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4 ks key stage 4 guide

Key Stage 4 Guide Key Stage 4 Guide

Contents

Making a Choice

Art and Design: Fine Art

Business 6 Computer Science

Curriculum Support

Design and Technology

Drama 11 English Language and English Literature

English as an Additional Language

French 20 Geography 22 German 24 History 26 Mathematics 28 Music 30 Sciences 32 Spanish 34 Personal, Social and Health Education (PSHE)

Physical Education (Core)

Sport (Extra Curricular)

Careers 38

Key Stage 4 Guide Making a Choice You are about to embark on a series of two year courses which lead to the UK’s compulsory Public Examinations called ‘General Certificate of Secondary Education’. 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 world-wide. 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 2 years, some will include practical projects carried out in class time. You will study Mathematics, English Language, English Literature, Science, French and PSHE (Personal, Social & Health Education).

We also ask you to choose three other subjects from the following list: • Art and Design • Business • Computer Science • Design & Technology • Drama • Geography • German • History • Music • Spanish

> For those needing academic support we can also offer English as an additional language (EAL) and/ or Curriculum Support (CS) during option time.

What happens next?

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 lunchtime and afterschool activities. The programme varies from term to term but typically involves Drama, Music and Sports clubs and groups of all kinds.

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.

You are encouraged to take positions of responsibility within your peer group and may represent a Tutor Group at Student Council or be part of the Young Managers Scheme, paving the way for future positions of responsibility in the school and society as a whole.

Please read carefully all the course outlines which we have prepared for you in this Guide.

Charity work is an important part of our contribution to help those less fortunate than ourselves and you

Key Stage 4 Guide 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.

If at any time during the option process, you or your parents would like more information on any aspect of courses or careers, we shall be happy to assist in any way we can.

Ms A.C.Brooking, Head of Senior School

The GCSE Options timeline February-March The Curriculum Guides are made available to pupils. are encouraged to participate in organising various activities for fund-raising. And it is at Key Stage 4 that you first have the opportunity to join the Duke of Edinburgh 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. Visits are a compulsory part of some GCSE courses: Drama, Geography and Art all need to use first-hand experience from sources outside school. Other subject areas find it desirable too and will organise trips to complement what you are studying. The costs of these trips are not included in the school fees.

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 courses begin.

Young Managers is a great experience. The interview was a bit frightening, but it was good experience to write a CV and talk about it. It’s been good to help in an area of the school I love. 3

Art and Design: Fine Art

Edexcel 1FA01

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)

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.

• 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)

The structure of the course is outlined below: Component

Timing

Weighting

Method of Assessment

Coursework Projects Running from Yr 10 to April Yr 11

60%

Internally Set Internally Marked Externally Moderated

Externally Set Assignment Running from January until April in Yr 11

40%

Externally Set Internally Marked Externally Moderated 20 Hours Preparation Time 10 Hours Timed Test

Requirement

Supporting studies and outcomes must show evidence of ALL Assessment Objectives

Key Stage 4 Guide

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:

AO1

Develop your ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding.

25%

AO2

Refine your ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

25%

AO3

Record ideas, observations and insights relevant to your intentions in visual and/or other forms.

25%

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.

25%

What skills will I acquire?

• Painting (oils, acrylics, watercolours)

to access the department facilities outside lesson time. These sessions allow pupils to share ideas, experiment with new techniques, as well as receiving feedback from teachers in a more informal environment.

• Drawing

Trips and Workshops:

You will be taught how to use traditional media and techniques, such as:

• Ceramics & Sculpture • Printmaking (Dry point, lino- printing and monoprinting) 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.

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, pupils, and the local community, and is always well attended.

What goes on outside lesson times? Studio Sessions:

You will be expected to spend sufficient time working independently on your coursework and exam projects if you wish to succeed in Art, and you are encouraged

Business

Edexcel 1BS0

Business is all around us; the adverts that pop up on our phones, the companies that sponsor our favourite sports team, singers and sometimes even our schools, the firms our family are employed by. 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 Elon Musk, Mark Zuckerberg, 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 new 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.

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 our Twitter page to get a feel for the lessons that we deliver in Economics and Business https:// twitter.com/BSP_SSCBusEcon • Visiting the Edexcel website https://qualifications. pearson.com/en/qualifications/edexcel-gcses/ business-2017.html There is a lot of useful information about what you will be studying and how you will be assessed • Talking to Mr Williams and Mr Manville – you will find us in BS1 and BS2 and our doors are always open • Speaking to our Business Ambassadors at open evening or during the school day (recognisable by their Euro pin badge). These Year 11 and 10 pupils have been selected for their passion and proficiency in the subject.

Theme 1: Investigating small business (Paper code: 1BS0/01)

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, 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.

Key Stage 4 Guide

Computer Science

Edexcel 1CP1

GCSE Computer Science is a course that allows students to broaden their knowledge of how computers function. If you are interested in learning about how to make computers do what you want and would like to know what actually happens inside then this is the course for you. Not only will you learn to code in a programming language, you will also learn about what makes computers work and key problem solving skills that can applied across a variety of different situations that you will face in life.

As well as theoretical knowledge, students will learn to code in a programming language called Python so that they may provide solutions to given scenarios. Students will be expected to follow a systematic approach to problem solving. Students should only consider GCSE Computer Science if they have a keen interested in learning a programming language and have good Maths based skills. Programming involves the regular use of maths and is essential in order to do well in this subject. Please note that this course is not guaranteed to run and will depend on staffing arrangements and pupil numbers.

Principles of Computer Science (1CP2/01) Written Examination – 1 hour and 30 minutes 50% of the Qualification 75 Marks

Application of Computational Thinking (1CP2/02) On-Screen Examination – 2 hours 50% of the Qualification 75 Marks

Due to the demands of the course it is highly recommended that students have a strong background in Maths, Science and English.

Curriculum Support Curriculum Support is an option offered to Key Stage 4 pupils. The programme, run by the Learning Support Department, aims to give additional support to pupils who, irrespective of ability, benefit from a reduced examination load.

The class is timetabled for two and a half hours per week. During this time, pupils’ work is generally divided equally between extra Maths, English and Science support. However, when desirable, part of the programme is directed toward general study skills, revision and examination techniques as well as lessons which aim to offer pupils guidance in relation to their other GCSE subjects. Depending on their needs, pupils who attend Curriculum Support lessons, may have the option of being entered for Functional Skills qualifications. In addition to offering pupils an extra qualification, the scheme of work for these certificates overlaps with some of the skills required for GCSEs, as a result, it enables pupils to have added opportunities to reinforce and revise core concepts and skills. Curriculum Support teachers aim to make links with pupils’ GCSE teachers and develop opportunities to strengthen pupils’ understanding of the demands of their GCSE exams including essay writing and knowledge of prescribed texts. Furthermore, pupils can also receive extra homework guidance.

Curriculum Support teachers can: • Clarify homework expectations and tasks set by classroom teachers • Help pupils plan where and when they will do their homework • Teach pupils to plan out extended written work which may include essay plans, mind maps as well as writing introductions and example paragraphs • Teach pupils academic research skills that are needed for project based homework • Make sure that pupils understand the demands of a whole task and thus guide pupils through a portion of a set number of questions while still leaving a larger percentage of the homework to be completed independently by the pupil at home. The content of GCSEs has become more challenging in recent years. Curriculum Support aims to help pupils achieve a good set of GCSEs and improve their performance across the Key Stage 4 programme. Curriculum Support is a timetabled option rather than an additional educational service, therefore, there are no extra fees levied for this class.

Key Stage 4 Guide

AQA GCSE Design & Technology 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 hand-skills, 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.

How 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

AQA GCSE Design & Technology (Continued) 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?

The GCSE grade will be awarded with a 50/50 split, as below: COURSEWORK:

Everyone has the capacity for innovation. Those who will be most successful within this course will be:

• 50% of total grade.

• Problem finders.

• Internally assessed.

• Problem solvers.

• Extended Design & Manufacture project.

• Risk takers. • Independent learners. • Team workers. • Divergent thinkers.

Future possibilities

The course involves the development of many transferrable skills; divergent thinking, problemsolving 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.

EXAMINATION THEORY: • 50% of total grade. • Examination at the end of year 11 based upon: o Core technical principles. o Specialist technical principles. o Designing and making principles.

Key Stage 4 Guide

Drama

Edexcel 1DR0

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 are able to 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: • You will be filmed at points in the course for the examination process so you need to be comfortable with that. • 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 – you must feel comfortable working with all of your peers.

How will I be assessed?

All of the exam boards break the exam into 3 different components which you can see below. All of 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

Drama (Continued) 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 the 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.

Playwright

Written Exam Set Text Option

Arthur Miller

The Crucible

J B Priestley

An Inspector Calls

Nikolai Gogol (adapted by David Harrower)

Government Inspector

William Shakespeare

Twelfth Night

Diene Petterie, Neil Monaghan and Christopher Heimann

100

George Orwell, Robert Icke and Duncan Macmillian

1984

Jessica Swale

Blue Stockings

Dennis Kelly

DNA

Extra-Curricular

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. 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 also.

Key Stage 4 Guide

English Language and Literature English Language and English Literature, Sets 1-3 Pupils in Sets 1 to 3 follow the AQA English Language (8700) and English Literature (8702) courses.

English Language

AQA 8700

The specification will enable pupils of all abilities to develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century time periods as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures. Aims of the course:

For GCSE English Language, pupils should: • read fluently, and with good understanding, a wide range of texts from the 19th, 20th and 21st centuries, including literature and literary nonfiction as well as other writing such as reviews and journalism

How will I be assessed? Paper 1: Explorations in Creative Reading and Writing Section A: Reading • one literature fiction text (unseen) Section B: Writing

• read and evaluate texts critically and make comparisons between texts

• descriptive or narrative writing

• summarise and synthesise information or ideas from texts

• 50% of GCSE

• use knowledge gained from wide reading to inform and improve their own writing • write effectively and coherently using standard English appropriately • use grammar correctly and punctuate and spell accurately • acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language • listen to and understand spoken language and use spoken standard English effectively.

Assessment: written exam: 1 hour 45 minutes

The aim of this paper is to engage pupils in a creative text and inspire them to write creatively themselves by: • in section A, reading a literature fiction text in order to consider how established writers use narrative and descriptive techniques to capture the interest of readers • in section B, writing their own creative text, inspired by the topic that they have responded to in section A to demonstrate their narrative and descriptive skills in response to a written prompt, scenario or visual image. The paper will assess in this sequence, AO1, AO2 and AO4 for reading, and AO5 and AO6 for writing. Section A will be allocated 40 marks, and Section B will be allocated 40 marks to give an equal weighting to the reading and writing tasks.

Content

The source for the reading questions will be a literature fiction text. It will be drawn from either the 20th or 21st century. Its genre will be prose fiction. It will include extracts from novels and short stories and focus on openings, endings, narrative perspectives and points of view, narrative or descriptive passages, character, atmospheric descriptions and other appropriate narrative and descriptive approaches. As a stimulus for pupils’ own writing, there will be a choice of scenario, written prompt or visual image that is related to the topic of the reading text in section A. The scenario sets out a context for writing with a designated audience, purpose and form that will differ to those specified on Paper 2.

English Language (Continued) Paper 2: Writers’ Viewpoints and Perspectives Section A: Reading • one non-fiction text and one literacy non-fiction text Section B: Writing • writing to present a viewpoint Assessment: written exam: 1 hour 45 minutes • 50% of GCSE The aim of this paper is to develop pupils’ insights into how writers have particular viewpoints and perspectives on issues or themes that are important to the way we think and live our lives. It will encourage students to demonstrate their skills by: • in section A, reading two linked sources from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader • in section B, producing a written text to a specified audience, purpose and form in which they give their own perspective on the theme that has been introduced to them in section A. The paper will assess in this sequence, AO1, AO2 and AO3 for reading, and AO5 and AO6 for writing. Section A will be allocated 40 marks, and section B will be allocated 40 marks to give an equal weighting to the reading and writing tasks.

Content

The sources for the reading questions will be nonfiction and literary non-fiction texts. They will be drawn from the 19th century, and either the 20th or 21st century depending on the time period assessed in Paper 1 in each particular series. The combination selected will always provide pupils with an opportunity to consider viewpoints and perspectives over time. Choice of genre will include high quality journalism, articles, reports, essays, travel writing, accounts, sketches, letters, diaries, autobiography and biographical passages or other appropriate nonfiction and literary non-fiction forms. In section B, there will be a single writing task related to the theme of section A. It will specify audience, purpose and form, and will use a range of opinions, statements and writing scenarios to provoke a response.

Non-examination Assessment: Spoken Language What’s assessed? • presenting • responding to questions and feedback • use of Standard English Assessment • teacher-set tasks throughout course • marked by teacher • separate endorsement (0% weighting of GCSE)

Key Stage 4 Guide

English Literature

AQA 8702

This course will encourage pupils to:

Written exam: 1 hour 45 minutes. 2 tasks.

• read a wide range of classic literature fluently and with good understanding, and make connections across their reading

40% of GCSE

• read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas • develop the habit of reading widely and often • appreciate the depth and power of the English literary heritage • write accurately, effectively and analytically about their reading, using Standard English • acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.

How will I be assessed?

The qualification consists of two examination papers.

Paper 1: Shakespeare and the 19thcentury novel

Paper 2: Modern texts and poetry • Modern texts: pupils will study one from a choice of 12 set texts, which include post-1914 prose fiction and drama. This year, the studied text has been J.B. Priestley’s ‘An Inspector Calls’. • AQA poetry anthology: pupils will study one cluster of poems taken from the AQA poetry anthology, Poems Past and Present. There is a choice of two clusters, each containing 15 poems. The poems in each cluster are thematically linked and were written between 1789 and the present day. The titles of the two clusters are: ◦ Love and relationships ◦ Power and conflict. • Pupils will study all 15 poems in their chosen cluster and will be prepared to write about any of them in the examination.

• Macbeth

• Unseen poetry: in preparing for the unseen poetry section of the examination pupils will experience a wide range of poetry in order to develop their ability to closely analyse unseen poems. They will be able to analyse and compare key features such as their content, theme, structure and use of language.

• Romeo and Juliet

Written exam: 2 hours 15 minutes. 3 tasks

• The Tempest

60% of GCSE

Shakespeare plays: pupils will study one play from the list of six set texts. Pupils study the whole text. Teachers choose from:

• The Merchant of Venice • Much Ado About Nothing • Julius Caesar 19th-century novel: pupils will study one novel from the seven options. Pupils study the whole text. Teachers choose from: • Robert Louis Stevenson, ‘The Strange Case of Dr Jekyll and Mr Hyde’ • Charles Dickens, ‘A Christmas Carol’ • Charles Dickens, ‘Great Expectations’ • Charlotte Brontë, ‘Jane Eyre’ • Mary Shelley, ‘Frankenstein’ • Jane Austen, ‘Pride and Prejudice’ • Arthur Conan Doyle, ‘The Sign of Four’

English Language, Set 4 Set 4 will follow the new 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.

• 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 nonfiction 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.

Details of Papers 1 and 3:

• Pupils will be provided with the anthology text in the examination.

Paper 1: Non-fiction Texts and Transactional Writing

Paper 3: Poetry and Prose Texts and Imaginative Writing

60% of the total International GCSE

40% of the total International GCSE

Content summary:

• The contemporary non-fiction texts from Part 1 of the Pearson Edexcel International GCSE English Anthology include:

• The poetry and prose texts from Part 2 of the Pearson Edexcel International GCSE English Anthology.

◦ From ‘The Danger of a Single Story’ by Chimamanda Ngozi Adichie

These include: ◦ ‘Disabled’ by Wilfred Owen

◦ From ‘A Passage to Africa’ by George Alagiah

◦ ‘Out, Out–‘ by Robert Frost

◦ From ‘The Explorer’s Daughter’ by Kari Herbert

◦ ‘An Unknown Girl’ by Moniza Alvi

◦ ‘Explorers, or boys messing about?’ by Steven Morris

◦ ‘The Bright Lights of Sarajevo’ by Tony Harrison

◦ From ‘127 Hours: Between a Rock and a Hard Place’ by Aron Ralston

◦ ‘The Story of an Hour’ by Kate Chopin

◦ ‘Still I Rise’ by Maya Angelou

◦ ‘Young and Dyslexic’ by Benjamin Zephaniah

◦ ‘The Necklace’ by Guy de Maupassant

◦ From ‘A Game of Polo with a Headless Goat’ by Emma Levine

◦ ‘Significant Cigarettes’ (from ‘The Road Home’) by Rose Tremain

◦ From ‘Beyond the Sky and Earth’ by Jamie Zeppa

◦ ‘Whistle and I’ll Come to You’ (from ‘The Woman in Black’) by Susan Hill

◦ From ‘H is for Hawk’ by Helen Macdonald ◦ From ‘Chinese Cinderella’ by Adeline Yen Mah

Edexcel 4EA1

◦ ‘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.

Key Stage 4 Guide

• Use spelling, punctuation and grammar accurately. Assessment • Assignment A: Poetry and prose texts – one 30mark essay question based on any two poetry or prose texts from Part 2 of the Pearson Edexcel International GCSE English Anthology (see above), including a 6-mark commentary on why these texts were selected.

advance, followed by questions from the audience. In all cases, the presentation should be prepared and last no longer than 10 minutes.

• Assignment B: Imaginative writing – one 30-mark imaginative writing task. Pupils may also be 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

English as an Additional Language (EAL) Edexcel 4ES1 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. It is also recommended for pupils who have been in the Intensive English programme in Year 9.

The pupils follow a language programme designed to build their skills in reading, writing, listening and speaking English. Pupils are prepared for entry in the IGCSE “English as a Second Language” examination. The exam assesses pupils from intermediate to advanced level.

What will I study?

The course aims to develop:

Topics include:

• an understanding of a variety of texts

• Life at university

• an understanding of standard spoken English, live or broadcast, on familiar and unfamiliar topics

• The world of work

• the ability to write clear, well-structured texts using an appropriate style

• Human intelligence

• the ability to express themselves fluently, spontaneously and appropriately in a variety of contexts • the skills necessary for further study or employment, either in English-speaking countries or where English is used as the main medium of communication for business and commerce • an understanding of the nature of language in different cultural contexts

Pupils will follow a course based on the Macmillan textbook “Gateway B2”. This gives the students the opportunity to study a range of grammar and vocabulary as well as a variety of topics related to both home and school life and the wider world.

• Space and space travel

• Money and banking • The body and health • Music, film and media • Natural disasters • Technology • Newspapers

How will I be assessed?

The final grade (from 9-1) is awarded based on two single-tier papers that are assessed externally.

Key Stage 4 Guide

Paper 1

Paper 2

662/3% of final grade

331/3% of final grade

2 hour exam

50 minute exam

Reading:

Listening:

Students must be able to:

• read in different ways for different purposes

• listen to and understand short extracts and identify the item, place or event which the speaker is describing

• read and understand a range of materials used for informational or publicity purposes • read and understand a range of unseen texts, identifying overall themes • read and understand a range of short opinion pieces and identify the writer’s viewpoint • read and understand a range of popular articles on a variety of factual, historical, geographical and technical themes Writing:

• listen to and understand informational broadcasts such as extracts from radio programmes or podcasts • listen to and understand conversations, which may be casual or in the form of interviews • listen to and understand academic lectures on general interest topics, identifying facts and viewpoints which may include some degree of specialist, technical or complex vocabulary

Students must be able to: • write for a variety of audiences • write in a variety of styles from informal to formal • write for a range of purposes • write on a range of topics such as education, family, health, travel, technology and climate • write using a wide range of grammatical forms and structures • write using a wide range of relevant and appropriate vocabulary • summarise longer passages of text by selecting relevant information and paraphrasing it without copying verbatim

French

Edexcel 1FR0

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

What will I study?

The course content is divided into four main topic areas for the external examinations.

Identity and culture

• Who I am: relationships, when I was younger, what my friends and family are like, what makes a good friend, interests, socialising with friends and family, role models • Daily life: customs and everyday life, food and drink, shopping, social media and technology (use of, advantages, disadvantages)

• Town, region and country: weather, places to see, things to do

School

• What school is like: school types, school day, subjects, rules and pressures, celebrating success • School activities: school trips, events and exchanges

Future aspirations, study and work

• Using languages beyond the classroom: forming relationships, travel, employment • Ambitions: further study, volunteering, training • Work: jobs, careers and professions

International and global dimension

• Bringing the world together: sports events, music events, campaigns and good causes

• Cultural life: celebrations and festivals, reading, music, sport, film and television

• Environmental issues: being “green”, access to natural resources

Local area, holiday and travel

Emphasis in the teaching is placed on authenticity; on using the four language skills (listening, speaking, reading and writing) in real life practical situations. The final examination assesses pupils’ performance in the four language skill areas and at two different levels, Foundation and Higher Tiers. Grammar and exposure to cultural and literary context are an essential part of the course.

• Holidays: preferences, experiences and destinations

• Travel and Tourist transactions: travel, accommodation, asking for help and dealing with problems, directions, eating out, shopping

Key Stage 4 Guide

How will I be assessed?

The exam consists of four distinct parts, externally assessed at the end of the course:

Listening

A range of formats including multiple choice, open response and some questions in French; authentic and interesting contexts.

(25%)

Speaking

Contexts set in realistic scenarios to show how language is used in authentic situations; element of choice for all pupils.

(25%)

Reading

Writing

A range of question formats such as multiple choice, open responses and some questions in French requiring short or one word responses. A short translation also features; texts are all age-relevant and set in the culture of the target language country. A choice of questions which encourage spontaneity and creativity; a translation component also features. All questions are adapted to the level of the pupils, namely Foundation or Higher.

(25%)

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.

Geography GCSE

AQA 8035

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?

S PE C I FI C

ATIO

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 Maths, Science, and ICT skills? You 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? 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.

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. The study of Geography is more than just memorising places on a map. It is about understanding the complexity of our world; appreciating the diversity of cultures that exist across continents. And in the end, it is about using all that knowledge to help bridge divides and bring people together. – Barack Obama Sep 6, 2012

Key Stage 4 Guide 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 15m (30% of your final GCSE grade).

at A-level and later at a world-leading university, 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 transferable 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 transferable skills in research, data collection, analysis and evaluation. - written/verbal communication skills, including report writing and data presentation. EX A

MP A PE

- work independently and within a team, considering different ideas and coming to an agreed consensus R

- 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.

Students must be able to attend two compulsory fieldwork enquiries. The costs of these trips are not included in the school fees. *The course may adapt to changes caused by COVID 19.

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

G EO G

R AP

HY C

ARE

ER S

Where will GCSE Geography take me?

BSP

FI E L

DTR IP

You will examine the Earth’s natural resources and the increasing battles between the man-made and natural world. It opens up 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; Mrs Tomlinson, Mr Kiernan and Mr Morrison.

German

Edexcel 1GN0

Why learn German at GCSE? • Business: Knowing the language of your German business partners improves your relations and therefore your chances for effective communication and success.

• Opportunities for exchange: A wide range of exchange programs exists for both school and university students between Germany and many countries in the world.

• Science and Research: German is the second most commonly used scientific language. Germany is the third largest contributor to research and development and offers research fellowships to scientists from abroad.

• The global career: Knowledge of German increases your job opportunities with German and foreign companies in your own country and abroad. Proficiency in German helps you to function productively for an employer with global business connections.

• Communication: Developments in media, information and communication technology require multilingual communicators. A wide range of important websites are in German and worldwide, Germany is ranked number 5 in terms of annual publication of new books. Knowledge of German therefore offers you extended access to information. • Tourism and hospitality industry: Tourists from German-speaking countries travel wide and far, and are the world’s biggest spenders when on holiday. They appreciate to be looked after by Germanspeaking staff and tour guides. • Opportunities to study/work in Germany: Germany awards a generous number of scholarships and other support to study in Germany. Working holiday visas are available for young foreigners from a range of countries, and special visas are offered to skilled workers and professionals.

What will I learn?

The Edexcel GCSE includes both familiar and new topics that motivate pupils and helps them develop a passion for languages. The content is structured across the below five themes, which provide an engaging real-world focus. Pupils will learn about German culture and be expected to give presentations to the class in German. • Identity and culture • Local area, holiday and travel • School • Future aspirations, study and work • International and global dimension

Key Stage 4 Guide

How will I be assessed?

The exam consists of four distinct parts, externally assessed at the end of the course: Listening

A range of formats including multiple choice, open response and some questions in German; authentic and interesting contexts.

(25%)

Speaking

Contexts set in realistic scenarios to show how language is used in authentic situations; element of choice for all pupils.

(25%)

Reading

A range of question formats such as multiple choice, open responses and some questions in German requiring short or one word responses.

(25%)

A short translation also features; texts are all age-relevant and set in the culture of the target language country. Writing

A choice of questions which encourage spontaneity and creativity; a translation component also features. All questions are adapted to the level of the pupils, namely Foundation or Higher.

(25%)

Extra curricular

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

Edexcel 1HI0

(COULD BE SUBJECT TO CHANGE DUE TO COVID RESTRICTIONS) 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 • Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city. (Investigating why Jack the Ripper was NEVER caught!) 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 a in depth study on the treatment of minorities in Nazi Germany)

Key Stage 4 Guide How will I be assessed? Paper 1

Paper 2

Paper 3

British Thematic Study with Historic Environment

Period Study and British Depth Study

Modern Depth Study

30%

40%

30%

1 hr 15 mins

1 hr 45 mins

1 hr 20 mins

The History Department runs a trip once 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: Media

Law

Politics

Business & Finance

Writers & Musicians

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

AQA 8300

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

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.

• Algebra • Ratio, proportion and rates of change • Geometry and Measures • Probability • Statistics

Foundation tier

Grades 1-5 available

Higher tier

Grades 4-9 available

Key Stage 4 Guide 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.

Paper 1 – non calculator

Paper 2 – calculator

Paper 3 – calculator

What is assessed:

Content from any part of the specification may be assessed

How is it assessed:

+ How is it assessed:

• Written paper (non- calculator).

• Written paper (calculator).

• 1 hour and 30 mins.

• 80 marks.

• 331/3% of the assessment.

The Mathematics teachers are keen to help pupils enjoy Mathematics and to be successful in the examinations. However, to benefit fully from lessons every pupil must bring to each Mathematics class: • a simple scientific calculator • a simple sturdy compass with pencil • a 20cm flat, clear plastic ruler • a small clear plastic protractor • an eraser, a sharpener with a box, an HB pencil • 3 or 4 colouring pencils. 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.

Music

Edexcel 1MU0

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 and be able to read and write music.

Pupils should be enthusiastic and committed to playing their instrument or singing and 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 you 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.

Key Stage 4 Guide 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. Logic Pro, Sibelius 6, Prodikeys, itrack solo and Garage Band are all available to pupils as well as digital multi-track recorders, 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.

This course is designed to follow on from the foundations laid in Years 7-9 and is therefore suitable for all pupils who can already play a musical instrument. Pupils on this course are relied upon to play a major part in all musical activities and will be promoted as the more Senior Musicians in the school.

Instruments

To help as much as possible we can offer tuition in the following instruments: • Violin, viola, cello and double bass • Clarinet, flute, recorder • French horn, trumpet, cornet, euphonium and trombone • Guitar, classical and electric and Bass Guitar • Piano, electronic keyboard • Saxophones throughout the family i.e. Alto and Tenor • Voice We can usually recommend teachers for other instruments on request. We strive to provide a stimulating and exciting course and you will be given as much assistance as possible yet should be motivated enough to work on your own compositions and to practise your instruments unprompted. The facilities of the Department are available for GCSE pupils at any time and you are positively encouraged to spend break and lunchtimes there. The BSP is the centre for the ABRSM in France. The practical and theory examinations are offered two or three times a year, and results are excellent with many distinction and merit grades being obtained. Grades 6 and above attract UCAS points for UK university entry. Rockschool examinations are held at school in May/ June and these are becoming very popular with pupils who play keyboard, guitar, bass, drums or sing.

The Sciences at GCSE

AQA Combined Science Double Award 8464

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 Year 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 162⁄3% 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.

Key Stage 4 Guide

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: Key:

Red = Assessed in Paper 1: Biology, Chemistry and Physics Black = Assessed in Paper 2: Biology, Chemistry and Physics Biology

Chemistry

Physics

1. Cell biology

8. Atomic structure and the periodic table

18. Energy

2. Organisation

9. Bonding, structure, and the properties of matter

19. Electricity

3. Infection and response

10. Quantitative chemistry

20. Particle model of matter

4. Bioenergetics

11. Chemical changes

21. Atomic structure

5. Homeostasis and response

12. Energy changes

22. Forces

6. Inheritance, variation and evolution

13. The rate and extent of chemical change

23. Waves

7. Ecology

14. Organic chemistry

24. Magnetism and electromagnetism

15. Chemical analysis 16. Chemistry of the atmosphere 17. Using resources

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.

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. • Having Spanish as a second language is a great professional asset in today’s globalized economy. Spanish is a competitive advantage that can bring better career and business opportunities. For instance, to expand your business, to get a promotion or to change your career. • To make new friends at home or abroad • To travel more confidently and discover the cultural riches of the Spanish-speaking world • A total of 585 million people speak Spanish in the world, according to the “Yearbook 2020 Spanish in the World 2020” • On the Internet, Spanish is the third most used, and on social media, the second one. • Spanish entries at A level exams in England have increased by almost 5% from 2018 making it the most popular language for the first time since A levels began, according to the “Language Trends 2020” report, by the British Council • Spanish will be of crucial importance for the UK’s future prosperity, security and influence in the world after Brexit, “Languages for the future 2017”, by the British Council.

What will I study?

The course content is divided into four main topic areas for the external examinations.

Identity and culture • Who I am?: relationships, when I was younger, what my friends and family are like, what makes a good friend, interests, socialising with friends and family, role models • Daily life: customs and everyday life, food and drink, shopping, social media and technology (use of, advantages, disadvantages) • Cultural life: celebrations and festivals, reading, music, sport, film and television

Local area, holiday and travel • Holidays: preferences, experiences and destinations

• Travel and tourist transactions: travel, accommodation, asking for help and dealing with problems, directions, eating out shopping

Edexcel 1SP0

Key Stage 4 Guide

• Town, region and country: weather, places to see, things to do

International and global dimension

School

• Bringing the world together: sports events, music events, campaigns and good causes.

• What school is like: school types, school day, subjects, rules and pressures, celebrating success

• Environmental issues: being “green”, access to natural resources

• School activities: school trips, events and exchanges

Future aspirations, study and work • Using languages beyond the classroom: forming relationships, travel, employment • Ambitions: further study, volunteering, training • Work: jobs, careers and professions

How will I be assessed? Listening

A range of formats including multiple choice, open response and some questions in Spanish; authentic and interesting contexts.

(25%)

Speaking

Contexts set in realistic scenarios to show how language is used in authentic situations; element of choice for all pupils.

(25%)

Reading

Writing

A range of question formats such as multiple choice, open responses and some questions in Spanish requiring short or one word responses. A short translation also features; texts are all agerelevant and set in the culture of the target language country. A choice of questions which encourage spontaneity and creativity; a translation component also features. All questions are adapted to the level of the pupils, namely Foundation or Higher.

(25%)

Personal, Social & Health Education (PSHE) The PSHE program in KS4 follows the UK national curriculum guidelines for Personal, Social and Health Education and for Citizenship, including the Relationships and Sex Education (RSE) content that is statutory from 2021. Lessons are often discussion based, making use of factsheets, newspaper articles, video, role-play, debate and student presentations. Content and resources are updated regularly to reflect our rapidly changing world. PSHE teaching practice at the BSP is evidence-informed and in line with PSHE Association best practice requirements. The program for Years 10 and 11 remains flexible and responsive but includes the following areas along with relevant teacher initiatives and ongoing resource developments.

Term 1 THE PURPOSE PROJECT: • Transition to GCSE / KS4. • The importance and benefit of challenges. • Recognising and building positive mental health, and personal skills.• CV writing / applications. LOCAL & GLOBAL COMMUNITIES • Global equality. • Equal rights and responsibilities in our community. • Belonging, extremism and radicalisation.

Term 1 THE PURPOSE PROJECT: • Understanding my career profile. • Identifying and managing challenges. • Giving and receiving feedback. • Attitudes, beliefs and values: how they inform behaviour. LOCAL & GLOBAL COMMUNITIES • Sustainable development goals and global citizenship rights and responsibilities. • Study skills: planning, scheduling, effective revision, understanding the teen brain.

Some topics will be taught as part of a three to four week rotation programme in which form tutors take responsibility for their own specialist scheme of work to be delivered to each form group in turn.

Year 10 Term 2 STAYING SAFE: • Drug and alcohol education. • Financial literacy. • Understanding debt and savings. • The future of money. THE BEST ME: • The relationship lifecycle. • Consent. • Sharing images. • Handling conflict and the end of a relationship. • Study skills.

Year 11 Term 2 THE BEST ME: • Mock examination review. • Careers / options project. • Choosing A-level options. • Emotional wellbeing. • Understanding stress and coping. • Work-life balance. • Challenging unhelpful thoughts.

Term 3 GOOD HEALTH AND WELLBEING: • Mental health. • Healthy sleep. • Healthy diet. • The importance of exercise. FOCUS ON THE FUTURE: • Examination support and preparations. • Preparing for Year 11.

Term 3 Effective examination preparation.

Study leave

STAYING SAFE: • Looking after friends. • Keeping safe during study leave & holidays. RELATIONSHIPS: • Healthy and respectful relationships. • Respectful yet assertive communication. • Understanding relationship myths; responses to hypothetical scenarios.

As with all areas of the curriculum, parents are welcome to contact us to discuss any of the topics we cover.

Key Stage 4 Guide

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 Croissy Municipal Stade, as well as on the on-site artificial sports pitch, and within the School there is a modern fitness suite. The School has also recently opened a new multi-purpose hall that is used for both curricular and extra-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 (Extra-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. The school

In Key Stage 4, you are offered some choice over the activities they 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.

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.

Careers At this stage it is essential to keep as many “doors” open as possible and subjects should be chosen with this in mind.

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.

Please do not hesitate to ask your teachers, tutors and/or Head of Careers for further advice in your final choice of subjects. During the ‘Careers’ part of the PSHE programme pupils are made aware of their strengths, interests and the world of work so that you can make reasoned choices at 15+. During Year 10 pupils will sit the Cambridge Profile Test, which will be followed by an in-depth discussion with a careers advisor from SPW Careers at the start of Year 11. These will provide a sound information base for future study decisions.

Civil service Actuary Law

Media

• If you are considering Humanities then it would be wise to include History, Geography or perhaps another language in your option

• Additional skills that can be very useful for choosing future courses of study can be developed through PE and/or Computer Science

Diplomatic service Auditing

Marketing Information technology

Scientific research

Education Tax

Advisory Volunteering International organisations Journalism

Insurance

• By not doing these subjects am I going to close any possible ‘career doors’?

• Aspiring Engineers would be advised to include Design Technology in their GCSE choices.

Advertising

• Do I ‘like’ these subjects?

• History, Business Studies or perhaps Geography would be useful for the study of social sciences.

Politics Management consultancy Public sector

• Am I good at these subjects?

• If you are considering a more artistic, designorientated course, then Art or Design Technology would be useful

Charity

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:

Investment banking

Key Stage 4 Guide

The British School of Paris 38 quai de l’Ecluse 78290 Croissy sur Seine Tel: +33 (0)1 34 80 45 94 Fax: +33 (0)1 39 76 32 21 Website www.britishschool.fr Email ssc@britishschool.fr February 2021