Frensham Heights Think, Create, Explore

Middle SchoolGCSE Years

Frensham Heights Think, Create, Explore

Introduction

The ChoiceEvery student takes at least nine subjects. Those students who are in the top Science set are invited to take Triple Science and, therefore, an extra GCSE. Others can choose to take Photography GCSE as one of their extracurricular activities (ECAs).

Core subjects

The core subjects are those required for university

entrance: English Language, English Literature,

Mathematics, one Modern Foreign Language and either

Double Award Science (three strands leading to two

GCSEs) or, for our most able scientists, Triple Science

(leading to three GCSEs). We require all students to

choose at least one creative or performing subject.

Choosing which other subjects to take

When choosing which other subjects to take, you or your

parents may well want to ask for our specific help. Your

form tutor will always be available to talk to. Andy will go

through the options with you before he and Andrew talk

to your parents. You and your parents will then have an

opportunity to discuss choices with your subject teachers

at the parents’ evening.

Most of you will know where your interests lie but probably few of you will yet know exactly what career you want to followor indeed what you might want to study if you go into further education...

Most of you will know where your interests lie but probably few of you will yet know

exactly what career you want to follow or indeed what you might want to study if you go

on to further education. Our general advice is therefore to keep as many doors open as

possible by keeping as broad a subject base as is practicable.

GCSE grades and universityOne thing to bear in mind is that universities increasingly take notice of GCSE grades.

This is because, irrespective of whether your GCSE subjects are related to your degree

course, they are taken as an indication of both your commitment and overall ability.

PE, Games, Outdoor Education and PSME will continue to be an integral part of your

week at Frensham. In Year 10, there will be a series of short courses, the content of

which could well be determined by what is happening in the world but IT skills and

careers education form part of this. You will also have one period per week of General

Studies.

Your FutureIn the latter part of Year 10, you will fill in an interest questionnaire and take a series of aptitude tests designed by the Independent Schools’ Careers Organisation (ISCO). Specialist advisors will then thoroughly review these so that you can start to think about how your A Level choices could tie in to your interests, aptitudes and abilities. Membership of the ISCO entitles our students to seek advice up until the age of 23, an increasingly valuable benefit in today’s world.

Introduction

Examination BoardsWe are constantly reviewing which Boards

offer the best syllabuses. For this reason, it

is possible that we may make Exam Board

changes between now and September.

Controlled AssessmentsThese have replaced coursework. They are

completed under supervised conditions within

the school timetable, although preparation

and research can often be done in the library

or at home.

GradingAs you are probably aware, there is a new

grading system for GCSEs. This means that

your results will appear as numbers rather

than letters (the table below shows how these

will compare. The new system particularly

allows for more specific results in the

‘middle’ grades, with level 4 and above now

considered equivalent to C to A*.

If you need more information about the new

grading system, don’t hesitate to contact

Rachel Burnett.

Grading GCSEs introduced in 2017Grading new GCSEs from 2017

A

A

B

C

D

E

F

G

U

9

8

7

6

5

4

3

2

1

U

*

New grading structure Current grading structureNew grading structure

4 and above = bottom of C and above

AWARDINGAWARDING

GOOD PASS (DfE)5 and above = top of C and above

GOOD PASS (DfE)

New Grading Structure Old Grading Structure

English and English Literature IGCSE

English Language

Board: GCSE (Edexcel – 1 EN0)

This course enables students to:

• read a wide range of texts fluently and with good understanding

• read critically and use knowledge gained from wide reading to inform and improve

their own writing

• write effectively and coherently using Standard English appropriately

• use grammar correctly, punctuate and spell accurately

• acquire and apply a wide vocabulary alongside knowledge and understanding of

grammatical terminology, and linguistic conventions for reading, writing and spoken

language

• listen to and understand spoken language, and use spoken Standard English

effectively. Spoken language will be reported as a separate grade on the student’s certificate.

AssessmentStudents are assessed entirely through examination at the end of the course. They will

take two written papers – One entitled Fiction and Imaginative writing (1 hour 45 mins)

and one called Non-Fiction and Transactional writing (2 hours) Both papers are unseen. A

spoken language assessment will be undertaken during the course and internally marked.

English Literature

Board: (Edexcel – 1 ET0)

The aims and objectives of the GCSE English Literature course are to enable students to:

• read a wide range of classic literature fluently and with good understanding, and

make connections across their reading

• read in depth, critically and evaluatively, so that they are able to discuss and explain

their understanding and ideas

• develop the habit of reading widely and often

• appreciate the depth and power of the English literary heritage

• write accurately, effectively and analytically about their reading, using Standard

English

• acquire and use a wide vocabulary, including grammatical terminology, and other

literary and linguistic terms they need to criticise and analyse what they read.

Students study a Shakespeare play, a play or novel (post 1914), a nineteenth century text

and a collection of poems based around a theme.

AssessmentThe course is assessed by examination only. One paper is entitled Shakespeare and post

1914-Literature (1 hour 45 mins) and the other paper is entitled 19th century and Poetry

since 1789 (2 hours 15 mins) Each paper is equally weighted.

Business Studies IGCSEBoard: Cambridge IGCSE (0986) (TBC)

The IGCSE Business Studies syllabus develops students’ understanding of business

activity in the public and private sectors and the importance of innovation and change.

Students learn how the major types of business organisation are established, financed and

run and how their activities are regulated. Factors influencing business decision-making

are also considered, as are the essential values of co-operation and interdependence.

Through their studies, students not only learn about business concepts and techniques

but also enhance related skills such as numeracy and enquiry. The syllabus provides both a

foundation for further study at A Level and an ideal preparation for the world of work.

Title and Description

1. Business and the Environment in which it operates:Business Activity, The Business Organisation, Changing Business Environment and

Economic Environment.

2. Business Structure, Organisation and Control:Ownership and Internal Organisation, Relationship between Objectives, Growth and

Business Organisation, Types of Business Organisation, Control and Responsibility, Limited

and Unlimited Liability, Internal and External Communication.

3. Financing Business Activity:Use of Funds, Short and Long term Financing needs, Sources of Internal and External

Funds, Factors affecting the methods of Finance chosen.

4. Business Activity to Achieve Objectives – Marketing:Market Research, Purpose and Methods, Marketing Mix and the 4Ps, Marketing Strategy,

Marketing Budget.

5. Business Activity to Achieve Objectives – Production:Methods of Production, Scale of Production, Lean Production, Costs and Cost

Classification, Break Even, Quality Control and Location Decisions.

6. Business Activity to Achieve Objectives – Financial Information and Decision-Making:Cash and Cash Flow Forecasts, Profit and Loss Accounts, Balance Sheets, Budgeting, Uses

of Accounting.

7. People in Business:Human Needs and Rewards, Manpower Planning, Methods of Financial and Non-financial

Rewards, Management Style and Motivation Methods, Recruitment and Selection, Training

Methods, Dismissal and Redundancy.

8. Regulating and Controlling Business Activity:Influences on Business Activity, Location Decisions, Workforce and the Working Environment,

Heath and Safety, Employment Law, Consumer Needs, External Costs and Benefits, Exchange

Rates and Business Cycle.

Assessment and Duration WeightingPaper 1: Short-answer questions and structured/data response questions. 50% of total marks.

Paper 2: Questions arising from a given case study (not pre-released). 50% of total marks.

Geography GCSEBoard: AQA

“Geography is one of those richly comprehensive subjects whose relevance is all

around us. Where we come from, what we eat, how we move about and how we

shape our future are all directly the province of the Geographer. More than ever

we need the Geographer’s skills and foresight to help us learn about our planet –

how we use it and how we abuse it.” Michael Palin

Places and people are amazing – and Geography is the key to understanding what makes

them so! Our course aims to emphasise the connections between the local and the global

and the way that the physical and human worlds are interlinked. It helps us understand our

own lives in a global world and how to face vital issues like climate change, water, energy

& food security and poverty eradication. It is dynamic and future orientated. Places are

where all these connections happen so the study of place is essential.

Theoretical content is divided equally between physical and human geography.

How will you work in Geography?You will be asked to work individually, in pairs and in groups. Activities range from basic

note-taking to working with quite complex data using IT applications. There is a strong

emphasis on discussion and sharing ideas. There is a particularly wide range of lesson

types and plenty of opportunity to stretch yourself. We are always considering ways of

developing our students.

Field trips are often the highlight of the course and, although they involve work, are

interesting, challenging and fun. While students who go on them find the trips very useful,

they are not essential to the course. In recent years, these enrichment opportunities have

taken us to Morocco, Iceland, America, Kenya and Sicily. There will be two compulsory

trips (part of the 30% skills paper) which will not incur any costs. Geography can be studied

alongside any other subject at GCSE and then at AS and A Level. It can be part of all

subject combinations because it is considered both an ‘Art’ and a ‘Science’ subject.

Course Structure1. Living with the Physical Environment This has three main sections including hazards such as earthquakes, tropical storms and

climate change; the UK’s physical landscape with coasts and glaciated uplands; and the

living world with tropical rainforests and hot deserts.

2. Challenges in the Human EnvironmentThis also is divided into three main sections with population and major cities; economic

development; and resource management.

3. Geographical ApplicationsThis involves issue analysis and fieldwork skills.

There will be an examination paper on each of these three areas at the end of Year 11.

If you have any questions please discuss with a member of the Geography Department.

History GCSEBoard: EDEXCEL IGCSE (4H10)

Should I take History?Naturally you will do better at the subjects that you find both interesting and enjoyable. If

you have found aspects of your History lessons in Years 7 to 9 interesting then you should

find the study of the Twentieth Century even more fascinating. Figures such as Martin

Luther King, Stalin and Hitler always provoke strong emotions and arguments and the

study of this period will further your understanding of the world in which we live.

Will History be useful?History combines well with most subjects and tends to broaden your options for future

study. Universities and employers will be particularly interested in the skills you have

acquired through the study of History. Your ability to construct arguments, evaluate

different types of evidence, show initiative and produce balanced assessments will be

invaluable in later life.

The Course:Two 1.5-hour exam papers are taken at the end of Year 11. Both are 1.5 hours equal

weighting (50% each)

Paper 1 – Depth studies, studied in Year 10 (50%)

• Development of Dictatorship: Germany, 1918-45

• A Divided Union: Civil Rights in the USA, 1945-74

Paper 2 – studied in Year 11 (50%)

• Historical Investigation: The USA, 1918-41

• Breadth Study: The Changing Nature of Warfare and International Conflict, 1919-

2011

Modern Foreign LanguagesFrench, German and Spanish GCSEs

Board: Edexcel

French (1FR0)

German (1GN0)

Spanish (1SP0)

All students study at least one modern European language to GCSE and may take two.

All courses seek to achieve effective communication in the foreign language through the

mastery of the four major skills:

1. Understanding the language as spoken at normal pace.

2. Speaking to convey information, opinions and feelings.

3. Reading texts, newspapers and magazines to obtain overall comprehension.

4. Writing to communicate facts and information and give opinions.

• 25% Listening Comprehension

• 25% Reading Comprehension

• 25% Writing Exam

• 25% Speaking Exam

The skills learnt during the course encourage positive attitudes to foreign language

learning and engender a sympathetic approach to other cultures and civilisations,

which is increasingly important to students who are likely to travel and work beyond

the boundaries of their own country. The emphasis on authentic material will ensure an

ability to communicate at an everyday level and result in a more practical and rewarding

command of the language.

Mathematics GCSEAQA New Specification ‘9-1’ (8300)

The majority of students sit the Higher Tier examination which is graded from 9 down to 3.

Some students will sit the Foundation Tier examination which is graded from 5 down to 1.

The main content is as follows;

• Algebra

• Ratio, proportion and rates of change

• Geometry and measures

• Probability

• Statistics

There are 3 papers of 80 marks each; the first is a calculator paper and the other two are

non-calculator. All content can be assessed on any of the three question papers. As such,

some questions will draw together elements of mathematics from different topic areas.

The subject content, aims and learning outcomes, and assessment objectives sections of

this specification set out the knowledge, skills and understanding common to all GCSE

Mathematics exams.

The AQA GCSE Mathematics specification’s main aim is that all students will develop

confidence and competence with the mathematical content in their particular tier of study

so they can apply this knowledge and understanding to solve problems.

SciencesBoard: Edexcel IGCSE

Double Award Science (4SD0)

All students who undertake Double Award Science study three Science disciplines at

GCSE level – Biology, Chemistry and Physics.

We follow IGCSE as we consider it enables anyone who achieves good grades in the

exam to continue to study any of the three sciences at A Level. Each year a number of our

sixth formers go to read medicine (human or veterinary) engineering, natural sciences and

physics having studied Double Award Science at IGCSE.

Triple Award

Biology (4BI1), Chemistry (4CH1) , Physics (4PH1)

This is for those students who enjoy and have a real interest and ability in the sciences

and wish to study them in more detail. Triple science is taught in the same timetabled

allocation as the Double Award science and is therefore suited to committed students

who enjoy working at pace.

The subjects are graded separately and therefore different grades may be achieved for

each of the sciences.

Creative ArtsFine Art, Graphic Communication and Three-dimensional design: Product Design (three separate GCSEs)

Board: AQA

Fine Art

Graphic Communication

Unit 1: Portfolio of WorkControlled Assessment (60% of marks). Set and marked internally with external

moderation. Student portfolios must include a range of projects completed during the

course. The portfolio will demonstrate an ability to sustain work from initial starting points

on project briefs to the realisation of intentions and includes evidence of research, the

development of ideas and meaningful links with critical/contextual sources.

Unit 2: Externally Set TaskQuestion paper (40% of marks). Following an extended preparatory period, students

complete 10 hours of sustained focused work in exam conditions (both Unit 1 and Unit

2 are marked internally and moderated externally). Candidates are required to elicit a

personal response from one starting point or project brief. They are expected to develop

their own work informed by their preparatory studies and must provide evidence of all four

assessment objectives.

Both courses will encourage students to:

• Actively engage in the process of art and design in order to develop as effective and

independent learners and as critical and reflective thinkers with enquiring minds

• Develop creative skills through learning to use imaginative and intuitive powers when

exploring and creating images and artefacts that are original and of value

• Become confident in taking risks and learning from their mistakes when exploring and

experimenting with ideas, materials, tools and techniques

Courses will encourage students to develop creative skills, through learning to use

imaginative and intuitive powers when exploring and creating images and artefacts that

are original and of value.

• Develop competence, with increasing independence, refining and developing ideas

and proposals, personal outcomes or solutions; learning to actively engage with the

experience of working with a broad range of media, materials and techniques, including,

when appropriate, traditional and new media and technologies

• Develop cultural knowledge, understanding and application of art, craft, design and

media and technologies in historical and contemporary contexts, societies and cultures; also,

an understanding of the different roles, functions, audiences and consumers of art, craft and

design practice

• Develop understanding of art and design processes, associated equipment and safe working

practices

Fine ArtAreas of study may include work from the following domains:

• Painting and drawing

• Mixed media, including collage and assemblage

• Sculpture

• Land art

• Installation

• Printmaking

• Lens-based and/or light-based media and new media

Students will explore:

• Colour, line, tone, texture, shape and form, composition, mark-making

• Using different approaches to recording images, such as observation, analysis,

• expression and imagination

• The conventions of representational and abstract/ non-representational imagery and

genres

• How ideas, feelings and meanings are conveyed in images, artefacts and products

• A range of art, craft and design processes in two and/or three dimensions and

• traditional and new media and technologies

Graphic CommunicationAreas of study may include work from the following domains:

• Advertising & branding

• Packaging design

• Communication graphics

• Design for print

• Illustration

• Typography

• Multimedia

• Motion graphics

• Interactive design

• Signage

• Exhibition graphics

Creative Arts

Graphic Communication assignments are usually focused on meeting the requirements of a

given brief. Students are required to integrate critical, practical and theoretical study in Graphic

Communication to inspire and inform their own design practice.

Students will explore and learn about:

• Meaning, function, style and scale

• Use of colour, line, tone, shape and form of their work

• Interpreting a brief and working within its constraints, and/or responding to an idea, concept or

issue

• Displaying an appreciation of appropriate uses of typography (including hand lettering, calligraphy

and graffiti), signs and symbols

• A sense of audience and purpose in relation to their own and others designs

• How images, artefacts and products relate to social, historical, vocational and

cultural contexts

Creative Arts

Three-dimensional designAreas of study may include work from the following domains:

• Ceramics

• Sculpture

• Exhibition design

• Design for theatre, television and film

• Interior design

• Product design

• Environmental and architectural design

• Jewellery/body ornament

• 3D digital design

Students will explore:

• appreciation of solid, void, form, shape, texture, colour, decoration, surface

treatment, scale, proportion, structure, rhythm and movement

• awareness of intended audience or purpose for their chosen area(s) of Three-

dimensional design

• awareness of the relationship between Three-dimensional design and urban, rural or

other settings

• appreciation of the relationship of form and function and, where applicable, the

ability to respond to a concept, work to a brief, theme or topic, or answer a need in

the chosen area(s) of Three-dimensional design

• the safe use of a variety of appropriate tools and equipment

• understanding of working methods, such as model-making, constructing and

assembling.

Photography GCSE This mixed-age ECA can be over-subscribed and we currently only take students in Years

10 and 11. We hope to take all who apply but this cannot be guaranteed.

AQA Art (Endorsed Photography) 8206

We should all be experts on photography since we all see so many photos – thousands

every week, or even every day, if we leaf through a few magazines and watch TV. However,

our own photos can often be a disappointment and, when we look at photos taken by

professionals, we may only glance at them for a fraction of a second.

• This course sets out to raise consciousness about photographic images and to

show that the best of them rank with works of art in other areas – and need as much

care, time and expertise to create. It also seeks to help students improve their own

picture-taking and analysing skills as they work towards a GCSE qualification; this

would take most students two years. School facilities are based around ‘wet’ black

and white 35mm photography and colour ink-jet digital printing.

• The course is taught outside the daily curriculum and students interested enough

to make a serious commitment attend a weekly session after normal lessons and

weekend workshops.

• Those interested should work on the basis that it will probably take up about

100 hours of their spare time and they will probably use up around £100 worth of

materials. Each student must have his or her own working camera throughout the

course.

Interested candidates are advised to contact Sarah Farr personally at the beginning of the

summer term, to start in September.

SyllabusStudents will be expected to explore different aspects of photography, including

photograms (pictures created without a camera) and to learn something of the technical

side of picture taking as well as the creative aspects. The school has a studio adjacent to

the darkroom with a range of studio lighting.

Extracurricular only

Extracurricular only

There is no written paper; the examination consists of a portfolio of coursework, plus a

timed (10 hour) exercise, which takes place over a weekend.

All display pieces must be fully supported by a detailed coursework journal, filled with

examples of work in progress, photocopies of material from other photographers and

discussion for influences and techniques. The course requires a high level of commitment

outside of school but it has been well established for many years; several past students

now earn a living from photography.

Dance GCSEBoard: AQA (8236)

Those who follow Dance at GCSE will develop their ability to communicate confidently in a

non-verbal mode of personal expression and gain excellent knowledge and understanding

of dance as a theatre art.

By actively engaging in this course, you can become an effective and independent learner

and critical and reflective thinker. You can build on your existing skills, knowledge and

understanding of choreography to communicate your ideas, thoughts and meanings.

You will be able to draw on what you discover about different dance styles and from the

professional repertoire. While you perform and choreograph, you will learn to give thought

to health, fitness and safe working practices to enhance physical, technical and expressive

skills. These skills are used to communicate choreographic intention and performance

quality.

You will construct critical judgments of the physical, artistic, aesthetic and cultural contexts in

dance and are constantly encouraged to make informed choices that should develop your

perceptual awareness of the world.

You will become more independent, self-motivated and grow in self-esteem and physical

confidence while interacting and collaborating with others.

The Dance GCSE has two components. The course is linear, so all written and performance

assessment will take place at the end of the course.

1. Unit 1: Performance and choreographyThis unit is internally marked and externally moderated.

• Performance (30%)

This involves a solo performance lasting approximately 1 minute and a duet or trio

performance lasting 3.5 minutes.

• Choreography (30%)

Candidates will be asked to create a solo lasting 2 to 2.5 minutes or to choreograph a group

performance for 2 to 5 dancers lasting 3 to 3.5 minutes.

Unit 2: Dance appreciation (40%)This unit covers a written exam lasting 1.5 hours. Candidates will be assessed in their

knowledge and understanding of choreographic processes and performing skills; a critical

appreciation

Drama GCSEBoard: EDUQAS

Drama GCSE aims to develop students’ creativity, personal growth, self confidence,

communication and analytical ability. This is achieved through the acquisition of

knowledge, skills and understanding and the exercise of the imagination. It provides

the opportunity for students to develop their skills as performers, devisers, directors or

designers, to attend professional theatre performances and to become informed and

thoughtful audience members.

Drama GCSE is suited to students who enjoy working as part of a creative team and

can be an ideal subject choice for anyone interested in a career in the Performing Arts

as well as those who want to keep drama and theatre as an interest. It is also ideal for

those wishing to develop skills in team work, creativity, public speaking or leadership. An

enquiring mind and an enjoyment of live performance is essential!

Component 1: Devising theatre (40%)1. Devising: Candidates devise a piece of theatre in response to one of four stimuli

supplied (eg a quotation, a song, a picture or a concept/statement). They may choose

either performance or a theatre design skill (lighting, sound, set design or costume

design). Candidates must produce a portfolio that demonstrates the research, creation

and development of ideas.

2. Realising: Candidates realise their piece of theatre, the length of which is determined by

the number of actors in each group.

3. Evaluating: Candidates evaluate the final performance or design under supervised

conditions.

Component 2: Performance from a text (20%) This unit is externally assessed by a visiting examiner. Candidates will work in groups of

between two and four members and will be assessed on either their acting or a theatre

design skill in a section from a published play.

Component 3: Interpreting theatre (40%)This unit is externally assessed as a 1.5 hour written paper. Students are required to

demonstrate their knowledge and understanding of how drama and theatre is developed

and performed through the study of a performance text and through responding to

productions, which they will see as part of their course

Music GCSEBoard: Edexcel (1MU0)

The GCSE Music course is about making and listening to all types of music. It requires

students to have a keen interest in improving their performing and listening skills across

a wide variety of styles as well as developing the ability to compose and analyse music.

Students undertaking the GCSE course should be receiving regular instrumental or

singing lessons (first-study singers find it useful to have a ‘second instrument’) and be able

to demonstrate practical ability of Grade 3 or higher. Whilst it is not essential to be able

to read standard musical notation fluently, a good working knowledge is highly beneficial.

Naturally, GCSE Music students are expected to take an active part in music ECAs.

You will enjoy this course if you want to study a subject that:• Involves performing music to others

• Involves listening to all kinds of music

• Involves creating and composing acoustic and/or electronic music

• Develops your understanding of musical conventions, structures and notation

Assessment schedule: 1. Performance (30%) At least two assessed performances (a solo and an ensemble piece), with a combined

duration of at least four minutes. It is expected that students will perform frequently

during the course and then select, with the guidance of the Music School staff and the

support of their instrumental or vocal teacher, at least two pieces for final assessment.

2. Composition (30%) Two assessed pieces of composition coursework with a combined duration of a least three minutes. One must be a response to a brief set by the

exam board; the other is a ‘free’ composition whose brief will be designed by the student

in conjunction with the Music staff.

3. Listening and appraising (40%) A 1 hr 45 min listening exam covering four Areas of Study: Instrumental Music 1700-

1820, Vocal Music, Music for Stage and Screen, and Fusions. The questions will examine

students’ detailed theoretical knowledge and contextual understanding of eight set

works, as well as their ability to compare them with unfamiliar works of the same genre.

Physical Education GCSEBoard: AQA

The course aims to develop and apply students’ knowledge, skills and understanding of

Physical Education.

Candidates will complete two exam papers (75 minutes each) and a practical assessment.

The course content covers:

• Applied anatomy and physiology

• Movement analysis

• Physical training

• Use of data

• Sports psychology

• Socio-cultural influences

• Health, fitness and well-being

• Commercialisation of physical activity and sport

• Ethical issues

Paper 1: The Human body and movement in physical activity and sport (30%)This paper includes sections on applied anatomy and physiology; movement analysis; physical

training; and use of data.

Paper 2: Socio-cultural influences and well-being in physical activity and sport (30%)This paper includes sections on sports psychology; socio-cultural influences; health, fitness and

well-being; and use of data.

Practical assessment (40%)Candidates will be assessed in their performance in three physical activities: a team activity, an

individual activity and in either a team or an individual activity. They will be asked to analyse and

evaluate their performance to bring about improvement in one activity. Assessments will be

undertaken by teachers and moderated by the board.

Computer Science IGCSEBoard: Edexcel

Why study Computer Science IGCSE?Studying programming and computer science in much greater depth will expand

understanding of the digital world ... encouraging the development of the active, creative

interactions with technology that will be fundamental to economic success in the 21st

century. Employers need people who are not only effective users of technology, but also

able to innovate with it. Part of this goes beyond technical skills to the behaviours and

competencies that are in part developed by engaging with the digital creative process

Computer Science IGCSE aims and objectivesThe aims and objectives of this qualification are to enable students to:

• understand and apply the fundamental principles and concepts of computer science,

including abstraction, decomposition, logic, algorithms and data representation

• analyse problems in computational terms through practical experience of solving such

problems, including designing, writing and debugging programs

• think creatively, innovatively, analytically, logically and critically

• understand the components that make up digital systems, and how they communicate

with one another and with other systems

• understand the impacts of digital technology to the individual and to wider society

• apply mathematical skills relevant to computer science.

Computer Science IGCSE assessment:The Pearson Edexcel International GCSE in Computer Science is comprised of two

externally-assessed papers, one of which is a practical assessment carried out on a

computer system using a programming language of choice.

Paper 1: Principles of Computer Science 50% of the total IGCSEThis paper will primarily assess knowledge and understanding of the basic principles of

computer science, including some coverage of how these principles are applied when

solving problems that relate to a particular situation.

This paper will assess all topics:

• understanding of what algorithms are, what they are used for and how they work; ability to

interpret, amend and create algorithms.

• understanding the requirements for writing program code.

• understanding how to develop program code and constructs, data types, structures,input/

output, operators and subprograms.

• understanding of binary representation, data representation, data storage and compression, and

encryption.

• understanding of components of computer systems; ability to construct truth tables, produce

logic statements and read and interpret pseudocode.

• understanding of computer networks, the internet and the world wide web.

• awareness of emerging trends in computing technologies, the impact of computing on

individuals, society and the environment, including ethical, legal and ownership issues.Assessment

is through a 2-hour examination paper set and marked by Pearson. The paper consists of multiple-

choice, short open-response, open-response and extended open-response answer questions.

Paper 2: Application of Computational Thinking 50% of the total IGCSEThis paper will primarily assess the practical application of computational thinking, whereby

learners will create, use and adapt existing algorithms to solve problems in a particular situation.

This paper will also test students’ knowledge and understanding of the topics. This paper will

draw on:

• understanding of what algorithms are, what they are used for and how they work; ability to

interpret, amend and create algorithms

• developing and testing program code and constructs, data types, structures, input/output,

operators and subprograms

• connecting and using data sources when developing program code

• understanding of binary representation, data representation, data storage andcompression, and

encryption

• ability to construct truth tables, produce logic statements and read and interpret pseudocode.

Assessment is through a 3-hour practical examination, set and marked by Pearson. A choice

of three programming languages will be available (Python, C# or Java). The paper consists of

multiple-choice, short open-response, open-response, extended- open response answer and task-

based questions. The task-based questions will be carried out using a computer system under

supervision. All other questions requiring a written response will be answered in the paper.

Frensham Heights, Rowledge, Farnham,

Surrey GU10 4EA

www.frensham.org01252 792561

Frensham Heights, Rowledge, Farnham,

Surrey GU10 4EA

www.frensham.org01252 792561