient marks to merit a grade G, the result is

shown as U (unclassified).

Candidates going on to study the International Baccalaureate programme

in the Sixth form need to take a balanced package of GCSE courses

including a Humanities subject and a foreign language in their option

choices. To take a subject at IB Higher level a grade B at GCSE is required

at a minimum, although for Mathematics an A would be necessary. To take

a subject at IB Standard level a minimum of a C grade would be necessary.

The IB package requires 3 subjects at Higher level and 3 subjects at

Standard level.

Candidates choosing to do A Level ought to gain grades A* to C in a wide

range of subjects at GCSE. It would be unwise to start an A-level course if

a student had taken that subject at GCSE and failed to achieve a grade C

or higher. Many teachers would prefer a candidate to have achieved grade

B or higher at GCSE before starting that subject at AS and A2 level.

Grades A* to C at GCSE are the yardstick for entry to university. In

addition to the conditions universities impose at A level, many universities

would expect high profiles at GCSE; grades A*, A or B, for some courses.

English Language and mathematics are particularly important.

There are many factors which should be taken into account when

considering GCSE choices and you should try to keep open as many

options as possible because your choice of subjects will have implications

for your choice of subjects that you can take in the Sixth Form as well as

your degree course at university and your future career. This is especially

important for science subjects. These implications are some of several

46


factors that should be taken into account when making your choices. The

information below is to make you aware of what these implications are.

The Sciences at University

If you are thinking of applying for courses such as Biology, Zoology,

Botany (the so-called ‘life sciences’) Chemistry at IB Higher Level or

A Level A2 is essential. Biology as a single science does not keep the

door to Sciences in higher education open. Furthermore, there is some

evidence that many find Biology especially hard if it is not accompanied

by Chemistry. As much as Chemistry and Biology are a ‘natural’ pair, so

are Physics and Maths. For medicine and vetinary science Chemistry and

Biology are essential at A Level, as is a very strong GCSE profile.

If you are contemplating Engineering you should study Physics and Maths

at Higher or A2 Level. For Chemical Engineering you would obviously

need Chemistry as well or possibly in place of Physics. A very restricted

number of Engineering Departments may accept applicants achieving

a high grade in Maths at Standard Level, accompanied by good scores

in Physics and Chemistry at Higher Level. To read Physics or a Physics

related degree you also generally need Maths and Physics at Higher or A2

Level.

The Humanities at University

If you think that you may wish to read a single Humanities subject at

university it is recommended that you do it at IB Higher Level or A Level

A2 if possible. Given the drift away from single honour degrees towards

combined and modular degree courses the conditions of entry may

become less stringent unless English is one of your chosen subjects.

Good results, in whatever subjects (and even Science subjects would be

acceptable), are what is needed.

The Social Sciences at University

Entry to the Social Sciences, e.g. Politics, Psychology, Sociology,

Economics, Business Studies, etc., can be even more flexible provided

applicants have a strong GCSE performance and are predicted higher

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grades at sixth form. The absence of any preconditions undoubtedly

contributes to the intense competition for entry to many of these courses.

Some high demand departments of Economics look for Maths at IB Higher

Level, some for a good GCSE performance in Maths and a willingness to

study further. For some Psychology courses a science or Maths is needed

and will always be advantageous.

gcse igcse options - box hill school for parents |...

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