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IGCSE Options

IGCSE & BTEC Level 2 Options 2022-2024


Our Core Values, Mission and Aims

OUR CORE VALUES z

We respect the needs and rights of each member of our community.

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We show care, kindness and compassion to others.

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We are supportive of each other.

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We embrace diversity and celebrate individuality.

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We are responsible and honest in our actions.

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We promote a sense of personal identity and a global mindset.

OUR MISSION We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world.

OUR AIMS z

To promote a culture of excellence in teaching and learning.

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To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.

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To encourage internationalism, providing students with the skills, dispositions, and knowledge to participate in an increasingly interconnected world.

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To ensure a supportive, happy and secure environment for learning.

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To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally.

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To encourage the physical and emotional wellbeing of each individual.

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To use innovative pedagogy and technology to enrich learning.

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To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.

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To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.

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The DBIS Community - Revised in 2014 and 2017.


Dear Students and Parents, This guide is designed to provide you with information regarding the option choices available for students entering Year 10 in 2022. We intend to make the process of choosing subjects as smooth as possible, so please take the time to read the included information. Choosing the most appropriate subjects, in terms of both future pathways and personal interests, is very important. Therefore, we encourage you to also seek advice from relevant staff members to ensure you are making fully informed decisions. The school aims underpin the development of our curriculum, and as such, students can expect to be challenged in order to reach their full potential. As well as the optional courses available, all students will study a core group of subjects that ensure a well-rounded programme. In addition to this, students will also have various opportunities to study beyond the scope of the curriculum. This is to stretch students and expose them to different challenges alongside those they are already presented with in their more traditional qualifications. Whilst we primarily offer IGCSEs at DBIS for Year 10 students, we also offer a BTEC Level 2 qualification in Business, which can be taken instead of one of their IGCSE options. This alternative course is an internally assessed vocational training programme and students who are successful in completing the course are awarded a result that has IGCSE comparability. Students in Year 12 and 13 are also able to choose a BTEC Level 3 National qualification in Business, alongside A levels. When selecting their options, students should consider the subjects they are passionate about studying, their personal strengths and weaknesses, and also areas they may be interested in pursuing in their Senior school years and beyond. It is important that subjects are chosen for the right reasons and picking subjects based on what friends are studying or which teachers they prefer represents poor rationale.

Introduction

Introduction

As always, pastoral and teaching staff will make themselves available to support students when they make their subject selections. I look forward to working with all of you throughout this process.

Regards, Simon Oakley Head of Secondary

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Contents

Contents

Pages

Overview-----------------------------------------------------------------------------5 How to Choose--------------------------------------------------------------------6 Learning Support and English as an Additional Language--------7 What is BTEC?----------------------------------------------------------------------8 Physical Education---------------------------------------------------------------8 Learning for Life (L4L)--------------------------------------------------------------9 IGCSE English Language (Edexcel International 4EA1)--------------------- 10 IGCSE English Literature (Edexcel International 4ET1)----------------------- 11 IGCSE Mathematics (Edexcel International 4MA1)-------------------------- 12 IGCSE Science (Edexcel International)----------------------------------------- 13 IGCSE French (Edexcel International GCSE – 4FR1)---------------------------- 15 IGCSE Mandarin Chinese (CIE 0547/0523/0509)---------------------------- 16 IGCSE Spanish (Edexcel International GCSE – 4SP1)--------------------------- 18 GCSE Art (Edexcel Fine Art, 1FA0)------------------------------------------------ 19 IGCSE Drama (CIE 0411)--------------------------------------------------------- 20 IGCSE Business Studies (CIE 0450)--------------------------------------------- 21 IGCSE Design and Technology (CIE 0445)--------------------------------- 22 IGCSE Geography(CIE 0460)--------------------------------------------------- 23 IGCSE History (Edexcel International, 4HI1)------------------------------------- 24 GCSE Media Studies (AQA 8572--------------------------------------------- 25 IGCSE Music (Cambridge International GCSE, 0410)--------------------------- 27 IGCSE Physical Education (CIE 0413)---------------------------------------- 28 BTEC Business Extended Certificate (Edexcel)--------------------------- 30

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Overview Students entering Year 10 in 2022 will study a group of core subjects made up of: z

English Language

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English Literature

z

Mathematics

z

Science

z

Learning for Life

z

Physical Education

Learning for Life and Physical Education are non-examinable subjects that all students will take part in. Learning for Life is designed to help students better understand themselves and the world around them while the focus for Physical Education is to encourage a healthy, balanced lifestyle. Core subjects (All students will study these)

Option Subjects (Students will choose one language option and three other subject options)

IGCSE English Language

IGCSE French

GCSE Art

IGCSE English Literature

IGCSE Mandarin

IGCSE Business Studies

IGCSE Mathematics

IGCSE Spanish

IGCSE Design and Technology

IGCSE Science

IGCSE Drama IGCSE Geography IGCSE History

Non-examined subjects

GCSE Media Studies

Learning for Life

IGCSE Music

Physical Education

IGCSE Physical Education BTEC Business

Please note: whilst we will endeavour to offer each of the subjects identified, in certain circumstances, such as particularly low numbers, this may not be possible. Therefore, we cannot guarantee that any given subject or combination of subjects will be available. In this instance, staff will contact students and parents to discuss possible alternatives.

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Timeline

Timeline for choosing and confirming students’ Year 10 subject choices Event

Date

Initial option choices open

Wednesday 15th September

E-booklet and associated subject video published

Friday 17th September

Initial option choices closed

Monday 27th September

Final e-booklet shared and final option choices open

Monday 25th October

Subject Specialist Parent/Student Q&A meet drop-in

Tuesday 2nd November

Final options closed

Wednesday 10th November

Options confirmation sent to Parents/ Students

Wednesday 24th November

School Contacts Should you require further information about the Options process or courses offered, please contact either: Mrs Tracey Smal Head of Year 9: tsmal@dbis.edu.hk Mr Peter Roberts Deputy Head of Secondary: proberts@dbis.edu.hk

How to Choose When selecting subjects it is important to consider a range of criteria. Some of the most important points are:

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z

Passion for the subject – You should choose subjects where you have a genuine passion for study. It is much easier to be motivated when faced with difficult content if you love what you are doing!

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Strengths and weaknesses – You need to consider the personal strengths and weaknesses you have in your learning. Recognising the way you learn will provide a good indicator as to how challenging a subject will be.

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Potential Subjects in Year 12 and 13 – You should give some thought to subjects you may be interested in studying in Year 12 and 13. For example, if you are thinking about studying A Level Business Studies, you should select it for IGCSE.

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Possible university courses – Some university courses have prerequisites that you need to study in Year 12 and 13. By working backwards you may have an indicator of subjects you should choose.

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Personal Challenge – You should choose a subject that you think will push your personal boundaries. Learning should be about discovering new ideas and this will happen when you challenge yourself.


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Friends – You should not choose a subject just because your friends are doing it. Your friends will have chosen subjects based on their criteria and this may not suit you.

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Possible teachers – You should not choose a subject based on who you think will teach you. Teachers and timetables vary significantly year to year and there is no guarantee about any teacher’s classes.

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Home Learning – You should not choose a subject based on perceived home learning tasks. Home learning and coursework loads vary over the course of the year for every subject.

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Easy – You should not do a subject just because you think it is easy. Every subject has challenges over the two year course and what starts easy may turn very difficult!

Learning Support and English as an Additional Language In line with our philosophy of supporting students in their individual development we offer a great deal of additional support both inside the classroom and through personalised courses of study. Students who have English as an Additional Language (EAL) needs will be supported in acquiring further English skills to ensure they are able to access the curriculum. This will take the form of Educational Assistant (EA) provision during classes as well as additional EAL classes, where necessary. Students who require learning support will be provided with a structured plan from the Inclusion team and subject teachers. It is our commitment as a school that all students reach their individual potential and learning support forms an element of this commitment.

How to Choose

There are also a number of reasons students often use which should be avoided:

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BTEC

What is BTEC? As part of our school aim to offer appropriate challenges for all learners, a BTEC course in Business will be offered. BTEC courses are vocational based qualifications designed to give students the skills they need to move on to higher education. When combined with academic learning in school or college, a BTEC develops a range of practical knowledge and skills which help learners to prepare for their chosen career. Classroom style teaching combined with project work and practical, work-related activities help to develop students’ learning skills, which can include teamwork, creative thinking and presentation skills. BTEC subjects are internally assessed, which means there is reduced pressure for students who may struggle with the demands of a full examination schedule. As the courses are practical, students will need to be involved in a range of training simulations and as they progress through the course, take part in real life workplace experiences.

Physical Education All DBIS Secondary students will continue to take part in Physical Education lessons throughout Year 10 & 11, participating in 3 core PE lessons per 2 week cycle. This is a non-examined subject.

Overview Students will be given the opportunity to develop and sustain a healthy active lifestyle and become life-long-learners. We strive to raise the levels of participation and commitment to sport across all phases of the school. Students will be encouraged to work together in order to develop a variety of skills including teamwork, resilience and sportsmanship. As a PE department, we will challenge students to perform at their best, celebrate their achievements and support them throughout their learning journey. We will harness the value of sport and physical education in promoting well-being for all members of the DBIS community.

Areas of Study

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z z z z z z z z

International Games/Invasion Games Fitness Swimming Striking & Fielding Athletics Water-polo/Personal Survival Net Games Sport Education


Overview Learning for Life is a non-academic subject through which pupils develop the knowledge, skills and attributes they may need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work.

Areas of Study L4L addresses both pupils’ current experiences and preparation for their future. The Programme of Study therefore provides a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year. This is grounded in the established evidence base for effective practice within PSHE and the UNESCO education framework. More on this and other relevant research can be found in the evidence and research section of the PSHE Association website. Many of the learning opportunities, particularly in key stages 3 and 4, refer to ‘managing’ or ‘responding to’ challenging situations. By these terms we mean a variety of strategies which, depending on the context, might include: being able to identify risks or warning signs; resisting internal or external pressures; making informed decisions; exit strategies for unsafe situations and knowing whom, how and when to ask for help, including reporting concerns. The programme of study also offers career exploration and the development and care of our physical and mental health.

Learning for Life

Learning for Life (L4L)

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English Language 10

IGCSE English Language (Edexcel International, 4EA1) Overview The Edexcel IGCSE English qualification in Language (Specification A) aims to equip students with a variety of skills that are designed to meet different student needs through the study of a wide range of text types that are thoroughly engaging. The course aims to develop students’ ability to read, understand and respond to a variety of material in writing and construct and convey meaning in written language, matching style to audience and purpose. It includes an extensive range of reading and writing, through both the exam and coursework. The texts include poetry and prose as well as literary non fiction. Students will also learn to compare themes and attitudes to how writers achieve their effects.

Areas of study The following areas are covered in the course: z

Reading (Studying language, form, style, structure and viewpoint. Texts are prescribed)

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Writing (Writing for different purposes e.g. autobiography, newspaper/magazine article, comparative essay and/or critiques)

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

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

Assessment and Examination Assessment is through both a written examination and coursework. In addition, there is an optional speaking assessment that is awarded separately. Examination

The written examination will count towards 60% of the final grade and will focus on the poetry and prose studied.

Coursework

Coursework is based on the literary heritage and modern drama texts, and counts for 40%.

Pathways for further study International GCSEs enable successful progression onto A-Level and beyond. Students may pursue further study in English at A-Level in English literature or equivalent further study in English.


IGCSE English Literature (Edexcel International, 4ET1) Overview The Edexcel IGCSE English qualification in Literature aims to teach students to engage with and develop the ability to read and respond to a wide range of challenging literary texts from around the world. Students will gain an appreciation of the ways in which authors use literary effects and develop the skills needed for literary study by exploring the author’s use of language to create effects and find enjoyment in reading literature. The course will broaden and deepen students’ critical thinking and analytical skills.

Areas of Study Students will study one literary heritage text, one modern drama text and one modern prose text from the prescribed lists below which accounts for coursework, all poems from the Edexcel Literature anthology as well as faculty selected unseen poetry. Texts will be selected by the class teacher. Literary Heritage

Modern Drama

Modern Prose

Romeo and Juliet (William Shakespeare)

A View from the Bridge (Arthur Miller)

To Kill a Mockingbird (Harper Lee)

Macbeth (William Shakespeare)

An Inspector Calls (J B Priestley)

Of Mice and Men (John Steinbeck )

The Merchant of Venice (William Shakespeare)

The Curious Incident of the Dog in the Nighttime (Mark Haddon)

The Whale Rider (Witi Ihimaera)

Pride and Prejudice (Jane Austen)

Kindertransport (Diane Samuels)

The Joy Luck Club (Amy Tan)

Great Expectations (Charles Dickens)

Death and the King’s Horseman (Wole Soyinka)

Things Fall Apart (Chinua Achebe)

The Scarlet Letter (Nathaniel Hawthorne )

Assessment and Examination Assessment is through both a written examination and coursework. Examination

The written examination will count towards 60% of the final grade and will focus on the poetry and prose studied.

Coursework

Coursework is based on the literary heritage and modern drama texts, and counts for 40%.

Pathways for further study International GCSEs enable successful progression onto A-Level and beyond. Students may pursue further study in English at A-Level in English literature or equivalent further study in English.

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Mathematics 12

IGCSE Mathematics (Edexcel International, 4MA1) Overview DBIS offers two IGCSE mathematics pathways for students; Edexcel Foundation or Higher. The Edexcel Foundation qualification aims to give students a basis of mathematical skills and develop their knowledge and understanding of basic mathematical concepts. The Edexcel Higher qualification allows students to use and apply mathematical techniques and concepts to solve problems and prepares them for post 16 mathematics courses.

Areas of Study The following areas are covered in both courses with the higher course going more in depth in each area: z z z z z z

Numbers and the number system Equations, formulae and identities Sequences, functions and graphs Geometry and trigonometry Vectors and transformation geometry Statistics and probability

Assessment Edexcel 9-1 (Foundation)

Grade range – 5 to 1. Two written papers set and marked by Edexcel, each paper weighted at 50% of the qualification.

Edexcel 9-1 (Higher)

Grade range – 9 to 4. Two written papers set and marked by Edexcel, each paper weighted at 50% of the qualification.

Pathways for further study Edexcel 9-1 (Higher) Suitable for students who wish to pursue A-Level or Further A-Level Mathematics.


IGCSE Science (Edexcel International) Overview DBIS offers three Science pathways: Edexcel IGCSE Double Award, Edexcel IGCSE Single Award or separate Edexcel IGCSEs in the three sciences of Biology, Chemistry and Physics. As a core subject, all students will follow one of these pathways, and each includes an equal proportion of all three of the science subjects. Individual progress, academic achievement and future study intentions will be taken into account when determining which of these pathways is the most appropriate for each individual student. Science at IGCSE aims to sustain and develop an interest in the scientific world, and an appreciation of science in wider social, environmental and economic contexts. Students build on their scientific knowledge through an understanding of concepts and patterns. The courses include scope for students to develop their investigative, experimental and enquiry skills through practical learning.

Areas of Study In all three subjects, students will develop the enquiry skills of hypothesis, planning, testing and evaluation through practical investigation and experimental science. Biology

Chemistry

Physics

Students will learn about the structure, function and variety of living organisms, living processes and systems, nutrition, reproduction and inheritance, ecology and the environment and the use of biological resources.

Students will develop an understanding of the themes of chemistry through the study of the elements and chemical bonding, reactivity and reactions, energetics and physical chemistry, organic chemistry and the impacts on the environment.

Students will learn about key physics concepts including forces and motion, waves, electricity, energy resources and magnetism and develop an understanding of applying these concepts to the world around them.

Assessment and Examinations IGCSE Separate Sciences (Triple)

IGCSE Double Award

IGCSE Single Award

3 IGCSE qualifications

2 IGCSE qualifications

1 IGCSE qualification

Students are assessed via a core paper (two hours) and an extension paper (one hour) in each of the subjects Biology, Chemistry and Physics.

Assessment is via three two hour core papers in each of Biology, Chemistry and Physics.

Assessment is via three one hour core papers in each of Biology, Chemistry and Physics.

Double Award leads to two IGCSE grades, which reflect a combined overall achievement across the three subjects.

Single Award leads to one IGCSE grade, which reflects a combined overall achievement across the three subjects.

This pathway leads to three separate IGCSE grades.

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Science 14

Pathways for further study IGCSE Separate Sciences (Triple)

IGCSE Double Award

From both Separate Science (Triple) and Double Award students are fully prepared to progress to A Level science courses or equivalent further study in science.

IGCSE Single Award Students may progress to BTEC, Entry level certificate and vocational science courses.


(Edexcel International GCSE – 4FR1) Overview IGCSE French is designed for students learning French as a foreign language. The aim is to develop the ability to use the language effectively for the purposes of practical and meaningful communication. The course is assessed according to the language skills of listening, reading, speaking and writing, and these are taught through lively, interesting and motivating materials as students progress through the topics. The syllabus also aims to offer insights into the culture and civilisation of countries where the language is spoken, thus encouraging positive attitudes towards language learning and towards speakers of foreign languages.

Course Content The subject content is organised around five broad topic areas which provide contexts for vocabulary acquisition and the study of grammar and structures. Through these topic areas, candidates gain insight into target language countries and communities.

French

IGCSE French

Area A – Home and Abroad Area B – Education and Employment Area C – House, Home & Daily Routine Area D – The Modern World and Environment Area E – Social Activities, Fitness & Health

Assessment and Examination Extended Curriculum

(Grades A*G) Weighting

Paper 1 - Listening (45 min)

25%

Paper 2 - Reading & Directed Writing (1 1⁄2 hrs). Writing includes two tasks of 60-75 words and 130-150 words each

50%

Paper 3 - Speaking (10 min) A) Presentation & discussion of a single picture B) General conversation

25%

There is no coursework for IGCSE French.

Potential pathways after IGCSE French The IGCSE French courses will prepare learners for potential further study in AS/A Level French. Graduates with proficiency in French are well positioned for jobs in business, diplomacy, engineering, science, law, philosophy, political science, technology, finance, tourism, translation, teaching and much more.

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IGCSE Mandarin Chinese (CIE 0547/0523/0509) Overview Mandarin Chinese is a worldwide and popular language as China continues the development of its economy. Those with a grasp of the Chinese language will be in an advantageous position to benefit from China’s participation in our global economy. At DBIS we offer three courses to suit students’ levels: Mandarin as a Foreign Language, Chinese as a Second Language and Chinese as a First Language. Students will develop their communication skills including listening, speaking, reading and writing.

Course Content Mandarin as a Foreign Language

Chinese as a Second Language

Chinese as a First Language

The subject content is organised around five broad topic areas which provide contexts for the acquisition of vocabulary and the study of grammar and structures.

Students will learn to select relevant details, understand the difference between what is directly stated and implied, and practise writing for different purposes and audiences.

The course offers candidates the opportunity to respond knowledgeably to a range of reading passages.

Through the study of these topic areas, candidates gain insight into target language countries and communities. The topic areas are: • Everyday activities • Personal and social life • The world around us • The world of work • The international world.

Learners will listen to a range of spoken material, including talks and conversations, in order to develop listening skills. In both written and spoken Chinese, learners will be able to respond to factual information as well as abstract ideas. Learners will engage in conversations on a variety of topics, and develop their skills in expressing their viewpoints with a degree of accuracy and clarity. Texts and questions are printed in both traditional and simplified characters on the question papers. Candidates choose the form they prefer in the examination and may write their answers in either traditional or simplified characters. The Speaking test is assessed in Mandarin Chinese only.

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Candidates will use some of these passages to inform and inspire their own writing and write in a range of text types for different audiences. The passages cover a range of genres and types, including fiction and non-fiction, and may also include other forms of writing, such as essays, reviews and articles. Learners will have the opportunity to read Classical Chinese prose texts to help to deepen their knowledge of Chinese culture. We encourage learners to become appreciative and critical readers and writers of Chinese.


Students will be assessed throughout the course through school assessments at the end of each term. Assessment components include listening, speaking, reading and writing. Details for each course can be found in the course syllabus accordingly - links provided at the end of this page. Students aim to take the IGCSE examination for Mandarin(Chinese) as a Foreign Language/Second Language/First Language after completing a two-year course. There is no coursework for IGCSE Mandarin.

Potential pathways after IGCSE Mandarin The IGCSE Mandarin courses will prepare learners for potential further study in AS/A Level Chinese. Graduates with proficiency in Mandarin Chinese are well positioned for jobs in business, diplomacy, engineering, science, law, philosophy, political science, technology, finance, tourism, translation, teaching and much more.

Mandarin

Assessment and Examination

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Spanish

IGCSE Spanish (Edexcel International GCSE – 4SP1) Overview The Spanish IGCSE course is a foreign language course. It encourages learners to develop lifelong skills, including: z z z z z

The ability to use a foreign language as a means of practical communication An insight into the culture and civilisation of Spanish speaking countries A positive attitude towards language learning and other cultures and civilisations Learning techniques which can be applied to other areas of learning A sound foundation for progression to employment or further study

The course is assessed equally across the four skills of listening, speaking, reading and writing, and these are taught using a combination of traditional and audiovisual resources.

Course Content The subject content is organised around five broad topic areas which provide contexts for vocabulary acquisition and the study of grammar and structures. Through these topic areas, candidates gain insight into target language countries and communities. Area A – Home and Abroad Area B – Education and Employment Area C – House, Home & Daily Routine Area D – The Modern World and Environment Area E – Social Activities, Fitness & Health

Assessment and Examination Extended Curriculum

(Grades A*-G) Weighting

Paper 1 - Listening (45 min)

25%

Paper 2 - Reading & Directed Writing (1 ½ hrs) Writing includes two tasks of 50 words and 150 words each

50%

Paper 3 - Speaking (10 min) A) Presentation & discussion of a single picture B) General conversation

25%

Potential pathways after IGCSE Spanish

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The IGCSE Spanish courses will prepare learners for potential further study in AS/A Level Spanish. Graduates with proficiency in Spanish are well positioned for jobs in business, diplomacy, engineering, science, law, philosophy, political science, technology, finance, tourism, translation, teaching and much more.


GCSE Art (Edexcel Fine Art, 1FA0) Overview Edexcel GCSE Art encourages a range of skills, stimulates aesthetic awareness, knowledge and critical understanding of art, and provides opportunities for learners to develop a range of skills. Crucially, a personal and independent perspective is encouraged at all times. The syllabus is designed to accommodate a wide range of abilities, materials and resources, and allows the different skills of the students to be explored. The syllabus helps equip learners with lifelong skills including: confidence and enthusiasm as they develop technical skills in two- and/or three-dimensional form and composition; the ability to identify and solve problems in visual and tactile forms the ability to develop ideas from initial attempts to outcomes.

Course Outline This course has been designed to offer a broad choice of media and approaches so that candidates can produce a personal response and play to their strengths and interests in the area of Fine Art. Fine Art may be defined as work developed primarily to communicate aesthetic, intellectual or purely conceptual ideas and meaning, rather than to serve a practical or commercial function. For example, work could be the outcome of personal experiences, thoughts and feelings, or simply to observe and record people, places and things in new and unique ways. Fine-art work will demonstrate an understanding and application of formal elements and creative skills, including mark-making. Candidates will use visual communication sensitively and thoughtfully to document their artistic journey and fully support their intentions. Candidates will also understand that Fine Art practitioners may work to client commissions or undertake self-directed projects. They will need good communication skills in order to liaise with clients and promote and exhibit their own work. Through studying Fine Art, candidates get the chance to explore: Drawing, Painting and Related Media, Printmaking, Sculpture, Photography/digital lens based media and Environmental Art.

Assessment Component 1 - Internally Assessed (60%)

Candidates produce a Fine Art portfolio based on a theme of their choosing and a final outcome. There are no limitations set on the amount of supporting work candidates produce.

Component 2 - Externally Assessed (40%)

Unlimited preparatory period during which time candidates produce supporting studies based on a given theme, in advance of the eight-hour practical examination.

Pathways for Further Study Suitable for students who wish to study A level Fine Art. There are many career paths for Art students such as Graphic Design, Digital Animation, Fashion/Textile Designer, Architect, Illustrator and Fine Artist.

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Drama

IGCSE Drama (CIE, 0411) Overview Through practical and theoretical study, learners develop an understanding and enjoyment of drama. Students will develop an understanding of ways to communicate ideas and feelings to an audience. They learn how to discover the performance possibilities of a text and other stimuli, and devise dramatic material of their own. Students will demonstrate the development of their performance skills in three assessed practical projects. Students will be encouraged to invite parents/guardians to form an audience for the various performances that will take place throughout the course.

Course Outline Performances z z z

Individual performance: Students will perform a short monologue from a classical or contemporary play. Group scripted: Students will, in small groups, perform an extract from a play. Group Devised: Students will create their own original performance that will be inspired by a range of stimuli.

Written Exam Students will study two plays, exploring the performance possibilities of the texts. Students will sit a written exam where they will have to answer questions from the perspective of an actor, director and designer. In order to fully understand the performance possibilities of the text, students will be encouraged to practically explore the text.

Assessment and Examination Component 1 (40%) (Written exam)

A 2 hours 30 minute written exam that is split into three sections. Section A and B asks questions on two plays that are studied, Section C asks questions on the process of creating their own original performances.

Component 2 (60%) (Performances)

Three performances: individual, group devised (original performance) and group scripted performance.

Pathways for Further Study There are many career paths for Drama students such as Costume/ Fashion Designer, Actor, Theatre Producer and Scriptwriter etc.

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There are many transferable skills that are developed throughout this course that are applicable to almost every career pathway including confidence building, communication, collaboration and creative thinking.


Overview The Business Studies course provides students with an understanding of the nature of business and the processes that businesses use in order to achieve success. There is a focus on small business development and growth. Successful learners will: z

z

Understand different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance Appreciate the role of people in business success

They will also gain lifelong skills, including: z z z

The ability to calculate and interpret business data Communication skills needed to support arguments with reasons The ability to analyse business situations and reach decisions or judgements

Areas of Study Business Studies is broken into six units of study. Each area provides students with a theoretical understanding of business practice as well as case studies to allow for application of the learning: z z z z z z

Understanding business activity People in business Marketing Operations management Financial information and decisions External influences on business activity

Assessment and Examination Examination

Assessment type

Weighting

Paper 1

Written examination consisting of four questions requiring a mixture of short answers and structured data responses.

50% of IGCSE

Paper 2

Written examination consisting of four questions based on a case study that is not known in advance.

50% of IGCSE

Pathways for Further Study Suitable for students who wish to study A Level Business. There are many career pathways for Business students such as Accounting and Finance, Management, Consultancy, Retail and Sales, Marketing and Human Resources.

Business Studies

IGCSE Business Studies (CIE 0450)

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Design and Technology 22

IGCSE Design and Technology (CIE 0445) Overview: Design and Technology enables students to identify, consider and solve problems through creative thinking, planning and design. Students will also have the opportunity to work with a range of different media, materials, tools and equipment. Students gain technical and design awareness, as well as develop transferable skills such as enquiry, creativity, collaboration, initiative and resourcefulness. They also develop their communication skills in design, making and written evaluation. This course is ideal for further study in any design related course and prepares students for their future within a rapidly changing technological society.

Areas of Study: Common Product Design Skills: Students will learn how to develop ideas through the design process, using CAD/CAM throughout. They will identify needs and opportunities for design, and analyse, produce and evaluate designs. They will learn to identify resources for solving practical problems and use a variety of materials and equipment to produce models. They will also look at design in a wider context through the role of designers, craftsmen and technologists in industry and society. Resistant Materials Specialist Knowledge: Students will learn how to use a range of card, wood, metal and plastic to manufacture their ideas. They will also develop skills in marking out, cutting, joining, assembling and finishing materials, selecting and using a variety of tools, machines and technology. Students will learn how to combine traditional hand techniques with state of the art CAD/CAM technologies such as plotting machines, laser cutters and 3D Printers. Students will be encouraged to make sustainable choices when selecting appropriate materials to manufacture their products.

Assessment Component

Content

Weighting

Paper 1 (Written exam)

Product design

25% of overall grade

Paper 2 (Written exam)

Resistant Materials

25% of overall grade

Paper 3 (Coursework)*

School based Project

50% of overall grade

*Coursework is a significant part of the course. Each student follows the design process to complete a school based design project. The project is internally marked and externally moderated in the UK. Students produce a portfolio to evidence their product design and a functioning final product.


Overview The study of geography at IGCSE level is for those students interested in finding out more about the world they live in. It provides students with critical thinking skills, inquiry skills and the ability to see things from different perspectives. The qualification focuses on 2 main aspects: building the students geographical knowledge as well as focusing on geographical skills including map reading and analysing information from a variety of sources. Successful learners will gain a deeper understanding of location on a local, regional and global scale as well as an awareness of contrasting physical and human environments and understand how these interact with one another.

Areas of Study z

Theme 1 – Population and Settlement - Population Dynamics, Migration, Population Structure, Population Density and Distribution, Settlements and Provisions, Urban Settlements, Urbanisation

z

Theme 2 – The Natural Environment - Earthquakes and Volcanoes, Rivers, Coasts, Weather, Climate and Vegetation focusing on Deserts and Tropical Rainforests

z

Theme 3 – Economic Development - Development, Food Production, Industry, Tourism, Energy, Water Environmental Risk

Geography

IGCSE Geography (CIE, 0460)

Assessment and Examination Assessment

Assessment Type

Weighting

Paper 1 Geographical Themes

This is a written paper lasting 1 hour 45 minutes. It will be based around all 3 themes and will require students to use the knowledge they have learned as well as specific case study material to answer all questions in the exam.

Paper 2 Geographical Skills

This paper will again be based around all 3 topics however, it will have a skills focus. One third of the marks available are awarded to map work questions, while the rest of the marks test the students application, interpretation and analysis of geographical information in the form of tables, charts, and photographs etc.

27.5%

Coursework

Students will complete a 2000 word report based around their own field work collection and will require students to use all of the skills they have learned throughout the course.

27.5%

45%

Pathways for Future Study This course is suitable for those who wish to pursue Geography A Level. There are many different career pathways for Geography students such as Environmental Consultants, Cartographer, town planner, GIS officer, Conservation officer and Landscape Architect.

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History

IGCSE History (Edexcel International, 4HI1) Overview An interesting and stimulating course for students who want to acquire knowledge and understanding of significant historical events, people, changes and issues. The course covers historical topics from a variety of different regions and periods and therefore helps students to become more broad minded and globally aware. There are also opportunities to develop a range of sought after transferable skills. Successful learners will develop their ability to understand historical concepts such change and continuity over time and cause and consequence. They will also understand historical interpretation and perspectives. Furthermore, successful learners will develop their source analysis and interrogation skills.

Areas of Study: Paper 1 z z

Germany: development of dictatorship, 1918–45 Dictatorship and conflict in the USSR, 1924–53

Paper 2 z z

The Vietnam Conflict, 1945–75 The changing nature of warfare and international conflict, 1919–20

Assessment and Examination Assessment

Content

Weighting

Paper 1: Depth studies

This exam lasts 1 hour 30 and is based on two depth studies. Both depth studies in this paper carry equal weighting (25% of overall IGCSE grade). It will test the understanding of the key features and characteristics from the two periods, whilst evaluating different historical interpretations.

50% of the IGCSE

Paper 2: Investigation (source) and Breadth Studdies

This exam lasts 1 hour 30 and is based on Historical investigation (source work) and breadth study in change. For the Historical investigation students will be assessed on a range of source material to comprehend, interpret and cross- reference. For the breadth study students will be assessed on the extent of change, why that change has taken place (factors that affect change) and look at the significance of key events in the time period studied. Both sections of this paper carry equal weighting (25% of the overall IGCSE grade).

50% of the IGCSE

Pathway to further study

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This course is suitable for students who wish to study A Level History. There are many different career pathways for history students such as museum curation, archaeology, conservation officer, journalism or law.


GCSE Media Studies (AQA 8572) Aims of Course The AQA GCSE Media Studies course aims to enable learners to: z

Demonstrate skills of enquiry, critical thinking, decision making and analysis

z

Develop appreciation and critical understanding of the media and their role both historically and currently in society, culture and politics

z

Understand and apply specialist subject-specific terminology to analyse and compare media products

z

Understand the contexts in which media products are produced and consumed in order to make informed arguments, reach evidence supported judgements and draw conclusion about media issues

z

Appreciate the relationship between theoretical understanding and practice and demonstrate theoretical understanding in practice and vice versa

z

Develop practical skills through creative media production

Areas of Study Theoretical Framework

Close Study Products

Media Language Media Industries Media Audiences Media Representations Historical, Social, Cultural and Political Contexts The Close Study Products are all studied through the framework of these theoretical areas.

A series of specific media texts from all platforms. These products will appear on both examinations and therefore must be studied in detail.

z z z z z

Assessment and Examination Media One

Media Two

Non-Examined Assessment

1 ½ hour written examination Section A - Media Language and Media Representations Section B - Media Industries and Media Audiences 84 marks

1 ½ hour written examination Section A - Any of the Theoretical Framework areas Section B - Media Industries and Media Representations 84 marks

35% of total GCSE

35% of total GCSE

A practical project completed from a brief set by the examination board (released in March of Year 1 of the course). The project includes the production of a media product and a 300 word statement of intent. 60 marks 30% of total GCSE

25


Media Studies 26

Potential pathways after GCSE Media Studies The AQA GCSE Media Studies course allows learners the opportunity to develop a set of transferable skills suitable for many different career pathways including journalism, creative media, broadcasting, advertising, marketing and events, graphics and design, filmmaking and web-based careers.


(CIE, 0410) Overview

IGCSE Music enables students to develop an appreciation of music through listening, composing and performing. Students develop aural appreciation of a variety of Western and non-Western musical styles, genres and traditions developing an informed critical response to music. They will also develop creative and interpretative skills through composing and performing in Western and/or non-Western traditions with a deepened understanding of music in its wider cultural context.

Areas of Study Component 1: Listening and Appraising

The content for this component covers a wide spectrum of music including Classical music, World Music and several contemporary styles.

Component 2: Performing Music

Students will prepare a solo and ensemble performance, which will be recorded. It is expected that students learn an instrument and have additional instrumental lessons to assist them with preparing for this unit of work.

Component 3: Composing Music

2 coursework compositions will be produced using composition software. The pieces will be contrasting in style.

Music

IGCSE Music

Assessment and Examination Component 1: Listening and Appraising (40%)

1 hour 15 minute written examination based on CD recordings supplied by Cambridge International. The paper is a Listening paper and short musical excerpts will be played. Externally assessed.

Component 2: Performing Music (30%)

A solo and group performance will be recorded under controlled conditions. Internally assessed and externally moderated.

Component 3: 2 compositions in contrasting styles will be produced. Composing Music (30%) Internally assessed and externally moderated.

Potential Pathways After IGCSE Music IGCSE Music leads naturally on to AS/A Level Music and allows learners the opportunity to develop a set of skills suitable for many different career pathways. Musical pathways include becoming a professional musician, a sound technician, a music therapist, a teacher, a composer for genres such as film, media, arcade and TV, or a private tutor.

Required materials/equipment/books Students will need to complete grade 1 music theory following the ABRSM syllabus in the first term of the course and must be taking lessons on an instrument with a teacher.

27


Physical Education 28

IGCSE Physical Education (CIE 0413) Overview The Cambridge IGCSE PE syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of Physical Education. It is also designed to encourage enjoyment in physical activity and develop an understanding of effective and safe physical performance. This helps learners to develop an appreciation and understanding of the principles, practices and training that underpin improved performance, better health and well-being.

Areas of Study 1. Anatomy and Physiology 2. Health, Fitness and Training 3. Skill Acquisition and Psychology 4. Social, Cultural and Ethical influences Students will be assessed in four different physical activities chosen from at least two of the seven categories. Please use this link to access the list of activities that students can be assessed in, the list can be found on page 27/28. Physical activities make a significant contribution to syllabus aims and objectives, serving as a source of material to facilitate learning. At DBIS we strongly advise that pupils wishing to study PE at IGCSE level are currently playing sport at club level on a weekly basis and representing DBIS in at least one sport.

Assessment & Examination Physical Education is assessed through both theoretical knowledge and understanding and physical performance across four activities. Students will need to demonstrate the ability to select and perform appropriate skills to produce effective performance in practical activities.


Weighting

Component 1- Written Examination (Theory) 1 hour 45 minutes z Demonstrate knowledge and understanding of the

theoretical principles that underpin performance in physical activity & sport. z Apply knowledge and understanding of the theoretical principles to a variety of physical activities & sports, including the analysis and evaluation of performance.

50%

(Externally assessed) Component 2: Coursework (Practical) The coursework will assess the students Physical Performance in four practical activities chosen from the categories below. (Internally assessed / externally moderated)

50%

Physical Education

Component

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BTEC Business

BTEC Business Extended Certificate (Edexcel) What is BTEC? BTEC qualifications have been developed to provide specialist work related qualifications in a range of areas. The courses offered are practical and will give you the opportunity to complete assignments and activities based on realistic situations linked to working in a variety of related environments. It will give you a good feel for what it will be like to be at work as well as developing your communication, IT, time management and teamwork skills.

Overview The BTEC International qualification in Business is a vocational course designed to address key areas, including interpersonal skills and customer service. Learners have the opportunity to develop skills to support them as they build relationships with a wide variety of customers, internal and external, in a range of business environments.

Areas of Study: z z z z z z

Business Purpose Business Organisations People in Organisations Verbal and Non Verbal Communication Training and Employment in Business Customer Relations

Assessment The assessment is 100% coursework based and internally assessed. Evidence for assessment may be generated through a range of diverse activities including assignment and project work, case studies, workplace assessment, role play and oral presentation. Delivery strategies will reflect the nature of work within the business sector by encouraging learners to research and carry out assessment in the workplace or in simulated working conditions wherever possible.

Grading The extended certificate is the equivalent of 2 GCSEs. A pass is the equivalent to a C, a Merit is the equivalent of a B, a Distinction is the equivalent of an A and a Distinction * is the equivalent of an A*.

Pathways for Future Study This course is suitable for students who wish to study BTEC Level 3 (A Level equivalent). BTECs are internationally recognised by many universities although they are a UK qualification.

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Profile for DBIS

2022-24 | DBIS IGCSE & BTEC Level 2 Options_A  

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