Key Stage 4 Curriculum Guide

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LEARNING IN
KEY STAGE 4
YEARS 9 TO 11 INFORMATION GUIDE

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OUR MISSION
WHO WE ARE
Dover Court International School is
a community with inclusion at its heart.
WHAT WE DO
We prepare students to:
Flourish in our dynamic world
Be active participants in a globally connected
community, now and throughout life.
THE DOVER VALUES

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CONTENTS
OUR MISSION 2
WHAT IS KEY STAGE 4 4
WHAT QUALIFICATIONS DO WE OFFER ? 4
WHAT WILL STUDENTS LEARN DURING KEY STAGE 4? 5
HOW ARE STUDENTS ASSESSED DURING KEY STAGE 4? 5
HOW IS LEARNING ENHANCED DURING KEY STAGE 4? 6
HOW DOES TECHNOLOGY SUPPORT LEARNING? 10
WHAT IS THE ROLE OF HOMEWORK IN THE CURRICULUM? 10
HOW CAN I SUPPORT MY CHILD? 11
HOW SHOULD WE DECIDE WHAT OPTION SUBJECTS TO TAKE? 12
THE KEY STAGE 4 CURRICULUM 13

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WHAT IS KEY STAGE 4
Key Stage 4 is the second stage of the learning journey through our Secondary School
and includes Years 9, 10 and 11. This Key Stage features the transition from Key Stage 3,
where students experience a broad and balanced curriculum, to having a further refined
curriculum that prepares students for external qualifications at the end of Year 11 and
learning beyond in the Sixth Form (Years 12 and 13).
WHAT QUALIFICATIONS DO
WE OFFER?
GCSE (General Certificate of Secondary Education) qualifications originate from the UK
and several examination boards accredit them. We operate Pearson Edexcel programmes
for most qualifications, with a small number of AQA courses as well. We also deliver the
International GCSE (IGCSE). Dover Court chooses the most appropriate course available
for our students. Grades awarded for GCSE or IGCSE courses are equivalent and have
no impact on future options. Further education institutions, such as colleges and
universities, do not distinguish between the grades awarded for either of the courses.
As well as GCSE and IGCSE courses, we also offer a range of Pearson BTEC courses, Entry
Level qualifications and qualifications accredited by ASDAN. Further information on these
can be found in this guide.

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WHAT WILL STUDENTS LEARN
DURING KEY STAGE 4?
All students follow a bespoke curriculum which includes the compulsory study of English, mathematics, science, core
Physical Education (PE) and Personal, Social, Health and Economic Education (PSHEE), as well as a range of optional
subjects and qualifications. In addition to the core subjects, most students will take four more subjects/qualifications.
These will be from a range of GCSE/IGCSE, ASDAN, Entry Level and BTEC qualifications, depending on an individual
student’s ability and pathway provision.
HOW ARE STUDENTS ASSESSED
DURING KEY STAGE 4?
Students are assessed in each subject using the criteria
and grading provided by the qualification being
studied. The progress students make throughout the
programme is assessed against their own personalised
starting point, recognising that success looks different
for every learner.
External standardised testing (GL Assessment Cognitive
Ability Testing, CAT4) is used internally by teachers to
benchmark minimum expected outcomes and is used
alongside teacher assessment. This provides us with
personalised minimum expected grades (MEGs) related
to each individual subject and progress is measured
against them. Dover Court is aspirational for our
students, with high expectations for every child. Data
we use is viewed as an indicator and not a limiter.
Students are provided with feedback after assessments
which indicate which grade they are working
towards, using the exam board criteria or relevant
grade boundaries. Students are also provided with a
progression measure to indicate the progress made
against their MEG. The terms ‘Working Above’, ‘Working
On’, ‘Working Towards’ and ‘Working Below’ are used.
Our learners should be able to articulate where they are
in their learning, and the steps that they need to take to
improve.
Termly academic reports will also indicate an ‘On Track
to Achieve’ grade (OTTA) which shows what grade the
teacher believes they are on track to achieve in the
qualification at the end of Year 11, based on current
attainment and effort.
For example:
• Student A is targeted to achieve a MEG of Grade 6 in English Language IGCSE. Based on current performance in class
they are ‘On track to achieve’ a grade 7. This would indicate they are ‘working above’ their minimum expected grade.
• Student B is targeted to achieve a MEG of 6 in Mathematics IGCSE. Based on current performance in class they are ‘On
track to achieve’ a grade 5. This would indicate they are ‘working towards’ their minimum expected grade.

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HOW IS LEARNING ENHANCED
DURING KEY STAGE 4?
Educational Visits and Adventurous Trips
Throughout Key Stage 4 students can take their learning beyond the classroom by engaging in a
several educational visits to take advantage of the many wonderful educational opportunities we have
here in Singapore. Curriculum visits can include Geography fieldwork trips, Theatre performances
for Drama students, and visits to local industry to enhance learning in Business and Computing.
Each year group also takes part in an overseas
residential trip each year, vising locations in South
East Asia to take embark on an adventurous journey
to strengthen community spirit, partake in activities
that challenge and inspire, and give back to regional
communities with service opportunities. Recent
trips have included locations such as Malaysia,
Indonesia and Borneo. We strongly encourage all
students to join their year group residential trip.
As well as the year group trip, other overseas
residential opportunities are available to
students. These can include trips within our Nord
Anglia Education exclusive collaborations to MIT
in Boston, USA, or the United Nations in New
York. Students can also sign up to join the ‘Dover
Divers’ and learn how to scuba dive in school
and complete the training on a trip to Malaysia.
Co-curricular Opportunities
Students in Year 9-11 can partake in a number of different co-curricular opportunities during our structured
CCA programme. Across three blocks during the year, students can select to participate in a range of
activities to develop new skills or enhance learning in their subject areas. The opportunities are diverse
and exciting, ranging from recreational sport to e-sports, languages to blogging, and jewelry making to
debating. Students can change options each term or choose to develop skills further in more specific areas.

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Duke of Edinburgh
The Duke of Edinburgh International Award is a global framework that takes learning
and personal development outside of the classroom. The award is designed to challenge
young people to dream big, celebrate their achievements and make a positive difference
in the world around them. By fostering transferable skills, enhancing well-being, nurturing
a spirit of adventure and volunteering in their local communities, the Award encourages
young people to find their purpose, passion and place in an ever-changing world.
The award comprises of 4 sections:
Physical Recreation - Encourages young
people to improve their fitness and
performance and enjoy a healthy lifestyle
for good mental and physical well-being.
You could choose to do a team sport, solo
sport or any healthy activity. It could be
something you already do regularly, have
tried before or something completely new
to you. The Physical Recreation section
should make you feel healthy and happy.
Skills Development - Enables participants
to develop their talents, broaden their
abilities, increase their self-confidence
and improve their employability. Through
the Skills section you can develop your
personal interests as well as your practical
and social skills. You could choose to
improve on an existing skill or try something
new. It’s all about engaging, learning
something new and getting better at it.
Voluntary Service - Participants volunteer
in their communities, make a positive
contribution to society and demonstrate
social responsibility. Volunteering over a
period of time enables you to meet people
within the community whom you might
not otherwise engage with and realize
the positive difference you can make.
Adventurous Journey – The award
concludes with an Adventure Journey
(AJ) this AJ encourages young people to
discover a spirit of adventure and gain a
deeper understanding of the environment
and great outdoors. When you embark
as a team on your AJ you’ll have the
opportunity to learn more about the wider
environment, as well as to develop selfconfidence,
teamwork and wellbeing.
Find out more here:
https://www.dukeofed.org

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Sport
There are many sporting opportunities for students which include both competitive and
recreational options. We are part of ACSIS (Athletic Conference of Singapore International Schools)
and compete in leagues across several sports throughout three recognised seasons of play. This
includes sports such as swimming, volleyball, football, rugby and touch rugby, cross country and
basketball. In addition, we may also enter a FOBISIA (Federation of British International Schools in
South East Asia) invitational event. Students will train and play, usually weekly, using our excellent
facilities which include a brand new 4G multipurpose sports field and air-conditioned sports hall.
Recreationally, the students also have the
opportunity to take part in a range of sports
through weekly timetabled PE sessions,
where they are able to pick from a number
of options and enjoy a less competitive
environment amongst their peers. The
focus here is developing and building
relationships, fostering a love of sport and
improving physical skills and fitness.
We also encourage our senior students
to volunteer their time to give back to
the sports programme at Dover Court
by assisting with the junior teams
throughout the week. This may include
some simple coaching assistance, or
refereeing matches. Students can use
this opportunity to also work towards
their Duke of Edinburgh Award.
Performing Arts
The Drama Department offers many opportunities for students throughout the year to participate
in a range of co-curricular activities, including our extremely popular LAMDA programme. LAMDA
(London Academy of Music and Dramatic Arts) is a world-renowned drama school offering peripatetic
lessons which prepare students for Speech and Drama examinations; these are accredited by Ofqual
(the UK’s qualifications’ governing body). Throughout the programme students can accrue UCAS
(Universities and Colleges Admissions Service) points which assist in the university application process.
In addition, we produce at least one school
production each year which provides
students with the opportunity to collaborate
across year groups, develop their knowledge
of technical aspects of theatre and hone
their performance skills. Opportunities
are also available to older students to
produce a TIE (Theatre in Education) studio
performance, as part of their commitment
to the wider school, which links with our
secondary PSHE programme and provides
students with meaningful avenues of
exploring key issues, themes and ideas.
Moreover, each year we enter students in
multiple FOBISIA Drama competitions,
ranging from Classical Performance to
Stage Make-Up. Across the year, workshops,
master classes and theatre trips also allow
students to engage with professional
theatre and practitioners working in the
industry.
Finally, we allow students to showcase their
performance skills through our Monday
Monologues series, which is shared with a
DCIS community via social media platforms
and is a wonderful way to celebrate the vast
array of talent amongst our student body.

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Student Leadership
Our Change Makers programme offers a variety of roles in which students can develop, practice and refine their leadership
skills whilst positively impacting both our school community and the wider communities we are part of. These roles
include;
Deputy Head Student roles – This is an exciting chance
for our Year 10 students to leave a legacy on our school
community. Working closely with our Year 12 Head
Students, our Deputy Head Students are the voice of
the wider student body, proposing changes that will
add value to our student’s educational experience and
then implementing and embedding these projects.
Students in Year 10 are invited to submit an initial
‘elevator pitch’ video to kick off this application process.
Long-listed candidates then present to the Secondary
Leadership Team before short-listed candidates go
on to present a speech to their peers. A democratic
vote across all students and staff in Secondary then
determines our two Deputy Head Students for the
academic year.
Committee Leaders – Whether you are passionate
about sustainability, wellbeing, digital citizenship or
equity, diversity and inclusion, we have a committee
ready to welcome you. Committee Leaders can be from
any year group, and are responsible for driving forward
change in their area of interest, supported by other
committee member with a shared interest. You will be
supported by a staff mentor who has an interest in the
same area, and who will act as a sounding board for any
challenges you might face.
Committee Members – As long as you are passionate
about the cause, willing to give up an hour a week
to meet with your committee and ready to work
collaboratively with peers, students across all year
groups can volunteer to be part of a committee. Your
weekly meetings will be facilitated by the committee
leader, allowing all members of the committee to have
their voice heard and share their ideas for action.
House Representatives – Our House Reps come from
a range of year groups and are a vital part of the wider
House system. Inspiring, creative, and with great
organisation skills, our House Reps are responsible
for drumming up house spirit and support for house
events, ensuring Houses have teams and participants
for upcoming inter-house activities and for creating
a sense of belonging for all students in their house
community.
As part of the Nord Anglia family of schools, students also have the opportunity to apply for NAE Social Impact
Grants. Each academic year, students from Nord Anglia’s 80+ schools worldwide can apply for grants to launch
and enhance their local social outreach projects. As well as further developing students’ understanding of some
of the UN Sustainable Development Goals, Nord Anglia’s Social Impact Programme challenges young people
to work in partnership with community groups and local charities to take direct action, enriching our school’s
curriculum by providing exciting opportunities for students to develop their critical and creative thinking,
advocacy and problem solving skills.
Global Campus
Students at Nord Anglia Education schools have access to the Global
Campus to enable connection, and the benefits that come from this, to
students across our family of schools.
Through this exclusive and safe password protected platform, students can
connect to other students via competitions, online talks, and challenges
to enhance learning across a range of curriculum areas. It is also a way for
students to connect and gain from our exclusive collaborations with MIT,
UNICEF and Juilliard.
Each year there are competitions in music, writing, art, STEAM, debating
and coding.

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HOW DOES TECHNOLOGY
SUPPORT LEARNING?
All students are required to have their own laptop and bring the device to every lesson.
Much like a pen or pencil, technology is now an irreplaceable tool for learning, and we continue to develop students’
knowledge and skills to enable them to use technology in a mature, responsible and safe way. Students will use laptops,
alongside exercise books, in lessons to varying degrees based on the learning needs.
Students have access to several online platforms to support their learning:
• Microsoft Teams – for learning and collaboration in and out of class, as well as homework tasks and calendar
notifications
• Office 365 – as well as access to MS Teams, students have a DCIS Outlook email account to use for school
communication, as well as access to the full online Office 365 applications
• DCIS Student Portal – online platform to access their timetable, reports, school bulletins and links to other platforms
• GCSEpod – to support revision for several GCSE subjects
Specific subjects also use a range of additional platforms to engage learners with specific curriculum content.
WHAT IS THE ROLE OF HOMEWORK
IN THE CURRICULUM?
Whilst we deliver high quality learning at DCIS in every lesson, we recognise that homework also plays a key role in
fostering deeper learning and engagement beyond the classroom. We believe that homework should be more than just a
routine task; it should be a purposeful extension of classroom learning, reinforcing knowledge, concepts and skills.
Homework should:
• Be differentiated - it should recognise the diverse range of
needs that our students have and provide an opportunity for
students to experience agency in task and demonstration of
learning.
• Support progress – tasks set should enable students to recap
and consolidate learning. The focus should be on retrieval
practice, to provide opportunity for students to actively recall
and reinforce what they’ve learned in class.
• Provide opportunity for success – all students should be able
to access and benefit from their homework assignments.
• Consider wellbeing – we recognise that students need to have
sufficient time outside of school to engage in social and other
co-curricular activities to support their wellbeing and personal
development.
• Be communicated consistently – all homework must be
communicated via the ‘assignments’ function on MS Teams,
added to student calendars and tagged as ‘Homework’.
Students within the Pathway 2 provision also have a physical
planner to support their organization and time management.
In Key Stage 4 homework will be more regular
than in Key Stage 3, as appropriate with the
increasing levels of expectation due to the
qualifications and courses being undertaken.
• Homework will set by subjects to meet
the needs of the courses. Students should
expect weekly or fortnightly homework in all
subjects - approximately 1-2 hours depending
on course and phase.
• Homework can be set to consolidate learning
in class, support revision of prior learning, or
do pre-learning ready for the next class.
• It should be expected that homework can
be completed independently without parent
support and in a reasonable amount of time.
• Students who would like to engage in
additional home learning activities can
use their school accounts to various online
platforms to aid revision and additional
practise, for example Dr Frost, MyiMaths,
GCSEPod, Kognity and InThinking.

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HOW CAN I SUPPORT
MY CHILD?
We partner with parents to ensure that together we meet the academic
and wellbeing needs of students, to secure the very best outcomes for
them.
Key Stage 4 is a time when students become more independent and therefore the support offered
also needs adjustment. This is also a stage in life when pressures can increase, affecting well-being,
so look for changes in behaviour and ensure that your child has sufficient ‘down-time’.
There are several ways parents can stay involved in the child’s learning:
• Ask your child about their learning and encourage them to reach out to teachers themself when
they need support or advice
• Discuss Progress Reports with your child – these are shared termly on both the Parent and
Student Portals
• Attend Parent Student Teacher Conferences with your child
• Read our school newsletters and other school communications
• Liaise with your child’s Form Tutor for all general queries as the first point of contact
• Attend workshops and presentations in our ‘Parents as Partners’ series
• See rewards and conduct notifications shared on the Parent Portal

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HOW SHOULD WE DECIDE
WHAT OPTION SUBJECTS
TO TAKE?
Things to remember when making choices:
• Informed decisions should be made by students
themselves, with the support of their parents
• Students should not make decisions based
on their friends’ choices just because
they want to stay in the same classes
• Students should not choose the subject because
they like the teacher; teachers may change!
• Student should choose subjects they think
they will enjoy and are interested in
• Older students are a good source of information
so talking to students who have completed
Key Stage 4 could be a very good option.
Students must choose four subjects from the
range of options presented in ‘Option Blocks’.
They must choose two subjects from each
block - A, B, C and D and identify their first and
second choices. The options blocks are reviewed
each year and will be presented to students and
parents during the Options Evening in Term 2.
The choices students make now could affect their
programme choices in the future. If students
or parents would like to ask questions and gain
additional information to support decision making,
then please book an appointment to speak to the
Careers and University Guidance Counsellor.

THE KEY STAGE
4 CURRICULUM
(YEARS 9, 10 AND 11)
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This section is aimed at students to support them in making
their option choices by finding out more about the qualifications
we offer. Reading this carefully, as well as attending the Options
Event and speaking to teachers and current students will enable
students to make informed choices.

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CORE SUBJECTS
IGCSE ENGLISH LANGUAGE
COURSE CODE: EDEXCEL 4EA1
WHAT WILL I LEARN?
Throughout the language course, you will continue to develop your individual writing style through the exploration of
persuasive, argumentative and informative writing. The coursework component will require you to write both imaginatively
and effectively. We have a range of non-fiction texts that show how masterfully writers craft language and use structure
to achieve their intended effects. We aim to equip our students with the capability to critically engage with language as
discerning readers.
• The aims and objectives of English language are to enable students to:
• Read and understand a wide range of poetry, prose and non-fiction texts
• Analyse how writers use language and structure
to create their desired effects
• Critically engage with reading and explore different
ideas, perspectives and interpretations
• Draw comparisons and make connections between texts
• Control and adapt their writing for a specific purpose and audience
with a focus on vocabulary, syntax and language devices
HOW IS IT ASSESSED?
Non-fiction reading and Transactional writing
examination: 2 hours 15 minutes (60%)
Two coursework components: Imaginative writing
and Analytical coursework (40%)
IGCSE ENGLISH LITERATURE
COURSE CODE: EDEXCEL 4ET1
WHAT WILL I LEARN?
Throughout the literature course, you will explore a broad range of poetry from different times, places and perspectives.
You will develop the skill of analysing poetry for meaning and how to compare the different tones, voices and ideas that
the poets wish to present. Your knowledge of reading plays will continue through the exploration of both modern and
contemporary texts. We will focus on essay writing skills to ensure your writing is deeply analytical and is able to make
links to the social, historical and political context of a literary text.
The aims and objectives of English literature are to enable students to:
• Critically engage with texts from a range of time periods
• Develop a close understanding of poetry, modern prose and literary heritage texts
• Analyse how writers use language, form and structure to convey meaning
• Draw comparisons and make connections between texts
• Explore the influence of contextual factors on a text and how this contributes to meaning
HOW IS IT ASSESSED?
Poetry and Modern Prose Examination: 2 hours (60%)
Modern Drama and Literary Heritage Texts Examination: 1 hour 30 minutes (40%)

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IGCSE MATHEMATICS (9-1)
COURSE CODE: EDEXCEL 4MA1
WHAT WILL I LEARN?
The course for our Key Stage 4 mathematics programme allows students to score grades that will map well into the IB
Diploma programme route. It is structured into topics: Number & Algebra, Geometry and Data Handling, and students will
develop a strong foundation of skills in these areas in order to specialize at a later stage of their mathematical study.
The aims and objectives of IGCSE Mathematics are to enable students to:
• Develop their problem-solving skills by translating problems in mathematical or
non-mathematical contexts at both Higher and Foundation tiers
• Develop reasoning skills through exercises such as presenting arguments and proofs,
making deductions and drawing conclusions from mathematical information.
• Acquire knowledge and understanding of mathematical facts and terminology
• Develop initiative for using mathematical knowledge independently (without
guided learning), to further their own understanding.
• Develop their communication skills to communicate mathematical processes or techniques
(verbally or written) to peers and teachers and answer questions from others
• Develop cognitive processes and strategies such as critical thinking and analysis that will be embedded through the
teaching of each topic:
o Number & Algebra
o Geometry
o Data Handling
HOW IS IT ASSESSED?
100% examination: No coursework
The IGCSE in Mathematics comprises of two externally-assessed examination papers:
• Paper 1 (2 hour assessment) 50%
• Paper 2 (2 hour assessment) 50%
A mixture of different question styles are utilised, starting with procedural at the beginning of each paper and becoming
more problem-solving based towards the end. A scientific calculator may be used in the examinations.
DIFFERENT TIERS
Foundation
The foundation tier covers less content than the higher tier assessment and is more accessible to those students who will
not continue with mathematics in their further education. Students who are on this tier are advised to consider options
other than the IB Diploma, such as IB courses. Grades accessible in this tier are 1-5.
Higher
The higher tier covers an extensive amount of content and has more difficult questions in the assessments, especially
when considering the problem-solving based questions. This is a good prerequisite for the IB Diploma, as well as A-levels,
as students are able to access the highest grades, 3-9.
Students will be following either a Higher or Foundation scheme of work from Year 9, depending on their Maths set,
however, our programme is developed to allow for changes of tier when appropriate. Set allocations are monitored and
adapted after each assessment and the final decision of whether a student is entered for Higher or Foundation tier is not
completed until Year 11 after the mock examinations.

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GCSE STATISTICS (9-1)
COURSE CODE: EDEXCEL 1ST0
WHAT WILL I LEARN?
This is a new additional Mathematics qualification that we offer, giving students a more thorough introduction to data
handling and statistical analysis. There are many areas that overlap with the IGCSE Mathematics course, as well as
additional topics to study such as sampling, skew of data and standard deviation. Due to the nature of some overlapping
content with the IGCSE Mathematics course, the extra statistical concepts will be taught alongside the GCSE content for
all Pathway 1 learners, rather than as a separate subject.
As this is an additional qualification and the topics are integrated within our Key Stage 4 scheme of work, entry into the
GCSE Statistics examination will be decided in Year 11, with some students focusing solely on the IGCSE Mathematics
course if necessary. Students taking Higher IGCSE Mathematics may be entered for Foundation GCSE Statistics and vice
versa, depending on aptitude.
The main areas of study are:
• The collection of data
• Processing, representing and analysing data
• Probability
The objective of the GCSE Statistics course is to develop statistical fluency and understanding through:
• The use of statistical techniques in a variety of authentic investigations, using realworld
data in contexts such as, populations, climate, sales etc.
• Identifying trends through appropriate calculations and data visualisation techniques
• Critically evaluating data, calculations and evaluations that would be
commonly encountered in their studies and in everyday life
• Understand ways that data can be organised, processed and presented, using statistical measures to
compare data and, understand the advantages of using technology to automate processing
• Applying appropriate mathematical and statistical formulae, and building on prior knowledge.
The GCSE Statistics course will be excellent preparation for further study of statistics at IBDP (particularly the Applications
and Interpretations HL/SL courses) or A Levels, whilst simultaneously better equipping students for the demands of
statistical analysis in other post-16 subject options such as Biology and Psychology.
HOW IS IT ASSESSED?
100% examination: No coursework
The GCSE Statistics comprises of two externally-assessed examination papers:
• Paper 1 (1 hour 30 minutes assessment) 50%
• Paper 2 (1 hour 30 minutes assessment) 50%
All content from the GCSE course can be assessed on either examination paper, and a scientific calculator should be used
for both. The papers contain short response, medium response and extended response questions.
DIFFERENT TIERS
Foundation
The foundation tier covers less content than the higher tier assessment and is more accessible to those students who will
not continue with mathematics in their further education or are currently studying the IGCSE Mathematics Foundation
course. Grades accessible in this tier are 1-5.
Higher
The higher tier covers an extensive amount of content and has more difficult questions in the assessments, especially
when considering the problem-solving based questions. This is a good prerequisite for the IB Diploma as well as A-levels
as students are able to access the highest grades, 3-9.

ENTRY LEVEL CERTIFICATE IN MATHEMATICS (3-1)
COURSE CODE: AQA 5930
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WHAT WILL I LEARN?
The Entry Level Certificate in Mathematics covers the majority of functional mathematics required for day-today
activities. It is predominantly targeted at students in our Pathway 2 learning programme or for students
who are demonstrating that they will not be able to achieve any grade on the IGCSE course.
The aims and objectives of Entry Level Certificate in Mathematics are to enable students to develop:
• A willingness and ability to work independently and co-operatively
• An ability to understand mathematical ideas and to communicate them in a variety of modes
• An appreciation of the ways mathematics is used
• The knowledge, skills and understanding needed to apply a range of
mathematical concepts to situations that may arise in their own lives
• An ability to use mathematics across the curriculum
• A firm foundation for appropriate further study
HOW IS IT ASSESSED?
100% written assessment: There is an option to use classwork as supporting evidence for up to four
components in lieu of an exam assessment.
The AQA entry level certificate comprises eight externally set papers that allow for three sittings in total:
• Component 1: properties of number - 30 marks
• Component 2: the four operations - 30 marks
• Component 3: ratio - 30 marks
• Component 4: money - 30 marks
• Component 5: the calendar and time - 30 marks
• Component 6: measures - 30 marks
• Component 7: geometry - 30 marks
• Component 8: statistics - 30 marks
A mixture of different question styles utilisIing multiple-choice questions, short-answer questions and
calculations. A calculator may be used in the examinations.
There is no set time for when each assessment is completed or how long the student takes to complete
each test. The assessments can be sat in normal classroom conditions but other examination procedures
apply, regarding invigilation and safeguards against communication between students. Students have the
opportunity to retake the assessment twice. However, no feedback or guidance on their original answers is
provided. There must be a gap of at least two weeks before they can retake the assessments.

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IGCSE SCIENCE (DOUBLE AWARD) (9-1)
COURSE CODE: EDEXCEL 4SD0
WHAT WILL I LEARN?
This is the most challenging Key Stage 4 science programme offered at DCIS, that has the rigour and demand
necessary for our most academic students wishing to progress onto the IB Diploma Programme, Courses, or
other Year 12 and 13 equivalents. All students will be taught Biology, Chemistry and Physics and two grades will
be awarded based on the average performance over all three disciplines.
The aims and objectives of IGCSE Science (Double Award) are to enable students to:
• Learn about unifying patterns and themes in science and use them in new and changing situations
• Acquire knowledge and understanding of scientific facts, terminology,
concepts, principles and practical techniques
• Apply the principles and concepts of science, including those related
to the applications of science, to different contexts
• Evaluate scientific information, making judgements on the basis of this information
• Appreciate the practical nature of science, developing experimental and
investigative skills based on correct and safe laboratory techniques
• Analyse, interpret and evaluate data and experimental methods, drawing
conclusions that are consistent with evidence from experimental activities
and suggesting possible improvements and further investigations
• Recognise the importance of accurate experimental work and reporting scientific methods in science
• Select, organise and present relevant information clearly and logically
using appropriate vocabulary, definitions and conventions
• Develop a logical approach to problem solving in a wider context
• Select and apply appropriate areas of mathematics relevant to science as set out under each topic
preparing for more advanced courses in science and for other courses that require knowledge of science
HOW IS IT ASSESSED?
100% written examination: No practical coursework
The IGCSE in Science (Double Award) comprises
three externally-assessed examination papers:
• Biology Paper 1 (2 hour assessment) 33.3%
• Chemistry Paper 1 (2 hour assessment) 33.3%
• Physics Paper 1 (2 hour assessment) 33.3%
A mixture of different question styles utilised, including
multiple-choice questions, short-answer questions,
calculations and extended open-response questions. A
calculator may be used in the examinations.
Students are awarded two consecutive IGCSE grades
ranging from 9-1. This qualification is worth two IGCSEs.
Students are awarded grades in the form 7-7. This means
two grade 7s were scored. Intermediate grades may also
be awarded. For example a 8-7 would mean a student was
scoring mainly a 7, however was also achieving some grade
8s in their assessments. This grade will be calculated by
average performance across all three scientific specialisms.
The student’s science teacher will recommend placement on
this course based on in-class assessment.

GCSE COMBINED SCIENCE (FOUNDATION) (5-1)
COURSE CODE: EDEXCEL 1SC0
19
WHAT WILL I LEARN?
This programme covers a similar specification to GCSE in Science (Double Award) specification; however the
GCSE Foundation Combined Science is more accessible for those students aiming for grade 4 or grade 5. This
qualification is worth two GCSEs.
The aims and objectives of GCSE Combined Science (Foundation) (5-1) are to enable students to:
• Learn about unifying patterns and themes in science and use them in new and changing situations
• Acquire knowledge and understanding of scientific facts, terminology,
concepts, principles and practical techniques
• Apply the principles and concepts of science, including those related
to the applications of science, to different contexts
• Evaluate scientific information, making judgements on the basis of this information
• Appreciate the practical nature of science, developing experimental and
investigative skills based on correct and safe laboratory techniques
• Analyse, interpret and evaluate data and experimental methods, drawing
conclusions that are consistent with evidence from experimental activities
• Recognise the importance of accurate experimental work and reporting as scientific methods in science
• Select, organise and present relevant information clearly and logically
using appropriate vocabulary, definitions and conventions
• Develop a logical approach to problem-solving in a wider context
• Select and apply appropriate areas of mathematics relevant to science as set out under each topic
HOW IS IT ASSESSED?
100% written examination: No practical coursework
The GCSE Combined Science comprises six
externally-assessed examination papers:
• Biology Paper 1 (1 hour 10 minutes assessment) 16.6%
• Biology Paper 2 (1 hour 10 minutes assessment) 16.6%
• Chemistry Paper 1 (1 hour 10 minutes assessment) 16.6%
• Chemistry Paper 2 (1 hour 10 minutes assessment) 16.6%
• Physics Paper 1 (1 hour 10 minutes assessment) 16.6%
• Physics Paper 2 (1 hour 10 minutes assessment) 16.6%
Each paper will assess unique topics that are known to
students before the exam. A mixture of different question
styles are utilised, including multiple-choice questions, shortanswer
questions, calculations and extended open-response
questions. A calculator may be used in the examinations.
Students are awarded two GCSE qualifications ranging from
9-1, averaged across all six exam papers.
The student’s science teacher will recommend placement on
this course based on in-class assessment.

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ENTRY LEVEL CERTIFICATE IN SCIENCE (3-1)
COURSE CODE: NSC0
WHAT WILL I LEARN?
The Entry Level Certificate in Science covers the majority of the Key Stage 4 programme of study in science. It
is predominantly targeted at students accessing our Pathway 2 learning provision or those who do not wish to
pursue the sciences into the Sixth Form.
The aims and objectives of Entry Level Certificate in Science are to enable students to:
• Acquire a body of basic scientific knowledge and an understanding of some
important scientific ideas consistent with the programme of study
• Develop basic experimental and investigative abilities
• Develop a basic understanding of some of the important technological and environmental applications
of science and the economic, ethical and social implications consistent with the programme of study
HOW IS IT ASSESSED?
100% written assessment: No practical coursework
The Entry Level Certificate in Science comprises six internally-assessed assessment papers:
• Biology Paper 1 16.7% (25 marks)
• Biology Paper 2 16.7% (25 marks)
• Chemistry Paper 1 16.7% (25 marks)
• Chemistry Paper 2 16.7% (25 marks)
• Physics Paper 1 16.7% (25 marks)
• Physics Paper 2 16.7% (25 marks)
A mixture of different question styles is utilised, including multiple-choice questions, short-answer questions
and calculations. A calculator may be used in the examinations.
There is no set time for when each assessment is completed or how long the student takes to complete
each test. The assessments can be sat in normal classroom conditions, but other examination procedures
apply, regarding invigilation and safeguards against communication between students. Students have the
opportunity to retake the assessment as many times as they like. However, no feedback or guidance on
their original answers can be provided. There must be a gap of at least two weeks before they can retake the
assessments.
The student’s total mark out of 150 establishes the level
they have achieved as shown in the table below:
Level
Minimum total
marks required
Fail Below 30
Entry Level 1 30/150
Entry Level 2 65/150
Entry Level 3 100/150
The student’s science teacher will recommend placement
on this course based on in-class assessment.

PSHEE (PERSONAL, SOCIAL, HEALTH AND ECONOMIC EDUCATION)
21
WHAT WILL I LEARN?
You will learn about the world around you through the Personal, Social, Health and Economic Education
curriculum. It helps young people to stay healthy, safe and be prepared for life – both during your school and
after.
You will cover topics which can contribute to your own personal development by working to build your
confidence, resilience and self-esteem, and to identify and manage risk, make informed choices; understand
what influences their decisions.
The topics which we cover in each year group:
Health & Wellbeing, including:
• Healthy choices and personal hygiene
• Mental health
• Personal target setting
• Mindfulness
• Personal safety
Relationships
• What types of relationships do we have?
• Anti-bullying - being an ‘upstander’
• Body image
• What is appropriate in different relationships?
• Growing up
Living in the Wider World
• Appropriate use of online platforms
• Self-esteem and achievement
• Caring for the world around us
• Why do we need to think about
looking after our money?
• Prejudice and discrimination
The aims and objectives of PSHEE
are to enable students to:
• Have a safe environment in which they
can ask honest and open questions
• Explore their own point of view, as
well as those of their peers
• Have respect for each other and the
differences between people
• Gain knowledge about important topics
at pivotal points in their lives
HOW IS THIS DELIVERED?
• Be responsible members of the school community
PSHEE is delivered through a weekly lesson
on all students timetables. It is delivered
by tutors and in form groups, which
means that every member of our school is
involved in its delivery and understands the
importance of the topics covered. PSHEE
is part of the wider framework to support
student wellbeing at DCIS.
This framework also includes delivery of
PSHEE content through assemblies, tutor
time activities and Circle Solutions.

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OPTION SUBJECTS
HUMANITIES FACULTY
23
IGCSE GEOGRAPHY
COURSE CODE: EDEXCEL 4GE1
WHAT WILL I LEARN?
IGCSE Geography gives you an opportunity to develop an understanding of the world around you and the
interconnections between people and the environments we inhabit. We will develop understanding of both human and
physical processes that shape the world around us, including the urban and coastal environments of Singapore.
The course develops skills useful for the IB Diploma programme for Geography and other natural sciences, and enables
students to:
• Explore a range of viewpoints of global problems
• Develop data collection techniques
• Increase awareness of the causes and impacts of global events and issues
• Develop fieldwork skills.
HOW IS IT ASSESSED?
The course is accessed through two examination papers.
Paper 1:
• Physical Geography and Fieldwork (40% of final grade)
• Two topics (Coasts and Hazards) and a fieldwork question (Coasts)
Paper 2:
• Human Geography, Contemporary Geographical Issue and Fieldwork (60% of final grade)
• Three topics (Economic Activity & Energy, Urban Environments and Development & Human Welfare)
WHY SHOULD I CHOOSE THIS COURSE?
Geography will help you develop a wide range of transferable skills needed in higher education courses and in many
careers. As a subject, it gives you the chance to analyse patterns you see in your day-to-day life and broaden your
interpretation and understanding of how these patterns build unique places.
You will analyse differences between people and locations at different levels of development and discuss how the human
and physical worlds interact. You will develop your literacy through essay and report writing, make practical use of your
numeracy skills while constructing graphs and enhance your analytical skills by looking at patterns in data. Geography is
seen as a good qualification by many employers due to this wide range of skill development.

24
IGCSE HISTORY
COURSE CODE: EDEXCEL 4HI0
Students who enjoy debating and have an interest in world politics will find this course rewarding. People who have
studied History at university often go on to become lawyers, accountants, journalists, teachers, civil servants, academics,
bankers and librarians.
WHAT WILL I LEARN?
IGCSE History gives students opportunities to:
• Acquire knowledge and understanding of selected periods and aspects of history,
explore significance of historical events, people, changes and issues
• Use historical sources critically in their context, recording significant information and reaching conclusions
• Organise and communicate their knowledge and understanding of history
• Draw conclusions and make historical judgments
HOW IS IT ASSESSED?
The final marks are assessed over two papers:
Paper 1: Two topics of study (50%)
• Development of dictatorship: Germany, 1918-1945
• A world divided: superpower relations, 1943–72
Paper 2: Two topics of study (50%)
• Origins and course of the First World War, 1905-1918
• Conflict, crisis and change: China, c1911-c1989
WHY SHOULD I CHOOSE THIS COURSE?
The study of History provides a unique opportunity to understand how conflict, extremism and individuals shaped the
world in which we live. Many skills are developed in the study of history which are not only useful for school but for life
beyond such as critical reasoning, analytic skills and interpretation. Students are encouraged to develop an individual
viewpoint and support this through the use of historical sources and their own knowledge.
History is still widely seen as an academic ‘gold standard’ by universities and employers. An IGCSE History qualification is
evidence that an individual can assimilate information and make judgements about it; evaluate different points of view;
and express themselves in an articulate and coherent way. These are all intellectual qualities which are highly prized in
today’s job market.

IGCSE GLOBAL CITIZENSHIP
COURSE CODE: EDEXCEL 4GL1
25
WHAT WILL I LEARN?
The curriculum is engaging, relevant and widens students’ knowledge of contemporary issues. It encourages them
to reflect on what makes them a ‘global citizen’, and how their learning will develop their skills and knowledge within
their local and national communities. Through the content studied and assessment, students will respond to issues
and take part in the community project, which allows them to ‘engage’ with a global society. This will enable them to
take greater ownership and responsibility of the community activity to demonstrate active citizenship – improving
others’ societies as well as their own. Throughout the exploration of citizenship concepts, students are encouraged to
learn more about their own values and beliefs, using a contemporary range of local, national and global case studies.
CONTENT
The course is based around four central themes, alongside an Active Learning component:
• Politics and governance
• Economic development and the environment
• Culture and community
• Technology
As part of the course, students are required to plan and undertake a project which has a positive impact on the local community.
This is a great way to prepare students for the IB Diploma core element of CAS (Creativity, Activity and Service). This
component is assessed through the written exam.
HOW IS IT ASSESSED?
100% external assessment - one exam paper which is 2 hours 30 minutes.
WHY SHOULD I CHOOSE THIS COURSE?
Students with an interest across Humanities subjects (Geography, History, Religious
Studies and Psychology) would also enjoy Global Citizenship.
This subject encourages you to develop the knowledge, skills and values you need to engage with the world - with the
belief that we can all make a difference. It is a framework for learning, reaching beyond school to the wider community.
Global Citizenship helps you to:
• Build your own understanding of world events.
• Think about your values and what’s important to you.
• Take learning into the real world.
• Challenge ignorance and intolerance.
• Get involved in your local, national and global communities.
• Develop an argument and voice your opinions.
• See that you have power to act and influence the world around you.
Students who select Global Citizenship might go on to choose Humanities-based degrees or careers involving people,
politics or society.

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GCSE PSYCHOLOGY
COURSE CODE: EDEXCEL 1PSO
WHAT WILL I LEARN?
The aims and objectives of this qualification are to enable students to:
• Use specialist vocabulary, psychological concepts, terminology and
convention to engage in the process of psychological enquiry
• Acquire knowledge and understanding of psychology, developing an understanding of self and
others, and how psychological understanding can help to explain everyday social phenomena
• Understand how psychological research is conducted, including
the role of scientific method and data analysis
• Present information, develop arguments and draw conclusions through a critical
approach to psychological evidence, developing as reflective thinkers
• Develop an understanding of the relationship between psychology and personal, moral,
social and cultural issues, and develop an understanding of ethical issues in psychology
• Develop an understanding of psychological issues, the contribution of psychology to
individual, social and cultural diversity, and how psychology contributes to society
HOW IS IT ASSESSED?
100% external assessment through examination. There are two exam papers:
• Paper 1 - 1 hour and 45 minutes
• Paper 2 - 1 hour and 20 minutes
There are a range of questions from multiple choice to essays.
CONTENT
All students will study the following six core topics:
• Development – How did you develop?
• Memory – How does your memory work?
• Psychological problems – How would psychological problems affect you?
• The brain and neuropsychology – How does your brain affect you?
• Social influence – How do others affect you?
Research methods
Students will also study an additional topic from options which could include; criminal psychology, perception,
sleep and dreaming and language communication.
WHY SHOULD I CHOOSE THIS COURSE?
Students who enjoy Humanities-based subjects may also enjoy psychology. It is an academic subject which
requires a high level of literacy and the ability to use case studies and data to support reasoning. Students who
select Psychology may go on to choose Psychology for IB-level study and degree, or other humanities-based
courses and careers.

27

28
ENTERPRISE FACULTY
IGCSE BUSINESS
COURSE CODE: EDEXCEL 4BS1
WHAT WILL I LEARN?
Business is the study of decision-making within an organisation. In the course, students will discover the different
factors that influence both small and large businesses. Students will study business functions, management processes
and decision-making. Students will examine how business decisions are influenced by internal and external factors,
and how these decisions impact its stakeholders. Business also explores how individuals and groups interact within an
organisation, how they may be successfully managed and how they can ethically optimise the use of resources in a world
with increasing scarcity and concern for sustainability.
KEY SUBJECT AIMS
Business Studies requires students to:
• Develop an interest in and enthusiasm for the study of business
• Develop an understanding of business concepts, terminology, objectives and the integrated nature of business
activities
• Understand how the main types of businesses are organised, financed and operated
• Develop and apply knowledge, understanding and skills to contemporary business issues in a wide range of
businesses from small enterprises to large multinationals and businesses operating in local, national and global
contexts
• Develop critical-thinking and enquiry skills to distinguish between facts and opinion, calculating, interpreting and
evaluating business data, to help build arguments and make informed judgements
• Develop an understanding of the dynamics of business activity and the related considerations of ethics and
sustainability for global businesses
UNITS OF STUDY
• Business activity and influences in business
• People in business
• Business finance
• Marketing
• Business operations
HOW IS IT ASSESSED?
Two examinations of 1 hour 30 minutes each, consisting of four compulsory questions. Exam questions are based on reallife
business scenario case studies.
Paper 1 scenarios are based on a small business. (50%)
Paper 2 scenarios are based on a large business. (50%)
The sub-questions are a mixture of multiple-choice, short-answer, data-response and open-ended questions. Both papers
will draw on topics taken from the whole of the subject content. Students are tested on knowledge, understanding,
analytical and evaluation skills.
WHY SHOULD I CHOOSE THIS COURSE?
Business is an academic subject which requires a high level of literacy and the ability to evaluate information presented in
case studies to support reasoned judgements. Students who select Business may go on to choose Business Management
for IB-level study or other related courses and careers.
Through the study of topics such as business organisation, human resource management and finance, the course aims
to develop transferable skills relevant to today’s students. These include the ability to: think critically; make ethically sound
and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake
long term planning, analysis and evaluation.

29
IGCSE COMPUTER SCIENCE
COURSE CODE: EDEXCEL 4CP0
WHAT WILL I LEARN?
The study of computer science differs from ICT, as the most important aspect of computer science is problem
solving, an essential skill for life. Students study the design, development and analysis of software and
hardware used to solve problems in a variety of business, scientific and social contexts. Computer science
synthesizes different subject disciplines, such as mathematics to support the abstract nature of the problems.
Because computers solve problems to serve people, there is a significant human side to computer science as
well.
Alongside computational problem solving, you will investigate the impact of digital technology on the
individual and the wider society with specific focus on cyber security, artificial intelligence, as well as legal and
moral issues.
KEY SUBJECT AIMS
Computer Science requires 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
HOW IS IT ASSESSED?
The course is accessed over two papers:
Paper 1:
Principles of Computer Science
Format: Written Paper
Duration: 2 hours
Weighting: 50%
Content coverage:
• Uses of algorithms and standard algorithms
(search and sort)
• Data representation
• Hardware and software
• Networking, cyber security and the internet
• Technological innovations, legal, moral and
ethical impact of technology
Paper 2:
Application of Computational
Thinking
Format: Practical Paper
Duration: 3 hours
Weighting: 50%
Content coverage:
• Designing, developing and interpreting
algorithms
• Implementing a solution using a high-level
language – Python
• Boolean logic; constructing truth tables and
logic statements
WHY SHOULD I CHOOSE THIS COURSE?
This course has been designed to equip our 21st century young people with the necessary knowledge, skills
and understanding to thrive in this digital age. The knowledge and skills acquired from the study of Computer
Science will complement STEAM subjects, where the tasks and situations progressively need the aid of
computer systems to solve problems.

30
BTEC LEVEL 1 INTRODUCTORY IN BUSINESS
QUALIFICATION: PEARSON EDEXCEL BTEC INTRODUCTORY CERTIFICATE IN BUSINESS
COURSE CODE: 601/8573/9
WHAT WILL I LEARN?
The development of transferable and sector skills is the main focus of learning. We intend for every learner to have the
opportunity to develop key transferable skills through both core and sector units. This will help learners to appreciate how
the transferable skills they develop in their core units can be contextualised within the business sector. On completion
of their course, students will have developed a set of transferable and sector skills that will benefit them whatever their
chosen progression route. The transferable skills covered in the units are: Communication; Working with others: Problem
solving; Managing information; Self-management and development.
KEY SUBJECT AIMS
BTEC Business Level 1 requires students to:
Develop key techniques to help organise their work and priorities and manage their time effectively
Explore the skills and behaviours needed to meet personal progression goals
Develop the skills to present a business idea to an audience
Find out about different businesses in your area and how they meet customer needs
Create a brand logo and strapline for a product for a target market
HOW IS IT ASSESSED?
All units in this specification are internally assessed and externally verified.
Students complete assignments or submit evidence towards the unit criteria. There are no examined units.
Core Units: Students must complete both units
• A1 Being Organised
• A2 Developing a Personal Progression Plan
Sector Units: Students must complete three units
• Finding out about businesses in your area
• Pitching a new business idea
• Branding a product
Other units may be studied at the discretion of the teacher.
WHY SHOULD I CHOOSE THIS COURSE?
This course provides opportunities to develop key life skills as well as sector specific skills. Due to the nature of the
assessment method and the fact that this is a Level 1 qualification, students are able to access the learning more
successfully than an IGCSE Level 2 qualification. This course is designed to support students to develop work-related skills.

31
BTEC INTERNATIONAL L2 AWARD IN BUSINESS
QUALIFICATION: PEARSON EDEXCEL BTEC INTERNATIONAL
LEVEL 2 AWARD IN BUSINESS
WHAT WILL I LEARN?
The L2 BTEC covers key business concepts such as business purposes, finance and marketing in a more holistic nature.
Students look at topics such as the purpose of business, the impact of the external environment, costs and revenues, cash
flow forecasting and marketing plans. All whilst applying theory to contextualised business scenarios. In addition, the
development of transferable and sector skills is a key component of the course. Soft skills such as communication, report
writing, presentation skills, time management and research skills are imperative to success.
KEY SUBJECT AIMS
BTEC Business Level 2 requires students to:
Develop key techniques to help organise their work and priorities and manage their time effectively
Explore business concepts in different contexts
Calculate break even and prepare a cash flow forecast
Analyse business costs and revenues
Explore marketing and promotional campaigns
Develop a marketing plan for a new product
HOW IS IT ASSESSED?
All units in this specification are internally assessed and externally verified.
Students complete assignments or submit evidence towards the unit criteria. Everything is coursework based, there are no
examined units.
Core Units: Students must complete both units
• 1 Business Purposes
• 2 Business Organisations
• 3 Financial Forecasting for Business
Optional Units: Students must complete a minimum of 1
• The Marketing Plan
• People in Business
Other units may be studied at the discretion of the teacher.
WHY SHOULD I CHOOSE THIS COURSE?
This course provides opportunities to develop key life and sector specific skills as well as business knowledge. Due to the
nature of the assessment method, it is a great alternative to IGCSE for those who don’t perform as well in exams, whilst
being equivalent to one IGCSE. This course is designed to support students to develop work-related skills by taking a
more vocational approach to learning, incorporating practical assignments, guest speakers and external visits to reinforce
classroom learning.
The L2 qualification will provide you with practical experience which can lead to further study or entrance into the world of
work. It will prepare you for L3, IB or equivalent qualifications.

32
BTEC INTERNATIONAL LEVEL 2 IN IT
QUALIFICATION: PEARSON BTEC INTERNATIONAL LEVEL 2
(AWARD / CERTIFICATE) IN INFORMATION TECHNOLOGY
COURSE CODE: 19337
The study of IT differs from computer science, with the focus on applying information technology to meet end
user’s needs, particularly in a business context. The increasing use of technology in all aspects of society makes
confident, creative and productive use of ICT an essential skill for life. ICT capability encompasses not only the
mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely
and responsibly in learning.
KEY SUBJECT AIMS
• Students use IT tools to communicate and exchange information safely, securely and effectively with
different audiences. Students will also consider the impacts of IT on individuals, communities and society.
• Students understand the purpose of different document types, know the software available to produce
them and enable them to produce and review appropriate documents for different audiences.
• Develop students’ knowledge of the available job roles involving professional
IT and the characteristics employers demand in the IT industry.
• Develop students’ knowledge of the purposes of interactive media and how interactive media
products are created. Students will achieve this through a study of interactive media products,
planning and producing an interactive media presentation, and reflecting on their work.
HOW IS IT ASSESSED?
All units in this specification are internally
assessed and externally verified.
Students complete assignments or submit evidence
towards the unit criteria. There are no examined units.
Core Units
• Unit 1 - Communicating in the IT industry
• Unit 2 - Working in the IT industry
Optional Units
• Unit 29 - Presenting information using IT
• Unit 31 - Interactive multimedia production
WHY SHOULD I CHOOSE THIS COURSE?
The qualification has been designed to give students
the opportunity to enter employment in the IT sector
or to progress to higher vocational IT qualifications. For
students who wish to continue their studies at DCIS, this
qualification will enable them to access the BTEC Level 3
International Diploma in Business.

33
ASDAN COPE (CERTIFICATE OF
PERSONAL EFFECTIVENESS)
YEARS 9 AND 10
Students who are interested to develop a range of
personal, key and employability skills, to broaden
their experience and manage their learning in a
variety of real-life contexts by understanding, taking
responsibility for and learning from rich activities,
rather than simply to experience them.
WHAT WILL I LEARN?
Completion of the qualification
involves three main strands:
• Taking responsibility for planning, organising
and carrying out activities, or challenges,
and evidencing this work in a portfolio
• Developing and evidencing the skills
represented by the CoPE assessment units
• Completing skill-specific evidence records
using ASDAN documentation
ASDAN CoPE gives students opportunities to
explore and develop the following skills:
• Introduction to working with others (in a team)
• Introduction to improving own
learning and performance
• Introduction to problem solving
• Planning and carrying out a piece of research
• Communicating through discussion (in a group)
• Planning and giving an oral presentation
HOW IS IT ASSESSED?
ASDAN EMPLOYABILITY
YEARS 10 AND 11
Students who are interested to develop the skills
needed to become successful employees.
WHAT WILL I LEARN?
The qualification is credit-based and candidates must
choose a combination of units from those listed below:
• Career exploration
• Applying for a job
• Learning through work experience
• Enterprise skills
• Meetings in the workplace
• Opportunities for learning and work
• Managing personal finance as an employee
• Overcoming barriers to work
• Using advice and guidance
• Using ICT in the workplace
HOW IS IT ASSESSED?
Students will be assessed by presenting
an organised portfolio that includes the
evidence for each unit chosen.
WHY SHOULD I CHOOSE THIS COURSE?
ASDAN Employability supports students in
overcoming barriers to entering work. It is
primarily intended for young people who are not
yet ready for employment but for whom a job is
a realistic aim within a reasonable timescale.
Students will be assessed by presenting an organised
portfolio that includes the evidence for each unit
chosen.
WHY SHOULD I CHOOSE THIS COURSE?
ASDAN CoPE quantifies and formalises students’
preparedness to progress into further or higher
education, employment, or vocational training and
apprenticeships.

34
EXPRESSIVE ARTS
AND MUSIC FACULTIES
GCSE MUSIC
COURSE CODE: EDEXCEL 1MU0
WHAT WILL I LEARN?
Edexcel GCSE Music is a broad and engaging course designed to develop and extend the teaching of the three main
skills students will have already experienced in Key Stage 3: performing, composing, and listening. Through a wide
range of tasks, students will learn about many aspects and styles of music. Taking this course prepares students
to continue their studies into the new IB DP Music. Music is an excellent Arts subject for learning the disciplines
and skills such as critical, analytical thinking and creativity favoured by modern employers and universities.
AREAS OF STUDY
The areas of study allow the use of music technology in performance and as a compositional tool, providing a solid
foundation for Music at the IB level.
Areas of study include:
• Music technology
• Instrumental music
• Vocal music
• Music for stage and screen
• Fusions
In addition to these areas of study, students develop compositional skills, performance skills and/or music production
skills.
PRE-REQUISITES
Students should show a genuine interest in performing, composing and listening to music. Previous experience learning
an instrument is advised but not necessarily required, although we would expect that once they have opted to take
the subject, this would become an area of focus for them in Year 9. Students will be expected to either participate in or
potentially lead a co-curricular music activity/club to support their GCSE studies.
The course is designed in such a way that students of all abilities can access it and achieve success. Students who already
play an instrument and have some previous musical experiences are at an advantage, but any students with a genuine
interest and passion for music have the potential to succeed. An ability to read music at the start of the course, is helpful
but not essential. It is an expectation that Music students take advantage of the many CCA opportunities provided by the
Music department. Music CCAs greatly enhance students’ musical skills beyond the classroom and give a greater chance
of success at GCSE.
HOW IS IT ASSESSED?
The course is divided into three components:
Performance (30%)
Composition (30%)
Listening and Appraising (40%)
WHY SHOULD I CHOOSE THIS COURSE?
Whether your child is a producer, composer or performer, the Music GCSE
will nurture their interests, encourage aspirations and foster creativity.

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GCSE DRAMA
COURSE CODE: EDEXCEL 1DR0
WHAT WILL I LEARN?
GCSE Drama is an exciting course that teaches students to recognise and understand the roles and responsibilities of
performers, designers and directors. Students develop their creativity by learning how to devise their own performances,
taking responsibility for the entire production, from scriptwriting to lighting and sound design. Opportunities to interpret
a script from ‘page to stage’ will focus on how to illicit response and create meaning for an audience. Experimentation
with staging choices, performance skills and technical elements of theatre will allow students to demonstrate their
knowledge of context and drama theory. Students will also be required to watch professional theatre and analyse the
creative decisions of the production team, which will develop their understanding of successful aspects of Drama.
HOW IS IT ASSESSED?
GCSE Drama consists of two non-examination assessment components (coursework) that are moderated by the exam
board and one externally examined paper (written exam).
CONTENT
Component 1:
Devising (40% of the qualification)
Working in a group as a performer to create and develop an original piece of
drama in response to a stimulus. The performance of the devised work is worth 15
marks. The analysis and evaluation of both development and performance will be
recorded in a portfolio worth 45 marks.
Component 2:
Performance from text (20% of the qualification)
Exploration as a performer of two key extracts from a performance text. Creation
of a performance of the two key extracts and presentation to a visiting examiner.
Component 3:
Theatre makers in practice (40% of the qualification)
Written examination 1 hour 30 minutes.
Section A (Bringing texts to life) - Demonstration of knowledge and understanding
of how a performance text can be developed and performed.
Section B (Live theatre evaluation) - Evaluation and analysis of a live theatre
performance seen during the course.
Students must participate in group performances and activities (both in and out of class) and attend a professional
production. Drama demands a high degree of motivation, self-discipline and active involvement. Anyone considering an
occupation that directly involves communicating with other people should seriously consider Drama as a GCSE option.
There is an expectation that students studying GCSE Drama will take part in school productions.
WHY SHOULD I CHOOSE THIS COURSE?
This programme will help students to develop a plethora of transferable skills such as communication, presentation and
public speaking, group and leadership skills, problem solving, time management, initiative and the ability to work to a
deadline. Students will be able to utilise these valuable skills in all areas of study across the curriculum and in their future
careers.

36
GCSE DESIGN AND TECHNOLOGY
COURSE CODE: EDEXCEL 1DT0
WHAT WILL I LEARN?
Design and Technology at its core is where you will learn processes to help you be creative and see an idea
become something real. You will gain an understanding of the design process through a variety of projects
aimed at exploring new knowledge and skills. In Design and Technology, you are encouraged to respond
creatively to design briefs which solve real and relevant problems and design and make prototypes which meet
their design specifications. Along the way you will learn about materials, tools and techniques from hand tools
to cutting-edge digital design tools and how to integrate smart systems into your designs.
HOW IS IT ASSESSED?
The Pearson Edexcel Design and Technology GCSE consists of one externally-examined
paper (Component 1) and one non-examined assessment (Component 2).
Component 1
Written examination (50% of the qualification). The paper consists of two sections:
Section A is assessed on core knowledge content on materials, techniques and processes.
Section B is assessed on the in-depth material category of Timbers.
Component 2
Non-examined assessment (50% of the qualification). There are four parts to the assessment:
• Investigate: This demands an investigation of needs, research and a product specification
• Design : This includes producing different design ideas, review of initial ideas, development of design
ideas into a chosen design, communication of design ideas and review of the chosen design
• Make : This includes manufacture, quality and accuracy
• Evaluate : This includes testing and evaluation
You will undertake a project based on a contextual challenge and will test your skills in investigating, designing,
making and evaluating a prototype of a product.
WHY SHOULD I CHOOSE THIS COURSE?
You think visually and love to design, make things, be creative and solve problems. You like making real use
of mathematics and science through designs and often have ideas about how things around you could be
improved. You also like learning how to use new technology such as 3D printers, laser cutters and design
programs. You will need to have a keen eye on why things are made the way they are and have a sense of what
makes something functional and what makes it beautiful.

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GCSE ART AND DESIGN: FINE ART
COURSE CODE: EDEXCEL 1FA0
WHAT WILL I LEARN?
Fine Art may be defined as work developed primarily to communicate aesthetic, intellectual or purely
conceptual ideas and meaning, rather than to serve a practical or commercial function. For example, work
could be the outcome of personal experiences, thoughts, and feelings, or simply to observe and record people,
places and things in new and unique ways. Fine Art will demonstrate an understanding and application of
formal elements and creative skills. You will explore a wide range of media processes and techniques; from
painting to drawing, sculpting to print making, textiles to photography. You will use visual communication
sensitively and thoughtfully to document your artistic journey and fully support your intentions. You will
undertake self-directed projects based around teacher and self-selected topics, which change year to year.
HOW IS IT ASSESSED?
Component 1:
Internally set coursework (60%)
This component allows students opportunities to:
• Develop and explore ideas
• Research primary and contextual sources
• Experiment with media, materials, techniques and processes
• Present personal responses to themes
Component 2:
Externally set exam (40%)
This component allows students opportunities to:
• Develop and explore ideas
• Research primary and contextual sources
• Experiment with media, materials, techniques and processes
• Present personal responses to externally set themes.
The exam title is released in January and students will receive a set amount of preparatory time to prepare for
the exam. The exam consists of 10 hours spread across two days during which students will create a final piece
based on the work completed during their preparatory time.
WHY SHOULD I CHOOSE THIS COURSE?
You enjoy practical work and developing visual skills. You should also enjoy exploring increasingly independent
ideas, you need to be interested in the world around you and keen to explore how this can feed your own art
making.
You want to learn how to create art, which reflects a personal or social context. This is achieved through
personal art making which is combined with an understanding of how art functions in the wider world.

38
SPORTS FACULTY
GCSE PHYSICAL EDUCATION
COURSE CODE: EDEXCEL 1PE0
WHAT WILL I LEARN?
Throughout the three years, multiple aspects of sport
will be covered by studying the following theoretical
areas. Practical lessons in numerous sports are also
covered.
• Anatomy and physiology
• Movement analysis
• Physical training
• Use of data
• Health, fitness and wellbeing
• Sport psychology
• Socio-cultural influences
WHY SHOULD I CHOOSE THIS COURSE?
Students will receive a well-rounded and full
introduction to the world of PE, sport and sport science
by developing an understanding of how the mind
and body work in relation to performance in physical
activity.
HOW IS IT ASSESSED? (FULL COURSE)
Divided among the following:
• 60% Theory through sitting two papers
• 30% Practical by undertaking three sports
• 10% PEP by writing and undertaking
a Personal Exercise Programme
CONTENT
The course is split into two papers:
Paper one is Fitness and Body Systems covering:
• Sports psychology
• Movement analysis
• Anatomy, physiology and use of data
Paper two is Health and Performance covering:
• Health fitness and wellbeing
• Physical training

LANGUAGES FACULTY
39
IGCSE FRENCH
COURSE CODE: EDEXCEL 4FR1
WHAT WILL I LEARN?
IGCSE French is an exciting, authentic and culturally rich course that allows learners to improve their
communicative skills in the four strands of language learning; listening, reading, speaking and writing.
Students who opt to study French will gain systematic knowledge of vocabulary, grammar and phonics
systems and its application in a real-world setting. This course will encourage learners to develop the concept
of being a global citizen by increasing an understanding of the cultures around the world where French is
spoken, 29 countries in total! At the end of the course, learners will have developed key communication,
presentation and problem-solving skills that will be transferable to any subject and work environment.
PRE-REQUISITES
To take IGCSE French, students should have at least two years of previous French study. Please note that this
course is not suitable for native or near native speakers. Native or near native speakers can be offered the
opportunity to enter for the examination prior to Year 11 to gain an additional qualification without needing to
choose this as an option subject. Please consult your teacher if you are a native or near native French speaker.
COURSE CONTENT
The qualifications are linear, which means that
students will sit all their examinations at the end of the
course. There are a variety of topics covered through
five key themes that underpin the qualifications
and on which all assessments are based:
A. Home and abroad
B. Education and employment
C. Personal life and relationships
HOW IS IT ASSESSED?
The skills are equally weighted and
are assessed over three papers:
Paper 1 – Listening (25%)- 30 minutes
(+ 5 minutes reading time)
Paper 2 – Reading and writing
(50%)- 1 hour and 45 minutes
Paper 3 – Speaking (25%) 7-10 minutes
D. The world around us
E. Social activities, fitness and health
WHY SHOULD I CHOOSE THIS COURSE?
Whether you dream of living overseas, travelling the world with work and helping people communicate, gaining language
skills can help you. There are 29 countries in the world where French is the first language, so really, the world is your
oyster! Being proficient in a foreign language is highly valued by both employers and universities. It can be powerful,
life changing and used in almost any career, enabling young people to take their place in a multilingual global society.
However, there are some kinds of work where French is especially important if you are to be successful and where the
use of a foreign language is one of the essential skills. If you are able to speak French to a high ability, it will increase your
chances of finding work abroad, whatever job you want to do.
Most large companies have offices in more than one place. For example, Google has 70 offices all over the world – from
Bogota to Beijing, so being able to speak a second language could increase your chances of getting hired and moving
up within a company, even if it’s not the main part of the job. Languages are great for a wide variety of careers especially
those involving translation or communication with people from non-English speaking countries. This can include careers
in tourism, government, politics, media, publishing and journalism. You can also work in education, fashion or law!
In regard to subjects around the school, French will complement subjects like English, English Literature,
Spanish, Business, History and Geography as they are closely linked and can inform each other. Learning
about the French Revolution in history? Or what about Monet in Art? Being proficient in French could
give you a whole new perspective on yourself, your own language and your other subjects.

40
IGCSE CHINESE
COURSE CODES: PEARSON EDEXCEL INTERNATIONAL GCSE IN CHINESE 4CN1
WHAT WILL I LEARN?
This syllabus is designed for students who are learning Mandarin Chinese as a foreign language. The aim is to develop
an ability to use the language effectively for purposes of practical communication. The course is based on the linked
language skills of listening, reading, speaking and writing, and these are built upon as learners progress through their
studies. The syllabus also aims to offer insights into the culture and civilisation of countries where Mandarin Chinese is
spoken, encouraging positive attitudes towards language learning and towards speakers of foreign languages.
PRE-REQUISITES
To take IGCSE Mandarin, students should have at least two years of previous Mandarin study in Key Stage 3 or equivalent
level such as Youth Chinese Test (YCT) Written Test - Level 3 and above, Hanyu Shuiping Kaoshi (HSK) - Level 2 and above
or The Test of Chinese as a Foreign Language (TOCFL) - Level 2 and above.
This course is not designed for native or near native speakers. Native or near native speakers will be offered the
opportunity to enter for the examination prior to Year 11 to gain an additional qualification without needing to choose this
as an option subject. Please consult your teacher if you are a fluent Mandarin native speaker or near native speaker.
SUBJECT CONTENT THEMES
A. Home and abroad
B. Education and employment
C. Personal life and relationships
D. The world around us
E. Social activities, fitness and health
HOW IS IT ASSESSED?
The skills are assessed over three papers:
Paper 1 – Listening (25%)
Paper 2 – Reading and writing (50%)
Paper 3 – Speaking (25%)
WHY SHOULD I CHOOSE THIS COURSE?
Mandarin is the most widely-spoken language in
the world. Learn to speak Mandarin and you can
speak with millions of people around the world.
For example:
Business
Business people who speak Mandarin have a huge advantage in tapping into the Chinese market. It is much easier to
develop all-important relationships if you can speak Mandarin.
Travel
China and some Mandarin speaking countries offer exciting travel opportunities. Getting around is much easier if you can
speak Mandarin.
Culture
With thousands of years of history, Chinese culture is endlessly fascinating. Whether your interests are in history,
architecture, music or cuisine, a knowledge of Mandarin will enrich your understanding of Chinese culture.

IGCSE SPANISH
COURSE CODE: EDEXCEL 4SP1
41
WHAT WILL I LEARN?
IGCSE Spanish is an intensive, exciting and authentic course that allows learners to improve their
communicative skills in the four strands of language learning; listening, reading, speaking and writing. Set
over three years from Year 9 onwards, students who opt to study Spanish will gain systematic knowledge of
vocabulary, grammar and sound systems and its application in a real-world setting. This course will encourage
learners to develop the concept of being a global citizen by increasing an understanding of the cultures
around the world where Spanish is spoken, which is over 20 countries in total. There are also countries such as
the USA and Belize, where Spanish would be highly advantageous. At the end of the course, learners will have
developed key communication, presentation and problem-solving skills that will be transferable to any subject
and work environment.
PRE-REQUISITES
To take IGCSE Spanish, students should have a passion for learning languages. This is an intensive course,
studied over three years only, and will require hard work and dedication. Prior learning of other modern foreign
languages such as French will be highly beneficial. Students are able to opt for both French and Spanish as
an IGCSE should they have a love for learning languages. This course is not suitable for near native or native
speakers, but they will be offered the opportunity to enter for the examination prior to Year 11 to gain an
additional qualification without needing to choose this as an option subject. Please consult your teacher if you
are a native or near native Spanish speaker.
HOW WILL IT BE ASSESSED?
The skills are equally weighted and are assessed over
three papers:
Paper 1 – Listening (25%) 30 minutes
(+ 5 minutes reading time)
Paper 2 – Reading and writing (50%)
1 hour and 45 minutes
Paper 3 – Speaking (25%) 7-10 minutes
COURSE CONTENT:
The qualifications are linear, which means that
students will sit all their examinations at the end of the
course. There are a variety of topics covered through
five key themes that underpin the qualifications and
on which all assessments are based:
A. Home and abroad
B. Education and employment
C. Personal life and relationships
D. The world around us
E. Social activities, fitness and health
WHY SHOULD I CHOOSE THIS COURSE?
Being proficient in a foreign language is highly valued by both employers and universities. It can be powerful, life
changing and used in almost any career, enabling young people to take their place in a multilingual global society.
However, there are some kinds of work where being proficient in Spanish is especially important if you are to be successful
and where the use of a foreign language is one of the essential skills. If you can speak a foreign language, it will increase
your chances of finding work abroad, whatever job you want to do.
Most large companies have offices in more than one place. For example, Google has 70 offices all over the world – from
Bogota to Beijing, so being able to speak a second language could increase your chances of getting hired and moving
up within a company, even if it’s not the main part of the job. Languages are great for a wide variety of careers especially
those involving translation or communication with people from non-English speaking countries. This can include careers
in tourism, government, politics, media, publishing, and journalism. You can also work in education, fashion or law!
Combined, there are over 20 countries in the world where Spanish is the main spoken language, so the possibilities are
endless!
Languages are an excellent subject choice for a wide variety of careers especially those involving translation or
communication with people from non-English speaking countries. This can include careers in tourism, government,
politics, media, publishing, and journalism. You can also work in education, fashion or law!
In regard to subjects around the school, Spanish will go well with subjects like English, English Literature, French,
Business, History and Geography as they are closely linked and can inform each other. Learning about the Spanish Civil
War in history? Being proficient in Spanish could give you a whole new perspective on yourself, your own language and
your other subjects!

42
NOTES

NOTES
43

44
Contact us at:
Dover Court International School
301 Dover Road, Singapore 139644
DCS Secondary Admin
dcs.secondaryadmin@dovercourt.edu.sg
Admissions
admissions@dovercourt.edu.sg
www.dovercourt.edu.sg
+65 6775 7664
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Office Hours: 7.45am-5.00pm
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