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(I)GCSE COURSES2017-2019

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INTRODUCTION: THE KEY STAGE 4 CURRICULUM

Our Key Stage 4 curriculum seeks to develop the foundations of Key Stages 2 and 3, creating deeper knowledge and a development of skills across a broad range of subjects as chosen by the pupils. This range of subjects should be academically challenging, relevant and varied whilst providing a springboard for further education. Key Stage 4 (KS4) refers to the period covered by Years 10 and 11. GCSE and IGCSE examinations are sat at the end of Key Stage 4, which is why we refer to KS4 examinations in this document.

Both GCSE and IGCSE are referred to across our course outlines, this is due to the fact that as an international school we aim to embrace both our British roots and the context in which we exist. GCSE refers to the General Certificate of Secondary Education, the benchmark of the British curriculum for 14-16 year olds, and the standard to which all pupils will work. The IGCSE refers to courses that equate to the same standard as GCSEs but offer an international context to the content and skills required. Both GCSE and IGCSE are recognised globally and are assured to be of the same standard by the regulators within the UK.

All pupils must work exceptionally hard to meet the rigours of this challenging programme. They must demonstrate a committed attitude, diligent work ethic and a highly honed set of organisational skills. They should also be willing to become independent learners determined to succeed and fulfil their potential, ready to question critically, go that extra mile and be proud Shirburnians.

The IGCSE and GCSE programmes encourage learner-centred and enquiry-based approaches to learning; and they develop learners’ skills in creative thinking, in enquiry and problem-solving, giving pupils excellent preparation for the next stage of their education. Heads of Department have chosen carefully between the IGCSE and GCSE courses to ensure that the qualification best suits the learners at Sherborne Qatar and will ensure that each child has the opportunity to reach their potential.

Pupils who begin their KS4 courses in the academic year 2017– 2018 will sit their KS4 examinations in May and June 2019.

Entry to our Key Stage 4 courses does not guarantee entry to our Key Stage 5 (AS and A-level) courses. These will be dealt with on a case by case basis, but we would expect pupils to achieve a minimum of 5 A*-C grades or equivalent at KS4, including Maths and English, plus a B grade minimum or equivalent at KS4 in their chosen AS or A-level subjects or in prerequisite courses.

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FOR PARENTS

You have a key role in the options process and by working together effectively between home and the school, we can ensure that our pupils make the very best choices for their future success. Getting the right combination of subjects is crucial at this stage. The actual process of choosing options is a learning experience that emphasises both independence and collaboration. It makes pupils think about who they are now and who they want to be. This is both challenging and exciting. Examination results change lives and open doors. Being both aspirational and realistic is a tricky but crucial balance.

FOR PUPILS

Over the next few weeks you will need to make some important decisions about your Key Stage 4 (Years 10 and 11) options. There will be support for you as you make these important decisions; information will be provided for you in lessons and tutor time, and there will be opportunities for you to discuss your choices with subject and form tutors. Options information will also be available online for you to look at in your own time. Think carefully about the choices you make.

*Please be aware that the courses detailed in this booklet are correct at the time of going to print and are subject to change in line with examination board modifications.


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CHOOSING SUBJECTS

The KS4 curriculum combines a core of compulsory subjects and a range of optional subjects selected from a range of groups. Pupils will study seven to ten (I)GCSEs and it is important to recognise the need for a sensible workload, one that is appropriate to the pupil’s abilities.

Pupils might have difficulty deciding which subjects to choose and might be reluctant to opt for one course at the expense of another. Therefore, they should consider a number of factors:

• content – a summary of each course can be found later in this booklet. It is important to match pupils’ interests and abilities, checking the workload so that pupils are not overloaded. Discussion with teachers is recommended if there is doubt.

• balance and breadth – it is important to keep options for the future as open as possible at this stage. Whilst a particular career might be uppermost in a pupil’s mind now, a lot can change over the coming years.

• interest – this must be in the subject and should not be determined by the likeability factor of a particular teacher. Whilst it is hoped that the teaching staff will remain unchanged over the course of the two years, it is not possible to guarantee that a particular teacher will be responsible for a particular subject or group. Success in a subject, coping with the current demands and enjoying it are all positive indicators.

• strengths or talents – where pupils have particular ones – be they practical, numerical, creative, expressed orally in in writing – they are likely to have a greater confidence in their ability to succeed and those subjects might lead to interests at a higher level.

Pupils should make their choices based on a combination of these factors, but choose ultimately what gives them the greatest chance of success.


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OPTIONS STRUCTURE

Core subjects There are a total of THREE core subjects that are to be taken, in each one the pupils will be guided as to the most appropriate course to follow.

CORE 1: All pupils must study English or English as a second language. Those who study English will also study English literature. This will be a decision taken by the school based upon attainment in Key Stage 3.

CORE 2: All pupils must also study mathematics – some pupils may be invited to take on the further mathematics qualification in addition to the GCSE.

CORE 3: All pupils will take either combined Science (which is a double award and counts for two IGCSE grades) or triple science (biology, chemistry and physics, which count for three IGCSE grades). This will be a decision taken by the school based upon attainment in Key Stage 3.

*The option to take triple science will mean that a further option is utilised.

NB All Qatari pupils are required to study both Arabic and Islamiyat.

Option subjectsAll pupils must choose one subject from each of the remaining groups as denoted by the columns, in this it is expected that pupils take a language. A subject can only be studied in one group and choices must be taken from the columns provided. Please see the additional sheet for the option blocks.


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ENGLISH LANGUAGE GCSE English language is designed on the basis that pupils should read and be assessed on high-quality, challenging texts from the 19th, 20th and 21st centuries. Pupils will draw upon a range of texts as reading stimulus and engage with creative as well as real and relevant contexts. Pupils will have opportunities to develop higher-order reading and critical thinking skills that encourage genuine enquiry into different topics and themes. Pupils will be able to demonstrate a confident control of standard English and write grammatically correct sentences, deploying figurative language and analysing texts.

For GCSE English language, pupils should:

• 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• 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

Paper 1: Explorations in Creative Reading and Writing

Paper 2: Writers’ Viewpoints and Perspectives

Section A: Readingone literature fiction textSection B: Writingdescriptive or narrative writing

Section A: Readingone non-fiction text and one literary non-fiction textSection B: Writingwriting to present a viewpoint

Assessedwritten exam: 1 hour 45 minutes80 marks50% of GCSE

Assessedwritten exam: 1 hour 45 minutes80 marks50% of GCSE


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ENGLISH LITERATUREThis is only for those studying English language

GCSE English literature encourages pupils to develop knowledge and skills in reading, writing and critical thinking. Through literature, pupils have a chance to develop culturally and acquire knowledge of the best that has been thought and written.

For GCSE English literature, pupils should:

• 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.

Paper 1: Shakespeare and the 19th-century novel

Paper 2: Modern Texts and Poetry

How it’s assessedwritten exam: 1 hour 45 minutes64 marks40% of GCSE

How it’s assessedwritten exam: 2 hour 15 minutes96 marks60% of GCSE

QuestionsSection A Shakespeare: pupils will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole.Section B The 19th-century novel: pupils will answer one question on their novel of choice. They will be required to write in detail about the extract and then to write about the novel as a whole.

QuestionsSection A Modern Texts: pupils will answer one essay question from a choice of two on their studied modern prose or drama text.Section B Poetry: pupils will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster.Section C Unseen Poetry: pupils will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

All assessments are closed book: any stimulus materials required will be provided as part of the assessment.


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ENGLISH SECOND LANGUAGE The aims of English second language are to:

• develop the ability to use English effectively for the purpose of practical communication;

• form a sound base for the skills required for further study or employment using English as the medium;

• develop an awareness of the nature of language and language-learning skills, along with skills of a more general application; promote pupils’ personal development.

AssessmentPaper 1 (Core) or Paper 2 (Extended)1 hour 30 minutesReading and writingEligible for grades C-G or equivalent70% of marks

2 hoursReading and writingEligible for grades A*-E or equivalent70% of marks

In addition toPaper 3 (Core) or Paper 4 (Coursework)30-40 minutesListeningEligible for grades C-G or equivalent30% of marks

45 minutesListeningEligible for grades A*-E or equivalent30% of marks

In addition toComponent 5 or Component 610-12 minutes OralEndorsed by the school

Oral courseworkEndorsed by the school

ContentPupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and texts studied throughout the course.


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MATHEMATICSThe aims of mathematics are to:

• develop their knowledge and understanding of mathematical concepts and techniques

• acquire a foundation of mathematical skills for further study in the subject or related areas

• enjoy using and applying mathematical techniques and concepts, and become confident to use mathematics to solve problems

• appreciate the importance of mathematics in society, employment and study.

AssessmentPaper 1 (Core) or Paper 1 (Extension)1 hour 30 minutes80 marksGrades 1 - 550% of marks

2 hours100 marksGrades 4 - 950% of marks

In addition toPaper 2 (Core) or Paper 2 (Extension)

1 hour 30 minutes80 marksGrades 1 - 550% of marks

2 hours 100 marksGrades 4 - 950% of marks

The assessments contain a mix of question styles, from short, single mark questions to multistep problems.

The mathematical demand increases as a student progresses through the paper.

Content • Number • Algebra • Geometry and measures • Probability and statistics

As a member of the Year 10 Set 1 cohort pupils will be sitting two mathematics courses in the two years rather than one. They will be sitting a Further Mathematics qualification in addition to Mathematics.


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FURTHER MATHEMATICSThe course will be delivered in conjunction with the IGCSE mathematics Higher course. With this in mind, pupils will need to understand

• they are undertaking two mathematics courses beginning at the start of Year 10

• they will not be able to opt out of either course during the course• both courses will be tested at the end of Year 11• no IGCSE mathematics will be sat during any earlier examination period

The aims of the further mathematics course are to

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

2. develop the skills and methods that will become vital during A ‘Level mathematics

3. prepare pupils who are planning to aim for A* grades at A ‘Level mathematics.

AssessmentPaper 1 Paper 2 1 hour 30 minutesGrades A* (with Distinction) to CCalculators are not permittedThe paper will contain questions from more than one section of the specification content and the solution of any question may require knowledge of more than one section of the specification content.40% of total score70 marks

2 hoursGrades A* (with Distinction) to CCalculators are permittedThe paper will contain questions from more than one section of the specification content and the solution of any question may require knowledge of more than one section of the specification content.60% of total score105 marks

Content• Number• Algebra• Co-ordinate Geometry• Calculus• Matrix Transformations


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COMBINED SCIENCE The aims are to encourage pupils to be inspired, motivated and challenged by following a broad, coherent, practical, and worthwhile course of study. It encourages pupils to develop their curiosity about the living world, to engage with chemistry in their everyday lives and to make informed choices about further study in physics and related disciplines.

AssessmentBiology (Paper 1) Chemistry (Paper 2) Physics (Paper 3)

1 hour 45 minutes written paper.



Content from any part of the biology section may be assessed

Content from any part of the chemistry section may be assessed

Content from any part of the physics section may be assessed

Structured and open questions.100 marks.Approximately 33% of marks.



ContentBiology: Organisation, Bioenergetics, Ecology, Organisms interaction with the Environment, Inheritance, Variation and Ecology.

Chemistry: Atomic structure and Periodic Table, Structure ,bonding and the properties of matter, Metals, Chemical analysis, Acids, bases and salts, Periodicity, Energy changes, Organic chemistry.

Physics: Forces and their effects, Energy, Waves, Particle model of matter, Electricity and magnetism, Generating, distributing electricity and household use, Nuclear physics, Space physics.


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TRIPLE SCIENCES

IGCSE BIOLOGY, IGCSE CHEMISTRY, IGCSE PHYSICS

The aims of the triple sciences are the same as the combined double award, however pupils will study each subject in more detail building a stronger base for progression to A level science.

Assessment.Biology (Paper 1 and 2) Chemistry (Paper 1 and 2) Physics (Paper 1 and 2)2 papers of 1 hour 30 minutes.

2 papers of 1 hour 30 minutes.

2 papers of 1 hour 30 minutes.

Content from any part of the biology specification.

Content from any part of the chemistry specification.

Content from any part of the physics specification.

Structured and open questions.90 marks per paperEach paper worth 50%.



ContentBiology: Organisation, Bioenergetics, Ecology, Organisms interaction with the Environment, Inheritance, Variation and Ecology.

Chemistry: Atomic structure and Periodic Table, Structure ,bonding and the properties of matter, Metals, Chemical analysis, Acids, bases and salts, Periodicity, Energy changes, Quantitative Chemistry, Rates and Extent of chemical change, Organic chemistry.

Physics: Forces and their effects, Energy, Waves, Particle model of matter, Electricity and magnetism, Generating, distributing electricity and household use, Nuclear physics, Space physics.

*NB This takes up an additional option.


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ARABIC (GCSE)The aims of the Arabic course are to enable pupils to develop:

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

Arabic is spoken

Assessment Foundation tier – Instructions are mainly in EnglishUnit 1 – Listening & understanding

Unit 2 – Speaking in Arabic

Unit 3 – Reading & understanding

Unit 4 – Writing in Arabic

35 minutes25% of marks

7-9 minutes per oral exam25% of marks

50 minutes25% marks

1 hour 15 minutes25% marks

Higher tier – Instructions are mainly in ArabicUnit 1 – Listening & understanding

Unit 2 – Speaking in Arabic

Unit 3 – Reading & understanding

Unit 4 – Writing in Arabic

45 minutes25% of marks

10-12 minutes per oral exam25% of marks



ContentPupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and texts studied throughout the course.

Broad topics covered:

1. Identity and culture 2. Local area, holiday and travel 3. School 4. Future aspirations, study and work 5. International and global dimension.


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ARABIC (IGCSE)The IGCSE Arabic (First Language) aims are to enable pupils to develop:

• their ability to read, understand and respond to material from a variety of sources

• their ability to communicate accurately in writing, matching style to audience and purpose

• their understanding of the structure and variety of language • further their personal development, and an understanding of themselves

and the world around them • an appreciation of the richness, beauty and diversity of the Arabic

language

Assessment Paper 1 Paper 22 hours and 15 minutes3 questions based on:Reading (short based comprehension)Writing (summary of a given text)Grammar (usage of language)70% of the marks

1 hour and 30 minutes2 pieces of continuous writing30% of the marks

ContentThe qualification encourages reading of both contemporary and classical Arabic, fiction and non-fiction and also tests language awareness and usage assessed through grammatical exercises.

• Broad topics covered: • Customs and traditions• The media• Freedom and democracy • Problems facing the Arab community• The role of youth in the renaissance of the community


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FRENCHThe aims of the French course are to enable pupils to develop:

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

French is spoken

AssessmentUnit 1 Listening Unit 2 Speaking Unit 3

Reading and Understanding

Unit 4 Written

40 minutes (Foundation)50 minutes (Higher) Externally marked 25% of overall marks

7-9 minutes (Foundation)10-12 minutes(Higher)One speaking examExternally marked 25% of overall marks

45 minutes(Foundation)60 minutes(Higher )Reading and Understanding in FrenchExternally marked25% of overall marks

70 minutes (Foundation)80 minutes (Higher)3 Open response questions (Foundation)2 Open response questions (Higher)One translation into French25% of overall marks

ContentPupils must demonstrate a range of key skills in reading, writing, speaking and listening using a variety of techniques and texts studied throughout the course. A strong grammatical base is required.


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SPANISH The aims of the Spanish course are to enable pupils to develop:

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

Spanish is spoken

AssessmentUnit 1 Listening Unit 2 Speaking Unit 3

Reading and Understanding

Unit 4 Written

40 minutes (Foundation)50 minutes (Higher) Externally marked25% of overall marks

7-9 minutes (Foundation)10-12 minutes(Higher)One speaking examExternally marked25% of overall marks

45 minutes(Foundation)60 minutes in total(Higher )Reading and Understanding in FrenchExternally marked25% of overall marks

70 minutes (Foundation)80 minutes (Higher)3 Open response questions (Foundation)2 Open response questions (Higher)One translation into SpanishExternally marked25% of overall marks

ContentPupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and texts studied throughout the course. A strong grammatical base is required.


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ART, CRAFT AND DESIGN The aims of the art course are to encourage pupils to:

• develop – their work through investigations informed by other artists, movements demonstrating cultural awareness

• refine – experiment with a range of different materials, resources and media adapting and modifying ideas

• record – ideas, observations relevant to their theme and intentions in a visual form

• present – a personal informed and meaningful response, realising intentions to produce a thoughtful final outcome

AssessmentUnit 1: Coursework Unit 2: Externally Set Assignment

(Exam)60% weighting set by the centre and assessed by the centre.Coursework consists of a portfolio, sketchbook development and final outcomes.

40% of weighting set by the exam board, marked by the teacher and assessed by the moderator.The exam consist of preparatory work including portfolio work, sketchbook and a final exam piece.

ContentCourse workAll the coursework is set by the centre and marked by the centre. Pupils will work from a broad theme whilst learning new techniques and experimenting with new materials. Pupils get to explore a range of mediums from 2D to 3D, including (printing, mixed-media, painting and drawing, photography, sculpture and textiles). Throughout the course pupils are expected to work in their sketchbooks, gathering visual research, recording their ideas in a visually exciting way which supports their final outcomes at the end of the course. Pupils are expected to complete at least 2.5 hours of homework each week.

Externally Set AssignmentThe Art exam is 10 hours long and split over 2 days, it is set by the exam board. During the month of February the exam themes are issued and work on the second unit in the form of supporting studies is expected to take place. Pupils are to complete a sketchbook and other preparatory studies before their final piece is completed with the sustained study period of 10 hours. Pupils are assessed by the above criteria which is used for both Unit 1 and Unit 2.


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BUSINESS STUDIESBusiness studies is a two year course assessed by a single, two hour external examination. The course contains the following elements:

Business activity and the changing environmentThis examines the objectives of businesses, the changing environment and the criteria for judging success. The focus is on the importance of having clear business objectives and how the business environment provides opportunities for, and imposes constraints upon, the pursuit of those objectives.

Human Resources This looks at people in organisations focusing on their roles, relationships and management in business.

Accounting and FinanceThis explores the use of accounting and financial information as an aid to decision making.

Marketing This focuses on identifying and satisfying customer needs in a changing and competitive international environment.

ProductionThis examines the way organisations use and manage resources to produce goods and services.

Why Business Studies?Business studies is not going to turn anyone into a successful entrepreneur, anyone with that kind of drive and imagination may very well be on that path already. What it will do is give you a wide range of skills and experience that will help you in your future career and personal decision making.

Business studies will give you the tools that you will need to make effective decisions in a business environment. You will be familiar with how a modern business makes decisions on a day to day basis.

In terms of further study, business studies is a good complement to many other areas of study such as sociology and geography. It is difficult to imagine any career or study path where an understanding of business decision making would not be advantageous. All organisations face difficult choices about how to use limited resources. Business studies pupils understand this and have the ability to make those difficult decisions. In addition business studies gives pupils a clear understanding of how business activities impact on their lives as an employee and a consumer. This means they can make better decisions as informed and empowered individuals.


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COMPUTER SCIENCE Computer science aims are to enable pupils to:

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

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

• think creatively, innovatively, analytically, logically and critically• understand the components that make up digital systems, and how they

communicate with one another and with other systems• understand the impacts of digital technology to the individual and to

wider society• apply mathematical skills relevant to computer science.

AssessmentPaper 1: Principles of Computer Science Written externally assessed examination: 2 hours Multiple-choice, short open-response and extended open-response answer questions50% of the qualification Paper 2: Application of Computational ThinkingWritten and practically assessed external examination: 3 hoursPractical application of computational thinking in a computer roomMultiple-choice, short open-response and extended open-response answer questionsCreate, use and adapt program codes and algorithms to solve problems50% of the qualification

ContentConstants, variables and data types, Structures, Program flow control, Procedures and functions, Pseudocodes, Error handling, Handling external data, Computer structure, Systems, Truth Tables, Binary and Data Representations Hardware, CPU (Central Processing Unit) Algorithms, Application testing, Networking, Client server, Web application concepts, Use of external code sources, Database concepts, Query methods (SQL), Emerging trends in computer technologies.

Computer science is a very rigorous course that has a minimum grade requirement of level 6b in ICT at the end of Year 9. Please speak to your ICT teacher and Mr Ranglall if you are unsure about this course.


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DRAMAThe aims of drama are to enable pupils to:

• build confidence, creativity, imagination and problem solving skills• contribute to teamwork, leadership, communication and collaboration

with sensitivity• make, perform and respond to theatre using a variety of styles of

presentation• reflect on and evaluate their own work and that of others• explore performance texts, understanding their social, cultural and

historical context, including the theatrical conventions of the period in which they were created

• develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice

• choose a design skill route, focusing on set, make-up, costume and artistic design presentation assessment instead of performing in components 1 and 2

• adopt knowledge of the arts, aesthetics and world theatre styles

AssessmentComponent 1 Component 2 Component 3Devising40% of qualification1) A 1500–2000 word portfolio covering the creating and developing process and analysis and evaluation of this process A devised performanceDesigner route option

Performance from Text 20% of qualificationPupils will perform or design two key extracts from a performance text Performance/design realisation covering both key extracts Designer route option

Theatre Makers in Practice 40% of qualification1 hour 30 minute written examination Practical exploration and study of one complete performance textLive theatre evaluation

Content:• Drama mediums, strategies, elements and design• Theatre styles and practitioners• Behaviour in groups• Devising improvised work• Performing from and exploring scripts• Studying play texts in context• Evaluating live theatre

Pupils will be expected to pay for trips to attend evening theatre performances generally once a term.


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GEOGRAPHY The aims of geography are to encourage pupils to be:

• confident in working with information and ideas• responsible for themselves and respectful of others• reflective, independent learners• innovative and equipped for future challenges

We also encourage pupils to develop:

• an awareness of global issues and recognise the need for a sustainable future

• appreciate that people have different views of, and attitudes to, the world, its environments and its issues

• an appreciation that people have different views of, and attitudes to, the world, its environments and its issues

• an appreciation of geography as dynamic and in continuous change

AssessmentExaminationsplit into 4 sections: A, B C and D3 hours100% of marks

ContentSection A: The Natural Environment (River environments, coastal environments, hazardous environments) Section B: People and their Environments (Economic activity, ecosystems and rural environments, urban environments) Section C: Practical Geographical Enquiry skills (related to the investigation of topics from Sections A and B) Section D: Global Issues (a choice of fragile environments, globalisation and migration, development

and human welfare)*NB There will be two compulsory field visits within Qatar in Year 10 and Year 11.


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HISTORY The aims of history are to encourage pupils to:

• stimulate interest in and enthusiasm about the past• acquire knowledge and understanding of selected periods and/or

aspects of history • be confident in exploring the significance of historical events, people,

changes and issues • use historical sources critically, in context, recording significant

information and reaching conclusions • organise and communicate their knowledge and understanding of

history • draw conclusions and make historical judgements• provide a sound basis for further study and the pursuit of personal

interest• encourage international understanding• encourage the development of linguistic and communication skills

AssessmentPaper 1 Paper 2 2 questions on the two depth studies 1 hour and 30 minutes50% of marks

Two Source based questions 1 hour and 30 minutes50% of marks

ContentThe focus is on the international history of the 20th Century

Paper 1 Depth Studies: Development of dictatorship: Germany, 1918-45, and

A divided union: Civil Rights in the USA 1945-74

Paper 2 Historical Investigation:

• Part A The USA, 1918 – 41• Part B The changing role of international organisations: The League of Nations

and the UN 1919 – c 2011


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INFORMATION AND COMMUNICATION TECHNOLOGY

The aims of ICT are to:

• explore how digital technology impacts on the lives of individuals, organisations and society

• learn about current and emerging digital technologies and the issues raised by their use in a range of contexts by the individuals and organisations

• develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice

• broaden and enhance their ICT skills and capability• work with a range of digital tools and techniques to produce effective

ICT solutions in a range of contexts• learn how to reflect critically on their own and others’ use of ICT and how

to adopt safe, secure and responsible practice.

AssessmentPaper 1: Written paper

Externally assessed1 hour 30 minutes written examinationMultiple choice, short and longer answer questions50% of marksPaper 2: Practical paper

Externally assessed3 hours practical assignmentBased on computer and software skills50% of marks

ContentDigital Devices, Connectivity, Operating Online, Online Goods and Services, Application of ICT, Software Skills, Web Designing, Word Processing, Graphics Design, Spreadsheet, Database Management, File Management


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ISLAMIYAT

The aims of Islamiyat are to develop:

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

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

• familiarity with the Qur’an and Hadith in Arabic

AssessmentPaper 12 hour 30 minutes3 sections; pupils answer one question from each section 100% of marks

ContentThe qualification covers a wide range of topic which gives the pupils an excellent grounding in their religion.

Topics covered: • The history and importance of the Qur’an and its major themes• The life and teachings of the Prophet Muhammad, peace be upon him• The chief features of the early Muslim community• The core beliefs and practices of Islam• Living the Muslim life today


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MUSIC This course encourages pupils to:

• develop their own musical interests and skills including the ability to make music individually and in groups and to use music technology

• evaluate their own and others’ music• understand and appreciate a range of different kinds of music• actively engage in the process of music study in order to develop as

effective and independent learners and as critical and reflective thinkers with enquiring minds

AssessmentUnit 1 Unit 2 Unit 3 Unit 4Listening and Appraising20% of total mark

Composing and Appraising20% of total mark

Performing Music40% of total mark

Composing Music20% of total Mark

ContentThe specification content is defined by five Areas of Study and underpinned by three Strands of Learning.The five Areas of Study (AoS) are:

• AoS1 Rhythm & Metre • AoS2 Harmony & Tonality • AoS3 Texture & Melody • AoS4 Timbre & Dynamics • AoS5 Structure & Form

They will be explored through the three strands:

• The Western Classical Tradition• Popular Music of the 20th & 21st centuries • World Music

Proficiency in reading and writing musical notation is required for a successful completion of the course however, it is not a pre-requisite. Pupils are required to join a school run instrumental program in order to fulfill the criteria for ensemble performance and develop instrumental skills.


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PHYSICAL EDUCATION The aims of physical education are to:

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

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

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

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

• enable pupils to develop their ability to engage independently and successfully in different

• types of physical activity, and to develop and maintain their involvement in physical activity as part of a healthy, active lifestyle.

AssessmentPaper 1 Paper 2

Based on core contentI hour 45 minutes60% of marks

Coursework3 practical components and 1 analysis of a practical40% of marks

ContentThe GCSE in physical education requires pupils to develop their knowledge and understanding of physical education and physical activity, in relation to balanced health lifestyles, including:

• how, and why, people take part in physical activity, physiological and psychological

• exercise and fitness• personal health and wellbeing.

Pupils will also develop their knowledge in relation to performance in physical activity.

In addition, the GCSE in physical education requires pupils to develop their knowledge and understanding of how a healthy, active lifestyle contributes to the growth and development of body systems, and structures (including the cardiovascular, muscular, respiratory and skeletal systems), as well as general and psychological wellbeing.


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HOW TO MAKE YOUR CHOICE OF OPTIONS

Read the Booklet

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

subjects on offer will match these

Discuss your ideas with parents and

teachers

• Make use of the parents’ meeting• Be prepared to change your mind based on the

advice of parents and teachers

Fill in the options form and return it

to your tutor

• Make sure you list your choices in order of preference

• Make sure you and your parents sign the forn• Return the form by Sunday 15th January 2017

Options process

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

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


32 33

SOME FREQUENTLY ASKED QUESTIONS

How many subjects can my child study?Please select one subject from each column. Where there are several subjects in the same column, please indicate a first and second choice. Please note that in some cases, when deemed necessary, pupils will be offered English support in place of a GCSE option.

Can my child take both English and Arabic?This is possible and these are separate Key Stage 4 subjects.

What is the difference between English language and English second language?English language is suitable for native speakers or those with extremely good second language ability. English second language is accepted as an indication of proficiency in English.

Can my child study all three sciences?All pupils must study all three sciences; biology, chemistry and physics.

We offer coordinated science, which is a combination of biology, chemistry and physics. Pupils are entered for a double award in science, which is the equivalent of two IGCSEs. Some pupils will be guided to study triple sciences (biology, chemistry and physics, each examined as separate IGCSE subjects).

What happens if not enough pupils choose a particular subject?We reserve the right to close an option if too few pupils have chosen it. However, this step will only be taken in extreme circumstances. If this is necessary, we will inform those parents whose children are affected.

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

What happens if my child changes his or her mind in the coming weeks?We will do all that we can to accommodate any changes of mind, but if a particular class is already full then the change will not be possible.


Tel: +974 4459 6400 | www. sherborneqatar.org | [email protected]

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