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BOX HILL SCHOOL
GCSE and IGCSE OPTIONS
2015
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TABLE OF CONTENTS
Options Schedule page 3
Option Subjects page 4
Options Form page 5
Introduction page 6
Core Subjects: page 7
English Language page 8
English Literature page 10
Mathematics page 12
Science page 14
Option Subjects:
Art page 16
Business Studies page 18
Design and Technology page 19
Drama page 21
English as an Additional Language page 22
First Language English page 23
Fashion and Textiles page 24
Geography page 26
History page 28
ICT page 30
Modern Languages page 31
Music page 32
Music Technology page 33
Physical Education page 34
Careers Guidance page 35
Options Form page 37
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GCSE OPTIONS SCHEDULE 2015
Thursday 15th January 2015 Thursday 15th January 2015
Year 9 Parents’ Evening
Options Booklet distributed
Tuesday 10th February 2015 Options Evening to discuss choices at GCSE
Opportunity to discuss options with staff
Future careers and IB/AL discussions
Friday 13th February 2015 GCSE options choices form must be returned
to Tutors by this date.
A copy of this booklet and a copy of the options form can also be found on the website.
For some subjects there are limited numbers dictated by facilities and staffing available.
Priority will be given on the basis of potential aptitude for the subject. Please obtain
advice from relevant subject department leaders.
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GCSE OPTIONS 2015
CORE SUBJECTS
ENGLISH LANGUAGE
ENGLISH LITERATURE
MATHEMATICS
ONE SCIENCE CHOSEN FROM SEPARATE BIOLOGY, CHEMISTRY, PHYSICS
OR ‘SINGLE SCIENCE’
All students will study the two English areas and Maths. You will need to choose which
core science you wish to study and select it from the six options for (I)GCSE. Indicate
your choices on the options form, a copy of which is overleaf. It is important, when
making these choices, to think about what you intend to do in the future and to keep in
mind that we encourage you to maintain breadth in your studies.
If you change your mind later in this school year about your chosen subject it is possible
to accommodate this provided the new subject choice fits the option block structure and
the class is not oversubscribed. Any request should be made as soon as possible to
Mrs Walton accompanied by a letter from parents or guardians.
The school aims to cater for a wide range of needs and it is important that the most
appropriate choices are made for each individual student. If you have any specific queries
please contact:
C Makin
Deputy Head
Other sources of information
Mr Duffield, IB Co-Ordinator, and Mr Anderson, A Level Co-Ordinator, will be available
on the Options Evening to provide advice and information about the IB and A level
programmes at Box Hill School. Alternatively you can contact them on
[email protected] or [email protected].
Mrs van Staden, Head of Careers, will also be available to provide advice and answer
any questions on careers. She will have information about required subjects for particular
careers like engineering, architecture, law, medicine, veterinary science etc.
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BOX HILL (I)GCSE OPTIONS 2015 - 2017
NAME: TUTOR:
Students study nine GCSEs.
There are three compulsory subjects Mathematics, English Language and
English Literature (or where applicable EAL for non-native speakers).
You must choose ONE subject ONLY out of each of the 6 options blocks below, one
of which must be a science, (Biology, Chemistry, Physics or Science) which forms
part of your compulsory core curriculum. Please take advice from your science
teachers about this choice. If you are considered to be a strong scientist you should
consider taking more than one science selected from blocks A to F below.
It is highly recommended that students include a humanities subject and a modern
foreign language in their choices.
EXPLANATORY NOTES
1. Some students might want to take a GCSE in another language outside the
timetable with a private tutor. If this is the case, please use the comments box.
3. The curriculum also includes Physical Education.
4. Every effort has been made to offer the widest possible range of choices.
However, we cannot guarantee to be able to provide your top choices.
5. Whilst we try to offer as many subjects as possible, not all subject combinations
may be available; a subject may be withdrawn if there is not sufficient
demand. We reserve the right to make necessary changes.
BLOCK A BLOCK B BLOCK C BLOCK D BLOCK E BLOCK F
Physics
Chemistry
Geography History
Biology PE
French
History Drama French CDT Art
Business
CDT Business
Fashion Art Geography
Science
Spanish
ICT
PE Music/
Music Tech
Spanish
First Choice subject from each block:
Comments if necessary:
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INTRODUCTION
In Years 10 and 11 you will continue with some subjects (the core courses) and will
be able to choose some subjects. This booklet and the Year 9 Options Evening itself
are designed to help you make your option choices. You should gather information
from the evening and submit the options form with your choices no later than
13th February to your tutor.
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 (see Fees List for
termly EAL charges). 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.
Complete the options form provided, placing your first choices in the relevant boxes.
In the case of over-subscription, your teachers will speak to you and then come to a
final decision. By the same token, if numbers are very small it may not be possible to
run a course and you may have to reselect. Don't be afraid to ask anyone at school
for as much help and guidance as you need. The absolute deadline for returning your
options form to your tutor is 13th February but please do return it as soon as
you have decided.
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CORE SUBJECTS
You will take each of the following subjects as the compulsory core
component of your GCSE programme.
ENGLISH LANGUAGE
ENGLISH LITERATURE
MATHEMATICS (IGCSE)
ONE SCIENCE CHOSEN FROM:
GCSE BIOLOGY, CHEMISTRY OR PHYSICS, OR
GCSE SINGLE SCIENCE
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ENGLISH LANGUAGE: AQA (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.
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
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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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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.
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.
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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.
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
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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.
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
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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
(Non calculator)
40%
A* with
distinction (A^),
A*, A, B, C 2 2 hours (Calculator) 60%
J Thomson
Head of Mathematics
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GCSE COURSES IN SCIENCE
Introduction
It is a government expectation that all students will leave school with science
qualifications. At Box Hill School we have put together a science programme that
will meet these expectations, allow students to continue their science studies in the
sixth form and beyond and give students a choice in the sciences they wish to
study.
Aims of the Science Courses
To develop an interest and enthusiasm for science.
To acquire and apply skills, knowledge and understanding of science and its
essential role in society.
To develop a critical approach to scientific evidence and methods.
To develop the necessary skills to continue scientific studies beyond year 11.
The Courses
The courses offered are separate GCSE courses in each of the sciences of Biology,
Chemistry and Physics or GCSE Single Science course leading to one GCSE.
Thus, the courses offered provide a valid and accessible science education to
students of all abilities.
The sciences are experimental subjects and this is reflected in the delivery of all
of the courses.
The GCSE courses:
Subject Board (code) Assessment
Biology AQA (4411) Due to government changes, all exams are now
terminal, at the end of year 11.
Units B1, B2 and B3
+ Coursework component.
Each part is worth 25% of end grade
Chemistry AQA (4421) Due to government changes, all exams are now
terminal, at the end of year 11.
Units C1, C2 and C3
+ Coursework component.
Each part is worth 25% of end grade
Physics AQA (4451) Due to government changes, all exams are now
terminal, at the end of year 11.
Units P1, P2 and P3
+ Coursework component.
Each part is worth 25% of end grade
Single Science AQA (4406) Due to government changes, all exams are now
terminal, at the end of year 11.
Units B1, C1 and P1
+ Coursework component.
Each part is worth 25% of end grade
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The GCSE Single Science course:
We recognise that not all people are going to be scientists and that not everyone is
as excited or as able in the sciences as others.
For this reason, we offer the Single science course which maintains a broad level of
knowledge in all three sciences, without the higher level detail which comes with
taking the sciences as individual subjects. This course is perfect for those students
who know they will not want to pursue science at a higher level but is not advised for
those who have the ability to take an individual science.
You cannot take the single science course AND a pure science.
Your choices
You are required to study at least one science course from the choice of Biology,
Chemistry, Physics or GCSE Single Science.
Your choice of science depends on your interests and abilities. For example, if you
enjoy the sciences and you intend to continue your science studies in the sixth form
then you should take a least one of the GCSE courses but preferably more than
one.
If you intend to study Biology in the sixth form then you are strongly
advised to also take the Chemistry course.
If you are interested in engineering then you must take Physics.
Interested in a career in the environment or health? You should take Chemistry and
Biology. If you want to study Medicine you are advised to take at least two sciences
and Maths.
Not sure, but you don’t want to study all three? In this case excellent combinations
are Biology and Chemistry or Physics and Chemistry.
Need further help or advice?
For further general information or advice on the GCSE science courses please
contact:
B Gallagher
Head of Science
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ART OCR ‘Art and Design’ (Unendorsed) Syllabus 3510
A110 Unit, A120 Exam
AIMS
GCSE Art is intended to increase visual awareness and so promote Art appreciation
and offer an introduction to the history of Art. It aims to develop and establish
competent drawing skills across a range of disciplines to cultivate ability and
individual expression.
Through the process of drawing, painting, mixed media and various creative and
innovative methods of constructing images pupils are encouraged to explore and
develop ideas and perceptions that will enhance practical competence and critical
judgement.
CONTENT
At Box Hill pupils who opt to study Art at GCSE level are normally entered for the ‘Art
and Design’ (Unendorsed) Syllabus which is essentially painting and drawing but with
the option to pursue related disciplines such as mixed medium and three dimensional
projects.
ASSESSMENT
Art is a two year course with a strong emphasis on drawing which is the foundation
of all artistic practice. Pupils follow a structured course designed to comply with all
syllabus requirements which also allows pupils to pursue personal and more
individualised projects.
Course Work 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.
Each unit must reflect the four syllabus criteria of:-
1. Working from observation
2. Development of ideas
3. Work that displays an awareness of art history
4. Work that establishes a link between an appropriate area of art history and
the pupil’s coursework.
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Externally Set Exam
The GCSE Exam is ten hours long set over two consecutive days. Pupils are given
their exam paper approximately six weeks before the exam so that they can produce
preparation work for their chosen option. Preparation and exam work are linked and
carry equal weighting. Both the exam and exam preparation must reflect the four
syllabus criteria. All work is internally marked and externally moderated.
M Coleman
Head of Art
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BUSINESS STUDIES
Edexcel: IGCSE Business Studies (4BSO)
AIMS
The course provides students with a detailed examination of the business world and the
internal and external factors which affect businesses in the modern world. Its central aim
is to provide the students with the basis from which to effectively analyse and evaluate in
the business environment.
CONTENT
1) Business Activity and the Changing Environment.
Business Objectives, Types of Organisation, Factors of Production, Primary, Secondary
and Tertiary Activity, Location & Government Influences,
2) Human Resources
Internal Organisation, Communication, Recruitment and Selection, Training & Motivations
and Rewards.
3) Accounting and Finance
External and Internal sources of Finance, Budgets and Cash Flow, Cost and Break-Even
Analysis, Final Accounts & Ratios and Performance
4) Marketing
The Market, The Marketing Mix & Market Research.
5) Production
Economies and Diseconomies of Scale, Methods of Production, Productivity & Quality.
ASSESSMENT
The assessment consists of one two hour written examination at the end of the course,
with NO coursework element.
J Eagers
Head of Business Studies
19
Design and Technology Resistant Materials Technology AQA (4560)
Why choose Design and Technology:
Resistant Materials Technology?
This course has been designed to encourage candidates to be able to design and make
products with creativity and originality, using a range of materials and techniques.
Candidates will be enthused and challenged by the range of practical activities possible. A
working knowledge of woods, metals, plastics and composite materials will be required,
but other materials may be used in addition. The use of new technologies is encouraged
in this specification. The new specification is designed to foster awareness amongst
candidates, of the need to consider sustainability and environmental impact of their
designing.
The course retains much of the content of the very successful previous GCSE
specification. It continues to provide the candidates with the opportunity to design and
make a product using a range of materials.
The assessment criteria continue to allow strengths in one area to compensate for
weaknesses in another and reflect the holistic approach to assessment .
It is useful, but not a requirement, for candidates to have studied the national curriculum
for design and technology at key stage 3. The specification provides an excellent route
into GCE A Level Product Design and develops a good background base for the IB Design
Technology Diploma.
Resistant Materials Technology encourages candidates to be inspired, moved and
challenged by following a broad, coherent, satisfying and worthwhile course of study and
gain an insight into related sectors, such as manufacturing and engineering. It prepares
candidates to make informed decisions about further learning opportunities and career
choices. GCSE specifications in design and technology enable candidates to:
• actively engage in the processes of design and technology to develop as effective and
independent learners
• make decisions, consider sustainability and combine skills with knowledge and
understanding in order to design and make quality products
Aims and learning outcomes
• explore ways in which aesthetic, technical, economic, environmental, ethical and social
dimensions interact to shape designing and making
• analyse existing products and produce practical solutions to needs, wants and
opportunities, recognising their impact on quality of life
• develop decision-making skills through individual and collaborative working
• understand that designing and making reflect and influence cultures and societies, and
that products have an impact on lifestyle
• develop skills of creativity and critical analysis through making links between the
principles of good design, existing solutions and technological knowledge.
Design and Technology is a practical subject area which requires the application of
knowledge and understanding when developing ideas, planning, producing products and
evaluating them. The distinction between Designing and Making is a convenient one to
make, but in practice the two often merge. For example, research can involve not only
investigating printed matter and people’s opinions, but also investigating e.g.
proportions, adhesives, colour, structures and materials through practical work.
Designing Skills
Candidates should be taught to:
• be creative and innovative when designing;
• design products to meet the needs of clients and consumers;
• understand the design principles of form, function and fitness for purpose;
• understand the role that designers and product developers have, and the impact and
responsibility they have on and to society;
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• analyse and evaluate existing products, including those from professional designers;
• to develop and use design briefs and specifications for product development;
• consider the conflicting demands that moral, cultural, economic, and social values and
needs can make in the planning and in the designing of products;
• consider environmental and sustainability issues in designing products;
• consider health and safety in all its aspects;
• anticipate and design for product maintenance where appropriate;
• design for manufacturing in quantity and to be aware of current commercial/industrial
processes;
• generate design proposals against stated design criteria, and to modify their proposals
in the light of ongoing analysis, evaluation and product development;
• reflect critically when evaluating and modifying their design ideas;ent
• use, where appropriate, a range of graphic techniques and ICT (including digital
media), including CAD, to generate, develop, model and communicate design proposals;
• investigate and select appropriate materials and components;
• plan and organise activities which involve the use of materials and components when
developing or manufacturing;
• devise and apply test procedures to check the quality of their work at critical/key points
during development, and to indicate ways of modifying and improving it when necessary;
• communicate the design proposal in an appropriate manner;
• be flexible and adaptable when designing;
• test and evaluate the final design proposal against the design specification;
• evaluate the work of other designers to inform their own practice;
• understand the advantages of working collaboratively as a member of a design team;
• understand the need to protect design ideas.
Making Skills
Candidates should be taught to:
• select and use tools/equipment and processes to produce quality products;
• consider the solution to technical problems in the design and manufacture process;
• use tools and equipment safely with regard to themselves and others;
• work accurately and efficiently in terms of time, materials/ingredients and components;
• manufacture products applying quality control procedures;
• have knowledge of Computer-Aided Manufacture (CAM) and to use as appropriate;
• ensure, through testing, modification and evaluation, that the quality of their products
is suitable for intended users and devise modifications where necessary that would
improve the outcome(s);
• understand the advantages of working as part of a team when designing and making
products.
Assessment Technology62
Unit 1: Written Paper (45601)
2 hours –120 marks – 40%
Candidates answer all questions
in two sections
Pre-Release material issued
Plus
Unit 2: Design and Making
Practice (45602)
Approximately 45 hours –
90 marks – 60%
Consists of a single design and
make activity (Controlled Assessment)
selected from a
range of board set tasks
G Sequerah
Head of Design Technology
21
DRAMA Edexcel: GCSE Drama (2DR01)
The course encourages students to work imaginatively and creatively in a collaborative
context, creating, developing and communicating ideas. It has a clear, three-unit
structure, with two units led and assessed by the teacher and a third assessed by an
external examiner. The final examination is practical making this a hands on and realistic
course.
AIMS
The Edexcel GCSE in Drama encourages students to:
develop a personal interest in why drama matters and be inspired, moved and
changed by studying a broad, coherent, satisfying and worthwhile course of study
work imaginatively and creatively in collaborative contexts, generating, developing
and communicating ideas
consider and explore the impact of social, historical and cultural influences on drama
texts and activities
reflect on and evaluate their own work and the work of others
develop and demonstrate competence in a range of practical, creative and
performance skills
develop a basis for their future role as active citizens in employment and society in
general, as well as for the possible further study of drama
actively engage in the process of dramatic study in order to develop as effective and
independent learners and as critical and reflective thinkers with enquiring minds.
CONTENT
Students will follow a programme of study and complete 3 units for assessment:
The Programme of study provides a basis for the course equipping students with a range
of skills to explore plays, themes, issues and topics using a variety of strategies,
techniques and drama conventions.
Unit 1: Practical exploration of a selected theme/ issue/ topic.
Students will complete six hours practical work and a 2000 word written
response.
Unit 2: Study of a full length play and experience of live theatre as a member of
the audience.
Students undertake six hours of practical exploration of the selected play
and write a 1000 word documentary response.
A 2000 word documentary response to a production seen is written under
controlled conditions.
Unit 3: A presentation of a scripted or devised piece of theatre to a visiting
examiner.
ASSESSMENT
There are two forms of assessment:
1. Coursework- Units 1 and 2 are coursework units and account for 60% of the final
mark.
2. Practical examination Unit 3 is marked by an external examiner and accounts for
40% of the final mark.
D Walton
Director of Theatre Arts
Essential skills for students of GCSE Drama:
The ability to work co-operatively with others
A willingness to attend after school rehearsals The confidence to perform in front of an audience
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ENGLISH AS AN ADDITIONAL LANGUAGE Year 10
Edexcel IGCSE English as a Second Language (4ESO)
Cambridge First Certificate in English
AIMS:
The English as an Additional Language course aims to improve the English language skills
of our overseas students to a sufficient level to be of practical use in their GCSE studies.
Students will learn to
a) understand and convey information
b) understand, order and present facts, ideas and opinions
c) evaluate and select relevant information
d) understand and employ a wide range of vocabulary
e) exercise control of grammatical structures
f) demonstrate an awareness of register in both formal and informal situations
g) communicate effectively and appropriately
CONTENT:
The course is essentially skills based but covers a range of global topics including
Festivals and Traditions, Work, Education, Culture, Sport, Science, Relationships,
Hobbies, Travel, Health and The Media. As often as possible, students are expected to
draw upon their knowledge of their own cultures and make comparisons with British
culture.
Skills areas 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.
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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FIRST LANGUAGE ENGLISH
Year 11
CIE IGCSE First Language English (0500)
AIMS:
The First Language course aims to improve the English language skills of our overseas
students to a sufficient level to pass the IGCSE First Language English exam. Although
native speaker proficiency is difficult to achieve, students work to develop their language
skills to their own highest level possible.
The course aims to:
a) enable students to communicate accurately, appropriately and effectively in
speech and writing
b) enable students to understand and respond appropriately to what they hear, read
and experience
c) encourage students to enjoy and appreciate variety of language
d) complement students’ other areas of study by developing skills of a more general
application
(e.g. analysis, synthesis, drawing of inferences)
e) promote students’ personal development and an understanding of themselves and
others.
CONTENT:
The course is essentially text based and covers a range of text types including fiction and
non-fiction, journals, newspapers and magazines. Largely through text analysis, students
learn to appreciate how writers achieve effects in order to be able to reproduce these
effects in their own writing.
Skills areas Specific Focus
Reading Understand and collate explicit meanings
Understand, explain and collate implicit meanings and attitudes
Select, analyse and evaluate what is relevant to specific purposes
Writing Articulate experience and express what is thought, felt and imagined
Order and present facts, ideas and opinions
Understand and use a range of appropriate vocabulary
Use language and register appropriate to audience and context
Make accurate and effective use of paragraphs, grammatical structures,
sentences, punctuation and spelling
ASSESSMENT:
In Year 11, students sit the CIE First Language English examination, which has
two papers, equally weighted. These are the Reading and Directed Writing and
Composition papers.
D Weyman
Head of EAL
24
FASHION AND TEXTILES
OCR (A114)
AIMS
The aims of the fashion course at GCSE level are as follows;
1. To improve observational drawing skills and gain experience of different drawing
media.
2. To work in a variety of materials and learn different processes related to fashion
and textiles
3. To gain a working knowledge of artists, craftspeople and designers and relate this
to their own work.
4. To keep a sketchbook and work journals to record their work.
CONTENT
The Fashion and Textiles course provides students with the opportunity to explore and
develop skills within this discipline. There is a strong focus on drawing and painting as
well as collage, print making and working materials. Students will learn a variety of
practical skills including sewing, knitting, print, embroidery, and constructed textiles. The
students will keep a sketchbook documenting their investigations. They will focus on
artists, crafts people and designers and will develop and make their own designs.
COURSEWORK- 60%
You will complete 2 units of work over a two year period. The first unit will be an
introduction to the course and you will learn a variety of skills to prepare you for your
entered unit of work. For this you will be able to choose your own subject matter, it will
be a negotiated study.
Unit 1 – You will be expected to produce a portfolio of work developed from a
personal devised starting point.
The focus is on including work that shows exploration, research, acquisition of
techniques and skills.
You will have approximately 45 hours (15-18 school weeks) as a guide to
complete your controlled assessment portfolio.
This will be 60% of your grade
EXAM- 40% WEIGHTING
Students may choose from 10 questions for their final exam. They will be expected to
follow the same processes as they followed in their coursework. Observational drawing,
research, design development and samples will all need to be completed prior to the
exam. They may start their preparation work for the exam in February of the second
year.
They have 10 hours over two days to complete their final piece.
ASSESSMENT
Students are assessed internally and externally moderated by the exam board. All work
is marked throughout the two years and improvements are suggested to the students
before the final assessment is made.
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KEY POINTS
EXAM BOARD - 0CR
COURSE – Art and Design (Endorsed textiles)
EXAM - 40% (Timed controlled test -10 hours)
COURSEWORK - 60% (1 unit of work)
E Collison
Fashion & Textiles
26
GEOGRAPHY
Edexcel IGCSE in Geography (4GE0)
Aim:
The Geography course aims to provide students with the opportunity to investigate many of
the major issues that currently face today’s citizens, and it looks ahead to the changes that
are likely to affect students as the citizen’s of the future. There is a strong focus on the
ideas of sustainability, environmental responsibility and decision making.
Key subject aims:
The Edexcel IGCSE in Geography enables students to:
• actively engage in the process of geography to develop as effective and
independent
learners and as critical and reflective thinkers with enquiring minds
• develop their knowledge and understanding of geographical concepts and appreciate
the relevance of these concepts to our changing world
• develop a framework of spatial awareness in which to appreciate the importance of
the location of places and environments from a local to global
• appreciate the differences and similarities between people’s views of the world,
its environments, societies and cultures
• understand the significance of values and attitudes to the development and
resolution of issues
• develop their responsibilities as global citizens and recognise how they can
contribute to a future that is sustainable and inclusive
• develop and apply their learning to the real world through fieldwork and other
out-of classroom learning
• use geographical skills, appropriate technologies, enquiry and analysis.
Content:
• Section A — The natural environment and people
1. River environments
2. Coastal environments
3. Hazardous environments
• Section B — People and their environments
4. Economic activity and energy
5. Ecosystems and rural environments
6. Urban environments
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Section C — 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.
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
28
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
The impact of World War One on German
society; Weimar Republic – instability to
recovery (political, economic & social);
Hitler becomes Chancellor and events
leading to the establishment of
dictatorship; social and economic policies.
2. USA 1919 - 1929 Social, political and economic changes;
Prohibition, Ku Klux Klan, Scopes ‘Monkey’
Trial & Gangsterism
3. USA 1945- 1974 Social, political and economic changes
including; McCarthyism, the growth of the
Civil Rights movement in the 1950s,
radical Civil Rights in the 1960s and the
Watergate Scandal
4. The Middle East, 1919–c1973 Build up of tension in Palestine, 1919–45;
The creation of Israel and the war of
1948–9; The Suez Crisis; The Arab-Israeli
conflicts of 1967 and 1973; Superpower
involvement in the Middle East
1. Germany 1918 - 1945
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The Edexcel IGCSE in History course does not contain a coursework element. Instead the
students will be sit two 1 hour 30 minutes examinations. The examination is an untiered
paper, targeted at grades A* to G.
O Anderson
Head of History
30
INFORMATION AND COMMUNICATION TECHNOLOGY
Cambridge International Exam Board IGCSE (0417)
AIMS
There are few areas of modern life not affected by computer technology. The course aims
to develop each student’s skills base in a range of software applications and widen their
knowledge and understanding of the role of ICT in the world today. Students will be able
to:
a) experience a range of software applications
b) develop their information technology skills in order to enhance their work in a variety
of subject areas;
c) develop understanding of how information technology systems work
d) consider the impact of new technologies on methods of working in the outside world
and on social, economic, ethical and moral issues;
e) grow in their awareness of the ways in which Information Technology is used in
practical and work-related situations.
CONTENT
PRACTICAL SKILLS
By the end of the course students should be able to:
1. use e-mail and the Internet to gather and communicate information;
2. use word processing facilities to prepare documents;
3. use database facilities to manipulate data to solve problems and represent data
graphically;
4. use a spreadsheet to create and test a data model, extracting and summarising data;
5. create a structured website with style sheets, tables and hyperlinks;
6. create and control an interactive presentation.
KNOWLEDGE AND UNDERSTANDING
Students should be able to demonstrate knowledge and understanding in relation to:
1. the functions of the main hardware and software components of computer systems;
2. the networking of information-processing systems;
3. the ways in which information technology is used in the wider world and the effects of
its use in daily life;
4. the stages and methods of system analysis and design;
5. computing terminology.
ASSESSMENT
There are two practical exams, each worth 30% of the total mark, and a written theory
paper counting for the final 40%.
There is no coursework.
N Heuvel
Head of ICT
31
MODERN LANGUAGES
AQA GCSE Syllabus for French (4655) and Spanish (4695)
AIMS
Learning at least one foreign language to GCSE Level is considered a high priority at Box Hill
School. We offer French and Spanish GCSE options based on the AQA Specifications and a
range of other languages (e.g. German, Italian, Mandarin, Japanese or Russian) can also be
arranged outside the official timetable). The courses encourage students to:
develop understanding of the spoken and written forms of French and Spanish in a
range of everyday situations and contexts (e.g. holidays, transport, accommodation,
restaurants and cafés, shopping, health, environment and many more);
develop the ability to communicate effectively in the language, through both the
spoken and written word, using a range of vocabulary and grammar structures;
develop knowledge and understanding of the grammar, and the ability to apply it;
develop knowledge and understanding of countries and communities where the
language is spoken;
develop positive attitudes to language learning;
provide enjoyment and intellectual stimulation.
provide a suitable foundation for further study and/or practical use of the language at
all levels. Modern Foreign Languages are an important part of the International
Baccalaureate Diploma Programme, (IB).
CONTENT
We are using a variety of materials for the teaching of our Modern Languages programme:
course books and other supporting materials as well as ICT materials, interactive boards and
online activities.
We regularly offer trips to the countries where the taught languages are spoken in order to
give our students the opportunity to use and improve their acquired language skills and to
broaden their cultural outlook. Modern Languages Week, theatre events and other cultural
activities are also organised to make language learning even more interesting. Students are
also encouraged to take part in exchange schemes with schools abroad, e.g. through our
Round Square membership. In the past, we had some students going to Colombia!
ASSESSMENT
Students are assessed on four skills– speaking, listening, reading and writing.
Writing: 2 controlled assessments done during Y10 and Y11. (30% of final grade)
Speaking: 2 controlled assessments done during Y10 and Y11. (30 % of final grade)
Listening: one Foundation or Higher tier paper sit at the end of Y11. (20 % of final grade)
Reading: one Foundation or Higher tier paper sit at the end of Y11. (20 % of final grade)
A Benitez-Soria
Head of Modern Foreign Languages
P.Rudolph
KS4 Co-ordinator
32
MUSIC
Edexcel (2MU01)
AIMS
The GCSE Music Course aims to build upon the skills that students have learned during
Key Stage 3, namely: Performing; Composing and Listening. The four areas of study
form the backbone of GCSE and connect these 3 disciplines. The Areas of Study are as
follows:
Area 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 (30%)
Students produce a solo and an ensemble piece. Performances may be on any instrument
and in any style. The benchmark level for GCSE Performance is approximately Grade 3.
2. Composing (30%)
Students produce 2 compositions reflecting the 2 of the 4 Areas of Study. The combined
length of the compositions should be between 2 and 4 minutes. They can be recorded
live, or produced using computer software.
3. Listening (40%)
Students sit a 90-minute examination in which they respond to questions based around
specific set works by Handel, Mozart, Chopin, Schoenberg, Bernstein, Reich, Miles Davis,
Jeff Buckley and Moby as well as traditional music from Scotland, India and Africa.
In Section A, students respond to questions based on recorded extracts
In Section B, students answer a more in-depth question on a chosen set work and are
assessed on quality of written communication.
ASSESSMENT
The course is assessed as follows:
1. Coursework (60%) – 2 performances and 2 compositions
2. Written Exam (40%) – Listening Paper
A Stanworth
Director of Music
33
MUSIC (MUSIC TECHNOLOGY)
Edexcel (2MU01)
AIMS
The GCSE Music (Music Technology) Course aims to build upon the skills that students
have learned during Key Stage 3, namely: Performing; Composing and Listening but to
do so through a concentrated exploration of music technology. This provides a different
pathway through the GCSE Music specification but is not a discrete examination,
therefore students would choose one or the other.
Four areas of study form the backbone of GCSE:
Area 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.
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
34
PHYSICAL EDUCATION
AQA (4890)
This new specification which started in September 2014 is designed to meet the needs of
all students. Pupils at Box Hill School follow the AQA Full Course.
Before undertaking the course, it is important for pupils to be aware that they will be
assessed in four sports/activities, which they will have to compete in, on a regular
occasion.
AIMS
The courses aim to encourage learners to be inspired, moved and changed by following a
broad, coherent, satisfying and worthwhile course of study and to develop an awareness
and appreciation of their own and other’s cultures in relation to physical education. This
course will promote creativity and decision making skills to enable students to plan
effectively for performances and to respond to changing situations. It will also prepare
learners to make informed decisions about further learning opportunities and career
choices.
GCSE Courses based on this specification encourage candidates to:
Become increasingly physically competent through being actively engaged in a
range of physical activities
Become increasingly effective in their performance in different types of physical
activity and roles such as player/performer, leader and official
Develop their ability to engage independently and successfully in the processes of
different types of activity
Develop and maintain their involvement in physical activity as part of a healthy
active lifestyle.
FULL COURSE
CONTENT
Unit 3 – Theory
Knowledge and Understanding of The Active Participant
Unit 4 – Practical
The Active Participant
ASSESSMENT
Unit 3 – 40% of Full Course
Written Paper
Multiple choice
Short answer questions
Extended answers based on a scenario issued prior to the examination
Unit 4 – 60% of the Full Course
Four Controlled Assessments (Sport/Activities)
From at least two groups / ways of thinking
At least two performances must be as player/performer
A McAlister
Head of Physical Education
35
CAREERS DEPARTMENT GUIDANCE TO HELP YOU WITH
THE DECISION MAKING PROCESS
CHOOSING GCSE SUBJECTS
Grades available at GCSE
A* A B C D E F G
If a candidate fails to gain sufficient marks to merit a grade G, the result is shown as U
(unclassified).
Candidates going on to study the International Baccalaureate programme in the Sixth
form need to take a balanced package of GCSE courses including a Humanities subject
and a foreign language in their option choices. To take a subject at IB Higher level a
grade B at GCSE is required at a minimum, although for Mathematics an A would be
necessary. To take a subject at IB Standard level a minimum of a C grade would be
necessary. The IB package requires 3 subjects at Higher level and 3 subjects at Standard
level. Please discuss the requirements of the IB with Mr Duffield, the IB Coordinator,
before finalising your GCSE choices, if you intend to study the IB.
Candidates choosing to do A Level ought to gain grades A* to C in a wide range of
subjects at GCSE. It would be unwise to start an A-level course if a student had taken
that subject at GCSE and failed to achieve a grade C or higher. Many teachers would
prefer a candidate to have achieved grade B or higher at GCSE before starting that
subject at AS and A2 level.
Grades A* to C at GCSE are the yardstick for entry to university. In addition to the
conditions universities impose at A level, many universities would expect high profiles at
GCSE; grades A*, A or B, for some courses. English Language and mathematics are
particularly important.
There are many factors which should be taken into account when considering GCSE
choices and you should try to keep open as many options as possible because your
choice of subjects will have implications for your choice of subjects that you can take in
the Sixth Form as well as your degree course at university and your future career. This
is especially important for science subjects. These implications are some of several
factors that should be taken into account when making your choices. The information
below is to make you aware of what these implications are.
The Sciences at University
If you are thinking of applying for courses such as Biology, Zoology, Botany (the 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. Medical schools also now demand only two Sciences at A Level to
quality for entry but a very strong GCSE profile is required. Inclusion of a humanity as a
full A2 or as an A/S is recommended for Medicine.
The key science at Sixth form is Chemistry. An increasing number of medical schools are
demanding Biology at Higher and A2 Level. Where Biology is not demanded, Physics and
Maths are acceptable as the second science. For Veterinary Science, Chemistry and
Biology are essential as well.
If you are contemplating Engineering you should study Physics and Maths at Higher or A2
Level. For Chemical Engineering you would obviously need Chemistry as well or possibly
36
in place of Physics. A very restricted number of Engineering Departments may accept
applicants achieving a high grade in Maths at Standard Level, accompanied by good
scores in Physics and Chemistry at Higher Level. To read Physics or a Physics related
degree you also generally need Maths and Physics at Higher or A2 Level. Those aspiring
to study Engineering or the Natural Sciences at Oxbridge should aim to take both
Mathematics and Further Mathematics to A2 as many of the strongest applicants will
offer this background.
The Humanities at University
If you think that you may wish to read a single Humanities subject at university it is
recommended that you do it at IB Higher Level or A Level A2 if possible. Given the drift
away from single honour degrees towards combined and modular degree courses the
conditions of entry may become less stringent unless English is one of your chosen
subjects. Good results, in whatever subjects (and even Science subjects would be
acceptable), are what is needed.
The Social Sciences at University
Entry to the Social Sciences, e.g. Politics, Psychology, Sociology, Economics, Business
Studies, etc., can be even more flexible provided applicants have a strong GCSE
performance and are predicted higher grades at sixth form. The absence of any
preconditions undoubtedly contributes to the intense competition for entry to many of
these courses. Some high demand departments of Economics look for Maths at IB
Higher Level, some for a good GCSE performance in Maths and a willingness to study
further. For some Psychology courses a science or Maths is needed and will always be
advantageous.
37
BOX HILL (I)GCSE OPTIONS 2015 - 2017
NAME: TUTOR:
Students study nine GCSEs.
There are three compulsory subjects Mathematics, English Language and
English Literature (or where applicable EAL for non-native speakers).
You must choose ONE subject ONLY out of each of the 6 options blocks below, one
of which must be a science, (Biology, Chemistry, Physics or Science) which forms
part of your compulsory core curriculum. Please take advice from your science
teachers about this choice. If you are considered to be a strong scientist you should
consider taking more than one science selected from blocks A to F below.
It is highly recommended that students include a humanities subject and a modern
foreign language in their choices.
EXPLANATORY NOTES
1. Some students might want to take a GCSE in another language outside the
timetable with a private tutor. If this is the case, please use the comments box.
3. The curriculum also includes Physical Education.
4. Every effort has been made to offer the widest possible range of choices.
However, we cannot guarantee to be able to provide your top choices.
5. Whilst we try to offer as many subjects as possible, not all subject combinations
may be available; a subject may be withdrawn if there is not sufficient
demand. We reserve the right to make necessary changes.
BLOCK A BLOCK B BLOCK C BLOCK D BLOCK E BLOCK F
Physics
Chemistry
Geography History
Biology PE
French
History Drama French CDT Art
Business
CDT Business
Fashion Art Geography
Science
Spanish
ICT
PE Music/
Music Tech
Spanish
First Choice subject from each block:
Comments if necessary:
