GCSE & IGCSE OPTIONS

2016

box hill school GCSE OPTIONS

TABLE OF CONTENTS Options Schedule page 3 Option Subjects page 4 Introduction page 5 Core Subjects: page 6 English Language page 7 English Literature page 9 Mathematics page 12 Science page 14 Option Subjects: Art page 16 Business Studies page 18 Design and Technology page 19 Drama page 23

English as an Additional Language

page 25

First Language English page 27 Fashion and Textiles page 29 Geography page 31 History page 34 ICT page 36 Modern Languages page 38 Music page 40 Music Technology page 41 Physical Education page 43 Careers Guidance page 45

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box hill school GCSE OPTIONS

GCSE OPTIONS SCHEDULE 2016 Friday 8thJanuary 2016 Options Form distributed

Monday 18th January 2016 Year 9 Parents’ Evening

Monday 1st February 2016 GCSE options choices form must be returned

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. 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 is 1st February but please do return it as soon as you have decided.

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box hill school GCSE OPTIONS

GCSE OPTIONS 2016 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. 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. 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 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 Mrs Walton accompanied by a letter from parents or guardians. Other sources of information Mr Duffield, IB Co-Ordinator, and Mr Anderson, A Level Co-Ordinator, can provide advice and information about the IB and A level programmes at Box Hill School. They can be contacted on [email protected] or [email protected]. Mrs Watt, Head of Careers, can also provide advice and answer any questions on careers. She has information about required subjects for particular careers like engineering, architecture, law, medicine, veterinary science etc. She can be contacted on [email protected]

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box hill school GCSE OPTIONS

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 Parents’ 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 1st February. 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 or Al Levels in the Sixth Form? • what qualifications or subjects do I need in order 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. You need to check which subjects are relevant for the future courses you wish to follow and if your teachers feel you have the ability and aptitude. Study of a Modern Foreign Language and a humanities subject is desirable. English as an Additional Language If you are not a native English speaker, EAL support is available. These lessons are taught against mainstream English but this does not deprive you of a GCSE since you study for the IGCSE in English as a Second Language in Year 10, and the IGCSE in First Language English in Year 11. Specialist Tuition for Specific Learning Difficulties If you need specialist help to overcome specific learning difficulties, this can be accommodated during lesson time, activity time and during your free time. These lessons are subject to an extra charge. 5

box hill school GCSE OPTIONS

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: BIOLOGY, CHEMISTRY, PHYSICS or SINGLE SCIENCE

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box hill school GCSE OPTIONS

ENGLISH LANGUAGE: AQA (8700) The specification will enable students of all abilities to develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century time periods as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures. Aims • read fluently, and with good understanding, a wide range of texts from the 19th, 20th and 21st centuries, including literature and literary non-fiction as well as other writing such as reviews and journalism • read and evaluate texts critically and make comparisons between texts • summarise and synthesise information or ideas from texts • use knowledge gained from wide reading to inform and improve their own writing • write effectively and coherently using Standard English appropriately • use grammar correctly and punctuate and spell accurately • acquire and apply a wide vocabulary, alongside a 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.

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box hill school GCSE OPTIONS

Content Paper 1: Explorations in Creative Reading and Writing Section A: Reading • one literature fiction text Section B: Writing • descriptive or narrative writing Paper 2: Writers’ Viewpoints and Perspectives Section A: Reading • one non-fiction text and one literary non-fiction text Section B: Writing • writing to present a viewpoint Non-examination Assessment: Spoken Language * presenting * responding to questions and feedback * use of Standard English Assessment • There is only one tier of entry • This is a linear course, therefore all assessments will be taken at the end of the course • The qualification will be graded on a nine-point scale: 1 to 9 – where 9 is the best grade

• Paper 1: written examination worth 50% of final GCSE mark • Paper 2: written examination worth 50% of final GCSE mark • Non-examination Assessment: marked by teacher; separate endorsement (0% weighting of GCSE)

K Bryson, Head of English

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[email protected]

box hill school GCSE OPTIONS

ENGLISH LITERATURE: AQA (8702) This specification should encourage 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. Studying GCSE English Literature should encourage students to read widely for pleasure, and as a preparation for studying literature at a higher level. Aims • 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 the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read. Content 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: Paper 1: Shakespeare and the 19th-century novel • Shakespeare: students will answer one question on their play. They will be required to write in detail about an extract from the play and then to write about the play as a whole.

Students will study one play, for example: Macbeth, Romeo and Juliet, The Tempest.

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box hill school GCSE OPTIONS

• The 19th-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then write about the novel as a whole.

Students will study one novel, for example: Robert Louis Stevenson The Strange Case of Dr Jekyll and Mr Hyde, Charles Dickens Great Expectations, Mary Shelley Frankenstein.

Paper 2: Modern texts and poetry • Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text.

Students will study one text, for example: JB Priestley An Inspector Calls, William Golding Lord of the Flies, Meera Syal Anita and Me.

• Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster.

Students will study one cluster of poems taken from the AQA poetry anthology, Poems Past and Present. There is a choice of two clusters, each containing 15 poems. The poems in each cluster are thematically linked and were written between 1789 and the present day. The titles of the two clusters are: • Love and relationships • Power and conflict. Students should study all 15 poems in their chosen cluster and be prepared to write about any of them in the examination. • Unseen poetry: students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

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box hill school GCSE OPTIONS

Assessment • All examinations are closed book • There is only one tier of entry • This is a linear course, therefore all assessments will be taken at the end of the course • The qualification will be graded on a nine-point scale: 1 to 9 – where 9 is the best grade • Paper 1: written examination worth 40% of final GCSE mark • Paper 2: written examination worth 60% of final GCSE mark K Bryson, Head of English

[email protected]

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box hill school GCSE OPTIONS

MATHEMATICS Edexcel International London Examinations IGCSE (KMAO) 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

55%

Shape, space and measures

25%

Handling data 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.

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box hill school GCSE OPTIONS Foundation paper

Duration of paper

Grades available

1F 2 hours C, D, E, F, G 2F 2 hours

Higher paper

Duration of paper

Grades available

3H 2 hours

A*, A, B, C, D

4H 2 hours

The use of a calculator is allowed in all of the above terminal papers and there is no coursework element. AQA Level 2 certificate in Further mathematics It is appropriate for some students in set 1 of the IGCSE programme, to be accelerated and take the IGCSE exams in January of year 11. This is only appropriate for students who have completed the course and whose tracking data suggests they have a good chance of attaining an A or A* grade. If they do take their exam then, there is an opportunity to take a further mathematics certificate, offered by the AQA examination board following this in May/June. There is time to cover the syllabus of this additional qualification. The content is similar to A and A* grade topics covered in the IGCSE course plus some extra, ‘stand-alone’ topics including (for example) matrices and the factor theorem. It is also an excellent ‘bridge’ between IGCSE and IB or A level. Students who have done this course have already made headway into AS modules and IB work in the sixth form. Assessment Paper

Duration of paper

Weighting

Grades available

1

1 hour 30 minutes

40%

A* with

(Non calculator) distinction (A^), A*, A, B, C 2 2 hours (Calculator) 60%

J Thomson, Head of Mathematics

[email protected]

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box hill school GCSE OPTIONS

GCSE COURSES IN SCIENCE Biology AQA 8461, Chemistry AQA 8462, Physics AQA 8463 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 • 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, leading to one GCSE each. Students may take just one, two or all three sciences so as to keep the provision flexible for all. We are also hoping to continue to offer a Single Science course (1 GCSE but with combined units from biology, chemistry and physics). However, with the current government updates, most combined schemes are still awaiting ratification. Single science cannot be taken in conjunction with another pure science. The sciences are experimental subjects and this is reflected in the delivery of all of the courses. All three sciences are taught through the AQA examination board and are assessed by terminal exams at the end of year 11. Each GCSE has 2 exams; each 1 hour and 45 minutes long and equally weighted. Due to governmental changes, there is no longer a coursework element so the entire grade comes from exams. 14

box hill school GCSE OPTIONS

Your choices You are required to study at least one science course from the choice of Biology, Chemistry, Physics or 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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box hill school GCSE OPTIONS

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

60%

Externally Set Exam

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. 16

box hill school GCSE OPTIONS

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.

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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box hill school GCSE OPTIONS

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

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box hill school GCSE OPTIONS

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 19

box hill school GCSE OPTIONS

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; • analyse and evaluate existing products, including those from professional designers; 20

box hill school GCSE OPTIONS

• 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; • 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. 21

box hill school GCSE OPTIONS

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 Unit 1: Written Paper (45601) 2 hours –120 marks – 40% Candidates answer all questions in two sections Pre-Release material issued Unit 2: Design and Making Practice (45602) Approximately 45 hours – 90 marks – 60% Consists of a single design and make activity (Controlled Assessment selected from a range of board set tasks

G Sequerah, Head of Design Technology

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[email protected]

box hill school GCSE OPTIONS

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.

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box hill school GCSE OPTIONS

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.

D Walton,Director of Theatre Arts

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box hill school GCSE OPTIONS

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

Specific Focus

Reading

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.

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box hill school GCSE OPTIONS Skills areas

Specific Focus

Writing

Students learn to write summaries and a variety of texts



such as reports, articles, reviews, letters and emails



covering a range of topics in an appropriate style for the

target reader. 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.

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 four papers, all equally weighted. These are Reading and Use of English; Writing; Listening; and Speaking.

D Weyman, Head of EAL

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box hill school GCSE OPTIONS

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.

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box hill school GCSE OPTIONS Skills areas

Specific Focus

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.

D Weyman, Head of EAL

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box hill school GCSE OPTIONS

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

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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. Key Points • EXAM BOARD - 0CR • COURSE – Art and Design (Endorsed textiles) • EXAM - 40% (Timed controlled test -10 hours) • COURSEWORK - 60% (1 unit of work)

A Burgess,Fashion & Textiles

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burgessaboxhillschool.com

box hill school GCSE OPTIONS

GEOGRAPHY Edexcel IGCSE in Geography (4GE0) Aims 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.

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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

* Section C — Coursework

Two questions relating to the work we have done

• Section D — Global issues

7. Fragile environments



8. Globalisation and migration



9. Development and human welfare

Assessment: • The assessment is through a 3 hour examination paper, set and marked by Edexcel. • The single tier of entry will contain a variety of questions types, such as multiple-choice questions, short and extended answer questions, graphical and data questions and fieldwork questions. • The 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



– two questions from a choice of three in Section C



– one question from a choice of three in Section D

• Each question is worth 30 marks.

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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

The impact of World War One on German society;

1918 - 1945

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

Social, political and economic changes; Prohibition, Ku

1919 - 1929 3. USA



1945 - 1974

Klux Klan, Scopes ‘Monkey’ Trial & Gangsterism. 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.

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box hill school GCSE OPTIONS Topic Areas

Specific Focus

4. The Middle Build up of tension in Palestine, 1919-45; The creation of East, 1919 - Israel and the war of 1948–9; The Suez Crisis; The Arabc1973

Israeli conflicts of 1967 and 1973; Superpower involvement in the Middle East.

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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box hill school GCSE OPTIONS

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;

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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.

L Hood, Acting Head of ICT

[email protected]

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box hill school GCSE OPTIONS

MODERN LANGUAGES AQA GCSE Syllabus for French (8658) and Spanish (8698) 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

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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 have had some students going to Colombia! Assessment Students are assessed at the end of year 11 on four skills– speaking, listening, reading and writing. Writing: 25% of final grade Speaking: 25% of final grade Listening: 25% of final grade Reading: 25% of final grade

A. Benitez-Soria,Head of Spanish

[email protected]

P.Piper, Head of French

[email protected]

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box hill school GCSE OPTIONS

MUSIC Edexcel (1MU0) 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 of Study 1: Instrumental Music 1700-1820 Area of Study 2: Vocal Music Area of Study 3: Music for Stage and Screen Area of Study 4: Fusions Content 1. Performing (30%) Students produce a solo and an ensemble piece of at least 4 minutes combined duration. Performances may be on any instrument and in any style. The benchmark level for GCSE Performance is approximately Grade 4. 2. Composing (30%) Students produce 2 compositions: one is to a brief set by Edexcel and the other is a free composition. 3. Listening (40%) Students sit a 90-minute examination in which they respond to questions based around specific set works by Bach, Beethoven, Purcell, Queen (the rock group), Schwartz (music from “Wicked”), John Williams (music from Star Wars), Afro Celt Sound System and Esperanza Spalding. Students will respond to extracts and also answer questions on a previously unheard piece. Students will need to be able to read music to, at least, a basic level for this section. 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] 40

box hill school GCSE OPTIONS

MUsIC (MUSIC TECHNOLOGY) We are hoping to offer an alternative pathway to studying music at GCSE level focussing on music technology. Currently new specifications are awaiting Government approval but we expect to be able to run a course that contains music technology options, either alongside the normal GCSE or as a separate course. Below is the detail of the current specification (Edexcel) which will give you a flavour of the sort of tasks we expect in the new qualification. 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 of Study 1: Western Classical Music 1600-1899 Area of Study 2: Music in the 20th Century Area of Study 3: Popular Music in Context Area of Study 4: 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.

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box hill school GCSE OPTIONS

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 Coursework (60%) – 2 performances and 2 compositions 2 Written Exam (40%) – Listening Paper A Stanworth, Director of Music [email protected]

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box hill school GCSE OPTIONS

PHYSICAL EDUCATION AQA (8582) Aims This is a new specification starting in September 2016 designed to meet the needs of all students and the new GCSE reforms put forward by the government. Pupils at Box Hill School follow the AQA Full Course. Before undertaking the course, it is important for pupils to be aware that the amount of theory content within the course has greatly increased and includes a large amount of science based theory. Two theory exams at the end of the two year course form the basis for assessment. The practical element of the course now only accounts for 40% of the final grade. Content Exam 1 – The human body and movement in physical activity and sport • Applied anatomy and physiology • Movement analysis • Physical Training • Use of Data Written exam: 1 hour 15 minutes

78 marks

30% of GCSE.

Exam 2 – Socio-cultural influences and well-being in physical activity and sport • Sport psychology • Socio-cultural influences • Health, fitness and well-being • Use of Data Written exam: 1 house 15 minutes

78 marks

30% of GCSE.

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box hill school GCSE OPTIONS

Non-exam assessment – Practical performance in physical activity and sport • Practical performance in 3 different physical activities in the role of player/performer • One team activity • One individual activity • One in either • Analysis and evaluation of performance to bring about improvement in one activity. Assessed by school teachers Moderated by AQA

100 Marks

40% of GCSE.

A McAlister, Director of Sport [email protected]

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box hill school GCSE OPTIONS

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

(with the exception of English which is graded 1-9) 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. 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

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box hill school GCSE OPTIONS

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 so-called ‘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. For medicine and vetinary science Chemistry and Biology are essential at A Level, as is a very strong GCSE profile. 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 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. 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

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box hill school GCSE OPTIONS

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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