Key Stage 4 Guide 2024-25

KEY STAGE 4 GUIDE

Wisdom begins with wonder

INTRODUCTION

Key Stage 4 Guide Our Vision Wisdom begins with wonder; wonder must be nourished every day. St George’s is a school that celebrates the joy of learning, fosters perseverance and resilience and inspires its students to unleash their curiosity and let their imagination soar.

Our Mission Our mission at St George’s is to deliver an exciting, engaging academic curriculum in an environment where our children flourish, developing the values, knowledge and skills to thrive in a complex world where we are ready to make a difference, locally and globally, and where we celebrate creativity, collaboration and innovation. Beyond the rich academic curriculum, we ensure that every student has the opportunity to explore opportunities to learn and grow through leadership, social initiatives, the performing arts and sporting achievement. We aspire to send St George’s students into the world as kind, confident, wise individuals ready to contribute and participate fully in the challenges of the 21st Century.

Key Stage 4 (Year 10 and 11) Curriculum Introduction Welcome to our guide to the Key Stage 4 Curriculum offered by our school. We hope it gives you a broad and detailed insight into what we offer our Year 10 and 11 students as they embark on studying for their IGCSE examinations.

This guide is designed to introduce students and parents to the programme. It will give you an overview of the courses and qualifications offered and some guidance in making the important decisions about which subjects to study. Please do contact the school if you have any questions unanswered.

Key Stage 4 is the name given to Years 10 and 11, the two year study period that culminates in the General Certificate in Secondary Education (GCSE) examinations or Business and Technology Education Council (BTEC) qualifications. GCSE and BTEC Level 2 courses are designed to follow on from studies at Key Stage 3 in the English National Curriculum. They are an internationally recognised school leavers’ qualification as well as an excellent preparation for further study on, for example, the A Level or BTEC Level 3 programme.

GCSE and BTEC qualifications reflect considerable academic achievement. In order to be successful, you will be expected to rise to the many challenges you will face. You will need to adopt mature and responsible study habits and make the most of the support and advice offered by your tutors and subject teachers. There is a considerable workload.

However, the courses you will follow are designed to engage and stimulate young people. Teaching methods are used that cater for a variety of learning styles, so if you like to work independently or in a group, if you like to read about things or prefer a more ‘hands-on’ approach, whatever your strengths there will be opportunities for all. The Personal and Social Learning programme (PSHE) will involve a variety of activities to support and complement academic studies. These will include health and social education, target setting and study skills, careers support and charity work.

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Key Stage 3 Guide | St George’s International School, Luxembourg

GCSEs are graded from 9-1 (9 being the highest possible grade), following a change from A*-G grades in 2017: New Grading Structure

Old Grading Structure

9 8 7 6 5 4

A*

3

D

2 1 U

BTECs are graded from Distinction* to Pass A BTEC Grade (Level 2)

GCSE Equivalent Grade

Distinction* (D*)

9

A B

8 Distinction (D)

7

Merit (M)

6

C

E

5

F G U

Pass (P) 4

Key Stage 4 (Year 10 and 11) Curriculum Explained At St George’s International School, we aim to offer students a broad and balanced curriculum of IGCSEs in Years 10 and 11. Some subjects are core while others are chosen from a range of options.

Your weekly schedule will have 30 lessons, each of which will usually be 55 minutes long.

After time has been allocated to the core subjects there is time for four more optional courses.

Key Stage 3 Guide | St George’s International School, Luxembourg

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INTRODUCTION

Key Stage 4 Subject List Core subjects English Language IGCSE English Literature IGCSE Coordinated Science IGCSE Double Award Mathematics IGCSE French or German IGCSE Physical Education (PE), not examined Personal Social Health Economic (PSHE), not examined

Optional subjects Art, Craft and Design Business Computer Science Creative Media Economics A 2nd Modern Foreign Language (either French or German) Further Mathematics Geography Government & Politics History Music Performing Arts/Production Arts Psychology Sociology Sport Work Skills An option subject needs a minimum of 5 students to run.

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Key Stage 3 Guide | St George’s International School, Luxembourg

The options process: The Curriculum Guide is published to students and parents.

Parents will receive a report at the end of March.

Year 9 will have a Taster Week to explore subjects in greater depth.

An Options Evening will be held for students and parents to allow for questions to be asked, during which there will be a presentation.

Students will attend individual options mentoring meetings to help them identify their choices.

Students will be asked for their initial choices to help us construct the option blocks.

Students will be asked for their final choices. We will always try to meet the individual needs of each student, but it is not always possible to offer all the requested combinations of optional subjects. In these cases, it will be necessary for a student to change their options choices.

Once a student has embarked on a particular course, he or she may decide it was not a suitable choice. This is not an issue as changes of subjects are possible in the first few weeks, if they can be done within the fixed options blocks. If a student wants to change courses, he or she needs to let us know by 30th September at the latest.

Key Stage 3 Guide | St George’s International School, Luxembourg

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CORE SUBJECT

Exam Board: Pearson Edexcel | Code: 4EA1

English Language IGCSE Course Aims To develop students’ skills in reading, writing, speaking, and listening, and to encourage critical analysis of texts, creativity in writing, and effective communication. Students explore diverse literature, deepen their understanding of language, and gain the tools needed for academic and personal success.

Levels of Entry This is a core subject for all students.

Course Content The content of the course is based on a series of reading and writing objectives, which are then taught through various units based around central themes. Work within these units develops skills required for the completion of the examination and/or contributes to their creation of written coursework.

Students will study 10 non-fiction texts from their anthology which they will need for the exam, and 10 fiction texts, three of which they will produce one piece of coursework on. Analysis skills looking at key themes, author’s purpose, language analysis and structural analysis will form part of the teaching.

Students will also look at writing skills and producing writing forms such as letters, leaflets, guides, speeches, articles and reviews.

Assessment All students will sit one exam and produce two pieces of coursework. The exam is worth 60% of the final grade, while the coursework is worth 40%.

Paper 1 (4EA/01) tests students’ reading and writing skills.

In section A students will read a non-fiction text and answer comprehension questions on this text and will also answer questions on one non-fiction text from their anthology. They will need to compare both texts for question 5 in the language paper. In section B students will complete a transactional writing question where they will need to write a letter, article, speech, leaflet, guide or review.

Coursework (4EA/03): Students will produce two pieces of coursework: a creative piece which can be a narrative or descriptive piece of writing and an essay analysing and comparing three fiction texts from the anthology.

Responsibilities of the student Students are encouraged to know the assessment objectives and are expected to read widely to develop understanding. Completion of assignments and past papers to a high standard according to set deadlines is a must, which will require working independently.

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Key Stage 4 Guide | St George’s International School, Luxembourg

CORE SUBJECT

Course Aims

To develop students’ skills in reading, writing, speaking, and listening, and to encourage critical analysis of texts, creativity in writing, and effective communication. Students explore diverse literature, deepen their understanding of language, and gain the tools needed for academic and personal success.

Levels of Entry This is a core subject for all students.

Course Content Poetry: Students study 16 poems from the Edexcel Poetry Anthology which includes poems from both Pre-1914 and Post-1914, as well as poems from other English speaking cultures. Poetic technique, style and structure are also taught so students learn the skills of poetry appreciation and criticism, allowing them to analyse a poem they have not previously seen.

Modern Prose: Students study one novel by a modern writer. Possible texts include: To Kill a Mockingbird. Harper Lee Of Mice and Men. John Steinbeck

Exam Board: Pearson Edexcel | Code: 4ET1

English Literature IGCSE

Students study one Modern Drama text (‘A View from the Bridge’ - Arthur Miller) and one Literary Heritage text (Shakespeare) and produce a piece of coursework on each text.

Assessment The exam is worth 60% and the coursework 40% of the final grade.

In the exam students complete 3 questions: an unseen poem a comparison of two poems from the poetry section of the anthology an essay on a modern novel (choice of 2 questions).

The exam is 2 hours long.

They also have 2 coursework assignments: One is on a Shakespeare play (‘Macbeth’ or ‘Merchant of Venice’) The other is on a modern play (‘A View from the Bridge’)

Responsibilities of the student Students are encouraged to know the assessment objectives and are expected to read widely to develop understanding. Completion of assignments and past papers to a high standard according to set deadlines is essential, and will require working independently.

Key Stage 4 Guide | St George’s International School, Luxembourg

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CORE SUBJECT

Exam Board: Cambridge International Education | Code: 0973

Co-ordinated Sciences IGCSE Course Aims This course aims to enable students to: Acquire scientific knowledge and understanding Develop experimental and problem-solving skills Communicate effectively, using scientific terminology, notation and conventions Understand how the application of scientific knowledge can benefit people and the environment

Levels of Entry This is a core subject for all students.

Course Content Students will acquire a wide range of scientific knowledge in biology, chemistry and physics topics. They will develop an understanding of scientific theories and experimental skills, including handling variables and working safely. They will also learn to apply logical thinking techniques and to communicate effectively, using scientific terminology, notation and conventions.

The course will cover biology topics including Human nutrition, Diseases and immunity, Respiration and Human influences on ecosystems, chemistry topics including Chemical energetics, Electrochemistry, Stoichiometry and Chemistry of the environment, and physics topics including Energy, Electricity, Nuclear physics and Space physics.

Assessment This course has twice the content of a standard IGCSE course and students are therefore awarded two IGCSEs at the same grade. There are two tiers of assessment: Core and Extended. The Extended course has a higher level of difficulty and more content. The Extended course is graded up to 9, the Core course is graded up to 5.

Assessment is made via three examination papers:

Multiple Choice Questions (Core or Extended content) 45 minutes 40 marks/18%

Theory Questions (Core or Extended content) 2 hours 120 marks/50%

Responsibilities of the student Review new equations, keywords and definitions on a regular basis Work safely and sensibly during practical activities Complete independent study, using the online textbook provided Utilise the resources provided in the Science TEAM

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Key Stage 4 Guide | St George’s International School, Luxembourg

Alternative to Practical 1 hour 30 minutes 60 marks/27%

CORE SUBJECT

Course Aims To develop knowledge, understanding and skills in: Numbers and the numbering system Calculations Solving numerical problems Equations, formulae and identities Sequences, functions and graphs; Geometry and trigonometry Vectors and transformation geometry; Statistics and data Probability

Levels of Entry This is a core subject for all students.

Course Content Algebra

Exam Board: Pearson Edexcel | Code: 4MA1

Mathematics IGCSE

Geometric reasoning Geometry and shapes Statistics

Assessment Students are assessed by two exams, each of 2 hours and set and marked by Pearson. The total number of marks for each paper is 100. A calculator is essential for the examinations. The content of the papers is mixed across all topics, question types and assessment objectives. The subject is assessed at Higher and Foundation Tier with almost all students at St George’s sitting the Higher Tier. In the Higher Tier each paper will have approximately 40% of marks distributed over grades 4 and 5 and approximately 60% over grades 6,7,8 and 9. In the Foundation Tier questions are targeted at level 1 to 5, with approximately 40% of marks distributed over grades 4 and 5. The highest grade awarded on the foundation tier examination is a 5.

Responsibilities of the student Beyond the basic requirements of completing all classwork and homework, students should proactively review and revise course content regularly. During Years 10 and 11, students are expected to dedicate more time to independent studies.

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CORE SUBJECT

Exam Board: Cambridge International Education | Code: 7156

French IGCSE Key Stage 4 Either French or German is a core subject Course Aims The Cambridge International GCSE aims to develop an ability to use the language effectively for practical communication. The course is based on the four language skills of listening, reading, speaking, and writing. The syllabus also aims to offer insights into the culture of countries where French is spoken, thus encouraging positive attitudes towards language learning.

Levels of Entry Students must have studied the language for at least three years. One foreign language is compulsory at GCSE and studying a second language is optional.

Course Content The IGCSE French course aims to enable students to develop the language proficiency needed to communicate effectively in French at level A2 (CEFR), with elements of level B1. It offers insights into the culture and society of French-speaking countries and communities, while raising awareness of the nature of the language. We encourage positive attitudes towards speakers of other languages and other cultures.

The content is organised in five topic areas: Everyday activities Personal and social life The world around us The world of work The international world Students will be expected to read and understand a variety of written and authentic conversations on familiar topics, demonstrate understanding of the main ideas, opinions and attitudes, as well as select and extract relevant details.

Assessment The assessment is made of 4 papers: Paper 1 (Listening skills) 50 minutes, worth 25% of overall grade.

Paper 2 (Reading skills) 1 hour, worth 25% of overall grade.

Paper 3 (Speaking skills) 10-12 minutes, worth 25% of overall grade.

Paper 4 (Writing skills) 1 hour, worth 25% of overall grade.

Responsibilities of the student Students will be expected to: Attend all classes regularly and be punctual.

Engage actively in lessons, discussions, and group activities.

Complete all assigned homework.

Explore cultural aspects related to the language, such as traditions, music, and media.

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Key Stage 4 Guide | St George’s International School, Luxembourg

CORE SUBJECT

Key Stage 4 Either French or German is a core subject Course Aims The Cambridge International GCSE aims to develop an ability to use the language effectively for practical communication. The course is based on the four language skills of listening, reading, speaking, and writing. The syllabus also aims to offer insights into the culture of countries where German is spoken, thus encouraging positive attitudes towards language learning.

Levels of Entry Students must have studied the language for at least three years. One foreign language is compulsory at GCSE and studying a second language is optional.

Course Content This IGCSE course aims to enable students to develop the language proficiency needed to communicate effectively in German at level A2 (CEFR), with elements of level B1. It offers insights into the culture and society of German-speaking countries and communities, while raising awareness of the nature of the language. We encourage positive attitudes towards speakers of other languages and other cultures.

The content is organised in five topic areas: Everyday activities Personal and social life The world around us The world of work

Exam Board: Cambridge International Education | Code: 7159

German IGCSE

The international world Students will be expected to read and understand a variety of written and authentic conversations on familiar topics, demonstrate understanding of the main ideas, opinions and attitudes, as well as select and extract relevant details.

Assessment The assessment is made of 4 papers: Paper 1 (Listening skills) 50 minutes, worth 25% of overall grade.

Paper 2 (Reading skills) 1 hour, worth 25% of overall grade.

Paper 3 (Speaking skills) 10-12 minutes, worth 25% of overall grade.

Paper 4 (Writing skills) 1 hour, worth 25% of overall grade.

Responsibilities of the student Students will be expected to: Attend all classes regularly and be punctual.

Engage actively in lessons, discussions, and group activities.

Complete all assigned homework.

Explore cultural aspects related to the language, such as traditions, music, and media.

Key Stage 4 Guide | St George’s International School, Luxembourg

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CORE SUBJECT

Physical Education Course Aims The programme aims to enable students to realise their full potential in a variety of physical activities.

Their physical fitness, movement, co-ordination and motor skills are developed as is the ability to work with others, developing the qualities and values of leadership, respect, teamwork and fair play. They will have the opportunity to engage in range of activities to help with life-long learning to support students with developing healthy habits.

Course Content Student will learn how to: use and develop a variety of tactics and strategies to outwit opponents in team and individual games develop their technique and improve their performance in other competitive sports or other physical activities take part in further activities in a range of environments which present intellectual and physical challenges, and which encourage pupils to work in a team, building on trust and developing skills to solve problems, either individually or as a group evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best take a more leading role in activities and develop their ability to work in a team or group through planning, coaching and performance.

Responsibilities of the student Students need to be aware of the activity being undertaken and bring the appropriate school PE kit. A parental or doctor’s note is needed when a student is unable to participate due to illness or injury. Student are expected to remain with the group and take a different role within the lesson, for example, leading, coaching or umpiring.

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Key Stage 4 Guide | St George’s International School, Luxembourg

CORE SUBJECT

Personal Social Health Economic Education Course Aims To help children and young people stay healthy, safe and prepared for life – and work – in the modern world.

PSHE lessons focus on the refinement of interpersonal skills such as critical thinking skills, active listening, in-depth research, effective collaboration, articulating and defending complex opinions, and critically evaluating diverse perspectives.

Course Content The curriculum is split into four main topics, which will be taught on a rotation basis. The topics are Wellbeing, Relationships, Careers and Future Planning and Global Issues.

Year 10 Relationships - Covers healthy relationships, contraception, and Sexually Transmitted Infections.

Students explore inclusivity in same-sex and cross-cultural dynamics, learn about condom use, and discuss pornography’s impact on expectations.

Well-being - Covers sleep, depression, addiction, and stress. Students learn healthy sleep habits, signs of depression, coping with screen addiction, and managing stress through techniques like breathing and time management.

Careers and Future Planning - Focuses on career exploration through quizzes, work experience prep, and CV/cover letter writing.

Year 11 Relationships - covers healthy relationships, the study of internalized bias, contraception, consent, peer pressure, STIs, and pregnancy.

Well-being - focuses on personal habits for maximum health and stress management. We focus on hydration, sleep, exercise, screen time / social media addiction, as well as time management and creating a revision timetable.

Careers and Future Planning - Students look at Post 16 options, university requirements, A Level options and universities around the world. They begin the process of deciding their post GCSE Pathway.

Global Issues - students will choose 2-3 Global Issues outreach projects to focus on in the month of March. These projects are created in collaboration with our Sustainability Coordinator Ms McHugh, for example; making sandwiches for the homeless in coordination with Le Courage.

Responsibilities of the student Students should: actively participate in class and group discussions and self-refection exercises; maintain a willingness to explore diverse perspectives and ideas; take responsibility for their own emotional, social, and physical well-being; make time to understand future career planning to help make informed decisions.

Key Stage 4 Guide | St George’s International School, Luxembourg

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OPTION SUBJECT

Art, Craft & Design GCSE Unendorsed Exam Board: Pearson Edexcel | Code: 1AD0

Course Aims This is a broad and flexible course that will develop appreciation of the creative process through practical responses, encouraging personal expression, imagination, sensitivity, conceptual thinking, powers of observation, critical and analytical understanding of sources. Students will gain confidence and enthusiasm as they develop their technical skills.

Levels of Entry Students should have achieved a reasonable amount of success during Key Stage 3. They need to have a passionate interest in Art and Design for this course and approach it with commitment, hard work and motivation. In Year 9 students are given a summer assignment in preparation for the course.

Course Content The course is a broad foundation of art, craft and design specialisms. Every student will have the chance to explore and further their skills in a wide range of media, processes and techniques, which will include some or all of the following: drawing, painting, textile/fabric design, screen printing, ceramics, mixed media, lino printing, etching and photography. Students are required to produce a coursework and an examination unit. The coursework unit is worked on during Year 10 and the first term of Year 11, the examination unit is produced in the Spring term of year of Year 11 and culminates in a ten hour controlled test.

Assessment

Unit 1: Personal Portfolio (Coursework unit) 60% Internally set, marked and standardised and externally moderated.

Unit 2: Externally Set Assignment (Exam unit including 10 hours controlled assessment) 40%.

Externally set, internally marked and externally moderated.

GCSE Assessment Objectives - Total of 72 marks awarded (18 for each assessment objective).

Both units must show evidence of all four assessment objectives.

AO1 Develop ideas through investigations, demonstrating critical understanding of sources.

AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

AO3 Record ideas, observations and insights relevant to intentions as work progresses.

AO4 Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Responsibilities of the student

Students are expected to complete at least 2 to 3 hours of homework per week to enable the completion of practical work required for the portfolio. Students are also encouraged to visit galleries and museums in their free time to become independent learners and thinkers.

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Key Stage 4 Guide | St George’s International School, Luxembourg

OPTION SUBJECT

Business IGCSE The IGCSE Business course helps students understand how businesses operate and become successful.

It covers key areas such as marketing, managing people, production, and finance, while encouraging students to explore real-world businesses, their challenges, and their impact on society. Students develop essential skills in numeracy, analysing data, and critical thinking.

Levels of Entry This course is suitable for all students with an interest in understanding businesses, but confidence in extended writing and applying mathematical concepts is essential, as these skills are necessary throughout the course and in the final assessment.

Course Content The curriculum is divided into six units:

1. Understanding business activity: Business activity; Economic sectors: Enterprise, growth and size: Types of business: Business objectives

2. People in business: HRM; Management; Communication; Motivation 3. Marketing: Market research; Marketing mix; Legal controls 4. Operations management: Production; Technology and production; Sustainable production; Costs, scale of production and break-even analysis; Quality: Location decisions

5. Financial information and decisions: Business finance; Cash flow forecast; Profit and loss; Statement of financial position; Analysis of accounts

6. External influences on business activity: Economic issues; Business and the international economy, the environment and ethical issues; Pressure groups

Exam Board: Cambridge International Education | Code: 0774

Course Aims

Assessment There are two examination papers: Paper 1: (50%, 80 marks, 1 hour 30 minutes) students will be presented with four short case studies and are required to respond to short-answer structured, data response questions. There will be no choice of questions.

Paper 2: (50%, 80 marks,1 hour 30 minutes) students will be presented with one longer case study and are required to answer questions arising from it. There will be no choice of questions.

There is no coursework.

Both exams require students to demonstrate knowledge, application, analysis, and evaluation.

Responsibilities of the student Review work regularly to understand key concepts and apply them to real-world scenarios. Complete all work on time and engage in class discussions and activities to strengthen critical thinking and problem-solving skills.

Key Stage 4 Guide | St George’s International School, Luxembourg

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OPTION SUBJECT

Exam Board: Cambridge International Education | Code: 0984

Computer Science IGCSE Course Aims To develop the skills necessary to solve computer-based problems using Python.

To develop an understanding of: the main principles of solving problems using computers. the component parts of computer systems and how they interrelate. the internet as a means of communication and its associated risks. the development and use of automated and emerging technologies.

Levels of Entry Students are expected to be competent at Mathematics.

Course Content Computer Systems: Data representation Data transmission Hardware Software The internet and its uses Automated and emerging technologies Algorithm, programming and logic: Algorithm design and problem-solving Programming Databases Boolean logic

Assessment There are two papers. Each counts for 50% of the final grade.

Paper 1: A theory paper with short-answer and structured questions related to topics 1-6. Calculators are not permitted. Duration: 1 hour 45 minutes.

Paper 2: A programming and data bases paper with short-answer and structured questions and a scenario-based question related to topics 7-10. Calculators are not permitted. Duration: 1 hour 45 minutes.

Responsibilities of the student To practise their programming skills and their ability to use Python in a variety of scenarios.

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Key Stage 4 Guide | St George’s International School, Luxembourg

OPTION SUBJECT

Course Aims This GCSE equivalent course is designed to introduce learners to the creative media industry through hands-on exploration of production techniques, industry roles, and media practices. It encourages creative thinking, independent learning, and personal development, with a strong emphasis throughout on transferable skills with application in and beyond further studies in media or creative fields (for example with the BTEC Business course in Key Stage 5).

Levels of Entry Students should embark this course with a desire and willingness to expand upon their creative, technical and communications skills, and must have an interest in how the media industries work, although there is no expectation of high level IT or technical skills prior to starting the course. There will be opportunities for real-world industry experience, for example through our twice-monthly show on Radio Ara.

Exam Board – Pearson Edexcel

Creative Media: BTEC International Level 2 Award

Course Content The course covers two units, one compulsory and one selected from a range of options. Compulsory Unit 1, ‘Research, Develop and Propose Ideas for a Digital Media’, includes learning about a range of media industries and the media language (e.g. genres, shot types, editing techniques) applied within some of these, and is based around a PSA, an annually changing brief set by the exam board. This tracks students through the stages of investigating actual media, generating and evaluating ideas to respond to a brief and ultimately creating texts to fulfil this brief. The second unit follows a similar pattern, but this time students are not constrained by a brief and are specialising in a single field (e.g. podcasting, digital video).

Assessment Continuous assessment applies to both units and therefore throughout the course, with tasks set to evidence assessment criteria from pass through to distinction levels. Work will be submitted as a portfolio of evidence spanning Word/PowerPoint documents and digital media content. This includes some timed, supervised work during lessons to fulfil the PSA requirements for Unit 1. Assessment across both units is divided into three similar but not identical components, essentially: research an industry and/or media language in one; generate and evaluate/justify ideas for a text/s in this area; create and present texts in this field.

Responsibilities of the student Complete coursework on time, meeting criteria Attend lessons, engaging in practical tasks Manage project deadlines using tools provided Collaborate on group projects and seek feedback

Key Stage 4 Guide | St George’s International School, Luxembourg

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OPTION SUBJECT

Exam Board: Cambridge International Education | Code: 0987

Economics IGCSE Course Aims Students will gain an understanding of economic terminology, principles, and theory, learning to apply economic analysis to real-world situations. They will develop numeracy, literacy, and data-handling skills, using graphs and diagrams, while critically evaluating information and distinguishing facts from value judgments in economic issues.

Levels of Entry This course is open to all students who are curious about understanding how the economy works and are ready to engage with numeracy and critical thinking. Confidence in extended writing and applying mathematical concepts is essential, as these skills are necessary throughout the course and in the final assessment.

Course Content 1. The basic economic problem – concepts such as scarcity and opportunity cost 2. The allocation of resources – concepts such as supply and demand, market failure and how governments intervene.

3. Microeconomic decision makers – concepts such as banking and the labour market.

4. Government and the macroeconomy – concepts such as economic growth, unemployment, and inflation.

5. Economic development – concepts such as changes in population, living standards, poverty 6. International trade and globalisation – concepts such as free trade versus protectionism.

Assessment The three assessment objectives are: Knowledge with understanding Analysis Evaluation The course is assessed through two externally marked papers: Paper 1 (30%, 1 hour): A multiple-choice test with 40 questions on all syllabus topics. Candidates answer all questions. The questions may require candidates to make calculations and analyse diagrams.

Paper 2 (70%, 2 hours): A written exam with structured questions, including one compulsory question and three others chosen from a set.

Both exams involve calculations, short answers, and longer written responses. No coursework is required.

Responsibilities of the student Students are expected to stay up-to-date with class materials, participate actively in discussions, complete all assignments, and regularly practise using past papers to develop their skills in economic analysis and evaluation.

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Key Stage 4 Guide | St George’s International School, Luxembourg

OPTION SUBJECT

Course Aims The syllabus builds upon mathematics taught in Year 7, 8 and 9 and requires students to demonstrate a confident knowledge and application of techniques of pure mathematics. Pupils are expected to develop excellent mathematical communication skills and are assessed on their ability to write clear and accurate solutions.

Levels of Entry There is no requirement to take this course in order to study Mathematics at A Level. However, it does provide excellent support for all mathematics syllabuses. Approval from the Head of Faculty is required. Students will develop initiative and require a strong work ethic with a resilient approach to learning.

Course Content Surds, exponential functions and logarithms Quadratic equations: completing the square; using the discriminant and roots of polynomials.

Quadratic inequalities; polynomial long division; the factor theorem; the remainder theorem.

Exam Board: Pearson Edexcel | Code: 4PM1

Further Mathematics IGCSE

Sketching graphs of different functions and applying transformations to curves.

Arithmetic and geometric sequences and series.

Binomial expansion and Binomial Theorem.

Vectors Straight line geometry Differential calculus Integral calculus Trigonometry and radian problems

Assessment There are two papers, each worth 50% of the total mark and each lasting 2 hours. Both papers are open ended written solutions with a mixture of content from the whole syllabus and require clear communication.

Responsibilities of the student Students should develop resilience and be ready to engage with problem solving and open ended questions. Participation in different Mathematical competitions is encouraged.

Key Stage 4 Guide | St George’s International School, Luxembourg

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OPTION SUBJECT

Pearson Edexcel International GCSE in Geography | Code: 4GE1

Geography IGCSE Course Aims Gain core geographical knowledge and concepts relevant to a changing world Engage in enquiry to become independent, critical, and reflective thinkers Develop spatial awareness and understand the significance of location Recognise diverse perspectives on global environments and issues Acquire and apply practical geographical enquiry skills Conduct investigations using primary and secondary data Apply learning through real-world fieldwork Understand global challenges and the importance of sustainability

Levels of Entry 40% through a modular exam in May (Year 1), covering Physical Geography and fieldwork 60% through a final exam in May/June (Year 2), focusing on Human Geography and fieldwork

Year 10 Paper 1: Physical Geography (40%) 1 hour 10 minutes.

Section A

Candidates answer questions on: River environments Hazardous environments

Section B

Candidates complete questions related to their river fieldwork on the Aesbech, Mullerthal.

Year 11

Paper 2: Human Geography (60%) 1 hour 45 minutes.

Section A Candidates choose two out of three questions on: Economic activity and energy Rural environments

Section B

Candidates complete questions related to their urban fieldwork.

Section C

Candidates choose one out of three questions on: Fragile environments and climate change Globalisation and migration Development and human welfare

Why choose Pearson IGCSE Geography?

Pearson IGCSE Geography builds lifelong skills, including: Understanding physical and human processes Appreciating places at local, regional, and global levels Interpreting and using geographical data Recognising how environments shape and impact communities 20

Key Stage 4 Guide | St George’s International School, Luxembourg

OPTION SUBJECT

Course Aims This course helps students become independent, critical thinkers and understand how political power works at local, national, and international levels. Students will explore political systems, campaigns, and key issues like democracy, human rights, and conflict resolution.

Levels of Entry To be successful on this course, a keen interest in politics, current affairs, and global issues is essential.

It is suitable for students who enjoy research, critical thinking, and engaging with political topics.

Course Content Unit 1: Democracy in Action Political ideas & concepts: Democracy/dictatorship Decision-making in a democracy: Layers of government; MLAs & MPs Elections & voting in a democracy: Voting systems, referenda, turnout Political parties in a democracy: UK & NI parties Political information in a democracy: Media, power, PR, regulation Taking action in a democracy: Pressure groups Unit 2: International Politics in Action Interdependence: Globalisation, trade, environment, terrorism, technology The European Union: Origins, aims, Brexit Conflict & its Resolution: Causes, UN Security Council, NATO; UK role in NATO/UN Conflict Resolution in Practice: Northern Ireland: Good Friday Agreement, threats to peace

Exam Board: Cambridge International Education | Code: 0976

Government & Politics IGCSE

Migration: Causes, laws, UNHCR, economic/social benefits, UK policies, NGOs

Assessment Paper 1 is taken at the end of Year 10, Paper 2 at the end of Year 11, a unique advantage at GCSE. Each paper lasts 1 hour and 30 minutes and each is worth 50% of the final grade.

Both exams include questions that require short answers, recall, and definitions, questions on source material, and extended, evaluative questions.

Students are assessed on the following criteria: Knowledge and understanding of political concepts, institutions, processes, terms, and issues Application of knowledge to contexts and actions Analysis and evaluation of a range of evidence

Responsibilities of the student Students must engage actively in learning, complete tasks, research political issues, and stay informed on current affairs by reading relevant articles in quality newspapers. They should participate in class discussions and think critically about political topics.

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Exam Board: Pearson Edexcel | Code: 4HI1

History IGCSE Course Aims The course engages students in historical enquiry, fosters independent learning and critical thinking. It builds understanding of significant events and interpretations, encourages questioning, and promotes critical use of diverse sources. Students will organise and communicate knowledge creatively, draw substantiated conclusions, and understand their role as informed citizens.

Levels of Entry It is essential that students have a keen interest in history and are willing to participate in discussions and research. Confidence in extended writing is essential.

Course Content The following topics are covered:

1. Germany: Development of a Dictatorship, 1918-45: The Weimar Republic; The recovery of

Germany, 1924–29; The rise of Hitler; Nazi Germany 1933–39; Germany and the occupied territories during the World War II

2. A World Divided: Superpower Relations, 1943-72: Reasons for the Cold War; The Cold War in the 1950s; Three crises: Berlin, Cuba, and Czechoslovakia; The Thaw and moves towards Détente, 1963–72

3. The USA, 1918-41: The Roaring Twenties; Social tensions in the 1920s; The USA in Depression, 1929–33; Roosevelt and the New Deal, 1933–41; The Opposition to the New Deal

4. China: Conflict, Crisis and Change, 1900-89; The fall of the Qing; The triumph of Mao and the CCP, 1934–49; Change under Mao, 1949–63; The Cultural Revolution, 1965–76; China, 1976–89

Assessment The course is assessed through two written exams, each lasting 1 hour and 30 minutes and each worth 50% of the final grade.

Paper 1 contains two depth studies: Germany: Development of a Dictatorship, 1918-45 A World Divided: Superpower Relations, 1943-72 Paper 2 comprises the following: One historical investigation: The USA, 1918-41 One breadth study in change: China: Conflict, Crisis and Change, 1900-89 There is no coursework; all assessments are externally evaluated.

Responsibilities of the student Students are expected to actively participate in class and complete assignments on time. Reflecting on their learning and utilising feedback for improvement is crucial. Collaboration with peers and respect for diverse viewpoints are essential.

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Exam Board: Pearson Edexcel | Code: 1MUO

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Music IGCSE Course Aims To enable pupils to acquire and consolidate a range of basic musical skills.

To gain knowledge and understanding, through the activities of listening, performing and composing.

To understand historical context in listening to music.

To help pupils to recognise and understand the music of various non-western cultures.

Levels of Entry This course is a specialist subject for young musicians who are already studying an instrument at a level 3 or 4 standard at the beginning of Year 10. Students with some level of music theory knowledge will find this course easier.

Course Content Unit 1 – Performance – 30% of the final grade Over the two years of the course students will be expected to take lessons in their chosen instrument or instruments. They will have regular performance assessments during the course.

Coursework – one solo performance + one ensemble performance Unit 2 – Composing – 30% of the final grade During the length of the course the students will study composition, working on a variety of exercises to develop their creative skills.

Coursework – two compositions Unit 3 – Listening – 40% of the final grade During the two years the students will study the rudiments of music theory; melody & rhythm; harmony; ensembles & instruments/voices; instrumental &/or vocal effects; structure; compositional devices; texture; style & genre.

Assessment GCSE Music is comprised of 3 elements: Performing, composing, and listening / appraising. Students will be assessed in all three areas over the two year course, but their examination grade is broken down by percentage: Listening Paper 1 hour 45 minutes (40%) Performing (30%) Student performs one solo piece and one ensemble piece.

Composing (30%) Students will compose 2 pieces in year 11, focused on

Responsibilities of the student Students will need to practise their performance pieces and listen to recordings of the set works as much as possible. They are responsible for the organisation and completion of any homework tasks, composition coursework and background reading that will be set.

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Course Aims Through the course students will: Acquire knowledge and understanding of the performing arts industry Develop performance/design/technical skills Communicate effectively, using professional vocabulary Understand the application of skills in professional scenarios

Levels of Entry An interest in Performing Arts and a willingness to participate in rehearsals outside of lesson time.

Course Content

Exam Board: Pearson Edexcel

Performing Arts BTEC International Level 2

The Pearson BTEC International Level 2 qualifications in Performing Arts covers content from across a variety of areas of performing arts, focussed around putting on a production.

Learners can take units to develop knowledge and skills in specific areas; devising new material, multimedia performance and exploring the context in which a work was created.

In addition to the sector-specific content available in these qualifications, the requirements mean that learners develop the transferable skills needed to progress to further education or employment.

Although the focus of the course will be drama, through discussion with their teacher, students can opt to complete units through the development of any performing arts skill. This could be acting, music, dance, circus or production design.

Assessment This course has several different pathways, and the qualification size awarded can be tailored to individual students and will take super-curricular work into account. The course is delivered over 6 timetabled lessons per week.

Award in Performing Arts is Equivalent in size to one standard IGCSE certificate in Performing Arts is Equivalent in size to two standard IGCSEs Extended certificate in Performing Arts is equivalent in size to three standard IGCSEs Coursework is the sole form of assessment for this course 100% of coursework will be internally assessed and externally verified This qualification is graded using a scale of Pass to Distinction*

Responsibilities of the student Watch live performance regularly (an online resource is provided for those who cannot access theatres) Work safely and sensibly during practical activities Complete independent study at home, logging all practical work using the Performing Arts TEAM Maintain logbook reflections after every lesson Independently manage personal rehearsal schedules Key Stage 4 Guide | St George’s International School, Luxembourg

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Psychology GCSE Course Aims This course aims to enable students to: acquire knowledge and understanding of key concepts relating to human behaviour develop mathematical skills relating to data analysis apply psychological concepts to explain behaviours

Exam Board: Pearson Edexcel | Code: 1PS0

gain an understanding of psychological research methods

Levels of Entry Not applicable

Course Content Students will be introduced to the major approaches in psychology over 8 key topics. They will learn about important studies and find out how research is conducted by psychologists. There is a strong focus on the biology of the brain and students must be able to apply mathematical methods to analyse data.

The course will cover the following topics: Development Memory Psychological problems Brain Social psychology Criminal psychology Sleep and dreaming Research methods

Assessment Assessment is made via two examination papers.

Paper 1: Topics 1-5 1 hour 45 minutes 98 marks Paper 2: Topics 6, 9 & 11 1 hour 20 minutes 79 marks

Responsibilities of the student Review new keywords and theories on a regular basis Work safely and sensibly during group activities Complete independent study, using the textbook provided Utilise the resources provided in the Psychology TEAM Maintain an awareness of key global events 26

Key Stage 4 Guide | St George’s International School, Luxembourg

OPTION SUBJECT

Course Aims The GCSE Sociology course helps you explore how society works and understand the relationships between individuals and social structures. You’ll learn about families, education, crime, and social inequality. This course encourages you to think critically, ask questions, and develop your own views on important social issues.

Levels of Entry There are no specific entry requirements, but a genuine interest in understanding social issues and a willingness to engage in discussions will help you succeed. Confidence in extended writing is essential.

Course Content The following topics are covered: The sociological approach Social structures, social processes and social issues

Exam Board: AQA | Code: 8192

Sociology GCSE

Families Functions of families: Family forms; Conjugal role relationships; Changing relationships within families; Criticisms of families; Divorce Education: Roles and functions of education; The relationship between education and capitalism; Educational achievement; Processes within schools Crime and deviance: The social construction of crime and deviance; Social control; Criminal and deviant behaviour; Data on crime Social stratification: Functionalist theory of stratification; Socio-economic class; Life chances; Poverty as a social issue; Power and authority; Power relationships Sociological research methods

Assessment The course is assessed through two written exams, each lasting 1 hour and 45 minutes. Each paper is worth 100 marks, contributing 50% to the overall grade.

Paper 1: The sociology of families and education Paper 2: The sociology of crime and deviance and social stratification The exams will include a mix of multiple-choice questions, short answers, and extended responses.

Responsibilities of the student Students are expected to actively participate in class discussions, complete assignments on time, and engage in research. Reflecting on feedback and improving work is essential. Collaboration within class and respect for diverse opinions are also necessary.

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Exam Board – Pearson Edexcel

Sport - BTEC International Level 2 Award Course Aims This qualification has been designed to support initial progression to roles in sport, for example, sports coaching, fitness training and testing, sports nutrition, planning and leading sports events. In addition to the sector-specific content, the requirements mean that learners develop the transferable skills needed to progress to further education or employment.

Levels of Entry Students need to have a passionate interest in sport and exercise for this course and approach it with commitment, hard work and motivation. Whilst playing sport outside of school is not mandatory it is advised to support students’ study and make more of the content relatable.

Course Content The specific and mandatory content for the level 2 award in sport include Principles of fitness and fitness testing and Practical sports performance. One optional unit is then chosen from the following: Anatomy & Physiology for sport, Training for personal fitness and Sport related injuries and illnesses.

The units are set through either set assignments from the Examining board or internally, there are no examinations.

Assessment The qualification is equivalent in size to one International GCSE. Learners will complete 2 mandatory units and one teacher chosen optional unit.

There are two mandatory units: Unit 1: Principles of Fitness and Fitness Training assessed through a Pearson Set Assignment equivalent to 25% of the final grade Unit 5: Practical sport equivalent to 50% of the final grade Teacher chosen optional units are each equivalent to 25% of the final grade (one of the following units will be chosen to complete the qualification): Unit 2: Training for personal fitness assessed through a Pearson Set Assignment Unit 7: Anatomy and Physiology for Sport Unit 8: Sports-related injuries and illnesses This course includes a range of assessment types and styles. All assessment takes place in school.

Responsibilities of the student Complete coursework on time, meeting criteria Attend lessons, engaging in practical tasks Manage project deadlines using tools provided Collaborate on group projects and seek feedback Implement their knowledge and training methods in their own training 28

Key Stage 4 Guide | St George’s International School, Luxembourg

OPTION SUBJECT

Study Skills Course Aims The Study Skills course is designed to help students build the essential skills for effective studying, time management and staying motivated throughout their GCSEs and beyond. This is a cross-curricular course which will give students the confidence and tools they need to succeed, both now and in the future

Levels of Entry There are no specific entry requirements for this course. It is open to all students who wish to improve their study habits, time management, and exam preparation skills. This course is particularly beneficial for those who want to build confidence in their ability to manage schoolwork, exams, and personal goals.

Course Content Throughout this course, students will learn a variety of skills such as: Personal Organisation: Learn to create effective study schedules and stay organized.

Time Management: Master techniques to manage your time efficiently, balancing study and leisure.

Self-Motivation: Develop strategies to stay motivated and focused on your goals.

Revision Techniques: Discover how to make the most of your revision time using different techniques (e.g., mind mapping, flashcards).

Interpreting Exam Questions: Understand how to approach exam questions.

Key Terminology: Learn subject-specific terms and how to apply them in your work.

Setting Targets: Set clear revision priorities and work towards achieving them.

Reducing Exam Stress: Learn practical strategies for staying calm and confident during exam periods.

Assessment This course is non-examined but students will be assessed on their progress through: Continuous Monitoring: Regular checks on progress inother subjects, using data from assessments, mock exams, and teacher feedback.

Target Setting: They will set personal targets based on progress reviews and will work with the teacher to create a plan for improvement.

Skills Development: Throughout the course, students´ ability to demonstrate the study and revision techniques covered will be monitored.

Participation: Involvement in lessons and the completion of practical tasks will also be part of the assessment.

Responsibilities of the student

Students in this course are expected to: Actively engage in lessons and apply the skills they learn to their other subjects.

Keep track of their progress and set personal goals for improvement.

Complete any tasks or activities set to help them improve their study techniques.

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OPTION SUBJECT

Exam Board: Pearson Edexcel

Work Skills BTEC Level 2 Extended Award Course Aims Work skills will help students develop the essential skills needed to succeed in the workplace. They will learn about employability, job application skills, and workplace behaviours. This course prepares students for future employment or self-employment and provides the confidence to thrive in any career path.

Levels of Entry There are no specific entry requirements for this course. It is suitable for students who want to develop their employability skills and prepare for work or further study. It is ideal for students aiming to build a strong foundation for entering the job market or progressing to higher-level vocational qualifications.

Course Content In the BTEC Level 2 Extended Award in Work skills, students will learn important skills and knowledge that employers value. The course covers: Developing Work-related Skills and Behaviours: Understand how to behave professionally and work effectively with others Developing Job Application Skills: Learn how to create strong CVs, cover letters, and prepare for interviews Applying Literacy in the Workplace: Develop writing skills needed for workplace tasks, such as emails and reports Celebrating Equality and Diversity: Understand the importance of diversity and inclusion in the workplace

Assessment The course is assessed entirely through internal assessments, with no exams. Students will be graded on a Pass/Fail basis for each unit. The assessment for each unit will be based on tasks such as written reports, projects, presentations, and practical activities that demonstrate your skills in real-life work situations.

Students must complete the following units to earn the qualification: Developing Work-related Skills and Behaviours Developing Job Application Skills Applying Literacy in the Workplace Celebrating Equality and Diversity in the Workplace There is no formal exam, but it is a requirement to submit work for each unit. Progress will be reviewed based on student performance in these assessments. Successful completion of all the units leads to the qualification, which is equivalent to one International GCSE.

Responsibilities of the student Actively participate in class activities and complete all tasks on time Show initiative in developing employability skills Reflect on feedback to improve their work and progress throughout the course

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Key Stage 4 Guide | St George’s International School, Luxembourg