(I)GCSE COURSES 2019-2021
INTRODUCTION: THE KEY STAGE 4 CURRICULUM The British curriculum seeks to develop the foundations of Key Stages 2 and 3, creating deeper knowledge and a development of skills across a broad range of subjects as chosen by the pupils. This cohort of subjects should academically challenging, relevant and varied whilst providing a springboard for further education. Key Stage 4 (KS4) refers to the period covered by Years 10 and 11. GCSE and I/GCSE examinations are sat at the end of Key Stage 4, which is why we refer to KS4 examinations in this document. Both GCSE and I/GCSE are referred to across our course outlines, this is because as an international school we aim to embrace both our British roots and the context in which we exist. GCSE refers to the General Certificate of Secondary Education, the benchmark of the British curriculum for 14-16-year-olds, and standard to which all pupils will work. The I/GCSE refers to courses that equate to the same standard as GCSEs but offer an international context to the content and skills required. Both GCSE and I/GCSE are recognised globally and are assured to be of the same standard by the regulators within the UK. All pupils must work exceptionally hard to meet the rigours of this challenging programme. They must demonstrate a committed attitude, diligent work ethic and a highly honed set of organisational skills. They should also be willing to become independent learners determined to succeed and fulfil their potential, ready to question critically, go that extra mile and be proud Shirburnians. The I/GCSE and GCSE programmes, encourage learner-centred and enquiry-based approaches to learning; and they develop learners skills in creative thinking, in enquiry and problem-solving, giving pupils excellent preparation for the next stage of their education. Heads of Department have chosen carefully between the I/GCSE and GCSE courses to ensure that the qualification best suits the learners at Sherborne Qatar and will ensure that each child has the opportunity to reach their potential. Pupils who begin their KS4 courses in the academic year 2019 2020 will sit their KS4 examinations in May and June 2021. Entry to our Key Stage 4 courses does not guarantee entry to our Key Stage 5 (AS, A Level and BTEC) courses. I/GCSE results are a good indicator of likely success at AS and A Level and therefore we consider them very important before pupils are admitted onto courses. Any external applications are welcomed and reviewed individually. All applications will be dealt with on a case by case basis, but as general rule the following requirements apply: AS Levels - As a rule, a minimum of 5 I/GCSE passes at grade C (equivalent grade 4) or above is required (including English Language and Mathematics), however pupils should achieve a minimum of a grade B (equivalent grade 6) in the subjects chosen for AS Level unless other entry requirements are stated. For Mathematics, Chemistry and Physics we ask for an A/A* grade (minimum grade 7) at I/GCSE, but may consider pupils that have consistently preformed at least to a grade B (grade 6) standard (throughout Year 11, including in the mock examinations) and have been endorsed by their previous subject teacher as having the ability to cope with the rigour of the AS/A Level course. BTEC Business Level 3 Subsidiary Diploma - a minimum of 4 I/GCSE passes at grade C (equivalent grade 4) or above is required. 1
2 FOR PARENTS Parents have a key role in the options process and by working together effectively between home and the school, we can ensure that our students make the very best choices for their future success. Getting the right combination of subjects is crucial at this stage. The actual process of choosing options is a learning experience that emphasises both independence and collaboration. It makes students think about who they are now and who they want to be. This is both challenging and exciting. Examination results change lives and open doors. Being both aspirational and realistic is a tricky but crucial balance. FOR PUPILS Over the next few weeks you will need to make some important decisions about your Key Stage 4 (Years 10 and 11) options. There will be support for you as you make these important decisions; information will be provided for you in lessons and tutor time, and there will be opportunities for you to discuss your choices with subject and form tutors. Options information will also be available online for you to look at in your own time. Think carefully about the choices you make. *Please be aware that these courses are correct at the time of going to print and are subject to change in line with examination board modifications CHOOSING SUBJECTS The KS4 curriculum combines a core of compulsory subjects and a range of optional subjects selected from a range of groups. Pupils will study eight to ten subjects and it is important to recognise the need for a sensible workload, one that is appropriate to the pupil s abilities. Pupils might have difficulty deciding which subjects to choose and might be reluctant to opt for one course at the expense of another. Therefore, they should consider a number of factors: CONTENT a summary of each course can be found later in this booklet. It is important to match pupils interests and abilities, checking the workload so that pupils are not overloaded. Discussion with teachers is recommended if there is doubt. BALANCE AND BREADTH it is important to keep options for the future as open as possible at this stage. Whilst a particular career might be uppermost in a pupil s mind now, a lot can change over the coming years. INTEREST this must be in the subject and should not be determined by the likeability factor of a particular teacher. Whilst it is hoped that the teaching staff will remain unchanged over the course of the two years, it is not possible to guarantee that a particular teacher will be responsible for a particular subject or group. Success in a subject, coping with the current demands and enjoying it are all positive indicators. STRENGTHS OR TALENTS where pupils have particular ones be they practical, numerical, creative, expressed orally in writing they are likely to have a greater confidence in their ability to succeed and those subjects might lead to interests at a higher level. Pupils should make their choices based on a combination of these factors, but choose ultimately what gives them the greatest chance of success.
CORE SUBJECTS OPTIONS STRUCTURE There is a total of THREE core subjects that are to be taken, in each one the pupils will be guided as to the most appropriate course to follow. CORE 1: All pupils must study English or English as a Second Language, as guided by the school. Those who study English will also study English Literature. CORE 2: All pupils must also study Mathematics some pupils may be invited to take on the Statistics qualification in addition to the GCSE. CORE 3: All pupils will take Science, this may be in the form of one, two or three sciences (which count for one, two or three IGCSE grades). This will be a guided decision based upon attainment in Key Stage 3 and in discussion with pupils and parents. * If three sciences are taken then this will take another option block from elsewhere. NB: All Qatari pupils are required to study both Arabic and Islamiyat. 3
OPTION SUBJECTS All pupils must choose one subject from each of the remaining groups as denoted by the columns, in this it is expected that pupils take a language. A subject can only be studied in one group and choices must be taken from the columns provided. CORE 1 ENGLISH LANGUAGE GCSE English Language is designed to develop and enhance personal skills of reading, writing, speaking and listening, and to encourage learners to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. It will prepare learners to make informed decisions about further learning opportunities and career choices and to use language to participate effectively in society and employment. The aims and objectives of the GCSE (9 1) in English Language are to: read a wide range of texts fluently and with good understanding read critically and use knowledge gained from wide reading to inform and improve own writing write effectively and coherently using Standard English appropriately use grammar correctly, punctuate and spell accurately acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language listen to and understand spoken language, and use spoken Standard English effectively. Spoken language will be reported as a separate grade on the student s certificate. Component One: Fiction and Imaginative Writing Section A Reading: questions on an unseen 19th-century fiction extract. Section B Writing: a choice of two writing tasks. The tasks are linked by a theme to the reading extract. Assessed written exam: 1 hour 45 minutes 64 marks 40% of GCSE Component Two: Non-fiction and Transactional Writing Section A Reading: questions on two thematically linked, unseen non-fiction extracts. Section B Writing: a choice of two writing tasks. The tasks are linked by a theme to the reading extracts. Assessed written exam: 2 hours 96 marks 60% of GCSE Spoken Language Endorsement Internally assessed under controlled conditions 4
ENGLISH LITERATURE FOR THOSE STUDYING ENGLISH LANGUAGE GCSE English Literature encourages students to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. For GCSE English Literature, students should: The aims and objectives of the GCSE (9 1) in English Literature are to enable students to: read a wide range of classic literature fluently and with good understanding, and make connections across their reading read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas develop the habit of reading widely and often appreciate the depth and power of the English literary heritage write accurately, effectively and analytically about their reading, using Standard English acquire and use a wide vocabulary, including grammatical terminology, and other literary and linguistic terms they need to criticise and analyse what they read. Component One: Shakespeare and post 1914 Literature How it s assessed written exam: 1 hour 45 minutes 80 marks 50% of GCSE Section A Shakespeare: a two-part question, with the first task focused on an extract of approximately 30 lines. The second task is focused on how a theme reflected in the extract is explored elsewhere in the play. Section B Post-1914 British play or novel: ONE essay question. Component Two: 19th Century Novel and Poetry since 1789 How it s assessed written exam: 2 hour 15 minutes 80 marks 50% of GCSE Section A 19th-century novel: a two part question, with the first part focussed on an extract of approximately 400 words. The second part is an essay question exploring the whole text. Section B Part 1: ONE question comparing a named poem from the Pearson Poetry Anthology collection to another poem from that collection. The named poem will be shown in the question paper. Part 2: ONE question comparing two unseen contemporary poems. All assessments are closed book: any stimulus materials required will be provided as part of the assessment. 5
ENGLISH SECOND LANGUAGE In IGCSE English Second Language, learners will be presented with a variety of stimuli that will build up their skills in reading and writing. They will learn to select relevant details, understand the difference between what is directly stated and implied, and practise writing for different purposes and audiences. Learners will listen to a range of spoken material, including talks and conversations, in order to develop listening skills. Learners will engage in conversations on a variety of topics, and develop their skills in responding to different situations and audiences with a degree of accuracy and clarity. Cambridge IGCSE English as a Second Language offers learners the opportunity to gain lifelong skills and knowledge including: better communicative ability in English improved ability to understand English in a range of everyday situations and in a variety of social registers and styles greater awareness of the nature of language and language-learning skills wider international perspective. Component One (Core) or 1 hour 30 minutes Reading and writing Eligible for grades C-G or equivalent 60% of marks In addition to Component Three (Core) or 30-40 minutes Listening Eligible for grades C-G or equivalent 20% of marks In addition to Component Five Paper Two (Extended) 2 hours Reading and writing Eligible for grades A*-E or equivalent 60% of marks Component Four (Extended) 50 minutes Listening Eligible for grades A*-E or equivalent 20% of marks 10-12 minutes Oral Endorsed by the school 20% of marks 6
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CORE 2 MATHEMATICS The aims are to: develop their knowledge and understanding of mathematical concepts and techniques acquire a foundation of mathematical skills for further study in the subject or related areas enjoy using and applying mathematical techniques and concepts, and become confident to use mathematics to solve problems appreciate the importance of mathematics in society, employment and study. Paper One (Foundation) or 2 hours 100 marks Grades 1-5 50% of marks In addition to Paper Two (Foundation) or 2 hours 80 marks Grades 1-5 50% of marks Paper One (Higher) 2 hours 100 marks Grades 4-9 50% of marks Paper Two (Higher) 2 hours 100 marks Grades 4-9 50% of marks The assessments contain a mix of question styles, from short, single mark questions to multistep problems. The mathematical demand increases as a student progresses through the paper. Content Number Algebra Geometry Statistics As a member of the Year 10 Set 1 cohort students will be sitting two mathematics courses in the two years rather than one. They will be sitting a Statistics qualification in addition to Mathematics. 8
CORE 3 CHOICE OF SCIENCES The aims are to enable students to develop: BIOLOGY learn about unifying patterns and themes in biology and use them in new and changing situations; acquire knowledge and understanding of biological facts, terminology, concepts, principles and practical techniques; apply the principles and concepts of biology, including those related to the applications of biology, to different contexts; evaluate biological information, making judgements on the basis of this information. Paper One 2 hour written paper; Worth 61% of the IGCSE; 110 marks. Content from any part of the Biology specification may be assessed, but not the bold or B reference in the specification. Exam includes a mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Paper Two Paper 2 is 1 hour 15 minutes; Worth 39% of the IGCSE; 70 marks. Assesses all the content, including content that is in bold and has a B reference in the specification; Questions may come from any topic area across the specification; Bold statements cover some sub-topics in greater depth; Exam includes a mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Content The nature, variety, structure and functions in living organisms. Reproduction and inheritance, ecology and the use of biological resources. 9
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CHEMISTRY The aims are to enable students to: learn about unifying patterns and themes in chemistry and use them in new and changing situations; acquire knowledge and understanding of chemical facts, terminology, concepts, principles and practical techniques; apply the principles and concepts of chemistry, including those related to the applications of chemistry, to different contexts; evaluate chemical information, making judgements on the basis of this information. Paper One 2 hour written paper; Worth 61% of the IGCSE; 110 marks. Content from any part of the Chemistry specification may be assessed, but not the bold or C reference in the specification. Exam includes a mixture of different question styles, including multiplechoice questions, short-answer questions, calculations and extended open-response questions. Paper Two Paper 2 is 1 hour 15 minutes; Worth 39% of the IGCSE; 70 marks. Assesses all the content, including content that is in bold and has a C reference in the specification; Questions may come from any topic area across the specification; Bold statements cover some sub-topics in greater depth; Exam includes a mixture of different question styles, including multiplechoice questions, short-answer questions, calculations and extended open-response questions. Content Principles of chemistry, inorganic chemistry, physical chemistry and organic chemistry. 11
PHYSICS The aims are to enable students to: learn about unifying patterns and themes in physics and use them in new and changing situations; acquire knowledge and understanding of physical facts, terminology, concepts, principles and practical techniques; apply the principles and concepts of physics, including those related to the applications of physics, to different contexts; evaluate physical information, making judgements on the basis of this information. Paper One 2 hour written paper; Worth 61% of the IGCSE; 110 marks. Content from any part of the Physics specification may be assessed, but not the bold or P reference in the specification. Exam includes a mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Paper Two Paper 2 is 1 hour 15 minutes; Worth 39% of the IGCSE; 70 marks. Assesses all the content, including content that is in bold and has a P reference in the specification; Questions may come from any topic area across the specification; Bold statements cover some sub-topics in greater depth; Exam includes a mixture of different question styles, including multiplechoice questions, short-answer questions, calculations and extended open-response questions. Content Forces and motion, electricity, waves, energy resources and transfers, solids, liquids and gases, magnetism and electromagnetism, radioactivity and particles and astrophysics. 12
OPTIONAL SUBJECTS LANGUAGES ARABIC (GCSE) The aims are to enable students to develop: an understanding of Arabic in a variety of contexts a knowledge of Arabic vocabulary and structures transferable language learning skills the ability to communicate effectively in Arabic awareness and understanding of countries and communities where Arabic is spoken. Foundation tier Instructions are mainly in English Unit one Listening & understanding Unit two Speaking in Arabic Unit three Reading & understanding Unit four Writing in Arabic 35 minutes 25% of marks 7-9 minutes per oral exam 25% of marks 50 minutes 25% marks Higher tier Instructions are mainly in Arabic Unit one Listening & understanding 45 minutes Unit two Speaking in Arabic 10-12 minutes per oral exam Unit three Reading & understanding 1 hour 5 minutes 1 hour 15 minutes 25% marks Unit four Writing in Arabic 1 hour 25 minutes 25% of marks 25% of marks 25% marks 25% marks Content Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and texts studied throughout the course. Broad topics covered: Identity and culture Local area, holiday and travel School Future aspirations, study and work International and global dimension. 13
ARABIC (IGCSE) The IGCSE Arabic (First Language) aims are to enable students to develop: their ability to read, understand and respond to material from a variety of sources their ability to communicate accurately in writing, matching style to audience and purpose their understanding of the structure and variety of language further their personal development, and an understanding of themselves & the world around them appreciate the richness, beauty and diversity of the Arabic language. Paper One and Paper Two 2 hours and 15 minutes 3 questions based on: Reading (short based comprehension) Writing (summary of a given text) Grammar (usage of language) 60% of the marks 1 hour and 30 minutes pieces of continuous writing 30% of the marks Content The qualification encourages reading of both contemporary and classical Arabic, fiction and nonfiction and also tests language awareness and usage assessed through grammatical exercises. Broad topics covered: Customs and traditions The media Freedom and democracy Problems facing the Arab community The role of youth in the renaissance of the community 14
OPTIONAL SUBJECTS LANGUAGES FRENCH The aims are to enable students to develop: an understanding of French in a variety of contexts a knowledge of French vocabulary and structures transferable language learning skills the ability to communicate effectively in French awareness and understanding of countries and communities where French is spoken. Unit One Listening Unit Two Speaking Unit Three Reading and Understanding Unit Four Written 40 minutes (Foundation) 7-9 minutes (Foundation) 45 minutes (Foundation) 70 minutes (Foundation) 50 minutes (Higher) 10-12 minutes (Higher) One speaking exam 60 minutes (Higher) Reading and Understanding in French 80 minutes (Higher) 3 Open response questions (Foundation) Externally marked 25% of overall marks Externally marked 25% of overall marks One translation from French into English Externally marked 25% of overall marks 2 Open response questions (Higher) One translation from English into French 25% of overall marks Content Pupils must demonstrate a range of key skills in reading, writing, speaking and listening using a variety of techniques and texts studied throughout the course. A strong grammatical base is required. 15
SPANISH The aims are to enable students to develop: an understanding of Spanish in a variety of contexts a knowledge of Spanish vocabulary and structures transferable language learning skills the ability to communicate effectively in Spanish awareness and understanding of countries and communities where Spanish is spoken. Unit One Listening Unit Two Speaking Unit Three Reading and Understanding Unit Four Written 40 minutes (Foundation) 50 minutes (Higher) 7-9 minutes (Foundation) 10-12 minutes (Higher) One speaking exam 45 minutes (Foundation) 60 minutes in total (Higher) Reading and Understanding in Spanish One translation from Spanish into English 70 minutes (Foundation) 80 minutes (Higher) 3 Open response questions (Foundation) 2 Open response questions (Higher) One translation from English into Spanish Externally marked 25% of overall marks Externally marked 25% of overall marks Externally marked 25% of overall marks Externally marked 25% of overall marks Content Pupils must demonstrate skills in reading, writing, speaking and listening using a variety of techniques and texts studied throughout the course. A strong grammatical base is required. 16
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The aims are to encourage pupils to: OPTIONAL SUBJECTS ART, CRAFT AND DESIGN develop their work through investigations informed by other artists, movements demonstrating cultural awareness. refine experiment with a range of different materials, resources and media adapting and modifying ideas. record ideas, observations relevant to their theme and intentions in a visual form. present a personal informed and meaningful response, realising intentions to produce a thoughtful final outcome. Component One: Coursework 60% weighting set by the centre and assessed by the centre. Coursework consists of a portfolio, sketchbook development and final outcomes. Component Two: Externally Set Assignment (Exam) 40% of weighting set by the exam board, marked by the teacher and assessed by the moderator. The exam consists of preparatory work including portfolio work, sketchbook and a final exam piece. Content COMPONENT 1: Course work All the coursework is set by the centre and marked by the centre. Students will work from a broad theme whilst learning new techniques and experimenting with new materials. Students get to explore a range of mediums from 2D to 3D, including (printing, mixed-media, painting and drawing, photography, sculpture and textiles). Throughout the course students are expected to work in their sketchbooks, gathering visual research, recording their ideas in a visually exciting way which supports their final outcomes at the end of the course. Students are expected to complete at least 2.5 hours of homework each week. COMPONENT 2: Externally Set Assignment The Art exam is 10 hours long and split over 2 days, it is set by the exam board. During the month of January, the exam themes are issued and work on the 2nd component in the form of supporting studies is expected to take place. Students are to complete a sketchbook and other preparatory studies before their final piece is completed with the sustained study period of 10 hours. Students are assessed by the above criteria which is used for both unit 1 and unit 2. 18
BUSINESS Business Studies is a two year course assessed by two 1 hour 30 minute exams. The course contains the following elements: Aims: to inspire and challenge students to fulfil their potential in business through interesting and engaging lessons and targeted feedback to encourage a passion for lifelong learning in the world of business to hold high standards in everything you do through encouraging participation in activities that push students out of their comfort zone and where they can develop new skills to be able to apply business theory to real world examples Paper One: Investigating small businesses 50% of the total International GCSE Total of 80 marks Paper Two: Investigating large businesses 50% of the total International GCSE Total of 80 marks Content Business activity and influences on business This section covers the various objectives of a business, changing business environments and the criteria for judging success. The focus is on the importance of having clear business objectives and how the business environment provides opportunities for, and imposes constraints on, the pursuit of these objectives People in business This section looks at people in organisations, focusing on their roles, relationships and management in business. Business finance This section explores the use of accounting and financial information as an aid to decision making. Marketing This section focuses on identifying and satisfying customer needs in a changing and competitive international environment Business operations This section examines the way organisations use and manage resources to produce goods and services. 19
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Aims are to enable pupils to: COMPUTER SCIENCE understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs think creatively, innovatively, analytically, logically and critically understand the components that make up digital systems, and how they communicate with one another and with other systems understand the impacts of digital technology to the individual and to wider society apply mathematical skills relevant to computer science. Paper One: Principles of Computer Science Written Externally assessed Examination: 2 hrs Multiple-choice, short open-response and extended open-response answer questions 50% of the qualification In addition to Paper Two: Application of Computational Thinking Written and Practically assessed External Examination: 3 hours Practical application of computational thinking in a computer room Multiple-choice, short open-response and extended open-response answer questions Create, use and adapt program codes and algorithms to solve problems 50% of the qualification Content Algorithms Decomposition and Abstraction Programming Constructs Data types and structures Operators Subprograms Data Representation Data storage and compression Encryption Computer Hardware Logic Software Networks Network security Internet and WWW Emerging trends, issues and impact Computer Science is a very rigorous course that has a minimum grade requirement of level 6b in ICT at the end of Year 9. Please speak to your ICT teacher and Mr Ranglall if you are unsure about this course. 21
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DRAMA The aims are to enable students to: build confidence, creativity, imagination, and problem solving skills contribute to teamwork, leadership, communication and collaboration with sensitivity make, perform and respond to theatre using a variety of styles of presentation reflect on and evaluate their own work and that of others explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice choose a design skill route, focusing on set, make-up, costume and artistic design presentation assessment instead of performing in components 1 and 2 adopt knowledge of the arts, aesthetics and world theatre styles Component One Component Two Component Three Devising 40% of qualification 1) A 1500 2000 word portfolio covering the creating and developing process and analysis and evaluation of this process A devised performance Designer route option Content: Performance from Text 20% of qualification Students will perform or design two key extracts from a performance text Performance/design realisation covering both key extracts Designer route option Theatre Makers in Practice 40% of qualification 1 hour 30 minutes written examination Practical exploration and study of one complete performance text Live theatre evaluation Drama mediums, strategies, elements and design Theatre styles and practitioners Behaviour in groups Devising improvised work Performing from and exploring scripts Studying play texts in context Evaluating live theatre Pupils will be expected to pay for trips to attend evening theatre performances generally once a term. 23
GEOGRAPHY The aims are to encourage pupils to be: confident in working with information and ideas responsible for themselves and respectful of others reflective, independent learners innovative and equipped for future challenges We also encourage pupils to develop: an awareness of global issues and recognise the need for a sustainable future; appreciate that people have different views of, and attitudes to, the world, its environments and its issues; an appreciation that people have different views of, and attitudes to, the world, its environments and its issues; an appreciation of geography as dynamic and in continuous change Paper One and Paper Two Sections A and B Sections A, B and C 1 hour and 10 minutes 1 hour and 45 minutes 50% of marks 50% of marks Content Paper 1: Physical Geography which covers coastal landscapes and hazardous environments. Paper 2: Human Geography which covers urban environments, economic activity and a choice from development and human welfare and globalisation. *There will be two compulsory field visits within Qatar in Year 10 and Year 11 and one optional international visit to Sri Lanka in either Year 10 or Year 11. 24
HISTORY The aims are to encourage pupils to: stimulate interest in and enthusiasm about the past acquire knowledge and understanding of selected periods and/or aspects of history, be confident in exploring the significance of historical events, people, changes and issues use historical sources critically, in context, recording significant information and reaching conclusions organise and communicate their knowledge and understanding of history draw conclusions and make historical judgements. provide a sound basis for further study and the pursuit of personal interest encourage international understanding encourage the development of linguistic and communication skills. Paper One and Paper Two 2 knowledge based questions on the two depth studies One source based question on the USA and one knowledge based question on the changing role of international organisations 1 hour and 30 minutes 1 hour and 30 minutes 50% of marks 50% of marks Content The focus is on the international history of the 20th Century Paper 1: Depth Studies: Development of dictatorship: Germany, 1918-45 and A world divided: Superpower relations, 1945-72* Paper 2: Historical Investigation and Breath Study: Part A The USA, 1918 41 Part B The changing role of international organisations: The League of Nations and the UN 1919 c 2011 25
The aims are to: INFORMATION AND COMMUNICATION TECHNOLOGY explore how digital technology impacts on the lives of individuals, organisations and society learn about current and emerging digital technologies and the issues raised by their use in a range of contexts by the individuals and organisations develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice broaden and enhance their ICT skills and capability work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts learn how to reflect critically on their own and others use of ICT and how to adopt safe, secure and responsible practice. Paper One: Written Paper Externally Assessed 1 hour 30 minutes written examination Multiple choice, short and longer answer questions 50% of marks In addition to Paper Two: Practical Paper Externally assessed 3 hours practical assignment Based on computer and software skills 50% of marks Content Digital Devices, Connectivity, Operating Online, Online Goods and Services, Application of ICT, Software Skills, Web Designing, Word Processing, Graphics Design, Spreadsheet, Database Management, File Management 26
ISLAMIC STUDIES The aims are to develop: an understanding of the importance of the major beliefs of Islam and of the early history of the Islamic community evaluation skills to understand how these beliefs impact on the daily lives and thoughts of Muslims around the world familiarity with the Qur an and Hadith in Arabic. Paper One 2 hour 30 minutes 3 sections; pupils answer one question from the first two sections and both questions in the last section. 100% of marks Content The qualification covers a wide range of topic which gives the pupils an excellent grounding in their religion. Topics covered: The history and importance of the Qur an and its major themes. The life and teachings of the Prophet Muhammad, peace be upon him. The chief features of the early Muslim community The core beliefs and practices of Islam Living the Muslim life today 27
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MUSIC The aims are to: inspire the next generation of students in forming personal and meaningful relationships with music through the development of musical knowledge, understanding and skills. encourage pupils to engage critically and creatively with a wide range of music develop an understanding of the place of music in different cultures and contexts reflect how music is used in the expression of personal and collective identities. Course overview Component Overview Component One Performing 30% Component Two Composing 30% Component Three Appraising 40% 2 performances Solo minimum 1 piece 1 minute Ensemble minimum 1 piece minimum 1 minute Together total of 4 minutes across the solo and ensemble piece 2 compositions 1 to set brief minimum 1 minute 1 free composition minimum 1 minute Together total of 3 minutes 4 areas of study with 2 set works each Instrumental Music 1700-1820 Vocal Music Music for Stage and Screen Fusions Minimum total 2 pieces 30 marks each Total of 60 marks Total 2 pieces 30 marks each Total of 60 marks Exam 1 hour and 45 minutes Total of 80 Marks Content Proficiency in reading and writing musical notation is required for a successful completion of the course however it is not a pre-requisite. Pupils are required to join a school run instrumental programme and take part in the ASBRSM/ Rock School examinations in order to fulfill the criteria for ensemble performance and develop instrumental skills. 29
PHYSICAL EDUCATION The aims are to: encourage students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and to develop an awareness and appreciation of their own and others cultures in relation to physical education encourage creativity and decision-making skills to enable students to plan effectively for performances and to respond to changing situations prepare students to make informed decisions about further learning opportunities and career choices enable students to become increasingly physically competent through being actively engaged in a range of physical activities, and to become increasingly effective in their performance in different types of physical activity and roles such as player/participant, leader and official enable students to develop their ability to engage independently and successfully in different types of physical activity, and to develop and maintain their involvement in physical activity as part of a healthy, active lifestyle. Paper One and Two and Paper Three and Four Based on core content Paper 1: Fitness and Body Systems 1 hour and 45 minutes Paper 2: Health and Performance 1 hour and 45 minutes 60% of marks Coursework 3 Practical components and one analysis of practical 40% of marks Content Students will receive a well-rounded and full introduction to the world of PE, sport and sport science by developing an understanding of how the mind and body works in relation to performance in physical activity. This will include the study of the following areas; sports psychology, movement analysis, health fitness and wellbeing, socio-cultural influences, physical training as well as anatomy and physiology. 30
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HOW TO MAKE YOUR CHOICE OF OPTIONS SOME FREQUENTLY ASKED QUESTIONS HOW MANY SUBJECTS CAN MY CHILD STUDY? Please select one subject from each column. Where there are several subjects in the same column, please indicate a first and second choice. CAN MY CHILD TAKE BOTH ENGLISH AND ARABIC? This is possible, and these are separate Key Stage 4 subjects. WHAT IS THE DIFFERENCE BETWEEN ENGLISH LANGUAGE AND ENGLISH 2ND LANGUAGE? English language is suitable for native speakers or those with extremely good second language ability. English 2nd language is accepted as an indication of proficiency in English. CAN MY CHILD STUDY ALL THREE SCIENCES? All pupils must study at least one of the sciences; Biology, Chemistry and Physics. We offer a choice of science subjects within the core curriculum which will be guided in terms of how many (one or two) by the school. For some pupils, they will be guided to study a single subject and others two sciences leading to either one or two IGCSEs. For pupils with an interest in this area, there is also the option to take all three: Biology, Chemistry and Physics, each examined as separate IGCSE subjects. WHAT HAPPENS IF NOT ENOUGH PUPILS CHOOSE A PARTICULAR SUBJECT? We reserve the right to close an option if too few pupils have chosen it. However, this step will only be taken in extreme circumstances. If this is necessary, we will inform those parents whose children are affected. Pupils will be allocated to their second choice subject if the first is not available. WHAT HAPPENS IF MY CHILD CHANGES HIS OR HER MIND IN THE COMING WEEKS? We will do all that we can to accommodate any changes of mind, but if a particular class is already full then the change will not be possible. 32
Tel: +974 4459 6400 www. sherborneqatar.org info@sherborneqatar.org