IGCSE Handbook€¦ · IGCSE HANDBOO 5 Examination information The IGCSE programme is a two year course. Exams are normally taken at the end of that period, although early entry is

IGCSE Handbook2017-2018

Welcome

PART ONE: INTRODUCTION

PART TWO: SUBJECT DESCRIPTIONS

Art

Business Studies

Design Technology

Drama

Economics

English Language

English Literature

English as a Second Language

Geography

Global Perspectives

History

ICT

Mandarin

Mathematics

Music

Physical Education

Science (Biology)

Science (Chemistry)

Science (Physics)

Thai

PART THREE: OTHER ACADEMIC ISSUES

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CONTENTS

WELCOME TO KEY STAGE 4 – IGCSE

Years 10 and 11 at Regent’s International School form Key Stage 4. It is here that the hard work and high standards you formed in Key Stage 3 will be of benefit to you in being successful in possibly your first set of external examinations: the internationally-recognised IGCSEs.

At Key Stage 4, you will study a range of subjects and for the first time you will have some choice about which subject you want to study. You will no longer be taught in tutor groups, but rather in option groups. In many regards, your experience at Key Stage 4 will be similar to that of Key Stage 3 with a continued emphasis on critical thinking, inquiry-based learning and the development of other qualities linked to the IB learner profile.

The aim of this booklet is to provide both students and parents with information on the courses available, how each is assessed and a helpful web-link to more information from the examination boards.

I wish you well in thinking about your future and in making your subject choices. Please do not hesitate to talk with your Tutor or the Key Stage 4 Coordinator about your options.

Dr Peter R Jones

Head of Secondary

Miss Rebecca Edwards

Key Stage 4 IGCSE Coordinator

PART ONE

INTRODUCTION TO INTERNATIONAL GENERAL

CERTIFICATE

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SECONDARY EDUCATION

The International General Certificate of Secondary Education programme (IGCSE) is one of the most recognized qualifications around the world. IGCSE courses are renowned for developing vital educational skills, including recall of knowledge, oral skills, problem solving, initiative, teamwork and investigative skills. The resulting qualification provides an ideal foundation for the International Baccalaureate Diploma programme, also offered at Regent’s International School, Bangkok.

breadth and depth

Students are encouraged to study a wide range of subjects at IGCSE level. In order to follow a broad and balanced curriculum, many students take courses from each of main subject groups. Choosing across the subject range means that students will be well prepared for the IB Diploma course. This is shown below.

The Regent’s International

School Curriculum

key Stage 4: IGCSE Programme (Y10-11)

key Stage 5: Ib diploma Programme (Y12-13)

Group 1 First Language

English LanguageEnglish LiteratureThaiChinese

English LiteratureEnglish Lit and LangThaiJapaneseSelf-taught Korean & Chinese

Group 2 Second Language

MandarinEnglish as a Second Language

SpanishEnglishMandarin

Group 3 Humanities BusinessHistoryGeographyGlobal Perspectives EconomicsICT

BusinessHistoryGeographyEconomicsEnvironmental Societies and SystemsPsychology

Group 4 Sciences BiologyChemistryPhysics Design TechnologyPhysical Education

BiologyChemistryPhysicsSEHSEnvironmental Societies and SystemsDesign Technology

Group 5 Mathematics Mathematics Mathematics or Mathematical Studies (SL) or Computer science

Group 6 The Arts Art and DesignMusicDrama

Visual Arts, MusicTheatre Studies or a subject from Groups 1 – 5

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Examination information

The IGCSE programme is a two year course. Exams are normally taken at the end of

that period, although early entry is occasionally offered at Regent’s International School. Examinations are held in November and in May.

Subjects are examined through a range of assessment methods, including: coursework, oral and listening, practicals and written examinations. We enter students for the level most appropriate to their ability and base this decision on their prior attainment and their teachers´ expertise.

Results are available in January and August for the preceding examination session.

assessment overview:

Students are continuously assessed over the course of the programme. Their attainment is measured according to the subject specific assessment criteria that the examination board provides. The types of assessments students engage in include:

• Summative tests and examinations• End of topic/unit tests• Listening tests• Presentations• Open-ended, problem-solving activities• Investigations• Organized debates• Hands-on experimentation• Analysis and reflection

These assessment tasks prepare the students for the IGCSE exam at the end of Year 11. All assessments provide students with formative targets. All students will have a summative record of their assessments so that they can clearly see the progress they have made and what they need to do to further improve.

Grading for Years 10 and 11

The school uses subject-specific IGCSE grade criteria to indicate levels of achievement. At the end of each term, students receive a summative grade, based on the IGCSE grade scale (A*-G). Grade descriptions can be found in the appropriate subject syllabus.

academic reporting

Full written academic reports and parents evenings are scheduled through the course. Years 10 and 11 have four sets of effort and attainment grades sent home every year. They also receive examination grades following their end-of-year and mock examinations (June for Year 10 and December for Year 11). Year 10 receive written reports in December and June, whereas Year 11 receive them in January and April.

Students in Year 10 and 11 have bi-termly academic reviews with their Tutor. They are also supported by the KS4 Coordinator and the Deputy Head. Parents are welcome to make appointments with Form Tutors and subject teachers to discuss student’s progress.

PART TWO

IGCSE SUBJECT DESCRIPTORS

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ART

Aims:

The EdExcel IGCSE Art and Design course aims to encourage a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. Students gain confidence and enthusiasm as they develop technical skills in drawing, painting and composition, and are able to identify and solve problems in visual forms. Students also learn how to develop ideas from initial attempts to final solutions.

Content:

• Year 10 August - February. Learning about a wide range of different materials and processes, while at the same time consolidating, improving technical skills and building confidence.

• Year 10 February - June (Year 10 examination). Students will start a ‘mini mock’ examination. This will involve using all the skills learnt so far to create a body of preparatory work based upon an examination question culminating in an examination where a piece of Artwork is made.

• Year 11 August - December (Year 11 IGCSE mock). Students will create a body of preparatory work based on an examination question, culminating in a final piece of artwork.

• Year 11 January - February. Students focus on the areas they struggled with in the mock, and

practise research techniques.• Year 11 February - May (Year 11

IGCSE examination). Students will create a body of preparatory work based on an examination question, culminating in a final piece of artwork.

Preparatory work will include first-hand observation, artist studies, creating a range of ideas and experimenting with media and techniques over a period of 8 weeks. All preparatory work will be mounted onto A2 sheets

Examinations will be creating a final piece of artwork based upon the prep work under examination conditions for 10 hours

Assessment:

This is a two year course which is comprised of 100% examination. Internal assessment and predicted IGCSE grade will be based upon the student’s’ performance during the Year 10 examination and Year 11 mock.

1. All assessment will be marked using the four assessment objectives:

2. Record observations, experiences and ideas that are appropriate to intentions.

3. Analyse and evaluate images, artefacts, making informed connections to the work of others.

4. Develop and explore ideas using a variety of media and processes that are appropriate to intentions.

5. Review and refine ideas, modify work as it progresses, before

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presenting a coherent personal outcome.

What does this subject lead to:

Having a better understanding of art and developing your creative skills further can complement all other subjects, and be an advantage in many different types of future employment. There are endless jobs and careers that specifically demand qualifications in Art and Design. Some students will continue studying to become artists such as painters, sculptors, ceramicists, jewelers and designers. Creative and artistic skills are needed to design websites, illustrate children’s books, design fashion, furniture, buildings, interiors, CD covers and posters. Studying Art further will allow you to develop careers in photography, film, animation and all aspects of media.

Web addresses/ references:

http://qualifications.pearson.com/en/subjects/art-and-design.html EDEXCEL website http://www.studentartguide.com/articles/gcse-art-exam-2013 exemplars of IGCSE

Teachers to speak to:

Mrs Felicity Harris

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BUSINESS STUDIES

Aims

The Edexcel Business Studies syllabus enables students to develop an understanding of business concepts and techniques across a range of different types of business. As a result of studying the course students should be able to:

• understand different forms of business organisations, the environments in which they operate and business functions such as marketing, production and finance;

• appreciate the role of people in business success.

The course also helps students develop a range of skill, such as:

• the ability to calculate and interpret business data;

• communication skills needed to support arguments with reasons; and

• the ability to analyse business situations and reach decisions or judgements.

Content

The course allows students to gain an understanding of all aspects affecting the running of a business. The course is split into five main areas:

• Business Activity and the Changing Environment - this is an introduction to business activity and the different forms of business organisations. It also involves looking at the issues

and influences outside of a business which affect it, such as government policy, the economy and ethics;

• Human Resources - here we look at issues involving motivation, recruitment and communication in a business;

• Accounting and Finance - in this section we look at how businesses can raise funds, managing cash-flow and analysing financial information;

• Marketing - this area looks at both market research and coming up with appropriate pricing, promotion, product and placement strategies;

• Production - this looks at the production of goods and the quality of them.

Assessment

Students take a single compulsory exam (2 hrs) which covers the whole of the syllabus with questions which range from multiple choice to calculations to extended writing.

What does this subject lead to?

As well as providing a useful grounding for further studies in Business, the subject fits well with further studies in many areas as it helps develop not only written and numerical skills, but analytical and critical thinking. The skills and knowledge gained on a business studies course help lead to careers in many areas including for example accountancy, advertising, banking

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and finance, events management, hospitality, law, marketing, property management, recruitment, retailing and travel and tourism among many others.

Web addresses/references:

Edexcel Business Studies (4BS0) - www.edexcel.com


Mr Paul Gilliland/ Mr James Salavar /Mr Nigel Turner

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DESIGN & TECHNOLOGYAims:

During the course, candidates are asked to design and make a product from materials such as wood, metal, plastic and textiles. In order to do so successfully, they are required to follow the design process. It is essential that students produce a portfolio recording the development of their product from start to finish. Students should therefore possess a good range of graphic communication skills and be able to develop a number of realistic design solutions. They must also be able to demonstrate a level of craftsmanship in order to manufacture their chosen idea. Students will experience CADCAM technology such as laser cutters and 3D printers.

Students make full use of the Design and Technology workshop and Computer Aided Design facilities to complete this task and in doing so become familiar with modern manufacturing techniques. They are asked to confront the social, moral and ethical issues that come from manufacturing and become more aware of the environmental impact of high volume production.

It is important to have an enthusiasm for the subject and energy to overcome the practical challenges that are an intrinsic part of designing and making. Design and Technology encourages students to work independently and to study a topic of interest through to a satisfying conclusion.

Content:

This course begins with an ICT focus, incorporating graphic design skills and three dimensional modelling, aiming to create a firm design and ICT base from which students can consolidate as the year progresses. After an initial overview of software and hardware students will undertake a group design task which will require a architectural design folder presentation. This format will continue for two terms. In term 3 theory aspect of this course will be introduced and the remainder of the year will involve a combination of theory and practical skills.

Year 11 involves all students creating a design folio and producing a scale model. Further theory of graphic products is explored.

Assessment:

Graphic design folio and model construction = 60% Examination of knowledge and understanding of graphic products = 40%


Architecture, engineering, product design, graphic design, interior design, computer aided design.

Web addresses /references:

Edexcel - 2GR01


Mr George Mitov

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DRAMA

Aims:

The GCSE Drama qualification will enable students to:

• Develop knowledge of theatrical history, techniques and production elements

• Explore a range of genres, play texts and stimuli

• Develop performance and presentation skills

• Express their ideas in a creative way

• Develop language and communication skills

• Develop critical thinking skills• Develop problem solving and

teamwork skills• Make connections between

Theatre and other areas, for example Round Square, History, English, and society.

Content:

In Year 10, students will consolidate their knowledge of basic drama skills. They will learn to analyse and evaluate professional and local performance work and they will be introduced to practitioners, Brecht, Stanislavski and Artaud, as well as a variety of dramatic styles and techniques. Students will also participate in a minimum of three extended projects*: one group piece based on an extract from a play; one group devised piece based on a given stimulus; and one solo performance of an extract from a full length play. These three projects will be filmed and could be submitted as part of the student’s

coursework at the end of Year 11.

In Year 11 students will participate in a further three extended projects*, giving them a minimum of six pieces to choose from when selecting their best work to submit to the exam board. Again, these will consist of two group pieces and one solo performance. At the end of term two, students will begin to focus on the pre-release material on which their written exam will be based- this is set by CIE in January and the students are able to explore it in depth prior to the examination. The material will include more than one devising stimulus, for example photographs or quotes, and a play script.

*Projects will be tailored to the students who choose the course- their strengths, group number, likes and particular skills will influence the assignments given. Recent projects have included performances of monologues taken from sources such as Shakespeare, group performances of Brechtian style work, Commedia Dell’Arte performances and a performance of extracts from Arthur Miller’s The Crucible.

Assessment:

Coursework 60% Written Exam 40%

For coursework, students must submit video evidence of their work in three projects (one solo piece and two group performances). Students will be assessed on their acting ability as well as their creative ideas, understanding of the work, use of skills and techniques and general participation.

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The written exam consists of three sections, one containing short answer questions on a variety of dramatic material and the other two sections are essay-style, based on a devised stimulus and a play script. The exam is designed to assess students understanding of the material and also their ability to understand various roles within theatre such as director, actor, set/lighting/sound designer, etc.


Students could move on to studying IB or A Level Theatre, or could apply the broad range of skills acquired in Drama to other areas of study –for example, areas which require the use of communication skills, where presentations and public speaking are a requirement of the course, or where good knowledge of and the ability to use English language skills are essential.

Web addresses / references:

www.cie.org.uk


Mr Matthew Trearty

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ECONOMICS

Aims

The Edexcel Economics syllabus enables students to develop a sound understanding of Economics in the context of individual markets, countries and the global economy.

Studying the course enables stude nts to:

• develop an understanding of economic concepts and be able to apply these concepts to real-life situations;

• 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 economies;

• understand economic issues, problems and possible solutions that affect mixed economies; and

• participate effectively in society as citizens, producers and consumers.

Content

The course content allows students to gain an understanding of all the main areas of economic study. There are four sections to the syllabus:

• The Market System - this is one of 2 Microeconomics topics and focuses upon how markets work. It involves studying demand and supply, and how they interact allowing the market to determine

prices; issues arising when market do not function perfectly and the labour market;

• Business Economics - this second Microeconomic topic involves costs and different forms of competition in a market e.g. monopolies. It looks at the difference between public and private sectors of the economy;

• Government and the Economy - this is the Macroeconomic section which focuses upon the different government objectives, and policies used to meet them; and

• The Global Economy - this final section takes a wider view, looking at International Trade and Development Economics. It involves studying issues such as free trade and protectionism, exchange rates and globalisation.

Assessment

Students take a single compulsory exam (2 hrs 30 mins) which covers the whole of the syllabus with questions which range from multiple choice to calculations to extended writing.

What does this subject lead to?

As well as providing a useful grounding for further studies in Economics, the subject fits well with further studies in many areas including Business, Geography and History, as it helps develop not only written and numerical skills, but analytical and critical thinking skills. The skills and knowledge gained

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from the Economics course help lead to careers in many areas including for example, diplomatic and civil service, journalism, insurance, investment banking, IT, law, management consultancy, politics and scientific research amongst many others jobs.

Web addresses/references:

Edexcel Economics (4EC0) - www.edexcel.com


Mr Paul Gilliland/ Mr James Salavar /Mr Nigel Turner

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ENGLISH LANGUAGE

Aims:

The Edexcel IGCSE in English Language (Specification A) enables students to:

• develop their understanding of the spoken word and the capacity to participate effectively in a variety of speaking and listening activities;

• develop the ability to read, understand and respond to material from a variety of sources, and to recognise and appreciate themes and attitudes and the ways in which writers achieve their effects; and

• develop the ability to construct and convey meaning in written language, matching style to audience and purpose.

Content:

Students will develop the ability to:

• write fluently in a variety of styles for different audiences and purposes;

• read and respond to a wide range of literature and nonfiction texts;

• take part in oral work, including discussions, role plays and presentations;

• learn to compare texts and draw conclusions based on inference;

• study sections of the media, including newspapers, film and advertising;

• understand the importance of style, audience and purpose as the key to understanding and writing texts;

• consolidate knowledge and understanding of grammar, spelling and punctuation in order to make writing more effective.

Assessment :

The coursework and examinations test a student’s ability to write fluently and creatively, to write for specific audiences, to summarise, analyse and to read for meaning. The English First Language coursework accounts for 40% of the final mark and will comprise two pieces of writing, one creative and one analytical. There is a final written examination worth 60%. Our students will also conduct an Oral Examination which is assessed independently and will be externally moderated so students can attain a Pass, Merit, or Distinction award for their efforts.


IB Diploma in English Language and Literature


www.edexcel.com


Miss Heather Neill, Mr Charles Barrow, Ms Lucy Brookes, Mr Shane Anderson.

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ENGLISH LITERATURE

Aims:

The Edexcel IGCSE in English Literature 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 and 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.

Content:


• read closely for pleasure and for meaning;

• respond personally to the texts they have read;

• select evidence, details and quotations to support their ideas;

• understand and use basic critical terms in order to explain their response to the text;

• write critical essays and write creatively in role;

• increase the fluency, clarity and accuracy of their writing.

Assessment:

In English Literature, students will study three different texts. Two coursework

essays will be written in response to a Literary Heritage text and a Modern Drama text, which will comprise 40% of the final grade. The final text which is studied is the Modern Prose text, on which the students will write a critical response to in the final examination, worth 60% of the total mark. It is a closed book examination, which means that students cannot take their texts into the examination room with them.

In addition to the critical essay, the students must learn to analyse a series of poems from the IGCSE Anthology, as they will be expected to answer a question about one of the many texts they have studied over the course of two years. Students undertaking the exam are also expected to be able to approach poetry analysis with confidence as they will be faced with an ‘unseen’ poem to respond to.


IGCSE English Literature


www.edexcel.com


Miss Heather Neill, Mr Charles Barrow, Ms Lucy Brookes, Mr Shane Anderson.

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IGCSE ESL (SECOND LANGUAGE)

Aims:

The aims of the Second Language course (CIE 0510 or 0511) are to:

• Develop the ability to use English effectively for the purpose of practical communication;

• Form a sound base for the skills required for further study or employment using English as the medium;

• Develop an awareness of the nature of language and language learning skills, along with skills of a more general application; and

• Promote students’ personal development

Content :


• write fluently, clearly, accurately and appropriately;

• convey information and express opinions effectively

• summarise accurately;• understand and respond to

information presented in a variety of forms

• recognise, understand and distinguish between facts, ideas and opinions

• take part effectively in oral work, including discussions, role plays and presentations;

• consolidate knowledge and understanding of grammar, spelling and punctuation in order to make writing more effective.

Assessment :

Second Language students are examined on their reading and writing skills, listening skills and the ability to use English for discussion and narrative. The reading and writing paper accounts for 70% of the final mark. The listening section accounts for 15% (0511) or 30% (0511) of the final mark. The oral section accounts for 15% (0511) of the final mark or is endorsed separately (0510). The exam can be taken at Core or Extended Level.


IB English B

Web addresses / references :

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-english-second-language-oral-endorsement-0510/

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-english-second-language-count-in-oral-0511/

Teacher to speak to:

Mr Waudby

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GEOGRAPHY

Aims :

The Edexcel IGCSE Geography course aims to develop students who can:

• 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 our changing world;

• develop a framework of spatial awareness in which to appreciate the importance of the location 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; and

• develop their awareness of global issues and recognise the need for a sustainable future.

Content :

Students are required to study five modules plus fieldwork enquiry techniques covering four of the modules. The themes and topics studied are closely linked to those covered in Key Stage 3:

A) The Natural Environment - River Environments and Hazardous Environments;B) People and their Environments - Urban Environments and Economic Activity;C) Practical Geographical Enquiry - Fieldwork Skills; andD) Global Issues - Globalisation and Migration.

Assessment :

One examination paper covering all five topics, plus fieldwork skills


The skills studied fit with many different disciplines ranging from Business Management to Urban Planning and Geographical Information Systems.

Some common follow on university options are;

• Environmental Sciences• Geography• Geology• Leisure and Recreation• Travel and Tourism• Marketing

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Web addresses /references :

http://www.edexcel.com/quals/igcse/igcse09/geography/Pages/default.aspx Course Code 4GE0


Mr. Gray

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GLOBAL PERSPECTIVES

Aims :

Cambridge IGCSE Global Perspectives is a course which could have been developed especially for Regent’s students as it so closely matches the values of our school. It is a course which develops independent thinking, learning and communication skills. It focuses on issues relevant to today’s learners and helps them shape their world perspective by connecting learning with real-world issues.

The style of the course develops good research practice, critical thinking and important personal qualities like fairness, independence of thought and perseverance in self directed study. All important skills for global citizens.

Content :

The course is built around a series of topics, each containing issues of global importance. The topics provide a meaningful and stimulating context in which learners can begin to develop the skills they need as active, global citizens and for practical application in further study. This could mean considering issues as wide-ranging as how the role of the family is changing, what national identity means in a global world and how education can contribute to a higher life expectancy.

Recognising that life is not always about the ‘right’ answer, Cambridge IGCSE Global Perspectives is about encouraging and challenging students to present their points of view clearly and explaining their position on things that matter to them.

Assessment :

• Individual research study: students choose from the topics of study and submit individual research reports for the topics they have chosen. Internally assessed 40%;

• Group project: working in groups, students choose one further topic of study and prepare a group report. Each student also produces an individual evaluation of the group project. Internally assessed 30%;

• Written exam: testing the skills the students have learned during their study. External examination 30%


This course is a good foundation for several IB pathways. The skills learned will be invaluable when students have to produce the Extended Essay and some of the content has overlaps with topics studied in many other IB subjects.


http://www.cie.org.uk/images/89543-2013-syllabus.pdf


Mr Scott

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HISTORY

Aims:

The International GCSE in History qualification will enable students to:

• acquire knowledge and understanding of selected periods and/or aspects of

• history, exploring the significance of historical events, people, changes and issues

• use historical sources critically, in context, recording significant information and reaching conclusions

• organise and communicate their knowledge and understanding of history; and

• draw conclusions and make historical judgements.

Content:

Topics of study in Paper 1 range from the development of nations, looking at the unification of both Germany and Italy from the mid-19th century onwards, to the development of dictatorships in both countries in the 20th century. Students also have opportunities to study international relations in the interwar years between 1919 and 1939, the Civil Rights movement in the U.S and superpower relations during the Cold War. Two depth studies into the above topics must be covered by students

Topics in the historical investigation section of Paper 2 include: the French Revolution 1780-94, causes and course of the First World War 1905-18, Russia in revolution 1914-24, the fall of communism in Europe, 1979-91 and more. Topics in the breadth study

of change section of Paper 2 include: the changing nature of warfare 1803-1908 and from 1936- 2004, changes in medicine 1845-1945, conflict and change in the Middle East 1919-95, conflict and change in China 1911-89 and more.

Assessment:

The International GCSE in History comprises two assessments.

Paper 1 written examination. Students complete two depth studies from 9 choices. Students answer two questions, one on each of the depth studies studied. There are 50 marks available in total. The examination time is 1 hour and 30 minutes.

Paper 2 written examination. Students complete one historical investigation from six choices and one breadth study in change from eight choices. Students answer one question on a historical investigation from Section A and one question on a breadth study in change from Section B. There are 50 marks available in total. The examination time is 1 hour and 30 minutes.


Edexcel IGCSE in History and further study in IB Diploma or A2 History


www.edexcel.com / www.activehistory.co.uk


Mr Scott, Miss Crozier

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ICT

Aims :

The course is designed to develop an awareness of the impact of computers on our society and the part they play in the development of new technologies, building familiarity and confidence with computers, with much of the work based around using the technologies as a tool for solving problems.

Content :

1. Theory: ICT in Society, Inputs & Output devices, Computer Components, Networks, Data, ICT at work, ICT in everyday life, Systems life cycle.

2. Practical: Word Processing, Presentation Software, Databases, Spreadsheets, Web Design. The practical component assesses the ability to be able to use applications software to solve problems. Software covered in the course will include Google Docs, MS Word, MS Access, MS Excel, Adobe Dreamweaver & MS Powerpoint.

Assessment :

Paper 1 – Written exam (40%). This contains a mixture of short and extended response questions related to the theory components of the course. The written exam papers require a good knowledge of many technological and computer related terms and a reasonable standard of English would be required for a student to pass this portion of the paper.

Paper 2 – A Practical test assessing

skills (30%). This exam assesses skills in word processing, database, and Internet and software integration.

Paper 3 – A Practical test assessing skills (30%). This exam assesses skills in spreadsheets, web design and presentation software.


A level ICT / Computing & IB Diploma. Develops both the understanding and skills to be able to use ICT to solve problems encountered in your studies beyond GCSE.


CIE course code 0417


Mr Reveley

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MANDARIN

Aims :

This subject is designed for learners 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 on as learners’ progress through their studies. The course 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.

Content :

The IGCSE course lays great emphasis on speaking and listening to Mandarin. You will take part in a simple conversation and communicate in given situations. The reading and writing parts of the IGCSE involve showing an understanding of Chinese characters and reading and writing simple sentences.

Assessment :

Assessment is equally weighted with 25% of marks for each of the following:- Reading

Writing Speaking Listening


The subject equips you to use Mandarin in practical, everyday situations – on holiday, at the shops, in the restaurant, introducing yourself etc.


http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-chinese-mandarin-foreign-language-0547/


Mr. Sai Ma

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MATHEMATICS

Aims:

The aims of IGCSE Mathematics 0580 include helping students to:

• develop a foundation of mathematical skills and apply them to other subjects and to the real world;

• develop methods of problem solving;

• interpret mathematical results and understand their significance;

• develop patience and persistence in solving problems;

• appreciate the beauty and power of mathematics;

• appreciate the interdependence of different branches of mathematics and the links with other disciplines;

• appreciate the international aspect of mathematics, its cultural and historical significance and its role in the real world;

• read mathematics and communicate the subject in a variety of ways.

• select the mathematics and information to model a situation;

• select the appropriate tools, including ICT, to use in a situation;

• apply appropriate methods and techniques to analyse a situation; and

• interpret and communicate the results of the analysis.

Content:

Students will cover the topic areas of Number, Algebra, Functions, Geometry, Transformations & Vectors,

Mensuration, Co-ordinate Geometry, Trigonometry, Sets, Probability, and Statistics

Assessment:

The course is available at two levels; Extended and Core. Assessment is by written exam papers only, there is no coursework.

Extended: 2 scientific calculator papers (90 minutes and 150 minutes)Core: 2 scientific calculator papers (60 minutes and 120 minutes)


For further study the IGCSE provides an excellent foundation for further study in IB Diploma Mathematics. A sound understanding of Mathematics is very important for many future professional careers and essential in everyday life.


http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-mathematics-0580/support-material/Web link to useful Maths Websites - this link lists a number of very good websites to assist students learning: http://www.thestudentroom.co.uk/wiki/Useful_Maths_Websites


Mr Riddelsdell / Mr Corr / Mr Nolan / Ms Addis / Mr Barazani

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MUSIC

Aims:

• To give students the tools to listen to and learn about music from a wide range of historical periods and major world cultures

• To develop their skills in performing music, both individually and in a group with other musicians; and

• To develop their skills in composing music in a style of their own choice.

Content:

1. Listening - Students listen to and discuss a wide variety of music developing the skills they have acquired throughout KS3 and study in depth one set-work and a world music focus area.

2. Performing - Ideally students should sing and/or play an instrument to a good standard. Throughout the course they should build on their solo and ensemble performing skills through 1 to 1 lessons either in school, in the wider community and by joining school ensembles.

3. Composing - Throughout KS3 composing is a collaborative activity however at IGCSE students are required to develop their own interests and compose in styles that inspire them.

Assessment:

1 Listening c. 1 hour 15 minutes

Written examination based on CD recordings supplied by Cambridge - 70

marks - Externally marked 40%

2 Performing Coursework - Two prepared performances, one individual and one ensemble - 50 marks - Internally marked/externally moderated 30%

3 Composing Coursework - Two contrasting compositions - 100 marks scaled to 50 marks - Internally marked/externally moderated 30%


IB diploma SL and HL, and develops a lifelong appreciation of music from both the western classical repertoire and world musics as a composer, listener and performer.


CIE course code 0410


Mr Graham

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PHYSICAL EDUCATION

Aims:

IGSCE Physical Education is designed for those students who have a strong personal interest in aspects of sport and physical education.

Content:

The course is divided into two sections: coursework (60%) and a theory exam (40%).

Assessment:

Their coursework involves students performing in four different activities from at least two of the groups below and show an advanced degree of understanding of technique, performance of skills and measured improvement in each. (50%)

The groups are:

• games• gymnastics• dance• athletics• adventure• swimming• exercise

Students also have to complete an Analysis of Performance in one of the practical activities, in the form of a written piece of work. (10%)

The theory exam includes sections on:

• performance analysis• training• applied anatomy and physiology• safety and risk management


This subject can act as a foundation for the IB Diploma course called Sports Exercise and Health Science. However it is an enjoyable course for anyone who is keen on sport and has a desire to understand more about their health and fitness.

Web Address/ references:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-physical-education-0413


Mr Goodenough, Miss Edwards, Mrs Allcroft

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SCIENCE (BIOLOGY)

Aims:

As a science subject, Biology provides a foundation for many degree courses – for example in Genetic Engineering, Biotechnology and courses on Environmental Studies. This IGCSE course is designed to help meet the needs of those who want an introduction to this challenging subject either with a view to further study at A Level or simply to supplement a portfolio of IGCSE/GCSE subjects. This qualification will provide you with a broad introduction to the key components of this exciting and challenging field.

The Edexcel IGCSE in Biology enables students to:

• acquire knowledge and understanding of biological facts, concepts and principles

• develop an appreciation of the significance of biological facts, concepts and principles and the skills needed for their use in new and changing situations

• appreciate the importance of accurate experimental work to scientific method and reporting

• form hypotheses and design experiments to test them

• sustain and develop an enjoyment of, and interest in, the study of living organisms

• evaluate, in terms of their biological knowledge and understanding, the benefits and drawbacks of scientific and technological developments, including those related to social,

environmental and economic issues.

Content:

The course will enable students to develop scientific abilities and skills in relation to the four main areas of syllabus content. These are characteristics and classification of living organisms; organisation and maintenance of the organism; development of the organism and continuity of life; relationships of organisms with one another and with their environment.

Course Key Topics:The IGCSE Biology course is designed to follow the structure of Edexcel specification 4BI0 and is divided into six course modules:

Module 1: Organisms and life processesModule 2: Animal physiologyModule 3: Plant PhysiologyModule 4: Ecology and the environmentModule 5: Variation and selectionModule 6: Microorganisms and genetic engineering

Assessment:

There is no separate practical exam and no practical coursework component; testing of practical skills is built into the theory papers. You will be asked practical- based questions as part of your written exam.

Biology Paper 1 Paper code:

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4BI0/1B (Double and Triple Award)

This is a two-hour examination paper. The total number of marks is 120, two thirds of the overall total. The paper examines all of the Specification content, and all of the assessment objectives.

Biology Paper 2 Paper code: 4BI0/2B (Triple Award only)

This is a one-hour examination paper. The total number of marks is 60, one third of the overall total. This paper examines all of the Specification content, and all of the assessment objectives.

In both papers there will be a range of compulsory short answer, structured questions, which gradually increase in difficulty to ensure accessibility for less-able students, as well as to stretch more-able students. In both papers, students may be required to perform calculations, draw graphs and describe, explain and interpret chemical phenomena. Some of the question content may be unfamiliar to students; these questions are designed to assess data-handling skills and the ability to apply biological principles to unfamiliar information. Questions targeted at grades A* – B will include questions designed to test knowledge, understanding and skills at a higher level, including some questions requiring longer prose answers.

The IGCSE qualification will be graded and certificated on an eight-grade scale from A* to G. Students whose level of achievement is below the minimum standard for Grade G will receive an unclassified U. Where a candidate is unclassified, this will not be recorded on the IGCSE certificate.


Biological science, medicine, health care, education, biotechnology, forensic science, politics, business and industry, mathematics, economics, science writing and communication, art


http://www.edescel.com/quals/igcse/int-gcse11/biology/Pages/default.aspxhttp://www.aibs.org/careershttps://mrexham.com/igcse/


Mr Curran, Miss Bargir and Mr Terry

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SCIENCE (CHEMISTRY)

Aims:

This IGCSE course is designed to help meet the needs of those who want an introduction to this challenging subject either with a view to further study at IB Diploma Level.

IGCSE in Chemistry aims to develop an understanding of the unifying patterns and themes of chemistry, as well as experimental and investigative skills based on correct and safe laboratory techniques. Students will gain an appreciation of scientific methods and learn to form hypotheses and design experiments to test them.

The Edexcel IGCSE in Chemistry qualification enables students to:

• learn about the unifying patterns and themes of chemistry;

• appreciate the practical nature of chemistry, acquiring experimental and investigative skills;

• based on correct and safe laboratory techniques;

• appreciate the importance to scientific methods of accurate experimental work and reporting;

• form hypotheses and design experiments to test them;

• develop a logical approach to problem solving in a wider context;

• understand the widespread importance of chemistry and the way materials are used in the world;

• appreciate how the work of the chemist has social, industrial, technological, environmental and economic consequences for the community; and

• prepare for more advanced courses in chemistry and for courses which require them to have a knowledge of chemistry.

Content:

If you want to make a new kind of fabric, develop a drug to cure the common cold or produce a bigger, better more spectacular firework…..ask a chemist!

Chemistry is the study of the basic fundamentals of science from the smallest atoms to the largest molecules. It also teaches practical skills that are needed to pursue any of the three pure sciences at university. However, Chemistry is also an essential subject for Medicine, Veterinary Science and some branches of Engineering.

The course is a mixture of theory and practical work which will increase your understanding of the World around you. As well as building confidence in manipulation of scientific equipment, planning experiments and concluding and evaluating from scientific data.

Section 1: Principles of chemistrySection 2: Chemistry of the elementsSection 3: Organic chemistry Section 4: Physical chemistrySection 5: Chemistry in industry

Assessment:

There is no separate practical exam and no practical coursework component; testing of practical skills is built into both of the theory papers. You will be

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asked practical-based questions as part of your written exam.

Chemistry Paper 1 Paper code: 4CH0/1C

This is a two-hour examination paper. The total number of marks is 120, two thirds of the overall total. The paper examines all of the Specification content, and all of the assessment objectives.

Chemistry Paper 2 Paper code: 4CH0/2C

This is a one-hour examination paper. The total number of marks is 60, one third of the overall total. This paper examines all of the Specification content, including those items printed in bold (see also in the lesson Aims and Context), and all of the assessment objectives.

In both papers there will be a range of compulsory short answer, structured questions, which gradually increase in difficulty to ensure accessibility for less-able students, as well as to stretch more-able students. In both papers, students may be required to perform calculations, draw graphs and describe, explain and interpret chemical phenomena. Some of the question content may be unfamiliar to students; these questions are designed to assess data-handling skills and the ability to apply biological principles to unfamiliar information. Questions targeted at grades A* – B will include questions designed to test knowledge, understanding and skills at a higher level, including some questions requiring longer prose answers.

The IGCSE qualification will be graded and certificated on an eight-grade scale from A* to G. Students whose level of achievement is below the minimum

standard for Grade G will receive an unclassified U. Where a candidate is unclassified, this will not be recorded on the IGCSE certificate.


Medicine, Chemical engineering, pharmacology, biochemistry, healthcare, education, biotechnology, forensic science, politics, business and industry, mathematics, economics, science writing and communication, art


http://www.edexcel.com/quals/igcse/int-gcse11/chemistry/Pages/default.aspx/http://www.chemguide.co.uk/igcse/chapters/chapterlist.html


Mr Curran and Miss Howe

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SCIENCE (PHYSICS)

Aims:

The IGCSE Physics course is an ideal preparation for those who wish to go on to study Physics, or other scientific subjects, at IB Diploma level.

The IGCSE in Physics aims to impart a systematic body of scientific knowledge and skills as well as foster an appreciation of the practical nature of physics. Experimental and investigative skills based on safe, correct safe laboratory techniques will be developed. Students will also gain an appreciation of scientific methods and learn to form hypotheses and design experiments to test them.

Key subject aims:

• To impart 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

• To foster an appreciation of the practical nature of physics, and develop experimental and investigative skills based on correct and safe laboratory techniques

• To develop an appreciation of the importance of accurate experimental work and reporting to scientific method

• To enable students to form hypotheses and design experiments to test them

• To enable students to evaluate, in terms of their scientific knowledge and understanding, the benefits

and drawbacks (including social, environmental and economic) of scientific and technological developments

• To enable students to select, organise and present information clearly and logically, using appropriate scientific terms and conventions.

The practical work described at various places in this course helps you to develop your skills for the practical- based components of the theory exams. It is not essential to carry out this work yourself, but if you can undertake some of it at home, or have the opportunity to perform supervised laboratory work in the course of your studies, this will be a great help.

Content:

Physics is the Science that tries to describe the way the Universe works. Why do we stand on the floor not the ceiling? How do mobile phones work? Why is the expressway built out of sections? How do water rockets work? Physics can help you understand all these problems and more. In Physics lessons students study forces and motion, electricity, waves, energy and radioactivity through real and virtual experiments in everyday contexts.

Students who develop a good understanding of Physics at school might go on to study Pure Physics or Astronomy, Economics or Business, Computer Studies or Engineering, Medicine or even Rocket Science!!!

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Module 1: Forces and MotionModule 2: ElectricityModule 3: WavesModule 4: Energy Resources and Energy TransferModule 5: Solids, Liquids and GasesModule 6: Magnetism and ElectromagnetismModule 7: Radioactivity and Particles

Assessment:

There is no separate practical exam and no practical coursework component; testing of practical skills is built into both of the theory papers. You will be asked practical-based questions as part of your written exam.

Physics Paper 1 Paper code: 4PH0/1P (Double Award and Triple Award)

This is a two-hour examination paper. The total number of marks is 120, two thirds of the overall total. The paper examines all of the Specification content except those items printed in bold (see also in the lesson Aims and Context), and all of the assessment objectives.

Physics Paper 2 Paper code: 4PH0/2P (Triple Award ONLY)

This is a one-hour examination paper. The total number of marks is 60, one third of the overall total. This paper examines all of the Specification content, including those items printed in bold (see also in the lesson Aims and Context), and all of the assessment objectives.

In both papers there will be a range of compulsory short answer, structured questions, which gradually increase

in difficulty to ensure accessibility for less-able students, as well as to stretch more-able students. In both papers, students may be required to perform calculations, draw graphs and describe, explain and interpret chemical phenomena. Some of the question content may be unfamiliar to students; these questions are designed to assess data-handling skills and the ability to apply biological principles to unfamiliar information. Questions targeted at grades A* – B will include questions designed to test knowledge, understanding and skills at a higher level, including some questions requiring longer prose answers.

The IGCSE qualification will be graded and certificated on an eight-grade scale from A* to G. Students whose level of achievement is below the minimum standard for Grade G will receive an unclassified U. Where a candidate is unclassified, this will not be recorded on the IGCSE certificate.


Computer games designer, solicitor, Science communicator, coastal scientist, gravity researcher, renewable energy scientist, satellite engineer, laser fusion scientist, astrophysicist, architect, materials scientist


http://www.edexcel.com/quals/igcse/int-gcse11/physics/Pages/default.aspx/https://igcsephysics.wordpress.com/


Mr Lyng, Mr Curran and Miss Howe

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THAI

Aims:

The Cambridge IGCSE First Language Thai syllabus is for learners whose first language is Thai. Successful candidates gain lifelong skills including:

• the ability to communicate clearly, accurately and effectively in writing;

• the ability to use a wide range of vocabulary, and correct grammar, spelling and punctuation; and

• a personal style and an awareness of the audience being addressed.

Content :

Reading and Directed Writing:

• Sense of audience and awareness of style;

• Editing or elaborating on the work of others.

Continuous:

• Expression on thoughts, feelings and opinions in order to interest;

• Usage of vocabulary, syntax and grammar, punctuation and spelling.

Assessment:

Cambridge IGCSE First Language Thai comprises two papers. All candidates take Papers 2 and 3 and are eligible for the award of grades A* to G.

Paper 2: Reading and Directed WritingPaper 3: Continuous Writing (Paper 3: Continuous Writing)


Further student’s awareness of the ways in which the language can be used. Cambridge IGCSE First Language qualifications also develop more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively.


http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-thai-first-language-0518/


Kru Em, Kru Sua, Kru June

PART THREE

Other Academic issues

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The role of the Tutor

At Regent’s International School, we believe the Tutor is central to the support for your child’s learning and success at IGCSE level. The tutor is the first point of call for any general learning or wellbeing issues. They seek to support the students in terms of attendance, punctuality, homework, effort and learning. This partnership between the school, parents and student will lead to success and enjoyment.

Homework

Please note that the following information about homework practice at IGCSE supports the school’s general homework policies and students and parents should have read these policies:

Homework assignments are given to prepare students for the next lesson or to offer students the opportunity to practice newly acquired skills. Homework assignments are developed using the IGCSE framework and serve an important purpose in developing students’ approaches to learning (ATL) skills and personal responsibility for the IGCSE and beyond. Support is provided in specific subject support sessions throughout the school week at lunchtimes and after-school.

IGCSE assignments such as reports and projects take many weeks of careful planning and good organisation on the part of the student. Parents are encouraged to assist in monitoring student progress toward the completion of the assignments, but should not do the students’ work for them. Parents can help by providing a routine time and a place that is suitable to undisturbed study; they can also help by removing distractions such as consoles, mobile phones and laptops for fixed times. Students can seek help in developing more effective study skills from their teachers, the learning support department and from the KS4 Coordinator.

The nature of the homework will vary but it can be assumed that students will always be required to be reading set texts in preparation for lessons and reading around all of their subjects as a matter of course. Getting work done on time requires careful planning, organization, determination, and self-discipline. These qualities are important in the later working-careers of students and in their personal lives. To promote the habit of punctuality, our policy is that:

• Teachers clearly communicate to students the guidelines, expectations and use of criteria for homework or coursework, as well as actively encourage the students’ use of the homework agenda.

• Students are responsible for finding out about any and all missed assignments. All missing assignments must be made up. Assignments due during an absence should be submitted during the first lesson upon return. Any work assigned during an absence is due on the regular due date unless prior arrangements have been made with the teacher.

• If a student is present in class when a test or quiz is announced, the student is expected to take the test or quiz on the day of his or her return to school. Special arrangements for exams will only occur due to sickness (accompanied with a doctor’s certificate) or bereavement.

• Any assignments due the day of a field trip must be submitted prior to the

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field trip, curricular or extracurricular activity.

Revision

Revision is essential for all students for success in their examinations. This should be done in a planned and strategic manner. All students have access to the syllabus of the subject. In addition, subject teachers will produce revision checklists as well as strategies to support the revision process.

Revision should also be carried out on a continual basis and at regular intervals. All subject areas carryout regular assessments on specific topics to aid this process. Revision sessions are also provided towards the end of the IGCSE course.

The tutor and Key Stage 4 Coordinator also support the students in developing a revision timetable, establishing revision techniques and monitoring revision habits. As with homework, a quiet environment away from distractions is important for revision. It is also important that students revise actively.

Coursework

At the moment, English Language, English Literature and Music are examined through a coursework component. It is of utmost importance that the work produced is the student’s’ own work. It is also important that students produce work of a standard equivalent to or greater than their predicted IGCSE grade as in all subjects, the coursework element makes up a significant portion of the overall grade.

IGCSE final coursework deadlines are usually at the end of February but there are other deadlines throughout Year 10 and 11. Students and parents receive written notice of the final deadlines after the mock examinations; other deadlines must be recorded by the student in their planner.

Parents will be notified of any deadlines and underachievement.

Appendix: IGCSE Option Form

There will be an initial preference form sent out in January. Following this a final option choice with subject blocks will be sent out before Songkran.

CONTACT INFORMATION

Key Stage 4 Coordinator and IGCSE Examinations Officer: Rebecca Edwards

Deputy Head Teacher: Charles Barrow

Head of Secondary: Dr Peter Jones

Website: www.regents.ac.th/

The Regent’s School, Bangkok

601/99 Pracha-Uthit Road, Wangthonglang, Bangkok 10310

Telephone: +66 (0) 2 957 5777

Email: [email protected]

Documents

IGCSE Handbook€¦ · IGCSE HANDBOO 5 Examination information The IGCSE programme is a two year course. Exams are normally taken at the end of that period, although early entry is