Key Stage 4 (KS4), for pupils aged 14 to 16 years old, refers to the period covered by Year 10 and Year 11. GCSE and iGCSE examinations are a two-year long programme of study for each subject that a child is taking.
In the pages that follow, both GCSE and iGCSE are referred to across our course outlines, because as an international school we aim to embrace both our British roots and the context in which we live. GCSE refers to the General Certificate of Secondary Education, the benchmark of the British curriculum for 14 to 16 year olds, and the standard to which all pupils will work. The iGCSE refers to courses that equate to the same standard as GCSEs but offer an international context to the content and skills required. Both GCSEs and iGCSEs are recognised globally and are assured to be of the same standard by the regulators within the UK.
Heads of Department have chosen carefully between the GCSE and iGCSE courses to ensure that the qualification best suits the pupils at Sherborne Senior School and will ensure that each child has the opportunity to reach his/her potential.
GCSEs and iGCSEs are taken at the end of Key Stage 4 (in May/June of Year 11). For some i/ GCSE subjects (i/GCSE is used hereafter to refer collectively to both GCSEs and iGCSEs) practical components, that contribute to the final grade, may be completed before May/June of Year 11.
Cambridge International Assessment International Education (C.I.) and Pearson Edexcel are the main examination boards available in Qatar. Of equal challenge and worth, these examination boards devise the courses, produce the examination papers, determine when examinations are sat and mark the examination papers (then they calculate the final i/GCSE grades for each subject that a child is taking). Having been sat by Year 11 pupils in May/June, i/GCSE examination results are published by the examination boards in mid-August.
A numerical grading scheme was introduced for i/ GCSEs in 2014. At this time the decision was also made to put less emphasis on i/GCSE coursework than before, with grades in almost all subjects decided in final examinations. It was argued that the new number grades would recognise more clearly the achievement of high-attaining pupils and allow for greater differentiation.
The number scale is not directly equivalent to the old letter one; however, the two scales do meet in certain places:
• the bottom of grade 7 is aligned with the bottom of grade A.
• the bottom of grade 4 is aligned with the bottom of grade C.
• the bottom of grade 1 is aligned with the bottom of grade G.
• three number grades - 9, 8 and 7 - correspond to the two previous top grades of A* and A.
NOTE:
• For Sociology the examination board, Cambridge International, awards a letter grade.
• BTEC Media Studies (equivalent to 1 i/GCSE) awards the following grades: Pass (equivalent to a 4), Merit (equivalent to a 5), Distinction (equivalent to a 7). Neither C.I. or Pearson Edexcel offer an i/GCSE in Media Studies.
All pupils must work exceptionally hard to meet the rigours of i/GCSE. They must demonstrate a committed attitude, diligent work ethic and a highly honed set of organisational skills. They should also be willing to become independent learners, determined to succeed and fulfil their potential, ready to question critically, go that extra mile and be proud Shirburnians.
The GCSE and iGCSE programmes encourage learner-centred and enquiry-based approaches to learning; and they develop learners’ skills in creative thinking, in enquiry and problem-solving, giving pupils excellent preparation for the next stage of their education.
Pupils who begin their i/GCSEs in September 2025 will sit their KS4 examinations in May and June 2027.
Entry to our Key Stage 4 courses does not guarantee entry to our Key Stage 5 (AS Level and A Level) courses. i/GCSE results are a good indicator of likely success past Year 11 and therefore we take them into consideration before pupils are admitted onto Sixth Form (Year 12 and Year 13) courses. Any external applications are welcomed and reviewed individually. All applications will be dealt with on a case-by-case basis, but typically the following requirements apply for AS/A Levels:
• a minimum of 5 i/GCSE passes at grade 4 or above (including English Language and Mathematics). However, pupils should achieve a minimum of a grade 6 in the subjects chosen for AS/A Level unless other entry requirements are stated.
• for Mathematics, Chemistry and Physics we ask for a minimum grade 7 at i/GCSE but may consider pupils that have consistently performed at least to a grade 6 standard (throughout Year 11, including in the mock examinations) and have been endorsed by their previous subject teacher as having the ability to cope with the rigour of the AS/A Level course.
FOR PARENTS
Parents have a key role in the options process and by working together effectively between home and the school we can ensure that our pupils make the very best choices for their future success.
Getting the right combination of subjects is crucial at this stage. The actual process of choosing options is a learning experience that emphasises both independence and collaboration. It makes pupils think about who they are now and who they want to be. This is both challenging and exciting. Examination results change lives and open doors. Being aspirational and realistic is a tricky but crucial balance.
FOR PUPILS
Pupils need to make some important decisions about their Key Stage 4 options. There will be support for pupils as they make these important decisions; information will be provided for pupils in lessons and tutor time, and there will be opportunities for pupils to discuss their choices with subject teachers and form tutors. Options information will also be available online for pupils to review in their own time. Pupils are encouraged to think carefully about the choices they make.
CHOOSING SUBJECTS
The KS4 curriculum combines a core of compulsory subjects and a range of optional subjects selected from a range of groups or blocks. Pupils will study eight to ten subjects and it is important to recognise the need for a sensible workload, and one that is appropriate to a pupil’s abilities. Pupils might have difficulty deciding which subjects to choose and might be reluctant to opt for one course at the expense of another. Therefore, they should consider a number of factors:
CONTENT – a summary of each course can be found later in this booklet. It is important to match a pupil’s interests and abilities, checking the workload so that a pupil is not overloaded. Discussion with teachers is recommended if there is doubt.
BALANCE AND BREADTH – it is important to keep options for the future as open as possible at this stage. Whilst a particular career might be uppermost in a pupil’s mind now, a lot can change over the coming years.
INTEREST – this must be in the subject and should not be determined by the likeability factor of a particular teacher. Whilst it is hoped that the teaching staff will remain unchanged over the course of the two years, it is not possible to guarantee that a particular teacher will be responsible for a particular subject or group. Success in a subject, coping with the current demands and enjoying it are all positive indicators.
STRENGTHS OR TALENTS – where pupils have particular ones – be they practical, numerical, creative, expressed orally or in writing – they are likely to have a greater confidence in their ability to succeed and those subjects might lead to interests at a higher level.
Pupils should make their choices based on a combination of these factors but choose ultimately what gives them the greatest chance of success.
OPTIONS STRUCTURE
In Key Stage 4 (Years 10 & 11) all pupils follow a broad and balanced curriculum comprising of core and non-core options. English (core 1) and Mathematics (core 2) are compulsory, with some pupils also taking English Literature and Statistics, Pupils are also required to select two of the three sciences, (core 3) and a language (core 4). Beyond this there are additional subjects to be chosen using the blocking system provided.
ENGLISH LANGUAGE
Course Code: Pearson Edexcel International English First Language 4EA1/01
First Language English offers candidates the opportunity to respond with understanding to a rich array of reading texts during the course as a whole. Candidates will use these texts to inform and inspire their own writing and write in a range of text types for different purposes and audiences. Candidates will develop both their speaking and their listening skills, delivering a presentation, and responding to questions and engaging in conversations.
Candidates are encouraged to become appreciative and critical readers, writers, speakers and listeners.
The aims are to enable pupils to:
• read a wide range of texts, fluently and with good understanding, enjoying and appreciating a variety of language
• read critically, and use knowledge gained from wide reading to inform and improve their own writing
• write accurately and effectively, using Standard English appropriately
• work with information and with ideas in language by developing skills of evaluation, analysis, use and inference
• listen to, understand, and use spoken language effectively
• acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions
Assessment
Component One: Non-fiction Texts and Transactional Writing
• Section A: short and long answer questions from Part 1 of the Anthology and an unseen extract
• Section B: transactional writing task
Assessed
• written exam in 2 parts
• 90 marks
• 60% of qualification
Component Two: Poetry and Prose Texts and Imaginative Writing
• Section A: question on prose or poetry text from Part 2 of the Anthology
• Section B: imaginative writing task
Assessed
• written exam:
• 60 marks
• 40% of qualification
ENGLISH LITERATURE
FOR THOSE STUDYING ENGLISH LANGUAGE
Course Code: Pearson Edexcel International 4XET1
The syllabus enables pupils to read, interpret and evaluate texts through the study of literature in English. Pupils develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes that may be expressed. Through their studies, they learn to recognise and appreciate the ways in which writers use English to achieve a range of effects, and will be able to present an informed, personal response to the material they have studied.
The syllabus also encourages the exploration of wider and universal issues, promoting pupils’ better understanding of themselves and of the world around them.
The aims are to enable pupils to:
• enjoy the experience of reading literature
• understand and respond to literary texts in different forms and from different periods and cultures
• communicate an informed personal response appropriately and effectively
• appreciate different ways in which writers achieve their effects
• experience literature’s contribution to aesthetic, imaginative and intellectual growth
• explore the contribution of literature to an understanding of areas of human concern.
Assessment
Component One: Poetry and Modern Prose
• Section A: unseen poetry
• Section B: anthology poetry
• Section C: modern prose
Assessed
• written exam in 2 parts
• 60% of qualification
Assessed
• written exam: 1 hour 30 minutes
• 50 marks
• 50% of qualification
Component Two: Modern Drama and Literary Heritage Texts
• Section A: modern drama
• Section B: literary heritage gtexts
Assessed
• written exam:
• 40% of qualification
Assessed
• written exam: 45 minutes
• 25 marks
• 25% of qualification
ENGLISH SECOND LANGUAGE
Course Code: Cambridge International 0991
In iGCSE English Second Language, learners will be presented with a variety of stimuli that will build up their skills in reading and writing. They will learn to select relevant details, understand the difference between what is directly stated and implied, and practise writing for different purposes and audiences. Learners will listen to a range of spoken material, including talks and conversations, in order to develop listening skills. Learners will engage in conversations on a variety of topics and develop their skills in responding to different situations and audiences with a degree of accuracy and clarity.
Cambridge i/GCSE English as a Second Language offers learners the opportunity to gain lifelong skills and knowledge including:
• better communicative ability in English
• improved ability to understand English in a range of everyday situations and in a variety of social registers and styles
• greater awareness of the nature of language and language-learning skills
• wider international perspective.
Assessment
Paper One
Reading and Writing
• 2 hours
• 60 marks
• 50% of qualification
Paper Two
Listening
• 50 minutes
• 40 marks
• 25% of qualification
Paper Three
Speaking
• 10-15 minutes
• 40 marks
• 25% of qualification
appreciate the importance of mathematics in society, employment and study.
Assessment
Unit 1 (Foundation) or
• 2 hours
• 100 marks
• Grades 1 - 5
• 50% of qualification
In addition to
Unit 2 (Foundation) or
• 2 hours
• 100 marks
• Grades 1 - 5
• 50% of qualification
Unit 1 (Higher)
• 2 hours
• 100 marks
• Grades 4 - 9
• 50% of qualification
Unit 2 (Higher)
• 2 hours
• 100 marks
• Grades 4 - 9
• 50% of qualification
The assessments contain a mix of question styles, from short, single mark questions to multistep problems.
The mathematical demand increases as a pupil progresses through the paper.
Content
• Number
• Algebra
• Geometry
• Statistics
A select group of pupils will be sitting two mathematics courses in the two years rather than one. They will additionally study for the GCSE Statistics qualification.
Please be aware that if it becomes apparent that the additional course is jeopardising the pupil’s chances of a achieving a level 8 or 9 in the iGCSE mathematics course, then the Head of Mathematics will review the pupil’s entry for this exam.
CORE 3 - CHOICE OF SCIENCES
BIOLOGY
Course Code: Pearson Edexcel 4XBI1
The aims are to enable pupils to:
• learn about unifying patterns and themes in biology and use them in new and changing situations
• acquire knowledge and understanding of biological facts, terminology, concepts, principles and practical techniques
• apply the principles and concepts of biology, including those related to the applications of biology, to different contexts
• evaluate biological information, making judgements on the basis of this information.
Assessment
Paper One
• 1 hour and 40 minutes
• 50% of qualification
• 90 marks.
Paper Two
• 1 hour and 40 minutes
• 50% of qualification
• 90 marks.
Exam includes a mixture of different question styles, including multiple- choice questions, short-answer questions, calculations and extended open-response questions.
Content
Paper 1: The nature and variety of living organisms; structure and functions in living organisms part 1.
Paper 2: Structure and functions in living organisms part 2; reproduction and inheritance, ecology and the environment; use of biological resources.
This is an international course and may cover some controversial or sensitive content as above. If you have any queries, please do seek a conversation with the Head of Department or review the textbook prior to submitting options.
CHEMISTRY
Course Code: Pearson Edexcel 4XCH1
The aims are to enable pupils to:
• learn about unifying patterns and themes in chemistry and use them in new and changing situations
• acquire knowledge and understanding of chemical facts, terminology, concepts, principles and practical techniques
• apply the principles and concepts of chemistry, including those related to the applications of chemistry, to different contexts
• evaluate chemical information, making judgements on the basis of this information.
Assessment
Paper One
• 1 hour and 40 minutes
• 50% of qualification
• 90 marks.
Paper Two
• 1 hour and 40 minutes
• 50% of qualification
• 90 marks.
Exam includes a mixture of different question styles, including multiple- choice questions, shortanswer questions, calculations and extended open-response questions.
Content
Paper 1: Principles of chemistry part 1; inorganic chemistry, part 1; physical chemistry part 1; organic chemistry part 1.
Paper 2: Principles of chemistry part 2; inorganic chemistry, part 2; physical chemistry part 2; organic chemistry part 2.
PHYSICS
Course Code: Pearson Edexcel 4XPH1
The aims are to enable pupils to:
• learn about unifying patterns and themes in physics and use them in new and changing situations
• acquire knowledge and understanding of physical facts, terminology, concepts, principles and practical techniques
• apply the principles and concepts of physics, including those related to the applications of physics, to different contexts
• evaluate physical information, making judgements on the basis of this information.
Assessment
Paper One
• 1 hour and 40 minutes
• 50% of qualification
• 90 marks.
Paper Two
• 1 hour and 40 minutes
• 50% of qualification
• 90 marks.
Exam includes a mixture of different question styles, including multiple- choice questions,shortanswer questions, calculations and extended open-response questions.
Content
Paper 1:Forces and motion; electricity; energy resources and energy transfer; solids, liquids and gases, part 1.
Paper 2: Waves; solids, liquids and gases, part 2; magnetism and electromagnetism; radioactivity and particles astrophysics.
ARABIC (iGCSE)
Course Code: Pearson Edexcel 4AA1
The iGCSE Arabic (First Language) aims are to enable pupils to develop:
• their ability to read, understand and respond to material from a variety of sources
• their ability to communicate accurately in writing, matching style to audience and purpose
• their understanding of the structure and variety of language
• further their personal development, and an understanding of themselves and the world around them
• appreciate the richness, beauty and diversity of the Arabic language.
Assessment
Paper One Paper Two
• 2 hours and 15 minutes
• 3 questions based on:
- Reading (short based comprehension)
- Writing (summary of a given text)
- Grammar (usage of language)
• 60% of qualification
Content
• 1 hour and 30 minutes
• 2 pieces of continuous writing
• 30% of qualification
The qualification encourages reading of both contemporary and classical Arabic, fiction and nonfiction and also tests language awareness and usage assessed through grammatical exercises.
Broad topics covered:
Customs and traditions | The media | Freedom and democracy | Problems facing the Arab community | The role of youth in the renaissance of the community
Foundation tier – Instructions are mainly in English
• Unit one –Listening & understanding
• 35 minutes
• 25% of qualification
• Unit two – Speaking in Arabic
• 7-9 minutes per oral exam
• 25% of qualification
Higher tier – Instructions are mainly in Arabic
• Unit one –Listening & understanding
• 45 minutes
• 25% of qualification
Content
• Unit two – Speaking in Arabic
• 10-12 minutes per oral exam
• 25% of qualification
• Unit three –Reading & understanding
• 50 minutes
• 25% marks of qualification
• Unit three –Reading & understanding
• 1 hour 5 minutes
• 25% of qualification
• Unit four – Writing in Arabic
• 1 hour 15 minutes
• 25% of qualification
• Unit four – Writing in Arabic
• 1 hour 25 minutes
• 25% of qualification
Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and texts studied throughout the course.
Broad topics covered:
• Identity and culture
• Local area, holiday and travel
• School
• Future aspirations, study and work
• International and global dimensions.
FRENCH
Course Code: Pearson Edexcel 1FR0
The aims are to enable pupils to develop:
• an understanding of French in a variety of contexts
• a knowledge of French vocabulary and structures
• transferable language learning skills
• the ability to communicate effectively in French
• an awareness and understanding of countries and communities where French is spoken.
Assessment
Unit One
Listening Unit Two
• 40 minutes (Foundation)
• 50 minutes (Higher
• Externally marked
• 25% of qualification
Content
• 7-9 minutes (Foundation)
• 10-12 minutes (Higher)
• One speaking exam
• Externally marked
• 25% of qualification
• 45 minutes (Foundation)
• 60 minutes (Higher)
• Reading and Understanding in French
• One translation from French into English
• Externally marked
• 25% of qualification
• 70 minutes (Foundation)
• 80 minutes (Higher)
• 3 open response questions (Foundation)
• 2 open response questions (Higher)
• One translation from English into French
• 25% of qualification
Pupils must demonstrate a range of key skills in reading, writing, speaking and listening using a variety of techniques and texts studied throughout the course. A strong grammatical base is required.
The aims are to:
• introduce key issues and changes affecting societies across the globe and develop pupils’ understanding of them
• develop pupils’ understanding of how communities interact locally, nationally, regionally and globally in response to change
• develop pupils’ skills of enquiry, analysis and evaluation of different perspectives in relation to global issues and change
• enable pupils to participate in local community activities and understand the impact of these actions in terms of making a difference to their own community and to the communities of others or society.
Assessment
Paper One
• External examination (4 sections)
• 2 hours and 30 minutes
• 100% of qualification
Content
Paper Two
• Planning an appropriate citizenship community action project and reviewing the outcomes and impact on groups
*this will inform the question in Section A of the final examination
This course looks at developing the knowledge and understanding of four key themes relating to global citizenship studies:
• Politics and Governance
• Economic Development and the Environment
• Culture and Community
• Technology
SPANISH
Course Code: Pearson Edexcel 1SP0
The aims are to enable pupils to develop:
• an understanding of Spanish in a variety of contexts
• a knowledge of Spanish vocabulary and structures
• transferable language learning skills
• the ability to communicate effectively in Spanish
• an awareness and understanding of countries and communities where Spanish is spoken.
Assessment
Unit One Listening
• 35 minutes (Foundation)
• 45 minutes (Higher)
• Externally marked
• 25% of qualification
Content
Unit Two Speaking
• 7-9 minutes (Foundation)
• 10-12 minutes (Higher)
• One speaking exam
• Externally marked
• 25% of qualification
Unit Three Reading and Understanding
• 45 minutes (Foundation)
• 50 minutes in total (Higher)
• Reading and Understanding in Spanish
• One translation from Spanish into English
• Externally marked
• 25% of qualification
Unit Four Written
• 70 minutes (Foundation)
• 80 minutes (Higher)
• 3 Open response questions (Foundation)
• 2 Open response questions (Higher)
• One translation from English into Spanish
• Externally marked
• 25% of qualification
Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and texts studied throughout the course. A strong grammatical base is required.
ART, CRAFT AND DESIGN
Course Code: Pearson Edexcel 1AD0
The aims are to encourage pupils to:
• develop their work through investigations informed by other artists, movements demonstrating cultural awareness
• refine their work by experimenting with a range of different materials, resources and media, and through adapting and/ or modifying their ideas
• record their ideas or observations relevant to their theme and intentions in a visual form
• present a personal informed and meaningful response, realising intentions to produce a thoughtful final outcome.
Assessment
Component One: Coursework
• 60% of qualification set by the centre and assessed by the centre. Marked by the teacher and assessed by the moderator.
• Coursework consists of a portfolio, sketchbook development and final outcomes.
Content
Component One: Course work
Component
Two: Externally Set Assignment (Exam)
• 40% of qualification set by the exam board, marked by the teacher and assessed by the moderator.
• The exam consists of preparatory work including portfolio work, sketchbook and a final exam piece.
Coursework is set and assessed by the centre. Pupils work from a broad theme whilst learning new techniques and experimenting with a range of materials. Pupils explore a range of mediums from 2D to 3D, including (printing, mixed-media, painting and drawing, photography, sculpture and textiles). Throughout the course they are expected to work in their sketchbooks, gathering visual research, recording their ideas creatively whilst investigating the formal elements of art. The course culminates in several final outcomes alongside supporting studies. way which supports their final outcomes at the end of the course. Pupils are expected to complete at least 2.5 hours of homework each week.
Component Two: Externally Set Assignment
The Art exam is 10 hours long and split over 2 days. It is set by the exam board, Pearson Edexcel. During the month of January, the exam themes are issued and work on the 2nd component in the form of supporting studies is expected to take place. Pupils are to complete a sketchbook and other preparatory studies demonstrating logical sequential development. Their final piece is completed within the 10-hour exam. Pupils are assessed by the above criteria which is used for both components 1 and 2.
• to inspire and challenge pupils to fulfil their potential in business through interesting and
• to encourage a passion for lifelong learning in the world of business
• to hold high standards in everything the pupils do through encouraging participation in activities that push pupils out of their comfort zone and where they can develop new skills
• to be able to apply business theory to real world examples.
Assessment
Paper One: Investigating small businesses
• 1 hour and 30 minutes
• 50% of qualification
• Total of 80 marks
Content
Business activity and influences on business
Paper Two: Investigating large businesses
• 1 hour and 30 minutes
• 50% of qualification
• Total of 80 marks
This section covers the various objectives of a business, changing business environments and the criteria for judging success. The focus is on the importance of having clear business objectives and how the business environment provides opportunities for, and imposes constraints on, the pursuit of these objectives
People in business
This section looks at people in organisations, focusing on their roles, relationships and management in business.
Business finance
This section explores the use of accounting and financial information as an aid to decision making.
Marketing
This section focuses on identifying and satisfying customer needs in a changing and competitive international environment.
Business operations
This section examines the way organisations use and manage resources to produce goods and services.
COMPUTER SCIENCE
Course Code: Pearson Edexcel 4CP0
Aims are to enable pupils to:
• understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation
• analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs
• think creatively, innovatively, analytically, logically and critically
• understand the components that make up digital systems, and how they communicate with one another and with other systems
• understand the impacts of digital technology on the individual and on wider society
• apply mathematical skills relevant to computer science.
Assessment
Paper One: Principles of Computer Science
• Written externally assessed examination: 2 hours
• Multiple-choice, short open-response and extended open-response answer questions
• 50% of qualification
Content
Paper Two: Application of Computational Thinking
• Written and practically assessed external examination: 3 hours Practical application of computational thinking in a computer room
• Multiple-choice, short open-response and extended open-response answer questions
• Create, use and adapt program codes and algorithms to solve problems
• 50% of qualification
Algorithms | Decomposition and Abstraction | Programming | Constructs | Data types and structures | Operators | Subprograms | Data Representation | Data storage and compression | Encryption | Computer Hardware | Logic | Software | Networks | Network security | Internet and WWW | Emerging trends, issues and impact
Please speak to your ICT teacher and the Head of Department if you are interested in this course.
CREATIVE MEDIA PRODUCTION (BTEC)
Course Code: HBJP9 - Pearson BTEC International level 2 Creative Media
The aims are to enable pupils to:
• have the opportunity to develop a range of skills and techniques, personal skills and attributes
• essential for successful performance in working life
• develop the fundamental research skills which underlie all media production
• gain a basic understanding of employment opportunities, job requirements, and working practices in the media sector
• develop an understanding of how media products are constructed for specific audiences or markets.
• build their technical skills through a range of professional software packages.
Assessment
Unit One:
Research, Develop and Propose ideas for a Digital Media Production
• Mandatory Unit
• 50% of qualification
Carry out a range of research techniques
Present your own research findings.
Content
Unit Two: Print Production
• Option Unit chosen:
• 50% of qualification
• Analyse printing methods
• Develop ideas
• Produce print product.
• A key focus is on the preparation of products and presentations.
• Gain experience of using professional production packages in relation to project work.
• Gain the opportunity to develop a range of creative skills across a variety of platforms.
• Gain practical knowledge of how media products are produced.
• Use, and develop, a wide range of media skills.
• Use industry standard programs such as Photoshop and Dreamweaver.
*Pupils will be awarded a BTEC Level 2 Award in Creative Media equivalent to one International GCSE
*Registration is required at the beginning of the Year 10 course and therefore charges will be applied for entry in this year rather than during Year 11.
The study of design and technology seeks to prepare pupils to participate confidently and successfully in an increasingly technological world. It helps pupils to be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors.
The aims and objectives of this qualification are to enable pupils to:
• demonstrate their understanding that all design and technological activity takes place in contexts that influence the outcomes of design practice
• develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values
• use imagination, experimentation and combine ideas when designing
• develop the skills to critique and refine their own ideas while designing and making
• communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing
• develop decision-making skills, including the planning and organisation of time and resources when managing their own project work
• develop a broad knowledge of materials, components and technologies and practical skills to develop high-quality, imaginative and functional prototypes
• be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses
• consider the costs, commercial viability and marketing of products.
Assessment:
• 1 hour and 45 minutes
• 100 marks
• Section A: Core – 40 marks including 10 marks for calculations.
• Section B: Material categories – 60 marks
• including 5 marks for calculations.
Content
• Design and make portfolio
• 100 marks
• Contextual challenge
• Assessed under four areas, Investigate, Design, Make and Evaluate
• A mixture of projects that focus on theory, research, designing, manufacturing and evaluation.
• Section B contexts are released by exam board on June 1st of Year 10.
Unit One: Written Exam
Unit Two: NEA (Non-Examined Assessment)
DRAMA
Course Code: Pearson Edexcel 1DR0
The aims are to enable pupils to:
• build confidence, creativity, imagination, and problem-solving skills
• contribute to teamwork, leadership, communication and collaboration with sensitivity
• make, perform and respond to theatre using a variety of styles of presentation
• reflect on and evaluate their own work and that of others
• explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created
• develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice
• choose a design skill route, focusing on set, make-up, costume and artistic design presentation assessment instead of performing in components 1 and 2
• adopt knowledge of the arts, aesthetics and world theatre styles.
Assessment
Component One
• Devising
• 40% of qualification
• A 1500–2000 word portfolio covering the creating and developing process and analysis and evaluation of this process
• A devised performance
• Designer route option
Content
Component Two
• Performance from Text
• 20% of qualification
• Pupils will perform or design two key extracts from a performance text
• Performance/design realisation covering both key extracts
• Designer route option
• Drama mediums, strategies, elements and design
• Theatre styles and practitioners
• Behaviour in groups
• Devising improvised work
• Performing from and exploring scripts
• Studying play texts in context
• Evaluating live theatre
Component Three
• Theatre Makers in Practice
• 40% of qualification
• 1 hour 30 minutes written examination
• Practical exploration and study of one complete performance text
• Live theatre evaluation
• Pupils will be expected to pay for trips to attend evening theatre performances generally once a term.
• 1 hour and 30 minutes
• 4 compulsory questions
• 50% of qualification
Content
• 1 hour and 30 minutes
• 4 compulsory questions
• 50% of qualification
Paper One: The market system: including economic assumptions, elasticity, productivity and division of labour
Paper Two:
• Government and the economy: including macroeconomic objectives, relationships between objectives and policies
• The global economy: including globalisation, international trade and exchange rates.
• confident in working with information and ideas
• responsible for themselves and respectful of others
• reflective, independent learners
• innovative and equipped for future challenges.
We also encourage pupils to:
• develop an awareness of global issues and recognise the need for a sustainable future
• appreciate that people have different views of, and attitudes to, the world, its environments and its issues
• develop an appreciation that people have different views of, and attitudes to, the world, its environments and its issues
• have an appreciation of geography as dynamic and in continuous change.
Assessment
Paper One
• Sections A and B
• 1 hour and 10 minutes
• 50% of qualification
Content
Paper Two
• Sections A, B and C
• 1 hour and 45 minutes
• 50% of qualification
Paper One: Physical Geography which covers coastal landscapes and hazardous environments.
Paper Two: Human Geography which covers urban environments, economic activity and migration and globalisation.
*There will be two compulsory field visits within Qatar in Year 10 and Year 11.
The aims are to:
• stimulate interest in and enthusiasm about the past
• acquire knowledge and understanding of selected periods and/or aspects of history
• be confident in exploring the significance of historical events, people, changes and issues
• use historical sources critically, in context, recording significant information and reaching conclusions
• organise and communicate pupils’ knowledge and understanding of history
• draw conclusions and make historical judgements
• provide a sound basis for further study and the pursuit of personal interest
• encourage international understanding
• encourage the development of linguistic and communication skills.
Assessment
Paper One
• 2 knowledge-based questions on the two depth studies
• 1 hour and 30 minutes
• 50% of qualification
Content
Paper Two
• One source-based question on the USA and one knowledge based question on the changing role of international organisations
• 1 hour and 30 minutes
• 50% of qualification
The focus is on the international history of the 20th Century.
Paper 1: Depth Studies: Development of dictatorship: Germany, 1918-45 and A world divided: Superpower relations, 1945-72
Paper 2: Historical Investigation and Breath Study: Part A The USA, 1918 – 41
Part B – The changing role of international organisations: The League of Nations and the UN 1919 – c 2011
The aims are to:
• explore how digital technology impacts on the lives of individuals, organisations and society
• learn about current and emerging digital technologies and the issues raised by their use in a range of contexts by the individuals and organisations
• develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice
• broaden and enhance their ICT skills and capability
• work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts
• learn how to reflect critically on the pupil’s own and others’ use of ICT and how to adopt safe, secure and responsible practice.
Assessment
Paper One: Written Paper
• Externally assessed
• 1 hour and 30 minutes written examination
• Multiple choice, short and longer answer questions
• 50% of qualification
Content
Paper Two: Practical Paper
• Externally assessed
• 3 hours practical assignment
• Based on computer and software skills
• 50% of qualification
Digital Devices, Connectivity, Operating Online, Online Goods and Services, Application of ICT, Software Skills, Web Designing, Word Processing, Graphics Design, Spreadsheet, Database Management, File Management
MUSIC
Course Code: Pearson Edexcel 1MU0
The aims are to:
• inspire the next generation of pupils in forming personal and meaningful relationships with music through the development of musical knowledge, understanding and skills
• encourage pupils to engage critically and creatively with a wide range of music
• develop an understanding of the place of music in different cultures and contexts
• reflect how music is used in the expression of personal and collective identities.
• Together total of 4 minutes across the solo and ensemble piece
• 2 compositions
• 1 to set brief – minimum 1 minute 1 free composition – minimum 1 minute
• Together total of 3 minutes
• 4 areas of study with 2 set works each
• Instrumental Music 17001820 Vocal Music
• Music for Stage and Screen
• Fusions
• Minimum total 2 pieces 30 marks each
• Total of 60 marks
• Total 2 pieces
• 30 marks each Total of 60 marks
• Exam 1 hour and 45 minutes
• Total of 80 Marks
Proficiency in reading and writing musical notation is required for a successful completion of the course; however, it is not a pre-requisite. Pupils are required to join a school run instrumental programme and take part in the ASBRSM/ Rock School examinations in order to fulfill the criteria for ensemble performance and develop instrumental skills.
PHYSICAL EDUCATION
Course Code: Cambridge International 0995
The aims are to:
• encourage pupils to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study and to develop an awareness and appreciation of their own and others’ cultures in relation to physical education
• encourage creativity and decision-making skills to enable pupils to plan effectively for performances and to respond to changing situations
• prepare pupils to make informed decisions about further learning opportunities and career choices
• provide pupils with a well-rounded understanding of physical education through an engaging introduction to the world of PE, sport and sport science. Pupils will learn and understand the role of sport and physical activity in society and the wider world
• enable pupils to become increasingly physically competent through being actively engaged in a range of physical activities, and to become increasingly effective in their performance in different types of physical activity and roles such as player/participant, leader and official.
Assessment
Paper One
• Based on theoretical content
• 1 hour and 45 minutes
• 100 marks
• 50% of qualification
Content
Component Two
• Coursework
• Performance in 4 practical sports from at least two different categories
• Externally assessed
• 50% of qualification
Pupils will receive a well-rounded and full introduction to the world of PE, sport and sport science by developing an understanding of how the mind and body work in relation to performance in physical activity.
This will include the study of the following areas; anatomy & physiology, health fitness & training, skill acquisition & psychology, and social, cultural & ethical influences.
*All pupils selecting this option must agree, and sign a declaration, to participate in a weekly sporting session for practical moderation during the enrichment time.
PSYCHOLOGY
Course Code: Pearson Edexcel 1PS0
The aims are to enable pupils to:
• use specialist vocabulary, psychological concepts, terminology and convention to engage in the process of psychological enquiry
• acquire knowledge and understanding of psychology, developing an understanding of self and others, and how psychological understanding can help to explain everyday social phenomena
• understand how psychological research is conducted, including the role of scientific method and data analysis
• present information, develop arguments and draw conclusions through a critical approach to psychological evidence, developing as reflective thinkers
• develop an understanding of the relationship between psychology and personal, moral, social and cultural issues, and develop an understanding of ethical issues in psychology
• develop an understanding of psychological issues, the contribution of psychology to individual, social and cultural diversity, and how psychology contributes to society.
Assessment
Paper One Paper Two
• Six sections: Sections 1-5 multiple choice
• Section 6 two extended open response questions
• 1 hour and 45 minutes
• 98 marks
• 55% of qualification
Content
• Two sections: Section A compulsory topic Research methods
• Section B optional topics various question styles
• 1 hour and 20 minutes
• 79 marks
• 45% of qualification
Debates in psychology, including ‘reductionism/holism’ and ‘nature/nurture’
How psychological knowledge and ideas change over time and how they inform our understanding of behaviour
The contribution of psychology to an understanding of individual, social and cultural diversity
The interrelationships of the core areas of psychology
How the studies for topics relate to the associated theory
Research methods.
This is an international course and may cover some controversial or sensitive content as above. If you have any queries, please do seek a conversation with the Head of Department or review the textbook prior to submitting options.
SOCIOLOGY
Course Code: Cambridge International 0495
The aims are to enable pupils to:
• develop knowledge and understanding of sociological concepts, theories, methods and research findings
• understand issues and problems concerning the planning, implementation and evaluation of research enquiry and the collection, analysis and interpretation of data
• understand the ways in which personal and social identities are constructed and maintained
• encourage a critical awareness of social, economic and political structures and processes, and their effects on individuals and communities
• understand the tensions between individual free will and social structures, and continuity and change in societies
• gain an appreciation and understanding of individual, social and cultural diversity
• apply sociological knowledge and understanding to their own lives and their participation within society
Assessment
Paper One (Methods, Identity and Inequality)
• 2 structured questions: one compulsory, one choice of two.
• 2 hours
• 80 marks
• 50% of qualification
Content
Theory and methods
Paper Two (Family and Crime)
• Candidates answer two optional structured questions from a choice of three.
• 1 hour and 45 minutes
• 80 marks
• 50% of qualification
Culture, identity and socialisation Social Inequality
Family Education
Crime, deviance and social control
Media
*This course will be graded A* - G as per Cambridge Assessment International Examination Board specification.
This is an international course and may cover some controversial or sensitive content as above. If you have any queries, please do seek a conversation with the Head of Department or review the textbook prior to submitting options.
TRAVEL AND TOURISM
Course Code: Cambridge International 0471
The aims are to enable pupils to develop:
• understanding of the nature of travel and tourism, globally, nationally and locally
• understanding of the positive and negative impacts of travel and tourism and how these can be managed
• understanding of the importance of sustainability and resilience in travel and tourism •
• awareness of the importance of the customer in the travel and tourism industry
• understanding of the importance of marketing in travel and tourism •
• communication skills and awareness of different values and attitudes in relation to travel and tourism
Assessment
Paper One (Methods, Identity and Inequality)
• Key Terms and concepts
• Four scenario based questions
• 1 hour and 30 minutes
• 80 marks
• 50% of qualification
Content
Introduction to definitions and concepts
Global tourism
Travel and tourism organisations
Customer service
Destination marketing
Paper Two (Family and Crime)
• Managing and Marketing Destinations
• Four scenario based questionse.
• 1 hour and 45 minutes
• 80 marks
• 50% of qualification
*This course will be graded A* - G as per Cambridge Assessment International Examination Board specification.
HOW TO MAKE YOUR CHOICE OF OPTIONS:
SOME FREQUENTLY ASKED QUESTIONS
HOW MANY SUBJECTS CAN MY CHILD STUDY?
Please select one subject from each column. Where there are several subjects in the same column, please indicate a first and second choice. The majority of pupils will take 10 subjects, with some changes depending upon the English iGCSE taken, in addition to the MoEHE guidance in the Arabic and Islamic Studies requirements.
CAN MY CHILD TAKE BOTH ENGLISH AND ARABIC?
This is possible, and these are separate Key Stage 4 subjects.
WHAT IS THE DIFFERENCE BETWEEN ENGLISH LANGUAGE AND ENGLISH 2ND LANGUAGE?
English language is suitable for native speakers or those with extremely good second language ability. English 2nd language is accepted as an indication of proficiency in English.
CAN MY CHILD STUDY ALL THREE SCIENCES?
All pupils must study at least two of the sciences; biology, chemistry and physics.
We offer a choice of science subjects within the core curriculum which will be guided in terms of how many (one or two) by the school. For some pupils, they will be guided to study a single subject and others two sciences leading to either one or two i/GCSEs. For pupils with an interest in this area, there is also the option to take all three: biology, chemistry and physics, each examined as separate i/GCSE subjects.
WHAT HAPPENS IF NOT ENOUGH PUPILS CHOOSE A PARTICULAR SUBJECT?
We reserve the right to close an option if too few pupils have chosen it. However, this step will only be taken in extreme circumstances. If this is necessary, we will inform those parents whose children are affected.
Pupils will be allocated to their second-choice subject if the first is not available.
WHAT HAPPENS IF MY CHILD CHANGES HIS OR HER MIND IN THE COMING WEEKS?
We will do all that we can to accommodate any changes of mind, but if a particular class is already full then the change will not be possible.
