Red Book 2022_GCN

Programme of Study Key Stage 4 (For students moving to Year 10 in June 2022) Negombo

TABLE OF CONTENTS Key Stage 4 Programme of Study ............................................................................................ 1 Getting Into Reputable Universities.......................................................................................... 6 English Language (Specification A).......................................................................................... 9 Mathematics (Specification B).................................................................................................10 Biology ...................................................................................................................................11 Chemistry ...............................................................................................................................13 Physics...................................................................................................................................15 Human Biology .......................................................................................................................17 Accounting .............................................................................................................................19 Business ................................................................................................................................20 Economics .............................................................................................................................22 Further Pure Mathematics ......................................................................................................25 Computer Science ..................................................................................................................27 History....................................................................................................................................26 Geography .............................................................................................................................29 English Literature ...................................................................................................................31 Art & Design: Fine Art/Photography/Graphic Communication..................................................33 French....................................................................................................................................35 Sinhala ...................................................................................................................................37 GCSE Psychology .............................................................................................................................38 LAMDA Examinations.............................................................................................................40 Pearson BTEC Level 2 Certificate in Sport...............................................................................42



Programme of Study Key Stage 4 Programme of Study Gateway’s aim is to provide our students with the widest possible exposure in different subject areas in order to ensure that they are able to select those subjects that are most suitable for them and for which they have an aptitude at Advanced Level. Therefore, at Key Stage 4, we encourage students to take up a wide range of subjects including English, Mathematics, Humanities, Sciences, Arts, Languages, Technology and Sport. Our unique combination of subjects enables our students to take up to twelve iGCSE/GCSE subjects from Pearson Edexcel, London. We also offer BTEC in Sport, BTEC in Music and the LAMDA qualification in Acting Solo giving students a choice of 26 subjects. Widening the choices available to our students, Gateway also offers the Australian Secondary Certificate of Education (equivalent of IGCSE & AL) through SACE International. This provides students an alternative to the UK International General Certificate of Secondary Education and A levels route. SACE is not just another universally accepted qualification but a programme that takes a divergent approach, which is flexible and student-centred where continuous assessments play a key role. Pearson Edexcel International GCSE, GCSE and BTEC Pearson Edexcel is UK’s largest awarding body and a part of Pearson plc., the world’s largest education services company. Edexcel was formed in 1996 by the merger of two well-respected bodies, BTEC (the Business & Technology Education Council) and ULEAC (the University of London Examinations and Assessment Council). Pearson, along with other awarding bodies such as OCR and AQA, is regulated by the Office of Qualifications and Examinations Regulation (Ofqual) which means that Pearson can provide a very wide range of qualifications, recognised by Universities, Institutions of Higher Education and employers worldwide. Gateway is one of the few Teaching Institutes (TI) of Pearson in Sri Lanka. As a Pearson Associate Centre, Gateway is able to teach and conduct assessments for any subject towards Int. GCSE, GCSE, Advanced Subsidiary and Advanced Level examinations. Edexcel iGCSE is a qualification that seeks to balance theoretical and practical components and is therefore ideally suited to prepare students for the International Advanced Level. BTEC qualifications provide a more practical, real-world approach to learning alongside a theoretical background, and can be taken alongside iGCSEs and GCSEs. Pearson BTEC International Level 2 Certificate in Sport and Level 2 Award in Music are designed for international schools and colleges. They are a part of an international suite of BTEC International qualifications offered by Pearson, and the Certificate in Sport is broadly equivalent to two GCSEs and the Award in Music to one GCSE. Page | 1

IGCSE/GCSE Duration of Courses At Gateway College, the duration of iGCSE examination courses differ depending on the subject areas: some subjects are taught in Years 10 & 11 (examinations May/June 2024), whilst three subjects, iGCSE in Information and Communication Technology (ICT), Science (Single award) and Commerce, are taught in Years 9 & 10 (examinations May/June 2023). English Language and Mathematics, which are compulsory for all students, are among the subjects taught over 2 years, from Year 10. From the subjects that were studied in Key Stage 3, the other subjects studied over these two years, are Geography, History, Art, French and Sinhala. Physics, Chemistry, Biology, Human Biology, Accounting, Business and Economics expand on what was learnt in Science and Commerce and subjects such as English Literature, BTEC Sport, BTEC Music have relevance to what they learnt in Key Stage 3 in English, PE and Music. Subjects which are completely new are Psychology and Drama. Students prepare to take the iGCSE in Information and Communication Technology (ICT), Science (Single Award) and Commerce examinations at the end of Year 10 i.e. in May 2023. Taking these three subjects, two of which have a considerable element of practical work, one year before the main examinations, enables students to ease their workload for the final year. Taking three subjects earlier also provides them with the valuable experience of facing public examinations preparing them to take more subjects the following year. This subject grouping enables every student to be exposed to basic commerce and science knowledge irrespective of the stream that they will specialise in. Please refer Table 1 for further details. Choice of Subjects Table 1: Options – Year 10 Programme Commencing Examination Subject Physics or Accounting iGCSE 2022 2024 Chemistry or Business iGCSE 2022 2024 Biology or Economics iGCSE 2022 2024 *Human Biology or Further Pure iGCSE 2022 2024 Mathematics or Computer Science Geography or Literature or Sport iGCSE / BTEC 2022 2024 2022 2024 History or Art or Psychology iGCSE /GCSE 2022 2024 French or Sinhala or Drama or iGCSE / LAMDA * Subject to approval by the school Page | 2

Programme of Study • Students should select one subject from each grouping in Table 1, to be studied in Years 10 & 11. • French/Sinhala are a continuation of the choice made at the end of Year 6. • Students who select Drama will be required to face an audition in order to be admitted to the drama batch of the year. • Students applying for Psychology may be chosen based on a placement test. • The option of Further Pure Mathematics, Human Biology or Computer Science will be available only for students who have a high aptitude for these subjects and are ideally planning to offer them at Advanced level. The selection of students for these subjects will be based on merit and/or a placement test, that is, their academic performance in related subjects over the years. The final decision regarding this lies with the school. • Students who do not take any of the 3 subjects above, will be provided with the facility of doing further work in additional English and Mathematics (two core areas essential for higher education) in order to improve their grades in the iGCSEs. The extra teaching of iGCSE English and Mathematics are offered through proper timetabled periods. • Students should also note that it is not possible to opt for Human Biology without choosing Biology; or Further Pure Mathematics without choosing two other science subjects, one of which should be Physics. • In judging what is appropriate for your child, please bear in mind that at this stage of the child’s school career, it is very important to provide him/her with the maximum exposure to different subject areas. Students at this stage tend to give priority to subjects for which they have a liking and neglect others. Parents are requested to encourage their children to focus on a variety of subject areas. • It is expected that, once a student has selected a range of subjects to study, he or she will be prepared to apply himself/herself fully for the duration of the course and sit for the final examination. It should be noted that the school’s policy is to permit changes of subject only in exceptional circumstances, and the discontinuance of the study (dropping) of any subject is not permitted. • The final decision as to which subjects your son or daughter studies at Key Stage 4, will be with the school. Please seek the advice of subject teachers and/or the Heads of Key Stages 3 & 4 and/or the Principal, if your son or daughter is uncertain about any of his or her choices. Additional Subjects A few subjects that are taught during school hours that a particular student is unable to take due to those subjects being in the same group/s when he/she selected his/her subjects may also be taken as additional subject/s. The subjects that students take during school hours cannot be replaced by additional subjects. Page | 3

IGCSE/GCSE Hybrid Learning Following the pandemic, Gateway has adopted a Hybrid system of teaching and learning, taking advantage of the student-centred technology-based approach that took root in the school during the recent past. This includes the use of up-to-date technology in the classroom which extends beyond the boundaries of the school to include homework and practice. The entire school campus has Wi-Fi access enabling students to work with tabs and laptops in any of their lessons. Microsoft has recognised Gateway College as a Showcase School, an elite group of schools (325 from around the world) that exemplify the best of teaching and learning in the world today. Being a Microsoft Showcase School, all teachers and students are provided with original Office 365 accounts. We expect every student to use the tools that are available through this facility to maximise their learning. Sri Lanka Telecom (SLT) has signed a landmark agreement with the Gateway College network to work alongside the group of schools using them as model schools in the use of technology in education. Under the new agreement, SLT has recognised the Gateway Colleges as EdTech Specialist Schools. As the exclusive internet service provider and the distributor of Wifi within the schools, SLT will strive to usher in new technologies to the Gateway Schools and engage with Gateway in joint research. Logo With the vision of becoming the preferred Digital Transformation partner for the Education Sector of Sri Lanka, DigiEdu, the Digital Education vertical of Dialog Enterprise too partnered with Gateway College to further facilitate the school’s Digital Transformation journey and identified the Gateway Schools as ‘Dialog DigiEdu Model Schools’. Both Dialog and Gateway believe in encouraging a digital-based learning journey by producing future-ready kids. At the heart of this hybrid approach is the latest technology that connects the classroom to the whole- school community and the wider world, through digital equipment such as smart panels and webcams that supports quality learning and teaching. During the academic year we will have certain days where lessons are conducted online and MS Teams will continue to be used for both class work and homework as well as alternative assessments. Gateway’s most recent investment is ‘Dugga’, a state-of-the-art Swedish digital assessment platform that can be used to conduct digital tests, exams, home exams, digital lessons, assignments and other types of assessment in education. Page | 4

Programme of Study Library Facilities Our effort at integrating technology to enhance the learning experience of our students does not mean we have compromised learning from books. The secondary school library is regularly updated with the most current publications making it one of the best equipped school libraries. We encourage our students to make use of the library which is an extended learning environment that can be used after school hours on weekdays until 4.30 pm and on Saturdays from 8.00 am to 12.00 noon. Sports and Co-curricular Activities The school lays much emphasis on the holistic development of body, mind and spirit. Sports, clubs and societies are, therefore, an integral part of the activities of the school. The wide and varied sports and co-curricular activities offered by the school are an excellent opportunity for students to build their confidence. The school expects each and every student to be involved in at least one sport and to be an active member of at least one club or society. We expect you to encourage your children to embrace the value of holistic education and immerse in the range of facilities provided by the school. To enhance this aspect we have a series of events and competitions related to sports, clubs and societies such as the Gateway Dialog InnovaThon (focused on app development) and Gateway Oxford Math Olympiad that are organised in collaboration with outside institutions and professional entities; as well as a variety of Inter-Gateway events ranging from Athletics to e-Sport, and from the Essay Competition that leads on to the Commonwealth one to Debating, Digital Art, Model United Nations and French among others. Homeroom Building on our learning from the pandemic, Gateway will continue to hold homeroom sessions at least once a month by having shorter periods and adding a 9th period. During these homeroom sessions students will have the opportunity to interact with each other and their teachers in a free and relaxed atmosphere. Page | 5

IGCSE/GCSE GETTING INTO REPUTABLE UNIVERSITIES It may seem early to start thinking about getting ready for university, but it really is not. Important groundwork should take place in Year 10 and Year 11 to ensure you are on the right track for university. This chapter, adapted from ‘The Best 380 Colleges’ 2019 edition by The Princeton Review, is a guide to help you plan the process. Just as you are selective about the right university for you, the selective universities would also be equally selective in choosing the students right for them. This means, you will have to put in a lot of time, energy and effort into getting in. High grades in challenging courses are only the start! Here’s a list to help you prepare yourself from Years 10 and 11 for university admission. At Year 10  Create a four-year school plan. Think about what you’d like to accomplish in the next four years. Make sure you know which school courses are required by universities/colleges and that you’re taking the right classes. Get to know the levels of courses offered by your school. During this year, be sure to concentrate on your studies and adopt good practices to earn good grades.  Start thinking about your life after school, including the types of careers that might interest you. Of course, these will change often but it’s good to start thinking about the possibilities. Identify your interests — likes and dislikes — not just in classes but also in every area. This will help you focus on your goals. Talk to other people, such as your school counsellor, teachers, recent graduates who are working, professionals in the community, etc., about careers you might find interesting.  Meet with your school counsellor. Your counsellor knows how to help you get the most out of high school. Be sure to take some time during the school year to discuss post-high-school plans with him or her  Participate in extracurricular activities. Academics aren’t everything. Explore your interest in a sport, school club, music or drama group, or community volunteer activity. Remember that universities/colleges would rather see real involvement in one activity instead of a loose connection to several. If you’re interested in playing sports in university, research for eligibility requirements. Admissions officers like to see applicants who have successfully got involved in, out of class activities where they have made an impact while keeping up with good grades. This indicates that the applicant is able to balance her/his studies with other activities.  Save for college. It’s not too late to put money aside for college. Every little bit helps! Learning about financial aid early on can also help you. Page | 6

Programme of Study  Explore opportunities. Look for a job, internship, or volunteer position you can do over vacations that will help you learn about a field of interest.  Build up your vocabulary and reading skills that are essential to doing well on the standardized tests. At Year 11  Stay focused on your studies and earn strong grades. Ensure that your course schedule is challenging enough to prepare you for college.  Check into any prerequisites for advanced-level courses.  Participate in school activities or volunteer efforts. Extracurricular activities can help you develop time-management skills and enrich your high school experience. Choose activities that you are passionate about. Proven dedication and leadership in one or two activities will make you a stronger applicant than having a list of multiple activities where you have not made any impact.  Talk to your Higher Education Counsellor about your plans for life after high school. He or she can help you plan your schedule, search for universities/colleges, and navigate the financial aid process. The more your counsellor knows about you, the more he or she can help you along the way.  Get to know your Higher Education Counsellor and your teachers and talk to them about your plans for life after school. Discuss about universities and majors. Ask for help if needed. The more they know about you, the more they can help you along the way. This will help you to choose the subjects to pursue at a higher level.  Plan on your standardized tests and take some of them if possible, soon after your International GCSE. The Counsellor can advise you on what standardized tests you need to focus on. Your performance at these will predict how well you would do at university level and will probably also qualify you for merit scholarships.  You should also start researching universities and scholarships.  Participate in summer programs at universities during the vacation after your International GCSE if possible. While these will help you to understand university academics, such involvements will also help you to understand campus life first-hand.  Tour university/college campuses. If possible, take advantage of vacation or other family travel time to visit universities/colleges and see what they’re like. Even if you have no interest in attending the university/college you are visiting, it will help you learn what to look for in a college. Page | 7

IGCSE/GCSE  You could also try out courses online. A good example is the MOOCs – Massive Open Online Courses (www.mooc-list.com). These are mostly offered free online from universities and other educational institutions. Sometimes certain universities may even give credit for such courses. The following introduction will help you know what you should be doing to prepare yourself from 12 and 13. At Year 12 This year is going to be challenging and extremely important for your academic career. It is critical that your AS grades are strong. When universities look at your transcripts, they put a heavy emphasis on AS grades. If you are not planning on taking a gap year, decisions are made before admissions officers see your final AL results! This year, you will probably be sitting for your standardized tests too. Most universities need to see these results at the time they evaluate your applications. Take time to research universities. You will want to consider several factors including location, school size, majors offered and programmes you are interested in, the cost and availability of financial aid, possibility of work experience etc. are some areas you should focus on. Start asking questions from the admissions officers of Universities – if your questions are sensible (and not questions that have answers directly on the website!) they will remember you at the time your application reaches them. At Year 13 It is the time to get serious about your application. Keep in mind that the application is the tool through which you meet your admissions officer/s. Deadlines will vary from university to university and country to country. You will have a lot to keep track of, so make checklists of what is due and when. Research all universities on your list and prioritize them. When asking for recommendations, give them everything they need. Keep in mind that through recommendations the application officers see you through other people’s eyes. Make time to meet your recommenders and talk to them about your plans. Discuss your list of universities, the deadlines, and directions on how to submit recommendations online. Remember to send a “thank you” note after you know the recommendation is turned in. For admissions officers, your essay or statement of purpose (SOP), is like meeting you. The advantage of keeping a written record of all your extracurricular activities will come to use. Also this is where you have total control over the application. Remember to proofread. Read up as much as possible about writing application essays before you start writing. Page | 8

Programme of Study ENGLISH LANGUAGE (Specification A) Students will follow the Pearson Edexcel International GCSE English Language (Specification A) from Year 10. This specification features a relevant, updated and engaging selection of texts ranging from British heritage to modern international, building a foundation for students wishing to progress to Pearson Edexcel AS and Advanced Level in English Language, or equivalent qualifications. Key Subject Aims This Pearson Edexcel International GCSE Specification enables students to: • read and respond to material from a variety of sources • make comparisons between texts and analyse the ways in which writers achieve their effects • construct and convey meaning in written language, matching style to audience and purpose Content Overview Paper 1: Non-fiction Texts and Transactional Writing Paper 2: Poetry and Prose Texts and Imaginative Writing Section A - Non-fiction texts Reading Section A - Poetry and Prose Texts A mixture of short- and long-answer questions related to Text Reading 1 - a nonfiction text from Part 1 of the Pearson Edexcel one essay question on a poetry or International GCSE English Anthology and Text 2 - one prose text from Part 2 of the Pearson previously unseen extract. Edexcel International GCSE English • three short-answer questions on one unseen text Anthology • one extended-response question on one anthology text Section B - Imaginative Writing • one comparison question on Text 1 and Text 2 one imaginative writing task (story or experience) from a choice of three Section B - Transactional Writing • transactional writing, e.g. article or speech • one writing task, from a choice of two involving a given audience, form or purpose Summary of Scheme of Assessment Examination Paper 1 Section A: 45 marks Section B: 45 marks 90 marks - 60 % 2 hours 15 min Examination Paper 2 Section A: 30 marks Section B: 30 marks 60 marks - 40 % 1 hour 30 min Page | 9

IGCSE/GCSE MATHEMATICS (SPECIFICATION B) Students will follow the Edexcel International GCSE Mathematics (Specification B) from Year 10. A summary of the new specification is given below. Key Subject Aims The Edexcel International GCSE Mathematics (Specification B) enables students to: • develop their knowledge and understanding of mathematical concepts and techniques • acquire a foundation of mathematical skills for further study in the subject or related areas • enjoy using and applying mathematical techniques and concepts, and become confident to use mathematics to solve problems • appreciate the importance of mathematics in society, employment and study. Content Overview Number and sets Number Equations, formulae and identities Algebra Sequences, functions and graphs Matrices Geometry & Trigonometry Shape, space and measure Vectors and transformation geometry Statistics and Probability Trigonometry Summary of Scheme of Assessment • Students will be required to take two written papers. • The total number of marks for each paper is 100. • The 9–1 grading structure, with grades 4–9 awarded for this qualification (and an allowable grade 3). Examination Paper 1 33.3% 1 hour and 30 minutes Examination Paper 2 66.6% 2 hours and 30 minutes Page | 10

Programme of Study BIOLOGY Biology is the science of life and living organisms including their structure, function, growth, origin, evolution and distribution. It includes botany and zoology and all their subdivisions. Students will learn about the unifying patterns and themes of biology and acquire knowledge and understanding of biological facts, concepts and principles and the skills needed to use them in new and changing situations. Through the study of biology students will learn to appreciate the practical nature of biology and also understand the benefits and drawbacks of real-life applications of science including the industrial and environmental aspects. They will also understand and cultivate skills to carry out accurate experimental work and scientific reporting. Skills in selecting, organizing and presenting information logically, while using appropriate scientific convention will be further developed enabling them to prepare for more advanced courses in biology. Key Subject Aims The aims and objectives of this qualification are to enable students to: • Learn about unifying patterns and themes in biology and use them in new and changing situations • Acquire knowledge and understanding of biological facts, terminology, concepts, principles and practical techniques • Apply the principles and concepts of biology, including those related to the applications of biology, to different contexts • Evaluate biological information, making judgements on the basis of this information • Appreciate the practical nature of biology, 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 biology • 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 biology as set out under each topic • Prepare for more advanced courses in biology and for other courses that require knowledge of biology. Page | 11

IGCSE/GCSE Content Overview Students will be required to demonstrate specified knowledge and critical understanding: • Section 1: Nature and variety of living organisms • Section 2: Structures and functions in living organisms • Section 3: Reproduction and inheritance • Section 4: Ecology and the environment • Section 5: Use of biological resources Assessment Overview Paper 1: A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions would be assessed. Paper 2: A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions would be assessed. Summary of Scheme of Assessment Examination Paper 1 110 marks (61.1 %) 2 hours 1hr 15 minutes Examination Paper 2 70 marks (38.9 %) Page | 12

Programme of Study CHEMISTRY Chemistry forms an integral part of the Sciences and will give students an understanding into the widespread importance of chemistry and the way materials are used in the world. This subject will also give a well-rounded look into how the work of the chemist has social, industrial, technological, environmental and economic consequences for the community. It also offers the opportunity for students to experience chemistry while establishing a strong basis to further study the subject after International GCSE level. Students will receive in depth training into the practical use of science and appreciate the practical nature of chemistry, acquiring experimental and investigative skills based on correct and safe laboratory techniques. They will also learn to form hypotheses and design experiments to test them while developing a logical approach to problem-solving in a wider context. Key Subject Aims The aims and objectives of this qualification are to enable students to: • Learn about unifying patterns and themes in chemistry and use them in new and changing situations • Acquire knowledge and understanding of chemical facts, terminology, concepts, principles and practical techniques • Apply the principles and concepts of chemistry, including those related to the applications of chemistry, to different contexts • Evaluate chemical information, making judgements on the basis of this information • Appreciate the practical nature of chemistry, 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 chemistry • 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 chemistry as set out under each topic • Prepare for more advanced courses in chemistry and for other courses that require knowledge of chemistry Page | 13

IGCSE/GCSE Content Overview Students will be required to demonstrate specified knowledge and critical understanding of: • Principles of chemistry • Inorganic chemistry • Physical chemistry • Organic chemistry Assessment Overview Paper 1: A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Questions may come from any topic area across the specification (except the bolded topics). Paper 2: A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Questions may come from any topic area across the specification. Summary of Scheme of Assessment Examination Paper 1 110 marks (61.1 %) 2 hours 1hr 15 minutes Examination Paper 2 70 marks (38.9 %) Page | 14

Programme of Study PHYSICS Physics is the study of the laws of nature and its principles underlie all basic sciences. Students who choose to do Physics will acquire a systematic body of scientific knowledge and the skills needed to apply this in new and changing situations in many domestic, industrial and environmental contexts. Students who are exposed to Physics will learn about aspects of science appropriate for the 21st century and will also gain a strong foundation for progression to Advance Level Physics as well as other qualification in the same subject. They will also be able to appreciate more the practical nature of Physics while acquiring experimental and investigative skills based on correct and safe laboratory techniques. Students will be trained to form hypotheses and design experiments to test them. They will also be able to understand and critique scientific and technological developments. Key Subject Aims The aims and objectives of this qualification are to enable students to: • Learn about unifying patterns and themes in physics and use them in new and changing situations • Acquire knowledge and understanding of physical facts, terminology, concepts, principles and practical techniques • Apply the principles and concepts of physics, including those related to the applications of physics, to different contexts • Evaluate physical information, making judgements on the basis of this information • Appreciate the practical nature of physics, 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 physics • 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 physics as set out under each topic • Prepare for more advanced courses in physics and for other courses that require knowledge of physics. Page | 15

IGCSE/GCSE Content Overview Students will be required to demonstrate specified knowledge and critical understanding of: • Forces and motion • Electricity • Waves • Energy resources and energy transfers • Solids, liquids and gases • Magnetism and electromagnetism • Radioactivity and particles • Astrophysics Assessment Overview Paper 1: A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions are assessed. Paper 2: There will be a range of compulsory, short-answer structured questions in both papers which are ramped to ensure accessibility for less-able students, as well as to stretch more-able students. Students may be required to perform calculations, draw graphs and describe, explain and interpret physical phenomena. Some of the question content will be unfamiliar to students; these questions are designed to assess data-handling skills and the ability to apply physical principles to unfamiliar information. Questions targeted at higher levels will include questions designed to test knowledge, understanding and skills, including some questions requiring longer prose answers. Summary of Scheme of Assessment Examination Paper 1 110 marks (61.1 %) 2 hours 1hr 15 minutes Examination Paper 2 70 marks (38.9 %) Page | 16

Programme of Study HUMAN BIOLOGY Human Biology will closely examine the area of science concerned with the human body, its functions and processes which can be used to heal the human body. The subject itself is designed to give students the basic information needed to have a better understanding of many human biology concepts. Students will gain an overview of the many systems of the human body and an understanding how and why the human body produces energy. While students should have a basic knowledge of biology they will gain the skills of analysing and evaluating scientific data and interpreting and translating scientific data presented. They will also be trained to demonstrate appropriate experimentation and investigative methods. While the subject is taught at International GCSE level only the knowledge will be further tested at A Level Biology. Key Subject Aims: The aims and objectives of this qualification are to enable students to: • Learn about human body systems and how they interact to support the healthy functioning of an individual and apply this knowledge in new and changing situations • Acquire knowledge and understanding of human biological facts, terminology, systems and practical techniques • Apply the principles and concepts of biology in relation to the health of individuals and populations in different contexts • Evaluate biological information, making judgements for the implications for human biology on the basis of this information • Appreciate the practical nature of human biology, developing experimental and investigative skills based on correct and safe laboratory techniques • Know that practical work carried out directly on humans is limited due to ethical and moral considerations • 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 as scientific methods in human biology • 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 Page | 17

IGCSE/GCSE • Select and apply appropriate areas of mathematics relevant to human biology as set out under each topic • Prepare for more advanced courses in biology and for other courses that require knowledge of human biology, such as health and social care. Content Overview There are twelve areas of content where students will be required to demonstrate specified knowledge and critical understanding: • Cells and tissues • Biological molecules • Movement of substances into and out of cells • Bones, muscles and joints • Coordination • Nutrition and energy • Respiration • Gas exchange • Internal transport • Homeostatic mechanisms • Reproduction and heredity • Disease Assessment Overview Paper 1: A mixture of different question styles, including calculations multiple-choice, short-answer, and extended open-response questions are assessed. Paper 2: A mixture of different question styles, including calculations, multiple-choice, short-answer, comprehension and extended open-response questions are assessed. Summary of Scheme of Assessment Examination Paper 1 90 marks (50%) 1 hour 45 minutes 1 hour 45 minutes Examination Paper 2 90 marks (50%) Page | 18

Programme of Study ACCOUNTING Accounting is known as the language of business and is mainly about identifying, recording, measuring, classifying, verifying, summarizing and communicating financial information with the business stakeholders. Every business is concerned with the profit or loss during the financial year, and Accounting is the process of calculating it. Students will be able to fine tune their mathematical skills, critical thinking skills, analytical skills and writing skills through Accounting. Accounting information relates to the financial or economic activities of the business or organization and is communicated through the financial statements. Accounting will definitely provide many opportunities in the business world as Accounting provides the way to understand the financial aspect of a business. Key Subject Aims The Edexcel International GCSE Accounting specification enables students to: • Understand the nature and purpose of Accounting in business and organisations, and the principles on which Accounting is based. • Understand the use of Accounting as an aid to business decision making. • Understand the use of Accounting as a means of assessing the financial position of an organisation. • Develop the ability to quantify, to judge relevance and to write clear and concise explanations. Content Overview Students must study all of the following topics: Topic 1: The Accounting environment. Topic 2: Introduction to bookkeeping. Topic 3: Introduction to control processes. Topic 4: The preparation of financial statements. Topic 5: Accounting for end of period adjustments. Summary of Scheme of Assessment 100 marks 2 hours Paper 1: Introduction to Bookkeeping and Accounting (66.6%) (Will draw exclusively from topics 1 – 3) 50 marks 1 hour 15 Paper 2: Financial Statements (Has a more holistic in nature and builds on the knowledge, (33.3%) minutes understanding skills covered in topics 1-3 in addition to the content specified in topics 4 and 5) Page | 19

IGCSE/GCSE BUSINESS Business is a subject that deals with more than day to day activities of a business operation. Business is a combination of many management elements such as marketing, production, human resource management, finance and strategic management. Thus it provides the key skills required to work in an organization or operate a business with one’s own skill. As a subject, it develops an individual’s creative and reflective thinking, interpersonal skills and research skills. Furthermore, it also could be said that the focus is directed towards building teamwork and academic and professional writing skills. Business as a subject also helps students to face and overcome business challenges and capitalize on the opportunities in today’s competitive world and it will help pave the path to many successful career opportunities for students. Key Subject Aims and Objectives The Pearson Edexcel International GCSE in Business qualification enables students to: • Develop an interest in and enthusiasm for the study of business. • Develop an understanding of business concepts, business terminology, business objectives and the integrated nature of business activity. • Understand how the main types of business 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 context. • 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 business. Content Overview 1 – Business activity and influences on business This section covers the various objectives of a business, changing business environments and the criteria for judging success. The focus is on the importance of having clear business objectives and how the business environment provides opportunities for, and imposes constraints on, in the pursuit of these objectives. Page | 20

Programme of Study 2 – People in business This section looks at people in organisations, focusing on their roles, relationships and management in business. 3 – Business finance This section explores the use of accounting and financial information as an aid to decision making. 4 – Marketing This section focuses on identifying and satisfying customer needs in a changing and competitive international environment. 5 – Business operations This section examines the way organisations use and manage resources to produce goods and services. Summary of Scheme of Assessment 80 marks (50%) 1 hour 30 minutes Paper 1: Investigating small businesses Paper 2: Investigating large businesses 80 marks (50%) 1 hour 30 minutes Page | 21

IGCSE/GCSE ECONOMICS Economics helps us to understand the society and global affairs better. Economics is the study of various elements that constitute rational human behaviour in the endeavour to fulfil human needs and wants. Macro and microeconomics are the two vantage points from which the economy is observed. Macroeconomics looks at the total output of a nation and the way the nation allocates its limited resources of land, labour, capital and enterprise in an attempt to maximize production levels and promote trade and growth for future generations. Microeconomics looks into similar issues, at an individual level within the economy. Economics would add value to any career path one would choose. Key Subject Aims The Edexcel International GCSE Economics specification enables students to: • Develop an understanding of economic concepts and apply these concepts to real-life situations • Calculate, interpret and evaluate economic data in order to make reasoned arguments and informed judgements • Develop an awareness of economic change and its impact on developing and developed countries • Understand economic issues, problems and possible solutions that affect mixed economies • Participate effectively in society as citizens, producers and consumers. Content Overview • Economic assumptions The Market System • The economic problem • Demand, supply and market equilibrium • Elasticity • The mixed economy • Externalities Business Economics • Production • Business competition • Productivity and division of labour • The labour market • Business costs, revenues and profit • Government intervention Government and the • Macroeconomic objectives • Relationships between Economy • Government policies objectives and policies The Global Economy • Globalization • Exchange rates • International trade • Balance of payment Summary of Scheme of Assessment Paper 1: Microeconomics and Business Economics 80 marks (50%) 1 hour 30 minutes Paper 2: Macroeconomics and the Global Economy 80 marks (50 %) 1 hour 30 minutes Page | 22

Programme of Study FURTHER PURE MATHEMATICS Further Pure Mathematics gives an in- depth look into the ideas and standards of Mathematics. Further Pure Mathematics will develop mathematical concepts and techniques while developing an enjoyment of applying these concepts to solve problems. It will also introduce students to new areas in Mathematics which students have not been exposed to so far. Further Pure Mathematics can be used to complement subjects in either the Business Studies or Science stream. Further Pure Mathematics can be selected by students who have scored an average mark of 80% or more in Year 9 Mathematics at the two semester exams. Students who choose to do Further Pure Mathematics should ideally have a sound knowledge of Mathematics and an above average level of the skills needed in Mathematics such as simplification techniques, algebra and the basics of geometry. Key Subject Aims The Edexcel International GCSE Further Pure Mathematics Specification encourages students to: • develop knowledge and understanding of mathematical concepts and techniques • develop mathematical skills for further study in the subject or related areas • enjoy using and applying mathematical techniques and concepts, and become confident to use mathematics to solve problems • appreciate the importance of mathematics in society, employment and study. Content Overview • Use numerical skills in a purely mathematical way and real-life Number situations. Algebra and Calculus • Use algebra and calculus to set up and solve problems. Geometry and • Develop competence and confidence when manipulating mathematical trigonometry expressions. • Construct and use graphs in a range of situations. • Understand the Properties of shapes, angles and transformations. • Use vectors and rates of change to model situations. Use coordinate geometry. • Use trigonometry. Page | 23

IGCSE/GCSE Assessment Overview • Two written papers. • Each paper will address all of the Assessment Objectives. • Each paper will have approximately equal marks available for each of the targeted grades. • The 9-1 grading structure, with grades 4-9 awarded for this qualification (and an allowable grade 3) • Calculators are allowed. • Formulae sheet which will be provided in the examination for Papers 1 and 2. • Each paper will contain questions from more than one section of the specification content and the solution of any question may require knowledge of more than one section of the specification content. Summary of Scheme of Assessment (100 marks) 50 % 2 hours Students will be required to take two papers. (100 marks) 50 % 2 hours Examination Paper 1 Examination Paper 2 Page | 24

Programme of Study COMPUTER SCIENCE This specification aligns with the Pearson GCSE (9 - 1) Computer Science available for students in UK, with an international flavour. The International GCSE Computer Science specification is intended to develop students’ understanding of the principles of computer science and their ability to apply computational thinking to problem solving. Students taking Computer Science will gain practical experience of designing, writing, and testing computer programs, develop the ability to reason, explain and evaluate computing solutions, and develop awareness of current and emerging trends. The Computer Science course gets students working with real-world, practical programming techniques that give them a good understanding of what makes technology work. Students develop knowledge and understanding of how technology can be used to proactively help with current issues that impact on modern society, preparing them for their next steps in today’s global world. Students can progress on to Advanced Level Computer Science with a clear knowledge and understanding of the subject and the contents also helps develop transferable skills for progression to higher education – students will develop ‘underpinning’ concepts which are useful in many subjects, for example mathematics, science and engineering. Key Subject Aims The 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 Page | 25

IGCSE/GCSE Topic 2: Programming Topic 4: Computers Content Overview Topic 6: The bigger picture Topic 1: Problem solving Topic 3: Data Topic 5: Communication and the internet Assessment Overview The Pearson Edexcel International GCSE in Computer Science is comprised of two externally-assessed papers assessing content across six topic areas, one of which is a practical assessment carried out on a computer system using a programing language of choice. Paper 1: Principles of Computer Science • Assessment is through an examination paper set and marked by Pearson. • The paper consists of multiple-choice, short open-response, open-response and extended open- response answer questions. • All questions are mandatory. Paper 2: Application of Computational Thinking • Assessment is through a practical examination, set and marked by Pearson. • 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. • All questions are mandatory. • A pseudocode reference document will be available for learners to reference during the assessment Summary of Scheme of Assessment (80 marks) 50 % 2 hours Students will be required to take two papers. (80 marks) 50 % 3 hours Examination Paper 1 (Theory) Examination Paper 2 (Practical) Page | 26

Programme of Study HISTORY History is the broad study of key events, people, changes and issues during specific periods of world history. At Gateway College students have already been exposed to a varied curriculum within the scope of History, which has exposed them to a variety of cultures and civilizations around the world. At International GCSE level students will embark on a study of the colourful study of key features and characteristics of the specified periods, societies and aspects of history. Students’ academic writing skills, analytical skills and the ability to critique historical facts will be fine- tuned throughout this course. They will also be encouraged to organize and communicate their knowledge effectively in written form, draw conclusions and make historical judgement. Key Subject Aims The Edexcel International GCSE History specification enables students to • gain knowledge and understanding of the key features and characteristics of historical periods • develop skills to analyse and evaluate historical interpretations in the context of historical events studied • develop skills to explain, analyse and make judgements about historical events and periods studied, using second-order historical concepts. Knowledge, skills and understanding Edexcel International GCSE in History requires students to demonstrate application and understanding of: • the key events, people, changes and issues in the specified periods or aspects of history • the key features and characteristics of the specified periods, societies and aspects of history. Content Overview Paper 1 Paper 2 Students study two themes: Students study: • A Divided Union: Civil Rights in the USA 1945-74 • Historical investigation: A3 The USA, 1918- 41 • Germany: Development of Dictatorship, 1918 • Breadth study in change: B5 The Changing – 1945 role of International Organizations: The League and the UN, c1919-c2011 Page | 27

IGCSE/GCSE Assessment Overview Paper 1 Assessed through an examination based on their depth studies. Students answer two questions, one on each of the depth studies. Paper 2 Assessed through an examination based on their historical investigation and breadth study in change. Students answer two questions, one question on their historical investigation and one question on their breadth study in change. Summary of Scheme of Assessment 60 marks (50%) 1 hour 30 min Examination Paper 1 60 marks (50% 1 hour 30 min Examination Paper 2 Page | 28

Programme of Study GEOGRAPHY Geography is the broad study of the world around us. At Gateway College students have already been exposed to a varied curriculum within the scope of Geography. The International GCSE curriculum will look at familiar geographical topics in greater detail and students will embark on a colourful study of physical, human and environmental Geography, which will look at a number of global case studies across a range of familiar topics. Students’ academic writing skills, research skills and analytical skills will be fine-tuned throughout this course. They will also be encouraged to cultivate a strong awareness of their man-made and natural environments and the impact that people have on them. They will get an essential training on the practical side of geography which can complement a range of other fields from Business Studies to Science. Key Subject Aims The Edexcel International GCSE Geography specification enables students to: • apply and build on the fundamental building blocks of geographical knowledge • actively engage in the process of geographical enquiry to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds • develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to their changing world • develop a framework of spatial awareness in which to appreciate the importance of locations of places and environments from a local to global scale • appreciate that people have different views of, and attitudes to, the world, its environments and its issues • develop and apply practical geographical enquiry skills • undertake geographical investigations that include both primary and secondary data collection and presentation, analysis and drawing conclusions • develop and apply their learning to the real world through fieldwork • develop their awareness of global issues and recognise the need for a sustainable future. Page | 29

IGCSE/GCSE Content Overview Paper 1: Physical Geography Paper consists of two sections and will be 40% of the total International GCSE. The questions are a mixture of multiple-choice, short-answer, data-response and open-ended questions. Section A Candidates choose two out of three questions on: • River environments Section B • Coastal environments Candidates choose one of the three field- work • Hazardous environments related questions • River environments • Coastal environments • Hazardous environments Paper 2: Human Geography Paper consists of three sections and will be 60% of the total International GCSE. The questions are a mixture of multiple-choice, short-answer, data-response and open-ended questions. Content summary: • Economic activity and energy • Rural environments • Urban environments Section A Candidates choose two out of three • economic activity and energy questions on: • rural environments • urban environments. Section B Candidates choose one out of three • economic activity and energy fieldwork-related questions on: • rural environments • urban environments. Section C Candidates choose one out of three • fragile environments and climate change questions on: • globalisation and migration • development and human welfare. Summary of Scheme of Assessment Examination Paper 1 70 marks (40%) 1 hour 10 min 1 hour 45 min Examination Paper 2 105 marks (60%) Page | 30

Programme of Study ENGLISH LITERATURE English Literature is the study of prose, poetry and dramatic works. The texts which the students will study will expose them to world renowned writers, poets and playwrights across many eras. English Literature will examine and analyse the inspirations and influences behind many great literary texts, while also analysing the language and literary methods the writers used. Student’s academic and literary writing skills as well as grammar and spelling of the English Language will be fine-tuned throughout this course. They will also be instilled with a keen appreciation for creative writing and reading as well as be encouraged to form their own unique opinion and critique popular texts. They will also be encouraged to organize and communicate their knowledge effectively in written form. Key Subject Aims The Edexcel International GCSE English Literature specification enables students to: • engage with and develop the ability to read, understand and respond to a wide range of literary texts from around the world • develop an appreciation of the ways in which authors achieve their literary effects • to develop the skills needed for literary study • explore, through literature, the cultures of their own and other societies • find enjoyment in reading literature and understand its influence on individuals and societies. Qualification Content Standard English Reading and writing are assessed in the internationally recognised forms of Standard English: either British or American standard forms are acceptable in the students’ writing. Spelling must be consistent, whether it follows British or American usage. Page | 31

IGCSE/GCSE Content Overview Paper 1: Poetry and Modern Prose (Closed book) Section A - Unseen Poetry Section B - Anthology Section C -Modern prose Poetry • essay question • choice of two questions for • question on an • comparative question • choice of two questions each text unprepared poem Anthology poems Students will be required to write about at least two poems from the anthology. One question will refer to at least one named poem. Students will be required to compare that poem with at least one other poem, which may be named, or may be selected by the student. Paper 2: Modern Drama and Literary Heritage Texts (Open book) Section A- Modern Drama Section B - Literary heritage Texts • essay question • essay question • choice of two questions for each text • choice of two questions for each text Assessment Overview Paper 1 • The paper is divided into three sections: Unseen Poetry, Anthology Poetry and Modern Prose. Students must answer the question in Section A, ONE question from Section B and ONE question from Section C. The poems for use with Section B will be included with the paper. • Texts may not be taken into the examination. The poetry anthology will be provided to the candidates. Paper 2 • The paper is divided into two sections Modern Drama and Literary Heritage Texts • There will be a choice of four questions on the paper. Students must answer two questions. • Two questions will be set on the prescribed texts on Modern Drama and Literary Heritage. Summary of Scheme of Assessment: Edexcel International GCSE in English Literature: Paper 1 – Poetry and Modern Prose 90 marks (60%) 2 hours Paper 2 – Modern Drama and Literary Heritage Texts 60 marks (40%) 1 hour 30 minutes Page | 32

Programme of Study ART & DESIGN: FINE ART/GRAPHIC COMMUNICATION/PHOTOGRAPHY Art and Design has been a familiar subject to all students at Gateway College. While they have already been exposed to a variety of artistic techniques the course outline for International GCSE will focus on the practical aspect of Art and Design. Students will have to use their artistic skills and techniques to prepare for and execute a theme-based examination paper which will include preparatory work as well as the development of ideas. Students will have to cultivate their creative and imaginative powers, and the practical skills for communicating and expressing ideas, while also making practical use of the understanding of codes and conventions within Art and Design. Students will also have the opportunity to explore their interests whether it is in Fine Art, Graphic Communication or Photography. The final work produced by the student could also be from any of these areas subject to approval by the school. Key Subject Aims The Edexcel International GCSE Art & Design/ Fine Art/Graphic Communication/Photography specification aims to develop students to: • actively engage in the creative 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, imaginative and intuitive capabilities when exploring and making images, artefacts and products • become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques • develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills • develop and refine ideas and proposals, personal outcomes or solutions with increasing independence • acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent • develop knowledge and understanding of art and design in historical and contemporary contexts, societies and cultures • develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries • develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to students’ own work • demonstrate safe working practices in art and design. Page | 33

IGCSE/GCSE • Students must work within the endorsed title Content Summary • Students create a personal portfolio of work that demonstrates the Component 1: knowledge, understanding and skills for the endorsed title Personal Portfolio • Internally- devised theme(s), project(s) or task(s) must adhere to the Component 2: submission requirements given Externally-set • Students must continue to work in the same endorsed title as they did Assignment for the Personal Portfolio. Assessment • Students must present personal response(s) to an externally set broad- Component 1: Personal Portfolio based thematic starting point, set by Pearson in the Externally Set Assignment. Component 2: Externally-set Students must submit: Assignment • three sheets of supporting studies (maximum size A2 for each sheet) • one sheet of final outcome/s (maximum size A2). Students’ work must show evidence of all four Assessment Objectives in response to the internally-set theme(s), project(s) or task(s). Students must submit: • three sheets of supporting studies (maximum size A2 for each sheet) • one sheet of final outcome/s (maximum size A2). Students’ work must show evidence of all four Assessment Objectives in response to the Externally Set Assignment theme. All work is externally set and is externally marked using the assessment grid. Summary of Scheme of Assessment Component 1: Internally set and is externally marked using the assessment 72 marks 50% grid. Component 2: Externally-set assignment Examination piece (10 hour practical) 72 marks 50% Page | 34

Programme of Study FRENCH Students who have chosen to do International GCSE French will continue to develop their written, spoken and listening skills in this language over the next few years. As the curriculum lays a solid foundation to further study the language on a more advanced level, students will be exposed to using French is a variety of environments and situations from oral conversations to written essays. Students will be expected to develop their understanding of spoken and written forms of the French language which includes grammar and vocabulary. They will also have to enhance their practical use of the French language, the French culture and the culture of many French speaking countries and communities. Students will also be exposed to a very positive attitude towards the modern methods of foreign language learning. Key Subject Aims The Edexcel International GCSE French specification enables students to: • develop understanding and use of the spoken and written forms of the target language, in a range of familiar and practical contexts, and for a variety of purposes • develop the ability to communicate effectively in the target language through both the spoken and written word, using a range of vocabulary and structures • develop a knowledge and understanding of the target language grammar and its practical application • develop a knowledge and understanding of countries and communities where the target language is spoken • develop positive attitudes towards modern foreign language learning • acquire a suitable foundation for further study of the target language, or another language. Content Overview • Home and abroad • Education and employment • Personal life and relationships • The world around us • Social activities, fitness and health. Page | 35

IGCSE/GCSE Overview of Assessment Paper 1: Listening • The paper is assessed through an examination paper set and marked by Edexcel, lasting 30 minutes, plus 5 minutes’ reading time. Paper 2: Reading and writing • The paper is assessed through an examination paper lasting 1 hour and 45 minutes, set and marked by Edexcel. • The total number of marks for the paper is 80, with 40 marks for reading and 40 marks for writing. Paper 3: Speaking ▪ A maximum of 10 minutes Summary of Scheme of Assessment 40 marks (25 %) 30 min + 5 min reading time Examination Paper 1 Examination Paper 2 80 marks (50 %) 1 hour 45 min Examination Paper 3 40 marks (25 %) 10 min. maximum Page | 36

Programme of Study SINHALA Students who have chosen to do International GCSE Sinhala will continue to develop their written, language reading and comprehension skills in this language over the next two years. Students will be exposed to using Sinhala in a variety of written situations from translations, comprehensions to written essays. Students will be expected to develop their understanding of spoken and written forms of the Sinhala language which includes grammar and vocabulary. Students will also be exposed to a very positive attitude towards the International GCSE methods of foreign language learning. Key Subject Aims The Edexcel International GCSE Sinhala specification enables students to: • Understand the written forms of the language within defined contexts • communicate effectively in Sinhala, through writing skills, using a range of vocabulary and structures • develop knowledge and understanding of Sinhala grammar and its practical application • develop translation skills from English into Sinhala • develop an appreciation of the richness, beauty and diversity of the Sinhala Language. Content Overview The paper assesses reading, writing and translation skills across the following five themes: • Home and abroad • Education and employment • Personal life and relationships • The world around us • Social activities, fitness and health Overview of Assessment: • The examination paper is set and marked by Pearson Edexcel • all questions in the paper are compulsory • the paper will consist of three sections: Section A (Reading): Multiple- choice Section B (Writing): Section C (Translation): questions (MCQ), short- response Two extended writing Translation of one passage in questions and open- response questions tasks, set on any of the English into Sinhala, linked to set on any of the five themes five themes any of the five themes Summary of Scheme of Assessment 100 marks 2 hours 30 minutes Page | 37 Examination Paper 1 – Reading, writing and translation

IGCSE/GCSE GCSE PSYCHOLOGY Psychology is a discipline that focuses on human mind and behaviour. It is a scientific discipline that uses different research methods to study main elements of behaviour and the possible causes behind these behaviours. GCSE Psychology focuses on many of the topics that come within Psychology. Students will gain knowledge and understanding of key features of the following core areas of psychology through the study of the compulsory and optional topics in this specification, including research methods: • Biological – an understanding of biological concepts in psychology, including neuroscience and genetics as contributors to behaviour • Cognitive – an understanding of thought, information and mental processing as contributors to behaviour • Social – an understanding of the social area of psychology, the impact of social and environmental factors on behaviour and the influence of groups • Developmental – an understanding of how individuals change throughout their lives, with a particular focus on childhood and how both nature and nurture can affect individuals • Individual differences – an understanding of the complex nature of human behaviour and experiences and why and how people are different. Key Subject Aims 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. Page | 38

Programme of Study Content Overview Paper 1: These topics are in Section A of the content. This paper may also draw on knowledge and understanding of investigations from Section C. • Topic 1: Development – How did you develop? • Topic 2: Memory – How does your memory work? • Topic 3: Psychological problems – How would psychological problems affect you? • Topic 4: The brain and neuropsychology – How does your brain affect you? • Topic 5: Social influence – How do others affect you? Paper 2: Optional Topics 6 & 7, and Compulsory Topic 11. • Topic 6: Criminal psychology – Why do people become criminals? • Topic 9: Sleep and Dreaming • Topic 11: Research methods – How do you carry out psychological research? Assessment Overview Paper 1: Written examination: 1 hour and 45 minutes • This is a written examination in which all questions must be answered. • The paper consists of six sections. The first five sections each cover one of the topics listed above. These sections will include multiple-choice, short-open and open-response questions. • The sixth section will contain two extended open-response questions. These questions will focus on debates within psychology and the interrelationships between the core areas of psychology Paper 2: Written examination: 1 hour and 20 minutes • Students must answer: All questions from Section A. All questions from two sections – B to F. • Section A: Research methods – How do you carry out psychological research? This section will focus primarily on Topic 11, although it can draw on material from Topics 1 to 5 from Paper 1. It will contain question types that include calculations, multiple-choice, short-open and open response questions, and one extended open-response question. • Sections B to F: Optional topics- Each of these sections covers one of the optional Topics 6 to 10. These sections will include multiple-choice, short-open and open-response questions, and one extended open-response question. Calculators may be used in the examination. Paper 1 55% of the qualification 98 marks Paper 2 45% of the qualification 79 marks Page | 39

IGCSE/GCSE LAMDA EXAMINATIONS Students of drama will follow the LAMDA curriculum, which will aim at exploring the interpretative and technical skills as well as the knowledge of the techniques behind the dramatic process. As such students will be exposed to the works of a range of playwrights from the Greek period of drama to the modern period of Drama and theatre practitioners such as Stanislavski and Brecht through which they will study the key principles of acting. Through this course of study students will be encouraged to build skills in voice and articulation as well as public speaking and performance. Students’ confidence on the stage or speaking in front of the public will be developed with their speech and drama skills. They will also learn to think and interpret imaginatively and creatively while learning to communicate ideas and develop as effective independent learners. Students are provided with the opportunity to develop their knowledge of different periods of drama and a variety of style and techniques used by dramatists, which will assist them in understanding dramatic texts used in literature. Key Subject Aims • Develop a personal interest in why drama matters and be inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study. • Work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas. • Consider and explore the impact of social, historical and cultural influences on drama texts and activities. • Develop a basis for their role as active citizens in employment and society in general, as well as for the possible further study of drama. • Actively engage in the process of dramatic study in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds. Summary of Assessment Interpretative skills - 40% Learners will be required to: • explore style, form, character, subtext and context in order to realise the specific demands of the text. • suspend disbelief by focusing on the immediacy of the character and situation in order to create a credible sense of reality. Page | 40

Programme of Study Technical skills - 40% Learners will be required to: • build skills in voice, diction and movement in order to realise the specifics of character and situation. Knowledge of the performance process - 20% Learners will be required to: • understand character, situation, staging, context, subtext, style and period movement where applicable • understand the key principles of the acting process according to Stanislavski, Brecht, Grotowski, Katie Mitchell, Kneehigh, Antonin Artand and Joan Littlewood. Learning Outcomes Interpretation The learner will be able to: • Play character objectives • Create and inhabit character • Sustain imaginative engagement. • Communicate text, subtext and context Technique The learner will be able to demonstrate practical ability in: • Physical and vocal freedom • Physical and vocal characterisation • Articulative dexterity • Physical and vocal flexibility • Period voice and movement. Knowledge The learner will be able to describe: • The overall content of each play • Writer’s style • Characterisation including period • The acting process movement where applicable • Key influences and principles of at • Subtext and context least one theatre practitioner. Page | 41

IGCSE/GCSE PEARSON BTEC INTERNATIONAL LEVEL 2 CERTIFICATE IN SPORT BTEC Sports is vocational skill based subject among the International GCSE curriculum at Gateway College. Students of BTEC Sports will study a very practical approach about fitness levels and sports training as well as sports management. The subject itself will be assessed through a series of practical assessments which will give the students a very current outlook to the subject matter while also giving them much needed practical knowledge and learning. Through BTEC Sports student will learn about the fitness components in relation to performance excellence in sports, while also studying the internal body systems sport performers can improve on or reduce injury. Students will sharpen their organizational and managerial skills, record keeping skills and academic writing skills through the study of BTEC Sports while also acquiring the knowledge to plan and execute a sports event and expedition experiences. Rationale of the BTEC Level 2 Certificate in Sport The BTEC International Level 2 Certificate in Sport has been designed to build on learning from Key Stage 3, for those that may wish to explore a vocational route as well at Key Stage 4, and in post-16 education. The qualification is designed to enable you to study other subjects alongside your BTEC Level 2 Certificate. The assessment approach of the BTEC Level 2 Certificate in Sport allows for learners to receive feedback on their progress throughout the course as they provide evidence towards the grading criteria. The qualification will give you the knowledge, understanding and competency needed when considering entering employment in the sport sector. You will gain grounding in the essential skills and broad fundamentals crucial to this area of study. Structure of the Qualification The Pearson BTEC International Level 2 Certificate in Sport is a 240-guided-learning-hour (GLH) qualification that consists of three mandatory units assessed with Pearson set assignments plus two optional units assessed with Internal assignments that provides for a combined total of five modules for the program. This qualification is equivalent to two International GCSEs Page | 42

Programme of Study Mandatory Units Unit 1 : Principles of Fitness and Fitness Testing Learners gain an understanding of the requirements of fitness testing and training, learn how to conduct a range of fitness tests for different components of fitness safely.Consists of Pearson Set assignment. Unit 2 : Training for Personal fitness Learners will consider how personal training programmes can be used to improve personal health and fitness.Consists of Pearson Set assignment. Unit 5 : Practical Sport Learners will study the rules, regulations, skills, techniques and tactics through participation and application of these in a team or an individual sport.Consists of Pearson Set assignment. Optional Units Unit 9 : Planning and Leading a Learners acquire the knowledge and competency to plan, organize Sport Events and run a sports event, developing managerial skills. This unit consists of 1 assignment. Unit 16: Expedition Experience Learners engage in planning an expedition and acquire skills on expedition trails and intellectual skills. This unit consists of 2 assignments. Page | 43