Option booklet _Key Stage 4 Curriculum 2011-2013_v3

8/8/2019 Option booklet _Key Stage 4 Curriculum 2011-2013_v3

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Year 10 & 11 Curriculum 2011-2013

November 2010

Page 1

SouthIslandSchool

IntroductiontoYear1011Curriculum20112013

APractical

Guide

to

Year

9

Option

Choices


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Introduction ------------------------------------------------------------------------------------------------- Page 4

GCSE --------------------------------------------------------------------------------------------------------- Page 5Careers/ Making Choices/ Guidelines for the Choice of Option Subjects ------------ Page 6-8

The International Baccalaureate Diploma ----------------------------------------------------- Page 9-10International Diploma Programme ------------------------------------------------------------------ Page 11Foundation Diploma Programme -------------------------------------------------------------------- Page 11

English ------------------------------------------------------------------------------------------------------- Page 12Mathematics -------------------------------------------------------------------------------------------- Page 13-14Science ------------------------------------------------------------------------------------------------------- Page 15Learning Futures ----------------------------------------------------------------------------------------- Page 16C.A.S. -------------------------------------------------------------------------------------------------------- Page 17Enrichment Programme ------------------------------------------------------------------------------- Page 18

Physical Education ---------------------------------------------------------------------------------- Page 19-20

Art and Design (Fine Art) -------------------------------------------------------------------------- Page 21-22Design & Tech: Resistant MaterialsDesign & Tech: Product DesignDesign & Tech: FoodDesign & Tech: Textiles ---------------------------------------------------------------------------- Page 23-25

Information Communication Technology ---------------------------------------------------- Page 26-28Film and Media: Media Studies ----------------------------------------------------------------------- Page 29Performing Art: Drama ----------------------------------------------------------------------------- Page 30-31Performing Art: Music ----------------------------------------------------------------------------------- Page 32

Content

The Core

The Arts

Core and Extension

Year 12 & 13 Curriculum Pathways


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Ecobus: Business Studies ----------------------------------------------------------------------------- Page 33Economics -------------------------------------------------------------------------------------- Page 34

Global Perspective ---------------------------------------------------------------------------------- Page 35-36Geography ---------------------------------------------------------------------------------------------- Page 37-38History -------------------------------------------------------------------------------------------------- Page 39-40Religious Studies ------------------------------------------------------------------------------------- Page 41-42Psychology -------------------------------------------------------------------------------------------- Page 43-44

Chinese/Mandarin ------------------------------------------------------------------------------------ Page 45-47French/ Spanish/ Japanese ------------------------------------------------------------------------Page 48-52Study Skills ------------------------------------------------------------------------------------------------ Page 53

Individual Needs -------------------------------------------------------------------------------------- Page 54-55

Individuals in Society: Options

Languages Options

Alternative Options


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Dear Students & Parents,

The aim of this booklet is to provide students and parents with information about the school

curriculum at South Island School. The curriculum in Years 10 and 11 builds upon the principles

underlying the Years 7, 8 and 9 curriculum. These arebreadth, balance, progression andcontinuity. Students in their first three years at South Island School experience a curriculum

comprising of studies in English, Mathematics, Science, Individuals in Society (Religious

Studies, History, Geography), Design Technology and the Creative Arts (Art, Music and Drama)

and the study of a language. The physical, social and emotional well being of students is

addressed through the Physical Education Programme and the Learning Futures Programme.

Furthermore the wide range of extracurricular activities available to our students allows them to

extend areas of interest outside the classroom.

The curriculum in Years 10 and 11 is divided into the core curriculum and the options

curriculum. The core is made up from English, Mathematics, Science, Physical Education

(P.E.), Learning Futures and the Enrichment electives. These are all compulsory subjects. Theoptions curriculum allows students to choose (within certain guidelines and resource

constraints) which additional subjects they study to GCSE examination level. About one third of

the timetabled time is given to these option subjects.

Making the right choices is extremely important. Certainly choosing subjects which the student

enjoys is an element to consider, as this is likely to enhance motivation and improve the

chances of success. However the principles of breadth and balance need to be maintained.

Students must bear in mind that decisions taken now could affect their choices when they reach

the Senior School, and in turn their eligibility for particular university or college courses. It is

important that no possible career paths are blocked because a key subject has been omitted.

This is one of the reasons that we ensure the breadth is maintained to the curriculum when the

students make their choices.

The purpose of this curriculum information booklet is to make sure that parents and students are

as fully informed as possible when making these important curriculum decisions. Our concern is

that each student should make the best possible choices as these are likely to influence their

future career.

If you have any enquiries about courses, please do not hesitate to contact the Head of Year or

Head of Middle School.

Yours sincerely,

Annette Chapman

Assistant Principal, Head of Middle School


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ESF ensures that the curriculum is a continuum from Year 1 in primary through to GeneralCertificate of Secondary Education (GCSE) in Year 11 at secondary school.

General Certificate of Education (GCSE) is the examination taken by all students in the UK at

the end of Year 11 and is a means of external assessment. At South Island School, students sit

either GCSEs or IGCSEs (International General Certificate of Education).

Most of the courses outlined in this document lead to a GCSE/ IGCSE examination. Results of

these examinations are graded from G to A/A*; A/A* being the highest. Normally at least a

grade C is a requirement for a student to continue studying that particular subject at post 16.

South Island School is a centre for a number of UK Examination Boards. The examination board

used is shown for each subject.

EDEXCEL - Edexcel Foundation (University of London)

CIE - Cambridge International Examinations for IGCSE (International GCSE)

WJEC - Welsh Joint Education Council

AQA - Assessment and Qualifications Alliance

Some GCSE and IGCSE examinations incorporate assessment of coursework as a proportion

of the final examination mark. This proportion varies from subject to subject. Coursework is

marked by the teacher and the marks are then moderated by the examination board.

Orals form part of the examination in Languages; in Science there are assessments of practical

work involving investigations.

The emphasis of GCSE examinations is on allowing students to show what they understand and

'can do' rather than attempting to find gaps in their knowledge and understanding.

Please note that parents are responsible for paying the examination board fees for

examination entries. The entries are made by the school and parents are subsequently billed

for the costs. In 2010 the cost of entry for most GCSE subjects was $580 but some were more.

In round figures, the standard bill for GCSE subjects at the end of Year 11 is around $6,000.

Head of Middle SectionMrs. M.A. Chapman

GCSE


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What will you be doing in the year 2025? Will you be married and have a family? Will you be

working full time or part time? How much time will you spend at home, at work, playing sport,travelling, surfing the NET? Do you picture yourself as a smartly dressed tycoon? Do you see

yourself as a doctor working in the developing world? Do you see yourself as a Buddhist monk

or nun?

Congratulations if you know the answers to these questions. If you don't know then you are a

normal, slightly bemused, perhaps anxious Year 9 student who is confronted with the problem

of subject choice for GCSE.

So - which courses do you choose at GCSE? Remember that your feelings, aspirations and

career direction in the future may (and almost certainly will) be different from what they are

today. Therefore - CHOICES THAT MAINTAIN BREADTH AND BALANCE WILL KEEP YOUROPTIONS OPEN. If you have a balanced programme then it is unlikely that any future career

path will be closed to you.

You should also consider your aptitudes for particular subjects and your individual interests

when choosing your courses for GCSE. This is essential since you wish to enjoy your two year

programme of study in Years 10 and 11 and be successful.

Sources of help: -

The Careers Teachers Mr. M. Campion have lots of information on course options and

subjects needed for particular careers. The Careers Centre is on the sixth floor in the IB Centre.

Subject Teachers- can tell you what is involved in taking their subject for the next two years.

Yourself-consider the following:

Your talents- in what subjects do you perform best?

Your interests- what subjects do you enjoy?

Form Tutor- will help and advise you throughout the Option Choice Process.

Career

Making Choices


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Your career plans(if any) - what do you want to do?

- what subjects do you need for that career/degree?

Balance - will my choice allow me to change career direction?

- does my choice keep open many careers?

- have I selected a subject from each curriculum area?

Head of CareersMr. M. Campion

All students study

The Core(34 hrs per 2 wks)(English, Maths, Science, PE, Learning Futures & Enrichment Programme)

Andsubjectsfrom theOptionssection (16 hrs per 2 wks)

Within the option subjects chosen by each student it is recommended that there be:

one Individuals in Society subject from: Economics, Business Studies, Geography,History, Religious Studies or Global Perspective. These subjects can be studied as an abinitio subject in Year 12 and 13.

oneArts/ Technologysubject from: Art, or Design & Technology (Resistant Materials), orDesign & Technology (Graphic Products), or Design & Technology (Food) or Design &Technology (Textiles), or Drama, or Music, or Media Studies or Information CommunicationTechnology (ICT). These subjects need skill acquisition if they are intended to be studied ata higher level.

oneModern Foreign Language from: Chinese / Mandarin, French or Spanish. This is asubject that requires skill acquisition if they are to be continued in Year 12 and 13.

Important notes about language options:

Those students who have been doing French or Spanish after school during Period 4a

as well as Chinese during school hours in Year 9 will continue with this arrangement

until they take their IGCSE exams. Early entry will be considered depending on each

students individual situation. Parents will be informed if this is to be the case.

Guidelines for the Choice of Option Subjects


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There will be a possibility for those students who opted to study Chinese only in Year 9

to return to French or Spanish IGCSE (the language they studied in Years 7 and 8).


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The Senior School Diploma pathways provide opportunities for a broad, balanced, internationaleducation. They require students to increasingly take responsibility for their personal learning.

Our programmes:

Meet entry requirements for a broad range of university and tertiary institutions aroundthe world.

Support all students in attaining their educational goals. Our admission policies are notselective and are supported by the Individual Needs Department.

Provide a wide range of courses and differentiated pathways.

There are three different Diploma pathways of study offered at South Island School for studentsaged between 16 - 19.

The International Baccalaureate Diploma

The International Diploma

The Foundation Diploma

Aims and Objectives of the IB Diploma Programme:

The IB Diploma Programme is a leading, internationally recognised pre-university qualification.

It is a symbol of academic excellence worldwide. Students who study the IB DiplomaProgramme demonstrate a strong commitment to learning, both in terms of the mastery of

subject content and in the development of wide-ranging skills. They are also encouraged to

appreciate the universal value of human diversity and its legitimate boundaries, while at the

same time understanding the common humanity that we all share.

This is the most common route through years 12 and 13 and is one that requires a strong set of

results at GCSE level.

The aims of the IB Diploma Programme are to:

Provide an internationally accepted qualification for entry into higher education Promote international understanding Educate the whole person, emphasizing intellectual, personal, emotional and social

growth Develop inquiry and thinking skills, and the capacity to reflect upon and to evaluate

actions critically

The International Baccalaureate Diploma

Year 12 & 13 Curriculum Pathways


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The IB Diploma Programme ensures a balanced curriculum through the hexagon. Students

select one subject from each group (see diagram below). In addition, students must also study

the compulsory core, made up of the extended essay, theory of knowledge and a CAS program.


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CURRICULUM

PATHWAYS

The International Diploma is an alternative to the I.B. Diploma. This programme is a rigourous

two-year advanced level curriculum designed for students who prefer a more practical, real-world approach to their learning. At the heart of the International Diploma are BTEC (Business

and Technical Education Council) courses enabling students to obtain the equivalent of 3 U.K.

A-Levels with a maximum of 360 UCAS points. These BTEC courses are recognized by a range

of tertiary institutions world-wide and have externally moderated assessments. They are built to

accommodate the needs of employers, allow progression to university and are assessed

through case studies and projects with students expected to analyse and improve their own

performance as required in any workplace. Each student will major in one BTEC subject and

minor in another. There are also other courses to Advanced Supplementary Level on offer. They

will also be required to fulfill the IB CAS requirements, take part in the schools sport and leisure

programme, and undertake work experience.

The Foundation Diploma provides a breadth of learning and practical experience. The

progression for these students is meant to be towards further learning, work experience and

preparation for fully enhanced adult living. There is a clear and progressive pathway to further

education in Hong Kong and abroad. There are no GCSE entry requirements for the Foundation

Diploma.

International Diploma Programme

Foundation Di loma Pro ramme


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English Language and English Literature are part of the compulsory core curriculum and are

taken as two separate examinations.

You will develop your skills in speaking and listening, reading and writing in order to

communicate accurately, appropriately and effectively. You will read a wide range of non-fiction

and fiction texts including those from a variety of media. This will enable you to understand and

respond appropriately to what you hear, read and experience as well as enjoy and appreciate a

variety of language texts. You will have the opportunity to write in different forms in order to

learn how to adapt the style of your writing for different purposes and audiences. The course

aims to promote personal development and an understanding of yourself and others.

Assessment:

In November of Year 11, there will be an exam (2 hours) worth 70% of your total mark based on

your reading and writing skills. Part of the exam will be based on work prepared from a specified

language anthology. In addition, you will submit two pieces of written coursework worth 20% of

your total mark. This will be based on a specified anthology of fiction texts as well as a piece of

personal writing. 10% of your total marks will be based on speaking and listening coursework

which will consist of a group discussion and an individual talk.

The literature course aims to give you the opportunity to engage with and respond to literarytexts from around the world and develop a critical appreciation of the writers craft. You will

explore literature of a number of cultures and be required to complete both written and spoken

coursework based on the texts studied; coursework includes critical and empathic pieces of

writing and a recorded conversation with your teacher on a text. You will be encouraged to find

enjoyment in reading literature and understand its influence on individuals and societies.

Assessment:

There will be two exams worth 50% of the total mark based on your study of one prose text and

a response to an unseen prose or poetry extract, which will be sat in May 2012.

In addition, you will produce a coursework portfolio based on a series of texts studied, including

a play and a poetry anthology. This coursework comprises two written assessment tasks and an

oral assessment. All coursework comprises 50% of the total mark.

Teacher in charge:Ms. S. Rodgers

The Core - English

IGCSE Edexcel International ENGLISH LANGUAGE

IGCSE Cambrid e International ENGLISH Literature


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The IGCSE course followed by all students in Years 10 and 11 (for six hours per fortnight), is

examined by EDEXCEL International and is a continuation of the mathematics course that the

student follows in Key Stage 3 at South Island School.

Key subject aims:

To develop a knowledge and understanding of mathematical concepts and techniques To give students a foundation in mathematical skills for further study in the subject or

related areas To enable students to enjoy using and applying mathematical techniques and concepts,

and become confident in using mathematics to solve problems To give students an appreciation of the importance of mathematics in society,

employment and study.

Knowledge, skills and understanding

This Edexcel IGCSE in Mathematics requires students to demonstrate application and

understanding of the following.

NumberUse numerical skills in a purely mathematical way and in real-life situations.AlgebraUse letters as equivalent to numbers and as variables.

Understand the distinction between expressions, equations and formulae.Use algebra to set up and solve problems.Demonstrate manipulative skills.Construct and use graphs.GeometryUse properties of angles.Understand a range of transformations.Work within the metric system.Understand ideas of space and shape.Use a ruler, protractor and compasses appropriately.Understand the basic ideas of statistical averages.Use a range of statistical techniques.

Use basic ideas of probability.

The Core - Mathematics

Mathematics IGCSE Edexcel


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Assessment:

This Edexcel IGCSE qualification is comprised of two externally assessed papers taken at the

end of Y11 for most students.

Students are entered at either Foundation Tier or Higher Tier.

Questions in the Foundation Tier paper are targeted at grades in the range C G. The highest

grade which will be awarded at Foundation Tier is grade C.

Questions in the Higher Tier paper are targeted at grades in the range A* D. There is a safety

net grade E for students who narrowly fail to achieve grade D.

There is no coursework component to this course.

We offer the Additional Maths IGCSE to selected students.

This syllabus is intended for high ability candidates who have achieved, or are likely to achieve,

grade A*, A or B in the IGCSE Mathematics examination. IGCSE Additional Mathematics

enables students to extend the mathematical skills, knowledge and understanding developed in

the IGCSE Mathematics course and use skills in the context of more advanced techniques. The

syllabus has only Pure Mathematics content which enables students to acquire a suitable

foundation in mathematics for further study in the subject. Knowledge of the content of theIGCSE Mathematics syllabus (or an equivalent syllabus) is assumed.

Assessment is in May/June of Y11, and comprises of two examinations, each of two hours in

length.

There is no coursework component to this course.

There is one tier of entry and grades A* to D are awarded.

Teacher in charge:Dr. Daniela Vasile

Additional Mathematics IGCSE (Cambridge)


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The Edexcel IGCSE Science Course occupies five periods per 2 weeks. It takes approximatelytwo-thirds of the subject content of each of the Edexcel IGCSE single sciences (Biology,Chemistry and Physics), and combines them into an IGCSE in Science (Double Award)specification worth two IGCSEs. It is designed to be an interesting and inspiring modernspecification. Some students may be entered for triple award. There may be the possibility forsome students to take single award. This 2-year course has been designed to set the content,ideas skills, processes and applications of Science in a broad context. The course sets out tomake students aware of the interrelationships between the main areas of Science.

Although this two year Science course can be seen as a self-contained unit, it should also be

seen as the final two years in an integrated and coherent Science Curriculum which all students

at South Island School undertake in years 7 to 11.

The syllabus is well suited to our students because it has been designed to enable students to:

acquire a systematic body of scientific knowledge and facts, and an understanding ofscientific concepts, principles, themes and patternsappreciate the practical nature of science, acquiring experimental skills based on correct andsafe laboratory techniquesappreciate the importance of accurate experimental work to scientific method and reportingform hypotheses and design experiments to test themsustain and develop an enjoyment of, and interest in, the scientific worldappreciate the significance of science in wider personal, social, environmental, economic andtechnological contexts, and consider ethical issues

select, organise and present information clearly and logically, using appropriate scientific termsand conventionsprepare for more advanced courses in each of the three scientific disciplines which comprisethis specification.

Content of the CourseThere are units covering Biology, Chemistry and Physics.

AssessmentStudents are awarded a double certificate at the end of the course, i.e. this subject counts astwo GCSEs.

The course is assessed by written examinations at the end of the course. There is no tieringsystem of examinations.

Teacher in charge:Mr. J. Benton, Ms. S. Cowland, Ms. S. Pescod

The Core Science


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South Island School is committed to the importance of personal and social education.

The aims of the Learning Futures programme at South Island School are to develop in

students:

Emotional intelligence Self awareness and self knowledge Understanding of how values underpin attitudes and behaviour Interpersonal Skills Empathy Self-esteem Knowledge of a range of personal, social and development issues. Enquiry Based Learning

The LF programme at South Island School is relevant to students' needs, and takes into

account the society in which they live. The programme underpins the school pastoral system

and offers support to the school aims. The achievement of these aims will ensure that the

school is a place where effective learning and the acquisition of skills can take place.

In all Key Stages there is a broad and balanced programme, which interests and stimulates

students and helps to provide them with the guidance they need to be prepared for adult life.

The LF programme will raise students' confidence, and help them to develop interpersonal,

social skills and communication skills, all of which are vital in preparing students for adult life.

In Year 10 & 11 the following wide range of topics are taught:

Media, manufacturing consent, ideology, identity, consumerism, branding, fair trade, enterprise,economic well being, financial capability, managing impulses, drug education, health - balanceand excess, democracy, justice, injustice, abuse, human rights, personal rights andresponsibilities, leadership and community.

Enquiry based learning is central to the Learning Futures course. Each unit is design to providestudents with the opportunity to engage in mini structured enquiries leading to more openenquiry based learning as the year progresses.

All students are given the opportunity within lesson to reflect on the lesson and to assimilate theknowledge, skills and practices they have learnt. Students are expected to further reflect on theissues discussed of outside lesson time.

Teacher in Charge:Ms. V. Butcher

The Core: Learning Futures


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CAS is used to refer to the three main types of non-academic involvement which are seen asimportant parts of a balanced education. The categories are:

Creativity -------------- Personal Initiative, Expressive and Performing Arts

Action ------------------ Physical Exertion and Involvement, Training and Sports

Service ---------------- School and Community Service, Helping Others, Volunteer Work, Serviceto Charity Organisations

We expect everyone in Years 10 & 11 to commit to no less than 20 hoursof involvement in

each area of CAS. Students are required to keep a CAS journal which is discussed with their

tutors. The Enrichment Programme and Focus Week help students to obtain some of therequirements.

The CAS programme aims to challenge students to make mature commitments and to help

them to develop the following:

A sense of values which includes generosity and concern for others A spirit of open-mindedness, experiential learning and discovery and self reliance A sense of responsibility towards all members of the community Attitudes such as determination, commitment, initiative and empathy

Why do students take part in CAS?

Our school has always had great pride in its students and what they achieve. Most of our

students get brilliant results in their exams and get awards, scholarships and prizes for

excellence in many areas.

We also feel that measuring success in terms of what our students achieve in the fields of

creative, action and service is as important as academic certificates. We feel that truly

successful people are those who are caring towards others and who are interested in helping to

make a better community for everyone. We believe that the CAS programme will help students

to gain skills and have experiences which will help them become successful citizens.

Head of Middle SectionMrs. M. A. Chapman

The Core C.A.S.


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The Enrichment Programme embraces the requirements of CAS and enables students to

recognise that there are many opportunities to learn about life, self and others, and to inspireconfidence, determination and commitment.

The electives provide enrichment to the school curriculum and are not designed to add to the

already heavy work load that the students will have in their examination years. Some electives,

such as First Aid, are compulsory. Hong Kong Award for Young People (HKAYP) can be

followed over 2 terms.

Each of the electives will be providing a 10 hour experience. Electives such as first aid and

counseling skills will be delivered by external agencies.

Student choose their Year 10 electives at the end of Year 9 and Year 11 electives will bechosen at the end of Year 10.

Examples of Year 10 electives include:

First Aid (compulsory) HKAYP (two terms) Photography and using Photoshop Leading Environmental Awareness Peer Counselling Skills Writers Craft Environmental Awareness Yoga Dance Wall Climbing Language enrichment in French & Spanish Tournament of Minds

Head of Middle SectionMrs. M. A. Chapman

The Core Enrichment Programme


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Aim:

Physical Education in Year 10 and Year 11 will build upon the foundations laid at Key Stage 3.

Students will have the opportunity to:

develop and apply their knowledge, skills and understanding of physical educationthrough selected practical activities

develop their knowledge and understanding of the different factors that affect participationand performance and demonstrate their relationship

promote their understanding of the health benefits and risks associated with taking part inphysical activity

develop the skills necessary to analyse and improve performance

STRUCTURE

All students in Year 10 and Year 11 follow a Physical Education Programme for 2 periods a

week. Students must choose either:

Working towards getting a GCSE in physical education.

A mixture of practical and theoretical modules.

The students will have 1 hour practical and 1 hour theory per week.

ASSESSMENT:

PRACTICAL MODULES

COMPULSORY - Swimming, Badminton, Basketball, Fitness, Rounders,

Personal Survival

OPTIONS - Trampolining, Waterpolo, Basketball, Netball, Rock-climbing,

Volleyball, Table Tennis

THEORY MODULES1. Healthy Active Lifestyle

2. Your healthy, active body

NB: Students can also be assessed in activities done outside of school

time (e.g. rugby, football, skiing, etc.)

GCSE PHYSICAL EDUCATION

Core & Extension Physical Education


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Practical modules only.

Each module will consist of 4 weeks practical.

PRACTICAL MODULES

COMPULSORY - Swimming, Badminton, Basketball, Trampolining,

Rounders, Athletics, Fitness

OPTIONS - Waterpolo, Basketball, Dance, Football, Rugby, Rock-

climbing, Netball, Softball, Ultimate Frisbee, Tennis, Hockey

Teacher in charge:Mr. D. Slethaug

Non-exam class. Grades DO NOT o towards GCSE


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The GCSE Fine Art syllabus allows for a wide range of responses and working styles. Students will handle arange of media and will experienceDrawing, Painting, Collage, Mixed Media, Printmaking and possibly 3Dworkduring the 2 year GCSE course. Units will be taught thematically and each Unit will include extensive andintegrated use of the Workbook or Journal as well as larger scale practical work produced in the Art studios.At the start of year 10, students will follow prescribed introduction to media, technique, concept and analysis inorder to build confidence and skills. Gradually, as the course develops and confidence builds, students will begiven more freedom to explore their own ideas for the development of their work. The coursework Unit, calledthe Personal Portfolio, will be completed throughout Year 10 and up until Christmas of Year 11. The exam Unit(the externally assessed assignment) will be produced during the remainder of Year 11. Selected work fromthe Personal Portfolio will be presented for final assessment along with the ESA toward the end of Year 11 in

the annual SIS Art Exhibition.

The GCSE Art course is rigorous and demanding. Students who are considering this option must bewilling to respond to challenges and push themselves hard. These are the only entry requirements forthis course.

The Assessment Objectives for Art will be covered in each Unit of work. They are as follows:-Assessment Objectives Edexcel GCSE Art In basic terms: Worth

AO1 Developtheir ideas through investigations informed by

contextual and other sources, demonstrating analytical

and cultural understanding

EXPERIMENT,

TRIAL AND

DEVELOP

25%

AO2 Refinetheir ideas through experimenting and selecting

appropriate resources, media, materials, techniques

and processes

REVIEW AND

REFINE

25%

AO3 Recordideas , observations and insights relevant to

their intentions in visual and/or other forms

RECORD 25%

AO4 Presenta personal, informed and meaningful

response demonstrating analytical and critical

understanding, realizing intentions and, where

appropriate, making connections between visual,

written, oral or other elements.

CREATE WORKS

BASED ON

AO1+2+3

25%

The Arts Art and Design (Fine Art)

Art and Design (Fine Art) GCSE Edexcel


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GCSE Art AssessmentPaper Component Worth Method of

assessmentRequirements When?

1 Unit 1The Personal

Portfolio

60% Internally setInternally marked

Externally moderated

Must show evidenceof ALL assessment

objectivesMust include work

journal

Year 10Term 1,Year 11

2 Unit 2The ESA externally setassignment

40% Externally setInternally markedExternally moderated20hrs preparation time10 hours timedexamination

Must show evidenceof ALL assessmentobjectivesMust include work

journal

Term 2+3Year 11

POSSIBILITY OF AS LEVEL?

We intend to monitor students performance closely during Term 1 of this course, with theintention of offering AS Level Fine Art entry to students who show the potential toachieve a reasonable level at AS by the end of Y11. In this class, there could be GCSEand AS Level running simultaneously. Yr 12 students may be able to select this optionas well as Y10 students. There could be vertical teaching within this grouping.All decisions on entries will be made carefully and with full consultation and negotiation.

Edexcel syllabi (course specifications) are available for GCSE and AS Fine Art on theEdexcel website:www.edexcel.com

Teacher in charge:Ms. K. Grierson


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What is GCSE Design & Technology all about?

Firstly, you must decide which material area you wish to specialize in. You can only select one

area. You have a choice of:

Product Design

Resistant Materials Technology

Food Technology

Textiles Technology

You will then apply this knowledge and understanding when designing and making 3D productsand an A3 portfolio of design work.

Materials and components

Production processes

Industrial processes

Will I enjoy the course?

You will enjoy this course if you want to study a subject that:

is both creative and technical

is relevant to the consumer society you live in

encourages you to be a discerning consumer

enables you to design and make products

places an emphasis on practical work

develops a full range of skills that will be useful in other subjects you study and in

employment.

How does it follow on from what I have learned before?

In Year 7-9 you have had a wide experience of all material areas. You have produced small

scale products and design folders using all these materials.

The Arts Design and Technology Studies


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The GCSE in Design and Technology allows you to decide which material area you feel best

suits your own particular skills and attributes.

You will produce products and design folders and be examined on your knowledge and

understanding in your chosen area. However the products and folders will be larger or moresophisticated than the Key Stage 3 projects and you will have a lot more time to design and

produce products, and develop an in-depth understanding of the materials and processes within

your chosen area.

What other skills might I develop?

The course places an emphasis on the design and manufacture of quality products. You will be

required to look at commercial products and form to their ability to satisfy consumer needs.

You'll also be asked to consider how those needs relate to moral, social, ethical and

environmental issues.

The designing process allows you to develop skills of problem solving and lateral thinking as

well as developing communication techniques using a variety of media including the use of ICT.

The making process allows you to explore and practise a wide variety of traditional and modern

manufacturing techniques. It develops your understanding of the working properties of a range

of materials.

Above all, it encourages you to be imaginative and experimental when combining materials and

using or developing processes. You will build confidence in your ability to work with materials to

produce quality products.

Assessment:

There will be one exam at the end of your course worth 40% of the total marks.

The coursework is the major part of the Design and Technology course. It accounts for 60% of

the total marks. You may decide on the project topic yourself or you may be given guidance by

your teacher.

You will be expected to produce a 3D product in your chosen material area with an

accompanying A3 design folder of around 20 pages.

Example coursework projects have been prepared by our Design and Technology Departmentto give you a guide to common approaches and good practices.

You will be given a grade from A* to G which includes both the exam and coursework results.


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What could I do next with a GCSE in Design and Technology?

The GCSE course in Design and Technology provides a good foundation for the study of

Design & Technology at IB level. Alternatively if you wish to pursue a career in an art and

design related field then you can elect to study BTEC Level 3 Product Design or BTEC Level 3Fashion & Clothing. GCSE Design and Technology is an important foundation for many

jobs and courses you may pursue in employment or further or higher education such as:

Food Technology - Food Science, Nutrition, Dietetics, Food Management, Education, FoodMarketing, New Product Development, Hospitality and Food ManagementResistant Materials - Product Design, Mechanical Engineering, Product Development,Furniture Design, Industrial Design, Interior Design, Materials Science, Structural Engineering,ArchitectureProduct DesignIndustrial and Product Design, Architecture Graphic Design, Interior Design,Furniture Design, CAD/DAM, Art and Design, Advertising and PromotionTextiles Technology - Fashion Design, Textile Print Design, Interior Design, Theatrical

Costume Design, Textile Science, Retailing, Marketing & Merchandising, Fashion Buyer,Fashion Journalism, Art & Design

Are there any additional costs?

Students will be expected to contribute towards the cost of additional materials used in the

design and technology subjects for the GCSE Major Project. It is expected that this would be no

more than $500. Also students studying Food Technology, Textiles Technology, Product Design

and Resistant materials will be required to purchase a graphics kit which will be available from

the school.

More information and examples of student work can be found from the following teachers:

Teacher in chargeResistant Materials:Mr. M. Weaver

Teacher in chargeProduct Design:Mr. T. Oliver

Teacher in chargeTextiles:Ms. V. Benson

Teachers in chargeFood Tech:Ms. C. Williams and Ms J. Smith


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Information Communication Technology is an optional subject for Key Stage 4 at SIS

The Aims of the Qualification

The aims are to:

1. help students to develop and consolidate their knowledge, skills and understanding inInformation and Communication Technology;

2. encourage students to develop further as autonomous users of Information and

Communication Technology;3. encourage students to continue to develop their Information and Communication

Technology skills in order to enhance their work in a variety of subject areas;4. provide opportunities for students to analyse, design, implement, test and evaluate

Information and Communication Technology systems;5. encourage students to consider the impact of new technologies on methods of working in

the outside world and on social, economic, ethical and moral issues;6. help students to grow in their awareness of the ways in which Information and

Communication Technology is used in practical and work-related situations.

Assessment Objectives

The two assessment objectives in Information and Communication Technology are:

Practical Skills (60%) Knowledge and understanding (40%)

Practical SkillsStudents should be able to:1. use e-mail and the Internet to gather and communicate information;2. use word processing facilities to prepare documents;3. use database facilities to manipulate data to solve problems and represent data

graphically;4. integrate data from different sources into a single document or report;

5. produce output in a specified format;6. use a spreadsheet to create and test a data model, extracting and summarising data;7. represent data as information in a variety of chart formats;8. create a structured website with style sheets, tables and hyperlinks;9. create and control an interactive presentation.

The Arts Information Communication Technology

ICT IGCSE (Cambridge CIE) Specification Number: 0417


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Knowledge and Understanding

Students should be able to demonstrate knowledge and understanding in relation to:

1. the functions of the main hardware and software components of computer systems;2. the networking of information-processing systems;3. the ways in which information and communication technology is used and the effects of its

use;4. the stages and methods of system analysis and design;5. computing terminology.

Scheme of assessment

All candidates will be entered for Papers 1, 2 and 3.

Paper 1 (2 hours)

A written paper of 120 marks assessing the skills in Knowledge and Understanding.

The paper will contain mainly questions requiring a short response, a word, a phrase or one or

two sentences, although there will be some questions requiring a more extended response.

There will be no choice of questions. The questions will test sections 1 - 8 of the curriculum

content.

Paper 2 (2 hours 30 minutes)

A practical test assessing skills in Practical Skills 1 - 5

Paper 3 (2 hours 30 minutes)

A practical test assessing skills in Practical Skills 6 - 9

Curriculum Content

The curriculum content is set out in eight interrelated sections. These sections should be read

as an integrated whole and not as a progression. The sections are as follows:

1. Components of a Computer System2. Input and Output Devices3. Storage Devices and Media

4. Computer Networks5. Data Types6. The Effects of Using IT7. The ways in which IT is used8. Systems Analysis and Design


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Admission

Admission is open to all students however those who find written exams challenging are

particularly welcome as 60% of the final mark is allocated to practical skills.

Students who entered the Edexcel short course ICT in year 9 are equally eligible for this course.

Further Information

http://www.cie.org.uk

http://www.igcseict.info

http://www.teach-ict.com/gcsehome.html

Teacher in charge:Mr. T. Lee


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The mass media forms an important part of contemporary society. They provide us with

information and entertainment and increasingly offer opportunities for collaboration with the

huge success of You Tube, Facebook, Flickr, etc. The ability to read, evaluate and create media

texts is of ever more crucial significance in the new millennium than at any other time in human

history.

The course aims to provide students with the tools that they need to make sense of the media

surrounding us and exploit its potential as maker of texts. We will analyse a range of texts,

drawn from television programmes, pop music, magazines, newspapers, movies, advertising

and the internet. In addition, the key concepts of representation, genre, narrative, mediaconvergence, synergy, audience and institution underpin the course and are studied in detail.

Students are encouraged to develop the skills required to produce as well as read media texts,

and we have a dedicated suite of computers running Adobe Photoshop and as well as i-MACs

running, i-MOVIE & Final Cut Pro Studio, Premiere Pro to enable them to do this.

With IB Film Studies already offered from 2007 onwards, at post-16 level, it is crucial to develop

the practical skills required at GCSE. The key topics for the final examination in 2011 will be

Music Videos and the study of fan Websites.

Students at SIS already take media modules as part of their English syllabus in years 7, 8 and

9, whilst one key unit in Learning Futures is dedicated to the development of media literacyskills in each year group, so this should give students an informed sense of what Media studies

is about

It is a challenging course, requiring equal parts analytical and creative skill, and a high degree of

commitment, as practical work can be time consuming. Students need to be confident working

in an ICT environment and will learn how to use Adobe & Apple products with confidence.

Good English skills are also advantageous, as a large part of assessment is based on written

analysis and evaluation. Students are encouraged to be freethinkers, exploring creative

possibilities via the coursework assessments, whilst developing a sophisticated, analytic critical

eye.

Assessment:

The course is assessed via a final examination (40%) and a coursework portfolio (60%).

Coursework involves two textual investigations plus the planning and execution of a practical

production.Teacher in charge:Mr. I. Williamson

The Arts Film and Media

Media Studies GCSE (WJEC)


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What is GCSE Drama all about?

GCSE Drama is all about understanding what it is like to put yourself in someone else's shoes.

You will play many parts in different imaginary situations. You will have the opportunity to create

your own work as well as look at plays written by other people.

The GCSE Drama course is in three parts:

InUnit 1 of the course you will use Drama to express your feelings and ideas about a range of

issues, using Drama specific vocabulary.

In Unit 2of the course you will look at a play to see how a playwright expresses their ideas

about a theme or topic and explore ways of making the play work on stage, with understanding

of Drama practitioners.

InUnit 3 of the course you will have the choice of being involved in the performance of a play

from an existing script or one you can create yourself.

Will I enjoy this course?

You will enjoy this course if you want to study a subject that is both practical and creative. You

may have done some acting before or helped out backstage on a production. You may have

always wanted to have a go at making a play, performing, making costumes, building a set or

operating the lights but never had the chance. You will enjoy this course if you enjoy working as

part of a team as Drama involves a lot of group work.

How does it follow on from what I have learned before?

GCSE Drama follows on from drama work that you may have done at Key Stage 3. You will

develop your improvisation and acting skills to a higher level. You will also look at plays in more

detail and look at different ways of bringing a script alive on stage.

What other skills might I develop?

As well as acquiring the skills involved in creating and performing Drama, you will also be able

to acquire skills in working with others, problem solving and communication. You will also find

that Drama will help you feel more self-confident and prepare you to deal with a range of

different situations and people.

Drama GCSE (Edexcel)

The Arts - Performing Arts: Drama


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What could I do next with GCSE Drama?

There are many things you can go on to do with a GCSE in Drama. If you are unsure about

what to do next, the best thing to do is to speak to your Drama teacher who will know about the

choices on offer.

You could go on to take a post-16 IB Diploma in Theatre.

You may wish to take a GCSE in Drama for its own sake, perhaps to form the basis of a future

interest or as part of a range of other subjects. Or you might wish to go into a job where it is

useful to have had experience of Drama, or where you will need to use some of the skills

developed during this course. These might include careers in such fields as retail, travel and

tourism, sales and marketing or any career that involves meeting people face to face. The study

of Drama can help you develop transferable skills you can take into any career or job.

Assessment:

The examination for GCSE Drama is a practical performance. It is worth 40% of the total marks.

You will take part in a play that you have created as a group or rehearsed from a script. You can

either be examined on your acting skills in the performance or on your design and technical

skills (stage design, costume, masks and makeup, lighting or sound).

You will perform the play in front of an audience examiner will be present at one of the

performances.

Coursework:

The coursework part of the GCSE Drama course, worth 60% of the total marks, consists ofpractical performance work and written evaluations focusing on development and reflection

phases. During your course you will take part in 2 different workshops that will be marked by

your teacher. In one of the workshops you will use all that you have learnt about Drama to

explore your responses to a range of material presented to you by your teacher. In the other

workshop you will explore a play and show your understanding of Drama by taking part in a

number of exercises based on the play. You will be assessed on your practical work and on the

supporting notes you keep during the workshops.

You can achieve grades A* to G in GCSE Drama.

Teacher in charge:Ms. H. Cannon


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The Music IGCSE (Cambridge) builds upon the skills of listening, performing and composing

previously developed at Key Stage 3.

LISTENING AND APPRAISING (40%)

Students are taught to recognise, analyse and respond to music from different eras and regions.They study one Set Work and focus on the music of one country (currently Japan).

In the June of Year 11 candidates sit a 1 hour 15 min examination paper, responding to

questions on taped extracts of music.

PERFORMING (30%)

Students will take part in a variety of performances during the course. In the Autumn Term of

Year 11 each student is expected to record one solo performance worth 15% of the final mark.

An ensemble performance is also submitted for another 15% of the final mark.

COMPOSING (30%)

Students compose a range of different compositions during the two years of the course. In the

spring term of Year 11 the best two compositions are selected and submitted - each accounts

for 15% of the total mark.

Although the course is designed to meet the needs of students with varying degrees of musical

ability, it is undoubtedly an advantage for students to have some prior experience of playing an

instrument or singing. As a rough guide, in order to access A/A* grades students would

generally need to be around grade 4 standard in their principal instrument by the second term of

Year 11. It is highly recommended that the student has private individual lessons on their

instrument from a specialist for the duration of the course. Finally, students should be aware

that it is compulsory to take part in at least one of the musical activities organised by the music

department.

Teacher in charge:

Ms. D. Jones

Performing Arts Music

Music GCSE (Edexcel)


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This course is designed to give students a good understanding of the world of business. It

covers the main business organizations and their structure and national / international aspects

of their business decision making. The course provides an excellent background to the

business environment into which students will eventually enter.

As there is an overlap between this course and the IGCSE Economics course, no student can

study both. The major difference is that the business studies course adopts a more practical,

case study approach whereas the economics course is more theoretically based and looks at

wider economic issues.

Subject Content

This is divided into 5 sections:-

Business Activity and the Changing EnvironmentThe local, national and international context in which all businesses operate and make theirdecisions. The interdependence of all businesses and the implications of this for the way theywork.Human ResourcesRecruitment, training and motivation in business.Management, communications and internalorganization of businesses.Accounting and FinanceThe use of accounting and financial information as an aid to decision making in businessMarketingIdentifying and satisfying customer needs in a changing and competitive internationalenvironment.ProductionThe way organizations use and manage their resources to produce goods and services.

Assessment

This is a single level exam with one 2 hour paper consisting of a mix of multiple-choice and

short answer questions.

Teacher in charge:Mr. D Stevens

Individuals in Society EcoBus

Business Studies IGCSE


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This course is designed to provide students with the necessary economic skills and concepts

which will enable them to understand better the world we live in. Students will study the

theoretical and practical aspects of Economics both in the economy as a whole and in the main

forms of business and commercial units. The syllabus aims to prepare students to participate

more fully in decision making processes as consumers, producers and citizens.

Because of the overlap, students may not study this subject as well as the Business Studies

IGCSE.

Main areas of the syllabus:

1. The basic economic problem: scarcity and the exercise of choice2. The public and private sectors / competition3. Production4. Externalities5. The Market System6. The Labour Market7. The Role of the Government in an Economy8. Inflation9. Unemployment

10. Economic Growth11. International Trade12. Globalisation

Method of Assessment

This is a single level paper of 2 hours and 30 minutes. The written examination at the end of the

course consists of 4 data response questions with a mix of multiple-choice and short answer

questions.

Teacher in charge:Mr. D. Stevens

Individuals in Society EcoBus

Economics IGCSE(Edexcel)


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Global perspectives responds to a growing need for students to understand and embrace an

increasingly multicultural world. Global opportunities and challenges face young people as the

population becomes increasingly mobile.

This course aims to promote an international outlook and cross cultural awareness the tools

students need to move into a global market as global citizens. It raises awareness of global

themes and issues and it encourages skills such as independent thought and reasoning that are

skills invaluable to further study and employment.

Areas of Study

Students explore topics from local, national and global angles and develop their own personal

perspective. They research issues and evaluate possible courses of action.

Some of the areas of possible study:

Belief systems Fuel and Energy

Biodiversity and ecosystem loss Humans and other Species

Climate change Law and criminality

Conflict and Peace Technology and Economic Divide

Disease and Health Trade and Aid

Education for All Tradition, Culture and language

Employment Urbanisation

Family and Demographic change Water

Learners can also explore their own areas of study

Individuals in Societ Global Pers ectives

Global Perspectives IGCSE


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Assessment:

Assessment focuses on two sets of objectives:

Understanding: how students represent, analyse and evaluate issues.

Ability to reason critically, participate in constructive dialogue and collaborate with others

Description Weighting Nature of

Assessment

1. Portfolio Records of investigations into four different

global topics

50% Individual

2. Project Group work and collaborating with studentsfrom another country and culture

20% Individual 50%

Group 50%

3. Written

Paper

A 2 hour examination assessing skills in

reasoning and enquiry

30% Individual

Teacher in charge:Mr. R. Best


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Assessment:

The assessment of this qualification is through a 2-hour and 45-minute examination paper, set

and marked by Edexcel.

The single tier of entry will contain a variety of questions types, such as multiple-choice,

questions, short and extended answer questions, graphical and data questions and fieldwork

questions.

The paper will be a question and answer booklet and students have to answer:

two questions from a choice of three in Section A

two questions from a choice of three in Section B

one question from a choice of three in Section C.

Teacher in ChargeMs. A. Khalfaoui


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The ideas of the course

1. History is not a mass of correct information to be learned. It is an enquiry based upon

sources which examines the causes of, changes in, and attitudes to human activity.

2. History contributes to adolescents' development by helping them to:

(a) Understand the world into which they are growing up

(b) Understand how change has taken place through time

(c) Widen their sympathies by gaining insight into the points of view of people of different

times and places

(d) Interpret and enjoy the historical aspect of their own environment

(e) Think clearly about the sorts of evidence with which they presented in the news

media and other sources.

The syllabus aims to provide a course which will encourage interest, awareness and

enthusiasm for the subject. There is no rote learning. Much of the work is concerned with the

evaluation and interpretation of a wide range of evidence and the ability to analyse, detect biasand inconsistencies, to distinguish between fact, opinion, and judgement, and to reach

conclusions based on evidence.

The course covers the period from 1918 to the present and will involve a study of the following

topics:

The Development of Dictatorship: Germany 1918-45

The establishment of the Weimar Republic and its early problems The recovery of Germany 1924-29 The rise of Hitler and the Nazis Life in Nazi Germany The impact of the Second World War on Germany

Individuals in Society History

Modern World History IGCSE (Edexcel)


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Russia in Revolution 1914-24

Successes and failures in the First World War The February Revolution The Bolshevik seizure of power Civil War War Communism New Economic Policy

A Divided Union: Civil Rights in the USA 1945-74

McCarthyism and the Red Scare Civil Rights in the 1950s The impact of Martin Luther King and of Black Power Protest movements

Nixon and Watergate

Conflict, crisis and change: China 1934-1989

The triumph of Mao and the CCP 1934-49 Change under Mao 1949-63 The Impact of the Cultural Revolution Change under Deng Xiaoping The Development of the Democracy Movement

Assessment is by means of one externally assessed written examination paper (2 hours 30minutes).

Teacher in Charge:Mrs J. Mathieson


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The course builds upon the learning that has taken place during key stage 3 and forms a sound

(although not compulsory) basis for those wishing to progress onto IB Philosophy as well as

developing critical skills relevant to the compulsory IB theory of knowledge course. The course

provides an exciting opportunity to encounter, discuss and reflect upon issues that individuals,

societies and the global community are facing in the 21st century. Students will develop their

skills in critical thinking and the use of arguments and evidence to justify a viewpoint. Although

the course is useful in any career it may be of particular relevance to those students considering

medicine, law, media or journalism, politics, business, teaching, international relations or the

travel industry.

The Religious Studies department is committed to a policy of multicultural education and this

course offers equal opportunities for students irrespective of gender, religion, ethnic or social

background. The syllabus has, as far as possible, been chosen to reflect the interests and

cultures of students in the school.

Module One is entitled Religion and Life and focuses on personal, social and global issues

with an examination of Christian and other religious viewpoints. During this time students will

consider in depth the following issues:-

Belief in God:reasons to believe and reasons not to believe

The Family:including marriage, divorce and human sexuality Matters of Life and Death: medical ethics including abortion and euthanasia Religion and community cohesion:racial and gender issues

The above issues are examined at the end of the Year 10 course.

Module Two is entitledReligion and Societyand focuses on community and global issues with

an examination of Christian and other religious viewpoints. During this time students will

consider in depth the following issues.

Rights and responsibilities: voting systems and issues of authority, geneticengineering

Environmental and medical issues: environment issues, infertility treatments andtransplant surgery

Peace and Conflict: issues of conflict, grounds for going to war and the promotion ofpeace.

Crime and Punishment:the purpose of punishing crime and ethical issues surroundingcapital punishment, drugs and alcohol.

ReligiousStudiesGCSE(Edexcel)

Individuals in Society: Religious Studies


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Religious Studies is very well resourced at South Island School and has a strong tradition of

dynamic and creative courses that are both relevant to 21stcentury living and broadening in

scope.

Assessmentis by means of 2 examination papers. There is no coursework.

Paper 1 (1 hrs %) 50% taken at the end of Year 10

Paper 2 (1 hrs %) 50% taken at the end of Year 11

Teacher in charge: Ms. N Greenaway and Ms. D. Aird


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Psychology is a subject that encourages students to be inspired, moved and changed by

following a broad, satisfying and worthwhile course of study, which helps gain an insight into

related sectors, such as science, history, sociology, anthropology, law and medicine. The

curriculum of GCSE Psychology encourages students to develop a personal interest and

enthusiasm for Psychology and prepares them to make informed decisions about further

learning opportunities and careers choices.

Within this GCSE specification in Psychology students w ill be able to:

Study and engage in the process of Psychological enquiry

Be a critical and reflective thinker with enquiring minds, becoming aware of the significance ofPsychology

Acquire knowledge and understanding of how Psychology works and its essential role in society

Develop an understanding of the relationship between Psychology and social, cultural, scientificand contemporary issues, and its impact on everyday life

Develop an understanding of ethical issues in Psychology

Develop an understanding of the contribution of Psychology to individual, social and culturaldiversity

Develop a critical approach to scientific evidence and methods.

Students develop know ledge, understanding and skills in the follow ingcontexts:Core areas of Psychology: Biological, Social, Cognitive, Developmental and IndividualDifferences.

Application of Psychology: the use of Psychology to explain and influence everyday behaviorand experience, within appropriate, relevant, contemporary contexts.

Individuals in Society Psychology

Psychology GCSE (Edexcel)


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Students demonstrate knowledge, understanding and skills in the

follow ing areas:

Data , t heor ies and exp lana t i ons :

Collection of data from secondary sources, including the consideration of validity and reliabilityof evidence analysis and evaluation of qualitative and quantitative dataInterpretation of data to provide evidence for testing ideas and developing theoriesExplanations of behavior by developing and using scientific theories and models.

I nves t i gat i on and enqu i r y :

Planning to conduct a Psychological investigation and structure a hypothesisEvaluating design and ethical implications of Psychological enquiry.

Eva lua t i ve and i n t e rp re ta t i ve sk i l l s:

Recalling, analyzing, interpreting, applying and questioning information or ideas

Presenting information, developing arguments and drawing conclusions using Psychologicalconcepts, terminologies and conventions.

App l i cat i ons and imp l i cat i ons o f Psycho logy :

The use of contemporary Psychological developments and their benefits and drawbacksHow Psychological knowledge and ideas change over timeAppreciation of the implications of culture in Psychological enquiryRelationship of Psychological study to other areas of scientific enquiry and society as a whole

Assessment Overv iew

Teacher in charge:Ms S. Nicholas

Unit Title Topic Assessment Criteria % Weighting

Unit 1 Perception and Dreaming

Topic A- How do we see ourworld?

External ExaminationPaper consisting of multiplechoice and short answers*Stimulus provided(1hour 15mins)

60 marks available inexamination40%Topic B Is dreaming

meaningful?

Unit 2 Social and BiologicalPsychological Debates

Topic C - Do TV and videogames affect young peoplesbehaviour?

External ExaminationPaper consisting of multiplechoice questions, short answersand some extended writing1 hours 45mins

90 marks available inexamination60%

Topic D - Why do we havephobias?Topic E - Are criminals born

or made?


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These three courses are available as a continuation of Chinese studied in Year 9.

1. IGCSE Chinese as a First Language course( Code 0509 )is designed for students whose

mother tongue is Chinese. The aim is to develop students ability to communicate clearly,

accurately and effectively. Students learn how to employ a wide-ranging vocabulary, use correctgrammar, develop a personal style and an awareness of the audience being addressed.

Students are also encouraged to read widely, both for their own enjoyment and in order to

develop an appreciation of how writers achieve their effects. The syllabus also complements

other areas of study by encouraging skills of more general application.

Scheme of assessment: The assessment comes at the end of Year 11. All candidates take

Papers 2 and 3, and are eligible for the award of Grades A* to G.

There is no Paper 1 for IGCSE Chinese as a First Language course.

Paper 2 (60%): Reading and Directed writing (2 hours )

Paper 3 (40%): Continuous writing and usage (400-600 words)(1 hour 15 minutes )

IGCSE Chinese First Language is an appropriate pathway to build up a good foundation for IB

Chinese B Higher Level and possibly IB Language A Language and Literature (native level).

Modern Languages Chinese/Mandarin

CHINESE / MANDARIN1. IGCSE Chinese as a First Language (Cambridge)

2. IGCSE Chinese as a Second Language (Cambridge)3. IGCSE Forei n Lan ua e Mandarin Cambrid e


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2. IGCSE Chinese as a Second Language ( Code 0523 )is designed for students whose

Chinese skills are near mother tongue level. The IGCSE Chinese 0523 is recognized by

universities and employers as proof of knowledge and understanding of the language. The aims

are for students to

Develop the ability to use Chinese effectively for the purpose of practical communication

Form a sound base for the skills required for further study or employment using Chineseas the medium

Develop an awareness of the nature of language and language-learning skills, alongwith skills of a more general application

Promote their personal development

This syllabus assesses Reading, Writing and Speaking.

The topics selected relate to the interests and needs of the candidates in using Chinese as a

Second Language, e.g. Lifestyle, Social Relationships, Media and Technology, Cultural

Diversity and Global Issues.

Scheme of assessment: The assessment comes at the end of Year 11. All candidates take

Papers 1 and 2 and are eligible for the award of Grades A* to G.

Paper 1 (70%): Reading and Writing ( 275-325 words )(2 hours)

Paper 2 (30%): Speaking (10-12 minutes)

IGCSE Chinese Second Language is an appropriate pathway to build up a good foundation for

IB Chinese B Higher Level.


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3. IGCSE Foreign Language Mandarin course ( Code 0547 )is designed for students

learning Mandarin Chinese asa foreign language. The aims are to develop students ability to

use the foreign language effectively for practical communication and to provide information

about the life and culture of the countries where the languages are spoken.

Students study all four skills - listening, speaking, reading and writing. They are expected to use

their oral skills to a greater extent in the classroom and are given reading materials from a

variety of sources, including authentic ones.

Students will be able to understand the written language in a variety of registers and produce

written material in response to different stimuli, for example letter writing. More able students will

also gain a detailed understanding of the grammatical structure of the language and will be

required to demonstrate this understanding in oral and written work.

Scheme of assessment: Assessment comes at the end of Year 11. Candidates will beentered for either core or extended curriculum according to their ability. Core students completethree papers: Listening (Paper 1), Reading and Directed writing (Paper 2), and Speaking (Paper

3). Extended curriculum students will complete an additional Continuous writing (paper 4).

Core Curriculum

Grades C to G

Extended Curriculum

Grades A* to G

Paper 1 (33%):Listening(35 minutes)

Paper 2 (33%):Reading and directed

writing(1 hour 30 minutes)

Paper 3 (33%):Speaking(15 minutes)

Paper 4: N/A

Paper 1 (25%):Listening(35 minutes)

Paper 2 (25%):Reading and directed writing (1

hour 30 minutes)

Paper 3 (25%):Speaking(15 minutes)

Paper 4 (25%):Continuous writing(1 hour 15

minutes)

IGCSE Chinese (Mandarin) Foreign Language is an appropriate pathway to build up a good

foundation for IB Chinese B Standard Level.

Teacher in charge: Ms W. Zhu


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These courses are available as a continuation of languages studied in Year 9.

The courses aim to develop the ability to use the foreign language effectively for practical

communication and to provide information about the life and culture of the countries where the

languages are spoken. They also provide a sound basis for communication to IB or for further

language study elsewhere, as well as skills which are transferable to other languages.

The aims of the syllabus are the same for all students. The aims are set out below and describe

the educational purposes of a course in a foreign language for the IGCSE examination.

The aims are:

To develop the ability to use the language effectively for purposes of practicalcommunication within the country of residence, where appropriate, and in all thecountries where the language is spoken;

To form a sound base of the skills, language and attitudes required for further study,work and leisure;

To offer insights into the culture and civilization of the countries where the language isspoken this may include literature where appropriate;

To encourage fuller integration into the local community, where relevant; To develop a fuller awareness of the nature of language and language learning; To encourage positive attitudes toward language learning and towards speakers of other

languages and a sympathetic approach to other cultures and civilisations; To provide enjoyment and intellectual stimulation; To complement other areas of study by encouraging skills of a more general application

(e.g. analysis, memorising, drawing of inferences).

By the end of the course students should be able to function in a wide range of situations likely

to be encountered on a trip to the country in question. Topics include finding ones way,

shopping, cafes and restaurants, road travel, public transport, accommodation, banks, tourist

information, staying in a family, visiting the doctor, school and work.

Students study all four skills - listening, speaking, reading and writing. They are expected to usetheir oral skills to a greater extent in the classroom and are given reading materials from a

variety of sources, including authentic ones. Students will be able to understand the written

language in a variety of registers and produce written material in response to different stimuli,

for example informal and formal letter-writing.

The Option Modern Languages

FrenchandSpanish

Foreign Language IGCSE (CIE)


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Assessment for all four skills comes at the end of Year 11. Candidates will be entered for either

core or extended curriculum according to their ability. Core students complete three papers:

listening (33%); reading and directed writing (33%) and speaking (33%). Extended curriculum

student complete the core papers plus a supplement paper called continuous writing. Therefore,the grade weighting is 25% per paper and skill.

Students oral ability is assessed internally and moderated externally. Listening, reading and

writing are assessed externally.

Further information

Those students who have been doing French or Spanish after school during

Period 4a as well as Chinese during school hours in Year 9 will continue with this

arrangement until they take their IGCSE exams. Early entry will be considered

depending on each students individual situation. Parents will be informed if this

is to be the case.

There will be a possibility for those students who opted to study Chinese only in

Year 9 to return to French or Spanish IGCSE (the language they studied in Years 7

and 8).

Teacher in chargeFrench

Ms. M. Carr

Teacher in chargeSpanishMr. S. Cardenas


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These courses are available to native or near-native speakers of French, Spanish and

Japanese who are potentially interested in pursuing IB Language A in this language in Years 12

and 13.

Cambridge IGCSE First Language qualifications are accepted by universities and employers asproof of knowledge and understanding of a language. Successful candidates gain lifelong skillsincluding:

the ability to communicate clearly, accurately and effectively in writing; the ability to use a wide range of vocabulary, and correct grammar, spelling and

punctuation; a personal style and an awareness of the audience being addressed.

Students are also encouraged to read widely, both for their own enjoyment and to further theirawareness of the ways in which the language can be used. Cambridge IGCSE First Languagequalifications also develop more general analysis and communication skills such as synthesis,inference, and the ability to order facts and present opinions effectively.

The aims of the syllabus are the same for all students:

to enable students to communicate accurately, appropriately and effectively in writing; to enable students to understand and respond appropriately to what they read; to encourage students to enjoy and appreciate the variety of language; to complement the students other areas of study by developing skills of a more general

application (e.g. analysis, synthesis, drawing of inferences); to promote the students personal development and an understanding of themselves and

others.

French,Spanish

and

Japanese

1st

Language IGCSE (CIE)


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Assessment comes at the end of Year 11. All students take Paper 1 (Reading) and Paper 2

(Writing) and are eligible for the award of grades A* - G.


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Further info

Option booklet _Key Stage 4 Curriculum 2011-2013_v3

Documents