BOX HILL SCHOOL GCSE and IGCSE OPTIONS 2013

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TABLE OF CONTENTS

Options Schedule

page 3

Option Subjects

page 4

Options Form

page 5

Introduction

page 6

Core Subjects:

page 7

English Language

page 8

English Literature

page 9

Mathematics

page 11

Science

page 12

Option Subjects: Art

page 14

Business Studies

page 16

Design and Technology

page 17

Drama

page 19

English as an Additional Language

page 20

First Language English

page 21

Fashion and Textiles

page 22

Geography

page 24

History

page 26

ICT

page 28

Modern Languages

page 29

Music

page 30

Music (Music Technology)

page 31

Physical Education

page 32

Careers Guidance

page 34

Options Form

page 36

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GCSE OPTIONS SCHEDULE 2013

Tuesday 22nd January 2013

Options Evening to discuss choices at GCSE Opportunity to discuss options with staff Future careers and IBDP discussions

Friday 8th February 2013

GCSE options choices form must be returned to Tutors by this date.

A copy of this booklet and a copy of the options form can also be found on the website. For some subjects there are limited numbers dictated by facilities and staffing available. Priority will be given on the basis of potential aptitude for the subject. Please obtain advice from relevant subject department leaders.

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GCSE OPTIONS 2013

CORE SUBJECTS ENGLISH LANGUAGE ENGLISH LITERATURE MATHEMATICS ONE SCIENCE CHOSEN FROM SEPARATE BIOLOGY, CHEMISTRY, PHYSICS OR ‘SINGLE SCIENCE’

All students will study the two English areas and Maths. You will need to choose which core science you wish to study and select it from the six options for (I)GCSE. Indicate your choices on the options form, a copy of which is overleaf. It is important, when making these choices, to think about what you intend to do in the future and to keep in mind that we encourage you to maintain breadth in your studies. If you change your mind later in this school year about your chosen subject it is possible to accommodate this provided the new subject choice fits the option block structure and the class is not oversubscribed. Any request should be made as soon as possible to Mr Lowde accompanied by a letter from parents or guardians. The school aims to cater for a wide range of needs and it is important that the most appropriate choices are made for each individual student. If you have any specific queries please contact: C Lowde Deputy Head [email protected] Other sources of information A representative from ISCO will be available on 22nd January to provide advice and answer any questions on careers. Alternatively you can contact Mrs Van Staden, Careers Adviser, at [email protected] who will have information about required subjects for particular careers like engineering, architecture, law, medicine, veterinary science etc. Mr Duffield, IB Co-Ordinator, and Mr Anderson, History and A levels, will be available on the Options Evening to provide advice and information about the IB and A level programmes at Box Hill School. Alternatively you can contact them on [email protected] or [email protected].

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BOX HILL (I)GCSE OPTIONS 2013 - 2015 NAME:

TUTOR:

You must choose ONE subject ONLY out of each of the 6 options blocks below, one of which must be a science, (Biology, Chemistry, Physics or Science) which forms part of your compulsory core curriculum. Please take advice from your science teachers about this choice. If you are considered to be a strong scientist you could consider taking another science selected from blocks A to F below. Students may study fewer than nine GCSEs by opting for a ‘study’ session in an option block, but only by prior agreement with the KS4 Leader, Mr Edward Wightwick and/or the KS3 Leader, Mrs Walton. It is highly recommended that students include a humanities subject and a modern foreign language in their choices. BLOCK A Physics

BLOCK B Chemistry

BLOCK C Geography

BLOCK D History

BLOCK E Biology

BLOCK F PE

French

Drama

Drama

French

Geography

CDT

Spanish

CDT

Business

Fashion

Music

Art

Business

ICT

Music Tech.

PE

Art

Spanish

Science

History

Fashion / T

-

-

ICT

Study

Study

Study

Study

Study

Study

First Choice subject from each block:

Comments if necessary:

EXPLANATORY NOTES 1. 2.

3. 4. 5.

The Year 10 GCSE programme includes the core subjects of English Language, English Literature (or where applicable ESL - FCE and IGCSE), Mathematics and one Science chosen from Biology, Chemistry, Physics or Science. Exceptions can be proposed on the grounds of language difficulties, extra learning support lessons or general ability. Some might want to take a GCSE in another language outside the timetable with a private tutor. If you wish to propose an exception, please use the comments box. The curriculum also includes Physical Education and PHSE. Every effort has been made to offer the widest possible range of choices. However, we cannot guarantee to be able to provide your top choices. Whilst we try to offer as many subjects as possible, not all subject combinations may be available; a subject may be withdrawn if there is not sufficient demand. We reserve the right to make necessary changes.

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INTRODUCTION In Years 10 and 11 you will continue with some subjects (the core courses) and will be able to choose some subjects. This booklet and the Year 9 Options Evening itself are designed to help you make your option choices. You should gather information from the evening and submit the options form with your choices no later than 8th February to Mr Lowde. Students are encouraged to submit their forms early if possible, to help with school planning. Talk about your options with your teachers, your tutor, your parents and your friends, especially other students who are already doing GCSE courses. Get as much information and advice as you can and keep your mind open until you are ready to make a final decision. You should think about these issues:    

what are my strengths and weaknesses? what are the subjects about which I am enthusiastic? what qualifications or subjects do I need in order to follow the International Baccalaureate in the Sixth Form? What qualifications or subjects do I need in order to take an A level programme elsewhere or to move into further education or a particular career?

Try to keep a balance between Humanities, Sciences, Languages and creative or practical subjects. Keep in mind what you think you might like to do when you leave school. For example, if you are thinking about medicine or engineering as a career you will need at least two sciences. You need to check which sciences are relevant for the future courses you wish to follow and if your teachers feel you have the ability and aptitude. If you think you want to be a lawyer, then you need to take a subject like History so you learn to deal with evidence. Given the nature of the world today the study of a Modern Foreign Language is desirable. ENGLISH AS A SECOND LANGUAGE If you are a second language learner you receive ESL support. This is taught against mainstream English but does not deprive you of a GCSE since you study for the IGCSE in ESL. SPECIALIST DYSLEXIA TUITION If you need specialist help to overcome dyslexia difficulties, this can be accommodated during lesson time, Activity time and during your free time. These lessons are subject to an extra charge. Complete the options form provided, placing your first choices in the relevant boxes. In the case of over-subscription, your teachers will speak to you and then come to a final decision. By the same token, if numbers are very small it may not be possible to run a course and you may have to reselect. Don't be afraid to ask anyone at school for as much help and guidance as you need. The absolute deadline for returning your options form to your tutor is 8th February 2013 but please do return it as soon as you have decided. C Lowde, Deputy Head

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CORE SUBJECTS

You will take each of the following subjects as the compulsory core component of your GCSE programme.

ENGLISH LANGUAGE ENGLISH LITERATURE MATHEMATICS (IGCSE) ONE SCIENCE CHOSEN FROM: GCSE BIOLOGY, CHEMISTRY OR PHYSICS, OR GCSE SINGLE SCIENCE

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ENGLISH LANGUAGE AQA (4705) GCSE English Language allows students to demonstrate their ability to use English in real life contexts and uses an investigative and analytical approach to language topics drawing on personal experience. AIMS    

Learn to read texts actively and critically Employ close reading skills to retrieve information Make inferences and give informed comments on language in use Produce texts that are fit for purpose and audience

CONTENT Unit 1: Understanding and Producing Non-Fiction Texts Section A: Reading At both Tier H and Tier F candidates answer four compulsory questions based on non-fiction sources. Section B: Writing At both Tiers candidates do two compulsory writing tasks. Unit 2: Speaking and Listening Candidates will be assessed on three equally weighted activities:  presenting;  discussing and listening;  role playing. Unit 3: Understanding Spoken and Written Texts and Writing Creatively Part a: Extended Reading – candidates choose one task from the Controlled Assessment Bank of published titles for the year in which they are entering this unit. They must consider one extended text which may be a text that they are also using for GCSE English Literature. Part b: Creative Writing – candidates choose two tasks from the Controlled Assessment Bank of published titles for the year in which they are entering this unit. The two tasks do not have to be equal in length as this will be determined by the type of creative writing they choose to do. Part c: Spoken Language Study – candidates choose one task from the Controlled Assessment Bank of published titles for the year in which they are entering the unit. ASSESSMENT   

Unit 1: External examination worth 40% of final mark Unit 2: Controlled Assessment worth 20% of final mark Unit 3: Controlled Assessment worth 40% of final mark

K Bryson Head of English [email protected]

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ENGLISH LITERATURE AQA (4710) GCSE English Literature requires candidates to explore texts from a personal perspective and offers an experience of:   

Literature today; Literature globally; the Literature heritage.

AIMS The English Literature course aims to encourage students to explore their literary interests and encourage them to: a) develop the ability to read, understand and respond to a wide range of literary texts, to appreciate the ways in which authors achieve their effects and to develop the skills necessary for literary study; b) develop awareness of social, historical and cultural contexts and influences in the study of literature; c) develop the ability to construct and convey meaning in speech and writing, matching style to audience and purpose. CONTENT The course will offer opportunities for the detailed study of a substantial and diverse range of texts, including drama, poetry and prose published before and after 1914. A range of texts could be studied, and the teacher will choose texts according to the interests and abilities of the students. Examples of possible texts are shown below: Unit 1: Exploring Modern Texts For example:  Mister Pip by Lloyd Jones  To Kill a Mocking Bird by Harper Lee  Touching the Void by Joe Simpson Unit 2: Poetry across Time Section A: Students will study one thematic poetry cluster containing fifteen poems in order to respond to questions in which they have to compare poems. Section B: Students will have to respond to an unseen poem. Unit 3: The Significance of Shakespeare and the English Literary Heritage For example:  Macbeth by William Shakespeare  Romeo and Juliet by William Shakespeare  Great Expectations by Charles Dickens ASSESSMENT   

Unit 1: Written paper: Exploring modern texts – 40% of assessment Unit 2: Written paper: Poetry across time - 35% of assessment Unit 3: Controlled Assessment: The significance of Shakespeare and the English Literary Heritage – 25% of assessment

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Please note that Controlled Assessment replaces Coursework. Students complete four Controlled Assessment Tasks for English Language and one for English Literature. These Controlled Assessments will take place throughout the two-year course. More detailed information explaining the differences between Coursework and Controlled Assessments can be found in our subject flyer. K Bryson Head of English [email protected]

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MATHEMATICS Edexcel International London Examinations IGCSE (4MAO) Specification A All students study mathematics at a level according to their ability. AIMS The course aims to build on past mathematical experience and knowledge, but where these are not properly founded, remedial techniques are likely to be incorporated. Additionally it seeks to provide a basis from which some students will be able to undertake further study at a more advanced level. Students will have the opportunity to: a) acquire an appreciation of the diverse nature of the subject b) develop and increase their knowledge of facts, methods and routines c) apply their knowledge to novel situations and hence improve their ability to solve problems d) gain confidence in dealing with situations in which they encounter numbers e) improve their ability to communicate their mathematical ideas verbally and on paper. CONTENT Specification area

Weighting in specification

Number and algebra Shape, space and measures Handling data

55% 25% 20%

ASSESSMENT Eventually each student may enter at either the Foundation or the Higher level. The decision as to which level a student is to enter can be deferred until Year 11. Foundation paper

Duration of paper

1F 2F

Higher paper

2 hours 2 hours

Duration of paper

3H 4H

2 hours 2 hours

Grades available

C, D, E, F, G Grades available

A*, A, B, C, D

The use of a calculator is allowed in all of the above terminal papers and there is no coursework element. J Thomson Head of Mathematics [email protected]

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GCSE COURSES IN SCIENCE Introduction It is a government expectation that all students will leave school with science qualifications. At Box Hill School we have put together a science programme that will meet these expectations, allow students to continue their science studies in the sixth form and beyond and give students a choice in the sciences they wish to study. Aims of the Science Courses  To develop an interest and enthusiasm for science.  To acquire and apply skills, knowledge and understanding of science and its essential role in society.  To develop a critical approach to scientific evidence and methods.  To develop the necessary skills to continue scientific studies beyond year 11. The Courses The courses offered are separate GCSE courses in each of the sciences of Biology, Chemistry and Physics or GCSE Single Science course leading to one GCSE. Thus, the courses offered provide a valid and accessible science education to students of all abilities. The sciences are experimental subjects and this is reflected in the delivery of all of the courses. The GCSE courses: Subject Biology

Board (code) AQA (4411)

Chemistry

AQA (4421)

Physics

AQA (4451)

Single Science

AQA (4406)

Assessment Due to government changes, all exams terminal, at the end of year 11. Units B1, B2 and B3 + Coursework component. Each part is worth 25% of end grade Due to government changes, all exams terminal, at the end of year 11. Units C1, C2 and C3 + Coursework component. Each part is worth 25% of end grade Due to government changes, all exams terminal, at the end of year 11. Units P1, P2 and P3 + Coursework component. Each part is worth 25% of end grade Due to government changes, all exams terminal, at the end of year 11. Units B1, C1 and P1 + Coursework component. Each part is worth 25% of end grade

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are now

are now

are now

are now

The GCSE Single Science course: We recognise that not all people are going to be scientists and that not everyone is as excited or as able in the sciences as others. For this reason, we offer the Single science course which maintains a broad level of knowledge in all three sciences, without the higher level detail which comes with taking the sciences as individual subjects. This course is perfect for those students who know they will not want to pursue science at a higher level but is not advised for those who have the ability to take an individual science. You cannot take the single science course AND a pure science.

Your choices You are required to study at least one science course from the choice of Biology, Chemistry, Physics or GCSE Single Science. Your choice of science depends on your interests and abilities. For example, if you enjoy the sciences and you intend to continue your science studies in the sixth form then you should take a least one of the GCSE courses but preferably more than one. If you intend to study Biology in the sixth form then you are strongly advised to also take the Chemistry course. If you are interested in engineering then you must take Physics. Interested in a career in the environment or health? You should take Chemistry and Biology. If you want to study Medicine you are advised to take at least two sciences and Maths. Not sure, but you don’t want to study all three? In this case excellent combinations are Biology and Chemistry or Physics and Chemistry. Need further help or advice? For further general information or advice on the GCSE science courses please contact: B Gallagher Head of Science [email protected]

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ART OCR ‘Art and Design’ (Unendorsed) Syllabus 3510 A110 Unit, A120 Exam AIMS GCSE Art is intended to increase visual awareness and so promote Art appreciation and offer an introduction to the history of Art. It aims to develop and establish competent drawing skills across a range of disciplines to cultivate ability and individual expression. Through the process of drawing, painting, mixed media and various creative and innovative methods of constructing images pupils are encouraged to explore and develop ideas and perceptions that will enhance practical competence and critical judgement. CONTENT At Box Hill pupils who opt to study Art at GCSE level are normally entered for the ‘Art and Design’ (Unendorsed) Syllabus which is essentially painting and drawing but with the option to pursue related disciplines such as mixed medium and three dimensional projects. ASSESSMENT Art is a two year course with a strong emphasis on drawing which is the foundation of all artistic practice. Pupils follow a structured course designed to comply with all syllabus requirements which also allows pupils to pursue personal and more individualised projects. Course Work Externally Set Exam

60% 40%

Course Work Pupils are expected to produce two units of course work according to four criteria and a sketch book containing related and supporting studies. A unit can be approximately six or more pieces of finished work at A2 size but is in essence a thematic enquiry pursued and explored from inception to conclusion. Only one unit may be entered for marking. Each unit must reflect the four syllabus criteria of:1. Working from observation 2. Development of ideas 3. Work that displays an awareness of art history 4. Work that establishes a link between an appropriate area of art history and the pupil’s coursework.

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Externally Set Exam The GCSE Exam is ten hours long set over two consecutive days. Pupils are given their exam paper approximately six weeks before the exam so that they can produce preparation work for their chosen option. Preparation and exam work are linked and carry equal weighting. Both the exam and exam preparation must reflect the four syllabus criteria. All work is internally marked and externally moderated. M Coleman Head of Art [email protected]

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BUSINESS STUDIES Edexcel: IGCSE Business Studies (4BSO) AIMS The course provides students with a detailed examination of the business world and the internal and external factors which affect businesses in the modern world. Its central aim is to provide the students with the basis from which to effectively analyse and evaluate in the business environment.

CONTENT 1) Business Activity and the Changing Environment. Business Objectives, Types of Organisation, Factors of Production, Primary, Secondary and Tertiary Activity, Location & Government Influences, 2) Human Resources Internal Organisation, Communication, Recruitment and Selection, Training & Motivations and Rewards. 3) Accounting and Finance External and Internal sources of Finance, Budgets and Cash Flow, Cost and Break-Even Analysis, Final Accounts & Ratios and Performance 4) Marketing The Market, The Marketing Mix & Market Research. 5) Production Economies and Diseconomies of Scale, Methods of Production, Productivity & Quality.

ASSESSMENT The assessment consists of one two hour written examination at the end of the course, with NO coursework element.

J Eagers Head of Business Studies [email protected]

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Design and Technology Resistant Materials Technology AQA (4560) Why choose Design and Technology: Resistant Materials Technology? This course has been designed to encourage candidates to be able to design and make products with creativity and originality, using a range of materials and techniques. Candidates will be enthused and challenged by the range of practical activities possible. A working knowledge of woods, metals, plastics and composite materials will be required, but other materials may be used in addition. The use of new technologies is encouraged in this specification. The new specification is designed to foster awareness amongst candidates, of the need to consider sustainability and environmental impact of their designing. The course retains much of the content of the very successful previous GCSE specification. It continues to provide the candidates with the opportunity to design and make a product using a range of materials. The assessment criteria continue to allow strengths in one area to compensate for weaknesses in another and reflect the holistic approach to assessment . It is useful, but not a requirement, for candidates to have studied the national curriculum for design and technology at key stage 3. The specification provides an excellent route into GCE A Level Product Design and develops a good background base for the IB Design Technology Diploma. Resistant Materials Technology encourages candidates to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors, such as manufacturing and engineering. It prepares candidates to make informed decisions about further learning opportunities and career choices. GCSE specifications in design and technology enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products Aims and learning outcomes • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life • develop decision-making skills through individual and collaborative working • understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge. Design and Technology is a practical subject area which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them. The distinction between Designing and Making is a convenient one to make, but in practice the two often merge. For example, research can involve not only investigating printed matter and people’s opinions, but also investigating e.g. proportions, adhesives, colour, structures and materials through practical work. Designing Skills Candidates should be taught to: • be creative and innovative when designing; • design products to meet the needs of clients and consumers; • understand the design principles of form, function and fitness for purpose; • understand the role that designers and product developers have, and the impact and responsibility they have on and to society;

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• analyse and evaluate existing products, including those from professional designers; • to develop and use design briefs and specifications for product development; • consider the conflicting demands that moral, cultural, economic, and social values and needs can make in the planning and in the designing of products; • consider environmental and sustainability issues in designing products; • consider health and safety in all its aspects; • anticipate and design for product maintenance where appropriate; • design for manufacturing in quantity and to be aware of current commercial/industrial processes; • generate design proposals against stated design criteria, and to modify their proposals in the light of ongoing analysis, evaluation and product development; • reflect critically when evaluating and modifying their design ideas;ent • use, where appropriate, a range of graphic techniques and ICT (including digital media), including CAD, to generate, develop, model and communicate design proposals; • investigate and select appropriate materials and components; • plan and organise activities which involve the use of materials and components when developing or manufacturing; • devise and apply test procedures to check the quality of their work at critical/key points during development, and to indicate ways of modifying and improving it when necessary; • communicate the design proposal in an appropriate manner; • be flexible and adaptable when designing; • test and evaluate the final design proposal against the design specification; • evaluate the work of other designers to inform their own practice; • understand the advantages of working collaboratively as a member of a design team; • understand the need to protect design ideas. Making Skills Candidates should be taught to: • select and use tools/equipment and processes to produce quality products; • consider the solution to technical problems in the design and manufacture process; • use tools and equipment safely with regard to themselves and others; • work accurately and efficiently in terms of time, materials/ingredients and components; • manufacture products applying quality control procedures; • have knowledge of Computer-Aided Manufacture (CAM) and to use as appropriate; • ensure, through testing, modification and evaluation, that the quality of their products is suitable for intended users and devise modifications where necessary that would improve the outcome(s); • understand the advantages of working as part of a team when designing and making products. Assessment Technology62 Unit 1: Written Paper (45601) 2 hours –120 marks – 40% Candidates answer all questions in two sections Pre-Release material issued Plus Unit 2: Design and Making Practice (45602) Approximately 45 hours – 90 marks – 60% Consists of a single design and make activity selected from a range of board set tasks G Sequerah Head of Design Technology [email protected]

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DRAMA Edexcel: GCSE Drama (2DR01) The course encourages students to work imaginatively and creatively in a collaborative context, creating, developing and communicating ideas. It has a clear, three-unit structure, with two units led and assessed by the teacher and a third assessed by an external examiner. The final examination is practical making this a hands on and realistic course. AIMS The Edexcel GCSE in Drama encourages students to:  develop a personal interest in why drama matters and be inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study  work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas  consider and explore the impact of social, historical and cultural influences on drama texts and activities  reflect on and evaluate their own work and the work of others  develop and demonstrate competence in a range of practical, creative and performance skills  develop a basis for their future role as active citizens in employment and society in general, as well as for the possible further study of drama  actively engage in the process of dramatic study in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds. CONTENT Students will follow a programme of study and complete 3 units for assessment: The Programme of study provides a basis for the course equipping students with a range of skills to explore plays, themes, issues and topics using a variety of strategies, techniques and drama conventions. Unit 1: Practical exploration of a selected theme/ issue/ topic. Students will complete six hours practical work and a 2000 word written response. Unit 2: Study of a full length play and experience of live theatre as a member of the audience. Students undertake six hours of practical exploration of the selected play and write a 1000 word documentary response. A 2000 word documentary response to a production seen is written under controlled conditions. Unit 3: A presentation of a scripted or devised piece of theatre to a visiting examiner. ASSESSMENT There are two forms of assessment: 1. Coursework- Units 1 and 2 are coursework units and account for 60% of the final mark. 2. Practical examination Unit 3 is marked by an external examiner and accounts for 40% of the final mark. Essential skills for students of GCSE Drama:  The ability to work co-operatively with others  A willingness to attend after school rehearsals  The confidence to perform in front of an audience D Walton Director of Theatre Arts [email protected]

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ENGLISH AS AN ADDITIONAL LANGUAGE Year 10 Edexcel IGCSE English as a Second Language (4ESO) Cambridge First Certificate in English AIMS: The English as an Additional Language course aims to improve the English language skills of our overseas students to a sufficient level to be of practical use in their GCSE studies. Students will learn to a) understand and convey information b) understand, order and present facts, ideas and opinions c) evaluate and select relevant information d) understand and employ a wide range of vocabulary e) exercise control of grammatical structures f) demonstrate an awareness of register in both formal and informal situations g) communicate effectively and appropriately CONTENT: The course is essentially skills based but covers a range of global topics including Festivals and Traditions, Work, Education, Culture, Sport, Science, Relationships, Hobbies, Travel, Health and The Media. As often as possible, students are expected to draw upon their knowledge of their own cultures and make comparisons with British culture. Skills areas Reading

Specific Focus Students are exposed to texts taken from a variety of sources including fiction and non-fiction books, journals, newspapers and magazines. They learn to read for gist and detail, to understand text structure and to deduce meaning.

Writing

Students learn to write non-specialised texts such as compositions, reports, articles, reviews and letters covering a range of topics in an appropriate style for the target reader.

Use of English

Students learn about the language system of English and improve their knowledge of grammar and vocabulary.

Listening

Students improve their ability to understand the meaning of spoken English, and to extract gist and specific information from spoken dialogue. They are exposed to a variety of dialogue types including interviews, discussions, lectures and conversations.

Speaking

Students learn to interact in conversational English in a range of contexts. They are exposed to interview situations, discussions and individual presentations.

ASSESSMENT:  In Year 10, students sit the Edexcel IGCSE in English as a Second Language. The assessment is entirely examination based and tests Reading, Writing and Listening, all equally weighted.  Students may also sit the Cambridge First Certificate in English examination, which has five papers, all equally weighted. These are Reading, Writing, Use of English, Listening and Speaking. D Weyman Head of EAL [email protected]

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FIRST LANGUAGE ENGLISH Year 11 CIE IGCSE First Language English (0500) AIMS: The First Language course aims to improve the English language skills of our overseas students to a sufficient level to pass the IGCSE First Language English exam. Although native speaker proficiency is difficult to achieve, students work to develop their language skills to their own highest level possible. The course aims to: a) enable students to communicate accurately, appropriately and effectively in speech and writing b) enable students to understand and respond appropriately to what they hear, read and experience c) encourage students to enjoy and appreciate variety of language d) complement students’ other areas of study by developing skills of a more general application (e.g. analysis, synthesis, drawing of inferences) e) promote students’ personal development and an understanding of themselves and others. CONTENT: The course is essentially text based and covers a range of text types including fiction and non-fiction, journals, newspapers and magazines. Largely through text analysis, students learn to appreciate how writers achieve effects in order to be able to reproduce these effects in their own writing. Skills areas Specific Focus Reading

Understand and collate explicit meanings Understand, explain and collate implicit meanings and attitudes Select, analyse and evaluate what is relevant to specific purposes

Writing

Articulate experience and express what is thought, felt and imagined Order and present facts, ideas and opinions Understand and use a range of appropriate vocabulary Use language and register appropriate to audience and context Make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling

ASSESSMENT:  In Year 11, students sit the CIE First Language English examination, which has two papers, equally weighted. These are the Reading and Directed Writing and Composition papers. J Baker Head of ESL [email protected]

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FASHION AND TEXTILES OCR (A114) AIMS The aims of the fashion course at GCSE level are as follows; 1. To improve observational drawing skills and gain experience of different drawing media. 2. To work in a variety of materials and learn different processes related to fashion and textiles 3. To gain a working knowledge of artists, craftspeople and designers and relate this to their own work. 4. To keep a sketchbook and work journals to record their work. CONTENT The Fashion and Textiles course provides students with the opportunity to explore and develop skills within this discipline. There is a strong focus on drawing and painting as well as collage, print making and working materials. Students will learn a variety of practical skills including sewing, knitting, print, embroidery, and constructed textiles. The students will keep a sketchbook documenting their investigations. They will focus on artists, crafts people and designers and will develop and make their own designs. COURSEWORK- 60% You will complete 2 units of work over a two year period. The first unit will be an introduction to the course and you will learn a variety of skills to prepare you for your entered unit of work. For this you will be able to choose your own subject matter, it will be a negotiated study.  Unit 1 – You will be expected to produce a portfolio of work developed from a personal devised starting point. 

The focus is on including work that shows exploration, research, acquisition of techniques and skills.



You will have approximately 45 hours (15-18 school weeks) as a guide to complete your controlled assessment portfolio.



This will be 60% of your grade

EXAM- 40% WEIGHTING Students may choose from 10 questions for their final exam. They will be expected to follow the same processes as they followed in their coursework. Observational drawing, research, design development and samples will all need to be completed prior to the exam. They may start their preparation work for the exam in February of the second year. They have 10 hours over two days to complete their final piece. ASSESSMENT Students are assessed internally and externally moderated by the exam board. All work is marked throughout the two years and improvements are suggested to the students before the final assessment is made.

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KEY POINTS  EXAM BOARD - 0CR  COURSE – Art and Design (Endorsed textiles)  EXAM - 40% (Timed controlled test -10 hours)  COURSEWORK - 60% (1 unit of work) E Collison Fashion & Textiles [email protected]

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GEOGRAPHY Edexcel IGCSE in Geography (4GE0) Aim: The Geography course aims to provide students with the opportunity to investigate many of the major issues that currently face today’s citizens, and it looks ahead to the changes that are likely to affect students as the citizen’s of the future. There is a strong focus on the ideas of sustainability, environmental responsibility and decision making. Key subject aims: The Edexcel IGCSE in Geography enables students to: •

actively engage in the process of geography to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds

•

develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world

•

develop a framework of spatial awareness in which to appreciate the importance of the location of places and environments from a local to global

•

appreciate the differences and similarities between people’s views of the world, its environments, societies and cultures

•

understand the significance of values and attitudes to the development and resolution of issues

•

develop their responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive

•

develop and apply their learning to the real world through fieldwork and other out-of classroom learning

•

use geographical skills, appropriate technologies, enquiry and analysis.

Content: •

Section A — The natural environment and people 1. River environments 2. Coastal environments 3. Hazardous environments

•

Section B — People and their environments 4. Economic activity and energy 5. Ecosystems and rural environments 6. Urban environments

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•

Section C — Global issues 7. Fragile environments 8. Globalisation and migration 9. Development and human welfare

Assessment: •

The assessment 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 multiplechoice questions, short and extended answer questions, graphical and data questions and fieldwork questions.

•

The total number of marks available is 150.

•

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.

•

Each question is worth 30 marks.

Textbooks 1. Witherick. M & Milner.S, Edexcel IGCSE Geography: Student Book, Pearson Education 2. Milner S and Phillipson O — Longman Geography for IGCSE (Longman, 2005)

James Garside Head of Geography [email protected]

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HISTORY Edexcel IGCSE in History (4H10) AIMS The Modern World History course aims to enthuse students in the study of history by looking at the main developments in international relations from c.1900 to 1991 and providing a historical perspective for central issues confronting the contemporary world. It also seeks to provide a firm basis for the students to learn to: a) acquire knowledge and understanding of the past b) develop a global awareness through an appreciation of societies different in time and place from their own c) investigate historical events, people, changes and issues d) develop understanding of how the past has been interpreted e) use historical sources critically in their context f) draw conclusions and appreciate that these and other historical interpretations are liable to reassessment in the light of new evidence.

CONTENT Topic Areas

Specific Focus

1. Germany 1918 - 1945

The impact of World War One on German society; Weimar Republic – instability to recovery (political, economic & social); Hitler becomes Chancellor and events leading to the establishment of dictatorship; social and economic policies.

2. USA 1919 - 1929

Social, political and economic changes; Prohibition, Ku Klux Klan, Scopes ‘Monkey’ Trial & Gangsterism

3. USA 1945- 1974

Social, political and economic changes including; McCarthyism, the growth of the Civil Rights movement in the 1950s, radical Civil Rights in the 1960s and the Watergate Scandal

4. The Middle East, 1919–c1973

Build up of tension in Palestine, 1919–45; The creation of Israel and the war of 1948–9; The Suez Crisis; The Arab-Israeli conflicts of 1967 and 1973; Superpower involvement in the Middle East

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The Edexcel IGCSE in History course does not contain a coursework element. Instead the students will be sit two 1 hour 30 minutes examinations. The examination is an untiered paper, targeted at grades A* to G. O Anderson Head of History [email protected]

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INFORMATION AND COMMUNICATION TECHNOLOGY Cambridge International Exam Board IGCSE (0417) AIMS There are few areas of modern life not affected by computer technology. The course aims to develop each student’s skills base in a range of software applications and widen their knowledge and understanding of the role of ICT in the world today. Students will be able to: a) experience a range of software applications b) develop their information technology skills in order to enhance their work in a variety of subject areas; c) develop understanding of how information technology systems work d) consider the impact of new technologies on methods of working in the outside world and on social, economic, ethical and moral issues; e) grow in their awareness of the ways in which Information Technology is used in practical and work-related situations. CONTENT PRACTICAL SKILLS By the end of the course students 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. use a spreadsheet to create and test a data model, extracting and summarising data; 5. create a structured website with style sheets, tables and hyperlinks; 6. create and control an interactive presentation. 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 technology is used in the wider world and the effects of its use in daily life; 4. the stages and methods of system analysis and design; 5. computing terminology. ASSESSMENT There are two practical exams, each worth 30% of the total mark, and a written theory paper counting for the final 40%. There is no coursework. There will also be the opportunity to take the ECDL/ICDL diploma during the course. N Heuvel Head of ICT [email protected]

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MODERN LANGUAGES AQA GCSE Syllabus for French (4655) and Spanish (4695) AIMS Learning at least one foreign language to GCSE Level is considered a high priority at Box Hill School. We offer French and Spanish GCSE options based on the AQA Specifications and a range of other languages (e.g. German, Italian, Mandarin, Japanese or Russian) can also be arranged outside the official timetable). The courses encourage students to:  develop understanding of the spoken and written forms of French and Spanish in a range of everyday situations and contexts (e.g. holidays, transport, accommodation, restaurants and cafés, shopping, health, environment and many more);  develop the ability to communicate effectively in the language, through both the spoken and written word, using a range of vocabulary and grammar structures;  develop knowledge and understanding of the grammar, and the ability to apply it;  develop knowledge and understanding of countries and communities where the language is spoken;  develop positive attitudes to language learning;  provide enjoyment and intellectual stimulation.  provide a suitable foundation for further study and/or practical use of the language at all levels. Modern Foreign Languages are an important part of the International Baccalaureate Diploma Programme, (IB). CONTENT We are using a variety of materials for the teaching of our Modern Languages programme: course books and other supporting materials as well as ICT materials, interactive boards and online activities. We regularly offer trips to the countries where the taught languages are spoken in order to give our students the opportunity to use and improve their acquired language skills and to broaden their cultural outlook. Modern Languages Week, theatre events and other cultural activities are also organised to make language learning even more interesting. Students are also encouraged to take part in exchange schemes with schools abroad, e.g. through our Round Square membership. In the past, we had some students going to Colombia! ASSESSMENT Students are assessed on four skills– speaking, listening, reading and writing. Writing: Speaking: Listening: Reading:

2 controlled assessments done during Y10 and Y11. (30% of final grade) 2 controlled assessments done during Y10 and Y11. (30 % of final grade) one Foundation or Higher tier paper sit at the end of Y11. (20 % of final grade) one Foundation or Higher tier paper sit at the end of Y11. (20 % of final grade)

A Benitez-Soria Head of Modern Foreign Languages [email protected]

P.Royl KS4 Co-ordinator [email protected]

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MUSIC Edexcel (2MU01)

AIMS The GCSE Music Course aims to build upon the skills that students have learned during Key Stage 3, namely: Performing; Composing and Listening. The four areas of study form the backbone of GCSE and connect these 3 disciplines. The Areas of Study are as follows: Area Area Area Area

of of of of

Study Study Study Study

1: 2: 3: 4:

Western Classical Music 1600-1899 Music in the 20th Century Popular Music in Context World Music

CONTENT 1. Performing (30%) Students produce a solo and an ensemble piece. Performances may be on any instrument and in any style. The benchmark level for GCSE Performance is approximately Grade 3. 2. Composing (30%) Students produce 2 compositions reflecting the 2 of the 4 Areas of Study. The combined length of the compositions should be between 2 and 4 minutes. They can be recorded live, or produced using computer software. 3. Listening (40%) Students sit a 90-minute examination in which they respond to questions based around specific set works by Handel, Mozart, Chopin, Schoenberg, Bernstein, Reich, Miles Davis, Jeff Buckley and Moby as well as traditional music from Scotland, India and Africa. In Section A, students respond to questions based on recorded extracts In Section B, students answer a more in-depth question on a chosen set work and are assessed on quality of written communication.

ASSESSMENT The course is assessed as follows: 1. Coursework (60%) – 2 performances and 2 compositions 2. Written Exam (40%) – Listening Paper A Stanworth Director of Music [email protected]

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MUSIC (MUSIC TECHNOLOGY) Edexcel (2MU01)

AIMS The GCSE Music (Music Technology) Course aims to build upon the skills that students have learned during Key Stage 3, namely: Performing; Composing and Listening but to do so through a concentrated exploration of music technology. This provides a different pathway through the GCSE Music specification but is not a discrete examination, therefore students would choose one or the other. Four areas of study form the backbone of GCSE: Area Area Area Area

of of of of

Study Study Study Study

1: 2: 3: 4:

Western Classical Music 1600-1899 Music in the 20th Century Popular Music in Context World Music

CONTENT 1. Performing using music technology (30%) Students will use computers to sequence a performance, ensuring that it is shaped to avoid it sounding mechanical. They will record a group performance using multi-track recording techniques. 2. Composing using music technology (30%) Students will use music technology to produce 2 compositions reflecting the 2 of the 4 Areas of Study. The combined length of the compositions should be between 2 and 4 minutes. 3. Listening (40%) Students sit a 90-minute examination in which they respond to questions based around specific set works by Handel, Mozart, Chopin, Schoenberg, Bernstein, Reich, Miles Davis, Jeff Buckley and Moby as well as traditional music from Scotland, India and Japan. Several of these pieces exhibit interesting use of music technology within their production and these will be explored within the course. However students will need to develop their understanding of music in general. In Section A, students respond to questions based on recorded extracts In Section B, students answer a more in-depth question on a chosen set work and are assessed on quality of written communication.

ASSESSMENT The course is assessed as follows: 1 2

Coursework (60%) – 2 performances and 2 compositions Written Exam (40%) – Listening Paper

A Stanworth Director of Music [email protected]

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PHYSICAL EDUCATION AQA (4890) This new specification which started in September 2009 is designed to meet the needs of all students; offering a Full Course and a Double Award. AIMS The courses aim to encourage learners 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 other’s cultures in relation to physical education. This course will promote creativity and decision making skills to enable students to plan effectively for performances and to respond to changing situations. It will also prepare learners to make informed decisions about further learning opportunities and career choices. GCSE Courses based on this specification encourage candidates to:    

Become increasingly physically competent through being actively engaged in a range of physical activities Become increasingly effective in their performance in different types of physical activity and roles such as player/performer, leader and official Develop their ability to engage independently and successfully in the processes of different types of activity Develop and maintain their involvement in physical activity as part of a healthy active lifestyle.

FULL COURSE CONTENT Unit 1 & 3 – Theory Knowledge and Understanding of The Active Participant Unit 2 & 4 – Practical The Active Participant ASSESSMENT Unit 1 & 3 – 40% of Full Course / 20% of the Double Award Written Paper  Multiple choice  Short answer questions  Extended answers based on a scenario issued prior to the examination Unit 2 & 4 – 60% of the Full Course / 30% of the Double Award Four Controlled Assessments  From at least two groups / ways of thinking  At least two performances must be as player/performer  At least one must be in a different role

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DOUBLE AWARD CONTENT Unit 5 – Theory Knowledge and Understanding for The Involved Participant Unit 6 – Practical The Active Participant ASSESSMENT Unit 5 – 20% of the Double Award Written Task  Short answer questions  Extended answers based on a scenario issued prior to the examination Unit 6 – 30% of the Double Award Four Controlled Assessments  Chosen from: player/performer; organiser; leader/coach; choreographer; official  Including a third way of thinking ( if three ways of thinking were not covered in Unit 4 )

A Sutcliffe Head of Physical Education [email protected]

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CAREERS DEPARTMENT GUIDANCE TO HELP YOU WITH THE DECISION MAKING PROCESS CHOOSING GCSE SUBJECTS Grades available at GCSE A*

A

B

C

D

E

F

G

If a candidate fails to gain sufficient marks to merit a grade G, the result is shown as U (unclassified). Candidates going on to study the International Baccalaureate programme in the Sixth form need to take a balanced package of GCSE courses including a Humanities subject and a foreign language in their option choices. To take a subject at IB Higher level a grade B at GCSE is required at a minimum, although for Mathematics an A would be necessary. To take a subject at IB Standard level a minimum of a C grade would be necessary. The IB package requires 3 subjects at Higher level and 3 subjects at Standard level. Please discuss the requirements of the IB with Mr Duffield, the IB Coordinator, before finalising your GCSE choices, if you intend to study the IB. Candidates choosing to do A Level ought to gain grades A* to C in a wide range of subjects at GCSE. It would be unwise to start an A-level course if a student had taken that subject at GCSE and failed to achieve a grade C or higher. Many teachers would prefer a candidate to have achieved grade B or higher at GCSE before starting that subject at AS and A2 level. Grades A* to C at GCSE are the yardstick for entry to university. In addition to the conditions universities impose at A level, many universities would expect high profiles at GCSE; grades A*, A or B, for some courses. English Language and mathematics are particularly important. There are many factors which should be taken into account when considering GCSE choices and you should try to keep open as many options as possible because your choice of subjects will have implications for your choice of subjects that you can take in the Sixth Form as well as your degree course at university and your future career. This is especially important for science subjects. These implications are some of several factors that should be taken into account when making your choices. The information below is to make you aware of what these implications are. The Sciences at University If you are thinking of applying for courses such as Biology, Zoology, Botany (the socalled ‘life sciences’) Chemistry at IB Higher Level or A Level A2 is essential. Biology as a single science does not keep the door to Sciences in higher education open. Furthermore, there is some evidence that many find Biology especially hard if it is not accompanied by Chemistry. As much as Chemistry and Biology are a ‘natural’ pair, so are Physics and Maths. Medical schools also now demand only two Sciences at A Level to quality for entry but a very strong GCSE profile is required. Inclusion of a humanity as a full A2 or as an A/S is recommended for Medicine. The key science at Sixth form is Chemistry. An increasing number of medical schools are demanding Biology at Higher and A2 Level. Where Biology is not demanded, Physics and Maths are acceptable as the second science. For Veterinary Science, Chemistry and Biology are essential as well. If you are contemplating Engineering you should study Physics and Maths at Higher or A2 Level. For Chemical Engineering you would obviously need Chemistry as well or possibly

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in place of Physics. A very restricted number of Engineering Departments may accept applicants achieving a high grade in Maths at Standard Level, accompanied by good scores in Physics and Chemistry at Higher Level. To read Physics or a Physics related degree you also generally need Maths and Physics at Higher or A2 Level. Those aspiring to study Engineering or the Natural Sciences at Oxbridge should aim to take both Mathematics and Further Mathematics to A2 as many of the strongest applicants will offer this background. The Humanities at University If you think that you may wish to read a single Humanities subject at university it is recommended that you do it at IB Higher Level or A Level A2 if possible. Given the drift away from single honour degrees towards combined and modular degree courses the conditions of entry may become less stringent unless English is one of your chosen subjects. Good results, in whatever subjects (and even Science subjects would be acceptable), are what is needed. The Social Sciences at University Entry to the Social Sciences, e.g. Politics, Psychology, Sociology, Economics, Business Studies, etc., can be even more flexible provided applicants have a strong GCSE performance and are predicted higher grades at sixth form. The absence of any preconditions undoubtedly contributes to the intense competition for entry to many of these courses. Some high demand departments of Economics look for Maths at IB Higher Level, some for a good GCSE performance in Maths and a willingness to study further. For some Psychology courses a science or Maths is needed and will always be advantageous.

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BOX HILL (I)GCSE OPTIONS 2013 - 2015 NAME:

TUTOR:

You must choose ONE subject ONLY out of each of the 6 options blocks below, one of which must be a science, (Biology, Chemistry, Physics or Science) which forms part of your compulsory core curriculum. Please take advice from your science teachers about this choice. If you are considered to be a strong scientist you could consider taking another science selected from blocks A to F below. Students may study fewer than nine GCSEs by opting for a ‘study’ session in an option block, but only by prior agreement with the KS4 Leader, Mr Edward Wightwick. It is highly recommended that students include a humanities subject and a modern foreign language in their choices.

BLOCK A Physics

BLOCK B Chemistry

BLOCK C Geography

BLOCK D History

BLOCK E Biology

BLOCK F PE

French

Drama

Drama

French

Geography

CDT

Spanish

CDT

Business

Fashion

Music

Art

Business

ICT

Music Tech.

PE

Art

Spanish

Science

History

Fashion / T

-

-

ICT

Study

Study

Study

Study

Study

Study

First Choice subject from each block:

Comments if necessary:

EXPLANATORY NOTES 1. 2.

3. 4. 5.

The Year 10 GCSE programme includes the core subjects of English Language, English Literature (or where applicable ESL - FCE and IGCSE), Mathematics and one Science chosen from Biology, Chemistry, Physics or Science. Exceptions can be proposed on the grounds of language difficulties, extra learning support lessons or general ability. Some might want to take a GCSE in another language outside the timetable with a private tutor. If you wish to propose an exception, please use the comments box. The curriculum also includes Physical Education and PHSE. Every effort has been made to offer the widest possible range of choices. However, we cannot guarantee to be able to provide your top choices. Whilst we try to offer as many subjects as possible, not all subject combinations may be available; a subject may be withdrawn if there is not sufficient demand. We reserve the right to make necessary changes.

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