Key Stage 4 Options Booklet

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 exist. 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 GCSE and iGCSE 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 learners at Sherborne Senior School and will ensure that each child has the opportunity to reach their potential.

GCSE and iGCSE 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 2023 will sit their KS4 examinations in May and June 2025.

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 consider them very important 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.

EXAMINATION RESULTS – MAY/JUNE 2022

Sherborne Senior School is one of the highest performing premier independent British senior schools in the Middle East. Despite some schools in Qatar being academically selective, the external examination results of Sherborne Senior School, which is a nonselective school, also compare very favourably with selective schools and in many respects we outperform such schools.

• 51% of i/GCSE grades were the top 9 to 7 grades (compared with 27% in England). Up from 49% in 2021, this was the school’s best result to date. The increase in grades 9, 8 & 7 was contrary to what happened in England where there was a 3% fall in grades 9 to 7 between 2021 and 2022.

• In line with last year, 87% of grades were a grade 4 or higher. In comparison, in England only 75% of all grades were a grade 4 or higher in 2022. The percentage of pupils achieving grade 4 and above fell by 4% in England this year, mirroring what happened at Sherborne Senior School.

• Nearly one in five pupils (18%) did amazingly well achieving a grade 7, 8 or 9 in all their subjects. Up from 15% in 2021, this was Sherborne Senior School’s best result to date.

• Up slightly from last year, for 48% pupils at least half of their grades were a grade 7, 8 or 9 (up from one-third of the pupils in 2020). This was also the schools best result ever to date.

i/GCSE results 2022

i/GCSE results 2022 - Sherborne Senior School compared with England

The chart shows how Sherborne Senior School’s performance in the Pearson Edexcel examinations in May/June 2022 compared with the overall results for schools in Qatar. At i/GCSE most of our subjects are examined through Pearson Edexcel. Unfortunately, Cambridge International have not supplied us with the overall results in Qatar so we cannot include this examination board in this comparison.

Comparison of Pearson Edexcel i/GCSE results - 2022

The charts above demonstrate that compared to all schools in England and compared to all schools in Qatar, Sherborne Senior School pupils achieve much better examination results.

Looking at the percentage of pupils that achieve certain grades in examinations only tells part of the story. Value-added is also an important way of assessing how well an individual school is meeting the needs of its pupils and it is a better way to make comparisons between different schools’ performances.

At Sherborne Senior School the starting point for calculating value-added is CAT4. CAT4 is the UK’s most widely used test of reasoning abilities for children aged 6 to 18+ years. It is an assessment of developed abilities in areas known to make a difference to learning and achievement - namely verbal, non-verbal, quantitative and spatial reasoning - and it provides an objective perspective on potential pupil achievement. Importantly, CAT4 also provides indicators for external examinations pupils’ sit in British curriculum schools.

Each pupil is CAT4 tested upon entry to Sherborne Senior School (to generate target grades and track attainment - relative to academic ability) and pupils are re-tested at key points (at the start of Year 10 and at the start of Year 12).

In 2022 on average Year 11 pupils at Sherborne Senior School achieved almost one grade higher (0.7 – the difference between í/GCSE grades is 1) across their i/GCSEs than CAT4 indicated they would achieve.

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 both aspirational and realistic is a tricky but crucial balance.

FOR PUPILS

Pupils need to make some important decisions about their Key Stage 4 (Years 10 and 11) 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 look at 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) there are four core areas that pupils must take subjects in.

CORE 1: All pupils must study English or English as a Second Language. Pupils that study first language English will also usually study English Literature.

CORE 2: All pupils must also study Mathematics. Some pupils may also be invited to study an additional Mathematics related GCSE.

CORE 3: Most pupils select two of the three Sciences (i.e., any two from Biology, Chemistry and Physics). If a pupil wants to take all three Sciences, then this will be selected as an optional i/GCSE (below is an extract from the i/GCSE options form for 2022-2024).

CORE 4: Every pupil must take at least one language.

Language – options

Arabic first language*1

OR

French and Spanish (two separate GCSEs)

OR

French and Global Citizenship (two separate GCSEs)

OR

Spanish and Global Citizenship (two separate GCSEs)

OR

French and Islamic Studies*2 (two separate GCSEs) OR

Spanish and Islamic Studies*2 (two separate GCSEs)

OR

Arabic and Islamic Studies*2 *3 (two separate GCSEs)

OR

Arabic and Global Citizenship*4 (two separate GCSEs)

OR

Arabic and Spanish*5 (two separate GCSEs)

OR

Arabic and French*5 (two separate GCSEs)

*1 Compulsory for Qatari pupils and other Arab passport holders (first language is required).

*2 Islamic Studies (GCSE Islamic Studies) is compulsory for Muslim pupils that are not Arabic passport holders.

*3 Islamic Studies (GCSE Islamic Studies) and Arabic (iGCSE second language) is an option for Muslim pupils that are not Arabic passport holders that want to study Arabic.

*4 Arabic (iGCSE second language) with Global Citizenship is only available to non-Muslim pupils.

*5 Only available to non-Muslim pupils.

i/GCSE options: Pupils then select one i/GCSE from each of the three blocks (A, B & C).

i/GCSE options

Option Block A

Third science option

Option Block B

Option Block C

BTEC Creative Media*6 Art

Art Business Studies

Business Studies

Geography

Design Technology

History

ICT Music

Sociology

Business Studies

Computer Science

Design Technology

Drama

PE Economics

Psychology

Geography

History

*6 Not an option for pupils requiring the Al Thanawiya.

Please note:

• Pupils are advised to consider a broad range of subjects and avoid subjects that overlap.

• The school reserves the right to close an option if not enough pupils opt for the subject.

• In line with Ministry of Education and Higher Education (MOEHE) regulations all Arab passport holders must study Arabic and all Muslim pupils must study Islamic Studies:

o Non-Arab passport holders MUST study Islamic Studies as part of CORE 4.

o Islamic Studies for Qatari pupils and other Arab passport holders follows the MOEHE course and lessons are scheduled outside the i/GCSE option blocks but during the school day (if appropriate, pupils will also sit GCSE Islamic Studies).

• Please ensure options have been selected in each area.

• Pupils are not advised to select both Computer Science and ICT. In addition to the above subjects pupils also have regular PSHE lessons, two non-examined Games lessons each week and a fortnightly inter-house event.

ENGLISH LANGUAGE

Course Code: Cambridge International 0990

Cambridge iGCSE (9–1) 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: Reading

• Structured and extended writing questions

• Questions will be based on three reading texts

Assessed

• written exam: 2 hours

• 80 marks

• 50% of qualification

Component Two: Directed Writing and Composition

• Extended writing question

• Composition task

Assessed

• written exam: 2 hours

• 80 marks

• 50% of qualification

ENGLISH LITERATURE FOR THOSE STUDYING ENGLISH LANGUAGE

Course Code: Cambridge International 0992

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 Prose

• Pupils answer two questions: one from Section A (Poetry) and one from Section B (Prose).

• All questions carry equal marks (25 marks each).

• There is a choice of two questions on each text.

• Pupils may not take their set texts into the exam room.

• All questions encourage an informed personal response.

Component Three: Drama (open text)

• One question on one text

• Externally assessed

• Pupils answer one question from a choice of two. Both questions carry equal marks (25 marks each).

• Pupils may take their clean copy set texts into the exam room, but these texts must not contain personal annotations, highlighting or underlining.

• All questions encourage an informed personal response.

Component Four: Unseen text

• Pupils answer one question from a choice of two. Both questions carry equal marks (25 marks each).

• Both questions require Pupils to write a critical commentary on a poem or prose extract printed in the question paper and to demonstrate an appreciation of the text.

• One question is based on a passage of literary prose, such as an extract from a novel or short story. The other question is based on a poem or extract from a poem.

Assessed

• written exam: 1 hour 30 minutes

• 50 marks

• 50% of qualification

Assessed

• written exam: 1 hour and 15 minutes

• 25 marks

• 25% of qualification

Assessed

• written exam: 45 minutes

• 25 marks

• 25% of qualification

ENGLISH SECOND LANGUAGE

Course Code: Cambridge International 0991

In i/GCSE 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

Component One (Core) or

• 1 hour 30 minutes

• Reading and writing

• Eligible for grades 5 -1 or equivalent

• 60% of qualification

In addition to

Component Three (Core) or

• 30-40 minutes

• Listening

• Eligible for grades 5 - 1 or equivalent

• 20% of qualification

In addition to

Component Two (Extended)

• 2 hours

• Reading and writing

• Eligible for grades 9 - 3 or equivalent

• 60% of qualification

Component Four (Extended)

• 50 minutes

• Listening

• Eligible for grades 9 - 3 or equivalent

• 20% of qualification

Component Five

• 10-12 minutes

• Oral

• Endorsed by the school

• 20% of qualification

Assessment

Paper One (Foundation) or Paper One (Higher)

• 2 hours

• 100 marks

• Grades 1 - 5

• 50% of qualification

In addition to

• 2 hours

• 100 marks

• Grades 4 - 9

• 50% of qualification

Paper Two (Foundation) or Paper Two (Higher)

• 2 hours

• 80 marks

• Grades 1 - 5

• 50% of qualification

• 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 student 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 pupils chances of a achieving a level 8 or 9 in the i/GCSE Mathematics course then the Head of Mathematics will review the entries for this exam.

CORE 3 - CHOICE OF SCIENCES

BIOLOGY

Course Code: Pearson Edexcel 4BI1

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

• 2 hours written paper

• 61% of qualification

• 110 marks.

• Content from any part of the Biology specification may be assessed, but not the bold or ‘B’ reference in the specification.

• Exam includes a mixture of different question styles, including multiplechoice questions, short-answer questions, calculations and extended open-response questions.

Content

• 1 hour and 15 minutes

• 39% of qualification

• 70 marks.

• Assesses all the content, including content that is in bold and has a ‘B’ reference in the specification;

• Questions may come from any topic area across the specification;

• Bold statements cover some sub-topics in greater depth;

The nature, variety, structure and functions in living organisms, reproduction and inheritance, ecology and the 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.

Paper One

Paper Two

CHEMISTRY

Course Code: Pearson Edexcel 4CH1

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

• 2 hours written paper

• 61% of qualification

• 110 marks.

• Content from any part of the chemistry specification may be assessed, but not the bold or ‘C’ reference in the specification.

• Exam includes a mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions.

Content

Paper Two

• 1 hour and 15 minutes

• 39% of qualification

• 70 marks.

• Assesses all the content, including content that is in bold and has a ‘C’ reference in the specification;

• Questions may come from any topic area across the specification;

• Bold statements cover some sub-topics in greater depth;

Principles of chemistry, inorganic chemistry, physical chemistry and organic chemistry.

PHYSICS

Course Code: Pearson Edexcel 4PH1

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

• 2 hours

• 61% of qualification

• 110 marks.

• Content from any part of the physics specification may be assessed, but not the bold or ‘P’ reference in the specification.

• Exam includes a mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions.

Paper Two

• 1 hour and 15 minutes

• 39% of qualification

• 70 marks.

• Assesses all the content, including content that is in bold and has a ‘P’ reference in the specification;

• Questions may come from any topic area across the specification;

• Bold statements cover some sub- topics in greater depth;

Content

Forces and motion, electricity, waves, energy resources and transfers, solids, liquids and gases, magnetism and electromagnetism, radioactivity and particles and 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 dimension.

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

• 40 minutes (Foundation)

• 50 minutes (Higher

• Externally marked

• 25% of qualification

• 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

Content

• 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.

Unit One Listening

Unit Two Speaking

Unit Three Reading and Understanding

Unit Four Written

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, 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.

• 35 minutes (Foundation)

• 45 minutes

(Higher)

• Externally marked

• 25% of qualification

• 7-9 minutes (Foundation)

• 10-12 minutes (Higher)

• One speaking exam

• Externally marked

• 25% of qualification

• 45 minutes (Foundation)

• 50 minutes in total (Higher)

• Reading and Understanding in Spanish

• One translation from Spanish 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 Spanish

• Externally marked

• 25% of qualification

Content

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.

Assessment

Unit One Listening

Unit Two Speaking

Unit Three Reading and Understanding

Unit Four Written

OPTIONAL SUBJECTS

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 – experiment with a range of different materials, resources and media adapting and modifying ideas

• record – ideas, 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 Component 1 and 2.

• to inspire and challenge pupils to fulfil their potential in business through interesting and engaging lessons and targeted feedback

• to encourage a passion for lifelong learning in the world of business

• to hold high standards in everything you 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

• 1 hour and 30 minutes

• 50% of qualification

• Total of 80 marks

Content

Business activity and influences on business

• 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.

Paper One: Investigating small businesses

Paper Two: Investigating large businesses

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 to the individual and to 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 Mr Ranglall 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:

• give learners 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 as per the remainder of the courses.

Qualification aims and objectives

The study of design and technology seeks to prepare students to participate confidently and successfully in an increasingly technological world. It helps students 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 students 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

• 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 and also

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

• an appreciation that people have different views of, and attitudes to, the world, its environments and its issues

• 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 their 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 Paper Two

• 2 knowledge-based questions on the two depth studies

• 1 hour and 30 minutes

• 50% of qualification

Content

• 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 their 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

ISLAMIC STUDIES

Course Code: Pearson Edexcel 4IS1

The aims are to develop:

• an understanding of the importance of the major beliefs of Islam and of the early history of the Islamic community

• evaluation skills to understand how these beliefs impact on the daily lives and thoughts of Muslims around the world

• familiarity with the Qur’an and Hadith in Arabic.

Assessment

Paper One

• 2 hours 30 minutes

• 3 sections; pupils answer one question from the first two sections and both questions in the last section

• 100% of qualification

Content

The qualification covers a wide range of topic which gives the pupils an excellent grounding in their religion.

Topics covered:

The history and importance of the Qur’an and its major themes

The life and teachings of the Prophet Muhammad, peace be upon him. The chief features of the early Muslim community

The core beliefs and practices of Islam

Living the Muslim life today.

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.

Course overview

Component

• Component One

Performing 30% of qualification

• Component Two

Composing 30% of qualification

• Component Three

Appraising 40% of qualification

Content

Overview Assessments

• 2 performances

• Solo – minimum 1 piece 1-minute Ensemble – minimum 1 piece –minimum 1 minute

• 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 program 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 Component Two

• Based on theoretical content

• 1 hour and 45 minutes

• 100 marks

• 50% of qualification

Content

• 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 works 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.

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

• 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

Paper Two

• 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:

• promote pupils’ awareness, knowledge and understanding of human societies

• develop pupils’ understanding of sociological methods, including the collection, analysis and interpretation of data

• provide an introduction to sociological concepts, theories and research findings

• stimulate awareness of the range and limitations of sociological theory and research

• promote pupils’ understanding of continuity and change in social life

• encourage a critical awareness of social, economic and political processes, and their effects

• develop the capacity for critical evaluation of different forms of information and evidence

• promote an appreciation and understanding of individual, social and cultural diversity

• enhance pupils’ ability to apply sociological knowledge and understanding to their own lives and their participation within society.

Assessment

Paper One

• 1 data question and 1 structured question

• 2 hours

• 80 marks

• 54% of qualification

Content

Theory and methods

Culture, identity and socialisation

Social Inequality

Family Education

Crime, deviance and social control

Media

Paper Two

• 2 structured questions

• 1 hour and 45 minutes

• 70 marks

• 46% of qualification

*NB 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.

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 taken.

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.

MADE IN SHERBORNE MADE FOR LIFE

MADE IN SHERBORNE MADE FOR LIFE

MADE IN SHERBORNE MADE FOR LIFE

MADE IN SHERBORNE MADE FOR LIFE

MADE IN SHERBORNE MADE FOR LIFE

MADE IN SHERBORNE MADE FOR LIFE

MADE IN SHERBORNE MADE FOR LIFE

MADE IN SHERBORNE MADE FOR LIFE

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