Quality British education in Milan

Key Stage 4 Curriculum Booklet

2018-2020

The British School of MilanVia Pisani Dossi, 16 • 20134 Milan, Italy - Tel. +39 02 210941

info@bsm.school - www.britishschoolmilan.com

learning to excel since 1969

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KEY STAGE 4 CURRICULUM BOOKLET

TABLE OF CONTENTS……..………………………………………………………………………………....1

INTRODUCTION…...…………………….………………………………………….………………………..2

MAKING DECISIONS……………..……………………………………………………….………………..…3

IB DIPLOMA……………………..……………….……….……...…………………………………………….4

KS4 CORE CURRICULUM………….....……………..………………………………………………………...5

CURRICULUM CHANGE with ENGLISH A and ART..………………………………………..…………..…6

ENGLISH A - LANGUAGE and LITERATURE……….……………...………………………………….….......7

ENGLISH B - SECOND LANGUAGE……………………...……………………………..…………….….......8

MATHEMATICS……………………...………………………………………………………………………...9

ITALIAN A……….……………………………...……………………………………………….………....…10

LANGUAGE AQUISITION – ITALIAN B, FRENCH, SPANISH, GERMAN……………..………………….11

SCIENCE…………………………………………………………..…………………………………………..12

GEOGRAPHY………………………………………………………………………..…………………..…....14

HISTORY……………………………………………………………………………..…………………..…...15

MUSIC………………………………………………………………………………..…………………..…....16

ART…………………………………………………………………………………..…………………..…....17

DRAMA……………………………………………………………………………..………………………...18

COMPUTER SCIENCE …………………………………….………………………...…………………….…19

ICT……………………………….…………………………………………………….…………………...…20

IGCSE PHYSICAL EDUCATION………………………...………………………………………….………..21

BUSINESS STUDIES………………….……………………………………………………………………….22

ECONOMICS………………….………………………………….……………………………….……..........23

CAREERS……………………………………………………………………………………………..……….24

LEARNING RESOURCE CENTRE ……………..….……………….………………………………….……..25

KS4 OPTIONS FORM…………………………….…..……………………………………………….….…..26

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INTRODUCTION

Dear Students and Parents

The move from Key Stage 3 to Key Stage 4 involves some important changes both in the structure of the

timetable and in the nature of the lessons. The purpose of this booklet is to explain these changes and to

give some advice on the choices that have to be made.

As is the case in most independent schools in England and Wales, The British School of Milan, adheres

closely to the requirements of the National Curriculum (NC). By the end of Key Stage 3 students will have

followed a broad and balanced curriculum consisting of fifteen subjects.

The National Curriculum stipulates that all students in Key Stage 4 should receive as balanced an education

as is possible. However, there is an element of choice available to them.

The core Key Stage 4 curriculum includes:

English Language English Literature

Mathematics

1 Language subject [chosen by student] Italian / French / Spanish / German

1 Science subject [chosen by student] Biology / Chemistry / Physics

1 Humanities subject [chosen by student] Geography / History / Business Studies / Economics

Students choose any 3 additional subjects which brings them up to 9 IGCSEs.

Also included are two non-examination subjects

Physical Education Personal, Social & Health Education

The process of selecting the subjects that will be taken for KS4 takes place during the Spring term of Year 9

and involves discussion between students, parents and teaching staff. Inevitably some students will not be

able to choose all six of their preferred subjects because of the need to group subjects in the option blocks

to create a balanced curriculum. There may also be a restriction on the numbers in individual classes, so it

is advisable to complete the on-line ‘OPTION CHOICES’ form promptly. Should there be insufficient interest

in a particular subject as an option, it may not be feasible for it to be offered.

At Key Stage 4 students’ attainment is assessed with the IGCSE (International General Certificate of

Secondary Education). Art is assessed with the General Certificate of Secondary Education (GCSE). These

subjects are traditionally assessed through formal, external examinations in the summer term of Year 11.

There may be additional components of assessment taken in some subjects during the two-year course.

As with the IB Diploma Programme (taken in Years 12 and 13), the results are keenly noted by prospective

employers and institutes of higher education.

This is an important stage in students’ academic development and one in which they have the chance to

play a positive, pro-active role in making decisions that could influence their future opportunities in life.

Students should think carefully about what their aims may be and make the most of the learning

experiences offered.

Prior to making these important decisions, students in Year 9 will receive advice and assistance from

teachers about which subjects to choose. It is important to consider decisions in the light of any future

career intentions.

Please read carefully through the syllabus outlines contained in this booklet and bear in mind any advice

given by subject teachers.

Do feel free to speak to us individually in person, or contact us via e-mail, if there is any further information

you require.

Colm Murphy Lauren Barbian Head of KS4 Deputy Head of KS4

colm.murphy@bsm.school lauren.barbian@bsm.school

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MAKING DECISIONS

Key Stage 4 is a two-year course of study culminating in IGCSE examinations at the end of Year 11.

Depending on your option choices, some subjects you used to do in Key Stage 3 will ‘disappear’ – those

which remain will be allocated more time, allowing you to study each of your chosen subjects in greater

depth. You will also have the opportunity to study new subjects.

You will be expected to keep up with the demands of the syllabus for each subject, present homework

punctually (there will be an increase in homework time allocated for each subject) and prepare effectively

for a range of assessments.

In short, undertaking IGCSE courses requires more self-responsibility, more determination and a high level

of commitment.

What should you consider when making your choices?

ABILITY What advantage might you have if you select subjects in which you have achieved good

results?

INTEREST Are you more likely to work with consistent commitment and purpose in subjects that you

particularly enjoy and know that you can be successful in?

TALENT Some people are instinctively expressive or creative, and might enjoy the opportunities

provided by subjects such as Music, Drama or Art. Other students may have a flair for

foreign languages or mathematical-based ideas. If you know where your talents lie, you can

capitalise on this…

POTENTIAL Be aware that GCSE courses might make different demands upon you than KS3 courses

did.

You may be quite good at a particular subject already; imagine how much progress you

make, and what results you can achieve with hard work and commitment to your own

learning! Be cautious, though: if you have achieved very high grades through KS3, it does not

automatically mean your initial grades at GCSE in KS4 will also be high – this might take time.

CONTENT Familiarise yourself with the syllabus content for each subject.

Look through the course descriptions in this booklet and try to match content to your

abilities, interests and ambitions.

AMBITION If you already have an idea of what future career(s) might appeal to you, you should bear in

mind that some careers demand specific subjects. Medicine, for example, will require the

study of two Science subjects, one of which must be Chemistry. Those considering a career

in Engineering need to study both Maths and Physics. Make sure, therefore, that you get the

correct advice before making decisions. If you are unsure what your ambitions are yet, then

you may wish to keep your options open by selecting a broad range of subjects.

ADVICE People at school to ask for help include:

Tutors, Subject Teachers, Heads of Key Stage 4

Head of University Guidance & Careers: Ms Vaccaro

Head of Sixth Form: Ms Pickering, Director of IB: Mr Pinchin

Deputy Heads: Mr Barrie / Miss Walker

The Principal: Dr Greenhalgh

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IB DIPLOMA

BSM became an IB World School in February 2008 and began delivering the IB Diploma Programme in

September 2008. The study programme for Years 7 to13 is designed to create a logical continuum in the

curriculum to support success in the IB Diploma.

When choosing subjects to study at IGCSE, students are advised to bear in mind that they will eventually

have to make subject choices for the IB Diploma.

In the IB Diploma students study six subjects selected from the six segments of the Diploma Curriculum

Framework, as illustrated below.

Group 1

STUDIES IN LANGUAGE AND LITERATURE

Group 2

LANGUAGE ACQUISITION

Group 3

INDIVIDUALS AND SOCIETIES

Group 4

SCIENCES

Group 5

MATHEMATICS

Group 6

THE ARTS

Three subjects are studied at Higher Level and the remaining

three subjects are studied at Standard Level.

Groups 1 to 5 are compulsory.

You may take an extra subject from Groups 1 to 4, instead of

a subject from Group 6, dependent upon scheduling issues.

THE CO-CURRICULUM

The school offers a wide range of activities beyond the actual classroom / lessons.

Students in Key Stage 4 are encouraged to be involved in this important aspect of school life. Universities

are looking for well-rounded individuals who are not purely an academic, but have been involved in Drama

productions, Music performances or as a member of the Sports team – to mention only three of the

options available.

Keep in mind that during Key Stage 4 you are creating the early stages of a personal CV that will be of

great benefit to you when you apply to university at the beginning of Year 13, and so broadening the scope

of your interests would be beneficial. Challenge yourself to balance your academic and social growth: find

pursuits beyond the curriculum and beyond the school through which you can fulfil your individual

potential.

The Physical Education Department offers a variety of co-curricular sports activities that are available to all

of our students. During the school day, students have access to the inter-house sports experience of

Python Points. Within this, students compete in a variety of regular sporting competitions against peers in

the same year group, whilst representing and earning points for their academic houses; notably Darwin,

Austen and Drake.

Outside of the school day, students are able to access a variety of sporting opportunities ranging from

recreational clubs to competitive clubs, with the school taking advantage of excellent sporting facilities in

Milan and its surrounding areas. In terms of competition, the Physical Education Department fields a

number of teams in numerous sports, with each of these teams competing in the Northern International

Schools Sports Association (NISSA), local festivals and sport exchanges.

Through these opportunities, a healthy fixtures and tournament programme is experienced by our students

on both week nights and weekends during each sporting season throughout the year.

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KS4 CORE CURRICULUM – Non Examination

PHYSICAL EDUCATION: This is a compulsory core component of Key Stage 4.

AIMS OF THE COURSE The Physical Education Curriculum is designed with the goal of being an outstanding curriculum. An

outstanding curriculum is one in which all learners become well-balanced, rounded individuals, who have

attained, achieved and accomplished all that they are capable of. Our curriculum has been designed with

our students’ long term aspirations and goals in mind and aims to provide inspiring experiences that reflect

our beliefs as a department and school. As a result, its structure is fluid and evolves with our students and

their strengths, expectations and aspirations.

The Key Stage 3 programme provides the building blocks for Key Stage 4, with students beginning to

streamline their focus towards the areas that they would like to develop long term. In Key Stage 4, students

narrow their focus further by opting for a particular pathway from a choice developed through student

voice, with the aim of providing them with a curriculum that will allow them to meet their long-term goals

and aspirations.

All students follow the core PE course.

Students may also select the IGCSE Physical Education course in addition to their core lessons.

COURSE CONTENT

Students have two lessons of Physical Education per week and follow a pathway of lessons for two years.

Students opt for the particular pathway that they would like to follow. The following pathways are for

illustrative purposes only and represent the aspirations of the current Key Stage 4 students.

High Performing All-rounder

This pathway is designed to give students the opportunity to develop their all-round ability in a variety of

sports. This includes athletics, aquatic activities, badminton, basketball, striking and fielding games, and

volleyball.

Footballing Excellence

This pathway is concerned with the development of a student’s footballing ability. Students will cover not

only the techniques, skills and tactics of the game, but also the physical and mental side. In order to provide

a measure of balance to the pathway, students will also undertake blocks of work in athletics and rugby.

PERSONAL, SOCIAL, HEALTH and ECONOMIC EDUCATION:

The Personal, Social, Health and Economic Education programme [PSHE] provides an opportunity

to promote critical thinking inherent to the Theory of Knowledge (TOK) programme in the IB Diploma,

characterised by ‘student-centred learning’ and Internationalism. It is also a conduit through which we can

promote local, regional and global awareness and responsibility through the Creativity, Action and Service

(CAS) programme.

The programme also addresses core PSHE issues relevant to adolescence: Sex and Relationship Education;

Drugs, Alcohol and Tobacco; Bullying; Global Citizenship; Emotional Health and Wellbeing; Nutrition and

Physical Activity; and Health and Safety, encouraging exploration of, reference to and development of

critical, compassionate, substantiated opinion.

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CURRICULUM CHANGE with ENGLISH A and ART

The British government announced last year that it would introduce rigorous new linear

qualifications at KS4, to be called IGCSE 9-1.

The New IGCSE 9-1 in English Language & Literature and Art has been delivered at BSM from September

2017.

A new grading scale will be used for the GCSE 9-1, with 9 being the top grade and with a 4 being roughly

equivalent to a current grade C. This change is being made to allow greater differentiation between

students at the higher grades and also to help distinguish the new IGCSE from legacy versions

which will remain graded from A* to G.

Currently the Department for Education considers a good pass to be a C grade. You will notice from the

diagram below that this will rise to a 5 under the new grading system, raising the bar nationally. Full detail

can be found in the weblink below but the key points are in the diagram:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/460142/new_gcse_grading_structure.pdf

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ENGLISH A Edexcel IGCSE Language (code 4EA1)

Edexcel IGCSE Literature (code 4ET1)

AIMS OF THE COURSES

develop communication skills to achieve improved fluency and grammatical accuracy

craft language to suit a wide range of purposes and audiences

read and think critically

analyse and appreciate writers’ presentation of ideas and manipulation of language

consider the effectiveness of a wide range of non-fiction and fiction texts from around the world

explore through literature the cultures of various societies

enjoy reading literature and understand its influence on individuals and societies

COURSE CONTENT

English Language (Specification A) Written examination Paper Skill Content Time Weighting

1 [4EA1/01] READING Unprepared non-fiction

passage

Text from Part 1 of the

Edexcel Anthology

2 hrs 15 mins 60%

TRANSACTIONAL

WRITING

For a specified audience,

form and/or purpose

2 [4EA0/02] READING Text from Part 2 of the

Edexcel Anthology

1 hour 30 minutes 40%

IMAGINATIVE

WRITING

To explore, imagine and/or

entertain

English Literature Written examination Paper Skill Content Time Weighting

1 [4ET1/01] POETRY AND

MODERN PROSE

Unseen poem

Part 3 of the Edexcel

Anthology

Things Fall Apart by Chinua

Achebe

2 hrs 60%

2 [4ET0/02] MODERN DRAMA

AND LITERARY

HERITAGE

An Inspector Calls by J B

Priestley

Macbeth by William

Shakespeare

1 hr 30 mins 40%

ENGLISH IN THE SIXTH FORM

In the Sixth Form at BSM, students choose between:

LANGUAGE A: LANGUAGE & LITERATURE or LANGUAGE A: LITERATURE

To follow either course at Standard Level, the minimum grade requirement is two grade Cs (5) at IGCSE

To follow either course at Higher Level, the minimum grade requirement is two Bs (6) at IGCSE.

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ENGLISH B

CIE IGCSE - English as a Second Language (code 0510)

The syllabus assesses students’ ability to use English as a medium of practical communication, and is aimed

at students for whom English is not a first language / mother tongue but for whom it is a lingua franca or

language of study.

AIMS OF THE COURSE

develop the ability to use English effectively for the purpose of practical communication;

form a sound base for the skills required for further study or employment using English as the

medium;

develop an awareness of the nature of language and language learning skills, along with skills of a

more general application;

promote students’ personal development;

ensure that students can fully access other curriculum subjects;

For students to gain a NQF Level 2 English language IGCSE qualification which will allow them to continue

on to Sixth Form and university study.

COURSE CONTENT

ESL Written examination Paper Skill Content Time Weighting

Component 2

(Extended)

READING AND

WRITING

There are seven tasks in the paper

testing a range of reading and

writing skills.

2 hrs 70%

Component 4

(Extended)

LISTENING Candidates listen to several short

extracts and longer texts and

complete a range of task types

such as gap fill, note-taking,

multiple choice and extended

answers.

50 mins 30%

Component 5 SPEAKING Following a 2-3 minute warm up

students engage in a 6-9 minute

discussion on a given topic

15 mins Separately

endorsed

ENGLISH IN THE SIXTH FORM

In the Sixth Form at BSM, students may select between:

LANGUAGE A: LANGUAGE & LITERATURE or LANGUAGE A: LITERATURE

To follow either course at Standard Level, the minimum grade requirement is grade ‘C’s at IGCSE.

To follow either course at Higher Level, the minimum grade requirement is ‘B’s at IGCSE.

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MATHEMATICS CIE IGCSE (code 0580)

AIMS OF THE COURSE

At the British School of Milan, Mathematics is studied by all students in every year.

By providing rich and varied opportunities both in and outside of the classroom, we aim for all students to:

develop fluent knowledge, skills and understanding of mathematical methods and concepts

acquire, select and apply mathematical techniques to solve problems

reason mathematically, make deductions and inferences, and draw conclusions

comprehend, interpret and communicate mathematical information in a variety of forms

appropriate to the information and context.

develop an appreciation for the study of mathematics.

COURSE CONTENT

The study of Mathematics at IGCSE covers 6 core strands: Number, Algebra, Proportion, Geometry,

Probability and Statistics. In addition to this, key skills that cut across these categories will be developed,

including those of reasoning, problem solving and communicating mathematically.

HOW WILL THE COURSE BE EXAMINED?

The CIE IGCSE (0580) is a challenging and rewarding course which prepares students thoroughly for future

studies. We aim for all students to sit the ‘Extended’ option, which is assessed by two terminal

examinations (called Paper 2 and Paper 4). Paper 2 consists of short questions, whereas Paper 4 consists of

much longer questions which often link topics across the course.

IGCSE ADDITIONAL MATHEMATICS

At BSM we aim to both challenge and enrich all students’ mathematical skills and understanding. Alongside

IGCSE Mathematics, students will also study IGCSE Additional Mathematics (0606). The degree to which

this course is covered will be dependent on the set, with students in set 1 and 2 expected to cover all of

the content. The aim of this is to provide more students the opportunity to prepare for Higher Level

Mathematics at IB. The decision as to whether students will be entered for the IGCSE Additional

Mathematics paper, which consists of two calculator papers, will be based on their mock examination in

Year 11.

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ITALIAN A – Language and Literature Pearson Edexcel A level in Italian.

AIMS OF THE COURSE

The Italian A - Language and Literature syllabus is for Italian Nationals and International students with

mother-tongue or equivalent levels of Italian (Lingua Uno). The Italian B course is provided for international

students who are not fluent in Italian. Please refer below in the Languages section.

NOTE: Italian A at IB level is a necessary requirement to access Italian State Universities.

Students must take Italian A in Year 10 & 11 to access Italian A at IB level.

The Italian CIE Cambridge Pre-U course provides the necessary preparation to access Italian A at IB level.

By the end of Year 11 students will have developed an inquiring, reflective approach to the study of Italian

language and literature and will be able to:

“Use language as a vehicle for thought, creativity, reflection…

Develop critical, creative and personal approaches to studying…

Engage in literature from a variety of cultures…

Engage with ICT in order to explore language…

Apply Italian language skills and knowledge in a variety of real-life contexts”.

COURSE CONTENT

The Italian A course has been designed to give students a thorough grounding in the skills and knowledge

required for studying Language A: Italian in the IB Diploma.

YEAR 10

Elements of narratology, introduction to analysis of poetry

In-depth study of: D. Alighieri: Inferno, G. Boccaccio, Il Decameron, F. Petrarca: Il Canzoniere

I. Calvino, Il sentiero dei nidi di ragno; A. Moravia, Racconti romani, E.Lee Masters: Antologia di Spoon River or

K. Hossein, Mille splendidi soli, H. Lee, Il buio oltre la siepe or J. Austen Orgoglio e pregiudizio

YEAR 11

Advanced activities of literary criticism, Introduction to comparative study of 2 literary texts

In-depth study of: G. Leopardi: Canti, G. Verga: Vita dei campi, L. Pirandello: Novelle per un anno, L. Sciascia, Il

giorno della civetta, D. Grossman: Qualcuno con cui correre or H. Hesse, Siddharta

In addition to textbooks and printed notes, teachers use various multi-media devices and interactive

software with a view to developing personalised learning, in line with the objectives of the school.

HOW WILL THE COURSE BE EXAMINED?

At the end of Year 11, students will be assessed by means of an external examination:

Pearson Edexcel A level in Italian.

Paper Skill Time allowed Weighting

1

Listening, reading and translation

Written examination 2 hours 40%

2

Written response to works and translation 2 hours and 40 minutes 30%

3

Speaking 21 - 23 minutes. (5 minutes preparation included)

30%

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LANGUAGE AQUISTION CIE IGCSE - Italian (code 0535)

CIE IGCSE - French (code 0520)

CIE IGCSE - Spanish (code 0530)

CIE IGCSE - German (code 0525)

AIMS OF THE COURSE

To develop the ability to use language effectively for purposes of practical communication in the

countries where the language is spoken.

To encourage positive attitudes towards language learning and towards speakers of other

languages.

To develop an awareness of the nature of language and language learning.

To acquire the skills and attitudes which will form a sound basis for further study, work and leisure.

To develop the pupils’ understanding of themselves, their own cultures and the culture and

civilisation of other countries.

To encourage fuller integration into the local community, where relevant.

To provide enjoyment and intellectual stimulation.

To promote the learning of more general applications:

use of reference materials including dictionaries;

use of information technology;

analysing and drawing inferences;

summarising, reporting and explaining.

COURSE CONTENT

The syllabus and examinations are based on authentic material related to these topics:

Area Theme Content

A Everyday activities Home life and school; Holidays and special occasions

B Personal and social life Self, family and personal relationships; Food, health and fitness

C The world around us Home, town and local area; Natural and man-made environment;

People, places and customs

D The world of work Continuing education; Careers and employment; Language and

communication in the work place

E The international world Tourism at home and abroad; Life in other countries and

communities; World events and issues

HOW WILL THE COURSE BE EXAMINED?

Candidates are examined in four skills: LISTENING, READING, SPEAKING and WRITING.

The examination papers will be set entirely in the target language. This includes rubrics and all questions.

All questions requiring written answers, including questions testing Listening and Reading Comprehension,

are to be answered in the target language.

The exam is divided into four papers and students wishing to obtain a grade from A* to G must attempt all

4 papers from the Extended Curriculum:

Paper Skill Time allowed Weighting

1 Listening 45 mins 25%

2 Reading 1 hr 25%

3 Speaking 15 mins 25%

4 Writing 1 hr 25%

ACCELERATED PATHWAY

For students who show outstanding potential in Year 9, we have developed an Accelerated Pathway.

Selected students commence their studies towards the CIE French / Italian IGCSE and take their final

exams at the end of Year 10. If a student achieves an A or A* in their final exams, in Year 11 they will be

provided with the opportunity to study for an additional qualification which will further support their skills

and understanding to excel in Higher Level IB French/ Italian.

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SCIENCE CIE IGCSE - Biology (code 0610)

CIE IGCSE - Chemistry (code 0620)

CIE IGCSE - Physics (code 0625)

Biology, Chemistry and Physics are taught as separate subjects in Key Stage 4.

The Cambridge International GCSE syllabus is followed and the three subjects are examinable separately at

the end of the two-year course.

A student can decide to study one, two, or even all three science subjects in Years 10 and 11.

Any student who might wish to follow a scientific or technical career (such as engineering) should

generally take 2 or 3 science GCSE subjects. These students must discuss their GCSE science choices

carefully with science teaching staff.

Though these courses will go into greater depth and extend the knowledge of the students, they will also

involve some revision of previous years’ work.

AIMS OF THE COURSE

To acquire a knowledge and understanding of the concepts, principles and applications

of Biology, Chemistry and Physics so that students may be able to develop an informed interest and

opinion in related topics;

To develop skills and abilities relevant to the study and practice of science which will be useful in

everyday life;

To stimulate curiosity and interest in science and the environment;

To introduce students to the methods used by scientists and the ways in which scientific

discoveries are made, and to show that science and the language of science is universal and that

science recognises no national boundaries;

To develop attitudes relevant to Biology, Chemistry and Physics such as concern for accuracy and

precision, objectivity, integrity, enquiry, initiative and inventiveness.

COURSE CONTENT

The topics covered include an in-depth study of:

Biology: Cells and classification, nutrition and enzymes, respiration and gas

exchange, transport and disease, co-ordination and response, reproduction,

inheritance, biotechnology and ecosystems.

Chemistry: Atomic structure, bonding, formulae and equations, The Periodic

Table, chemistry and electricity, metals, air and water, carbonates and sulphur,

acids, bases and salts, chemical reactions and organic chemistry.

Physics: Motion, matter and forces, energy, work and power, electricity,

magnetism, thermal energy, electromagnetic waves and radioactivity.

13

Students learn about the underlying principles of each subject through a mix of theory and practical

investigations, while also developing an understanding of the scientific skills essential for further study.

Students learn how science is studied and practiced, and become aware that the results of scientific

research can have both good and bad effects on individuals, communities and the environment. As well as

focusing on the individual sciences, the syllabus enables candidates to better understand the technological

world they live in, and take an informed interest in science and scientific developments in the world around

them.

HOW WILL THE COURSES BE EXAMINED?

The students will sit 3 examination papers per subject consisting of:

Paper Time and Weighting Content

Multiple Choice 45 mins (30%) Core & Extended Material

Written Paper - Theory 75 mins (50%) Core & Extended Material

Written Paper - Practical 60 mins (20%) Practical Aspects

SCIENCE IN THE SIXTH FORM

Biology, Chemistry and Physics are available as separate subjects as part of the IB Diploma programme.

Students who might wish to study Biology at IB and go on to study a Biology-based course at university,

must take IGCSE Chemistry in addition to IGCSE Biology.

It is important that students possess some mathematical ability before considering the Chemistry or Physics

courses since they involve frequent numerical concepts in most topic areas.

Any student considering medicine or veterinary science must take all 3 sciences to be eligible for a place in

British universities.

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GEOGRAPHY CIE IGCSE (code 0460)

AIMS OF THE COURSE

The world in which we live is likely to change more in the next 50 years than it has ever done before. By

studying Geography, students will discover why, and try to prepare themselves for these changes.

Geography is an ideal subject for developing a full range of skills and helps to provide a good broad

education.

Successful Cambridge IGCSE Geography candidates develop lifelong skills, including:

An understanding of the impacts which both physical and human geography can have and the

processes which affect their development.

A sense of place and an understanding of relative location on a local, regional and global scale.

The ability to use and understand geographical data and information.

An understanding of communities and cultures around the world and how they are affected and

constrained by different environments.

Students will be required to handle data using ICT, ask questions and find out answers, as well as giving

presentations and working in teams. They will need to draw and read maps, organise themselves and work

independently - both inside the classroom and beyond. All students will participate in a residential fieldtrip,

in June of Year 10, where they will collect data related to tourism for their coursework, which is worth

27.5% of their final grade. There will be an extra cost for this excursion.

COURSE CONTENT

The curriculum is divided into three themes which are collectively designed to develop an understanding of

both the natural and human environment.

Theme Area Content

1 POPULATION AND

SETTLEMENT Population dynamics

Settlement

2 THE NATURAL

ENVIRONMENT Plate tectonics

Rivers

Coasts

Weather and Climate

Natural Vegetation

3 ECONOMIC

DEVELOPMENT Development

Food Production

Industry

Tourism

Energy

Water

Environmental risks of economic development

HOW WILLTHE COURSE BE EXAMINED?

Paper Content Time allowed Weighting

1 Questions can be from Theme 1, 2 and 3 - answer 3

questions out of 6

1 ¾ hrs 45 %

2 All questions need to be answered 1½ hours 27.5%

3 Coursework from the data collected on the

residential field course – 2000 word project

- 27.5%

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HISTORY CIE IGCSE (Code 0470)

AIMS OF THE COURSE

History helps young people to understand the world they live in, and the events of the last 100 years help

to explain the problems and opportunities of the world today.

The study of History also offers a broad range of skills such as dealing with ‘real’ people and understanding

why they did what they did in the past. Students are also given the opportunity to judge more accurately

whether they are being told the truth, part of the truth or something completely untrue about the past.

The course also provides excellent preparation for the IB Diploma as students practise source analysis,

enquiry and essay skills which are the essential elements of History at IB Diploma level.

COURSE CONTENT

Students will have an opportunity to learn about International Relations, what leads to conflicts between

countries and how these are settled.

One nation (Germany) will be studied in depth, helping students to gain knowledge about a different place

and people. In addition, students will learn how historians use sources to find out about the past. This will

focus on International Relations, specifically the Cold War.

HOW WILL THE COUSE BE EXAMINED?

Component Time allowed Weighting

1. Paper 1: Exam paper

The 20th century: International Relations since 1919 and Russia 1905-1941

Students will be examined on all topics in a single examination

Section A - Core Content: International Relations since 1919

Were the peace treaties of 1919–23 fair?

Who was to blame for the Cold War?

How effectively did the USA contain the spread of Communism?

How secure was the USSR’s control over Eastern Europe, 1948–

c.1989?

Why did events in the Gulf matter, c.1970–2000?

Section B - Depth Studies: Germany 1919 - 1945

How did young people react to the Nazi regime?

How successful were Nazi policies towards women and the family?

Did most people in Germany benefit from Nazi rule?

How did the coming of war change life in Nazi Germany?

2hrs 40%

2. Paper 2: Exam paper

The 20th Century: International Relations since 1919 (source paper)

Students will be examined on all topics in a single examination

The focus of the source paper in June 2018 is:

To what extent was the League of Nations a success?

The focus of the source paper in June 2019 is:

How effectively did the USA contain the spread of Communism?

2 hrs 33%

3. Extended Writing

One piece of extended writing, up to 2000 words in length, based on an

aspect of Nazi Germany, the title of which is:

How significant were the Gestapo in Nazi Germany?

A 2000 word

essay to be

completed either

in lesson time or

at home

27%

16

MUSIC CIE IGCSE (code 0410A)

AIMS OF THE COURSE

The aims set out below describe the educational purposes of following a course in Music for the IGCSE

examination.

To develop sensitivity towards music through personal experience by the exercise of imagination

and the acquisition of skills, inventiveness, co-ordination and knowledge.

To acquire and consolidate a range of basic musical skills, knowledge and understanding through

the activities of listening, performing and composing.

To develop performing skills to enable candidates to participate in the wide range of musical

activities which can be found, at present, in the school and in the community.

To develop a perceptive, sensitive and critical response to music of different styles in a cultural and

historical context.

COURSE CONTENT

Over the course of the two years, students will study, listen to and perform a wide range of music from

various parts of the world and from different periods in history. This will include some more ‘in depth’

study of two prescribed set works, one from the Western tradition and one World music topic.

Part of the first year (Year 10) will focus of strengthening the musical grammar skills and techniques

required to be able to compose and read music fluently. Most students will take the ABRSM grade 5

theory exam at the end of Year 10, though this is not compulsory. This highly considered qualification is

recognised by UCAS and is often a requirement for university entrance later on.

HOW WILL THE COURSE BE EXAMINED?

Component Timing/dates Weighting

2 Performances (1 solo, 1 ensemble)

Grade 4/5 level difficulty can access an A* grade

Internally assessed with external moderation

Recorded during

February/March of Year 11

30%

2 contrasting Compositions (usually created on ‘finale’)

Internally assessed with external moderation

Submitted by

March / April of Year 11

30%

Listening paper (1 hr 15 minutes)

a) Answer questions based on extracts taken from the Baroque,

Classical, Romantic and 20th century

b) Answer questions on music with a ‘skeleton’ score.

c) Answer questions on a set prescribed area from World Music.

d) Answer questions on a prepared set work taken from Western

Classical Music.

Externally assessed

May of Year 11

40%

Students will also be able to participate in the school music groups, and IGCSE students also have an

automatic place in Chamber Choir. An integral part of music is performance, and all students are actively

encouraged to be in groups, ensembles and choirs.

17

ART Edexcel GCSE (code 2FA01)

AIMS OF THE COURSE

Art and Design equips students with the skills to enjoy, produce and engage with the visual arts throughout their lives,

and it has immense value as a GCSE subject. GCSE Art and Design provides the opportunity for students to: explore

both contemporary and historical sources of art, craft and design first hand through, for example:

visiting museums, galleries, art shows and fairs

experiencing audio-visual productions, including still and moving imagery

their surroundings and environments

take an individual approach to their art, craft and design making

develop the skill of selecting their best and most appropriate work for presentation.

COURSE CONTENT

The GCSE course is comprised of two units;

UNIT 1: Personal Portfolio in Art and Design (6 teacher set projects)

UNIT 2: Externally Set Assignment in Art and Design (1 project set by exam board with a 10 hour exam)

HOW WILL THE COURSE BE EXAMINED?

AO1 Develop their ideas through investigations informed by contextual and other sources,

demonstrating analytical and cultural understanding.

25%

AO2 Refine their ideas through experimenting and selecting appropriate resources, media,

materials, techniques and processes.

25%

AO3 Record ideas, observations and insights relevant to their intentions in visual and/or

other forms.

25%

AO4 Present a personal, informed and meaningful response demonstrating analytical and

critical understanding, realising intentions and, where appropriate, making connections

between visual, written, oral or other elements.

25%

SUMMARY OF SCHEME OF ASSESSMENT

UNIT Component Weighting Method of assessment Requirements

1

Coursework

YEAR 1

60%

Internally set

Internally marked

Externally moderated

Must show evidence of all assessment

objectives.

Must include work journal.

Coursework

YEAR 2

Internally set

Internally marked

Externally moderated

Must show evidence of all assessment

objectives.

Must include work journal.

2

Externally set

ASSIGNMENT

[ESA]

40%

Externally set

Internally marked

Externally moderated

Eight weeks preparation time

10 hours timed set task

Must show evidence of all assessment

objectives.

Must include work journal.

Art GCSE Twilight The two year GCSE course is also available to students who are unable to follow the Art GCSE

programme within their lesson timetable during the school day, or if they wish to undertake an extra

GCSE course. Lessons take place on an afternoon after school, 15:30 – 17:30.

18

DRAMA CIE IGCSE (code 0411AY)

AIMS OF THE COURSE

GCSE Drama enables students to have a holistic experience of Drama. The study requirements and the

assessment criteria recognise and reflect that Drama is both a process through which students develop

understandings of themes/concepts and issues, and a product where those understandings are expressed

through the Drama medium. Within the course students will learn about different types of drama and styles

of performance.

COURSE CONTENT

The Programme of Study will introduce students to:

HOW WILL THE COURSE BE EXAMINED?

Component Weighting Marks Timing

Written exam

40% Mark - 40

Controlled assessment:

2 ½ - hour exam based on previously studied

practical work

Practical course

work

60% Total - 60

Controlled assessment:

3 practical performance pieces assessed

individually.

2 group pieces and 1 monologue

either devised or scripted

WORLD THEATRE IN THE SIXTH FORM

After IGCSE students have the opportunity to take their studies further and study World Theatre IB in the

Sixth Form. This course focuses on the practical exploration of various world theatres and the use of that

exploration to complete assessed coursework elements. The focus of this is on individual development and

allows students to follow independent research in areas of personal interest.

Explorative

strategies The drama medium

The elements

of Drama Forms of stimuli

Action/plot/content

Still image The use of costume Forms Poetry

Thought-tracking The use of masks and/or make-up Climax/anti-climax

Narrating The use of sound and/or music Rhythm/pace/tempo Objet d’art

Hot-seating The use of lighting Contrasts Music

Role play The use of space and/or levels Characterisation Play scripts

Cross-cutting The use of set and/or props Conventions Live theatre performance

Forum theatre The use of movement, mime and

gesture Symbols

Television, films, DVDs

and videos

Marking the moment The use of voice

Newspaper and magazine

articles

The use of spoken language

Extracts from literary

fiction and non-fiction

19

COMPUTER SCIENCE CIE IGCSE (code 0478)

AIMS OF THE COURSE

Computer Science is taught using the CIE IGCSE Computer Science curriculum. Computer Science is

ideal for students who enjoy solving problems and learning about the science behind computers.

It is an ideal subject for students with a genuine interest in computers and how they work and for students

thinking of working in the world of Computers. Students taking this option might have the opportunity to

take Computing at IB level.

The CIE IGCSE Computer Science enables students to: Develop computational thinking

Develop an understanding of the main principles of solving problems by using computers

Develop the understanding that every computer system is made up of sub systems and how they

interrelate, including hardware, software, data, hardware, communications and people

Acquire the skills necessary to apply this understanding to develop computer-based solutions to

problems using a high level programming language.

COURSE CONTENT

It will cover all aspects of computing from developing knowledge of how computers are constructed to

using a variety of programming languages to help solve problems.

The course builds on work carried out by students at KS3 where they used a variety of programs to help

them solve problems and it would be an excellent choice for anyone considering a career in the burgeoning

IT industry or pursuing its academic study beyond GCSE level.

The syllabus aims to encourage students to develop computational thinking; that is thinking about what can

be computed and how, including consideration of the data needed. Learning computational thinking involves

learning how to program, that is to write computer code because this is the means by which computational

thinking is expressed.

While the assessment is by written paper, most of the teaching will be via practical tasks where students

will solve problems independently and in groups.

HOW THE COURSE WILL BE EXAMINED?

Components Weighting

Paper 1: Theory

This written paper contains short answer and structured questions.

No calculators are permitted in this paper.

75 marks & Externally assessed

60%

Paper 2: Problem Solving and Programming

This written paper contains short answer and structured questions.

20 of the marks for this paper are from questions set on pre-release material.

50 marks & Externally Assessed

40%

20

ICT CIE IGCSE (code 0417)

AIMS OF THE COURSE

ICT is taught using the CIE IGCSE ICT curriculum. It aims to encourage the exploration and study of ICT in

a variety of contexts: home, community, business, industry, recreation and education. In any given situation,

students will be given the opportunity to acquire competence, ability and critical skills through the

implementation, use and evaluation of a range of ICT systems.

The CIE IGCSE ICT enables students to:

To acquire and apply ICT skills, knowledge and understanding in a range of contexts

To develop ICT-based solutions to address challenges and solve problems

To develop an understanding of ICT systems

To develop an understanding and awareness of current and emerging technologies

To develop an awareness of the legal, social, ethical and environmental consequences of the use of

ICT systems for individuals, organisations and society

To recognise potential risks when using ICT and develop safe, secure and responsible practice.

COURSE CONTENT

Students can develop their interest in, enjoyment of and critical reflections about ICT as an integral part of

modern society. IGCSE ICT is an ideal subject for students wishing to develop an understanding of how

ICT can be used and developed to provide solutions in the modern world.

The course covers a study of the hardware, software and network components in Computer Systems; The

impact of ICT on society; Finding and selecting information for a variety of sources; Applications used in a

variety of industry and government sectors; How to use a variety of software tools for presenting

information and handling data.

HOW THE COURSE WILL BE EXAMINED?

Components Weighting

Paper 1: Theory (1 ½ hours)

Contains multiple choice, short answer and discursive questions

100 marks & Externally assessed

40%

Paper 2: Document Production, Data Manipulation and Presentations (2 ½ hours)

Tests students’ ability to apply knowledge using Office products e.g. Word, Access and

PowerPoint.

80 marks & Externally Assessed

30%

Paper 2: Data Analysis and Website Authoring (2 ½ hours)

Tests students’ ability to apply knowledge using Office products e.g. Dreamweaver/Notepad,

Excel.

80 marks & Externally Assessed

30%

***IMPORTANT INFORMATION

Students may choose Computer Science or ICT but not both. Unless numbers dictate otherwise, EITHER

Computer Science OR ICT will be offered. During the options process students wishing to choose either

Computer Science or ICT should express their preference on the options form.

21

PHYSICAL EDUCATION CIE IGCSE (code 0413)

AIMS OF THE COURSE

The IGCSE Physical Education course is an enjoyable, yet highly challenging and demanding course that will

provide students with the opportunity to study both the practical and theoretical aspects of physical

education. It is designed to encourage enjoyment in physical activity by providing students with the

opportunity to take part in a range of physical activities and develop an understanding of effective and safe

physical performance. This helps students to develop an appreciation of the necessity for sound

understanding of the principles, practices and training that underpin improved performance, better health

and well-being.

COURSE CONTENT AND ASSESSMENT

The IGCSE syllabus is comprised of two components:

Component 1: Paper 1 Theory (50% of the total grade)

Component 2

This component is split into four topics:

1. Anatomy and physiology

2. Health, fitness and training

3. Skill acquisition and psychology

4. Social, cultural and ethical influences

These units are externally assessed through a written examination, consisting of a combination of short

answer questions and structured questions. The examination assesses students’ knowledge and

understanding in relation to the syllabus content. Students are required to demonstrate skills of

description, interpretation and evaluation, and thus they require a sound grasp of the English language.

Component 2: Coursework (50% of the total grade)

The Coursework component requires students to offer a minimum of four practical activities from two of

seven categories [please see the grid on the next page for details]. Each activity is marked out of 25 marks

and the combined total for the four activities contributes to 50% of the overall grade. Students provide

video evidence of their performances, which are then moderated by the exam board.

An up-to-date list of the IGCSE Physical Education practical activities and the level of performance

required, can be found at the following link:

http://www.cambridgeinternational.org/images/411735-2019-coursework-guidelines-booklet.pdf

Due to the intensity and demands of the course, it is advised that students are able to perform their chosen

activities to a good standard, outside of their Physical Education lessons e.g. in a school team or local club.

22

BUSINESS STUDIES

CIE IGCSE (code 0450)

AIMS OF THE COURSE

The Cambridge IGCSE in Business Studies is characterised by the principles of progression and active

investigation through an exciting and innovative syllabus. It encourages students through active learning to

be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of

study and gain an insight into the world of business.

Develop an interest in, and enjoyment of, subjects that will be sustained in later life;

Use relevant terminology, concepts and methods effectively and recognise the strengths and

limitations of ideas used;

Develop and apply knowledge, understanding and skills to current issues in a wide range of

appropriate international and UK contexts;

Use an enquiring, critical approach to distinguish between facts and opinion and evaluate

quantitative and qualitative data, to help build arguments and make informed judgements

Appreciate the range of different individuals/groups (stakeholders) perspectives in relation to

business activity

Have an understanding of the dynamics of business activity and the related considerations of

ethics and sustainability in business.

Although you will not have studied this subject before, do not let that hold you back from choosing

Business Studies. Business is happening all around you and this course will allow you to see how it all works

and how the world of business influences you. Furthermore, there are no typical lessons in Business;

learning happens in lots of ways through business games, role play, debates, presentations, case studies and

notes.

Business Studies is an ideal subject for developing a range of skills. You will learn how to research

information from a range of sources, analyse and present it in a variety of ways. You can get experience of

using data, statistics and ICT software such as word processing and spreadsheets. You will acquire skills,

knowledge and understanding that will be highly valued by employers and will be useful in the world of

work.

COURSE CONTENT

Unit Area of Study Content Summary

1 Understanding business

activity

This section looks at how businesses are structured and grow in a competitive

market.

2 People in business Focuses on people in the organisation focusing on their roles, relationships and

management in business

3 Marketing Focuses on identifying and satisfying customer needs in a changing and competitive

international environment.

4 Operations Management Covers the way businesses organise and manage resources to produce quality

goods and services.

5 Financial information and

decisions

Looks at the creation of accounting data and how it can be used to aid decision

making.

6

External influences on

business activity

Investigates how the external factors outside a business’ control create

opportunities and constraints. It considers how businesses might react in order to

achieve their goals.

HOW WILL THE COURSE BE EXAMINED?

Unit Content Summary Weighting Duration

1 Written Paper (Single tier)

Written examination consisting of four questions requiring a mixture of

short answers and structured data responses.

50% 90 mins

2 Written Paper (Single tier)

Written examination consisting of four questions based on a case study,

provided as an Insert with the paper.

50%

90 mins

23

ECONOMICS CIE IGCSE (code 0455)

AIMS OF THE COURSE

The IGCSE Economics is an innovative two year course designed to give students a broad understanding of

economic ideas and concepts, and to develop in students the ability to use knowledge, skills and

understanding in the context of individual countries and the global economy. This course is both

stimulating and enjoyable.

The course will allow students to;

Develop an understanding of economic concepts and apply these concepts to real life situations.

Interpret and evaluate economic data in order to make reasoned arguments and informed judgements.

Develop an awareness of economic change and its impact on developing and developed economies.

Understand economic issues, problems and possible solutions that affect the government’s decisions in

mixed economies

Participate effectively in society as citizens, producers and consumers.

It is unlikely that you will have studied economics before, but that does not matter. You will need to have

an enquiring mind and be interested in learning about the world around you. You need to be a logical

thinker, good at communicating and explaining your ideas, and not afraid of learning new things. This course

involves learning a wide variety of theories and students are expected to apply these theories to a range of

different situations.

COURSE CONTENT

Unit Area of Study Content Summary

1 Basic economic problem: the

allocation of resources

Covers the topics of opportunity cost, scarcity and choice

2 The allocation of resources: how

the market works and market

failure

Covers the topics of demand and supply, price elasticity and

market and mixed economic systems

3 The individual as producer,

consumer and borrower

Covers the functions of money and banking, consumption,

investment and saving

4 The private firm as a producer and

employer

Covers globalisation, international trade and exchange rates

5 Role of government in economy Covers fiscal, monetary and supply-side policies and possible policy

conflicts between the government and the producers

6 Economic indicators Covers inflation , economic growth and unemployment

7 Developed and developing

economies: trends in production,

population and living standards

Covers reducing poverty and differences in living standards across

different countries

8 International aspects Covers the system of exchange rates and how free trade functions

HOW WILL THE COURSE BE EXAMINED?

Unit Content Summary Weighting Duration

1

Multiple choice

(Single tier paper, 30 multiple choice questions) composed of a

mixture of structured, data response, short answer, multiple

choice and open ended questions)

30% 45 minutes

2 Written Paper

(Single tier paper, composed of a mixture of structured, data

response, short answer, and three optional questions from a

choice of six open ended questions)

70% 2 hours and 15

minutes

24

CAREERS

An on-going part of Key Stage 4 will be advice on the career choices that might be available to you.

One important aspect of this is the Morrisby Test which will be taken during the Autumn term of Year 11.

It is a psychometric assessment that measures aptitudes, learning styles and personal working preferences.

It generates a personal guidance report which highlights students’ individual strengths, weaknesses,

personality, interests and ambitions.

The report, based on computer analysis of responses to a series of critical thinking aptitude tests, suggests

a range of potential suitable future careers; these are not definite predictions, but simply ideas for further

exploration. Students discuss their individual report with a member.

As part of the PSHE programme in Key Stage 4, each Year 10 group of students are given an opportunity to

broaden their knowledge and understanding of the nature and demands of a variety of careers.

If you do not already have a career in mind this is perfectly normal. The most important aspect when

selecting your IGCSE options is to make sure they leave you with future career choices. Even those of you

with a career in mind, you may not do this for the whole of your adult life. You are the generation that will

have not one but three careers!

Possible Careers Routes Essential and Recommended* IGCSE subjects

Doctor Sciences Biology, Chemistry and Physics

Dentist Sciences Biology, Chemistry and Physics

Veterinary Sciences Biology, Chemistry and Physics

Pharmacist Sciences Biology, Chemistry and Physics

Engineer Sciences Chemistry, Physics and Mathematics

Lawyer Humanities Geography*, History*, Economics*, Business Studies*

Accountant Humanities Business Studies*, Economics*, Geography*, History*

Architect Arts/Sciences Fine Art, Physics, Mathematics

Sustainability Management Humanities & Science Biology, Business, Economics*, Geography

Systems Analysist Sciences Computer Science, Mathematics, Physics

Nurse Sciences Biology, Chemistry

Entrepreneur Humanities Business*, Geography*

Marketing Manager Humanities Business Studies*

Government/NGO Humanities History*, Geography*, Business Studies*, Economics*

As part of this endeavour, students are required to attend a Careers Fair (Spring term) and go on Careers

Awareness visits to work places (Summer Term). Parents of BSM students are expected to find a two-day

placement for their children: traditionally they have been exceptionally supportive and helpful in this.

Start thinking about the type of work placement(s) that you might like.

25

LEARNING RESOURCE CENTRE

‘The Library is not aside from, or a buttress to, the curriculum but its skills are the very foundation of the

curriculum’.

School libraries: the foundation of the curriculum HMSO 1984

Our aim is to provide an effectively-managed central resource and a gateway to other resources in a

variety of media, for the whole school population, to support the curriculum and students’ learning,

personal and social development.

The Learning Resource Centre (LRC) is stocked with a wide range of up to date multi-media fiction, non-

fiction, reference books, publications, journals and archives. We also give direction in using online material

and access to subject-specific academic databases. Our resources support the educational objectives of the

school and provide material for both extension study and leisure reading.

The LRC is fundamental to the IB programme in particular and provides a quiet study area equipped with

six computers reserved for Diploma (DP) students. There are a further 15 computers available to all

students but with priority given to DP students.

The librarian is on hand to provide guidance in study and research skills to support independent work on

assignments. Advice is given in researching the internet and other resources safely, efficiently, honestly and

creatively, and in planning, selecting, evaluating, organizing, presenting and reviewing information.

Whole school involvement is important to the LRC. Teachers are encouraged to use the LRC facilities,

read extracts from books at registration and to participate in library events. Pupil involvement in the day to

day running of the LRC is welcomed and CAS students help take responsibility for displays, KS3-4 reading

group and the Debating Society.

Opening hours are from 8:30am until 3:30 pm. Students are encouraged to use the LRC after school for

quiet study and homework. Parents are welcome to visit with their children between 3:30 pm and 4.30 pm.

They must first sign in at reception.

The LRC is at the heart of the school; we aim to provide a welcoming environment which supports learning

and encourages the intellectual growth of the whole school community. Please do not hesitate to come

along and enjoy this valuable resource.

26

NAME OF STUDENT: __________________________ TUTOR GROUP: _______

Students should use the advice received during the option evening, from subject teachers and the

information within the KS4 Curriculum Booklet in order to make their preferred option choices.

Please note that option choices are provisional and subjects will only be offered if there are viable numbers.

CORE IGCSE COURSES - 2 examination subjects

LANGUAGE and LITERATURE: English A or LANGUAGE ACQUISITION: English B

MATHEMATICS

OPTIONAL IGCSE COURSES - 6 examination subjects

LANGUAGE and LITERATURE: Italian (A)

LANGUAGE ACQUISITION: Italian (B) French* Spanish German

HUMANITY: Geography History Economics Business Studies

SCIENCE: Biology Chemistry Physics

ARTS: Art Drama Music

OTHER: ICT PE (IGCSE) Computer Science

Two COMPULSORY non-examination subjects PE PSHE

Firstly please select the ENGLISH, the LANGUAGE, the HUMANITY and the SCIENCE option.

Then enter the other 3 options in order of preference in the table provided.

Note: * May be studied at advanced level provided it has previously been studied for a minimum of 3 years

Either Business Studies or Economics can be chosen, but not both

1. ENGLISH A: 2 IGCSEs B: 1 IGCSE

2. MATHEMATICS CORE IGCSE

3. LANGUAGE

4. HUMANITY

5. SCIENCE

6. OPTION

7. OPTION

8. OPTION

Signed (Student) : Signed (Parent) :__________________

KS4 OPTIONS FORM