We are very pleased to present our GCSE and IGCSE options booklet. It aims to give both parents and students a complete picture of life in Key Stage 4 at The British International School, Cairo.

Our options booklet also contains a student perspective section in most subjects. Students from across the school have contributed to these sections in order to provide further help for students when they are making their choices. Existing (I)GCSE students will also be playing a greater role in the options process this year by speaking to parents and students about their experiences in Key Stage 4.

We hope you find this document useful and informative. Please let us know if you require any further information or guidance.

Mr A Starkie

Deputy Head of Senior School (Academic)

In Years 7 - 9 students have been studying the English National Curriculum Key Stage 3. As they move into Year 10 they start two-year courses leading to General Certificate of Secondary Education examinations (GCSEs) at the end of Year 11. In some subjects, students will follow International GCSE. These Key Stage 4 courses in turn lead to the International Baccalaureate (IB) Diploma Programme course in the Sixth Form at BISC. They will also lead to admission to other courses at other schools, such as A-Levels. 

(I)GCSEs are highly valued by schools, universities and employers, so they will be useful whatever students are planning to do afterwards. IGCSEs have less British content than GCSEs so in many cases they are more accessible to international students who do not have knowledge of the UK.

All (I)GCSE subjects will receive grades using the 9-1 grading system which is used throughout the school.

The GCSE qualification mainly involves studying the theory of a subject, with some investigative work. Some subjects also involve practical work. (I)GCSEs are studied full-time at school taking five terms to complete.

(I)GCSEs are assessed mainly through written examinations, although in some subjects there are also elements of coursework. Some subjects, like Art and Design, Music, and Drama have more coursework and fewer examinations. 

* At the End of Year 9, native Arabic speaking students complete a GCSE in Arabic. 

Everyone in Year 10 and Year 11 will study:

• IGCSE English Language
• IGCSE English Literature
• IGCSE Mathematics
• Four PE lessons a fortnight and a rolling PSHE lesson – these subjects are not examined.

* To ensure that students have a broad and balanced range of subjects to prepare them for Post-16 study, students may choose to study Business Studies OR Economics, but not both.

** At the end of Year 9 students complete a GCSE in Arabic. The Y10 and 11 Arabic O level course above is designed for native speakers and offered in Y10 and Y11. 

After choices are made, a timetable is  produced. While every effort is made to ensure that students get to study their first choices, this is not always possible. Students who do not get their first choice will be contacted and alternatives will be discussed.

To maximise the opportunity for students to succeed in subjects requiring significant coursework or high foundation of prior learning, requests to study the following subjects are subject to additional checks:

• O-Level Arabic - students must achieve at least Grade 7 in GCSE Arabic in Year 9
• IGCSE Art & Design - must have technical skills to enable development of a substantial portfolio
• IGCSE Drama - must be confident to perform on stage in front of peers and on camera (as performances have to be recorded)
• GCSE Music - must already play an instrument or take voice lessons
• IGCSE Physical Education - must play a range of sports to demonstrate skill and technical proficiency

Progression to IB from (I)GCSE

Some subjects at IB level do not require that the students will have studied the corresponding course at GCSE level. These subjects are listed below with requirements and recommendations. As always, these subjects will only be available if there is sufficient demand. It should be noted that most University courses linked to Economics and Computer Science do not require the student to have studied IB Economics or Computer Science.

Advanced information to help you choose your GCSE Languages options. At IB level:

• Arabic B, French B and Spanish B are designed for students who have studied the language at GCSE level.
• French and Spanish Ab initio are designed for beginners.

Please note that the availability of all subjects is dependent on demand for the subject. If not enough students choose the subject at IB level then the subject may not be available.

For students:

You must choose:

• A modern foreign language other than English
• At least two science subjects
• At least one Humanities subject. Students are not allowed to choose both Business and Economics. Choosing either subject will still allow you to study IB Economics or IB Business. 

We also strongly encourage you to choose a creative subject (Art, Drama or Music).

In addition, you will be offered a careers interview with the Careers Advisor, to help you make your choices.  Please make contact via email to make an appointment and encourage your parents to attend with you. You should also discuss your options with your form tutor, Head of Year and subject specialists.

Remember:

• Close as few ‘doors’ as possible – look ahead at what courses and careers may no longer be easy to do if you drop a subject now.
• Choose subjects that you enjoy – but think first; why do you enjoy them?
• Choose subjects that you are going to do well in – but do not just go by present grades.

For parents:

• Help your child to find out as much as possible about the courses and qualifications they can do. It will help your child if you also attend the careers interview.
• Gently challenge a choice they are thinking of that concerns you.  For example, if you feel that they have not done enough research, or if you feel they have underestimated their ability or are being influenced by what their friends are taking. Please email a subject teacher if you need more information.
• Your child is more likely to succeed if their choices fit their interests and abilities. 
• Help them to identify these by encouraging them to discuss how they feel about different lessons, spare time activities, tests, examinations and practical projects.

If your child has no clear plans at this stage, encourage them to opt for a broad range of courses.  If they have a particular career in mind, they may need specific experience, subjects, qualifications and grades to do it. Look at course entry requirements in online prospectuses and, for higher education courses that interest them, on the university websites and www.ucas.com.

The Options Process is staged: 

• A Presentation Assembly for students and parents in early February. This is an introductory talk for the BISC cohort. We will explain what IB means, the subjects offered at BISC and some important deadlines. 
• The Careers team will provide opportunities for a Careers interview, and we encourage parents to attend. 
• There is a Parent-Teacher conference in February before final choices are made.
• Of course, during this period, we encourage students to talk to their teachers, and seek as much advice as possible before committing to their options.

Pastoral Care

There is a pastoral support structure based, in the first instance, around the Form Tutor. Every day there is a meeting between the Form Tutor and the Form. It must be stressed that this is seen as an important contact period and it is an expectation that all students attend their designed tutor period daily.

There is a single PSHE lesson each week, thus giving scope for a developing relationship between student and tutor. The majority of teachers have been assigned to a tutor group and are in close contact with that group. This leads to a monitoring of progress, both academic and social, within the confines of the students' peer group.

In addition to the channels outlined, the Head of Key Stage Four takes overall responsibility for the pastoral care of students with the support of the Head of Year 10 and 11.

The table below outlines who parents should contact in case of concerns about their child:

The tutor is responsible for the overall welfare of the student, and has an overview of their academic and social progress at school. She/he is the link person between the parent and the school.

For academic concerns in any specific subject, parents are encouraged to contact the subject teachers/Head of Department.

Parents will receive regular reports on students’ progress and there are scheduled Parents’ Days where parents have the opportunity to discuss progress with the Form Tutor, subject teachers and the Head of Section.

Student Support

At BISC, we aim to support every student to achieve their full potential. We offer a range of support strategies for students, including:

• Support sessions after school
• Coursework clinics
• Weekend workshops
• Supervised study

Details of these events will be published in the Bulletin and also emailed to students in advance.

A Student's Perspective of Key Stage 4

"Key Stage 4 was overall a great experience; I can safely say that I learnt a lot from it. The workload, the memories and the experiences prepared me and shaped me to become the person I am now. In Key Stage 4, I was doing nine subjects that were all equally demanding. It was quite easy at the beginning; however, towards the end of Year 10 and exams I began to panic because I felt that I was running out of time. To combat this and take control of my own studying, I developed a system where I dedicated my efforts to one subject per week for the entire second year of GCSE. This allowed me to complete what was required in class and pick up my grades. The workload was quite a lot with the subjects I chose, but gradually I learnt how to manage my time well. 

Key Stage 4 is preparation for the Sixth Form and the workload will only continue in the years to come, therefore my advice is to start early and create a system for learning that works for you. This will build up your independence, which is a huge requirement in the coming stages of learning. 

The best part of Key Stage 4 was the IYA trips, both Bronze and Silver. IYA built up my confidence and was a great adventure to experience with my year group and we definitely got a lot closer because of it. To balance the workload, I also took part in a lot of extra curricular activities, such as BSME, football, MUN and Hopeful Youth. While taking part in all these activities, I felt very committed and involved in the school, which made the whole experience of Key Stage 4 a lot better. It is very important to balance the workload to keep you motivated and interested.

Key Stage 4 is an experience and a memory. I advise you to pick the subjects that you are interested in and to get involved with school events to allow you to build up relationships with people that you will remember forever."

Mona M

Cambridge O Level Arabic qualification is accepted by universities and employers as proof of knowledge and understanding of a language. 

Successful candidates gain lifelong skills including:

• the ability to communicate clearly, accurately and effectively in writing 
• the ability to use a wide range of vocabulary, and correct grammar, spelling and punctuation
• a personal style and an awareness of the audience being addressed. 

Candidates are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which the language can be used. 

Cambridge O Level Arabic qualification also develop more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively

Students need a minimum of 7 at GCSE Arabic to apply for this course. 

All students considering taking this course will be asked to sit an entrance test to assess their suitability for this course. Anyone interested in opting for this course should speak to Mrs. Riman for guidance.

Why Study Arabic O Level?

To be able to:

• Communicate accurately, appropriately and effectively in writing.
• Understand and respond appropriately to what you read.
• Enjoy and appreciate the language.
• Promote your personal development and an understanding of yourself and others.

Course Content

• Intermediate and advanced grammar skills.
• Comprehension concerning different aspects of literature and language.
• Study of media (newspapers – magazines – T.V. – Internet – computing – cinema).
• Writing formats: essays, letters (formal and informal), short stories, speeches, reports and dialogues

Description of papers

Paper 1: Composition 1½ hours, 45 marks 

Section A: Letter, report or speech, dialogue (15 marks) From a choice of three topics, candidates must write one composition of about 120 words in Arabic. 

Section B: Essay (30 marks) From a choice of four topics (narrative, descriptive or argumentative), candidates must write one essay of about 200 words in Arabic.

Paper 2: Translation and Reading Comprehension 1½ hours, 55 marks

Section A: Translation (30 marks) Candidates must: 

• translate a passage from Arabic into English (10 marks)
• translate a passage from English into Arabic (20 marks). 

Section B: Reading Comprehension (25 marks) Candidates must answer a variety of questions testing their understanding of a set passage.

The Student Perspective

"The Arabic Cambridge O-level course is designed for proficient students with prior knowledge of the Arabic language. It enhances skills in reading comprehension and offers a unique perspective on analyzing Arabic texts. The literature explores global themes, providing insights into various issues and civilizations. The course includes translation and writing sections, fostering adaptability and grammar proficiency through practical application. It cultivates the ability to express ideas, create stories, and enhance imagination.

Lamees D

"Arabic Cambridge O-level is an interesting course designed to help students understand more about their mother tongue. This course allows students to improve their skills in the Arabic language. It improves students' writing, comprehension and translation skills as well as grammar and punctuation. This is advised for anyone who wishes to increase their knowledge, comprehension, and interest in the Arabic language. 

As a student who is taking this course I believe that the benefits of this course are huge. It helps you strengthen the language of your home country and therefore will help you in future ambitions. It also helps add more information about several topics to your knowledge; such as: sports, diets, schools, historical figures, etc. The course is backed up by a very supportive group of teachers that strive to help the students reach the best they can.

Overall, I enjoy this course and would recommend it to anyone who is interested in the Arabic language."

Amena A

GCSE Art and Design (Fine Art) is an exciting course concerned with visual and tactile ways of expression.  It offers a unique opportunity for students to communicate their own ideas and develop meaningful responses. Visual literacy is equivalent in importance to literacy and numeracy, and is highly valued by employers and universities. 

Throughout the two years of the course, students work on producing a personal portfolio that demonstrates the use of formal elements and creative skills.  They learn to give visual form to observations, thoughts, feelings and ideas. They become familiar with a process that allows them to take an idea from its inception to a high quality studio outcome.

They accomplish this by engaging in the following:

• Broad visual research and investigation of themes, directed by the teacher.
• Experimentation with various materials, equipment and processes including drawing, painting, collage, sculpture, digital art, photography and mixed media approaches.

• Development of ideas from inception to the production of well informed and resolved studio outcomes.
• Making connections between their own work and that of artists and designers from other times and cultures.
• Research artists work by taking part in national and international study trips. 

Students are graded from 9 to 1 (where 9 is the top grade)  Drawing is an explicit requirement in GCSE Art and Design, and students will be expected to use drawing to support the development process within their area of study.

There are four assessment objectives:

A01: Critical and contextual understanding

A02: Experimentation and refinement of ideas and processes

A03: Recording ideas and intentions

A04: Present a personal and meaningful response 

There are two components to the course:

1. Personal Portfolio – 60% of the final grade is awarded for the Personal Portfolio

• The visual investigation and research for this portfolio is done both at home and in the art studio, in both Year 10 and Year 11. This takes the form of a sketchbook, and may also include larger works and 3D experiments. The Portfolio consists of an in depth sustained project entitled ‘Identity’ and students work towards developing a large scale outcome of their own choice based on this theme. Students are encouraged to research artists of their own choosing, making this a highly personal and self directed project. 
• All Portfolio work done in Years 10 and 11 will be submitted before embarking on the Externally Set Assignment which will be handed out in late February/ early March of Year 11.

2. Externally Set Assignment (ESA) issued by Edexcel – 40%

• This assignment is issued by Edexcel towards the end of the second year of the course (Year 11), usually January of the final year.  It is worth 40% of the final grade.
• Students are presented with a paper giving a thematic title 10 weeks in advance of a timed test.
• Students will use this 10-week period to prepare a broad investigation of the given theme. (This takes the form of a sketchbook full of visual investigations which may be completed at home as well as in the art studio).
• At the end of this period students submit their sketchbooks containing the 10 weeks of investigative work.
• During the timed test, (10 hours usually held over two days), students go on to produce a studio outcome based on their 10 weeks of investigation. They make clear connections between their sketchbook investigations and the outcomes produced during this time.

The Personal Portfolio and ESA are marked by an Edexcel External Examiner who comes to Cairo in May (from the UK) to mark all the students’ work. There is an Annual GCSE Art Exhibition at BISC celebrating the creativity and skill of all the work completed by the Year 11 Art Students.

If you require any further information about this course or about careers in and using Art and Design please contact Janie Wheeler, Head of Art.

The Student Perspective – Art and Design

"I think Art GCSE is a great subject to pick for anyone that enjoys art and is willing to spend time on it. Personally, I really enjoy drawing, so I did not hesitate to pick the subject. Art GCSE can be quite time consuming and it definitely required me to work outside of lessons. On average, I spent about two hours or more per week working on my sketchbook, but I did not find that to be a problem because I really enjoy art. I  like this subject because it’s not very restrictive, and you can be very creative since it does not impose a particular topic on you. It allows you to explore real issues you’re interested in.

From my experience, it was not hard to complete work on time because I followed the plan and referred to the regular deadlines. It is not difficult to get everything done if you manage your time and work outside of lessons as well.

Art GCSE has definitely helped me improve my artistic skills. It has expanded my abilities, since it allowed me to explore several techniques and experiment with different materials to use. Overall, my skills have been refined and become more varied. I recommend this subject for anyone who enjoys art.  It’s a great way to explore your creative side."  

Karen A

The Cambridge IGCSE Business Studies syllabus was created especially for international students, using international business examples and case studies, rather than focusing mostly on British examples and firms. The Cambridge IGCSE Business Studies course is comparable to a standard GCSE in the UK and is accepted as equivalent to UK GCSEs by leading universities worldwide.  Upon successful completion of the IGCSE Business Studies course, students will have a good foundation to study either Economics or Business Management, or both, at IB level.

Aims and learning outcomes

The Business Studies course is designed to encourage students to:

• Apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts.
• Distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build.
• arguments and make informed judgements
• Develop knowledge and understanding of the major groups and organisations within and outside business, and consider ways in which they are able to influence objectives, decisions and activities.
• Develop knowledge and understanding of how the main types of businesses are organised, financed and operated, and how their relations with other organisations, consumers, employees, owners and society are regulated.
• Develop skills of numeracy, literacy, enquiry, selection and use of relevant sources of information, presentation and interpretation.

Syllabus summary

Unit 1: Understanding business activity

Unit 1 focuses on the purpose and nature of business activity and how businesses can be classified. There is emphasis placed on enterprise and entrepreneurs, and why some businesses grow while others remain small.

Unit 2: People in business

Unit 2 focuses on the area of human resources and includes the importance and methods of motivating a workforce. Students will investigate how businesses are organised and managed, and will learn about the methods of recruitment, selection and training of employees.

Unit 3: Marketing

Unit 3 focuses on the role of marketing, the distinctions between niche and mass markets and the techniques of market segmentation. The methods and importance of market research, and the central role of the marketing mix, (the four Ps), is made clear.

Unit 4: Operations management

Unit 4 focuses on production and includes the meaning and methods of production and how productivity can be increased. The different costs of production and break-even analysis are analysed, as well as the importance of quality and the methods used to achieve it.

Unit 5: Financial information & decisions

Unit 5 covers the need for, and sources of business finance, cash-flow forecasting and working capital. Simple income statements are covered as well as statements of financial position and the analysis of accounts.

Unit 6: External influences on business activity

Unit 6 covers the different external influences on business activity and how these impact on a business. It includes government influences on economic, environmental and ethical issues and how they impact on the functional areas of businesses. In addition, the international economy including globalisation and its effects on businesses and governments, multinational businesses and exchange rates are important issues.

Assessment overview

The external assessment for this course is in the form of two equally weighted written papers. The first paper consists of 4 questions and is a short answer and data response paper,  and the second paper is 4 questions based around a case study which will require analysis of information in a variety of forms.

The Student Perspective

"When I was first choosing my subjects for IGCSE I was extremely unsure on whether I should pick Business as a subject. Everyone was telling me that it would be a difficult subject with lots of content to memorise. However, when I started my IGCSE course I realised that I have made a good choice when choosing this particular subject as it helped me expand my knowledge in many different ways and learn how to develop my ideas on different things ranging from creating an eye catching marketing plan to how to start a business and expand it. Business also gives you a good example and understanding of the basic and logical economic principles, which helped put a lot of things in perspective for me when it came to real life news and political situations that were being discussed.

This subject is easy to get the hang of and has helped me learn how to communicate with others as this is one of the key skills of any entrepreneur. We also talk about the different methods of persuasion and discuss this through human psychology and so there is so much more to the Business lesson than just talking about business! I also learned how to manage my time and have realistic time schedules, which helped me manage my school work alongside my personal life. Business IGCSE is an extremely useful, fun and eye-opening subject that will improve so many of your skills. I think that this subject has taught me how important it is to speak confidently and how to communicate with different mindsets as well as time management, it also taught me how to approach different things in a variety of ways. Personally recommend this subject to anyone who is taking IGCSE in the upcoming years because it will push you in the right direction in school, and life in general."

Year 11 student

The Cambridge IGCSE Economics syllabus was created especially for international students, using international  examples and cases studies, rather than focusing mostly on British examples. The Cambridge IGCSE Economics course is comparable to a standard GCSE in the UK and is accepted as equivalent to UK GCSEs by leading universities worldwide. Upon successful completion of the IGCSE Economics course, students will have a good foundation to study either Economics or Business Management, or both, at IB level.

Aims and learning outcomes

The Economics course is designed to encourage students to:

• Know and understand economic terminology, concepts and theories, in order to be economically literate.
• Use basic economic numeracy and interpret economic data.
• Use the tools of economic analysis.
• Express economic ideas logically and clearly in a written form.
  Apply economic understanding to current economic issues in our daily lives.

Syllabus summary

Unit 1: The basic economic problem

Unit 1 focuses on the essential economic questions of What to produce? How to produce? and for Whom to produce?, the economic factors of production, choices, scarcity, opportunity costs and production possibility curves. Students will gain an understanding of the essential mechanics that work together to create an economy.

Unit 2: The allocation of resources

Unit 2 focuses on the allocation of resources through the price mechanism in a market
economy. The market forces of demand and supply, market equilibrium and disequilibrium, and elasticity form the core of this section. Students will analyse graphs, and evaluate the effect of different factors on price, and quantity.

Unit 3: Microeconomics decision makers

Unit 3 focuses on the major microeconomic factors. Students will investigate the importance of banks, households, workers and firms. They will evaluate the role of trade unions, classify the size of firms, evaluate firm costs and revenues and analyse the characteristics of different market structures. 

Unit 4: Government and the macroeconomy

Unit 4 focuses on governments and their different macroeconomic aims, and conflicts often arise between the choice of measures used to achieve them. Variables must be measured to consider the causes and consequences of change, and appropriate policies applied.

Unit 5: Economic development

Unit 5 investigates how there will be changes in population, living standards, poverty and income redistribution as an economy develops. Therefore, the effects of changes in the size and structure of population and of other influences on development in a variety of countries are explored.

Unit 6: International trade and globalisation

Unit 6 focuses on the importance of trade between countries and the growth of globalisation is explored. Principles such as specialisation, the role of free trade, the role of multinational companies, foreign exchange rates and balance of payments stability are considered.

Assessment overview

The Student Perspective

"A study of IGCSE Economics will help you to develop many many life skills. You will develop your critical thinking and analytical skills. You will be able to draw up conclusions from data in order to make informed decisions. You will also be able to form your own educated opinions on global issues. Economics will also enhance your problem-solving skills. It can be a complex subject at times. Therefore, by looking at case studies, you'll learn some problem-solving techniques that will help you in other subjects and future careers. Personally, I also noticed a huge improvement in my confidence when writing. I found that the writing techniques I learned in Economics could be applied to my other subject and therefore made writing essays and evaluations much easier. Lastly, economics will improve your cultural and global awareness. It will give you an understanding of how the world around you and your role as an individual and how it affects the economy. You will also be able to gain a better understanding of current global issues. 

Economics was the kind of subject that I enjoyed studying. For someone with a curious mind, it is the perfect subject. With so many different ideas to explore it is extremely interesting. Despite Economics having its challenges, it is truly a rewarding subject. It is both enjoyable and useful in building new skills. 

I hope that my personal experiences with the subject gave you an insight into IGCSE Economics and I hope that those of you who decide to study Economics will enjoy it just as much as I did."

Hoda C

"Economics is unique in its approaches and its goals, making it enjoyable and gratifying to explore and learn. The subject concerns itself with the study of human behaviour as societies develop strategies to overcome the basic economic problem of scarcity and attempts to explain human actions with logic, mathematics and psychology. Since there is more than one perspective on any economic issue, this subject offers us the opportunity to develop alternative solutions to problems.

These aspects of economics, in addition to its incredible usefulness in the modern world, have allowed me to grow on a personal level and also to develop a strong passion for the subject, which I can only hope others will manage to enjoy too."

Selim G

This course reflects the growing importance of computing in the modern world and is designed to equip students with key skills for today’s changing workplace.

There’s more to Computer Science than simply programming. Computer Science is the study of how computer systems work, how they are constructed and programmed. It consists of a body of knowledge, a set of techniques/methods for solving problems, as well as practical programming skills. What this means is that a course in Computer Science has to cover a lot of theory teaching, as well as plenty of practical problem solving and programming. Computational thinking is a large part of the course and forms the bulk of what is taught.

The aims are to develop:

• Computational thinking, that is thinking about what can be computed and how, and includes consideration of the data required
• Understanding of the main principles of solving problems by using computers
• Understanding that every computer system is made up of subsystems, which in turn consist of further sub-systems
• Understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people
• Skills necessary to apply understanding to solve computer-based problems using a high-level programming language.
  

Anyone interested in this course should see the Head of Computing for more details. 

Content Overview

Candidates study the following topics: 

1. Computer systems 
2. Data representation 
3. Data transmission 
4. Hardware 
5. Software 
6. The internet and its uses 
7. Automated and emerging technologies 
8. Algorithms, programming and logic 
9. Algorithm design and problem-solving 
10. Programming 
11. Databases 
12. Boolean logic

Assessment

There are two externally-examined papers:

The Student Perspective

"Computer Science for me is one of the more challenging, yet rewarding subjects. It requires a high level of technical ability and a love for problem solving. it's not merely just another subject. In fact it is extremely essential for the future considering the way in which the world is advancing. There are many interesting things to it and taking into account how everyone gets excited with coding,  I think it’s a pretty fun subject, however it does require looking up difficult concepts and practicing with algorithms away from the class."

Mazin A

Why Study IGCSE Drama?

Cambridge IGCSE (9–1) Drama provides opportunities for learners to develop practical skills in performance, both as an individual and within a group. Learners will understand the artistic choices made by actors, directors and designers in presenting performances for an audience. They will also learn about theatrical styles and genres. Learners will explore how to develop their own ideas in creating original drama. 

Through practical and theoretical study, the Cambridge IGCSE Drama syllabus encourages students to understand and enjoy drama by: 

• developing their performance skills, both individually and in groups 
• understanding the role of actor, director and designer in creating a piece of theatre 
• considering ways in which ideas and feelings can be communicated to an audience 
• discovering the performance possibilities of plays and other dramatic stimuli 
• devising dramatic material of their own. 

Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills learners need for their next steps in education or employment. Our approach encourages learners to be engaged, confident, responsible, innovative and reflective.

The IGCSE Drama Course at BISC aims to: 

• Develop candidates’ understanding of drama through practical and theoretical study
• Enable candidates to understand the role of actor, director and designer in creating a piece of theatre
• Develop candidates’ acting skills, both individually and in group
• Enable candidates to develop their skills in devising original drama
• Help candidates communicate feelings and ideas to an audience
• Foster understanding of the performance process and enable candidates to evaluate the various stages of that process
• Encourage enjoyment of drama

Content Overview
Learners develop an understanding and enjoyment of drama through practical and theoretical study. Candidates will study: 

• The elements of practical drama 
• How to work with extracts from published plays as an actor, director and designer
• How to devise, develop and structure their own original dramatic material from stimuli such as short titles, poems, pictures, songs, historical events and stories
• How to evaluate their contribution to the devising process and the success of the final piece 
• How to use staging and design as part of a dramatic performance
• Individual and group performance skills and how they are applied to create character and communicate meaning to an audience.

Assessment Overview 

All candidates take two components.

The Student Perspective

"Growing up, I’ve always love acting, which is why choosing drama was one of the easiest decisions I made in Year 9. During drama lessons, I get to express myself around the comfort of my friends while also getting work done. Drama gave me the opportunity to explore my creativity through writing scripts and making them come to life. Additionally, I have become more confident and expressive since choosing drama. In drama we receive feedback from our peers, to help us better develop our performances, and we also witness other people’s performances which gives us the inspiration to assess our own show through writing.

Although drama isn’t completely practical, writing answers on lighting, staging and costume techniques has given me a deeper understanding on how to create the biggest impact on the audience during a show. Drama does require a lot of commitment and effort, however I believe it’s worth it for all the benefits of developing stronger communication, expressing our emotions, exploring our creative side, learning what makes a performance dramatic and how to create a performance ourselves."

Mathilda S

English is a compulsory subject for all Year 10 and Year 11 students. The English Department offers an integrated Language and Literature course for all students, leading in most cases to IGCSE certification in English language and English Literature. The integrated course reflects the fact that the two qualifications cover complementary skills.

Students will be assessed by terminal examination (60%) and coursework (40%) for both courses.

ENGLISH LANGUAGE - Edexcel

Aims

The syllabus is designed to develop a student’s ability to understand and to write English effectively. Additionally, it aims to encourage the enjoyment of, and a lasting interest in, literature; an ability to understand and respond to a wide range of literary and non-literary material in an informed, personal and critical manner; and to enable students to write fluently and accurately in different styles for a variety of audiences and purposes.

Course Content

Material will include extracts from literature, and extracts from non-literary sources such as newspapers, advertisements, brochures, etc. Students will be required to read, discuss, and analyse these unseen texts and respond to them in a variety of ways.

Assessment

Paper 1: Non-fiction Texts and Transactional Writing: Paper code 4EA1/01

Externally assessed Written examination: 2 hours 15 minutes: 60 % of total English grade worth 90 marks

Assessment overview Section A: Reading – a mixture of short- and long-answer questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology and one previously unseen extract. Total of 45 marks. Section B: Transactional Writing – one 45-mark writing task, from a choice of two involving a given audience, form or purpose. Candidates will be provided with the anthology text in the examination.

Coursework: Poetry and Prose Texts and Imaginative Writing

Internally assessed and externally moderated: 40 % of English grade worth 60 marks 

Assignment A: Poetry and prose texts – one 30-mark essay question based on any three poetry or prose texts from Part 2 of the Pearson Edexcel International GCSE English Anthology. At least one poetry text and one prose text must be discussed in the assignment. Assignment B: Imaginative writing – one 30-mark imaginative writing task.

ENGLISH LITERATURE - Edexcel

Aims

The syllabus encourages students to develop an appreciation of literature, both classic and contemporary.  It seeks to develop reading for enjoyment; the ability to analyse and comment on key aspects of literary technique; to expose students to literature from various cultures and traditions and to promote emotional and intellectual growth through reading. This course is a compulsory prerequisite to the English A course offered at IB at BISC.

Course Content

The texts will allow students to explore several aspects of literature through in-depth studies and wider reading in the three main genres: prose (novels/short stories and biography), poetry and drama.

Texts to be studied are chosen from a list of Literary Heritage Texts and Different Cultures Prose Texts set by the Examining Board; there is also the choice of an Anthology of materials selected by the Board. Naturally, a certain amount of reading will have to be done outside class and students will be encouraged to maintain good personal reading habits.

Assessment

Paper 1: Poetry and Modern Prose (60%) 120 minutes

• Three exam questions - one poetry from an anthology studied in class, one unseen poem and one prose based on text studied in class

Paper 3: Modern Drama and Literary Heritage (40%) Coursework 

• Two essays to be worked on in school and at home on set texts 

The Examinations

As the IGCSE examination papers are untiered, all students at BISC have the opportunity to aspire to the highest grades in English Literature and Language, with a grade 9 representing the highest achievement.

Some students will be offered the option of IGCSE second language qualification in English, as an alternative to the GCSE first language courses. Decisions regarding this course will be based on the student’s progress in Key Stage 3 and will be discussed with parents at the end of Year 9.

The Student Perspective

"Over the years of my IGCSE course, English has taught me a variety of skills that I did not know I needed at the time. Going into the subject I didn't really understand what I was signing up for, or how this particular subject would benefit me at all. But after just a few months of my course, I felt more confident with my learning abilities, more focused whilst engaging with my other subjects and even more determined to excel in my achievements in school and outside of school as well. Not only that, but the course itself was extremely interesting for those who are very outgoing and always seeking new challenges like me, which made all the work a lot easier than it already was!"

Year 11 student

Why Study Geography IGCSE?

Geography is a subject that engages students in a contemporary and unique perspective of the world. It is the study of places, landscapes, environments and people and how they interact, encompassing local, national and global issues relevant to our changing world.  As an IGCSE Geography student, every individual will learn about the physical and human processes we see around us every day and the challenges people face in managing these interactions. 

Geography students are up to date with current affairs and explore contemporary issues such as sustainability, climate change, immigration and globalisation, as well as natural disasters and economic development. These topics are set in the context of both local and international case studies, allowing students to relate to diverse societies, cultures and landscapes.   

In addition to the knowledge they gain, Geography students also learn a wide variety of skills.  These include map skills, practical fieldwork techniques, investigation, data presentation and analysis (including graphical, statistical and mapping techniques), problem solving, decision making and the ability to interpret various sources of information.  

The broad and contemporary nature of this course and wide range of transferable skills that students will learn, makes the Cambridge IGCSE Geography course excellent preparation for further education at IB and University level. Geography graduates are among the most employable and qualified for an extensive range of future careers including tourism, travel, eco-engineering and education.

The IGCSE Geography course at BISC

Students will study the Cambridge International GCSE (IGCSE) specification in Geography at BISC. The subject content is arranged into three themes;

• Population and Settlement
  • including population growth, migration and urbanisation

• The Natural Environment 
  • including earthquakes and volcanoes, rivers, coasts, weather, climate and ecosystems.

• Economic Development 
  • including development, food production, industry, tourism, energy, water and environmental risks of economic development.

International Field Trip

Throughout the three themes students are also taught map skills and techniques for geographical investigation, including practical fieldwork.  This element of the course may also be supported by a trip to the Barcelona Field Studies Centre in Spain (subject to interest and availability).

Assessment

The Student Perspective

“When I first started my geographical journey I was extremely excited to learn about the world; its people and its environments. We covered topics that include: population, the natural environment and development. Personally, I enjoyed learning about population. While it is quite a specific topic, it's extremely interesting because it allows you to open your mind to learning about countries that face issues due to population sizes and distributions as well as learning about countries who have gone through stages of mass development both economically and environmentally. When it comes to thinking about the future and how Geography could benefit our knowledge,  I would say that Geography is definitely one of the most diverse subjects out there. As someone who takes Biology and Business IGCSE along with Geography, I have noticed that Geography applies to elements in both subjects, which is extremely helpful as it aids me to remember useful information and apply it where I need to. I would recommend Geography to anyone who is interested in studying the natural, economic and social world.”

Christina D

“I really enjoy taking Geography and would recommend it if you want to get a much deeper understanding of the world, why many things we see everyday happen and what they result in for people and the environment.  This is a great subject if you are a curious person who enjoys learning about the world and its wonders and people”

Hanya A

Why study History?

“How do you know who you are unless you know where you’ve come from? How can you tell what’s going to happen, unless you know what’s happened before? History isn’t just about the past. It’s about why we are who we are –  and about what’s next.”  Tony Robinson, Actor and Television Presenter.

History is the study of real people living real lives and experiencing real situations. It helps us to understand the world today, people around us and also those from different backgrounds and cultures.

History challenges us to form solidly based arguments and to share our opinions with confidence, all crucial skills in the modern world and workplace.

History has consistently remained a relevant and well respected subject that is recognised by leading universities and employers throughout the world. The Russell Group, which represents the 24 leading UK universities, classifies History as a ‘facilitating subject’. These are the academic subjects most commonly required or preferred by universities to access a range of degree courses.

The knowledge, analytical and evaluative skills developed in History are applicable in a vast range of jobs and History graduates have entered into all kinds of careers. History is a subject that can be used for entry into the fields of law, civil service, politics, diplomacy, journalism, teaching, computer science and management of all descriptions.

Subject Content

Through the study of this course, students will develop knowledge and understanding of:

• The key individuals, societies, developments and issues in the periods studied.
• The links between the events of the past and current events.
• Historical events at different scales.
• The process of change, both long and short term.

Knowledge and Understanding

By the end of the course, students will be able to:

• Make connections and comparisons between different aspects of the periods, themes and topics studied.
• Describe, analyse, and evaluate the causes and consequences of historical events and situations.
• Describe, analyse, and evaluate changes and developments in the periods, themes and topics studied.

Core content for Section A - Available modules

• Was the Treaty of Versailles fair?
• To what extent was the League of Nations a success?
• How far was Hitler’s foreign policy to blame for the outbreak of war in Europe in 1939?
• Who was to blame for the Cold War?
• How effectively did the United States contain the spread of Communism?
• How secure was the USSR’s control over Eastern Europe, from 1948 to1989?

Course content for Section B - Depth Study on Germany

• Weimar Germany, 1919-1933.
• The Rise of the Nazis, 1919-1934.
• Nazi Germany, 1934-1945.

Paper 1 is a written examination. It is 40% of the total IGCSE and is 2 hours long. It involves studying up to 6 key questions from the core content of Section A and a Depth study on Germany.

Paper 2 is a written examination. It is 30% of the total IGCSE and is 1 hour 45 minutes in length. The paper consists of one unit of study and five different types of source based questions. It will be chosen by the exam board from one of the core content key questions in section A.

Component 3 is a coursework examination. It is set and assessed internally by the centre and externally moderated by Cambridge. It is worth 30% of the total IGCSE and is 2,000 words in length based on the depth study. The coursework must be focused on the issue of significance. 

The Student Perspective

"History GCSE was an opportunity to develop and dive into the past; learn more about the history that led us to this moment in time and the many mistakes that we learn from to develop a better future. The Cambridge IGCSE History syllabus looks at some of the major international issues of the nineteenth and twentieth centuries, as well as covering the history of particular regions in more depth. The emphasis is on both historical knowledge and on the skills required for historical research. The learners develop an understanding of the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. Cambridge IGCSE History will stimulate any learner already interested in the past, providing a basis for further study, and also encouraging a lifelong interest in the subject. 

It was honestly a course which needed work, with all the essays, memorising and understanding of the topics, but it was all worth it in the end as we all came out with knowledge that would benefit us. After all, those who do not learn from history are bound to repeat it. So if you believe you are up for the challenge, I would encourage you to take up this subject as it will not only teach you about the past but also allow you to gain skills and knowledge that will benefit you for many years to come."

Youssef W and Mariam EN

Aims

The general aims of the programme are to develop logical thought; develop skills in devising, using and presenting mathematical arguments and critical analysis; develop creativity and persistence in the approach to problem solving; and to gain confidence in applying and using mathematical skills acquired. It is also to prepare students for the study of Mathematics post sixteen.

Course Content

The IGCSE Mathematics syllabus has two levels of entry – Foundation and Higher, and it does not feature any Controlled Assessments. This course starts formally at the start of Year 9.

Students at BISC are usually entered for Higher level, Foundation level being used only in exceptional circumstances. For all levels of entry, the syllabus is split into four sections - Number, Algebra, Geometry and Statistics - but there is significantly more content in the Higher level than there is in the Foundation level.

Students who show sound mathematical ability will cover a variety of more demanding topics and problems, including the use of graphic calculators, to prepare them for the challenges of sixth form study of mathematics.

IGCSE CONTENT, Foundation (highest grade possible 5): revision of all work covered in Years 7-8; the use of approximation and choosing the appropriate degree of accuracy; using standard form; evaluating formulae; using symbolic notation to express the rules of sequences;  simple  algebraic  manipulations  and  equations;  interpreting  graphs  which represent particular relationships; loci; calculations in plane and solid shapes; organising and analysing data; basic probability; the design and use of a questionnaire to test a hypothesis; constructing and interpreting cumulative frequency curves.

IGCSE CONTENT, HIGHER( highest grade possible 9): As above with the following additional material: sets and Venn diagrams, rational and irrational numbers; upper and lower bounds of calculations; expressing general laws in symbolic form; functions; solving equations using graphical methods; transformations of functions; equations of circles; non-linear simultaneous equations; investigating sequences including iteration; harder algebraic manipulation; vectors; trigonometry in three dimensions; histograms; function notation; calculus; conditional probability; the probability of two events happening.

IGCSE Further Pure: This is an additional higher level math course offered to students who wish to study maths at IB Higher Level. It is an extremely demanding course that stretches the brightest of students.  It is, however,  a very good grounding for both of the IB HL Math courses. The course consists of extensions of all pure mathematics topics outlined above. 

Further Pure is only suitable and offered to Set 1 students.

Assessment

There are two written papers of equal difficulty and weighting.  Both papers are calculator papers. Both papers have equal weighting of 50%. Foundation Level allows students to gain grades 1 to 5 while entry at Higher Level allows students to gain grades 3 to 9. All examinations are sat in May/June of Year 11. Top set classes often aim to sit their final exams in Year 10.

The Student Perspective

"Mathematics may be one of the most intricate subjects a student takes throughout their academic career, yet to those who observe its patterns with sufficient dedication and effort appreciate its beauty stems from its rationality and adherence to laws which constantly reappear. Mathematics, due to its seemingly complex nature, allows people to develop analytical and problem-solving skills as a result of the consistent application and exposure to logical thought whilst at times requiring extended consideration. Through the analysis of errors and successes - in not only mathematical work but also logical thought processes - and through the constant implementation of corrections, skills related to analysis and evaluation can be fine-tuned, positively affecting the understanding of topics in other subjects. 

Multiple aspects of Mathematics may also be practiced and applied to various other subjects such as the Sciences, Economics, and Computer Science. From the use of sets and powers in Computer Science to the use of trigonometry and vectors in Physics, Mathematics can act as an aid to most other subjects while also being essential to others such as Economics and Engineering. 

Although sometimes challenging, the wide range of applications of Mathematics in addition to the importance of experience gained from it allow Mathematics to become one of the fundamental subjects taken throughout one’s education, often being indispensable."

Selim G

Why Study French or Spanish at IGCSE level?

In our modern and global society, it is essential to study a foreign language. It is also a requirement should students wish to study a language at an advanced level (IB). Studying a foreign language enables students to communicate in a variety of contexts and demonstrates an understanding and appreciation of different cultures.

During this course, students will develop:

• Knowledge of vocabulary and grammatical structures.
• The ability to communicate effectively in a variety of contexts in the language.
• Transferable language learning skills.
• An awareness and understanding of countries and communities where the language is spoken.

The IGCSE French/Spanish course at BISC

Some aspects of the IGCSE have already been introduced in Year 9. The course in Years 10 and 11, which covers a wide variety of topics, both reinforces and builds on the vocabulary, expressions, and grammatical rules, enabling students to operate confidently in a range of work and social situations.

The IGCSE course follows the Edexcel Board and consists of three units based on the following skills: listening, speaking, reading and writing.  The course provides breadth, stretch and challenge and it enables students to show what they know, understand and can do within a clearly defined list of topic and sub-topic areas.

Structure of the course

*Sub-topics A3, C3, C5, D2 and E4 will not be assessed in Paper 3: Speaking.

Assessment 

The IGCSE provides: 

• written assessment in listening, reading and writing skills
• assessment of spoken language
• 100% external assessment

The Student Perspective - French

"Learning French isn't just about studying a language. French is a gateway to cultures around the world: over 25 countries have French as an official language, and over 450 million people around the world speak French, enabling you to communicate with them and understand them; furthermore, the course covers not only the language itself, but also French culture and traditions. French is also a gateway to other languages: French is one of a few Latin (Romance) languages spoken today; learning and understanding French can be a great asset if, in future, you will learn others such as Spanish, Italian or Portuguese. French is also, surprisingly, a gateway to other subjects: it is the language of culture, used in fields ranging from art to literature to cuisine to cinema. Learning a new language, especially French with its intricate yet logical, natural and orderly rules, is also a great way to develop your critical and creative thinking skills, which can even help you in STEM!

The French IGCSE course covers many diverse topics, such as school, holidays, jobs and the environment, equipping you to communicate with others both in casual and formal settings. It is based on the four pillars of communication (reading, listening, speaking and writing) and strongly develops all four skills. I greatly recommend choosing French for iGCSE, thanks to the utility, as well as the pleasure, of learning this language!"

Andrei R

The Student Perspective - Spanish

"The Spanish language possesses a unique beauty that is evident through its culture, history and influence. With over 548 million speakers worldwide, it offers a great deal of opportunities for meeting new people and being able to communicate all around the world.

The IGCSE course covers a range of topics from holidays and relationships to jobs and the environment, examining students in every aspect (Listening, Reading, Writing and Speaking), thereby helping students to grasp the poetic melody of the Spanish language. In addition, the teaching staff are supportive and help in every way possible by creating enjoyable and informative lessons, so as to ensure the best experience for all students. 

Overall, I urge and encourage all students aspiring to widen their knowledge in the subject of languages to choose to study Spanish and begin to embark on a journey that you wouldn’t regret."

Salaheldin A

GCSE Music at BISC is lively and stimulating, offering many opportunities to collaborate, improvise and perform. Students opting to take this subject must already play an instrument or take voice lessons.

At a glance - What is the GCSE Music course about?

GCSE Music covers three main areas of expertise: appraising, composing and performing music. Candidates will study a wide range of styles and genres including popular, world and classical music. There will also be opportunities to gain skills in music technology.

Who will enjoy this course?

Students will enjoy GCSE Music if they are interested in:

• Creativity 
• Working with others
• Listening to all kinds of music
• Playing in ensembles such as bands, choirs or rock groups, and taking part in workshops or competitions
• How computers are used in music
• Understanding the relationship between music and society

How does it follow on from Music in KS3?

Students have already gained experience of composing and performing in a variety of different styles and genres. They will now build upon their knowledge by learning more about how various kinds of music came into being, and how and why they were written or performed.  

The Edexcel GCSE Music Course Content

Component 1 - Students undertake an engaging study of eight set works, designed to nurture in-depth musical understanding. This encompasses the classical repertoire, popular styles, music from stage and screen, and musical cultures from around the world. 

Component 2 - Students perform together and strive to raise the standard of their own instrumental/vocal work. 

Component 3 - Students create original music of their own, often using software as a tool to aid the process.

Assessment

The majority (60%) of the examination grade is based on successful coursework. This means that students will have a chance to refine and improve their work as they go along, before submitting it for final assessment. The areas assessed in this manner are:

Performance (Controlled assessment) 30%

Candidates will need to play one solo piece and one ensemble piece. These need not be performed on the same instrument. 

Composition (Controlled assessment) 30%

Candidates will create two original compositions, of their own choice.

The examination (40%)

In addition to the coursework, candidates will sit one Listening Examination, which will take place at the end of Year 11. They will complete a 90 minute paper which will be based upon the eight prescribed set works. Questions on this paper typically ask candidates to aurally identify instruments or features of an extract of music, or to express opinions backed up by musical reasoning.

The Student Perspective

"GCSE music is an extensive course, covering everything from theory and performance to composition. This course is a test of your discipline, time management, communication skills and perseverance. 

Theory is the hardest component of the course for most people. It involves gaining an in-depth understanding of how music works, then using this skill to analyze eight pieces of music, all from different backgrounds and genres, to understand what makes them sound like they do. Your understanding of theory is essential to completing compositions and performances to the highest standard you can. Your final written exam, which makes 40% of your grade, is completely dependent on your theory skills. Because it is so important, I recommend focusing on perfecting your knowledge starting at the beginning of the course. I managed to get through music theory by paying attention and doing regular revision to strengthen my knowledge. 

Performance makes up 30% of your mark. By the end of Year 11, you should be recording two performances to submit, one solo and a second group performance. This is where playing an instrument is absolutely essential to doing well. This can be anything from your voice to the drums, and if you can’t already play an instrument, it would be a good idea to start taking instrumental lessons either in or out of school! Personally, already playing an instrument helped a tremendous amount in the course. GCSE music also gave me the time to refine and perfect my skills. If you already do play an instrument, this course is the perfect opportunity to get better at it, along with widening your perspectives on music. The group performances I worked on for myself and with my classmates has also helped me improve my teamwork skills. 

The final 30% of your grade is your composition. You need to write two pieces of music, for any instrument, about anything you want it to be about. It seems intimidating at first but all you really need is a solid understanding of theory, patience, perseverance and being willing to take risks. Writing a piece of music is incredibly rewarding, and really allows your creativity to shine. Composition takes a while, so be sure to find time to complete your work and you will do perfectly fine. 

Doing music at GCSE level is a great entry to exploring your musical abilities, and will make you a more well rounded student. A lot of the skills you gain can be used to improve your performance in other subjects. The course also changes your understanding of music and exposes you to music and culture from around the world. 

My overall experience with the GCSE music was definitely positive. It just requires prioritizing and recognizing that it needs a lot of work. It is not an easy pass and you need to be able to dedicate time and effort to do well in it."

Mansour EK

Aims

The syllabus aims to:

• Develop students’ knowledge and understanding of the theory underpinning physical performance in a modern world.
• Use and apply this knowledge and understanding to improve their performance.
• Perform in a range of physical activities, developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas.
• Understand and appreciate safe practice in physical activity and sport.
• Understand and appreciate the benefit of physical activity and sport for health, fitness and well-being.
• Gain a sound basis for further study in the field of Physical Education.

Overview of the GCSE in Physical Education

Subject content:

• Anatomy and physiology
• Health, fitness and training 
• Skill acquisition and psychology 
• Social, cultural and ethical influences

Activity List

Students will need to select four activities from at least two different sections below:

What does it take to be a GCSE PE student?

• You need to be a high performing sports person with an enthusiastic approach towards all sports with a willingness to learn and improve your own ability and skill level.
• You need to be playing sport regularly, in school and/or outside of school.
• It is academically rigorous and requires students who are able to adapt to a number of different learning and assessment styles from short answers and interviews to practicals.
• Above all we are looking for students who are willing to work to the best of their ability and achieve their best possible grade.

The Student Perspective

"PE GCSE consists of two bodies, theory and practical. The course is taught over two years, just like all the other courses at BISC. The final grade for the course is split equally, 50% theory and 50% practical.

During the two years, students will each pick four sports which they will work on continuously to be assessed in. Also, students will learn the theory side of PE, which includes the anatomy and physiology of the human body, the importance of health, fitness and training, sports psychology and social, cultural and ethical influences on participation in sport.

As a person who loves playing sports, I chose PE GCSE because I was eager and enthusiastic to learn about the science behind playing sports. Additionally, I chose this subject as I was very passionate about trying out new sports, which I might not have had the opportunity to do otherwise. I am very fortunate and grateful that I chose GCSE PE as it is my favorite subject and a subject in school where I have the most fun."

Abdelrahman S

Students can choose to study the sciences from Biology, Chemistry and Physics. 

They can select two or three (please see below for guidance and recommendations on this). The AQA course better prepares students to study the sciences at IB level, if their grades are high enough. 

Students will gain a GCSE in each Science that they choose  and will be awarded using the 9-1 grading system. This qualification is linear, which means that students will sit all their exams at the end of the course, which is at the end of Year 11. 

All courses (Biology, Chemistry and Physics) based on this specification should encourage candidates to:

• Develop their interest in, and enthusiasm for, science
• Develop a critical approach to scientific evidence and methods
• Acquire and apply skills, knowledge and understanding of how science works and its essential role in society
• Acquire scientific skills, knowledge and understanding necessary for progression to further learning.

How many Science subjects should I choose?

Three Sciences: This option is suitable for students who are very interested and engaged in Science lessons, are prepared to commit themselves to Science studies with enthusiasm and who are interested in pursuing a scientific career. They should be aware that they will be studying 9 hours of Science a week and will have less opportunity to study other option subjects. The three Sciences will be studied in detail and will prepare them for IB HL.

Two Sciences: This is the option that we expect most students to choose, as it will enable them to keep their career pathways open, while still giving them the opportunity to study other option subjects. The two Sciences they choose will be studied in detail and they will be prepared to continue studying either (or both) subjects at IB HL level.

Assessments

Internal: These will be conducted throughout the 2 year course and will be used to inform us of a student progress by topic and by subject. 

External: At the end of Year 11, students will sit 2 papers for each science subject. Each of the papers will assess knowledge and understanding from distinct topic areas listed below. The papers are written with an aim to apply knowledge, not just re-state learned facts. There will be no coursework element however, students will have to complete a number of required practicals. 

Subject content

*Examined in Paper 2    

Why Study Biology GCSE?

As a field of science, biology helps us understand the living world and the ways its many species (including humans) function, evolve, and interact. Advances in medicine, agriculture, biotechnology, and many other areas of biology have brought improvements in the quality of life. Fields such as genetics and evolution give insight into the past and can help shape the future, whilst research in ecology and conservation inform how we can protect this planet’s precious biodiversity (Encyclopaedia Britannica, 2023). We study all of these aspects through the GCSE course, to prepare our students for the IB choices they will make in Year 11, and potentially for their future careers. 

Why Study Chemistry GCSE?

Chemistry is a subject that deals with the properties, composition, and structure of substances (elements and compounds), the reactions and transformations they undergo, and the energy released or absorbed during those processes. Often called the “central science,” chemistry is concerned with atoms as building blocks, with everything in the material world, and with all living things. Branches of chemistry include inorganic, organic, physical, and analytical chemistry, and biochemistry (Encyclopaedia Britannica, 2023). We teach these aspects through the GCSE course, to enable our students to make informed decisions on the IB choices they will make in Year 11, and potentially for their future careers. 

Why Study Physics GCSE?

Physics can be defined as the science of matter, motion, and energy; matter is the material substance that constitutes our whole observable universe and how the fundamental constituents of the universe interact. Physics deals with matter and energy and the way they act on each other in heat, light, electricity, and sound, through high-energy, nuclear, particle and the laws of physics. We teach these aspects through the GCSE course, to enable our students to make informed decisions on the IB choices they will make in Year 11, and potentially for their future careers.