Key Stage 4
If at any time during the option process, you or your parents would like more information on any aspect of courses or careers, we will be happy to assist you.
Nicholas Hammond, Head of Senior School
Making a Choice
You are about to embark on a series of two-year courses which lead to the UK’s compulsory examinations called ‘General Certificate of Secondary Education’ (GCSE).
The GCSE programme at The British School of Paris involves a broad, diverse and stimulating curriculum, similar to what is on offer at other national and international schools. GCSEs provide excellent preparation for the A-Level courses offered in Years 12 and 13, leading to university entrance worldwide.
GCSE courses require a deeper and more structured approach to the subjects you study. Success in these courses will depend not only on your ability to work hard in class, but also on your willingness to work on your own. All courses will be examined at the end of the two years, some will include practical projects carried out in class time.
You will have to study Mathematics, English Language, English Literature, Science, French and PSHE (Personal, Social, Health and Economic Education).
We also ask you to choose three other subjects from the following list:
• Art and Design
• Business
• Computer Science
• Design & Technology
• Drama
• Geography
• History
• Music
• German
• Spanish
For pupils needing academic support we can also offer English as an Additional Language (EAL) and/or Curriculum Support during option time.
What happens next?
You will soon be asked to give an indication of your preferred subject choices at GCSE. This is an important step in your school life and you should take the opportunity to discuss your thoughts with your parents and teachers. Please read carefully all the course outlines which we have prepared for you in this guide.
Of course, you should choose a good balance of subjects to keep future choices open. You should also base your decisions on enthusiasm and interest in a subject area, taking into account any career ideas you may have.
If you are already here at the BSP, talk to your tutor, to your subject teachers and to pupils already in Year 10 in order to gain as much information as you can about your options and join us at the upcoming Information Evening. If you are a new pupil, please do not hesitate to contact us to discuss your questions.
To assist us in our planning we will ask you to indicate a fourth subject alongside your three first options.
This must be a serious choice as, although every effort is made, it is not always possible to accommodate everyone’s first choice due to timetabling constraints and limitations on group sizes.
Life at the BSP in Years 10 and 11, however, is not just about academic opportunity and success. All our pupils enjoy a wide variety of co-curricular activities. The programme varies from term to term but typically involves Drama, Music, Sports clubs and activities of all kinds.
You are also encouraged to take up positions of responsibility within your peer group and may represent a Tutor Group at Student Council, paving the way for future positions of responsibility in the school and society as a whole.
Charity work and community service are an important part of our contribution to help those less fortunate than ourselves and you are encouraged to participate in organising various activities for fund-raising. It is at Key Stage 4 that you first have the opportunity to join the Duke of Edinburgh’s International Award scheme, the world’s leading achievement award for young people.
We also organise activities and visits to enhance your learning throughout the year. Many of the courses you choose will include experiences outside the classroom. Most departments will organise subject-related visits and trips to complement what you are studying (although the costs of these trips are not included in the school fees).
“My best experience this year was the Duke of Edinburgh expedition. It was a chance to be outdoors dealing with the difficulties of doing everything in the rain! – it brought everyone who took part together.”
The GCSE Options timeline
February-March
The Curriculum Guides are made available to pupils.
The Curriculum Guide outlines courses and pupils are informed about GCSE courses by subject teachers. Option choices are made. An Open Evening allows parents and staff to discuss the suitability of various courses.
May-June
Options are confirmed and the timetable is completed.
September
Year 10: GCSE courses begin.
Art and Design: Fine Art
The GCSE Fine Art Course is designed to encourage an adventurous and enquiring approach to art and design. The course encourages pupils to demonstrate an understanding of past and contemporary art and design practice, and be able to produce personal artwork that embraces a range of ideas. Pupils have the chance to experiment with new media and techniques, and encounter artworks and artists first-hand through workshops and trips.
What does the course involve?
Component 1: Coursework
The coursework projects begin as soon as you start the course in Year 10. You will be given a project theme to work from, and you will begin by carrying out structured tasks to help you build up practical skills, carry out meaningful research and develop ideas towards one or more final outcomes. As your skills grow along with your confidence, you will have the opportunity to develop your project in a more personal direction and choose which materials, ideas and artists’ influences will help you do this, allowing you to explore your own interests in more depth.
In the first term of Year 11, you will have the opportunity to improve and rework your coursework projects, which are worth 60% of the overall grade.
Starting points for coursework projects are sufficiently broad to allow a personal, individual interpretation of the theme. Some previous coursework themes have been:
• Journal/Journey (exploring travel and artists’ journals)
• Facing the World (self-portraiture)
• I, Me, Mine (looking at still life and symbolism)
• Botanical Forms (looking at form and pattern in the natural world)
1 Coursework Projects
Running from Yr 10 to January Yr 11 60%
2 Externally Set Assignment
Running from January until April in Yr 11 40%
Component 2: Examination Project
The theme for the Externally Set Assignment is given by the examination board in January of Year 11. You will have approximately 20 hours of lesson time, as well as outside lessons, to develop a personal approach to the theme. You will showcase the skills developed since the start of the course by producing both sketchbook work and larger responses over this ten-week period, ending in a 10 hour examination in which you will produce your final outcome.
• Internally Set
• Internally Marked
• Externally Moderated
• Externally Set
• Internally Marked
• Externally Moderated
• 20 Hours Preparation Time
• 10 Hours Timed Test
Supporting studies and outcomes must show evidence of ALL Assessment Objectives
How will I be assessed?
You will receive regular written and verbal feedback on your work throughout the course. The course is structured in order to help you fully meet the criteria for assessment, and your work will be marked against these. All your work will be marked internally by your teacher, and externally moderated by a visiting examiner, who will have the final decision. In order to meet the assessment objectives, you must demonstrate that you can:
What skills will I acquire?
You will be taught how to use traditional media and techniques, such as:
• Painting (oils, acrylics, watercolours)
• Drawing
• Ceramics & Sculpture
• Printmaking (dry point, lino-printing and mono-printing)
You will also be encouraged to introduce new media into your project work, such as digital photography, animation and drawing, using both the iPad and Mac computers available in the Morisot Art Library.
You will build up transferable skills, such as the ability to research and write analytically, solve problems in a creative way, develop understanding of different historical and cultural contexts, and work in an independent, self-motivated way in order to meet deadlines.
Materials:
The Art department will provide all the materials and resources required for lessons. It is, however, recommended that pupils equip themselves with a good quality set of acrylics, watercolours, coloured crayons and drawing pencils, in order to be able to carry on sketchbook work and outcomes at home.
What goes on outside lesson times?
Trips and Workshops:
In order to inform your project work, it is essential to experience artworks first-hand. There will be opportunities during the course to take part in museum trips and workshops. Pupils are also encouraged to make the most of our proximity to Paris to carry out gallery and museum visits in their own time.
The Exhibition:
At the end of the course, you will mount your work and organise and set up an exhibition. This not only allows the external moderator to see the work in its best light for the final mark, but is also a great way to allow others to appreciate the fruits of your labours. The exhibition is advertised to parents and pupils, and is always well attended.
AO1 Develop your ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding.
AO2 Refine your ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
Record ideas, observations and insights relevant to your intentions in visual and/or other forms.
AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.
Business
Business is all around us; the adverts that pop up on our phones, the firms our families work for, the companies that sponsor our favourite sports team, singers - sometimes even our schools. Most of us will either work for, or with, a business in our life; we are all stakeholders in some shape or form. Why not learn more about it?
Topics we will study include:
• Marketing
• Motivation
• Entrepreneurship
• Finance
• Business law
• Environmental issues
• The economy
• Operations management
• Human resources
How do I know if it is right for me?
• Do you take an interest in the news and the world around you?
• Do you read books on entrepreneurs such as Mark Zuckerberg or Phil Knight?
• Do you watch shows such as Shark Tank or Dragon’s Den and think “I could do that”?
• Do you talk to your parents about what they do and why?
• Do you ever think to yourself “why do firms do that”?
If the answer to any of the above is yes, then please keep on reading.
How will I be assessed?
The GCSE in Business is assessed by two written papers at the end of Year 11. There are two themes examined, with Theme 1 looking at the issues for small businesses and Theme 2 looking at how to manage a growing business.
THEME 1: INVESTIGATING SMALL BUSINESS
(Paper code: 1BS0/01)
1 hour and 30 minutes
50% of the qualification
90 marks
Assessment overview
The paper is divided into three sections:
Section A: 35 marks
Section B: 30 marks
Section C: 25 marks
The paper will consist of calculations, multiplechoice, short-answer and extended-writing questions. Questions in Sections B and C will be based on business contexts given in the paper. Calculators may be used in the examination.
THEME 2: BUILDING A BUSINESS
(Paper code: 1BS0/02)
1 hour and 30 minutes
50% of the qualification
90 marks
Assessment overview
The paper is divided into three sections:
Section A: 35 marks
Section B: 30 marks
Section C: 25 marks
The paper will consist of calculations, multiple-choice, short-answer and extendedwriting questions. Questions in Sections B and C will be based on business contexts given in the paper. Calculators may be used in the examination
Please note - we are assessed 100% by examination.
There are no coursework or practical tasks in the assessment. We aim to make the topic as engaging as possible but ultimately, we are an academic subject looking to get you the best grade you are capable of. If you are good at justifying your decisions on extended pieces of writing, then we are probably a subject for you.
If you are interested in studying GCSE Business, you should start to find out more about the subject by:
• Visiting the BSP social media pages to get a feel for the lessons
• Visiting the Edexcel website https:// qualifications.pearson.com/en/qualifications/ edexcel-gcses/business-2017.html
There is a lot of useful information on this site about what you will be studying and how you will be assessed.
• Talking to one of the Business teachers – you will find us in BS1, BS2 or IT1 and our doors are always open
• Speaking to our Business Ambassadors at our open evening or during the school day. These Year 11 and 10 pupils have been selected for their passion and proficiency in the subject.
Computer Science
Why should I study Computer Science?
Think when you last used a computer, tablet, or smartphone? What about your home and car? The chances are that they are part of the Internet of Everything. All of these devices use coding and programming to operate. With digital devices becoming ever more essential to our lives, those who create code are ever more sought after. Computer Science offers an exciting, practical focus on real-life programming, develops skills relevant to the future and should increase your employability.
Possible career paths with Computer Science
• Software Engineering
• Cyber Security
• Artificial Intelligence
• Neural Network Architecture
• Big Data Analyst
What topics are studied?
There are six comprehensive topic areas assessed through two externally examined papers. One of these is a written paper focused on:
• computational thinking
• data
• computers
• networks
• issues and impact of computing in the world today.
The other is a practical on-screen assessment, which focuses on the ability to analyse and solve problems by designing, writing, testing and refining programmes.
The qualification’s combination of written and practical elements balances theory and practical application, providing students with a rounded experience of Computer Science.
For more details of the specification please visit the link below: GCSE_L1_L2_Computer_Science_2020_ Specification (pearson.com)
How is Computer Science assessed?
WRITTEN EXAMINATION ON -SCREEN ASSESSMENT
50% of GCSE
75 marks
90-minute paper sat in the examination hall
50% of GCSE
75 marks
2-hour on-screen assessment sat in a computer suite
What exactly is On-Screen Assessment?
This practical paper requires you to design, write, test and refine programmes in order to solve problems. You will complete this assessment on-screen (on one of our desktops) and you will be provided with: coding files, a hard copy of the question paper along with the Programming Language Subset (PLS). You will then answer the questions on-screen using Python 3.
Is Computer Science at GCSE for me?
We would suggest you consider the following:
• You should be comfortable with numbers – Due to the demands of the course, we highly recommend that pupils have a strong background in Mathematics or Physics (Set 1 or Set 2 at Key Stage 3)
• Do you already have an interest in programming - whether with us in school or at home?
• Do you plan on studying Computer Science at A level or at university?
Curriculum Support
Curriculum Support is a valuable option available to Key Stage 4 pupils, provided by the Learning Support Department. This programme is designed to offer additional assistance to pupils who benefit from a reduced examination load, regardless of their ability.
Programme structure
The class is scheduled for five hours that are taught over our two-week timetable. During these sessions, pupils receive extra support in Maths, English, and Science. Additionally, the programme includes general study skills, revision techniques, and guidance for other GCSE subjects.
Objectives
Curriculum Support teachers collaborate with GCSE subject teachers to enhance pupils’ understanding of exam requirements, including essay writing and prescribed texts. The programme emphasizes developing effective study skills and exam preparation strategies, equipping pupils for success in their GCSEs and future academic pursuits.
Homework Guidance
Pupils also receive extra homework support. Curriculum Support teachers can:
• Clarify homework expectations and tasks set by classroom teachers.
• Assist pupils in planning when and where to complete their homework.
• Teach pupils to plan extended written work, including essay plans, mind maps, and example paragraphs.
• Instruct pupils in academic research skills needed for project-based homework.
• Ensure pupils understand the demands of tasks, guiding them through portions of assignments while encouraging independent completion at home.
Adapting to challenges
With the increasing difficulty of GCSE content, Curriculum Support aims to help pupils achieve strong results and improve their overall performance in Key Stage 4. As a timetabled option, this programme incurs no additional fees.
Design & Technology
Option to study: Textiles, Graphic Design or Product Design
Why GCSE Design & Technology?
With the fast-changing world of virtual modelling and 3D printing in which products are designed and manufactured, this is an exciting time to study GCSE Design and Technology. The qualification will prepare students to participate confidently and successfully in this increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making, and apply technical and practical expertise.
The GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. It allows them to contextualise and put into practice many of the theories they learn in Mathematics and Science, and they will also have the opportunity to study specialist technical principles in greater depth
What does this course involve?
Within this course, students will continue to cultivate the skills developed across the full range of their KS3 Design & Technology experiences. They will be encouraged to design and make products with creativity and originality.
Pupils will be challenged to design and make products using a wide range of materials; with the option to choose which materials and processes dependent on their own personal strengths and interests.
On top of graphic communication and traditional handskills, pupils will also be given the opportunity to design using modern technologies, often in line with those utilised within professional design practices; virtual 3D modelling along with laser-cutting and 3D printing are all examples of skills that the product design course develops. Pupils will learn about materials, processes and design technologies.
The skills developed include:
• Graphic communication
• CAD/CAM
• Theory of design
• Engineering and manufacture
• Material and process theory
• Links to Mathematics and Science.
H ow am I assessed?
The course involves the completion of two units, both of which are assessed in very different ways; a coursework element and a written examination. Both elements comprise 50% of the overall final grade.
The coursework element is completed in class, starting in June of year 10, with pupils getting to choose their own personal brief from three contexts distributed by AQA. This allows them to pick projects that appeals to them; effectively personalising the course. Generally, pupils complete coursework projects with a Product Design focus where they choose and design a product to solve a particular identified problem. However, we also have extensive Fashion & Textiles facilities in the department and have many pupils choosing a project within this area.
What makes a good product designer?
Everyone has the capacity for innovation. Those who will be most successful within this course will be:
• Creative
• Problem finders
• Problem solvers
• Risk takers
• Independent learners
• Team workers
• Divergent thinkers.
Future possibilities
The course involves the development of many transferrable skills; divergent thinking, problem-solving and self-directed learning to mention a few. This means that the course would supplement any individual’s further learning.
However, there are some career paths that would particularly benefit from the skills that pupils will develop through completing a course in product design. These include:
• Architecture (Building, Interior, Landscape)
• Engineering (Civil, Mechanical, Electrical)
• Product Design (Product, Transport, Carpentry, etc.)
• Graphic Design (Advertising, Branding, Web Design)
• Animation (Film, Illustration, Video Game)
• Fashion Design (Clothing, Footwear, Jewellery).
• Creative-Industry Professionals.
The GCSE grade will be awarded with a 50/50 split, as below: COURSEWORK:
• 50% of total grade
• Extended Design & Manufacture project
• Internally assessed.
EXAMINATION THEORY:
• 50% of total grade.
• Examination at the end of year 11 based upon:
• Core technical principles
• Specialist technical principles
• Designing and making principles
• Science at A level or at university?
Drama
Drama is a subject that is becoming increasingly valued by businesses who feel that our young people lack the confidence at interviews, or the ability to present. Within Drama you will not only study the craft of acting and theatre, but you will also learn extremely valuable transferrable skills, for example – collaboration, empathy, analysis, evaluation, deconstruction of a given subject and construction of performance pieces. You will not only perform but also work on production skills such as lighting, costume, sound, and set/props.
Who is the course suitable for?
The course is suitable for those pupils who are interested in the creation of Drama as an art form, looking to pursue this as a career. It may also be for those who wish to demonstrate on their CV an aptitude for creativity, good presentation, language skills, confidence and team working skills. You will like the course if you enjoy performing, being creative, working collaboratively with others, putting yourself in other people’s shoes, the dramatic process, reading plays, exploring topical issues and going to the theatre.
Please note:
• We explore a wide range of themes and issues; some are funny, some are moving, some are very thought-provoking. You need to be prepared to think deeply about difficult situations and support others in doing so. You need to be open-minded and respect different opinions to your own.
• Most practical work is carried out in groups of varying sizes and is sometimes filmed – you must feel comfortable working with all your peers.
How am I assessed?
All the exam boards break the exam into 3 different components which you can see below. All the boards will be based on the same format, the main difference being the choice of set texts. We will be using Edexcel Drama (2016 Specification).
Component 1: Devising
Non-exam assessment: internally assessed, externally moderated.
40% of qualification
• Devised performance (created using a range of stimuli) – 15 marks
• Portfolio documenting the process and evaluation of performance – 45 marks
Component 2: Performance from Text
Non-exam assessment: externally assessed by a visiting examiner. 20% of qualification
• Performance of two extracts from one play (pupils may contribute as performer or designer) – 48 marks
• Can be a combination of monologue / duologue / group piece
Component 3: Theatre Makers in Practice
Written examination: 1 hour 30 minutes
40% of qualification – 60 marks
Section A: Bringing Texts to Life - 45 marks
This section consists of one question broken into five parts (short and extended responses) based on an unseen extract from the chosen performance text.
Section B: Live Theatre Evaluation - 15 marks
This section consists of two questions requiring students to analyse and evaluate a live theatre performance they have seen. Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words.
Currently we run a four day trip to England to see a selection of pieces of live theatre in order for the pupils to fulfil the live theatre evaluation section of the exam. There is an extra cost for this.
Co-Curricular
We would also hope that all Drama pupils would join Drama Club and be part of the School production; all practical experience is beneficial. We will continue offering LAMDA qualifications.
English Language and English Literature
• Pupils who study two English GCSEs follow the Edexcel IGCSE English Language (4EA1) and English Literature (4ET1) route.
• Pupils who study one GCSE follow only the Edexcel IGCSE English Language (4EA1) path.
• All pupils have five hours of English teaching per week.
English Language
All our groups follow the Pearson Edexcel International GCSE in English Language, Specification A (4EA1), which enables pupils to:
• develop their understanding of the spoken word and the capacity to participate effectively in a variety of speaking and listening activities
• develop the ability to read, understand and respond to material from a variety of sources, and to recognise and appreciate themes and attitudes and the ways in which writers achieve their effects
• develop the ability to construct and convey meaning in written language, matching style to audience and purpose.
The Edexcel International GCSE in English Language (Specification A) (4EA1) has the option of two assessment routes: pupils sit Paper 1, and either Paper 2 or Paper 3. We sit Paper 1 and Paper 3.
Who is the course suitable for?
Details of Papers 1 and 3:
Paper 1: Non-fiction Texts and Transactional Writing
60% of the total International GCSE. Examination.
Content summary:
• The contemporary non-fiction texts from Part 1 of the Pearson Edexcel International GCSE English Anthology include:
• From ‘The Danger of a Single Story’ by Chimamanda Ngozi Adichie
• From ‘A Passage to Africa’ by George Alagiah
• From ‘The Explorer’s Daughter’ by Kari Herbert
• ‘Explorers, or boys messing about?’ by Steven Morris
• From ‘127 Hours: Between a Rock and a Hard Place’ by Aron Ralston
• ‘Young and Dyslexic’ by Benjamin Zephaniah
• From ‘A Game of Polo with a Headless Goat’ by Emma Levine
• From ‘Beyond the Sky and Earth’ by Jamie Zeppa
• From ‘H is for Hawk’ by Helen Macdonald
• From ‘Chinese Cinderella’ by Adeline Yen Mah
Aims:
• Develop skills to analyse how writers use linguistic and structural devices to achieve their effects.
• Explore links and connections between writers’ ideas and perspectives.
• Develop transactional writing skills for a variety of purposes and audiences.
• Use spelling, punctuation and grammar accurately.
Assessment:
• Section A: Reading – a mixture of short- and longanswer questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology (see list of possibilities above) and one previously unseen extract. Total of 45 marks.
• Section B: Transactional Writing – one 45-mark writing task, from a choice of two involving a given audience, form or purpose.
• The total number of marks available is 90.
• The assessment duration is 2 hours 15 minutes.
• Pupils will be provided with the anthology text in the examination.
Edexcel 4EA1
Paper 3: Poetry and Prose Texts and Imaginative Writing
40% of the total International GCSE. Coursework, completed during class-time in Year 11.
Content summary:
• The poetry and prose texts from Part 2 of the Pearson Edexcel International GCSE English Anthology. These include:
• ‘Disabled’ by Wilfred Owen
• ‘Out, Out–‘ by Robert Frost
• ‘An Unknown Girl’ by Moniza Alvi
• ‘The Bright Lights of Sarajevo’ by Tony Harrison
• ‘Still I Rise’ by Maya Angelou
• ‘The Story of an Hour’ by Kate Chopin
• ‘The Necklace’ by Guy de Maupassant
• ‘Significant Cigarettes’ (from ‘The Road Home’) by Rose Tremain
• ‘Whistle and I’ll Come to You’ (from ‘The Woman in Black’) by Susan Hill
• ‘Night’ by Alice Munro
Aims:
• Develop skills to analyse how writers use linguistic and structural devices to achieve their effects.
• Develop imaginative writing skills to engage the reader.
• Use spelling, punctuation and grammar accurately.
Assessment:
• Assignment A: Poetry and prose texts – one 30mark essay question based on three poetry or prose texts from Part 2 of the Pearson Edexcel International GCSE English Anthology (see above).
• Assignment B: Imaginative writing – one 30-mark imaginative writing task.
Pupils are usually entered for the optional spoken language endorsement (worth 0% of the IGCSE) which is endorsed separately and does not count towards the overall qualification.
Summary:
The spoken language presentation may take a variety of forms, including: a) a speech or talk by a pupil, followed by questions from the audience. b) a formal debate or dialogue, such as an interview where the pupil is able to prepare extended responses to questions or prompts, which have been shared in advance, followed by questions from the audience. In all cases, the presentation should be prepared and last no longer than 10 minutes.
English Literature
Groups who study two English GCSEs (two or three groups per year) take the Pearson Edexcel International GCSE in English Literature (4ET1, linear), which extends learners’ knowledge by broadening and deepening skills:
Learners will:
• engage with and develop the ability to read and respond to a wide range of literary texts from around the world
• develop an appreciation of the ways in which writers use literary effects and develop the skills needed for literary study
• explore the writer’s use of language to create effects
• find enjoyment in reading literature.
Our pupils take Components 1 and 2.
Overview of Component 1:
Assessment by examination.
• 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.
Overview of Component 2:
Assessment by examination.
• Section A – Modern Drama: one 30-mark essay question from a choice of two on each of the set texts.
• Section B – Literary Heritage Texts: one 30-mark essay question from a choice of two on each of the set texts.
• The total number of marks available is 60.
• The assessment duration is 1 hour and 30 minutes.
• Open book: prescribed editions of set texts are allowed in the examination.
Edexcel 4ET1
Lists of texts for Components 1 and 2:
Component 1 (Part 3 of the Pearson Edexcel International GCSE English Anthology):
If–
Prayer Before Birth
Blessing
Search For My Tongue
Half-past Two
Piano
Hide and Seek
Sonnet 116
The Tyger
My Last Duchess
Half-caste
Do not go gentle into that good night
Remember
Rudyard Kipling
Louis MacNeice
Imtiaz Dharker
Sujata Bhatt
U A Fanthorpe
D H Lawrence
Vernon Scannell
William Shakespeare
William Blake
Robert Browning
John Agard
Dylan Thomas
Christina Rossetti
Additionally, a selection of modern poetry is studied in order to prepare for the unseen poetry assessment.
One modern prose text from the list below:
To Kill a Mockingbird
Of Mice and Men
The Whale Rider
The Joy Luck Club
Things Fall Apart
Harper Lee
John Steinbeck
Witi Ihimaera
Amy Tan
Chinua Achebe
Component 2: One modern drama text from the list below:
A View from the Bridge
Arthur Miller
An Inspector Calls J B Priestley
The Curious Incident of the Dog in the Night-time
Kindertransport
Mark Haddon (adapted by Simon Stephens)
Diane Samuels
Death and the King’s Horseman Wole Soyinka
One literary heritage text from the list below:
Romeo and Juliet
Macbeth
The Merchant of Venice
Pride and Prejudice
Great Expectations
The Scarlet Letter
William Shakespeare
William
Shakespeare
William Shakespeare
Jane Austen
Charles Dickens
Nathaniel Hawthorne
Component 1 is a closed book examination.
Component 2 is open book.
English as an Additional Language (EAL)
English as an Additional Language (EAL) classes can be offered to pupils whose first language is not English or whose previous educational work has not been in English. EAL pupils are taught in small groups and the level of instruction is adjusted to suit each pupil’s needs, or in one-to-one lessons.
What does this course involve?
Pupils follow a tailor-made language programme designed to build their skills in reading, writing, listening and speaking English. In addition, EAL teachers work alongside mainstream teachers, in particular, with the English teachers in order to provide extra support to pupils who are preparing for their Pearson Edexcel International GCSE in English Language exam.
The course aims to develop:
• an understanding of a variety of texts
• an understanding of standard spoken English, live or broadcast, on familiar and unfamiliar topics
• the ability to write clear, well-structured texts using an appropriate style
• the ability to express themselves fluently, spontaneously and appropriately in a variety of contexts
• confidence in their mainstream subjects by assisting them with subject specific vocabulary.
What will I study?
Pupils will study a range of grammar and vocabulary as well as a variety of topics pending on specific needs, alongside extra support for their Pearson Edexcel International GCSE in English Language exam.
The course is based on a variety of resources including English Vocabulary/Grammar in Use (Cambridge), Solutions (Oxford), British Council, TED Talks, Newspaper articles from The Guardian, Oxford content and language support (History/Geography) and many more.
Further details can be obtained from the EAL department.
French
French is a core subject at The British School of Paris due to our unique and privileged location.
This means that all students follow the GCSE French course and sit the examination at the end of Year 11 (except for Special Objectives students who complete the course at the end of Year 10 and have a specially designed programme of study for Advanced Learners).
At The British School of Paris, we believe it is essential to equip all students with the language skills necessary to communicate effectively outside of school and to make the most of the cultural opportunities on offer in the Paris region and in France.
The aims of the GCSE French course are:
• To engage all pupils so that they become confident and motivated language learners
• To enable all pupils to achieve their potential
• To make languages accessible to a wide range of abilities
• To help all pupils benefit from learning a language and learning about the world around them
• To ensure that pupils are confident in their language skills and are aware of what they can achieve
• To encourage motivation through interesting, popular content relevant to pupils
• To encourage progression through a gradual increase in the level of demand
• To develop awareness and understanding of the culture and identities of the countries and communities where the language is spoken.
You should know:
• This GCSE specification is new
• It has been re-worked in order to make it more accessible to you and to help you enjoy your language GCSE experience even more
• That means the GCSE exams you sit in French will not be the same as any older friends or family members you know
• The first exams for this GCSE are in 2026
• This GCSE has a Higher Tier (Grades 4-9) and a Foundation Tier (Grades 1-5). You must take all papers at the same tier.
What will I learn about?
The thematic contexts of this course are:
• my personal world lifestyle and well-being
• my neighbourhood
• media and technology
• Studying and my future
• Travel and tourism
More specifically, you will be able to speak and write about a variety of subjects (see table below).
How will I be assessed?
The exam consists of four distinct parts, externally assessed at the end of the course:
SPEAKING
• Worth 25% of the overall grade
• Tasks include:
A reading aloud task
A transactional role play
A picture description and follow-on conversation
• Important to know:
In addition to your silent preparation time in another room, you will have a minute before the exam starts to practise the reading out loud, if you would like to.
The role plays are all transactional like booking hotels, buying clothes, going to the doctor’s so they are useful in real life situations.
LISTENING
• Worth 25% of the overall grade
• 5 minutes reading time at the start of the paper
Section A: Listening - multiple-choice, multiple-response and shortanswer open response questions. All questions set in English.
Section B: Dictation
• Each extract will be played 3 times so that you can listen, respond and then check
• The extract will be spoken at a moderate pace and there will be gaps built in to give you time to answer.
READING
• Worth 25% of the overall grade
Section A: Reading - multiple-choice, multiple-response and shortanswer open response questions. All questions set in English.
Section B: Translation into English
• There will be some pictures and glossed words (proper nouns like place names) to help you understand cultural topics. (25%)
WRITING
• Worth 25% of the overall grade
Picture description task (foundation only)
Two open response writings (Foundation = 40-50 words & 80-90 words/ Higher = 80-90 words and 130-150 words) with a choice of two for each so you can pick the one you feel more confident with.
Translation into French/Spanish/German – 5 sentences for Foundation, a short paragraph for Higher. We have guidance on gender-neutral language and you’ll gain equal credit when using these pronouns and agreements as you would using the masculine/feminine.
Special Objectives
For pupils with an advanced level of French we offer a Special Objectives programme. For this programme the study material is carefully selected and provides extra intellectual stimulation.
Pupils in Special Objectives classes are taught a specific course in grammar and literature and sit their French GCSE examination at the end of Year 10, one year earlier than the norm. This group will begin A Level French in Year 11.
(25%)
Geography GCSE
Explore and learn how today’s world is shaped. Understand the challenges we face in the future. Studying Geography gives you the opportunity to travel the world via the classroom, learning about both the physical and human environment. You will understand how Geography impacts your life every day and you will discover the key opportunities and challenges facing the world.
Is Geography the right subject for me at GCSE?
What am I good at? What really interests me?
In order to answer these difficult questions, think about what you really enjoy about studying. Think also about what your privileges and responsibilities are as a globally-minded citizen.
Do I want a job in which I work as a team with colleagues around the world to inspire and inform others to live sustainably?
Do I prefer to learn through investigating and doing things for myself, not just listening and reading?
Do I want to do some of my classwork remotely from mountain ranges, river valleys and seaside resorts around France and abroad?
Do I want to make practical use of my Science, Maths, DT and ICT skills? I will learn to create, analyse and scrutinise maps using ‘Big Data’ and my own field data using the latest in GIS (Geographical Information Systems) software.
What will I Study?
Paper 1: Living with the Physical Environment
Discover the challenges of natural hazards and the living world. Analyse physical landscapes and evaluate how humans interact with them. You will learn about tectonic, geomorphological, biological and meteorological processes and features in different environments. It provides you with the knowledge about the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere.
Paper 2: Challenges in the Human Environment
Human processes, systems and outcomes change both spatially and temporally. You will develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments. If you are interested, talk to your Geography teacher or anyone in the Geography department to find out what they are planning for you. Or ask pupils in Years 10 and 11 how much they enjoy Geography.
How will I be assessed?
You will have three written exams:
Paper 1 (Physical Geography): 1hr 30m (35% of your final GCSE grade)
Paper 2 (Human Geography): 1hr 30m (35% of your final GCSE grade)
Paper 3 (Issue Evaluation, Fieldwork, Geographical Skills): 1hr 30m (30% of your final GCSE grade)
Students must be able to attend two compulsory fieldwork enquiries. The cost of these trips is not included in the school fees.
How will GCSE Geography fit in with my other subjects?
If you want to become a doctor, you will need to have studied Chemistry, Biology and Physics beforehand. Most engineers need Maths and Physics. If you want to become a lawyer, essay-based subjects like English or History will be particularly helpful. However, you may find that you do not like one of the sciences but you still want to be a doctor, or you might not like Maths and still want to be an engineer. Or maybe you do not know what career you want yet. If you prefer to keep your options open and maximise your chances at A level and later at a world-leading university, GCSE Geography is a ‘facilitating subject’. This means your career path stays the same while you gain practical, economic, social and environmental skills which you would not otherwise gain in a more theory-based academic path.
What transferrable and employable skills will I learn?
Alongside the subject content, you will also learn:
• how to recognise the different sides in debates and make decisions based on sound argument
• how to undertake a fieldwork enquiry developing transferrable skills in research, data collection, analysis and evaluation
• written/verbal communication skills, including report writing and data presentation
• how to work independently and within a team, considering different ideas and coming to an agreed consensus
• how to develop and use a wide range of maps from atlas to Ordnance Survey to maps in association with photographs
• numerical, statistical and GIS skills.
Where will GCSE Geography take me?
You will examine the Earth’s natural resources and the increasing battles between the man-made and natural world. It opens opportunities to apply your expertise as an environmental consultant, an economic growth and government analyst, or a social activist supporting integration of refugees in European host countries. This knowledge, paired with your essential curiosity, will give you the sought-after transferable skills for success in further education and the workplace.
If you have any questions, please see your BSP Geography teachers.
Fieldwork opportunities:
Human fieldwork is carried out in France, looking at regeneration in Cergy-Pontoise. Other opportunities to carry out Physical and Human Geography fieldwork take place either in Girona, Spain or Dorset, England.
By taking GCSE Geography, you will also get first call on places to participate in co-curricular trips to destinations such as Iceland, Peru, and Japan.
“The
study of Geography is more than just memorising places on a map. It is about understanding the complexity of our world; it is about appreciating the diversity of cultures that exist across continents. In the end, it is about using all that knowledge to help bridge divides and bring people together.”
BARACK OBAMA SEP 6, 2012
German
You should know that there is a new GCSE. It has been re-worked in order to make German more accessible to you and to help you enjoy learning the language more. The first exams for this new GCSE are 2026.
So why study German?
• In Europe, more people speak German as their native language than any other language.
• Germany is Europe’s largest economy and one of the world’s biggest exporters.
• Germany is a leader in environmentalism and renewable energy.
• German is the second most commonly used scientific language and Germany has a strong reputation in engineering and technology.
• Learning German encourages critical thinking and problem solving.
• Being able to speak even a little German opens doors to European countries where German is widely spoken, especially in Eastern Europe.
Careers with languages
Being able to speak more than one language opens up a huge range of career opportunities and makes you more appealing to potential employers.
A recent survey by the CBI revealed that German is the most sought-after language by UK employers.
Languages rated by managers in UK firms as useful to their business
Source: 542 firms questioned in 2022 CB/Pearson Education and skills survey
Most commonly requested languages across every sector
What will I learn about?
The thematic contexts of this course are:
• My personal world lifestyle and wellbeing
• My neighbourhood
• Media and technology
• Studying and my future
• Travel and tourism
More specifically, you will be able to speak and write about a variety of subjects (see table)
How will the new exams work?
The qualification consists of:
• Three externally-examined papers assessing separately listening, reading and writing.
• One speaking assessment set by Pearson and conducted by a teacher. All examinations are externally marked.
Co-curricular
enviromental issues social media and gaming future opportunites (eg: work, travel) school
The German Department also runs a trip to Germany once every two years. Past trips have been to Freiburg and Heidelberg. The trip is not included in school fees and carries an extra charge.
History
History is a very popular subject at GCSE, and one in which many pupils do very well.
There are many good reasons for taking history. Some of the best are:
• you enjoy it
• you can do well in it. Colleges, universities and employers are all interested in seeing the study of a range of subjects, and good grades in those subjects
• it will help you understand the world you live in, the events of the last 100 years help to explain the problems and opportunities of the world today
• you will develop very valuable skills. This could be the most important of all – in history you deal with real people, and you can work out why they did what they did. You will improve your ability to judge whether you are being told the truth, only part of the truth, or something completely untrue
The aims and objectives of this qualification are to enable pupils to:
• develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience
• engage in historical enquiry to develop as independent learners and as critical and reflective thinkers
• develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context
• develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them
• organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions
What will I study?
Unit 1 Paper 1: Pupils study Migrants in Britain c800-present. Notting Hill c1948-1970
Unit 2 Paper 2: Pupils study the depth option:
• B1: Anglo-Saxon and Norman England, c1060–88 (Compulsory British Unit) AND
• Superpower relations and the Cold War, 1941–91
Unit 3 Paper 3: Pupils study a modern depth study on:
• Weimar and Nazi Germany, 1918–39 following the aftermath of WW1 and the rise of Hitler (including an in-depth study on the treatment of minorities in Nazi Germany)
How will I be assessed?
PAPER 1 PAPER 2 PAPER 3
British Thematic Study with Historic ENVIRONMENT Period Study and British Depth Study
When possible the History Department organises a trip every two years to ensure all GCSE historians get the opportunity to visit Auschwitz. This trip is not included in the school fees and carries an extra charge.
History is one of the most versatile degrees you can take. It demands painstaking research and eloquent arguments. It will ask you to analyse and debate, consider and compose, and to tackle some of the broadest, most controversial topics humans have dealt with. It is good training, good enough for almost anything:
The BBC foreign affairs correspondent Jeremy Bowen studied History at University College London.
Other famous graduates in the media include comedian Sacha Baron Cohen, aka Ali G, presenter Jonathan Ross and Louis Theroux and Melvyn Bragg, who graduated from Oxford.
More “subjectspecific” professions such as law are keen to employ historians, the most prominent being QC Michael Briggs and QC Michael Mansfield, who has recently been involved in the Bloody Sunday inquiry in the UK. Elena Kagan, the first female dean of Harvard Law School and U.S. Supreme Court Justice graduated summa cum laude in History at Princeton.
The Labour party is testament to the large number of successful historians in politics today.
History graduates include: Gordon Brown, Alan Milburn, John Prescott and David Blunkett. On the other side of the house were Douglas Hurd, Sir Chris Patten and Kenneth Baker. In the USA Joe Biden and G W Bush both studied History at university.
Historians have flourished in business, achieving high-level roles in successful enterprises. History graduate Sir Howard Stringer is chairman of Sony Corporation, for example, and the late Sir Roland Smith was director of the Bank of England. Anita Roddick founder of The Body Shop is also amongst the list of History graduates who made successful careers in Business.
Esteemed novelist, essayist and selfproclaimed hard line atheist, Salman Rushdie read History at Cambridge. He has gone on to become a prolific author, winning the Booker Prize in 1981 with Midnight’s Children. He joins a long list of people in the industry who studied History at University. Ayn Rand (Novelist)
Art Garfunkel (Singer/ Songwriter)
Lauryn Hill (Singer/ Actress)
Jimmy Buffet (Singer/ Songwriter)
Mathematics
The aims of the GCSE Mathematics course are to:
• Develop knowledge, skills and understanding of mathematical methods and concepts
• Acquire and use problem-solving strategies
• Select and apply mathematical techniques and methods in everyday and real-world situations
• Reason mathematically, make deductions and inferences and draw conclusions
• Interpret and communicate mathematical information in a variety of forms appropriate to the information and context
Mathematics provides the oral, written and practical skills needed to solve everyday problems and to acquire knowledge in other subjects particularly Science and Technology. Mathematics itself is an important discipline; its power lies not only in the capacity to explain and describe but also to predict and solve. Pupils will find this subject challenging but accessible, useful and enjoyable.
The course content is organised into six areas:
• Number
• Algebra
• Ratio, proportion and rates of change
• Geometry and Measures
• Probability
• Statistics
Grading
There are two courses and two distinct examinations to cater for different levels of ability.
Foundation tier is designed to be accessible to those pupils who find Mathematics difficult and Higher tier is designed for those pupils who are ready to accept a challenge.
Foundation tier Grades 1-5 available
Higher tier Grades 4-9 available
How will I be assessed?
At both tiers the specification has three question papers which cover all assessment objectives and are taken in the same examination series. In all three papers content from any part of the specification may be assessed.
The information in the table below is the same for both Foundation and Higher tiers.
What is assessed:
Content from any part of the specification may be assessed
How is it assessed:
• Written paper (non-calculator)
• 1 hour and 30 mins
• 80 marks
• 331/3% of the assessment.
What is assessed:
Content from any part of the specification may be assessed
How is it assessed:
• Written paper (calculator)
• 1 hour and 30 mins
• 80 marks
• 331/3% of the assessment.
To encourage pupils to respond positively to challenging situations and further enrich their learning experience, the department enters many pupils for the UKMT Individual Maths Challenge and trains and sends teams to the ISMTF Maths as well as the UKMT Team Challenges.
What is assessed:
Content from any part of the specification may be assessed
How is it assessed:
• Written paper (calculator)
• 1 hour and 30 mins
• 80 marks
• 331/3% of the assessment.
Music
The GCSE Music specification is firmly centred on a practical approach and pupils will need to have some ability on an instrument or voice at the start of the course (preferably grade 3 level ABRSM or equivalent) and be able to read and write music.
Pupils should be enthusiastic and committed to playing their instrument or singing. They will need to be supported by an appropriate peripatetic teacher.
Work continues to be based on the Elements of Music:
• Organisation of Pitch
• Tonality / Harmony
• Structure
• Sonority / Timbre
• Texture
• Tempo, Metre and Rhythm
• Dynamics
The syllabus is divided into three sections and each part complements the others throughout the course.
What will I study?
Performing
By the end of Year 11, pupils must have performed solo and in an ensemble, any two pieces of their own choice on any instrument or voice. The expected standard is that of Grade 4 ABRSM, Trinity, Rockschool or equivalent exam board, but the assessment scheme caters for work at higher and lower levels. The overall minimum length of the performance submission is 4 minutes with 1 minute needed for each of the two performances. This allows pupils to spend more time performing their preferred music whether it be solo or ensemble performing. Individual lessons can be arranged in school and it is helpful to have the input and support of an instrumental teacher to ensure adequate preparation of performance coursework.
Pupils are obliged to be a member of either Choir or Orchestra, and it is hoped that they would be invited to join one of the many other smaller ensembles on offer. For instrumentalists this means that the ensemble requirement may be easily fulfilled. For pianists, membership of the choir enhances and hones their listening skills and general musicianship and these pupils may also play percussion in the orchestra. Class recitals are held regularly throughout the course and pupils thus build up a repertoire of performances from which their coursework submissions can be selected.
Composing
Pupils have to submit two compositions at the end of the course. One of these will be in response to a brief set by Pearson Edexcel from the four Areas of Study and the other will be a free choice.
Each composition must be at least a minute long with an overall minimum time of 3 minutes expected. They do not have to perform these Compositions but a recording does need to be generated.
Within each of the areas of study there is a certain amount of choice to allow pupils to develop areas of music in which they are particularly interested.
The course allows the use of music technology in the preparation and submission of pieces. Sibelius 6 and Garage Band are available to pupils as well as keyboards, and a range of acoustic and electric guitars.
Appraising
Through listening to a wide variety of musical examples, from c. 1700 to the present day, pupils learn to appreciate what they hear and to express themselves using appropriate musical terminology. Studies will encompass elements of form, texture, instrumentation, style, melody, harmony, rhythm, compositional devices and techniques. This part of the course is taught throughout and is examined by a listening and written paper. Two set works are studied in each of the following four Areas of Study:
• Instrumental Music 1700-1820 [Bach & Beethoven]
• Vocal Music [Purcell & Queen]
• Music for Stage and Screen [‘Wicked’ & ‘Star Wars’]
• Fusions [Celtic, African and Latin American music]
How will I be assessed?
The Appraising paper is taken under formal examination conditions in the Summer Term. Assessment of final compositions and performances take place at school, during the school day, and are administered by the Music Department.
The final grade award is given by the sum of the Performance coursework submission (/60), the Composition coursework submission (/60), and the Appraising paper (/80) to which is applied the grade boundary scale.
The Sciences
The specification for GCSE Combined Science is designed to:
• build on KS3 Science and provide progression to A Level
• offer a range of interesting and familiar topics
• provide opportunities for practicals
• help teachers to motivate and inspire pupils of all abilities
• help to develop an interest in science – both in the surrounding world and as part of future lives.
At The British School of Paris, we offer pupils Double Award Combined GCSE Sciences which is equivalent to two GCSEs, and provides a good preparation for A Level Biology, Chemistry and Physics, and hence the study of science at university, including related subjects such as Medicine, Veterinary Science, and Engineering.
GCSE Double Science (Trilogy) is a two-year course, in which pupils are taught Biology, Chemistry and Physics in Years 10 and 11.
Each pupil has six one-hour lessons per week, divided equally between Biology, Chemistry and Physics. The three sciences are taught by subject specialists; thus each pupil has three different teachers for Science.
How will I be assessed?
At the end of the course, pupils sit a total of six written papers, two in each of the three subjects. Each of these papers will also assess some practical content. During the course pupils must also have the opportunity to complete 16 required practicals.
Examinations
Each written paper lasts 75 minutes and carries 70 marks, and each paper will count 16⅔% towards the final grade.
Each paper consists of questions which may be closed (multiple choice, link boxes, sentence completion) or open (labelling or drawing diagrams, short answer, extended response (including multistep calculation)).
There are also two tiers of examination papers – Higher and Foundation.
Higher papers are designed for pupils capable of operating at grade 5 level and above.
Foundation papers are designed for pupils operating at about a grade 4 or below, and are designed to be more accessible to the lower achievers in Science.
What will I study?
The syllabus emphasises concepts that have direct relevance to everyday life and will enable you in later life to make informed judgements on important scientific issues. There is also an intentional emphasis on the development of good experimental practice, and the Scientific Method. The Scientific Method incorporates ideas about logical thought and critical evaluation of evidence. The new syllabuses have a slight increase in content compared with previous specifications so you are better prepared for A level.
The following topics are studied over the two-year course:
Practical Assessment
Throughout the course and especially through practical work, you will be taught a variety of skills connected with the design, carrying out, analysis and evaluation of experimental work. Practical work, as well as developing investigative and experimental skills, consolidate scientific knowledge.
All pupils are expected to have carried out 16 required practical activities. Also, questions in the written examinations will draw on the knowledge and understanding you have gained by carrying out the practical activities. These questions will count for at least 15% of the overall marks for the qualification.
1. Cell biology 8. Atomic structure and the periodic table
2. Organisation
Bonding, structure, and the properties of matter
3. Infection and response 10. Quantitative chemistry
4. Bioenergetics
Chemical changes
5. Homeostasis and response 12. Energy changes
6. Inheritance, variation and evolution 13. The rate and extent of chemical change
7. Ecology 14. Organic chemistry
15. Chemical analysis
16. Chemistry of the atmosphere
17. Using resources
Energy
Particle model of matter
Atomic structure
Forces
Waves
Magnetism and electromagnetism
Key:
Assessed in Paper 1: Biology, Chemistry and Physics
Assessed in Paper 2: Biology, Chemistry and Physics
Spanish
Why learn Spanish?
• The Spanish language is at the core of a vibrant and diverse cultural heritage. Learning Spanish allows you to get closer to the rich history, culinary traditions, art and culture of the Spanish-speaking world.
• To travel more confidently and discover the cultural riches of the Spanish-speaking world.
• It is considered as the second most spoken language by native speakers, exceeding 480 million people. In fact, on Internet, Spanish is the second language most used in social media.
• To make new friends at home or abroad.
• Spanish GCSE has seen a strong rise in popularity as entries up more than 11% on 2022. Deemed as a relatable and a prominent language in popular culture, if current trends continue, Spanish is expected to be the most popular GCSE language by 2026. In addition, since 2019, A Level Spanish has been consecutively the most popular option.
• Having Spanish as a second language is a great professional asset in today’s globalised world. Spanish is a competitive advantage that can bring great career opportunities in a huge range of fields. For instance, to expand a business, to get a promotion or to change careers.
The Spanish Department organises immersive trips to Spanish speaking countries for students who choose to study Spanish at GCSE and A level. Previous trips have included captivating visits to Granada and Madrid, with the view of expanding the trip reach to South America in the coming years.
What will I study?
The 2024 GCSE specification is new and the first exams will take place in 2026. It has been re-worked in order to make it more accessible to you and to help you enjoy your language GCSE experience even more. Whilst this means that the GCSE exams you sit will not be the same as any of your older friends and family members you know, it is very similar to the previous specification.
The thematic contexts of this course are:
• My personal world
• Lifestyle and wellbeing
• My neighbourhood
• Media and technology
• Studying and my future
• Travel and tourism
More specifically, you will be able to speak and write about a variety of subjects (see image).
Our teaching approach prioritises authenticity by integrating the four language skills—listening, speaking, reading, and writing—into practical, real-life situations. The concluding examination evaluates students’ proficiency across these skill areas at two levels: Foundation and Higher Tiers. The course is structured to include fundamental aspects such as grammar and exposure to cultural contexts. The GCSE offers two tiers— Higher (Grades 4-9) and Foundation (Grades 1-5)—with the requirement that all papers must be taken at the same tier.
Although Cervantes may still pose some challenges at this stage, the rich linguistic content and fascinating cultural insights explored at GCSE will pave the way for reading teenage magazines and books in Spanish. The GCSE serves as a vital foundation, equipping students with the skills and linguistic proficiency needed for the Spanish A Level course in Year 12 and Year 13.
How will I be assessed?
Paper 1: Speaking Tasks include:
• A reading aloud task
• A transactional role play
• A picture description and follow-on conversation
Important to know: In addition to your silent preparation time in another room, you will have a minute before the exam starts to practice the reading out loud, if you would like to.
The role plays are all transactional like booking hotels, buying clothes, going to the doctor’s so they’re useful in real life situations.
You will have a choice of two thematic contexts for your picture description and follow-on conversation a few weeks in advance so you can be really prepared and confident.
Paper 2: Listening 5 minutes reading time at the start of the paper.
• Section A: Listening - multiple-choice, multiple-response and shortanswer open response questions. All questions set in English.
• Section B: Dictation
Each extract will be played 3 times so that you can listen, respond and then check.
The extract will be spoken at a moderate pace and there will be gaps built in to give you time to answer.
Instructions are all in English, so you’ll always know what is expected of you.
Paper 3: Reading
Paper 4: Writing
• Section A: Reading - multiple-choice, multiple-response and shortanswer open response questions. All questions set in English.
• Section B: Translation into English
There will be some pictures and glossed words (proper nouns like place names) to help you understand cultural topics.
Instructions are all in English, so you’ll always know what is expected of you.
• Picture description task (foundation only)
• Two open response writings (Foundation = 40-50 words & 80-90 words. Higher = 80-90 words and 130-150 words) with a choice of two for each so you can pick the one you feel more confident with.
• Translation into Spanish – 5 sentences for Foundation, a short paragraph for higher.
We have guidance on gender-neutral language and you’ll gain equal credit when using these pronouns and agreements as you would using the masculine/feminine.
Personal, Social, Health and Economic Education (PSHE)
The aims for PSHE are to help students develop the knowledge, skills and understanding they need to keep themselves healthy, safe and prepared for life and work.
The curriculum should contribute to students becoming respectful and responsible citizens who make a positive contribution to society. Students explore and develop their own values, whilst recognising that those of others may differ from their own. Students develop knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced; developing an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take into adulthood; and helping equip students with the skills to think critically and debate political questions, to enable them to manage their money on a dayto-day basis, and plan for future financial needs. These aims meet the requirements of the national curriculum. The majority of PSHE education became compulsory in all schools in September 2020 with the introduction of statutory Relationships and Sex Education (RSE) and Health Education in Key Stages 3 and 4. The statutory content is covered by learning opportunities across the three core themes: ‘Health and Wellbeing’, ‘Relationships’ and ‘Living in the Wider World’. The sequence of learning has been designed in accordance with PSHE Association guidance to ensure it is age and stage appropriate. Several topics are repeated throughout the five years to allow for an increase in depth and thought, and to provide important reminders on critical areas such as personal safety and RSE.
YEAR 10
HEALTH AND WELLBEING:
• Transition to Year 10
• Link between physical and mental health
• Peer pressure – drug use, alcohol, smoking
LIVING IN THE WIDER WORLD:
• Extremism
• Understanding and respecting others
• Impact of stereotypes
• Equality and diversity
• Community project: Legs4Africa/STAND
RELATIONSHIPS:
• Conflict management
LIVING IN THE WIDER WORLD:
• Online data
• Sharing content online
• Pornography and the effect of the internet on relationships
• The online world
• Abuse online
RELATIONSHIPS AND SEXUAL EDUCATION:
• Healthy and unsafe relationships, toxic behaviour
• Puberty and bodies (male and female)
• Reproductive health and fertility
• Sexual pressure
HEALTH AND WELLBEING:
• Mental health
• Healthy sleep
• Healthy diet
• The importance of exercise
FOCUS ON THE FUTURE:
• Examination support and preparations
• Stress management
• Preparing for Year 11
TERM 1
LIVING IN THE WIDER WORLD:
• Fake news
• Active listening
• Blood, organ and stem cell donation
• Dealing with disability
• Community project: Legs4Africa/STAND
FOCUS ON THE FUTURE:
• Growth mindset
• Study skills
HEALTH AND WELLBEING:
• Health risk of a poor diet
• Personal hygiene
• Self-screening
YEAR 11
TERM 2
FOCUS ON THE FUTURE:
• Mock examination review
• Salaries, employability
• Work experience
• Budgeting
HEALTH AND WELLBEING:
• First aid/CPR/defibrillator
RELATIONSHIPS AND SEXUAL EDUCATION:
• Relationships challenges and abuse: sexual exploitation, grooming, sexual harassment and domestic abuse
• Consent
As with all areas of the curriculum, parents are welcome to contact us to discuss any of the topics we cover.
TERM 3
Effective examination preparation. Study leave.
Physical Education (Core)
In Key Stage 4 pupils have the opportunity to take part in a wide range of sports activities, both individual and team, as well as extending their knowledge of health and physical activity through specific fitness sessions. The school is fortunate to have access to excellent facilities. A number of outdoor lessons take place at the local Stade Municipal de Croissy, as well as on the on-site artificial sports pitch, and within the School there is a modern fitness suite. The School also has a multi-purpose hall that is used for both curricular and co-curricular sports sessions. In lessons the pupils take part in major team sports such as football, rugby, netball, basketball and cricket as well as many other activities including badminton, indoor hockey, volleyball, table tennis, rounders and ultimate frisbee. The hall also boasts an extensive climbing wall that is used in lessons throughout the year and provides a base for our climbing club.
Sport (Co-curricular)
The school runs an extensive programme of sports activities that pupils in Key Stage 4 are able to access. These activities range from recreational activities such as fitness training, mixed martial arts and table tennis, through to the competitive sports, where you have the opportunity to represent the School.
In Key Stage 4, you are offered some choice over the activities you participate in and you are given constant access to the fitness suite. This use of the fitness suite is ideal for pupils who enjoy the challenge of planning, carrying out and evaluating their own training programme; improving components of fitness such as cardiovascular fitness, muscular endurance, muscular strength and power. We also encourage peer coaching and officiating as part of the Key Stage 4 programme, giving you a more in-depth understanding of the activities you participate in and an opportunity to gain leadership experience.
The school fields representative teams in the following sports: football, cross country, rugby, netball, climbing, cricket, and athletics and if you are selected for a school team, you are expected to attend all training sessions and fixtures. The school has an international fixture list for all of its teams with regular fixtures in France, Belgium, Holland, and the UK.
Future Destinations and Pathways
At this stage it is essential to keep as many “doors” open as possible and subjects should be chosen with this in mind.
The GCSE is a global qualification, recognised throughout the world. A sensible combination of subjects at GCSE level would be: - Mathematics, English, a foreign language, sciences and a humanities subject. The extra subjects could be chosen according to the following criteria:
• Am I good at these subjects?
• Do I ‘like’ these subjects?
• By not doing these subjects am I going to close any possible ‘Future destinations or Pathways’?
Virtually all career areas are kept open by taking the basic five subjects listed above. However some points are worth noting:
• If you wish to study another European language at A Level, e.g. German or Spanish, then it is necessary to take it at GCSE. The same would apply for most A level subjects. Although it is not impossible to start a subject at A Level, it is not always advisable.
• If you are considering Humanities at a higher level of study, then it would be wise to include History, Geography or perhaps another language in your options
• If you are considering a more artistic, design- orientated course, then Art or Design Technology would be useful
• History, Business or perhaps Geography would be useful for the study of Social Sciences.
• Aspiring Engineers would be advised to include Design Technology in their GCSE choices.
• Additional skills that can be very useful for choosing future courses of study can be developed through subjects such as Computer Science
Please do not hesitate to ask your teachers, tutors and/or Head of Futures for further advice in your final choice of subjects.
During the ‘Futures’ part of the PSHE programme pupils are made aware of their strengths, interests and the world of work so that reasoned choices can be made. During Year 10 pupils will sit a Careers Profiling Test, which will be followed by an in-depth discussion with a careers advisor from SPW Careers and also the Head of Futures at the start of Year 11. These will provide a sound information base for future study decisions.
