GCSE OPTIONS BOOKLET

GCSE OPTIONS

WELCOME FROM HEAD OF SECONDARY

Welcome to the start of the GCSE journey at Amity International School. Where your choices begin to shape your future.

What are GCSEs?

The General Certificate of Secondary Education (GCSE) is one of the world’s most popular qualifications. GCSEs provide our students with the perfect platform to acquire, develop and enrich the skills, knowledge and understanding needed for an exciting future. GCSEs are taught over 2 years and at the end of Year 11, students sit external examinations in all their subjects. GCSEs will be the first formal results our students will receive, and the first step on their journey to Post-16, university qualifications and their future career.

Our Curriculum

We offer a broad and balanced curriculum, ensuring the study of academic core subjects but also offering career defining and creative subjects to prepare our students for the next steps in their educational and vocational journey. We are aware that we are preparing students for future careers that do not currently exist as well as the more traditional and well-known occupations, and with that in mind, we believe that our curriculum will enable them to shape their extraordinary futures.

Subject Choices

Having studied a wide range of subjects in Years 7 and 8, it is now time for our Year 9 students to choose the subjects they would prefer to study for their GCSEs. This is an exciting step in each student’s education and one for which they need to be fully informed. In this guide, you will find information about the compulsory and optional subjects. As you read the information, we encourage students to choose subjects that they enjoy, and also to carefully consider which subjects they perform best in and which they may need for potential career paths.

Options Evening

To help in decision making we are pleased to be holding an Options Evening where we will showcase our curriculum and you will be able to speak to each department to find out more about the subject they are offering and to answer any questions. We hope that you find this booklet helpful and informative in guiding your decision making and if you have any queries, please do not hesitate to talk to us.

Mr David Slade Head of Secondary

ADVICE FROM THE DEPUTY HEAD ACADEMIC

You have reached an exciting point in your educational path! For the first time in your academic career, you have some choice in what you will study at school; these decisions are exciting and important in equal measure. Some students will find their choices challenging while others will find it simpler. We advise you to choose a mixture of subjects across the curriculum that ensures you have a broad set of subjects. Choose what you enjoy and have a genuine interest in, so that you are more likely to succeed. Consider the range of skills and knowledge across a spectrum of subject areas that stands you in good stead for post-16 studies. In choosing your GCSE subjects, here are some points to think carefully about and discuss with your family:

-What do I enjoy?

-What am I good at?

-What do I require for future A Level or BTEC choices and beyond?

-Do I have a balance of subjects that demonstrates a wide skill set?

-Have I made the most informed decisions that I can?

-Does the specification look engaging?

We strongly recommend that students take a broad range of subjects to ensure a balanced curriculum that increases their options and opportunities later down the line. Many thirteen- and fourteen-year-olds have no fixed ideas as to what they want to do as a career, so it is important to be flexible with your choices. To this end, we suggest, where possible for your options, that you choose a Language, a Humanity, an Art, and a fourth free choice. We are on hand to offer as much support and guidance as is needed so please do reach out to us, speak to your subject teachers, speak through your options with your tutor, attend Options Evening with your parents, and sign up to taster classes, and of course ask questions about the prospective courses. We firmly believe that an effective education is one where we work as a partnership, so please do reach out if you need any support so that we can ensure you are on the path to success at GCSE.

Mr Olly Lewis Deputy Head Academic

ADVICE FROM THE DEPUTY HEAD PASTORAL

The GCSE years mark an exciting phase full of opportunities for personal growth, learning, and selfdiscovery. Embrace this stage of your education with enthusiasm, dedication, and a willingness to explore uncharted paths. Amity International School places the utmost importance on fostering resilience and prioritising our students' mental health, well-being, and happiness. These aspects lay the foundation for achieving the best academic outcomes. In an environment that emphasises high achievements, it is vital to possess resilience, a willingness to embrace failure, and the drive to improve by repeatedly trying your best to succeed. Individual successes should be cherished and celebrated regardless of their nature or magnitude. We are incredibly proud of our exceptional Co-curricular programme, which is designed to provide students with opportunities to develop essential social, intellectual, and moral skills. Our Co-curricular activities play a pivotal role in enriching students' learning experiences. They stimulate creative thinking, enhance social and organisational skills, nurture interests and talents, and provide a well-deserved respite for students to engage in activities they genuinely enjoy. Students will improve their confidence and self-esteem by actively participating in Co-curricular activities, particularly those that resonate with their passions. In addition, research has shown that regular physical activity promotes better concentration, memory, and cognitive function, enhancing learning abilities. We encourage students to step outside their comfort zones, expand their horizons, and embrace new activities that challenge and inspire them.

Engaging in Co-curricular activities not only enhances students' soft skills and personal growth but also strengthens their university applications. Being able to show a range of diverse interests and abilities beyond their academic accomplishments could be the difference to a college or University place. Furthermore, involvement in school leadership roles and student council initiatives demonstrates how students utilise their time at school and showcases their leadership potential. At Amity International School, we are committed to providing a holistic education that develops the complete student. Throughout the coming years, we will support and guide you every step of the way to help you become the kind of adult you aspire to be.

Mr Lewis Baillie Deputy Head Pastoral

ADVICE FROM CAREERS & UNIVERSITY GUIDANCE COUNSELLOR

Choosing what to study for GCSEs can feel overwhelming, but have no fear! This guide will help you make the right choice.

Check what’s available

There are subjects you have to study, like English, maths, and science. Your optional subjects might be grouped by the school timetable.

Consider your interests and skills:

Once you know what’s on offer, ask yourself: What do I like studying? 1. What am I good at? 2.

Think about your skills and interests. If you enjoy robotics and are detail-oriented, computer science might be for you. If you love other cultures and accents, consider studying a foreign language.

Figuring out your strengths can be tough. Use the Unifrog Competencies tool and talk to teachers, friends, and family for their opinions. Attend our school's Options Evening to learn more about each subject.

Think about what you want to do next:

Some level 3 qualifications, jobs, apprenticeships, and university courses require specific subjects. For example, a career in film and TV might need media studies or art. If you’re interested in sports, you might need a background in different sports.

If you know your future career, check the Unifrog Careers library for entry requirements. If you’re unsure, don’t worry! Many jobs don’t have specific subject requirements, and you can always upskill with short courses or MOOCs.

Linh Nguyen Careers & Universities Guidance Counsellor

THE GCSE AND IGCSE CURRICULUM

The General Certificate of Secondary Education (GCSE) is a British academic qualification that is used as the principle means of assessing student attainment at the end of Year 11, upon the completion of a two-year programme of study.

The International GCSEs (IGCSEs) are global qualifications that are followed by schools worldwide, including the UK. Both qualifications are rigorous in their assessment and are recognised by universities, colleges and employers throughout the world.

Almost all GCSE qualifications are now graded 9 – 1, with 9 the highest possible grade. A Grade 4 is a standard pass at GCSE, but teachers will focus on supporting all students in achieving the highest possible grades. At Amity we follow qualifications offered by the Oxford AQA, Pearson Edexcel and Cambridge International examination boards.

As well as providing our students with a firm grounding in the core subjects of English, Mathematics, Sciences and Arabic, our Year 10 curriculum enables students to make subject choices which either maintain breadth or specialise according to their interest, preparing them for a variety of future study pathways.

THE CURRICULUM OFFERED AT AMITY

CompulsoryCoreCurriculum

The core curriculum studied in Years 10 and 11 includes core subject GCSEs as well as non-examined courses.

Mathematics

English Language and English Literature

English Literature (on guidance from Head of Department)

Sciences:

1.Triple Award Science (studied as separate subjects and credited as 3 individual IGCSEs)

OR

2.Combined Science (a combination of Biology, Physics and Chemistry credited as 2 IGCSEs)

Arabic (all students will take the Ministry of Education Arabic course in Year 10 and is opted for in Year 11)

Social Studies (until end of Year 10)

Moral Education (non-examined)

Physical Education, Games (non-examined)

Islamic Studies (compulsory for Muslim students only)

OptionalSubjects

In addition to the core subjects, students choose four subjects from the options listed below, plus a reserve option. Courses are run subject to sufficient interest and availabil subjects from the options listed below, plus a reserve option. Courses are run subject to sufficient interest and availability.ity.

PerformingandCreativeArts

Art – Fine Art and Graphic Communication

Art - Fashion and Textiles

Music

Drama

Design and Technology

ModernForeignLanguages

French

Spanish

Humanities

History

Geography

Travel and Tourism

ScienceTechnologyandSocialSciences

Computer Science

ICT

Business Studies

Psychology

Academic PE

DecisionNotes

There are several groups of subjects that we advise not to be taken together due to lack of subject diversity, namely:

Computer Science and ICT

Fine Art and Fashion and Textiles

In the case where students wish to study similar subjects, we advise that they speak to the Deputy Head of Curriculum.

EQUIVALENCY REQUIREMENTS

Equivalence with Ministry of Education Thanaweya Amma Certificate

The Ministry of Education (MOE) has outlined and updated specific requirements for students who have completed a British-style education here and plan to continue their Higher Education studies within the UAE at a later date or work in a government entity in the UAE after finishing their tertiary education. In order to do this, these students will need to obtain what is called ‘Equivalency’. This shows that the education that students have received at Amity is equivalent to the UAE Ministry of Education High School Certificate for school leavers.

In order to gain UAE High School equivalency, the following conditions must apply:

1. Mathematics

In Year 11 (Grade 10), students need to pass at least five I/GCSEs at grades A* - D or 9 - 3. The passes must include

English Language (First and Second Language) or English Literature

At least one Science (Physics, Chemistry or Biology) or Combined Science

The remaining two subjects passed must be from among those specified by the Ministry of Education as listed below. Arabic Language and Islamic Education are not qualifying subjects.

History

Geography

French

Spanish

Business Studies

Computer Science

Information & Communication Technology

Art and Design

Design and Technology

Psychology

2.All students seeking equivalency must complete Year 13 (Grade 12).

3.In Year 13, students need to pass two A levels from the list of Ministry of Education approved subjects at A*-D to attain General Level Equivalency. Arabic Language and Islamic Studies are not qualifying subjects.

4.Arab Muslim and Non-Arab Muslim students must additionally pass Islamic Education in Years 10-13, and Arab students must pass Arabic Language in Years 10-13.

5.EmSAT tests assess students’ skills and concepts in specific subjects, so they do not have a pass or fail mark, but some universities may require a minimum score for admission purposes.

6.Higher Education Institutes in the UAE ask for Equivalency as a condition of their offer

All Emirati and Arab students are strongly advised to seek equivalency. Students who are not from Arabic-speaking countries might want to seek equivalency in case they wish to work in the UAE or any of the Arab Gulf Countries. If a student’s family decides that a student will not follow courses that provide equivalency, their parent or guardian must sign a waiver relieving the school of any future liability to that effect.

Country Requirements

We urge all families to check local requirements and university requirements in their home countries, as some universities have a specific subject requirements for their courses. In addition, parents may wish to speak with our Careers and Higher Education Counsellor.

TIMELINE

AllstudentswillbegivenadviceaboutchoosingtheirGCSEoptionsandthedifferent subjectcoursesbytheirtutors,teachersandtheSecondaryLeadershipTeam.

Step1

Year9assemblyforstudentsfocusingoncareersandfuturepathways.

Step2

Year9GCSEOptionsEvening.

Step3

Student“taster”lessonsoccurthroughouttheweek.

Step4

GCSEOptionChoicesDeadline.

Ongoing

Throughout January and February students will have one-to-one meetings with the careers team to help guide them through the process of future pathways. PSHCME lessonswillalsohaveafocusonnextsteps,subjectchoices,andfuturepathways.

CONFIRMEDCHOICES

TimetablingwillbeginduringTerm2inthewhichtimetheOptionBlockswillbeset;this process informs staff recruitment and timetabling across the school. We cannot guaranteethatwewillbeabletoofferallchoices,althoughwewillendeavourtodoso! SubjectchoiceswillbeconfirmedlateTerm3.

WHAT IF I CHANGE MY MIND?

AftertheOptionsSubmissionDate

You should make an appointment with Mr. Lewis to discuss the change. There is no guarantee a change is possible, but we will do our best to support where changes can be made.

Afterthecoursehasstarted.

Occasionally students feel that they have made a mistake, which they realise after the course has started. In these circumstances, the student should first make an appointment with their tutor to discuss. It can be difficult to start a course after the beginning of term, so the school requires that any student requesting a change should speak to both the subject teacher of the subject they wish to drop and the Head of Department of the subject they wish to take up before submitting a formal request. The student will be required to meet with Mr. Lewis, who will make the final authorisation to change. Such authorisation will only be given if there are places still available in the teaching group required and on being satisfied that it is in the student’s best interest to make this change.

We expect students to make their final choices carefully and give each option a fair try before requesting a change. Any request for a change after the beginning of term will only be considered early in the first half term. This gives students time before the half term break to find out what work needs to be caught up and the half term break to catch up.

After the September deadline has passed, we consider it too late to start a new course, and expect all students to remain committed to the full two-year courses they have chosen.

ACOMMITMENTTOSTUDY

A commitment to study is essential to success. This means being organised and working hard in school and at home. Students can expect increased homework load during these two important years. All subjects and qualifications have elements of preparation work to be done at home. Universities and future employers throughout the world are keen to recruit people who can work hard, show determination and resilience, who can take responsibility for their work, and who can contribute to the community in which they live and work. It is therefore essential that students not only impress under scrutiny by means of their good grades but also that they continue to fully participate and excel in the cocurricular programme.

Good attendance at school is also vital to success. A quantitative statement regarding a student’s attendance is commonly a question on references for universities, employers and other schools. Research has shown a correlation between regular school attendance and success; a 10% drop in school attendance (c.18 days) missed in Years 10 and 11 is correlated with a drop in performance at GCSE by one grade or more.

Students are not permitted to drop subjects. The only instances where this could be allowed is with either more professional advice that may be in the form of medical or an educational review.

SUPPORT

We are proud of our pastoral support system, which ensures that every student benefits from a truly holistic experience. Students work closely with their tutor who supports them in their day-to-day life at Amity. Tutors ensure that each student makes the most of their academic journey, takes responsibility for their own learning and works effectively to meet their potential. Tutors help students plan their study time effectively, support them when they are finding courses challenging and encourage them to set challenging targets for progression. Our pastoral team works closely with tutors to ensure every student is known and supported.

Some students require additional support, this comes from our Inclusion team. This team supports students in achieving their academic potential, whatever their learning need. Through either short-term or long-term support plans, our qualified teachers build confidence and motivation in their students, so that they are better equipped to access the curriculum and life at Amity and beyond, more effectively.

EXAMINATION FEES

Examination fees are payable upon confirmation of the examinations being taken by the student. Parents will be invoiced by the school usually in February of Year 11 (for early entries at the same time in Year 10). Variation in the fee structure is dependent on the nature of the course and is controlled by the examining body. There is an additional courier charge for sending the certificates safely to you, if you are not in the UAE at the time they arrive in school (usually December).

EXAM BOARD: PEARSON EDEXCEL

SPECIFICATION CODE: 4MA1

SPECIFICATION LINK

“MATHS TEACHES PROBLEM SOLVING SKILLS THAT YOU CAN APPLY TO SO MANY SITUATIONS” – MOHAMMED, Y13

INTRODUCTION

Great Mathematicians are critical thinkers, approach problems in a creative way, take initiative to use their prior knowledge to further their understanding, and are able to communicate their mathematical processes clearly to others.

In this compulsory IGCSE, which is 100% examined, students will encounter the following topics: Number, Algebra, Geometry and Statistics. The course has been carefully designed to offer real-life contexts for problems, to engage students as they develop understanding and apply subject knowledge in order to problem-solve. As students progress throughout the course, they will build confident mathematical reasoning skills, interpret information and communicate it clearly and accurately.

There is the option to embark on either the Foundation or Higher tier. However, by default students follow the Higher Tier at Amity. The examination is not language biased and the syllabus is challenging but fair to all ability levels. It prepares the students well for further study in the subject and gives an excellent indicator of ability in its results.

FORM OF ASSESSMENT

Two written examinations are taken at the end of Year 11, each examination is two hours long and worth 50% of the final mark.

COURSE OUTLINE

Students are required to demonstrate application and understanding of the following: Number

Use numerical skills in a purely mathematical way and in real-life situations.

Algebra

Use letters as equivalent to numbers and as variables. Understand the distinction between expressions, equations and formulae. Use algebra to set up and solve problems.

Demonstratemanipulativeskills.

Constructandusegraphs.

Geometry

Usepropertiesofangles.

Understandarangeoftransformations.

Workwithinthemetricsystem.

Understandideasofspaceandshape.

Useruler,compassesandprotractorappropriately.

Statistics

Understandbasicideasofstatisticalaverages.

Usearangeofstatisticaltechniques.

Usebasicideasofprobability.

SupportingMaterial:

Werecommendusingthewww.drfrostmaths.comwebsite,towhichallAmity InternationalSchoolstudentshaveaccess.

ThecalculatorrecommendedistheCasioFX-991series.

Courseoutline

InYear10:TheCorematerialthatisneededforasolidfoundationinMathematicswillbe coveredbyall,andsometopicswillbestretchedtocovertopicsrequiredforGrade9.

InYear11:StudentswillcompletetheIGCSEcourseincludingtheextendedcontentupto grade9,andpreparefortheexaminationsinJune.AmockexaminationwillbesatmidyearandallstudentswillundertakeextensivePastPaperrevisionfromApril.Accelerated studentswillembarkonthebeginningsoftheALevelcourse.Allstudentswillsitthe GCSEattheendofYear11.

Tipsforparentstohelpwiththeirchild’sstudy

Practice,practice,practice!ContinuousrevisionisthevitaltosuccessinMathematics.We havesubscribedtoexcellentwebsites,inparticulardrfrostmaths.comandstudentscan getsupportandfurtherpracticefromtherewithparentalencouragement.

Furtherstudy

MathematicsIGCSEgradeishighlyvaluedbyallemployersandMathematicsALevelis consideredtobeverydesirablebyalluniversityacademicfaculties.ALevelMathematics isaverychallengingcourseandaminimumofaGradeAatIGCSEisthestandardthatis expectedforfurtherstudies.

Somestudents,whoareontracktoachieveGrade8or9atiGCSEMathematics,maybe abletosittheexamattheendofYear10.Thiswillthengivethemtheexciting opportunitytostudyforanextra,iGCSEFurtherPureMathematicsqualificationinYear 11.ThecontentisagreatwaytointroducesomeALevelconceptsandbridgethestepup fromiGCSEMathematicstoALevel.

EXAM BOARD: CAMBRIDGE

SPECIFICATION CODE: 0990

SPECIFICATION LINK

“ENGLISH ALLOWS ME TO EXPRESS MYSELF AND UNDERSTAND DIFFERENT PERSPECTIVES” – SAMI ADAM, Y11

INTRODUCTION

*DependentongradesachievedinYear9,StudentswillstudyboththeEnglishLanguageIGCSE andtheEnglishLiteratureIGCSE(seebelow)concurrentlyinEnglishlessons,enablingprogress ineachtobetrackedoverthetwoyears.

CambridgeIGCSE(9-1)FirstLanguageEnglishallowslearnersto: developtheabilitytocommunicateclearly,accuratelyandeffectivelywhenspeakingand writing learnhowtouseawiderangeofvocabulary,andthecorrectgrammar,spellingand punctuation developapersonalstyleandanawarenessoftheaudiencebeingaddressed.

Learnersarealsoencouragedtoreadwidely,bothfortheirownenjoymentandtofurthertheir awarenessofthewaysinwhichEnglishcanbeused.CambridgeIGCSE(9–1)FirstLanguage Englishalsodevelopsmoregeneralanalysisandcommunicationskillssuchasinference,andthe abilitytoorderfactsandpresentopinionseffectively.Ourprogrammesbalanceathorough knowledgeandunderstandingofasubjectandhelptodeveloptheskillslearnersneedfortheir nextstepsineducationoremployment.

Paper1:externalexamination(80marks)50%offinalgrade

Structuredandextendedreadingandwritingquestions.Questionswillbebasedonthreereading texts.

Paper2:externalexamination(80marks)50%offinalgrade

Twoextendedwritingtaskswhichareexternallyassessed.

SupportingMaterial

Textsaresuppliedbytheschoolandfromtheexaminationboard.Studentsarealsoencouraged toreadwidely,bothfortheirownenjoymentandtofurthertheirawarenessofthewaysinwhich Englishcanbeused.

FurtherStudy

AqualificationinEnglishLanguageisbroadandversatile.Thequalificationisrecognizedaround theworldandcanthereforeleadtoawidevarietyofcareerpaths.EnglishLanguageenablesa studenttoexcelinallothersubjectsandisthebasisofaprofessionalskillset.Thestudentof Englishlearnstoresearch,analyseandinterpretinformation.Theyareencouragedtobecritical andcreativewhileexploringthemanyculturesoftheworld,thusgivingthemmorechoiceand opportunityintoday’sjobandeducationmarket.

Furthermore,thissubjectservesasexcellentpreparationforASandALevelEnglishLanguageor EnglishLiterature(orindeedanyessay-basedsubject),aswellasgivingstudentsagroundingin awidevarietyofliteraturethatwillstaywiththemforlife.

EXAM BOARD: PEARSON EDEXCEL

SPECIFICATION CODE: 4ET1

SPECIFICATION LINK

“ENGLISH LITERATURE TEACHES ME TO ANALYSE AND EVALUATE COMPLEX IDEAS, AND TO SEE THE WORLD THROUGH THE EYES OF THE AUTHOR” – JODI, Y11

INTRODUCTION

The aims and objectives of this qualification are to enable students to: engage with and develop the ability to read, understand and respond to a wide range of literary texts from around the world develop an appreciation of the ways in which writers achieve their literary effects to develop the skills needed for literary study explore, through literature, the cultures of their own and other societies find enjoyment in reading literature and understand its influence on individuals and societies.

Component1:PoetryandModernProse

The poetry collection from Part 3 of the Pearson Edexcel International GCSE English Anthology. One modern prose text from the list of set texts Develop skills to analyse unseen poetry.

Develop skills to analyse how language, form, structure and contextual factors can be used to create meanings and effects. Develop skills to maintain a critical style and informed personal response. Develop comparison skills

Paper1Assessment-externallyassessed

Section A – Unseen Poetry: one 20-mark essay question exploring the meaning and effects created in an unseen poem. The poem will be reproduced in the question paper.

Section B – Anthology Poetry: one 30-mark essay question from a choice of two, comparing two poems from Part 3 of the Pearson Edexcel International GCSE English Anthology.

Section C – Modern Prose: one 40-mark essay question from a choice of two on each of the set texts.

The total number of marks available is 90; the assessment duration is 2 hours.

Closed book: texts are not allowed in the examination. However, students will be provided with the anthology poems in the examination.

Coursework:ModernDramaandLiteraryHeritageTexts

Contentsummary

One modern drama text from the list of set texts

One literary heritage text from the list of set texts

Develop skills to analyse how language, form, structure and contextual factors are used to create meaning and effect.

Develop skills to maintain a critical style and informed personal response.

CourseworkAssessment

The assessment of this component is through two coursework assignments, internally set and assessed, and externally moderated by Pearson.

Assignment A – Modern Drama: one essay response to a teacher-devised assignment on the studied text.

Assignment B – Literary Heritage Texts: one essay response to a teacher-devised assignment on the studied text. The total number of marks available is 60 (30 marks for each assignment).

SupportingMaterial

Students may wish to use study guides for the texts studied and any textbook which is appropriate for the IGCSE English Language and Literature IGCSE specifications. Textbooks will not be used in lessons per se, however staff will advise students on the suitability of certain texts if consulted.

Tipsforparentstohelpwiththeirchild’sstudy

There is much to remember during this course; perhaps most important to acknowledge is that students will be continuously assessed throughout the two years. Although the final exams for the IGCSE carry more weighting, nearly every half-term there will be an assessment which will enable the tracking of progress on the English Literature IGCSE grade. Moreover, as units of study and lessons are taught with a skills-based approach in mind, success on the final exams will be dependent on the application and progress students make over the two years. Coursework grades will be available when each piece is completed. As always, reading suitable material should be a natural accompaniment to this course as it will develop numerous skills necessary for success at IGCSE. Students will be encouraged to read other texts beyond the exam assessed ones.

Parents who read the selected texts would also be supporting their child. Further discussion of issues, themes and ideas at home would be an invaluable stimulation for analytical thinking.

FurtherStudy

English Language and English Literature are vitally important in the development of your child as an analytical, intelligent and insightful thinker, writer and speaker. Success and determination in this course will demonstrably affect achievement in other subjects spanning Years 10 and 11 - and beyond.

There are opportunities for students to continue their studies at A Level in English Language and Literature. English Literature Level is especially well-regarded by university admissions teams, acting as a gateway to the Law, Philosophy and other essay-based subjects.

EXAM BOARD: OXFORD AQA

SPECIFICATION CODE: 9280

SPECIFICATION LINK

"IGCSE ENGLISH AS A SECOND LANGUAGE HELPS ME TO IMPROVE MY COMMUNICATION SKILLS IN SPEAKING AND WRITING"MOHAMED, Y11

INTRODUCTION

This qualification is designed for students whose first language is not English but may use it for study. The assessments have been designed to inspire and motivate students, providing appropriate stretch and challenge whilst ensuring, as far as possible, that the assessments and texts are accessible to the full range of students.

The specification will enable students of all abilities to develop the skills they need to read, understand and analyse a variety of texts, styles and topics covering a wide range of subjects, including factual and literary texts. It will also give students the ability to be able to write and communicate clearly, coherently and accurately using a range of vocabulary and sentence structures.

Formofassessment

The assessment comprises four papers: a Reading paper and a Writing paper, each of which provide separate tasks; the third is a listening paper that uses recorded monologues and dialogues; and the fourth is a spoken language (oral) element that provides students with an opportunity to show their language skills.

Courseoutline

Students study all of the following themes on which the assessments are based:

Theme one: Identity and culture

Theme two: Local, national, international, and global areas of interest

Theme three: Current and future study and employment

Paper:Reading

What’s assessed: Understanding and responding to different types of written language. How it’s assessed: Written exam: 1 hour 15 minutes, 60 marks. 30% of IGCSE assessment.

Questions: Short answer questions and multiple-choice questions in response to written passages – 60 marks.

Paper:Listening

What’s assessed: Understanding and responding to different types of spoken language. How it’s assessed: Written exam: 45 minutes, 40 marks. 20% of IGCSE assessment.

Questions: Students will be asked to listen to and answer questions on a range of spoken texts – 40 marks. (Each exam includes 5 minutes reading time of the question paper before the listening stimulus is played.)

Paper:Writing

What’sassessed:Communicatingeffectivelyinwritingforavarietyofpurposes.

Howit’sassessed:Writtenexam:1hour15minutes,60marks.30%ofinternationalGCSE assessment.

Questions:Therearefourtaskswhichtestarangeofwritingskills.Thetasksincreasein levelofchallenge,asdothemarksawarded.Eachofthefirstthreetaskswillbebasedon oneofthethemesnamedintheSubjectcontent.Thefinaltaskwillallowstudentstodraw ontheirstudyinoneormoreofthenamedthemes–60marks.

Paper:Speaking

What’sassessed:Communicatingandinteractingeffectivelyinspeechforavarietyof purposes.

Howit’sassessed:Non-examassessment10minutes+preparationtime,40marks.20%of internationalGCSEassessment.

Questions:

Photocard–15marks(3–4minutes)

Generalconversation–25marks(6–7minutes)

Audiorecordedbyteacherandmarkedbyexaminer.

Supportingmaterial

Previousexampapersareavailable,asisanofficialcoursebookfromtheexaminer.

EXAM BOARD: OXFORD AQA

SPECIFICATION CODE: COMBINED SCIENCE 9204 SPECIFICATION LINK

"I LOVE THAT IN COMBINED SCIENCE WE GET TO LEARN ALL THREE SCIENCES AND COVER THINGS WE WOULDN'T KNOW ABOUT FROM REAL LIFE. FROM LEARNING ABOUT THE PERIODIC TABLE AND HOW ATOMS MAKE UP EVERYTHING IN CHEMISTRY, TO FORCES AND ENERGY IN PHYSICS AND OSMOSIS IN BIOLOGY - IT'S ALL FASCINATING!"MALAK, Y11

INTRODUCTION

The Oxford AQA specification is 100% externally assessed. Science is an enquiry-based discipline involving practical and investigational skills as well as knowledge. The specification emphasises scientific knowledge, the application of science and the scientific process. The course facilitates students’ ability to observe, question, hypothesise and carry out various types of scientific enquiry to further scientific knowledge, and to be able to use models and arguments to support explanations and decision making.

There are no previous learning requirements. However, the course allows a natural progression from the 13+ and Key Stage 3 specifications, studied in Years 7 and 8.

Formofassessment

There will be three equally weighted examination papers:

1Biology

2Chemistry

3Physics

from any part of the Biology section of the specification may be assessed

from any part of the Chemistry section of the specification may be assessed

from any part of the Physics section of the specification may be assessed

Topics studied included in these exams:

Biology

Cell structure and organisation

Cell division and differentiation

Human Biology –breathing

Human Biology –Circulation

Human Biology –Digestion

Nervous coordination and behaviour

Homeostasis

Defending ourselves against disease

Plants as organisms

Variation and inheritance

Genetic manipulation

Evolution, adaptation and interdependence

Ecology

Chemistry Physics

Atomic structure

Structure and bonding

The periodic table

Metals

Electrolysis

Chemical analysis

Acids, bases and salts

Quantitative chemistry

Rates of reaction

Energy changes in chemical reactions

Carbon compounds as fuels

Other products from crude oil

Alcohols and carboxylic acids

Resultant forces

Forces and motion

Forces and energy

Energy resources

General properties of waves

Electromagnetic waves

Sound

Kinetic theory

Energy transfer by heating

Electricity

Magnetism and electromagnetism

Household electricity

Nuclear physics

CourseOutline

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course.

WorkingScientifically

Throughout the GCSE course students will need to develop scientific enquiry skills and carry out experiments which they may be questioned on in the GCSE exam papers.

Tipsforparentstohelpwiththeirchild’sstudy

There is a significant emphasis towards encouraging students to use scientific terminology. As such significant examination weighting is placed on using key terminology, it is good practice for students to produce key term lists/cards and post-it notes to aid revision. Maths skills including reading and plotting graphs, rearranging equations and interpreting data are also important.

Furtherstudy

A Level Sciences expand on the topics studied at GCSE and continues to develop students understanding of practical science and how science works. It is very helpful for any other Science-based courses as well as Sports and Physical Education based subjects.

Supportingmaterial

All students will be provided with a GCSE Biology, Chemistry and Physics text books. The textbooks contains all the content required for the course, practical guides, examiners tips and practice questions. The Oxford AQA website includes the specification, past examination papers and mark schemes.

“I

EXAM BOARD: OXFORD AQA

SPECIFICATION CODE: 9201

SPECIFICATION LINK

LOVE BIOLOGY BECAUSE I CAN LEARN ABOUT THE HUMAN BODY MORE THOROUGHLY AND INTERPRET THE ADAPTATIONS OF ALL ANIMALS” –RUSANDI, Y11

INTRODUCTION

The Oxford AQA specification is 100% externally assessed. It is a rigorous and highquality course which provides the knowledge and understanding required for further study, emphasising scientific knowledge, the application of science and the scientific process. The course facilitates students’ ability to observe, question, hypothesise and carry out various types of scientific enquiry to further scientific knowledge, and to be able to use models and arguments to support explanations and decision making. International GCSE Biology provides the basis for studying A Level Biology, or a general background for those wanting to specialise in one or more separate sciences. We will enable students to engage with Biology in their everyday lives and to make informed choices about further study in Biology and related disciplines and about career choices. There are no previous learning requirements. However, the course allows a natural progression from the 13+ and Key Stage 3 specifications, studied in Years 7 and 8.

FormofAssessment

There will be two examination papers:

CourseOutline

Thisisalinearqualification.Inordertoachievetheaward,studentsmustcompleteall assessmentsattheendofthecourseandinthesameseries.

WorkingScientifically

ThroughouttheGCSEcoursestudentswillneedtodevelopscientificenquiryskillsand carryoutexperimentswhichtheymaybequestionedonintheGCSEexampapers.

Topics studied included in these exams:

Cell structure and organisation

Cell division and differentiation

Human Biology – breathing

Human Biology – Circulation

Human Biology – Digestion

Nervous coordination and behaviour

Homeostasis

Defending ourselves against disease

Plants as organisms

Variation and inheritance

Genetic manipulation

Evolution, adaptation and interdependence

Ecology

Human population and growth

Tipsforparentstohelpwiththeirchild’sstudy

There is a significant emphasis towards encouraging students to use scientific terminology. As such significant examination weighting is placed on using key terminology, it is good practice for students to produce key term lists/cards and post-it notes to aid revision.

Furtherstudy

A Level Biology expands on the Biology topics studied at GCSE and continues to develop understanding of practical science and how science works. A Level Biology is essential for any university courses in Applied and other Biological sciences. It is very helpful for any other Science-based courses as well as Sports and Physical Education based subjects.

SupportingMaterial

All students will be provided with a GCSE Biology text book. The textbook contains all the content required for the course, practical guides, examiners tips and practice questions. The Oxford AQA website includes the specification, past examination papers and mark schemes.

“I

EXAM BOARD: OXFORD AQA

SPECIFICATION CODE: 9202

SPECIFICATION LINK

ENJOY CHEMISTRY BECAUSE I LOVE FINDING OUT ABOUT WHY THINGS AROUND US ARE THE WAY THEY ARE AND INVESTIGATING THEM BY CARRYING OUT PRACTICAL EXPERIMENTS” - ELANA, Y11

INTRODUCTION

Chemistry is the study of matter and energy and the interaction between them. It is the study of the structure and properties of substances that are all around us and by studying Chemistry we are able to gain a better understanding of ourselves and our environment. Chemistry plays a role in everyone’s lives as it is essential for meeting all our basic needs. Chemical technologies enrich our quality of life by providing new solutions to health, materials and energy. Thus, studying Chemistry is useful in preparing students for the real world. For better or for worse, everything is chemical. Learning Chemistry means learning how to be objective, how to reason and to solve problems. Students will become flexible and inquisitive, learning how to confidently reach conclusions from gathered evidence. A central science such as Chemistry will equip students with the necessary skills to succeed in this ever-changing environment.

FormofAssessment

This is a linear qualification, therefore all students will sit their examinations at the end of the course.

CourseOutline

This is linear course. In order to achieve the award, students must complete all assessments at the end of the course and in the same series. Students must demonstrate their knowledge and understanding of the theoretical and practical content in Chemistry. The following topics will be covered in the course:

Atomic structure

Atomic structure and bonding

The periodic table

Metals

Electrolysis

Chemical analysis

Acids, bases and salts

WorkingScientifically

Rates of reaction

Extent of reaction

Energy changes in chemical reactions

Carbon compounds as fuels

Other products from crude oil

Alcohols, carboxylic acids and esters

Quantitative Chemistry

The standard textbook that will be provided to the students is the ‘Oxford AQA GCSE Chemistry textbook. There are also many resources available online to supplement students’ learning in Chemistry. A website which provides students with a basic summary of the course and has interactive elements to supplement learning is: www.physicsandmathstutor.com.

Tipsforparentstohelpwiththeirchild’sstudy

Practising examination technique and being familiar with the style of examination questions is essential for success in GCSE Chemistry. Students are encouraged to not only make comprehensive revision notes in a style that they are comfortable with but to also practise past paper questions, available from the teacher.

Furtherstudy

GCSE Chemistry provides a firm foundation for progression to AS and A Level Chemistry, or a solid scientific background for those intending on studying a science-based university degree. There are many possibilities for further study with this qualification, including courses in Chemistry, Medicine, Pharmacology, Toxicology, Biochemistry, Forensic Science and Patent Law. The skills acquired from A-level Chemistry are also adaptable to less obvious courses such as Engineering or Economics.

EXAM BOARD: OXFORD AQA

SPECIFICATION CODE: 9203

SPECIFICATION LINK

“I LOVE LEARNING ABOUT ALL THE DIFFERENT AND INTERESTING PHENOMENA IN OUR UNIVERSE THAT WE USUALLY DON’T REALIZE EXIST. FOR EXAMPLE, HOW LIGHT COMES IN WAVES AND THAT IT TAKES ABOUT 8 MINUTES FOR LIGHT FROM THE SUN TO REACH EARTH. IT’S ALSO REALLY FUN TO BE ABLE TO CALCULATE THE IMPACT SOMETHING HAS OR TO KNOW HOW ELECTRICITY WORKS!” LIESE, Y11

INTRODUCTION

This International GCSE qualification is designed to engage students in Physics. This course covers the broad range of Physics content that students need to know and understand in order to unpick developments in Science. It encourages a questioning approach to scientific ideas and prepares students for working scientifically. Physics is an enquiry-based discipline involving practical, application and investigational skills.

The International Physics course focuses on content and assessments that aim to stimulate students’ interest in and enthusiasm for Physics and provide an excellent grounding for further study. The course contains a broad range of topics that are designed to engage students whilst providing the knowledge and understanding required for progression to A Level Physics.

FormofAssessment

There will be two equally weighted examination papers:

Students will sit two examinations at the end of Year 11; each 90 marks, 1 hour 30 minute long and representing 50% of their total GCSE. Practical skills will be examined within these examinations.

CourseOutline

The Oxford AQA Physics International GCSE course encourages students to be inquiring and creative, developing students’ broad subject knowledge through a wide range of topics: forces and their effects; energy; waves; particle model of matter; electricity and magnetism; atomic structure and nuclear fission and fusion, and space physics. Students will use logic to problem-solve, consider real-life applications of Physics, and engage in, describe and evaluate investigative procedures, as well as developing critical thinking and independent learning skills that will stand them in good stead for future study.

Supporting Material

The standard textbook that will be provided to the students is the ‘Oxford AQA GCSE Physics’ textbook. There are also many resources available online to supplement students’ learning in Physics. A website which provides students with a basic summary of the course and has interactive elements to supplement learning is: www.physicsandmathstutor.com.

Tips for parents to help with their child’s study

Revision in Physics is best done by practising problems and questions; a large range allows students to challenge themselves and gives them experience in looking at the content they learn from different angles. Past-paper question practice in particular gives students insight into the kinds of skills required and lets them develop examination strategies early on.

Further Study

International GCSE Physics provides a thorough grounding in the principles and techniques of classical Physics and is the basis for studying A Level or IB Physics, or a general background for those wanting to specialise in one or more separate sciences or science-based university courses.

A Level Physics expands on the classical Physics learned at GCSE and introduces students to Quantum Physics, Engineering and Astronomy. An A Level in Physics is essential for any university courses in Physics or Engineering and is very helpful for any other Sciencebased courses and, as it is considereda high-level,academic,problem-solvingA-Level, is beneficialfor many other courses.

EXAM BOARD: CAMBRIDGE

SPECIFICATION CODE: 7184 SPECIFICATION LINK

"ARABIC FIRST LANGUAGE HAS BEEN A GREAT OPPORTUNITY FOR ME TO IMPROVE MY READING AND ANALYSIS AS WELL AS MY WRITTEN COMPOSITION" - HABIBA, Y11

INTRODUCTION

Cambridge IGCSE First Language Arabic is designed for learners whose mother tongue is Arabic. The course allows learners to: develop the ability to communicate clearly, accurately and effectively when writing learn how to use a wide range of vocabulary, and correct spelling, punctuation, and grammar develop a personal style and an awareness of the audience being addressed.

Formofassessment

Paper 1 Reading: This paper provides 50% of the total qualification and is taken at the end of Year 11 and assessed externally.

Paper 2 Writing: This paper provides 50% of the total qualification and is taken at the end of Year 11 and assessed externally.

Courseoutline

This First Language syllabus develops learners' ability to communicate clearly, accurately and effectively. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed.

Learners are also encouraged to read widely, both for their own enjoyment and in order to develop an appreciation of how writers achieve their effects. The syllabus also complements other areas of study by encouraging skills of more general application.

SupportingMaterial

Cambridge IGCSE Arabic as a First Language Coursebook by “Luma Abdul Hameed, Hanadi Al Amleh and Shoua Fakhouri”. With a skills-based approach and international focus, this coursebook promotes a deeper understanding of the Arabic language and culture. Engaging texts and activities, built around the learning objectives, develop critical thinking and support students through the Cambridge IGCSE Arabic as a First Language course. The related workbook contains additional activities that help build mastery of Arabic language and culture.

EXAM BOARD: CAMBRIDGE

SPECIFICATION CODE: 0544

GRADING: A*-G

SPECIFICATION LINK

“STUDYING ARABIC LANGUAGE CONNECTS ME TO THE RICH CULTURE OF THE MIDDLE EAST AND OPENS DOORS FOR MORE FUTURE CAREERS AT THE REGION” - MARAM, YR13

INTRODUCTION

Studying Arabic IGCSE will give students the opportunity to learn how to communicate in the UAE and other Arabic-speaking countries. They will also learn more about Arabic civilisation and culture. It will also provide students with the chance to develop their language skills and improve their memory skills and speed reading. Communication skills are vital in our world today. Being able to speak, listen, read and write are the cornerstones of building personal relationships and being successful in all aspects of life.

The IGCSE Arabic Language course allows students to develop their: ability to communicate effectively with others. Students will continue to develop their speaking and listening, reading and writing skills during their GCSE, communicate by speaking for a variety of purposes, read and respond to different types of written language, communicate in writing for a variety of purposes, understand and apply a range of vocabulary and structures, develop language learning and communication skills which can be applied broadly.

Formofassessment

The Arabic GCSE specification assesses students in four skills areas:

Paper 1 Listening and Understanding: This paper provides 25% of the total qualification and is taken at the end of Year 11 and assessed externally,

Paper 2 Speaking: This paper provides 25% of the total qualification and is in the form of a recorded speaking examination,

Paper 3 Reading and Understanding: This paper provides 25% of the total qualification and is taken at the end of Year 11 and assessed externally,

Paper 4 Writing: This paper provides 25% of the total qualification marks and is taken at the end of Year 11 and assessed externally.

Papers 1 and 3 are taken in one examination session and Paper 4 in a different session. Paper 2 is taken with the teacher prior to the examinations to the other papers.

CourseOutline

The focus of the writing and speaking units will be chosen by the Arabic department in consultation with the student and will relate to the following themes: identity and culture, local area, holiday and travel, school, future aspirations, study and work, international and global dimension.Year 10 starts with an introduction to Arabic GCSE and if required basic revision of basic language items such as numbers, months, days and simpler topics including family, descriptions and home. Towards the end of the academic year, students will be starting to complete examination papers in Listening and Reading to build up examination technique and core examination vocabulary.

SupportingMaterial

GCSE Arabic Companion’ by Chawki Nacef and ‘Mastering Arabic 2’ by Jane Wightwick & Mahmoud Gaafar are used as core textbooks but are supplemented with a wide range of other resources. A small English-Arabic / Arabic-English dictionary will be required for home use. Students are encouraged to use internet resources in order to supplement their written and oral work and Reading and Listening skills.

The following are also recommended for building GCSE vocabulary and skills: www.arabicsp.com

Mastering Arabic, Book 1’ by Wightwick, J and Mahmoud, G (Palgrave Macmillan).

My Little World’ (Arabic Made Easy series – Foundation 1) Chatterbox! (Arabic Made Easy – Foundation 2)

Carnival 1’ and ‘Carnival 1 Workbook’ (Carnival pre-GCSE series)

Talk with Me’ – Arabic pre-GCSE

Tipsforparentstohelpwiththeirchild’sstudy:

Students need to spend regular amounts of time familiarising themselves with the core vocabulary from the exam board, using word lists and past papers.

Encourage students to watch English documentaries and movies subtitled in Arabic. Encourage students to revise the targets taught in class on the daily basis.

Parents can read an English word to a student and the student can give the Arabic. Encourage students to communicate with native speaker friends in Arabic. Encourage students to further extend the learning by thinking about interesting topics and try to express their point of views by using dictionary or Google translate to find the suitable word.

Furtherstudy

People with language skills and knowledge are highly thought of in the modern world. They stand out as talented and successful people, with broad and exciting horizons. Taking this GCSE means you will:

·Be able to study AS and A Level Arabic courses,

·Add an extra dimension to your personal skills profile which will impress anyone who reads your CV.

·Be in a stronger position to get a job in a company with international links, or improve employability if you would like to work abroad.

EXAM BOARD: PEARSON EDEXCEL

SPECIFICATION CODE: 1GN0

SPECIFICATION LINK

“I REALLY WANT TO TRAVEL AND TO COMMUNICATE WITH PEOPLE, WITHOUT THERE BEING A LANGUAGE BARRIER. I FIND IT INTERESTING COMPARING GERMAN TO MY OWN LANGUAGE AND IT IS GREAT TO LEARN ABOUT THE DIFFERENCES AND SIMILARITIES BETWEEN CULTURES”ABDELRAHMEN, Y11

INTRODUCTION

For students who enjoy communicating with other people, finding out how language works and learning about different countries and cultures, studying GCSE German is an excellent choice.

The aims of this course are to enable students to develop confidence in their understanding and use of German language. Students will, over the two years, engage with a range of diverse texts and media to give them real-life contexts for their learning about language as well as learning about German culture. Students will develop the ability to communicate effectively in the German language through the written word and through speaking, using a range of vocabulary and structures. The course is designed to foster a love of languages, making it an excellent foundation for further study of German, or another language.

During the course students will:

•learn to understand spoken and written German and develop their own spoken and written language skills,

•learn about countries where German is spoken,

•learn many skills which are useful in a wide range of careers, such as the ability to communicate clearly, being confident about speaking in public and using problem solving strategies,

•create for themselves greater opportunities to work abroad, or for companies with international links.

It is presumed that they will have studied some German before.

CourseOutline

Students will build up all four skills over the course of two years, including translation skills, dealing with authentic texts and speaking with spontaneity. Relevant contemporary and cultural themes are organised into five topic areas: identity and culture, local area, holiday and travel, school, future aspirations, study and work, international and global dimension.

Form of assessment

Students will take separate assessments in the four skills of Listening, Reading, Speaking and Writing. Each of these will be formal assessments sat at the end of Year 11 and each examination represents 25 % of the final GCSE German grade.

SupportingMaterial

The department issues each student with the core syllabus endorsed textbook but study is supplemented with a wide range of other resources. A small English-German / GermanEnglish dictionary will be required for home use. Students are encouraged to use internet resources in order to supplement their Writing and Speaking work and to enhance their Reading and Listening skills.

Many websites are available for students to use independently and for homework, and sites such as YouTube offer a huge range of language learning resources. Many free and paid apps are also available. The following are recommended for building GCSE vocabulary: www.quizlet.com (An excellent vocab-builder), www.wordreference.com (An online dictionary), www.funwithlanguages.vacau.com (a vast range of interactive ICT activities to practise GCSE vocabulary & grammar), www.languagesonline.org.uk/ (for vocabulary & grammar practise), www.bbc.co.uk/languages/german (German practice from the BBC),

www.languageguide.org/german/vocabulary (for vocabulary learning), www.lerndeutsch.org.uk/(a vast range of interactive activities to practise vocabulary & grammar).

The Edexcel exam board also offers past papers in all skills and examination advice for GCSE German.

Tipsforparentstohelpwiththeirchild’sstudy

Little and often is best…German is not a subject that a student can cram the night before the examination, 15-20 minutes at a time is best. Students need to spend regular amounts of time familiarising themselves with the core vocabulary from the exam board, using word lists and specimen papers. Encourage students to complete specimen papers. For extra practice, students can also access a range of past/specimen papers from other Boards such as AQA or OCR. Watch favourite DVDs with German subtitles or dubbing.

Furtherstudy

Language skills and knowledge are highly thought of in the modern world. People who can speak other languages stand out as talented and successful people, with broad and exciting horizons. Taking GCSE German means you will: be able to study the A Level German course; add an extra dimension to your personal skills profile which will impress anyone who reads your CV; be in a stronger position to get a job in companies with international links or improve employability if you would like to work abroad; learn a language that you will enjoy using for leisure, travel and personal interest.

EXAM BOARD: PEARSON EDEXCEL

SPECIFICATION CODE: 1FR0

SPECIFICATION LINK GRADED: 9-1

“FRENCH GCSE IS A WONDERFUL SUBJECT TO STUDY AS IT DOES NOT ONLY TEACH YOU THE LANGUAGE BUT ALSO THE FASCINATING CULTURE OF FRANCE. IT IS INTERESTING AND TRULY A UNIQUE SUBJECT UNLIKE ANY OTHER” - JUDY, Y11

INTRODUCTION

This relevant, engaging and up-to-date GCSE course, which is 100% externally assessed, will appeal to students as the materials are culturally rich and draw on authentic, real-life contexts. Throughout the two-year course, students will understand and communicate about matters regularly encountered in work, school, leisure, – excellent preparation for future travel or study! The course will give students confidence to communicate both formally and informally in a range of contexts, and to understand a wide range of texts and styles, inspiring an ongoing appreciation for the language and the cultures in which it is spoken.

It is presumed that students will have studied some French before.

Formofassessment

Students will take separate assessments in the four skills of Listening, Reading, Speaking and Writing. Each of these will be formal assessments sat at the end of Year 11 and each examination represents 25% of the final GCSE French grade.

CourseOutline

Forstudentswhoenjoycommunicatingwithotherpeople,findingouthowlanguage worksandlearningaboutdifferentcountriesandcultures,studyingGCSEFrenchisan excellentchoice.Duringthecoursestudentswill: learntounderstandspokenandwrittenFrenchanddeveloptheirownspokenand writtenlanguageskills, learnaboutcountrieswhereFrenchisspoken, learnmanyskillswhichareusefulinawiderangeofcareers,suchastheabilityto communicateclearly,beingconfidentaboutspeakinginpublicandusingproblem solvingstrategies, createforthemselvesgreateropportunitiestoworkabroad,orforcompanieswith internationallinks.Manyemployerslookforpeoplewithlanguageskills.

TheGCSEquestionswillbesetincommoncontexts,addressingarangeofrelevant contemporaryandculturalthemes.Therewillbefivethemes,eachbrokendownintosubtopics.Thefivethemesare: identityandculture, localarea,holidayandtravel, school, futureaspirations,studyandwork, internationalandglobaldimension.

Extendedvocabularyandgrammarareintroducedthroughoutthecourseallowing studentstoreachtheirownlinguisticpotential.Awiderangeofgrammariscoveredin linewiththeGCSEspecificationrequirements.

SupportingMaterial

Acoretextbookisprovidedbythedepartmentbutissupplementedwithawiderangeof otherresources.AsmallEnglish-French/French-Englishdictionarywillberequiredfor homeuse.Studentsareencouragedtouseinternetresourcesinordertosupplementtheir WritingandSpeakingworkandtoenhancetheirReadingandListeningskills.

Manywebsitesareavailableforstudentstouseindependentlyandforhomework,and sitessuchasYouTubeofferahugerangeoflanguagelearningresources.Manyfreeand paidappsarealsoavailable.ThefollowingarerecommendedforbuildingGCSE vocabulary:

www.quizlet.com(Anexcellentvocabularybuilder) www.wordreference.com(Anonlinedictionary) www.funwithlanguages.vacau.com(avastrangeofinteractiveICTactivitiesto practiseGCSEvocabulary&grammar)

www.languagesonline.org.uk/ (for vocabulary & grammar practice) www.bbc.co.uk/languages/french (French practice from the BBC) www.languageguide.org/french/vocabulary (for vocabulary learning) www.educationperfect.com (GCSE practice)

The department also encourages students to partake in the Language Perfect competitions

Tipsforparentstohelpwiththeirchild’sstudy

Little and often is best… French is not a subject that a student can cram the night before the examination. 15-20 minutes at a time is best. Students need to spend regular amounts of time familiarising themselves with the core vocabulary from the exam board, using word lists and specimen papers. Encourage students to complete specimen papers. For extra practice, students can also access a range of past/specimen papers from other examination boards (OCR, AQA etc)

Watch favourite DVDs with French subtitles or dubbing.

Furtherstudy

Language skills and knowledge are highly thought of in the modern world. People who can speak other languages stand out as talented and successful people, with broad and exciting horizons. Taking GCSE French means you will: be able to study the A Level French course; add an extra dimension to your personal skills profile which will impress anyone who reads your CV; be in a stronger position to get a job in companies with international links or improve employability if you would like to work abroad; learn a language that you will enjoy using for leisure, travel and personal interest.

EXAM BOARD: PEARSON EDEXCEL

SPECIFICATION CODE: 1SP0

SPECIFICATION LINK

GRADED: 9-1

“SPANISH IS A VERY ENJOYABLE SUBJECT BECAUSE YOU CAN DISCOVER AND EXPLORE THE BEAUTIFUL LANGUAGE AND CULTURE WITH AN ADVANCED UNDERSTANDING” - SALMA, Y11

INTRODUCTION

For students who enjoy communicating with other people, finding out how language works and learning about different countries and cultures, studying GCSE Spanish is an excellent choice. During the course students will: learn to understand spoken and written Spanish and develop their own spoken and written language skills, learn about countries where Spanish is spoken, learn many skills which are useful in a wide range of careers, such as the ability to communicate clearly, being confident about speaking in public and using problem solving strategies, create for themselves greater opportunities to work abroad, or for companies with international links. Many employers look for people with language skills.

It is presumed that they will have studied some Spanish before.

Formofassessment

Students will take separate assessments in the four skills of Listening, Reading, Speaking and Writing. Each of these will be formal assessments sat at the end of Year 11 and each examination represents 25 % of the final GCSE Spanish grade.

CourseOutline

Students will build up their skills in all four language areas over the course of two years, including translation skills, dealing with authentic texts and speaking with spontaneity. Questions across all four language skills are set in common contexts, addressing a range of relevant contemporary and cultural themes. They are organised into five themes, each broken down into topics and sub-topics. The five themes are: identity and culture, Local area, holiday and travel, school, future aspirations, study and work, international and global dimension.

SupportingMaterial

The department provides an exam board endorsed textbook in addition to a wide range of other resources. A small English-Spanish / Spanish-English dictionary will be required for home use. Students are encouraged to use internet resources in order to supplement their Writing and Speaking work and to enhance their Reading and Listening skills. Many websites are available for students to use independently and for homework, and sites such as YouTube offer a huge range of language learning resources. Many free and paid apps are also available. The following are recommended for building GCSE vocabulary:

www.wordreference.com (An online dictionary)

www.funwithlanguages.vacau.com (a vast range of interactive ICT activities to practise GCSE vocabulary & grammar)

www.languagesonline.org.uk/ (for vocabulary & grammar practice)

www.bbc.co.uk/languages/spanish (Spanish practice from the BBC) www.languageguide.org/spanish/vocabulary (for vocabulary learning)

www.aqa.org.uk (The AQA examination board also offers past papers in all skills and examination advice for GCSE Spanish)

Tipsforparentstohelpwiththeirchild’sstudy

Little and often is best…Spanish is not a subject that a student can cram the night before the examination. 15-20 minutes at a time is best. Students need to spend regular amounts of time familiarising themselves with the core vocabulary from the exam board, using word lists and specimen papers. Encourage students to complete specimen papers. For extra practice, students can also access a range of past/specimen papers from other Boards such as AQA or OCR. Download any useful apps you can find. Watch favourite DVDs or Netflix with Spanish subtitles or dubbing.

CourseOutline

Further study

Language skills and knowledge are highly thought of in the modern world. People who can speak other languages stand out as talented and successful people, with broad and exciting horizons. Taking GCSE Spanish means you will:

be able to study A Level Spanish courses and

add an extra dimension to your personal skills profile which will impress anyone who reads your CV.

be in a stronger position to get a job in companies with international links or improve employability if you would like to work abroad.

learn a language that you will enjoy using for leisure, travel and personal interest.

EXAM BOARD: EDEXCEL PEARSON

SPECIFICATION CODE: 4FA1 & 4GC1

SPECIFICATION LINK

“ART REQUIRES COMMITMENT, BUT IT IS A FLEXIBLE SUBJECT THAT ALLOWS YOU TO EXPLORE YOUR OWN INTERESTS AND DEVELOP YOUR CREATIVE THINKING AND RESEARCH SKILLS” - MAYLEEN, Y11

Introduction

In Art and Design we offer two pathways: Fine Art and Graphic Communication. They are both dynamic, creative courses which allow students to develop the skills to enjoy, produce and engage with the visual arts. During the course, students generate a Personal Portfolio, whilst gradually progressing towards the Externally Set Assignment. Through guided teaching and independent study, students will explore both contemporary and historical sources of art, craft and design; they will experiment with media, materials, techniques and processes, as well as engaging in problem-solving and critical analysis of both their own work and that of others.

Ideally you will have some knowledge and understanding of the subject before undertaking the GCSE course. More importantly, you should have a genuine interest in Art and feel motivated to develop your technical ability and express your own ideas and opinions.

The Edexcel GCSE course encourages students to: actively engage with art and design, develop creative skills, through learning to use imaginative & intuitive abilities when exploring and creating images and artefacts that are original and of value, become confident in taking risks and learning from their mistakes when exploring and experimenting with ideas, materials, tools and techniques, develop competence, with increasing independence, refining and developing ideas and proposals, personal outcomes or solutions, actively engage with a broad range of media, materials and techniques, including, when appropriate, traditional and new media and technologies, develop cultural knowledge, understanding and application of art, craft, design, and of media and technologies in historical and contemporary contexts, societies and cultures, develop an understanding of the different roles, functions, audiences and consumers of art, craft and design practice, develop critical understanding through investigative, analytical, experimental, interpretive, practical, technical and expressive skills to develop as effective and independent students and as critical and reflective thinkers with enquiring minds, develop personal attributes including self-confidence, resilience, perseverance, selfdiscipline and commitment.

FormofAssessment

Art & Design is made up of two units:

CourseOutline

Students will be introduced to a variety of materials, techniques and processes through the delivery of short workshops in drawing, painting, photography, digital art and print making. They will investigate a given theme, researching work by artists and designers, making contextual links. They will be guided through the project by the teacher and set specific tasks. As the year progresses, they will be taught to think more independently, using their skills in analysis, recording observations, exploring ideas, experimenting and developing. They will begin a final piece that is in their chosen material. They will plan and develop their work taking it in their own direction with the guidance and support of the teacher.

In order to meet the four assessment objectives, the students will be: generating and developing ideas informed by primary and contextual sources, refining their ideas skills through experimenting with media. researching, recording, analysing and reviewing their own and others’ work, selecting, creating, realising and presenting personally developed outcome(s).

Tipsforparentstohelpwiththeirchild’sstudy

It is recommended that students should regularly visit galleries, museums and Art events. The Louvre, Manarat Al Saadiyat, The Cultural Foundation and The Abu Dhabi Art Fair (November) and Art Dubai (March) are excellent places to visit in the UAE.

Furtherstudy

Students could progress to A Level GCE in Art and Design and then onto a related degree course in which they will produce a range of different styles of work and create their own portfolio. For employment there may be opportunities to work in galleries, design offices, graphics companies, architecture, fashion and retail as well as the chance to work as a commercial artist or illustrator.

EXAM BOARD: CAMBRIDGE

SPECIFICATION CODE: 0978

SPECIFICATION LINK

“MUSIC IS A SUBJECT WHERE YOU CAN LET EVERYTHING OUT – IT IS A WORLD WHERE YOU CAN BE FREE” - SAMI, Y11

Introduction

Students who study Music at IGCSE demonstrate a wealth of skills to universities and future employers. In listening and appraising they show critical thinking, historical knowledge and understanding, analytical skills and attention to detail. In performing and composing they show musicianship, creativity and performing and presenting skills. If you enjoy composing and performing music, learning an instrument or singing, learning about all types of music, including classical, popular and world, then IGCSE Music is the ideal subject for you. You have already gained many of the basic skills needed for this course in your music lessons. You have been introduced to creating music of your own in class and this is developed in the IGCSE course as you write two pieces to submit as composition coursework.

You have already listened to a variety of music in lessons and these skills are developed as you study a variety of styles and periods of music across seven contrasting areas of study. You should enjoy making music and the IGCSE course encourages you to perform music of your own choosing and in any style, as a soloist and also as part of an ensemble.

The Cambridge Music IGCSE course has been designed to give students the skills they need to interact with an evolving musical environment. The course offers a real music focus – musical elements, musical contexts and musical language are taught through real examples of how these are used within different types of music. By focusing on topics including Baroque, Classical, Romantic, 20th Century, Music and Words, Music for Dance, Music for Small Ensemble and Music for Stage and Screen, students will build a secure understanding of subject knowledge by investigating, analysing and evaluating different genres of music and its features by using practical methods.

The course also aims to expose students to a diverse musical heritage – students will learn to perform, compose and appreciate different types of music, developing critical and creative thinking, cultural, aesthetic and emotional awareness, and the ability to make music individually and as part of a group. It is an exciting opportunity for students to build on their current skills base, and to pursue a subject which they truly enjoy. To take this course, you must be able to offer at least one instrument/or voice and you must be at least Grade 3 level when you select your IGCSE options in Year 9.

Form of Assessment

CourseOutline

Paper 1: Listening (40% the total IGCSE)

In this unit you will develop your listening and appraising skills through the study of music across a variety of styles and genres. The content for the unit is grouped into seven areas of study each of which contain focus works to study.

You will learn how to analyse music independently and compare and contrast the focus works with wider listening. You will use your knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the repertoire and context of music within the areas of study.

The areas of study are as follows:

Baroque music

Classical music

Romantic music

Music and words

Music for dance

Music for small ensemble

Music for stage and screen

This unit will be assessed through a 1-hour and 15-minute examination set and marked by Cambridge. Questions will be set on eight short, recorded extracts of music, which will include at least one extract from each area of study. The question paper will state which area of study the extract is taken from and, where appropriate, the tradition or genre from which it is drawn.

Component 2: Performing (30% the total IGCSE)

You will record one solo piece which can be in any style or genre, with or without accompaniment as appropriate to the style of music. You will also record a piece as part of an ensemble performance. The combined minimum duration of the two performances is a minimum of four minutes.

Component 3: Composing (30% the total IGCSE)

In this unit you will develop your musical ideas in the form of compositions. You must submit two compositions: one free composition and one in response to a brief set by the exam board. The exam briefs will relate to a selection of the seven areas of study from which you will select one. Each composition must be at least one minute in length and the combined duration must be at least three minutes. Each composition must be submitted as a traditionally notated score or a detailed written account and a recording (which can be produced electronically).

Tips for parents to help with their child’s study

It would be useful to revise some general music theory topics. The website www.musictheory.net provides an excellent online resource. In addition, Terry, Paul. ‘Step up to IGCSE Music’ Neville, Colin. Rhinegold, 2016 is highly recommended as accessible and manageable but comprehensive preparation for starting the course. The importance of instrumental/singing practice is paramount to success on the performance part of the IGCSE. All IGCSE candidates are expected to participate in music ensembles and CCA’s at school.

Future study

The natural progression from the IGCSE Music will be to the A Level. This will enable students to apply for a related degree at University or go directly into employment if they wish to do so. After University the list of possible careers available to each student will be extensive and diverse. IGCSE Music is a stepping stone to many careers which include performer, composer, sound engineer, producer, manager and teacher. It also nurtures and key skills such as creativity, communication, analysis and critical thinking. This course demonstrates skills and commitment that are highly valued and is recognised by both universities and employers.

EXAM BOARD: CAMBRIDGE INTERNATIONAL EXAMINATIONS

SPECIFICATION CODE: 0994

SPECIFICATION LINK

“DRAMA IS A REALLY EXCITING SUBJECT AND IS A WAY TO EXPRESS YOURSELF. IN DRAMA YOU HAVE FREEDOM OF INTERPRETATION; THERE ARE NO RESTRICTIONS TO YOUR IMAGINATION” - SALMA, Y11

Introduction

This exciting Cambridge IGCSE course gives students the opportunity to explore Drama as a practical art form. Students will create, perform and respond to plays, informed by their theoretical knowledge of the dramatic arts and theatre.

A successful Drama student needs to be have a passion for creating theatre and moving from the page to stage. Are you creative as a designer, performer or a director? Can you work independently as well as part of a team? Do you enjoy working practically whilst keeping a log of all you are doing? Do you want to explore performance styles and theories? Do you want to know more about designing costumes, stage lighting and set design to support your performance? Are you excited by current and topical events and issues and have an urge to dramatise these? If any of these things excite you then Drama GCSE is an excellent choice for you.

The course gives students a secure subject knowledge, drawing on different genres, considering the impact of social, cultural and historical context and by developing interpretations of the effect of design, props, costume and space.

The IGCSE Drama course has as its core the key aim of teaching pupils a wide range of speaking and acting techniques; these will make them confident actors but also enable them to carry forward the important skills of public speaking and confident presentation into their future lives and careers.

Drama is an exciting, creative and challenging course for young actors and practitioners. During the course, pupils will learn how to use their voice, facial expressions and physicality to create character and engage with an audience. They will study improvisation, devised theatre techniques, physical theatre and script work and theatre history.

Dramastudentswill:

understand key practical drama concepts such as: structure and plot; characterisation and role; dialogue; physicality; pacing, contrast and dynamics; tension; spatial awareness and proxemics understand the stylistic conventions associated with different genres, from the point of view of actor, director or designer demonstrate understanding of the ways choices made by actors, directors and designers can affect performances and audience responses understand dramatic terms and how to use them when writing about drama understand and use appropriate technical terminology.

Working with dramatic texts students will be able to: demonstrate skills in performing an extract from a play understand techniques used to bring texts to the stage identify the challenges in bringing words from the page alive on the stage understand the relationship between spoken word, facial gesture and bodily posture understand approaches to interpreting a play script demonstrate the ability to write about bringing texts to the stage analyse and reflect on the performance process and be able to write about it

Drama IGCSE requires a commitment to performance, excellent group-work skills, a passion for being imaginative and willingness to discover a level of creativity that the pupil may not even have known he or she had the capacity for.

FormofAssessment

The pupils’ practical coursework will be displayed to an audience celebrated in an evening of performance in the School Auditorium , and family and friends will be able to share in the hard work and talent of those who have studied the course. The coursework will be assessed internally by School staff and externally by a CIE Drama Moderator.

Component

Paper 2

Performance of an extract from scripted play   Monologue   Group scripted  Devised Group performance of original material from a stimulus   (practical)

The written examination is worth 40 % of the final grade. The examination tests knowledge and understanding of practical work. Students study CIE set texts and evaluate and analyse the Devised piece they completed during the course. In September of the final year GCSE, CIE publish their pre-release plays to study for the written paper. The set plays change each year.

The written paper is based on pre-release material and the question paper is divided into three sections:

Section A — Short answer responses on Play extract one.

Section B — 2 longer responses from Play extract two.

Section C — 2 extended answer questions about the devised drama they have performed for the coursework element.

CourseOutline:

Students will study different genres and performance styles, characterised by the nature of the subject matter or its form of performance. This may be linked to an historical period or a particular company or group of practitioners. A range of styles will be explored. These include: abstract, devising, didactic, dramatic irony, hot seating, interviews, mantle of the expert, melodrama, mime, narration, re-enactment, representational, ritual, role on the wall, role reversal, simulations, sound tracking, still image, styles linked to specific playwrights, and thought tracking.

Students will investigate ways in which performers and designers communicate meaning to an audience through the exploration of a range of stage and performance conventions, appropriate drama terminology and how plays are constructed and realised through the study of detailed script work.

Furthermore, students will understand and enjoy drama by developing their performance skills, both individually and in groups. They will understand the role of actor, director and designer in creating a piece of theatre and consider ways in which ideas and feelings can be communicated to an audience. They will consider the performance possibilities of plays and other dramatic stimuli and devising dramatic material of their own.

Drama is by its nature a practical subject. Drama students will pursue a fully integrated model which allows them to develop their performance skills within the theoretical framework outlined below. Practical work will develop both group and individual skills in relation to extended extracts from plays, other stimuli and dramatic work of the students’ own devising.

In Drama, the focus is on the staging of plays rather than the study of texts, and stage plays will be approached in this spirit.

IndependentStudy

The expectation is that students will spend regular time each week in independent study for Drama. Some of this will be directed homework set by the teacher while the rest will be independent research and study, wider reading or rehearsals. Students are expected to complete a log of the time spent in independent study at the end of each week and provide some tangible evidence. Once a rehearsal schedule has been negotiated students are expected to stick to it. Drama students are expected to prioritise their rehearsal schedules.

FurtherStudy

Students may continue to A Level Drama and Theatre as well as English, Media, Music, Art or other creative subjects. Studies show that universities appreciate GCSE Drama as it increases confidence and performance skills across a wide range of areas; this is particularly true for courses such as Law, Events, Business and Psychology. Drama also forms part of many combined courses and pathways and can continue to develop the creativity alongside other subjects. GCSE Drama develops students’ personal and interactive social skills which employers of all disciplines look for in a candidate.

EXAM BOARD: EDEXCEL

SPECIFICATION CODE: 1DT0 SPECIFICATION LINK

“DT ALLOWS ME TO ESCAPE INTO A IMAGINATIVE WORLD WHERE I CAN EXPLORE MY CREATIVITY WHILST DEVELOPING AN UNDERSTANDING OF DIFFERENT MATERIALS AND HOW PRODUCTS WORK” - CAITLYN, Y10

WhychooseDesignandTechnology?

“DesignandTechnologyisaphenomenallyimportantsubject.Logical,creativeand practical,it’stheonlyopportunitystudentshavetoapplywhattheylearninMathsand Science.”SirJamesDysonFounderandChairmanofDysonandPatrontotheD&T Association.

Designandtechnologyistheinspiring,rigorousandpracticalsubjectwhichpreparesall youngpeopletoliveandworkinthedesignedandmadeworld.Itispurposeful,butitis alsoexcitingandfun!

Howwillstudentsbeassessed?

StudentswillacquiresubjectknowledgeindesignandtechnologythatbuildsonKey Stage3,incorporatingknowledgeandunderstandingofdifferentmaterialsand manufacturingprocessesinordertodesignandmake,withconfidence,prototypesin responsetoissues,needs,problemsandopportunities.Studentslearnhowtotakedesign risks,helpingthemtobecomeresourceful,innovativeandenterprisingcitizens.Through thecritiqueoftheoutcomesofdesignandtechnologyactivity,bothhistoricandpresent day,studentsshoulddevelopanunderstandingofitsimpactondailylifeandthewider worldandunderstandthathigh-qualitydesignandtechnologyisimportanttothe creativity,culture,sustainability,wealthandwellbeingofthenationandtheglobal community.Throughoutthecoursestudentswillbeassessedthrougharangeofpractical projectsandwrittenexaminationstotesttheirknowledgeandunderstanding.

Component 1

Written examination: 1 hour 45 minutes

50% of the qualification 100 marks

Section A is assessed on the core content

Section B is assessed on chosen materials category

Component 2

Non-examined assessment 50% of the qualification 100 marks

There are four parts to the assessment: 1 – Investigate 2 – Design 3 – Make 4 – Evaluate

Whatisthecoursecontent?

ThisGCSE course has three availablepathways that will give the opportunity to utilise specialist techniques, tools, equipment and processes that can be used to shape, fabricate, constructand assemble high-quality prototypes. Students will also explore a broad range of design processes, materials techniques, equipment, surface treatmentsand finishes for their products. The course is split into two areas the core content and the specialist pathway, at Amity we specialise in timbers.

In Year 11, GCSE Design technology students will take a written exam and complete a non-examination assessment portfolio which will showcase the development of their product through research, design ideas, manufacturing process, testing and evaluation. Both components will form 50% of their final GCSE grade.

CoreContent

•New and emerging technologies

•Past and present designers

•Smart materials

•Mechanisms and control technology

•Materials

•Computer aided design

Pathway 2-1DT0/1F

Pleaseencourageyourchildto: planaheadandmeetalldeadlines askforsupportfromtheirteacherwhentheyneedit regularlyusetheknowledgetests,pastpapersandpracticequestionstochecktheir understandingofthekeytopic focustheirrevisionon‘weaker’areas(identifiedthroughregularself-testing). participateinCCAstoachievehigher-grades,aspirationsandpositivefeelings towardstheirlearning useeffectiverevisionstrategies

Thekeytipsforsuccessfulrevisionindesign&technologyare:

Summarising–Encourageyourchildtosummarisekeytopicsusingflashcards,a MindMap,diagramorrevisionposter.Theycouldteachyouaboutakeytopicfrom therevisionchecklistoryoucouldtestthemontheirabilitytorecallkeyinformation ontheirflashcards.

Regularself-testing–Testingtellsyouwhatyouknowandwhatyoudon’tknowand thereforewheretofocusfurtherstudy.Recallingwhatyouhavelearnedcausesyour braintoreconsolidatethememory,whichstrengthensitsconnectionstowhatyou alreadyknowandmakesiteasiertorecallinthefuture.

Furtherstudy

DesignandTechnologyGCSEprovidesanidealbasisforfurtherstudyandprepares leanersfortheirfuturewithinarapidlychangingtechnologicalsociety,providingthem withkeytransferableskills.DesignandTechnologycansetyouupforacareerinawide varietyofindustriessuchasfashion,engineering,architecture,andinformation technology.ItisanidealpreparationforALevelDesignandTechnology,Engineering, FashionandTextiles,FurtherEducationDiplomaHNCFoundationDegree,Further EducationDiplomainFashionandTextilesFoundationDegree,ApprenticeshipsLevel2 and3.

WhatothersubjectsgowithDesignandTechnology

DesignandTechnologygoeswellwithArt,butalsoScienceandTechnologysubjects, includingPhysics,Maths,ChemistryandIT.Whenitcomestothesciences,having knowledgeofhowphysicalandchemicalprocessesworkcancomeinhandywhen designingdifferentproducts.

SupportingMaterial

GCSEDesignandTechnology-Edexcel-BBCBitesizeThissectionofthewebsiteis brokendownintotheCoreKnowledgeandTechnicalsections.Itprovidesexcellent resourcesforself-testing. http://www.technologystudent.com/Anexcellentrevisionresourcesthatcoversall oftheD&TCurriculum.Itincludesknowledgesections,exercisesheetsand examinationquestions.

FreeHomework&RevisionforALevel,GCSE,KS3&KS2(senecalearning.com).Their learningalgorithmsaretheretomakeyouremembertopicsbetter.Ifyougeta questionwrong,theywillshowyouthecontentagainbutinadifferentformat.

EdexcelGCSE(9-1)DesignandTechnologyStudentBook-PearsonEducation;ISBN13:978-1292184586

EXAM BOARD: HISTORY

SPECIFICATION CODE: 4HI1

SPECIFICATION LINK

“FOR ME HISTORY IS A REALLY INTERESTING SUBJECT AND LEARNING ABOUT THE PAST IS FUN! UNDERSTANDING EVENTS FROM HISTORY IS IMPORTANT AS YOU CAN SEE PARALLELS WITH EVENTS TODAY, AND IT IS SO INTERESTING TO DISCOVER WHAT PEOPLE IN THE PAST EXPERIENCED COMPARED TO OUR LIVES TODAY” - KAMILLA, Y11

Introduction

TheEdexcelIGCSEHistorysyllabusgivesstudentsadeepinterestandenthusiasmforthe past.Studentswillunderstandtheimportanceofbothhistoricalknowledgeandtheskills requiredforhistoricalresearch,includinglearninghowtousearangeofsourcematerialto comprehend,interpretandcross-refersources.Thediversecourseencouragesstudentsto problem-solve,tothinkcreativelyandanalytically,andtodevelopandusehistoricalskills, knowledgeandunderstanding.Studentswillenjoydevelopingagreaterunderstandingof internationalissuesandinter-relationships,andlearninghowtopresentclear,logical arguments,makingthiscourseexcellentpreparationforfuturestudyforforward-thinking, globally-awarestudents.Indeedallthetopicswestudyinthiscoursehavedirectlinksto currentglobalevents,makingthecourserelevantandpromotingstimulatingdebatein class.

StudentsenjoystudyingHistorybecause:

theystudyabroadanddiverserangeofpeopleandplaces, theyareprovidedwiththeopportunitytodebateandexplorearangeofcontroversial issuesandevents, thechosencoursesareglobalinoutlook

Historianscan:

selectandorganiselargeamountsofinformation, explaincausesandconsequences, recognisechanges,linksandpatterns, interpretsourcesandanalysetheirsignificance.

YouwillbechoosingaGCSEsubjectthat: isveryhighlyregardedbycolleges,universitiesandemployersasafacilitatingsubject, developsyouranalytical,evaluativeandcriticalskills

Theseskillswillmakeyouaneffectivehistorianandwillalsoequipyouforawiderangeof post-16opportunities.

FormofAssessment

Courseoutline

Year10

ChangesinMedicine1848-1948

Progress in the mid-19th Century (Nightingale, Chadwick, Snow and Simpson); Discovery and Development 1860-75 (Lister and Pasteur); Accelerating Change (Koch, Erlich and Chemistry); Government, Action and War 1905-20; Advances in Medicine, Surgery and Public Health 192048

OriginsandCourseoftheFirstWorldWar,1905-18

The Alliance system and International Rivalry: 1905-14, The Growth of Tension in Europe: 190514, The Schlieffen Plan and deadlock on the Western Front, The War at Sea and Gallipoli, The Defeat of Germany.

Year11

AWorldDivided:SuperpowerRelations,1943-72

Reasons for the Cold War; Early developments in the Cold War 1945-49; The Cold War in the 1950s; Three Crises Berlin, Cuba and Czechoslovakia; The Thaw and moves towards Détente 1963-72

Germany:developmentofdictatorship1918-45

TheestablishmentoftheWeimarRepublicanditsearlyproblems;Therecoveryof Germany1924-29;TheriseofHitlerandtheNazistoJanuary1933;NaziGermany193339;GermanyandtheoccupiedterritoriesduringtheSecondWorldWar FurtherStudy

ThenaturalprogressionfromtheIGCSEwillbetakingHistoryatAlevel.Thiswillenable studentstoapplyforaspecificdegreeatUniversityorgodirectlyintoemploymentifthey wishtodoso.ManyhistoriansgoontostudysubjectssuchasHistory,Politics,Lawor InternationalRelationsatuniversityandarefoundinawiderangeofcareersincludingthe professions,businessandmanagement.

SupportingMaterials

www.mrallsophistory.com www.johndclare.net www.activehistory.co.uk

www.bl.co.uk/world-war-one

Cold War International History Project | Wilson Center www.historyhit.com

Numerous books, documentaries, TV shows and even Hollywood films have been made on the topics studied – Frost/Nixon, 1917, Warhorse, Bridge of Spies, Selma, Breaking the Mould, Radioactive the list goes on and on! Of course we need to be aware of the accuracy and possible bias in such source material but the wealth of easy to access (and enjoyable to watch) resources available help to enrich students understanding of key historical events.

IGCSE GEOGRAPHY

EXAM BOARD: CAMBRIDGE

SPECIFICATION CODE: 0976

SPECIFICATION LINK

“GEOGRAPHY HAS TAUGHT ME ABOUT SO MANY CULTURES AND COUNTRIES AND WHY WE SHOULD CARE FOR THIS BEAUTIFUL PLANET. IT HAS ALSO BEEN GREAT TO LEARN ABOUT THE PHYSICAL FORCES WHICH SHAPE OUR PLANET AND HOW WE AS HUMANS INTERACT WITH OUR SURROUNDINGS” – LAYAL, Y11

Introduction

Geographyisthestudyofpeopleandtheirinteractionswiththeenvironmentindifferent partsoftheworld.Itisatthecenterofmanymajorissuesaffectingtheworldtoday:food shortage,climatechange,overcrowding,demandforcleanwaterandnaturalhazardsto namebutafew.Aswellasrequiringtheunderstandingofmanyimportantglobalissues thereisanemphasisontheoryandcasestudies.Thecoursealsofocusesonavarietyof skills:fieldwork,techniquesofcollectingdata,analyzingandmakingjudgments,present findingseffectivelyusinggraphs,mapsandwords.

Thiscourseisforstudentswhowanttoappreciatetherelevanceofourchangingworld, theimportanceofpeopleandenvironmentsfromlocaltoglobal.Inshort,inGeography youwilllearn‘fromtherealworld,abouttherealworldintherealworld’.Youwill investigatetheearthanditspeoples;studythefeaturesoftheearthandhowtheyare formed,andenquireintoplaceswherepeopleandenvironmentsmeet.

Geographerscan:

• handledata,

• askquestionsandfindanswers,

• makedecisionsaboutanissue,

• organisethemselves,

• thinkcreativelyandindependently.

Duringthecourse,thestudentswill:

• activelyengageintheprocessofGeographytodevelopaseffectiveandindependent learners,andascriticalandreflectivethinkerswithenquiringminds,

• appreciatethedifferencesandsimilaritiesinpeople’sviewsoftheworldandits environment,societiesandcultures,

• developandapplytheirlearningtotherealworldthroughfieldworkandotherout-oftheclassroomlearning.

Forms of Assessment:

Course Outline:

Year 10

Earthquakes and Volcanoes [Theme 2]

Population and Migration [Theme 1]

Rivers and Coasts [Theme 2]

Year 11

Settlement and Urbanisation

Fieldwork

Weather, Climate and Natural Vegetation

Development and Food Production [Theme 3]

Industry and Tourism [Theme 3]

Energy, Water and Environment Issues [Theme 3]

Throughout the IGCSE Geography course, students will develop a range of geographical and transferable skills, including quantitative skills that will stand them in good stead for future study in this subject as well as many others. Through the dynamic physical geography unit, students will learn about topics including ecosystems, coastal and hazardous environments. Human geography topics include economic development, urban opportunities and challenges along with changes in populations and migration. The course, which provides a valuable opportunity to undertake a geographical investigation involving fieldwork and research requires students to engage with the world around them; in return, it encourages inquiring minds, encouraging students to become informed, and creative thinkers.

SupportingMaterial

The department provides a core class textbook and many other digital resources will be used throughout the year. The following websites are useful for students to use and stay up to date with current global issues and course related content:

www.bbc.co.uk/schools/gcsebitesize/geog raphy

www.rgs.org

www.geographyinthenews.org

www.georesources.co.uk

www.geographyallthway.com

www.nationalgeographic.co.uk

www.bbc.co.uk/news/education

Tipsforparentstohelpwiththeirchild’sstudy:

Parents can allow and encourage students to read and watch various news agencies, documentaries and keep up with world events by discussing issues. Exam boards like examples to be up-to-date and relevant. This is often missing in textbooks.

Encourage students to keep a word diary of key geographical words that they are going to learn for the topic.

Encourage students to complete the past papers, which there are plenty and can be found online or by a Geography teacher. They are also widely available on the CIE Exams website.

FurtherStudy:

Geography related career paths include: Diplomacy, Urban Planning, Environmental Management, Journalism, Geology, International Development, Engineering, Geographical Information Systems, Geophysics, Meteorology, Surveying, Financial Analytics, Air Traffic Control, Teaching, Environmental Law, and Cartography.

EXAM BOARD: CAMBRIDGE

SPECIFICATION CODE: 0471

SPECIFICATION LINK

“TRAVEL & TOURISM HAS PROVIDED ME WITH INSIGHT INTO THE UNDERSTANDING OF TOURISTS AND THEIR NEEDS, LOOKING INTO HOW DIFFERENT STAKEHOLDERS PERCEIVE THE WORLD AND HOW WE CAN DRIVE TOURISM SUSTAINABLY“

JANE - YEAR 10

Introduction

Travel&Tourismenableslearnerstodiscoverthenatureoftravelandtourism, developingawarenessofsustainability,locallyandaroundtheworld.Learnersgainan understandingoftheimportanceofcustomersandofthemarketingoftravelandtourism destinations.Developingtransferablethinking,researchandcommunicationskillsequips learnerswellforprogressiontofurthereducationcoursessuchasCambridge InternationalAS&AlevelTravel&Tourismorfordirectentryintoemployment.Travel andtourismitselfaccountfor10.4%ofglobalGDP(9.2trillionUSdollars!)sothisisvery muchanindustryofpotentialandopportunity.

Thiscourseisopentostudentswhoareconsideringacoursethatisvocationalinnature, withtheskillsandknowledgetopreparethemforentryintotheindustry.

StudentsstudyingTravelandTourismdevelopthefollowingskills: handledata, askquestionsandfindanswers, makedecisionsaboutanissue, organisethemselves, thinkcreativelyandindependently.

FormsofAssessment

CourseOutline

Year10

1 Introduction to the main travel and tourism definitions and concepts

2 Global tourism

3 Travel and tourism organisations

Year11

4 Customer service

5 Destination marketing

SupportingMaterial

The course text will be provided by the department alongside a range of digital materials.

Tips for parents to help with their child’s study:

Encourage students to read and research tourism-related issues and impacts

Encourage students to keep a log of their reading

Encourage students to observe the manner in which tourism is marketed and note down examples as on ongoing concern

FurtherStudy

Transport management, airline industry, cruise industry, tour, hotel management, guidance and organisation, trip planner, hospitality, tourism management, national parks, and many more.

EXAM BOARD: CAMBRIDGE

SPECIFICATION CODE: 0984 SPECIFICATION LINK

“IT’S AMAZING TO BE ABLE TO CREATE BASICALLY WHATEVER YOU WANT THROUGH PROGRAMMING. YOU CAN JUST LET YOU IMAGINATION FLOW WHILE CREATING” - AARUSH, Y11

Introduction

Thisdynamiccoursepreparesstudentsforreal-worldcomputerchallengesandbuilds students'abilitytothinkcomputationallywithinthecontextofasinglescenario.Theywill developanunderstandinghowcomputersystemsworkandimprovetheirunderstanding ofcurrenttechnologiesandtrendstowardsthefuture.Alongwithdevelopingtheir understandingofthelegal,social,economic,ethicalandenvironmentalissuesthatarisein thisdigitalage,studentswillbeintroducedtocoreprinciplesofcomputerscienceand developskillsinproblemsolvingandcomputationalthinking,whichbuildsonskillslearned inearlierKeyStages,whilealsoensuringthatstudentsnewtothesubjectaresupported appropriately.Followingonfrommorevisualprogrammingenvironments,programming skillsarefurtherdevelopedusinghigh-leveltextualprogramminglanguages.TheGCSE courseisdesignedtodevelopstudents’understandingofcomputersciencemethodsin therealworld–studentswilldecomposeandmodelaspectsofreal-worldsituations,and asaresultbeabletodesign,buildandtestafully-programmedsolutiontoaproblem.

FormsofAssessment

CourseOutline

ComputerSciencerequiresstudentstodemonstrateknowledgeandunderstandingof: howcomputersystemswork,includingthefunctionsoftheirindividualcomponents, methodsofstorageandtheirsuitabilityfordifferenttasks, typesofmemoryandtheirfunctions, thefunctionsofoperatingsystemsandutilityprograms, howtheInternetandothercommunicationnetworksfunction, therelevanceofdifferentnumbersystemsincomputing, thelegal,social,economic,ethicalandenvironmentalimplicationsofcomputeruse, currentandemergingtechnologies.

ComputerSciencerequiresstudentstodemonstrateknowledgeandunderstandingof: thinkcreatively,innovatively,analytically,algorithmically,logicallyandcritically, showthattheycanfollowabrieftomeetrequirements, usecomputationalthinkingtodesign,createanddeveloptheirownprogramming solutiontoaproblem, useabstractiontomodel,decomposeandgeneralise, detecterrorsincomputerprogramsandcorrectthem, manipulatedata,sequenceinstructions,testdesignsandexploreideas, adoptsafe,secureandresponsiblepracticewhenusingcomputers, evaluateandimprovesystemstheyhavecreatedaswellasthoseofothers.

FormofAssessment

ComputerSciencerequiresstudentstodemonstrateknowledgeandunderstandingof: howcomputersystemswork,includingthefunctionsoftheirindividualcomponents, methodsofstorageandtheirsuitabilityfordifferenttasks, typesofmemoryandtheirfunctions, thefunctionsofoperatingsystemsandutilityprograms, howtheInternetandothercommunicationnetworksfunction,•therelevanceof differentnumbersystemsincomputing, thelegal,social,economic,ethicalandenvironmentalimplicationsofcomputeruse, currentandemergingtechnologies.

SupportingMaterial

TheComputingdepartmentwillprovidethenecessarybooks.Moreresourcescanbe foundonline: www.bbc.com/bitesize/subjects/z34k7ty www.teach-ict.com/gcse_computing.html www.csunplugged.org www.computer.howstuffworks.com www.cs4fn.org

Furtherstudy

www.computingatschool.org.uk www.quizlet.com/subject/computing www.mrfraser.org/resources www.igcseict.info

Thevastmajorityofcareersinthe21stcenturywillrequireanunderstandingofcomputing. Manyjobsthattoday’sstudentswillhavein10to20yearshaven’tbeeninventedyet. Professionalsineverydiscipline—fromartandentertainment,tocommunicationsand healthcare,tofactoryworkers,smallbusinessowners,andretailstorestaff—needto understandcomputingtobegloballycompetitiveintheirfields.

IGCSE INFORMATION AND COMMUNICATION TECHNOLOGY

EXAM BOARD: CAMBRIDGE

SPECIFICATION CODE: 0983

SPECIFICATION LINK

“ICT IS CRUCIAL FOR THE FUTURE AND THE SKILLS THAT COME WITH IT WILL GUARANTEE THAT YOU ARE PREPARED FOR WHATEVER JOB YOU CHOOSE TO DO” - MARIA, Y11

Introduction

ThisexcitingandinteractiveIGCSEcourseaimstogivestudentssecureICTskillsandthe abilitytoimplementthemthrougharangeofdigitaltoolsandtechniques.Overthe course,studentswillexplorehowdigitaltechnologyimpactsonthelivesofindividuals, organisationsandsociety;learnaboutcurrentandemergingdigitaltechnologies;develop safe,secureandresponsiblepracticeofusingICTandlearnhowtoreflectcriticallyon theirownandothers’useofICT.Studentswillbroadentheirproblem-solvingskills, developskillsofanalysisandevaluation,and–throughindependentinquiryand consistentpractice,engagemoreconfidentlywithanincreasinglydigitalworld.

FormofAssessment

Practical paper -  Document Production, Data Manipulation and Presentations

3  Practical paper -  Data Analysis and Website Authoring

CourseOutline

1 Types and components of computer systems

2 Input and output devices

3 Storage devices and media

4 Networks and the effects of using them

5 The effects of using IT

6 ICT applications

7 The systems life cycle

8 Safety and security

9 Audience

10 Communication

SupportingMaterials

File management

Images

Layout

Styles

Proofing

Graphs and charts

Document production

manipulation

Presentations 20 Data analysis

Website authoring

A course book will be provided to students along with resources designed specifically for Amity students.

FurtherStudy

Being a competent user of ICT is an expectation of many employers today and being able to demonstrate strong ICT skills will provide students with an additional bank of skills that can be transferred into other subjects, the home and the workplace.

EXAM BOARD: PEARSON EDEXCEL

SPECIFICATION CODE: 1BS0

SPECIFICATION LINK

“BUSINESS STUDIES IS A SUBJECT THAT BROADENS MY VIEWS ON VARIOUS ASPECTS OF A BUSINESS. IN CLASS WE OFTEN COLLABORATE WITH OTHERS TO COME UP WITH DIFFERENT SOLUTIONS FOR A QUESTION; THIS LETS US BE CREATIVE AND MAKES LEARNING FUN”BHAVINI, Y11

Introduction

You will start by exploring the world of small businesses through the lens of an entrepreneur. How and why do business ideas come about? What makes a successful business? You will learn how to develop an idea, spot an opportunity and turn it into a successful business. You willunderstand how to make a business effective, manage money and see how the world around us affects small businesses and all the people involved. Then you will move on to investigating business growth. How does a business develop beyond the start-up phase? You will learn about key business concepts and issues and decisions you need to make when growing a business and working in a global business. You will learn about meeting customer needs, and making marketing, operational, financial, and human resourcing decisions and you’ll explore how the wider world impacts the business as it grows.

After this qualification, you will understand the world of business and have developed skills in:

Making decisions and developing persuasive arguments

Creative and practical problem solving

Understanding data, finance, and communication. It’s also a great step in preparing you for further and higher education such as A Level and BTEC courses. A GCSE Business course could help prepare you for an entrepreneurial role and help you to gain an understanding of what is involved in a business-related profession such as

Accountancy, Banking, Law, Marketing, and many others

FormofAssessment

The qualification will be assessed in two equally weighted exam papers. There is no coursework.

Paper2-Theme2:Buildinga business

Written exam: 90 minutes, 90 marks = 50%

Multiple choice, calculation, short-answer and Extended-writing questions. There are three sections in the paper. Each section is ramped, starting with multiple choice questions, moving to short answer questions and ending with extended writing. Sections B and C are based on real life, relevant business contexts, and examples.

Written exam: 90 minutes, 90 marks = 50%

Multiple choice, calculation, short-answer and Extended-writing questions. There are three sections in the paper. Each section is ramped, starting with multiple choice questions, moving to short answer questions and ending with extended writing. Sections B and C are based on real life, relevant business contexts, and examples.

Paper1-Theme1:Investigating smallbusiness

Course Outline

Paper1-Theme1:Investigating smallbusiness

Topic 1.1 Enterprise and entrepreneurship

Topic 1.2 Spotting a business opportunity

Topic 1.3 Putting a business idea into practice

Topic 1.4 Making the business effective

Topic 1.5 Understanding external influences on business

Paper2-Theme2:Buildinga business

Topic 2.1 Growing the business

Topic 2.2 Making marketing decisions

Topic 2.3 Making operational decisions

Topic 2.4 Making financial decisions

Topic 2.5 Making human resource decisions

Tipsforparentstohelpwiththeirchild’sstudy

Encourageyourchildtoreadthefinancesectionsinthenewspapersandwatchthe businessnewsandrelateddocumentaries.

ThereareanumberofrelevanttelevisionprogrammessuchasTheApprenticeand Dragon’sDenthatlinktotopicssuchasfinanceandmarketing.

Encouragestudentstocompletepastpapers.Manyexaminationpapersareavailableon theEdexcelwebsiteforextrapractice.

KeytermsarereallyimportantinBusinessandweencouragestudentstomakeflashcards orkeeparecordofkeydefinitions.

EncourageyourchildtogototheBBCBitesizewebsiteforafunandinteractivewayof learning.

SupportingMaterial

EveryBusinessStudiespupilisprovidedwithatextbookinYear10.Thetextbookneeds tobereturnedtotheschoollibraryattheendofYear11.

Book:EdexcelGCSE9-1BusinessStudentBookPaperback:HelenCoupland-Smith www.bbc.co.uk/bitesizecontainsgreatlinkstoallmaterialsstudiesaswellastestsyou cantakeonline-https://www.tutor2u.net/business/reference-everypossibleBusiness Studiesrevisionmaterial,test,video,andexampleyoucouldthinkof!Thiscomeshighly recommendedforGCSEstudents-https://www.businessed.co.uk/-aseriesofcase studiesandminilessonsthatcoverawiderangeofthespecificationallfreelyavailable.–www.senecalearning.comisexcellent!MakesureyouselectEdexcelwhentestingyourself!

EXAM BOARD: PEARSON EDEXCEL

SPECIFICATION CODE: 1PS0

SPECIFICATION LINK

"PSYCHOLOGY IS SO INTERESTING BECAUSE YOU LEARN ABOUT THINGS THAT OCCUR IN EVERYDAY LIFE AND UNDERSTAND WHY THEY HAPPEN –THIS IS ALWAYS EXCITING!” - LUCIA, Y12

Introduction

Psychology is all about studying the mind and why we behave the way we do. Students will be introduced to key psychological concepts and methodologies in the context of real life issues, debates and psychological research. Students will have the opportunity to undertake and participate replications of psychological research. Students will discuss, debate and explore a wide range of topics developing them into independent learners, critical thinkers and reflective students.

Psychology will help students to understand similarities and differences in societies, cultures cognition, intelligence and much more through the broad curriculum offered. Students will be involved in a range of debates relevant in today’s society such as freewill and determinism or nature vs nurture.

Students will be taught about ethical consideration when planning and conducting research, as well as the implications research will have on individuals, groups and societies. They will understand the importance of developing ethical research and how to protect participants appropriately within research and the impact research can have on individuals.

FormofAssessment

Paper1

Paper 1 is a written examination in which all questions must be answered. The paper consists of 6 sections. These sections will include multiple-choice, short-open and openresponse questions. The sixth section will contain two extended open-response questions. These questions will focus on debates within psychology and the interrelationships between the core areas of psychology

Paper2issplitintoparts:

SectionA:Researchmethods–thiswillexaminestudentsknowledgeonhowresearch iscarriedoutPsychologyandrawonmaterialfromTopics1to5fromPaper1.Itwill containquestiontypesthatincludecalculations,multiple-choice,short-openandopen responsequestions,andoneextendedopen-responsequestion;

SectionsBtoF:Studentswillhavestudied2oftheoptionaltopicstheyhavestudied inclass.Thesesectionswillincludemultiple-choice,short-openandopen-response questions,andoneextendedopen-responsequestion.

Courseoutline

CompulsoryTopics

Topic1:Development–Howdidyoudevelop?

Topic2:Memory–Howdoesyourmemorywork?

Topic3:Psychologicalproblems–Howwouldpsychologicalproblemsaffectyou?

Topic4:Thebrainandneuropsychology–Howdoesyourbrainaffectyou?

Topic5:Socialinfluence–Howdoothersaffectyou?

Topic11:Researchmethods–Howdoyoucarryoutpsychologicalresearch?

OptionalTopics–Studentsmuststudyatleasttwoofthetopicsbelow

Topic6:Criminalpsychology–Whydopeoplebecomecriminals?

Topic7:Theself–Whatmakesyouwhoyouare?

Topic8:Perception–Howdoyouinterprettheworldaroundyou?

Topic9:Sleepanddreaming–Whydoyouneedtosleepanddream?

Topic10:Language,thoughtandcommunication–Howdoyoucommunicatewith others?

Supportingmaterial

Studentswillusearangeofsubjectspecifictextbooksregularlyinclassandthesewillbe providedbytheschool.

FurtherStudy

ThenaturalprogressionfromtheGCSEwillbetotheALevelorIBprogramme.Thiswill enablestudentstoapplyforarelatedornon-relatesdegreesatUniversityorgodirectly intoemployment.AfterUniversitythelistofpossiblecareersavailabletoeachstudentwill beextensiveanddiverse.Someexamples:

PsychologyRelatedCareers

·Clinical psychologist

·Educational Psychologist

·Psychology Teacher

·Researcher

·Counsellor/Therapist

Occupational Therapist

PsychologyNon-relatedCareers

·Marketing

·Human Resources

·Data Analysis

·Journalist

·Police officer

Government Worker

EXAM BOARD: CAMBRIDGE

SPECIFICATION CODE: 0955

SPECIFICATION LINK

“ACADEMIC

PE HELPS ME UNDERSTAND HOW THE BODY REACTS TO EXERCISE, AND IT HELPS US LEARN HOW TO TRAIN EFFECTIVELY AND KEEP FIT” - ADI, Y11

Introduction

TheiGCSEinPhysicalEducationisanexcellentchoiceforstudentswhoarepractically talentedinarangeofsportsandhaveakeeninterestintopicssuchasanatomy& physiology,sportspsychology,technologyinsportsandnutrition.PEwillallowstudents todeveloptheirskillsandimprovetheirperformanceinawiderangeofsportsand activities.Studentswilllearntodevelopskillsthroughplanning,performingand evaluating.Inaddition,studentswilllearnaboutthebodysystems,theeffectexercisecan have,andhowtrainingcanimproveperformancethroughtraining.

FormofAssessment

Coursework: undertake 4 physical activities; internally assessed / externally moderated

CourseOutline

The course consists of both practical and theoretical components.

Practical Components: students will study a range of different practical activities during the two years. Each candidate will be expected to regularly participate in sports inside and outside school to ensure consistent achievement, development and skill. They must then be assessed in four sports/activities from the following categories (they must choose from at least two categories):

Games (football, rugby, tennis, volleyball, rounders, netball, golf, cricket, badminton)

Gymnastics (artistic or rhythmic, figure skating, trampolining)

Athletics (track & field, cycling, weight training, cross country)

Dance

Outdoor & Adventurous (sailing, skiing, snowboarding, horse riding)

Swimming (lifesaving, competitive swimming, personal survival)

Combat (taekwondo, judo)

Students will study activities that can be accommodated at school but can be assessed in other activities if they study/train these outside of school with a proper coach/club e.g. skiing or golf.

Theoretical Components include:

Anatomy and physiology

Health, fitness and training

Skill acquisition and psychology

Social, cultural and ethical influences

Supporting Material

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-physical-education-0413/ www.bbc.co.uk/schools/gcsebitesize/pe

In Year 10, you will study a range of practical activities as well as learning about topics such as the musculo-skeletal system, the cardio-respiratory system, movement analysis and training methods.

In Year 11, you will carry on with your range of practical activities from the list previously mentioned and learn about a diverse arrange of topics such as the commercialisation of sport, sports psychology sporting ethics. Towards the end of the year the focus will turn towards exam preparation.

Tips for parents to help with their child’s study:

encourage your child to participate in a variety of sporting CCAs, encourage your child to participate in a variety of sporting activities outside of school hours, encourage students to complete past papers. Many examination papers are available on the CIE website for extra practice, encourage your child to go to the BBC Bitesize website for a fun and interactive way of learning.

Furtherstudy

Employment opportunities in sports, marketing, education, business & management, medicine (sports), physiotherapy and more.

FoundationSkills

Foundation Skills is not an examined GCSE Subject. Pupils who choose this as one of their options will spend the curriculum time (seven periods per fortnight) in structured lessons dedicated to supporting progress in the core GCSE subjects: English, Mathematics and Science.

Specialist teachers will help pupils review content covered earlier in the course, consolidate current learning and support improvement in key skills as appropriate to each discipline. During Year 11, some curriculum time will be dedicated to improving examination technique.

Higher Education establishments vary in their GCSE requirements for entry, but most require between five and eight passes at GCSE. Pupils who select Academic Enrichment as an option follow up to nine GCSE courses and are not disadvantaged in doing so. Pupils who choose this option are likely to be those who would benefit from additional support in one or more core subjects as well as a slightly reduced timetable of GCSE subjects.

Tutors, Heads of Houses, and the Academic Team will be able to advise pupils of their suitability for choosing this option on an individual basis. We may also suggest this option to some pupils for particular consideration as part of our on-going monitoring of progress and the support we can offer.