Option Booklet - Key Stage 4 Curriculum 2011-2013 - v3

South Island School

South Island School
Introduction to Year 10 – 11 Curriculum 2011‐2013
A Practical Guide to Year 9 Option Choices

Year 10 & 11 Curriculum 2011-2013

November 2010
Page 1

South Island School

Content
Introduction ------------------------------------------------------------------------------------------------- Page 4
GCSE --------------------------------------------------------------------------------------------------------- Page 5
Careers/ Making Choices/ Guidelines for the Choice of Option Subjects ------------ Page 6-8
Year 12 & 13 Curriculum Pathways
The International Baccalaureate Diploma ----------------------------------------------------- Page 9-10

International Diploma Programme ------------------------------------------------------------------ Page 11
Foundation Diploma Programme -------------------------------------------------------------------- Page 11
The Core
English ------------------------------------------------------------------------------------------------------- Page 12

Mathematics -------------------------------------------------------------------------------------------- Page 13-14
Science ------------------------------------------------------------------------------------------------------- Page 15
Learning Future’s ----------------------------------------------------------------------------------------- Page 16
C.A.S. -------------------------------------------------------------------------------------------------------- Page 17
Enrichment Programme ------------------------------------------------------------------------------- Page 18
Core and Extension
Physical Education ---------------------------------------------------------------------------------- Page 19-20
The Arts
Art and Design (Fine Art) -------------------------------------------------------------------------- Page 21-22

Design & Tech: Resistant Materials
Design & Tech: Product Design
Design & Tech: Food
Design & Tech: Textiles ---------------------------------------------------------------------------- Page 23-25
Information Communication Technology ---------------------------------------------------- Page 26-28
Film and Media: Media Studies ----------------------------------------------------------------------- Page 29
Performing Art: Drama ----------------------------------------------------------------------------- Page 30-31
Performing Art: Music ----------------------------------------------------------------------------------- Page 32

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Individuals in Society: Options
Ecobus: Business Studies ----------------------------------------------------------------------------- Page 33

Economics -------------------------------------------------------------------------------------- Page 34
Global Perspective ---------------------------------------------------------------------------------- Page 35-36
Geography ---------------------------------------------------------------------------------------------- Page 37-38
History -------------------------------------------------------------------------------------------------- Page 39-40
Religious Studies ------------------------------------------------------------------------------------- Page 41-42
Psychology -------------------------------------------------------------------------------------------- Page 43-44
Languages Options
Chinese/Mandarin ------------------------------------------------------------------------------------ Page 45-47

French/ Spanish/ Japanese ------------------------------------------------------------------------Page 48-52
Study Skills ------------------------------------------------------------------------------------------------ Page 53
Alternative Options
Individual Needs -------------------------------------------------------------------------------------- Page 54-55

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South Island School
Dear Students & Parents,
The aim of this booklet is to provide students and parents with information about the school
curriculum at South Island School. The curriculum in Years 10 and 11 builds upon the principles
underlying the Years 7, 8 and 9 curriculum. These are breadth, balance, progression and
continuity. Students in their first three years at South Island School experience a curriculum
comprising of studies in English, Mathematics, Science, Individuals in Society (Religious
Studies, History, Geography), Design Technology and the Creative Arts (Art, Music and Drama)
and the study of a language. The physical, social and emotional well being of students is
addressed through the Physical Education Programme and the Learning Futures Programme.
Furthermore the wide range of extracurricular activities available to our students allows them to
extend areas of interest outside the classroom.
The curriculum in Years 10 and 11 is divided into the core curriculum and the options
curriculum. The core is made up from English, Mathematics, Science, Physical Education
(P.E.), Learning Futures and the Enrichment electives. These are all compulsory subjects. The
options curriculum allows students to choose (within certain guidelines and resource
constraints) which additional subjects they study to GCSE examination level. About one third of
the timetabled time is given to these option subjects.
Making the right choices is extremely important. Certainly choosing subjects which the student
enjoys is an element to consider, as this is likely to enhance motivation and improve the
chances of success. However the principles of breadth and balance need to be maintained.
Students must bear in mind that decisions taken now could affect their choices when they reach
the Senior School, and in turn their eligibility for particular university or college courses. It is
important that no possible career paths are blocked because a key subject has been omitted.
This is one of the reasons that we ensure the breadth is maintained to the curriculum when the
students make their choices.
The purpose of this curriculum information booklet is to make sure that parents and students are
as fully informed as possible when making these important curriculum decisions. Our concern is
that each student should make the best possible choices as these are likely to influence their
future career.
If you have any enquiries about courses, please do not hesitate to contact the Head of Year or
Head of Middle School.
Yours sincerely,
Annette Chapman
Assistant Principal, Head of Middle School

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South Island School
GCSE
ESF ensures that the curriculum is a continuum from Year 1 in primary through to General
Certificate of Secondary Education (GCSE) in Year 11 at secondary school.
General Certificate of Education (GCSE) is the examination taken by all students in the UK at
the end of Year 11 and is a means of external assessment. At South Island School, students sit
either GCSEs or IGCSEs (International General Certificate of Education).
Most of the courses outlined in this document lead to a GCSE/ IGCSE examination. Results of
these examinations are graded from G to A/A*; A/A* being the highest. Normally at least a
grade C is a requirement for a student to continue studying that particular subject at post 16.
South Island School is a centre for a number of UK Examination Boards. The examination board
used is shown for each subject.
EDEXCEL - Edexcel Foundation (University of London)
CIE - Cambridge International Examinations for IGCSE (International GCSE)
WJEC - Welsh Joint Education Council
AQA - Assessment and Qualifications Alliance
Some GCSE and IGCSE examinations incorporate assessment of coursework as a proportion

of the final examination mark. This proportion varies from subject to subject. Coursework is
marked by the teacher and the marks are then moderated by the examination board.
Orals form part of the examination in Languages; in Science there are assessments of practical
work involving investigations.
The emphasis of GCSE examinations is on allowing students to show what they understand and
'can do' rather than attempting to find gaps in their knowledge and understanding.
Please note that parents are responsible for paying the examination board fees for
examination entries. The entries are made by the school and parents are subsequently billed
for the costs. In 2010 the cost of entry for most GCSE subjects was $580 but some were more.
In round figures, the standard bill for GCSE subjects at the end of Year 11 is around $6,000.
Head of Middle Section

Mrs. M.A. Chapman

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South Island School
Career
What will you be doing in the year 2025? Will you be married and have a family? Will you be
working full time or part time? How much time will you spend at home, at work, playing sport,
travelling, surfing the NET? Do you picture yourself as a smartly dressed tycoon? Do you see
yourself as a doctor working in the developing world? Do you see yourself as a Buddhist monk
or nun?
Congratulations if you know the answers to these questions. If you don't know then you are a
normal, slightly bemused, perhaps anxious Year 9 student who is confronted with the problem
of subject choice for GCSE.
So - which courses do you choose at GCSE? Remember that your feelings, aspirations and
career direction in the future may (and almost certainly will) be different from what they are
today. Therefore - CHOICES THAT MAINTAIN BREADTH AND BALANCE WILL KEEP YOUR
OPTIONS OPEN. If you have a balanced programme then it is unlikely that any future career
path will be closed to you.
You should also consider your aptitudes for particular subjects and your individual interests
when choosing your courses for GCSE. This is essential since you wish to enjoy your two year
programme of study in Years 10 and 11 and be successful.
Making Choices
Sources of help: -
The Careers Teachers – Mr. M. Campion have lots of information on course options and
subjects needed for particular careers. The Careers Centre is on the sixth floor in the IB Centre.
Subject Teachers - can tell you what is involved in taking their subject for the next two years.
Yourself-consider the following:
Your talents- in what subjects do you perform best?
Your interests- what subjects do you enjoy?
Form Tutor - will help and advise you throughout the Option Choice Process.

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Your career plans (if any) - what do you want to do?
- what subjects do you need for that career/degree?
Balance - will my choice allow me to change career direction?
- does my choice keep open many careers?
- have I selected a subject from each curriculum area?
Head of Careers
Mr. M. Campion
Guidelines for the Choice of Option Subjects
All students study
• The Core (34 hrs per 2 wks)

(English, Maths, Science, PE, Learning Futures & Enrichment Programme)
• And subjects from the Options section (16 hrs per 2 wks)
Within the option subjects chosen by each student it is recommended that there be:
• one Individuals in Society subject from: Economics, Business Studies, Geography,

History, Religious Studies or Global Perspective. These subjects can be studied as an ab
initio subject in Year 12 and 13.
• one Arts/ Technology subject from: Art, or Design & Technology (Resistant Materials), or
Design & Technology (Graphic Products), or Design & Technology (Food) or Design &
Technology (Textiles), or Drama, or Music, or Media Studies or Information Communication
Technology (ICT). These subjects need skill acquisition if they are intended to be studied at
a higher level.
• one Modern Foreign Language from: Chinese / Mandarin, French or Spanish. This is a
subject that requires skill acquisition if they are to be continued in Year 12 and 13.
Important notes about language options:
• Those students who have been doing French or Spanish after school during Period 4a
as well as Chinese during school hours in Year 9 will continue with this arrangement
until they take their IGCSE exams. Early entry will be considered depending on each
student’s individual situation. Parents will be informed if this is to be the case.

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• There will be a possibility for those students who opted to study Chinese only in Year 9
to return to French or Spanish IGCSE (the language they studied in Years 7 and 8).

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Year 12 & 13 Curriculum Pathways
The Senior School Diploma pathways provide opportunities for a broad, balanced, international
education. They require students to increasingly take responsibility for their personal learning.
Our programmes:
• Meet entry requirements for a broad range of university and tertiary institutions around
the world.
• Support all students in attaining their educational goals. Our admission policies are not
selective and are supported by the Individual Needs Department.
• Provide a wide range of courses and differentiated pathways.
There are three different Diploma pathways of study offered at South Island School for students
aged between 16 - 19.
• The International Baccalaureate Diploma

• The International Diploma
• The Foundation Diploma
The International Baccalaureate Diploma

Aims and Objectives of the IB Diploma Programme:
The IB Diploma Programme is a leading, internationally recognised pre-university qualification.

It is a symbol of academic excellence worldwide. Students who study the IB Diploma
Programme demonstrate a strong commitment to learning, both in terms of the mastery of
subject content and in the development of wide-ranging skills. They are also encouraged to
appreciate the universal value of human diversity and its legitimate boundaries, while at the
same time understanding the common humanity that we all share.
This is the most common route through years 12 and 13 and is one that requires a strong set of
results at GCSE level.
The aims of the IB Diploma Programme are to:
• Provide an internationally accepted qualification for entry into higher education

• Promote international understanding
• Educate the whole person, emphasizing intellectual, personal, emotional and social
growth
• Develop inquiry and thinking skills, and the capacity to reflect upon and to evaluate
actions critically

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The IB Diploma Programme ensures a balanced curriculum through the hexagon. Students
select one subject from each group (see diagram below). In addition, students must also study
the compulsory core, made up of the extended essay, theory of knowledge and a CAS program.

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South Island School
CURRICULUM
International Diploma Programme
PATHWAYS
The International Diploma is an alternative to the I.B. Diploma. This programme is a rigourous
two-year advanced level curriculum designed for students who prefer a more practical, real-
world approach to their learning. At the heart of the International Diploma are BTEC (Business
and Technical Education Council) courses enabling students to obtain the equivalent of 3 U.K.
A-Levels with a maximum of 360 UCAS points. These BTEC courses are recognized by a range
of tertiary institutions world-wide and have externally moderated assessments. They are built to
accommodate the needs of employers, allow progression to university and are assessed
through case studies and projects with students expected to analyse and improve their own
performance as required in any workplace. Each student will major in one BTEC subject and
minor in another. There are also other courses to Advanced Supplementary Level on offer. They
will also be required to fulfill the IB CAS requirements, take part in the school’s sport and leisure
programme, and undertake work experience.
Foundation Diploma Programme
The Foundation Diploma provides a breadth of learning and practical experience. The
progression for these students is meant to be towards further learning, work experience and
preparation for fully enhanced adult living. There is a clear and progressive pathway to further
education in Hong Kong and abroad. There are no GCSE entry requirements for the Foundation
Diploma.

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The Core - English

English Language and English Literature are part of the compulsory core curriculum and are
taken as two separate examinations.
IGCSE (Edexcel International) ENGLISH LANGUAGE
You will develop your skills in speaking and listening, reading and writing in order to
communicate accurately, appropriately and effectively. You will read a wide range of non-fiction
and fiction texts including those from a variety of media. This will enable you to understand and
respond appropriately to what you hear, read and experience as well as enjoy and appreciate a
variety of language texts. You will have the opportunity to write in different forms in order to
learn how to adapt the style of your writing for different purposes and audiences. The course
aims to promote personal development and an understanding of yourself and others.
Assessment:
In November of Year 11, there will be an exam (2 hours) worth 70% of your total mark based on
your reading and writing skills. Part of the exam will be based on work prepared from a specified
language anthology. In addition, you will submit two pieces of written coursework worth 20% of
your total mark. This will be based on a specified anthology of fiction texts as well as a piece of
personal writing. 10% of your total marks will be based on speaking and listening coursework
which will consist of a group discussion and an individual talk.
IGCSE (Cambridge International) ENGLISH Literature
The literature course aims to give you the opportunity to engage with and respond to literary
texts from around the world and develop a critical appreciation of the writer’s craft. You will
explore literature of a number of cultures and be required to complete both written and spoken
coursework based on the texts studied; coursework includes critical and empathic pieces of
writing and a recorded conversation with your teacher on a text. You will be encouraged to find
enjoyment in reading literature and understand its influence on individuals and societies.
Assessment:
There will be two exams worth 50% of the total mark based on your study of one prose text and
a response to an unseen prose or poetry extract, which will be sat in May 2012.
In addition, you will produce a coursework portfolio based on a series of texts studied, including
a play and a poetry anthology. This coursework comprises two written assessment tasks and an
oral assessment. All coursework comprises 50% of the total mark.
Teacher in charge:
Ms. S. Rodgers

November 2010
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South Island School
The Core - Mathematics
Mathematics IGCSE (Edexcel)
The IGCSE course followed by all students in Years 10 and 11 (for six hours per fortnight), is
examined by EDEXCEL International and is a continuation of the mathematics course that the
student follows in Key Stage 3 at South Island School.
Key subject aims:

• To develop a knowledge and understanding of mathematical concepts and techniques
• To give students a foundation in mathematical skills for further study in the subject or
related areas
• To enable students to enjoy using and applying mathematical techniques and concepts,
and become confident in using mathematics to solve problems
• To give students an appreciation of the importance of mathematics in society,
employment and study.
Knowledge, skills and understanding
This Edexcel IGCSE in Mathematics requires students to demonstrate application and

understanding of the following.
Number
•Use numerical skills in a purely mathematical way and in real-life situations.
Algebra
•Use letters as equivalent to numbers and as variables.
•Understand the distinction between expressions, equations and formulae.
•Use algebra to set up and solve problems.
•Demonstrate manipulative skills.
•Construct and use graphs.
Geometry
•Use properties of angles.
•Understand a range of transformations.
•Work within the metric system.
•Understand ideas of space and shape.
•Use a ruler, protractor and compasses appropriately.
•Understand the basic ideas of statistical averages.
•Use a range of statistical techniques.
•Use basic ideas of probability.

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Assessment:
This Edexcel IGCSE qualification is comprised of two externally assessed papers taken at the
end of Y11 for most students.
Students are entered at either Foundation Tier or Higher Tier.
Questions in the Foundation Tier paper are targeted at grades in the range C – G. The highest
grade which will be awarded at Foundation Tier is grade C.
Questions in the Higher Tier paper are targeted at grades in the range A*– D. There is a ‘safety
net’ grade E for students who narrowly fail to achieve grade D.
There is no coursework component to this course.
Additional Mathematics IGCSE (Cambridge)
We offer the Additional Maths IGCSE to selected students.
This syllabus is intended for high ability candidates who have achieved, or are likely to achieve,
grade A*, A or B in the IGCSE Mathematics examination. IGCSE Additional Mathematics
enables students to extend the mathematical skills, knowledge and understanding developed in
the IGCSE Mathematics course and use skills in the context of more advanced techniques. The
syllabus has only Pure Mathematics content which enables students to acquire a suitable
foundation in mathematics for further study in the subject. Knowledge of the content of the
IGCSE Mathematics syllabus (or an equivalent syllabus) is assumed.
Assessment is in May/June of Y11, and comprises of two examinations, each of two hours in
length.
There is no coursework component to this course.
There is one tier of entry and grades A* to D are awarded.
Teacher in charge:
Dr. Daniela Vasile

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South Island School
The Core – Science
The Edexcel IGCSE Science Course occupies five periods per 2 weeks. It takes approximately
two-thirds of the subject content of each of the Edexcel IGCSE single sciences (Biology,
Chemistry and Physics), and combines them into an IGCSE in Science (Double Award)
specification worth two IGCSEs. It is designed to be an interesting and inspiring modern
specification. Some students may be entered for triple award. There may be the possibility for
some students to take single award. This 2-year course has been designed to set the content,
ideas skills, processes and applications of Science in a broad context. The course sets out to
make students aware of the interrelationships between the main areas of Science.
Although this two year Science course can be seen as a self-contained unit, it should also be
seen as the final two years in an integrated and coherent Science Curriculum which all students
at South Island School undertake in years 7 to 11.
The syllabus is well suited to our students because it has been designed to enable students to:
• acquire a systematic body of scientific knowledge and facts, and an understanding of

scientific concepts, principles, themes and patterns
• appreciate the practical nature of science, acquiring experimental skills based on correct and
safe laboratory techniques
• appreciate the importance of accurate experimental work to scientific method and reporting
• form hypotheses and design experiments to test them
• sustain and develop an enjoyment of, and interest in, the scientific world
• appreciate the significance of science in wider personal, social, environmental, economic and
technological contexts, and consider ethical issues
• select, organise and present information clearly and logically, using appropriate scientific terms
and conventions
• prepare for more advanced courses in each of the three scientific disciplines which comprise
this specification.
Content of the Course

There are units covering Biology, Chemistry and Physics.
Assessment
Students are awarded a double certificate at the end of the course, i.e. this subject counts as
two GCSE’s.
The course is assessed by written examinations at the end of the course. There is no tiering
system of examinations.
Teacher in charge:
Mr. J. Benton, Ms. S. Cowland, Ms. S. Pescod

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The Core: Learning Future’s
South Island School is committed to the importance of personal and social education.
The aims of the Learning Future’s programme at South Island School are to develop in
students:
• Emotional intelligence
• Self awareness and self knowledge
• Understanding of how values underpin attitudes and behaviour
• Interpersonal Skills
• Empathy
• Self-esteem
• Knowledge of a range of personal, social and development issues
. Enquiry Based Learning
The LF programme at South Island School is relevant to students' needs, and takes into
account the society in which they live. The programme underpins the school pastoral system
and offers support to the school aims. The achievement of these aims will ensure that the
school is a place where effective learning and the acquisition of skills can take place.
In all Key Stages there is a broad and balanced programme, which interests and stimulates
students and helps to provide them with the guidance they need to be prepared for adult life.
The LF programme will raise students' confidence, and help them to develop interpersonal,
social skills and communication skills, all of which are vital in preparing students for adult life.
In Year 10 & 11 the following wide range of topics are taught:
Media, manufacturing consent, ideology, identity, consumerism, branding, fair trade, enterprise,
economic well being, financial capability, managing impulses, drug education, health - balance
and excess, democracy, justice, injustice, abuse, human rights, personal rights and
responsibilities, leadership and community.
Enquiry based learning is central to the Learning Futures course. Each unit is design to provide
students with the opportunity to engage in mini structured enquiries leading to more open
enquiry based learning as the year progresses.
All students are given the opportunity within lesson to reflect on the lesson and to assimilate the
knowledge, skills and practices they have learnt. Students are expected to further reflect on the
issues discussed of outside lesson time.
Teacher in Charge:
Ms. V. Butcher

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South Island School
The Core – C.A.S.
‘CAS” is used to refer to the three main types of non-academic involvement which are seen as
important parts of a balanced education. The categories are:
Creativity -------------- Personal Initiative, Expressive and Performing Arts
Action ------------------ Physical Exertion and Involvement, Training and Sports
Service ---------------- School and Community Service, Helping Others, Volunteer Work, Service
to Charity Organisations
We expect everyone in Years 10 & 11 to commit to no less than 20 hours of involvement in

each area of CAS. Students are required to keep a CAS journal which is discussed with their
tutors. The Enrichment Programme and Focus Week help students to obtain some of the
requirements.
The CAS programme aims to challenge students to make mature commitments and to help
them to develop the following:
• A sense of values which includes generosity and concern for others

• A spirit of open-mindedness, experiential learning and discovery and self reliance
• A sense of responsibility towards all members of the community
• Attitudes such as determination, commitment, initiative and empathy
Why do students take part in CAS?
Our school has always had great pride in its students and what they achieve. Most of our
students get brilliant results in their exams and get awards, scholarships and prizes for
excellence in many areas.
We also feel that measuring success in terms of what our students achieve in the fields of
creative, action and service is as important as academic certificates. We feel that truly
successful people are those who are caring towards others and who are interested in helping to
make a better community for everyone. We believe that the CAS programme will help students
to gain skills and have experiences which will help them become successful citizens.

Mrs. M. A. Chapman

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The Core – Enrichment Programme
The Enrichment Programme embraces the requirements of CAS and enables students to
recognise that there are many opportunities to learn about life, self and others, and to inspire
confidence, determination and commitment.
The electives provide enrichment to the school curriculum and are not designed to add to the
already heavy work load that the students will have in their examination years. Some electives,
such as First Aid, are compulsory. Hong Kong Award for Young People (HKAYP) can be
followed over 2 terms.
Each of the electives will be providing a 10 hour experience. Electives such as first aid and
counseling skills will be delivered by external agencies.
Student choose their Year 10 electives at the end of Year 9 and Year 11 electives will be
chosen at the end of Year 10.
Examples of Year 10 electives include:
• First Aid (compulsory)

• HKAYP (two terms)
• Photography and using Photoshop
• Leading Environmental Awareness
• Peer Counselling Skills
• Writers Craft
• Environmental Awareness
• Yoga
• Dance
• Wall Climbing
• Language enrichment in French & Spanish
• Tournament of Minds

Mrs. M. A. Chapman

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South Island School
Core & Extension – Physical Education
Aim:
Physical Education in Year 10 and Year 11 will build upon the foundations laid at Key Stage 3.
Students will have the opportunity to:
• develop and apply their knowledge, skills and understanding of physical education
through selected practical activities
• develop their knowledge and understanding of the different factors that affect participation
and performance and demonstrate their relationship
• promote their understanding of the health benefits and risks associated with taking part in
physical activity
• develop the skills necessary to analyse and improve performance
STRUCTURE
All students in Year 10 and Year 11 follow a Physical Education Programme for 2 periods a
week. Students must choose either:
GCSE PHYSICAL EDUCATION

Working towards getting a GCSE in physical education.
A mixture of practical and theoretical modules.
The students will have 1 hour practical and 1 hour theory per week.
ASSESSMENT:
PRACTICAL MODULES
COMPULSORY - Swimming, Badminton, Basketball, Fitness, Rounders,
Personal Survival
OPTIONS - Trampolining, Waterpolo, Basketball, Netball, Rock-climbing,

Volleyball, Table Tennis
THEORY MODULES
1. Healthy Active Lifestyle
2. Your healthy, active body
NB: Students can also be assessed in activities done outside of school

time (e.g. rugby, football, skiing, etc.)

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Non-exam class. Grades DO NOT go towards GCSE
Practical modules only.
Each module will consist of 4 weeks practical.
PRACTICAL MODULES
COMPULSORY - Swimming, Badminton, Basketball, Trampolining,
Rounders, Athletics, Fitness
OPTIONS - Waterpolo, Basketball, Dance, Football, Rugby, Rock-

climbing, Netball, Softball, Ultimate Frisbee, Tennis, Hockey
Teacher in charge:
Mr. D. Slethaug

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South Island School
The Arts – Art and Design (Fine Art)
Art and Design (Fine Art) GCSE Edexcel
The GCSE Fine Art syllabus allows for a wide range of responses and working styles. Students will handle a
range of media and will experience Drawing, Painting, Collage, Mixed Media, Printmaking and possibly 3D
work during the 2 year GCSE course. Units will be taught thematically and each Unit will include extensive and
integrated use of the Workbook or Journal as well as larger scale practical work produced in the Art studios.
At the start of year 10, students will follow prescribed introduction to media, technique, concept and analysis in
order to build confidence and skills. Gradually, as the course develops and confidence builds, students will be
given more freedom to explore their own ideas for the development of their work. The coursework Unit, called
the Personal Portfolio, will be completed throughout Year 10 and up until Christmas of Year 11. The exam Unit
(the externally assessed assignment) will be produced during the remainder of Year 11. Selected work from
the Personal Portfolio will be presented for final assessment along with the ESA toward the end of Year 11 in
the annual SIS Art Exhibition.
The GCSE Art course is rigorous and demanding. Students who are considering this option must be
willing to respond to challenges and push themselves hard. These are the only entry requirements for
this course.
The Assessment Objectives for Art will be covered in each Unit of work. They are as follows:-
Assessment Objectives – Edexcel GCSE Art In basic terms: Worth
AO1 Develop their ideas through investigations informed by EXPERIMENT, 25%

contextual and other sources, demonstrating analytical TRIAL AND
and cultural understanding DEVELOP
AO2 Refine their ideas through experimenting and selecting REVIEW AND 25%
appropriate resources, media, materials, techniques REFINE
and processes
AO3 Record ideas , observations and insights relevant to RECORD 25%

their intentions in visual and/or other forms
AO4 Present a personal, informed and meaningful CREATE WORKS 25%

response demonstrating analytical and critical BASED ON
understanding, realizing intentions and, where AO1+2+3
appropriate, making connections between visual,
written, oral or other elements.

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GCSE Art Assessment
Paper Component Worth Method of Requirements When?
assessment
1 Unit 1 60% Internally set Must show evidence Year 10
The Personal Internally marked of ALL assessment Term 1,Year 11
Portfolio Externally moderated objectives
Must include work
journal
2 Unit 2 40% Externally set Must show evidence Term 2+3

The ESA – Internally marked of ALL assessment Year 11
externally set Externally moderated objectives
assignment 20hrs preparation time Must include work
10 hours timed journal
examination
POSSIBILITY OF AS LEVEL?
• We intend to monitor students performance closely during Term 1 of this course, with the
intention of offering AS Level Fine Art entry to students who show the potential to
achieve a reasonable level at AS by the end of Y11. In this class, there could be GCSE
and AS Level running simultaneously. Yr 12 students may be able to select this option
as well as Y10 students. There could be vertical teaching within this grouping.
All decisions on entries will be made carefully and with full consultation and negotiation.
Edexcel syllabi – (course specifications) are available for GCSE and AS Fine Art on the
Edexcel website: www.edexcel.com
Teacher in charge:
Ms. K. Grierson

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The Arts – Design and Technology Studies
What is GCSE Design & Technology all about?
Firstly, you must decide which material area you wish to specialize in. You can only select one
area. You have a choice of:
• Product Design
• Resistant Materials Technology
• Food Technology
• Textiles Technology
You will then apply this knowledge and understanding when designing and making 3D products
and an A3 portfolio of design work.
• Materials and components
• Production processes
• Industrial processes
Will I enjoy the course?
You will enjoy this course if you want to study a subject that:
• is both creative and technical
• is relevant to the consumer society you live in
• encourages you to be a discerning consumer
• enables you to design and make products
• places an emphasis on practical work
• develops a full range of skills that will be useful in other subjects you study and in
employment.
How does it follow on from what I have learned before?
In Year 7-9 you have had a wide experience of all material areas. You have produced small
scale products and design folders using all these materials.

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The GCSE in Design and Technology allows you to decide which material area you feel best
suits your own particular skills and attributes.
You will produce products and design folders and be examined on your knowledge and
understanding in your chosen area. However the products and folders will be larger or more
sophisticated than the Key Stage 3 projects and you will have a lot more time to design and
produce products, and develop an in-depth understanding of the materials and processes within
your chosen area.
What other skills might I develop?
The course places an emphasis on the design and manufacture of quality products. You will be
required to look at commercial products and form to their ability to satisfy consumer needs.
You'll also be asked to consider how those needs relate to moral, social, ethical and
environmental issues.
The designing process allows you to develop skills of problem solving and lateral thinking as
well as developing communication techniques using a variety of media including the use of ICT.
The making process allows you to explore and practise a wide variety of traditional and modern
manufacturing techniques. It develops your understanding of the working properties of a range
of materials.
Above all, it encourages you to be imaginative and experimental when combining materials and
using or developing processes. You will build confidence in your ability to work with materials to
produce quality products.
Assessment:
There will be one exam at the end of your course worth 40% of the total marks.
The coursework is the major part of the Design and Technology course. It accounts for 60% of
the total marks. You may decide on the project topic yourself or you may be given guidance by
your teacher.
You will be expected to produce a 3D product in your chosen material area with an
accompanying A3 design folder of around 20 pages.
Example coursework projects have been prepared by our Design and Technology Department
to give you a guide to common approaches and good practices.
You will be given a grade from A* to G which includes both the exam and coursework results.

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What could I do next with a GCSE in Design and Technology?
The GCSE course in Design and Technology provides a good foundation for the study of
Design & Technology at IB level. Alternatively if you wish to pursue a career in an art and
design related field then you can elect to study BTEC Level 3 Product Design or BTEC Level 3
Fashion & Clothing. GCSE Design and Technology is an important foundation for many
jobs and courses you may pursue in employment or further or higher education such as:
Food Technology - Food Science, Nutrition, Dietetics, Food Management, Education, Food
Marketing, New Product Development, Hospitality and Food Management
Resistant Materials - Product Design, Mechanical Engineering, Product Development,
Furniture Design, Industrial Design, Interior Design, Materials Science, Structural Engineering,
Architecture
Product Design–Industrial and Product Design, Architecture Graphic Design, Interior Design,
Furniture Design, CAD/DAM, Art and Design, Advertising and Promotion
Textiles Technology - Fashion Design, Textile Print Design, Interior Design, Theatrical
Costume Design, Textile Science, Retailing, Marketing & Merchandising, Fashion Buyer,
Fashion Journalism, Art & Design
Are there any additional costs?
Students will be expected to contribute towards the cost of additional materials used in the
design and technology subjects for the GCSE Major Project. It is expected that this would be no
more than $500. Also students studying Food Technology, Textiles Technology, Product Design
and Resistant materials will be required to purchase a graphics kit which will be available from
the school.
More information and examples of student work can be found from the following teachers:
Teacher in charge
Resistant Materials:
Mr. M. Weaver
Teacher in charge
Product Design:
Mr. T. Oliver
Teacher in charge
Textiles:
Ms. V. Benson
Teachers in charge
Food Tech:
Ms. C. Williams and Ms J. Smith

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South Island School
The Arts – Information Communication Technology
ICT IGCSE (Cambridge CIE) Specification Number: 0417
Information Communication Technology is an optional subject for Key Stage 4 at SIS
The Aims of the Qualification
The aims are to:
1. help students to develop and consolidate their knowledge, skills and understanding in
Information and Communication Technology;
2. encourage students to develop further as autonomous users of Information and
Communication Technology;
3. encourage students to continue to develop their Information and Communication
Technology skills in order to enhance their work in a variety of subject areas;
4. provide opportunities for students to analyse, design, implement, test and evaluate
Information and Communication Technology systems;
5. encourage students to consider the impact of new technologies on methods of working in
the outside world and on social, economic, ethical and moral issues;
6. help students to grow in their awareness of the ways in which Information and
Communication Technology is used in practical and work-related situations.
Assessment Objectives
The two assessment objectives in Information and Communication Technology are:
• Practical Skills (60%)

• Knowledge and understanding (40%)
Practical Skills
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. integrate data from different sources into a single document or report;
5. produce output in a specified format;
6. use a spreadsheet to create and test a data model, extracting and summarising data;
7. represent data as information in a variety of chart formats;
8. create a structured website with style sheets, tables and hyperlinks;
9. create and control an interactive presentation.

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South Island School
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 and communication technology is used and the effects of its
use;
4. the stages and methods of system analysis and design;
5. computing terminology.
Scheme of assessment
All candidates will be entered for Papers 1, 2 and 3.
Paper 1 (2 hours)
A written paper of 120 marks assessing the skills in Knowledge and Understanding.
The paper will contain mainly questions requiring a short response, a word, a phrase or one or
two sentences, although there will be some questions requiring a more extended response.
There will be no choice of questions. The questions will test sections 1 - 8 of the curriculum
content.
Paper 2 (2 hours 30 minutes)
A practical test assessing skills in Practical Skills 1 - 5
Paper 3 (2 hours 30 minutes)
A practical test assessing skills in Practical Skills 6 - 9
Curriculum Content
The curriculum content is set out in eight interrelated sections. These sections should be read
as an integrated whole and not as a progression. The sections are as follows:
1. Components of a Computer System

2. Input and Output Devices
3. Storage Devices and Media
4. Computer Networks
5. Data Types
6. The Effects of Using IT
7. The ways in which IT is used
8. Systems Analysis and Design

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Admission
Admission is open to all students however those who find written exams challenging are
particularly welcome as 60% of the final mark is allocated to practical skills.
Students who entered the Edexcel short course ICT in year 9 are equally eligible for this course.
Further Information
http://www.cie.org.uk
http://www.igcseict.info
http://www.teach-ict.com/gcsehome.html
Teacher in charge:
Mr. T. Lee

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South Island School
The Arts – Film and Media
Media Studies GCSE (WJEC)
The mass media forms an important part of contemporary society. They provide us with
information and entertainment and increasingly offer opportunities for collaboration with the
huge success of You Tube, Facebook, Flickr, etc. The ability to read, evaluate and create media
texts is of ever more crucial significance in the new millennium than at any other time in human
history.
The course aims to provide students with the tools that they need to make sense of the media
surrounding us and exploit its potential as maker of texts. We will analyse a range of texts,
drawn from television programmes, pop music, magazines, newspapers, movies, advertising
and the internet. In addition, the key concepts of representation, genre, narrative, media
convergence, synergy, audience and institution underpin the course and are studied in detail.
Students are encouraged to develop the skills required to produce as well as read media texts,
and we have a dedicated suite of computers running Adobe Photoshop and as well as i-MACs
running, i-MOVIE & Final Cut Pro Studio, Premiere Pro to enable them to do this.
With IB Film Studies already offered from 2007 onwards, at post-16 level, it is crucial to develop
the practical skills required at GCSE. The key topics for the final examination in 2011 will be
Music Videos and the study of fan Websites.
Students at SIS already take media modules as part of their English syllabus in years 7, 8 and
9, whilst one key unit in Learning Futures is dedicated to the development of media literacy
skills in each year group, so this should give students an informed sense of what Media studies
is about
It is a challenging course, requiring equal parts analytical and creative skill, and a high degree of
commitment, as practical work can be time consuming. Students need to be confident working
in an ICT environment and will learn how to use Adobe & Apple products with confidence.
Good English skills are also advantageous, as a large part of assessment is based on written
analysis and evaluation. Students are encouraged to be ‘freethinkers,’ exploring creative
possibilities via the coursework assessments, whilst developing a sophisticated, analytic critical
eye.
Assessment:
The course is assessed via a final examination (40%) and a coursework portfolio (60%).
Coursework involves two textual investigations plus the planning and execution of a practical
production.
Teacher in charge:
Mr. I. Williamson

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South Island School
The Arts - Performing Arts: Drama
Drama GCSE (Edexcel)
What is GCSE Drama all about?
GCSE Drama is all about understanding what it is like to put yourself in someone else's shoes.
You will play many parts in different imaginary situations. You will have the opportunity to create
your own work as well as look at plays written by other people.
The GCSE Drama course is in three parts:
In Unit 1 of the course you will use Drama to express your feelings and ideas about a range of
issues, using Drama specific vocabulary.
In Unit 2of the course you will look at a play to see how a playwright expresses their ideas
about a theme or topic and explore ways of making the play work on stage, with understanding
of Drama practitioners.
In Unit 3 of the course you will have the choice of being involved in the performance of a play
from an existing script or one you can create yourself.
Will I enjoy this course?
You will enjoy this course if you want to study a subject that is both practical and creative. You
may have done some acting before or helped out backstage on a production. You may have
always wanted to have a go at making a play, performing, making costumes, building a set or
operating the lights but never had the chance. You will enjoy this course if you enjoy working as
part of a team as Drama involves a lot of group work.
How does it follow on from what I have learned before?
GCSE Drama follows on from drama work that you may have done at Key Stage 3. You will
develop your improvisation and acting skills to a higher level. You will also look at plays in more
detail and look at different ways of bringing a script alive on stage.
What other skills might I develop?
As well as acquiring the skills involved in creating and performing Drama, you will also be able
to acquire skills in working with others, problem solving and communication. You will also find
that Drama will help you feel more self-confident and prepare you to deal with a range of
different situations and people.

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What could I do next with GCSE Drama?
There are many things you can go on to do with a GCSE in Drama. If you are unsure about
what to do next, the best thing to do is to speak to your Drama teacher who will know about the
choices on offer.
You could go on to take a post-16 IB Diploma in Theatre.
You may wish to take a GCSE in Drama for its own sake, perhaps to form the basis of a future
interest or as part of a range of other subjects. Or you might wish to go into a job where it is
useful to have had experience of Drama, or where you will need to use some of the skills
developed during this course. These might include careers in such fields as retail, travel and
tourism, sales and marketing or any career that involves meeting people face to face. The study
of Drama can help you develop transferable skills you can take into any career or job.
Assessment:
The examination for GCSE Drama is a practical performance. It is worth 40% of the total marks.
You will take part in a play that you have created as a group or rehearsed from a script. You can
either be examined on your acting skills in the performance or on your design and technical
skills (stage design, costume, masks and makeup, lighting or sound).
You will perform the play in front of an audience examiner will be present at one of the
performances.
Coursework:
The coursework part of the GCSE Drama course, worth 60% of the total marks, consists of
practical performance work and written evaluations focusing on development and reflection
phases. During your course you will take part in 2 different workshops that will be marked by
your teacher. In one of the workshops you will use all that you have learnt about Drama to
explore your responses to a range of material presented to you by your teacher. In the other
workshop you will explore a play and show your understanding of Drama by taking part in a
number of exercises based on the play. You will be assessed on your practical work and on the
supporting notes you keep during the workshops.
You can achieve grades A* to G in GCSE Drama.
Teacher in charge:
Ms. H. Cannon

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South Island School
Performing Arts – Music
Music GCSE (Edexcel)
The Music IGCSE (Cambridge) builds upon the skills of listening, performing and composing
previously developed at Key Stage 3.
LISTENING AND APPRAISING (40%)
Students are taught to recognise, analyse and respond to music from different eras and regions.
They study one Set Work and focus on the music of one country (currently Japan).
In the June of Year 11 candidates sit a 1 hour 15 min examination paper, responding to
questions on taped extracts of music.
PERFORMING (30%)
Students will take part in a variety of performances during the course. In the Autumn Term of
Year 11 each student is expected to record one solo performance worth 15% of the final mark.
An ensemble performance is also submitted for another 15% of the final mark.
COMPOSING (30%)
Students compose a range of different compositions during the two years of the course. In the
spring term of Year 11 the best two compositions are selected and submitted - each accounts
for 15% of the total mark.
Although the course is designed to meet the needs of students with varying degrees of musical
ability, it is undoubtedly an advantage for students to have some prior experience of playing an
instrument or singing. As a rough guide, in order to access A/A* grades students would
generally need to be around grade 4 standard in their principal instrument by the second term of
Year 11. It is highly recommended that the student has private individual lessons on their
instrument from a specialist for the duration of the course. Finally, students should be aware
that it is compulsory to take part in at least one of the musical activities organised by the music
department.
Teacher in charge:
Ms. D. Jones

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South Island School
Individuals in Society – EcoBus
Business Studies IGCSE
This course is designed to give students a good understanding of the world of business. It
covers the main business organizations and their structure and national / international aspects
of their business decision making. The course provides an excellent background to the
business environment into which students will eventually enter.
As there is an overlap between this course and the IGCSE Economics course, no student can
study both. The major difference is that the business studies course adopts a more practical,
case study approach whereas the economics course is more theoretically based and looks at
wider economic issues.
Subject Content
This is divided into 5 sections:-
Business Activity and the Changing Environment

The local, national and international context in which all businesses operate and make their
decisions. The interdependence of all businesses and the implications of this for the way they
work.
Human Resources
Recruitment, training and motivation in business.Management, communications and internal
organization of businesses.
Accounting and Finance
The use of accounting and financial information as an aid to decision making in business
Marketing
Identifying and satisfying customer needs in a changing and competitive international
environment.
Production
The way organizations use and manage their resources to produce goods and services.

Assessment
This is a single level exam with one 2 hour paper consisting of a mix of multiple-choice and
short answer questions.
Teacher in charge:
Mr. D Stevens

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South Island School
Individuals in Society – EcoBus
Economics IGCSE(Edexcel)
This course is designed to provide students with the necessary economic skills and concepts
which will enable them to understand better the world we live in. Students will study the
theoretical and practical aspects of Economics both in the economy as a whole and in the main
forms of business and commercial units. The syllabus aims to prepare students to participate
more fully in decision making processes as consumers, producers and citizens.
Because of the overlap, students may not study this subject as well as the Business Studies
IGCSE.
Main areas of the syllabus:
1. The basic economic problem: scarcity and the exercise of choice

2. The public and private sectors / competition
3. Production
4. Externalities
5. The Market System
6. The Labour Market
7. The Role of the Government in an Economy
8. Inflation
9. Unemployment
10. Economic Growth
11. International Trade
12. Globalisation
Method of Assessment
This is a single level paper of 2 hours and 30 minutes. The written examination at the end of the
course consists of 4 data response questions with a mix of multiple-choice and short answer
questions.
Teacher in charge:
Mr. D. Stevens

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South Island School
Individuals in Society – Global Perspectives
Global Perspectives IGCSE
Global perspectives responds to a growing need for students to understand and embrace an
increasingly multicultural world. Global opportunities and challenges face young people as the
population becomes increasingly mobile.
This course aims to promote an international outlook and cross cultural awareness – the tools
students need to move into a global market as global citizens. It raises awareness of global
themes and issues and it encourages skills such as independent thought and reasoning that are
skills invaluable to further study and employment.
Areas of Study
Students explore topics from local, national and global angles and develop their own personal
perspective. They research issues and evaluate possible courses of action.
Some of the areas of possible study:
Belief systems Fuel and Energy
Biodiversity and ecosystem loss Humans and other Species
Climate change Law and criminality
Conflict and Peace Technology and Economic Divide
Disease and Health Trade and Aid
Education for All Tradition, Culture and language
Employment Urbanisation
Family and Demographic change Water
Learners can also explore their own areas of study

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South Island School
Assessment:
Assessment focuses on two sets of objectives:
Understanding: how students represent, analyse and evaluate issues.
Ability to reason critically, participate in constructive dialogue and collaborate with others
Description Weighting Nature of

Assessment
1. Portfolio Records of investigations into four different 50% Individual

global topics
2. Project Group work and collaborating with students 20% Individual 50%
from another country and culture
Group 50%
3. Written A 2 hour examination assessing skills in 30% Individual

Paper reasoning and enquiry
Teacher in charge:
Mr. R. Best

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South Island School
Individuals in Society – Geography
Geography IGCSE (Edexcel)
The course is designed to add an international dimension to the study of geography. It

encourages out-of-classroom activities which underpin knowledge and understanding of
geography.
GCSE Geography is an interesting and stimulating course, providing a firm grounding in all key
areas of human, physical and environmental geography.
Students will actively engage in the process of geography to develop as effective and
independent learners and as critical and reflective thinkers with enquiring minds. They will
foster an appreciate the differences and similarities between people’s views of the world, its
environments, societies and cultures
Students will find out how different landscapes have developed and the great natural forces
which are involved in shaping landscapes, using local case studies and fieldwork opportunities
where possible to scaffold their understanding.
Overview of course content
• Section A — The natural environment and people
River environments
Hazardous environments
• Section B — People and their environments
Economic activity and energy
Urban environments
• Section C — Global issues
Globalisation and migration

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South Island School
Assessment:
The assessment of this qualification is through a 2-hour and 45-minute examination paper, set
and marked by Edexcel.
The single tier of entry will contain a variety of questions types, such as multiple-choice,
questions, short and extended answer questions, graphical and data questions and fieldwork
questions.
The paper will be a question and answer booklet and students have to answer:
– two questions from a choice of three in Section A
– two questions from a choice of three in Section B
– one question from a choice of three in Section C.
Teacher in Charge
Ms. A. Khalfaoui

November 2010
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South Island School
Individuals in Society – History
Modern World History IGCSE (Edexcel)
The ideas of the course
1. History is not a mass of correct information to be learned. It is an enquiry based upon

sources which examines the causes of, changes in, and attitudes to human activity.
2. History contributes to adolescents' development by helping them to:
(a) Understand the world into which they are growing up
(b) Understand how change has taken place through time
(c) Widen their sympathies by gaining insight into the points of view of people of different
times and places
(d) Interpret and enjoy the historical aspect of their own environment
(e) Think clearly about the sorts of evidence with which they presented in the news
media and other sources.
The syllabus aims to provide a course which will encourage interest, awareness and
enthusiasm for the subject. There is no rote learning. Much of the work is concerned with the
evaluation and interpretation of a wide range of evidence and the ability to analyse, detect bias
and inconsistencies, to distinguish between fact, opinion, and judgement, and to reach
conclusions based on evidence.
The course covers the period from 1918 to the present and will involve a study of the following
topics:
The Development of Dictatorship: Germany 1918-45
• The establishment of the Weimar Republic and its early problems

• The recovery of Germany 1924-29
• The rise of Hitler and the Nazis
• Life in Nazi Germany
• The impact of the Second World War on Germany

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South Island School
Russia in Revolution 1914-24
• Successes and failures in the First World War

• The February Revolution
• The Bolshevik seizure of power
• Civil War
• War Communism
• New Economic Policy
A Divided Union: Civil Rights in the USA 1945-74
• McCarthyism and the Red Scare

• Civil Rights in the 1950s
• The impact of Martin Luther King and of Black Power
• Protest movements
• Nixon and Watergate
Conflict, crisis and change: China 1934-1989
• The triumph of Mao and the CCP 1934-49

• Change under Mao 1949-63
• The Impact of the Cultural Revolution
• Change under Deng Xiaoping
• The Development of the Democracy Movement
Assessment is by means of one externally assessed written examination paper (2 hours 30

minutes).
Teacher in Charge:
Mrs J. Mathieson

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South Island School
Individuals in Society: Religious Studies
Religious Studies GCSE (Edexcel)
The course builds upon the learning that has taken place during key stage 3 and forms a sound
(although not compulsory) basis for those wishing to progress onto IB Philosophy as well as
developing critical skills relevant to the compulsory IB theory of knowledge course. The course
provides an exciting opportunity to encounter, discuss and reflect upon issues that individuals,
societies and the global community are facing in the 21st century. Students will develop their
skills in critical thinking and the use of arguments and evidence to justify a viewpoint. Although
the course is useful in any career it may be of particular relevance to those students considering
medicine, law, media or journalism, politics, business, teaching, international relations or the
travel industry.
The Religious Studies department is committed to a policy of multicultural education and this
course offers equal opportunities for students irrespective of gender, religion, ethnic or social
background. The syllabus has, as far as possible, been chosen to reflect the interests and
cultures of students in the school.
Module One is entitled Religion and Life and focuses on personal, social and global issues
with an examination of Christian and other religious viewpoints. During this time students will
consider in depth the following issues:-
• Belief in God: reasons to believe and reasons not to believe

• The Family: including marriage, divorce and human sexuality
• Matters of Life and Death: medical ethics including abortion and euthanasia
• Religion and community cohesion: racial and gender issues
•
The above issues are examined at the end of the Year 10 course.
Module Two is entitled Religion and Society and focuses on community and global issues with
an examination of Christian and other religious viewpoints. During this time students will
consider in depth the following issues.
• Rights and responsibilities: voting systems and issues of authority, genetic

engineering
• Environmental and medical issues: environment issues, infertility treatments and
transplant surgery
• Peace and Conflict: issues of conflict, grounds for going to war and the promotion of
peace.
• Crime and Punishment: the purpose of punishing crime and ethical issues surrounding
capital punishment, drugs and alcohol.

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South Island School
Religious Studies is very well resourced at South Island School and has a strong tradition of
dynamic and creative courses that are both relevant to 21st century living and broadening in
scope.
Assessment is by means of 2 examination papers. There is no coursework.
Paper 1 (1½ hrs %) 50% taken at the end of Year 10
Paper 2 (1½ hrs %) 50% taken at the end of Year 11
Teacher in charge: Ms. N Greenaway and Ms. D. Aird

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South Island School
Individuals in Society – Psychology
Psychology GCSE (Edexcel)
Psychology is a subject that encourages students to be inspired, moved and changed by

following a broad, satisfying and worthwhile course of study, which helps gain an insight into
related sectors, such as science, history, sociology, anthropology, law and medicine. The
curriculum of GCSE Psychology encourages students to develop a personal interest and
enthusiasm for Psychology and prepares them to make informed decisions about further
learning opportunities and careers choices.
Within this GCSE specification in Psychology students will be able to:
Study and engage in the process of Psychological enquiry
Be a critical and reflective thinker with enquiring minds, becoming aware of the significance of
Psychology
Acquire knowledge and understanding of how Psychology works and its essential role in society
Develop an understanding of the relationship between Psychology and social, cultural, scientific
and contemporary issues, and its impact on everyday life
Develop an understanding of ethical issues in Psychology
Develop an understanding of the contribution of Psychology to individual, social and cultural

diversity
Develop a critical approach to scientific evidence and methods.
Students develop knowledge, understanding and skills in the following

contexts:
Core areas of Psychology: Biological, Social, Cognitive, Developmental and Individual
Differences.
Application of Psychology: the use of Psychology to explain and influence everyday behavior
and experience, within appropriate, relevant, contemporary contexts.

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South Island School
Students demonstrate knowledge, understanding and skills in the

following areas:
Data, theories and explanations:

Collection of data from secondary sources, including the consideration of validity and reliability
of evidence analysis and evaluation of qualitative and quantitative data
Interpretation of data to provide evidence for testing ideas and developing theories
Explanations of behavior by developing and using scientific theories and models.
Investigation and enquiry:

Planning to conduct a Psychological investigation and structure a hypothesis
Evaluating design and ethical implications of Psychological enquiry.
Evaluative and interpretative skills:

Recalling, analyzing, interpreting, applying and questioning information or ideas
Presenting information, developing arguments and drawing conclusions using Psychological
concepts, terminologies and conventions.
Applications and implications of Psychology:

The use of contemporary Psychological developments and their benefits and drawbacks
How Psychological knowledge and ideas change over time
Appreciation of the implications of culture in Psychological enquiry
Relationship of Psychological study to other areas of scientific enquiry and society as a whole
Assessment Overview
Unit Title Topic Assessment Criteria % Weighting

Unit 1 – Perception and Dreaming
Topic A- How do we see our External Examination 60 marks available in

world? Paper consisting of multiple examination
Topic B – Is dreaming choice and short answers 40%
meaningful? *Stimulus provided
(1hour 15mins)
Unit 2 Social and Biological
Psychological Debates
Topic C - Do TV and video External Examination 90 marks available in
games affect young people’s Paper consisting of multiple examination
behaviour? choice questions, short answers 60%
Topic D - Why do we have and some extended writing
phobias? 1 hours 45mins
Topic E - Are criminals born
or made?
Teacher in charge:
Ms S. Nicholas

November 2010
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South Island School
Modern Languages – Chinese/Mandarin
These three courses are available as a continuation of Chinese studied in Year 9.
CHINESE / MANDARIN
1. IGCSE Chinese as a First Language (Cambridge)
2. IGCSE Chinese as a Second Language (Cambridge)
3. IGCSE Foreign Language Mandarin (Cambridge)
1. IGCSE Chinese as a First Language course ( Code 0509 ) is designed for students whose
mother tongue is Chinese. The aim is to develop students’ ability to communicate clearly,
accurately and effectively. Students learn how to employ a wide-ranging vocabulary, use correct
grammar, develop a personal style and an awareness of the audience being addressed.
Students are also encouraged to read widely, both for their own enjoyment and in order to
develop an appreciation of how writers achieve their effects. The syllabus also complements
other areas of study by encouraging skills of more general application.
Scheme of assessment: The assessment comes at the end of Year 11. All candidates take
Papers 2 and 3, and are eligible for the award of Grades A* to G.
There is no Paper 1 for IGCSE Chinese as a First Language course.
Paper 2 (60%): Reading and Directed writing (2 hours )
Paper 3 (40%): Continuous writing and usage (400-600 words)(1 hour 15 minutes )
IGCSE Chinese First Language is an appropriate pathway to build up a good foundation for IB
Chinese B Higher Level and possibly IB Language A Language and Literature (native level).


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2. IGCSE Chinese as a Second Language ( Code 0523 ) is designed for students whose
Chinese skills are near mother tongue level. The IGCSE Chinese 0523 is recognized by
universities and employers as proof of knowledge and understanding of the language. The aims
are for students to
• Develop the ability to use Chinese effectively for the purpose of practical communication
• Form a sound base for the skills required for further study or employment using Chinese
as the medium
• Develop an awareness of the nature of language and language-learning skills, along

with skills of a more general application
• Promote their personal development

This syllabus assesses Reading, Writing and Speaking.
The topics selected relate to the interests and needs of the candidates in using Chinese as a
Second Language, e.g. Lifestyle, Social Relationships, Media and Technology, Cultural
Diversity and Global Issues.
Scheme of assessment: The assessment comes at the end of Year 11. All candidates take
Papers 1 and 2 and are eligible for the award of Grades A* to G.
Paper 1 (70%): Reading and Writing ( 275-325 words )(2 hours)
Paper 2 (30%): Speaking (10-12 minutes)
IGCSE Chinese Second Language is an appropriate pathway to build up a good foundation for
IB Chinese B Higher Level.

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South Island School
3. IGCSE Foreign Language Mandarin course ( Code 0547 ) is designed for students
learning Mandarin Chinese as a foreign language. The aims are to develop students’ ability to
use the foreign language effectively for practical communication and to provide information
about the life and culture of the countries where the languages are spoken.
Students study all four skills - listening, speaking, reading and writing. They are expected to use
their oral skills to a greater extent in the classroom and are given reading materials from a
variety of sources, including authentic ones.
Students will be able to understand the written language in a variety of registers and produce
written material in response to different stimuli, for example letter writing. More able students will
also gain a detailed understanding of the grammatical structure of the language and will be
required to demonstrate this understanding in oral and written work.
Scheme of assessment: Assessment comes at the end of Year 11. Candidates will be
entered for either core or extended curriculum according to their ability. Core students complete
three papers: Listening (Paper 1), Reading and Directed writing (Paper 2), and Speaking (Paper
3). Extended curriculum students will complete an additional Continuous writing (paper 4).
Core Curriculum Extended Curriculum
Grades C to G Grades A* to G
Paper 1 (33%): Listening (35 minutes) Paper 1 (25%): Listening (35 minutes)
Paper 2 (33%): Reading and directed Paper 2 (25%): Reading and directed writing (1
writing (1 hour 30 minutes) hour 30 minutes)
Paper 3 (33%): Speaking (15 minutes) Paper 3 (25%): Speaking (15 minutes)
Paper 4: N/A Paper 4 (25%): Continuous writing (1 hour 15

minutes)
IGCSE Chinese (Mandarin) Foreign Language is an appropriate pathway to build up a good

foundation for IB Chinese B Standard Level.
Teacher in charge: Ms W. Zhu

November 2010
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South Island School
The
Foreign
OptionLanguage
– ModernIGCSE
Languages
(CIE)
French and Spanish
These courses are available as a continuation of languages studied in Year 9.
The courses aim to develop the ability to use the foreign language effectively for practical
communication and to provide information about the life and culture of the countries where the
languages are spoken. They also provide a sound basis for communication to IB or for further
language study elsewhere, as well as skills which are transferable to other languages.
The aims of the syllabus are the same for all students. The aims are set out below and describe
the educational purposes of a course in a foreign language for the IGCSE examination.
The aims are:
• To develop the ability to use the language effectively for purposes of practical
communication within the country of residence, where appropriate, and in all the
countries where the language is spoken;
• To form a sound base of the skills, language and attitudes required for further study,
work and leisure;
• To offer insights into the culture and civilization of the countries where the language is
spoken – this may include literature where appropriate;
• To encourage fuller integration into the local community, where relevant;
• To develop a fuller awareness of the nature of language and language learning;
• To encourage positive attitudes toward language learning and towards speakers of other
languages and a sympathetic approach to other cultures and civilisations;
• To provide enjoyment and intellectual stimulation;
• To complement other areas of study by encouraging skills of a more general application
(e.g. analysis, memorising, drawing of inferences).
By the end of the course students should be able to function in a wide range of situations likely
to be encountered on a trip to the country in question. Topics include finding one’s way,
shopping, cafes and restaurants, road travel, public transport, accommodation, banks, tourist
information, staying in a family, visiting the doctor, school and work.
Students study all four skills - listening, speaking, reading and writing. They are expected to use
their oral skills to a greater extent in the classroom and are given reading materials from a
variety of sources, including authentic ones. Students will be able to understand the written
language in a variety of registers and produce written material in response to different stimuli,
for example informal and formal letter-writing.

November 2010
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South Island School
Assessment for all four skills comes at the end of Year 11. Candidates will be entered for either
core or extended curriculum according to their ability. Core students complete three papers:
listening (33%); reading and directed writing (33%) and speaking (33%). Extended curriculum
student complete the core papers plus a supplement paper called continuous writing. Therefore,
the grade weighting is 25% per paper and skill.
Students’ oral ability is assessed internally and moderated externally. Listening, reading and
writing are assessed externally.
Further information
• Those students who have been doing French or Spanish after school during
Period 4a as well as Chinese during school hours in Year 9 will continue with this
arrangement until they take their IGCSE exams. Early entry will be considered
depending on each student’s individual situation. Parents will be informed if this
is to be the case.
• There will be a possibility for those students who opted to study Chinese only in
Year 9 to return to French or Spanish IGCSE (the language they studied in Years 7
and 8).
Teacher in charge
French
Ms. M. Carr
Teacher in charge
Spanish
Mr. S. Cardenas

November 2010
Page 49

South Island School
1st Language IGCSE (CIE)
French, Spanish and Japanese
These courses are available to native or near-native speakers of French, Spanish and
Japanese who are potentially interested in pursuing IB Language A in this language in Years 12
and 13.
Cambridge IGCSE First Language qualifications are 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.
Students 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 IGCSE First Language
qualifications also develop more general analysis and communication skills such as synthesis,
inference, and the ability to order facts and present opinions effectively.
The aims of the syllabus are the same for all students:
• to enable students to communicate accurately, appropriately and effectively in writing;

• to enable students to understand and respond appropriately to what they read;
• to encourage students to enjoy and appreciate the variety of language;
• to complement the students’ other areas of study by developing skills of a more general
application (e.g. analysis, synthesis, drawing of inferences);
• to promote the students’ personal development and an understanding of themselves and
others.•

November 2010
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South Island School
Assessment comes at the end of Year 11. All students take Paper 1 (Reading) and Paper 2
(Writing) and are eligible for the award of grades A* - G.

November 2010
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South Island School
Further information
• French and Spanish 1st Language IGCSE will take place on Tuesday mornings and
Friday afternoons. Students may opt to study a Foreign Language IGCSE in a
different language in addition to the 1st Language IGCSE. Alternatively, if students
choose 1st Language IGCSE as their only language qualification they will be
allocated 3 hours of “study time” within the curriculum when other students study
a foreign language.
• Japanese 1st Language IGCSE will take place during the usual school timetable.
Teacher in charge
French
Ms. M. Carr
Teacher in charge
Spanish
Mr. S. Cardenas
Teacher in charge
Japanese
Ms. H. Sugami (ESF Centre)

November 2010
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South Island School
Study Skills
A small number of students identified by the Learning Support Department or Head of Year may
have access to supervised periods which are taught in the Learning Support Department. This
subject is taught by a specialist teacher.
Study Skills aims to support and improve the study skills of students working on IGCSE/GCSE
courses and/or complementary or alternative courses. The format enables students to build up a
reference file for revision, to learn revision techniques, to perfect reading techniques such as
skimming and scanning. To facilitate practice of past examination papers so students can learn
how to use time effectively, how to ‘read a question’ and understand what they are being asked
to answer. Learning how to revise using mind maps, key words.
During the sessions, students are encouraged to bring work or coursework assignments from all
their subject areas to complete or review for improvement. Students are given individual
feedback as well as support with their organizational and study skills which will prepare them for
future exams.

November 2010
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South Island School
Alternative Option – Learning Support
Individual Needs
During Key Stage 4 students in the Learning Centre follow a highly differentiated curriculum provided
jointly by mainstream staff and learning support teachers. Where appropriate, students follow GCSE
courses taught by subject staff in the mainstream classes. They also have access to specialist
courses taught within the Learning Centre. These programmes are aimed at meeting the individual
needs of the students whilst also providing alternative external accreditation. The level of
involvement in mainstream classes is determined on an individual basis taking account of students'
needs and abilities as well as the constraints of the school timetable. Where students are following a
mainstream course a learning support teacher or an Education Assistant may support them in class
working alongside the subject teacher.
The Learning Centre aims to ensure that students have access to a broad, balanced curriculum
appropriate to their individual needs. Wherever possible, students follow a range of subjects such as
PE alongside their mainstream peers, they also have access to the full range of extra-curricular
activities. Occasionally, on an individual basis, a certain activity may be inappropriate due to health
or safety reasons.
The externally accredited courses which are currently offered within the department are:
• EDEXCEL Entry Level Certificate in English

• EDEXCEL Entry Level Certificate in Maths
• EDEXCEL Entry Level Geography
• EDEXCEL Entry Level History
• ASDAN Certificate in Life Skills, Entry Level
• EDEXCEL Entry Level ICT
Subjects are added where appropriate. Courses are constantly reviewed. Additional Certificates of
Achievement are offered in some subject areas, taught by mainstream subject teachers. The
subjects vary from year-to-year depending on staffing and timetabling resources as well as students'
preferences. A viable group is needed in order to offer a particular subject. Some subject areas are
able to offer small group non-exam enrichment programmes for students unable to access the full
GCSE course.

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South Island School
Learning Support Class students are supported during the decision making process in Year 9 and
throughout Years 10 and 11 by a key worker within the Department. The key worker and student
draw up an Individual Education Plan (IEP), which identifies the student's personal learning targets.
The IEP is shared with subject teachers and the form tutor so that they can support the student in
achieving their targets.
Mainstream students with special educational needs are usually supported within subject areas by a
variety of strategies. These may include setting by ability and the use of differentiated teaching
materials. A small number of mainstream students identified by the Learning Support Department,
Head of Year may have access to supervised study periods in the Learning Support Department
with a teacher or Education Assistant.
During the study skills sessions, students are encouraged to bring work or coursework assignments
from all their subject areas to complete or review for improvement. Students are given individual
feedback as well as support with their organisational and study skills which will prepare them for
future exams. A small number of students may be eligible for special examination arrangements. To
be eligible, the Learning Support staff will discuss students with subject teachers and a decision is
made as to whether or not they would benefit from special exam arrangements.
Teacher in charge:
Mrs. C. Chapman

November 2010
Page 55

Option Booklet - Key Stage 4 Curriculum 2011-2013 - v3

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South Island School

Year 10 & 11 Curriculum 2011-2013

Year 12 & 13 Curriculum Pathways

The International Baccalaureate Diploma ----------------------------------------------------- Page 9-10

English ------------------------------------------------------------------------------------------------------- Page 12

Core and Extension

Physical Education ---------------------------------------------------------------------------------- Page 19-20

Art and Design (Fine Art) -------------------------------------------------------------------------- Page 21-22

Year 10 & 11 Curriculum 2011-2013

Ecobus: Business Studies ----------------------------------------------------------------------------- Page 33

Chinese/Mandarin ------------------------------------------------------------------------------------ Page 45-47

Year 10 & 11 Curriculum 2011-2013

Year 10 & 11 Curriculum 2011-2013

EDEXCEL - Edexcel Foundation (University of London)

CIE - Cambridge International Examinations for IGCSE (International GCSE)

WJEC - Welsh Joint Education Council

AQA - Assessment and Qualifications Alliance

Some GCSE and IGCSE examinations incorporate assessment of coursework as a proportion

Head of Middle Section

Year 10 & 11 Curriculum 2011-2013

Yourself-consider the following:

Your talents- in what subjects do you perform best?

Your interests- what subjects do you enjoy?

Year 10 & 11 Curriculum 2011-2013

- what subjects do you need for that career/degree?

Balance - will my choice allow me to change career direction?

- does my choice keep open many careers?

- have I selected a subject from each curriculum area?

Guidelines for the Choice of Option Subjects

All students study

• The Core (34 hrs per 2 wks)

• one Individuals in Society subject from: Economics, Business Studies, Geography,

Important notes about language options:

Year 10 & 11 Curriculum 2011-2013

Year 10 & 11 Curriculum 2011-2013

Year 12 & 13 Curriculum Pathways

• The International Baccalaureate Diploma

The International Baccalaureate Diploma

The IB Diploma Programme is a leading, internationally recognised pre-university qualification.

The aims of the IB Diploma Programme are to:

• Provide an internationally accepted qualification for entry into higher education

Year 10 & 11 Curriculum 2011-2013

Year 10 & 11 Curriculum 2011-2013

Foundation Diploma Programme

Year 10 & 11 Curriculum 2011-2013

The Core - English

IGCSE (Edexcel International) ENGLISH LANGUAGE

IGCSE (Cambridge International) ENGLISH Literature

Year 10 & 11 Curriculum 2011-2013

The Core - Mathematics

Mathematics IGCSE (Edexcel)

Key subject aims:

Knowledge, skills and understanding

This Edexcel IGCSE in Mathematics requires students to demonstrate application and

Year 10 & 11 Curriculum 2011-2013

Students are entered at either Foundation Tier or Higher Tier.

There is no coursework component to this course.

Additional Mathematics IGCSE (Cambridge)

We offer the Additional Maths IGCSE to selected students.

There is no coursework component to this course.

There is one tier of entry and grades A* to D are awarded.

Year 10 & 11 Curriculum 2011-2013

The Core – Science