Senior School Key Stage 4 Curriculum Guide 2023-24

ks4 key stage 4 guide

Key Stage 4 Guide

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 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 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 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 and 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 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).

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.

Ms A.C.Brooking, Head of Senior School

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.

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.

Key Stage 4 Guide

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)

• 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 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.

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?

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 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.

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.

Key Stage 4 Guide Business Edexcel 1BS0

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 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 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 - this subject is assessed 100% by examination. The assessment contains no coursework or practical tasks. We aim to make the topic as engaging as possible but ultimately, this is an academic subject and we are 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 this is 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

•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 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. These Year 11 and 10 pupils have been selected for their passion and proficiency in the subject.

1 hour and 45 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

1 hour and 45 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

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

Theme 2: Building a business (Paper code: 1BS0/02)

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 become ever more essential to our lives, those who create code become 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 onscreen assessment, which focuses on the ability to analyse and solve problems by designing, writing, testing and refining programs.

The qualification’s combination of written and practical elements balances theory and practical application, provides students with a rounded experience of computer science.

For more detail of the specification please click on the link below

GCSE_L1_L2_Computer_Science_2020_Specification (pearson.com)

How is Computer Science assessed?

Written Examination

50% of GCSE

75 marks

90-minute paper sat in the examination hall

On -Screen Assessment

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 programs in order to solve problems. You will complete this assessment onscreen (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 onscreen 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 programmingwhether with us in school or at home?

• Do you plan on studying Computer Science at A level or at university?

For more information, please speak to Mr Williams in BS2 or your Computing teacher.

Key Stage 4 Guide 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.

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

Key Stage 4 Guide

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?

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, 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.

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:

o Core technical principles.

o Specialist technical principles.

o Designing and making principles.

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:

• 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 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

Component 2: Performance from Text

Non-exam assessment: externally assessed by a visiting examiner

20% of qualification

Key Stage 4 Guide

Drama (Continued)

• 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

J B Priestley

The Crucible

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

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.

Extra-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 also.

English Language and Literature

English Language and English Literature, five hours of teaching per week.

Pupils in the top two sets, as in Year 9, will be streamed rather than setted. They will follow the AQA English Language (8700) and English Literature (8702) courses, meaning that they will finish the two-year course with two GCSE qualifications.

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

• read and evaluate texts critically and make comparisons between texts

• summarise and synthesise information or ideas from texts

• use knowledge gained from wide reading to inform and improve their own writing

• write effectively and coherently using standard English appropriately

• use grammar correctly and punctuate and spell accurately

• acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language

• listen to and understand spoken language and use spoken standard English effectively.

How will I be assessed?

Paper 1: Explorations in Creative Reading and Writing

Section A: Reading

• one literature fiction text (unseen)

Section B: Writing

• descriptive or narrative writing

Assessment: written exam: 1 hour 45 minutes

• 50% of GCSE

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

Key Stage 4 Guide

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.

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.

English Literature AQA 8702

This course will encourage pupils to:

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

• read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas

• develop the habit of reading widely and often

• appreciate the depth and power of the English literary heritage

• write accurately, effectively and analytically about their reading, using Standard English

• acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.

How will I be assessed?

The qualification consists of two examination papers.

Paper 1: Shakespeare and the 19th- century novel Shakespeare plays: pupils will study one play from the list of six set texts. Pupils study the whole text. Teachers choose from:

• Macbeth

• Romeo and Juliet

• The Tempest

• 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’

Written exam: 1 hour 45 minutes. 2 tasks.

40% of GCSE

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.

• 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.

Written exam: 2 hours 15 minutes. 3 tasks

60% of GCSE

Key Stage 4 Guide

English Language, Set 3 Edexcel 4EA1

Set 3 will 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.

They will end the two-year course with one GCSE qualification

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.

Details of Papers 1 and 3:

Paper 1: Non-fiction Texts and Transactional Writing

60% of the total International GCSE

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 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.

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

Paper 3: Poetry and Prose Texts and Imaginative Writing

40% of the total International GCSE

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

• 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 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.

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

Key Stage 4 Guide

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.

The 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 Edexcel 1FR0

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 Y 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

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

• 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

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

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.

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

Speaking

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

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

Reading

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.

Writing

Special Objectives

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.

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?

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? 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.

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

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.

“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

Key Stage 4 Guide

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).

Students must be able to attend two compulsory fieldwork enquiries. The costs of these trips are not included in the school fees.

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.

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

- 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?

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.

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 extra-curricular trips to Iceland and Japan.

German Edexcel 1GN0

Why learn German at GCSE?

• According to the 2017 Education and Skills survey by the CBI/Pearson, German is the second most sought after language in industry with 47 per cent of those businesses requiring languages, citing German as the language they most need.

• Analysis of one million job postings on the Adzuna website also shows that German is the most lucrative language for the purpose of employment.

• Germany is one of the UK’s most important trading partners in the world.

• The German language is the single most widely spoken language in the European Union.

• English is a Germanic language and they are still closely related today! Haus = house Buch = book

• Audi, Mercedes Benz, BMW, Porsche, Volkswagen, Bosch, Siemens, Boss, Adidas, Puma and HARIBO!

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. 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.

Extra curricular

(25%)

(25%)

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 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 c800present. Notting Hill c1948-1970

Unit 2 Paper 2: Pupils study the depth option:

• B1: Anglo-Saxon and Norman England, c1060–88 (Compulsory British Unit)

• 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?

1

2

3

British Thematic Study with Historic Environment Period Study and British Depth Study Modern Depth Study

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)

Paper

Paper

Paper

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.

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

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

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.

2 – calculator

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.

3 – calculator

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.

Paper

Paper

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. 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 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:

Biology

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

qualification.

Spanish Edexcel 1SP0

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

Key Stage 4 Guide

problems, directions, eating out shopping.

• 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

How will I be assessed?

Listening

Speaking

Reading

Writing

• Work: jobs, careers and professions.

International and global dimension

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

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

Emphasis in the teaching is placed on authenticity; 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.

A range of formats including multiple choice, open response and some questions in Spanish; authentic and interesting contexts. (25%)

Contexts set in realistic scenarios to show how language is used in authentic situations; element of choice for all pupils. (25%)

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.

(25%)

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 and Economic Education (PSHE)

The PSHE program in KS4 follows the UK national curriculum guidelines for Personal, Social, Health and Economic 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.

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 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 1 Term 2 Term 3

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.

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.

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.

Effective examination preparation. Study

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 also has a multi-pupose 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 (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. 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 and Future 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 ‘career doors’?

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, designorientated 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 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 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 at the start of Year 11. These will provide a sound information base for future study decisions.