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Contents
1.0 Transition from Key Stage 3 to Key Stage 4
2.0 Key Stage 4 Curriculum
2.1 Core Examination Subjects – Compulsory
2.2 Optional Examination Subjects
2.3 Non-Examined Curriculum
3.0 International General Certificate of Education (IGCSE)
3.1 Grading
3.2 Core or Extended Levels
3.3 Choices
4.0 IGCSE Subjects
4.1 Art and Design
4.2 Biology
4.3 Chemistry
4.4 Design and Technology
4.5 Drama
4.6 Economics
4.7 English Language
4.8 English Literature
4.9 Geography
4.10 History
4.11 Information and Communication Technology
4.12 Mandarin (Chinese)
4.13 Malay
4.14 Mathematics
4.15 Music
4.16 Physical Education
4.17 Physics
5.0 Further Assistance
1.0 Transition from Key Stage 3 to Key Stage 4
The transition from Years 7, 8 and 9 (Key Stage 3) to Years 10 and 11 (Key Stage 4) is a very important phase in education. Students during Key Stage 3 have followed a core curriculum, which has contained very little element of choice but provided an important breadth and depth. During Key Stage 4 students will study a narrow core curriculum supplemented by several optional subjects from a broad range of disciplines. These courses are concluded by an external examination, the International General Certificate of Education (IGCSE), from the Cambridge International Examination Board (CIE).
2.0 Key Stage 4 Curriculum
2.1 Core Examination Subjects – Compulsory
All students in Key Stage 4 will study the following core subjects:
English Language (1st or 2nd Language IGCSE)
Malay (Foreign Language IGCSE or Malay for beginners)
Mathematics (Core or Extended IGCSE) Whilst all students are expected to have taken the IGCSE examinations in the core subjects by the end of Year 11 some will be given the opportunity to do so in Year 9 and 10. Students that have demonstrated a higher level of English and Mathematics will be given the opportunity to take IGCSE examinations in English Literature and Additional Mathematics in Year 11. It is generally expected that an ‘A’ or ‘A*’ grade be achieved in external examinations in English as a First Language and Extended Mathematics, in Year 10 if they are to be permitted to take up this opportunity. In addition to the core subjects above, Chinese (1st Language, 2nd Language and Mandarin) IGCSE examinations may be taken by students at the end of Year 9 and 10. A higher or additional level of study in each of these subjects, Maths English, Malay and Chinese, will be available to students in Year 11. For example, A-Level Chinese, HSK Chinese, 1st Language Malay (based on SPM), Additional Mathematics and Literature in English.
2.2 Optional Examination Subjects
Optional subjects are grouped into 5 blocks. Students are expected to select one subject from each block to follow to IGCSE level. It is compulsory to include a minimum of one Science subject and one Humanities subject in their choices. Option blocks have been designed to ensure that all career pathways are fully catered for. Block D Biology, History, Economics or Design Technology
Block E Physics, Geography, Economics, Drama or Physical Education (P.E)
Block F Biology, Chemistry, Art or Economics
Block G Biology, Chemistry, Physics or Mandarin (Chinese)
Block H Chemistry, Physics, Music or Information & Communication Technology (ICT)
2.3 Non-Examined Curriculum
All students in Key Stage 4 will follow non-examined courses in Physical Education and Personal,
Social and Health Education.
3.0 International General Certificate of Education (IGCSE)
3.1 Grading
The IGCSE is a globally recognised qualification taken at the end of Key Stage 4. The curriculum followed at Tenby is set by CIE and is an internationally benchmarked examination. Unlike in Key Stage 3 where the National Curriculum Levels are used the IGCSE uses an A*- G grading system. Students not achieving a minimum G grade will be recorded as a U (unclassified) grade. However, it is important to note, that whilst a grade D to G is considered a pass, a grade C or above is desirable. 3.2 Core or Extended Levels
A number of IGCSE subjects offer two levels of examination. The Core level restricts students to a maximum grade of C whilst the Extended level provides access to the full range of grades. Students will be advised on the best examination to take after the Mock Examinations in Year 11, and in consultation with parents. Details are provided on the subject pages that follow. It is also important at this stage to note that the IGCSE is the main route to A-levels in the Sixth Form. Success at IGCSE is essential to ensure a smooth transition to A-level and for some subjects the IGCSE Extended level of study in that subject is a requirement. 3.3 Choices
When making IGCSE Options choices, it is important that students consider the impact their choices may have on their future educational and career path. Senior Leadership, Key Stage Co-ordinators and Form Tutors will provide significant guidance in this respect. As students move into Key Stage 4, there will be an on-going series of discussions relating to higher education and career planning. It is important, too, that student’s decisions focus on the subject itself and are not influenced by friends’ perspectives or the personality of a teacher who has taught them previously in that subject. There is no guarantee that a particular teacher will be available to teach a student for the whole or even part of the course. Students are advised to reflect seriously on their skills and abilities, their genuine preferences, their future aspirations and the recommendations and views of their teachers. Students need not be anxious if they are uncertain at this stage, of their future direction; guidance will be provided for them to ensure that their choices are appropriate. It is important that decision-making involves the student, the parents and the teachers. To this end, we have created a range of formal opportunities for all the members of this partnership to contribute to this process. Key guidance dates: February Parent Information Session Student Information Session and Options booklet issued
March Year 9 meet Year 10 IGCSE Subject Representatives Course selection made and registered with School April Options confirmed with students and parents
Students are strongly advised to take full advantage of the guidance opportunities provided.
4.0 IGCSE Subjects
4.1 Art & Design – 0400
Course Introduction
The syllabus aims summarise the context in which students should view the syllabus content and
describe the purposes of a course based on this syllabus. They are not listed in order of priority.
The aims are to enable students to develop:
an ability to record from direct observation and personal experience
an ability to identify and solve problems in visual and/or other forms • creativity, visual awareness, critical and cultural understanding
an imaginative, creative and personal response
confidence, enthusiasm and a sense of achievement in the practice of art and design
growing independence in the refinement and development of ideas and personal outcomes
engagement and experimentation with a range of media, materials and techniques, including new media and technologies, where appropriate
experience of working in relevant frameworks and exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions
a working vocabulary relevant to the subject and an interest in, and a critical awareness of, other practitioners, environments and cultures
investigative, analytical, experimental, interpretative, practical, technical and expressive skills which aid effective and independent learning
Content
Art & Design has been designed to offer a broad choice of media and approaches so that students can produce a personal response and the school can play to their strengths in terms of staff, expertise and interests. The broad areas of study are:
painting and related media
printmaking
three-dimensional studies
photography, digital and lens-based media
graphic communication
textile design. Students can respond to any component using any of the media above Summary of the Programme
There are four components:
Component 1 – Broad-based assignment
This component is compulsory for all students. This is an externally set assignment which is marked by Cambridge.
There are two parts to this component: the supporting studies and the final outcome which is
produced during the eight-hour examination. Cambridge will assess both parts together and award
a single holistic mark out of 100.
This component gives students the opportunity to explore any of the areas of study in response to
the selected questions. It could be observational, interpretative or a combination of both. Alternatively
students may use any question as the starting point for a design brief of their choice.
Component 2 – Design-based assignment This is an externally set assignment which is marked by Cambridge. There are two parts to this component: the supporting studies and the final outcome which is produced during the eight-hour examination. Students produce their supporting studies in response to one question. Cambridge will assess both parts together and award a single holistic mark out of 100. This component tests the student’s ability to research, analyse and develop ideas to a design brief, and to arrive at an appropriate solution. The work produced for this component should be creative and original and must address the particular design briefs that are outlined on the question paper. Component 3 – Critical and Historical assignment
This is an internally set assignment which is marked by Cambridge. There is no question paper for
this component.
The assignment can relate to any aspect of art or design which is of interest to the candidate. This
should be a critical and visual appraisal or theoretical study undertaken in a written and practical
form using appropriate technical language, and should include drawings, paintings, photographs
and or digital/audio work. Emphasis can be on materials and processes for a materials-based
approach or a written, critical evaluative study. Component 4 – Coursework assignment
This is an internally set assignment which is marked by the teacher at the school and moderated by Cambridge. There is no question paper for this component.
There are two parts to this component: the supporting portfolio and the final outcome. The teacher
will assess both parts and award a single mark out of 100. Cambridge will moderate both parts of
a sample of work.
Assessment Summary
All students take two components. All students take Component 1 and choose either Component 2
or Component 3 or Component 4.
Available options:
Option A – Component 1 and Component 2
Option B – Component 1 and Component 3
Option C – Component 1 and Component 4
4.2 Biology – 0610
Course Introduction
With an emphasis on human biology, the Cambridge IGCSE Biology syllabus helps students to understand the technological world in which they live, and take an informed interest in science and scientific developments. Students gain an understanding of the basic principles of biology through a mix of theoretical and practical studies. They also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, which are useful in everyday life.
As they progress, students understand how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.
The syllabus aims summarise the context in which you should view the subject content and describe the purposes of a course based on this syllabus. They are not listed in order of priority. These are delivered by using suitable local, international or historical examples and applications, or through collaborative experimental work. The aims are:
• to provide an enjoyable and worthwhile educational experience for all students, whether or
not they go on to study science beyond this level
• to enable students to acquire sufficient knowledge and understanding to:
o become confident citizens in a technological world and develop an informed interest
in scientific matters
o be suitably prepared for studies beyond Cambridge IGCSE
• to allow students to recognise that science is evidence based and understand the usefulness,
and the limitations, of scientific method
• to develop skills that:
o are relevant to the study and practice of biology
o are useful in everyday life
o encourage a systematic approach to problem solving
o encourage efficient and safe practice
o encourage effective communication through the language of science
• to develop attitudes relevant to biology such as:
o concern for accuracy and precision
o objectivity
o integrity
o enquiry
o initiative
o inventiveness
• to enable students to appreciate that:
• science is subject to social, economic, technological, ethical and cultural influences and
limitations
• the applications of science may be both beneficial and detrimental to the individual, the
community and the environment
Content
Students study the following topics:
Characteristics and classification of living
organisms
Organisation of the organism
Movement in and out of cells
Biological molecules
Enzymes
Plant nutrition
Human nutrition
Transport in plants
Transport in animals
Diseases and immunity
Gas exchange in humans
Respiration
Excretion in humans
Coordination and response
Drugs
Reproduction
Inheritance
Variation and selection
Organisms and their environment
Biotechnology and genetic engineering
Human influences on ecosystems
Assessment Summary
All students take three exam papers. Core Level Paper 1 – 45 minute multiple choice paper – 30% of the total marks Paper 3 – 1h15 theory paper – 50% of the total marks Paper 6 – 1h15 alternative to practical paper – 20% of the total marks
Extended Level
Paper 2 – 45 minute multiple choice paper – 30% of the total marks Paper 4 – 1h15 theory paper – 50% of the total marks Paper 6 – 1h15 alternative to practical paper – 20% of the total marks
4.3 Chemistry - 0620
Course Introduction
The Cambridge IGCSE Chemistry syllabus enables students to understand the technological world in which they live, and take an informed interest in science and scientific developments. Students gain an understanding of the basic principles of Chemistry through a mix of theoretical and practical studies. They also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, skills which are useful in everyday life.
As they progress, students understand how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.
The syllabus aims summarise the context in which you should view the subject content and describe the purposes of a course based on this syllabus. They are not listed in order of priority. These are delivered by using suitable local, international or historical examples and applications, or through collaborative experimental work. The aims are:
• to provide an enjoyable and worthwhile educational experience for all students,
whether or not they go on to study science beyond this level
• to enable students to acquire sufficient knowledge and understanding to:
o become confident citizens in a technological world and develop an informed
interest in scientific matters
o be suitably prepared for studies beyond Cambridge IGCSE
• to allow students to recognise that science is evidence based and understand the
usefulness, and the limitations, of scientific method
• to develop skills that:
o are relevant to the study and practice of biology
o are useful in everyday life
o encourage a systematic approach to problem solving
o encourage efficient and safe practice
o encourage effective communication through the language of science
• to develop attitudes relevant to biology such as:
o concern for accuracy and precision
o objectivity
o integrity
o enquiry
o initiative
o inventiveness
• to enable students to appreciate that:
• science is subject to social, economic, technological, ethical and cultural influences and
limitations
• the applications of science may be both beneficial and detrimental to the individual, the
community and the environment
Content
Students study the following topics:
• The particulate nature of matter
• Experimental techniques
• Atoms, elements and compounds
• Stoichiometry
• Electricity and chemistry
• Chemical energetics
• Chemical reactions
• Acids, bases and salts
• The Periodic Table
• Metals
• Air and water
• Sulfur
• Carbonates
• Organic chemistry
Assessment Summary
All students take three exam papers. Core Level Paper 1 – 45 minute multiple choice paper – 30% of the total marks Paper 3 – 1h15 theory paper – 50% of the total marks Paper 6 – 1h15 alternative to practical paper – 20% of the total marks
Extended Level
Paper 2 – 45 minute multiple choice paper – 30% of the total marks Paper 4 – 1h15 theory paper – 50% of the total marks Paper 6 – 1h15 alternative to practical paper – 20% of the total marks
4.4 Design & Technology - 0445
Course Introduction
The Cambridge IGCSE Design and Technology syllabus enables leaners to identify, consider and solve problems through creative thinking, planning and design, and by working with different media, materials and tools. Students gain technical and design awareness as a result, and develop skills such as initiative, resourcefulness, enquiry and ingenuity. They also develop the communication skills central to design making and evaluation. Cambridge IGCSE Design and Technology provides an ideal basis for further study and prepares students for their future within a rapidly changing technological society. The Cambridge IGCSE Design and Technology syllabus aims to:
develop creative thinking in areas relevant to design and technology
apply problem solving skills to practical and technological problems
develop the communication skills central to design, making and evaluation
apply knowledge and understanding to the design and making of products, taking into
consideration sustainability and the wider impact on society
encourage students to apply learning to areas of personal interest
develop a range of transferable skills and the attributes of the Cambridge learner
develop the ability to make aesthetic, economic, moral and technical value judgements.
Content
The Syllabus is divided into two Parts: Part 1 – Product Design Study of Part 1 is compulsory. Paper 1 (Product design) and Paper 5 (Project) specifically assess this content. Topics covered in this part include:
Identification of a need or requirement
Design briefs and design specifications
Research, selection and evaluation of designs
Health and Safety
Use of technology in design and making
Design and Technology in society
Practical design application
Environment and sustainability
Control systems
Part 2 – Options Option 1 – Graphic Products This area of study aims to develop the skills that designers use within the context of their design activities in the design studio. It also aims to develop an awareness of the importance
of communication and modelling techniques concerned with promotion and illustration of ideas and their interrelationship with all stages in commercial manufacture and promotion. The role that graphic products play within one or more of the following or similar areas will be covered:
packaging
promotional design
display
product design
manuals
transport
architectural modelling
corporate identity
interior design.
Option 2 – Resistant Materials This area of study aims to develop the skills which designers use within the context of materials and their processing. Students need practical experience so that they can get a broad understanding of materials and their processing rather than an in-depth knowledge of any particular material, technology or process. This practical experience should include:
the general physical and working properties of common construction materials (plastics, woods and metals) in relation to specific designing and making tasks
simple comparative testing leading to the reasoned selection of materials and processes for specific design and making tasks
Option 3 – Systems and controls
This area of study aims to develop the skills and knowledge used by designers within the context of a group of related technological resource areas: structures, mechanisms and electronics. Students need practical experience so that they can get a broad understanding of the three resource areas. By identifying how these areas interrelate, students can appreciate and exploit their role in designing and making controlled systems.
Assessment Summary Students take three components: Paper 1, plus one optional paper (Paper 2, 3 or 4) and Paper
5, the project. Papers 1–5 all test the content of ‘Part 1’ of the syllabus. In Paper 1 students
also need to focus on their knowledge of the ‘Part 2’ option they have chosen.
Paper 1 – 1h15 Product Design – 25% of the total marks
Paper 2 – 1h Graphic Products – 25% of the total marks
Paper 3 – 1h Resistant Materials – 25% of the total marks
Paper 4 – 1h Systems and Controls – 25% of the total marks
Paper 5 – Project – School based assessment – 50% of the total marks
4.5 Drama - 0411
Course Introduction
Through practical and theoretical study, students develop an understanding and enjoyment of drama, developing group and individual skills and studying ways to communicate ideas and feelings to an audience. They learn how to discover the performance possibilities of a text and
other stimuli, and devise dramatic material of their own. Students also develop their performance skills, the demonstration of which will form part of the final assessment. The syllabus aims to:
develop students’ understanding of drama through practical and theoretical study
enable students to understand the role of actor, director and designer in creating a
piece of theatre
develop students’ acting skills, both individually and in groups
enable students to develop their skills in devising original drama
help students communicate feelings and ideas to an audience
foster understanding of the performance process and enable students to evaluate the
various stages of that process
encourage enjoyment of drama
Content
There are three areas of study:
Understanding repertoire - Students will be assessed on their ability to demonstrate
knowledge and understanding of the possibilities of repertoire, and how to interpret and
realise it in a live performance.
Devising - Students will be assessed on their ability to devise dramatic material and
reflect on its effectiveness.
Acting skills - Students will be assessed on their acting skills and their ability to
communicate effectively to an audience.
Assessment Summary
There are two components:
Component 1 Written Examination (2 hours 30 minutes) 40%
The questions on this paper are based on pre-release material consisting of three stimuli and an extended extract from a play. Students devise a piece of drama based on one of the three stimuli and study the extract from the play. The questions on the paper will require students to have engaged with the pre-release material from the perspective of actor, director and designer. It is recommended that students informally perform the extract and ideas for devised work from the stimuli, to give them a personal practical understanding of how each could be interpreted, which will aid them in their written exam.
Component 2 Coursework 60%
Students submit three pieces of practical work: • One individual piece (3–5 minutes): one performance of an extract from a play. • Two group pieces (maximum 15 minutes each): one performance of an extract from a play
and one original devised piece.
4.6 Economics - 0455
Course Introduction
Whether you want to one day start your own business, work for a major international company or a government, become a teacher or doctor, or run a charity, the study of economics will provide you with the knowledge, understanding, critical thinking and skills you will need to succeed. The newspapers often describe complicated economic problems such as inflation, unemployment, poverty, balance of trade, changes in exchange rates, recessions, market prices, the stock market, etc. It is sometimes difficult to understand these and what impact they could have on our daily lives without an understanding of economics. People who have studied economics are good at problem solving because they learn to identify problems, to suggest alternative solutions, to determine what information is relevant and to weigh up different costs and benefits in decision making. Knowledge of economics also helps us understand what determines the prices of different products, why people earn different amounts in different jobs and why these can change over time, why some countries are poor and others are rich and how and why governments influence the behaviours of different groups of consumers and producers. But above all the study of Economics makes us realise that we are all dependent upon one another and that the decisions we make will affect others. By studying Economics, you will therefore develop valuable lifelong skills and knowledge including:
• An understanding of economic theory, terminology and principles
• The ability to apply the tools of economic analysis to real-world situations
• The ability to distinguish between facts and personal judgements in real economic
issues
• An understanding of and the ability to use and interpret basic economic data
numeracy and literacy
• The ability to take a greater part in decision making processes in everyday life
• An understanding of the economies of developed and developing nations
Content
All students will study the following topics:
• Basic Economic Problem: choice and the allocation of resources
• The allocation of resources: how the market worked; market failure
• The individual as producer, consumer and borrower
• The private firm as producer and employer
• Role of government in the economy
• Economic indicators
• Developed and developing economies: trends in production, population and living
standards
• International aspects of economics
Assessment Summary
All students take two examination papers:
Paper 1 – 45 minutes multiple choice paper – 30% of the total marks
Paper 2 – 2h15 Structured Questions – 70% of the total marks
4.7 English Language
All Students will follow English Language with the aim of achieving first language level. However, students will be entered for the examination level that they are ready to achieve well in at the end of Year 10 or Year 11. When they enter the exam, and at what level will be discussed with teachers, parents and students. There are two levels available. First Language and Second Language. Course Introduction
First Language
IGCSE First Language English is designed for students whose first language is English. Cambridge IGCSE First Language English students develop the ability to communicate clearly, accurately and effectively in both speech and writing. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed.
Students are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge IGCSE First Language English also develops more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively.
English as a Second Language
IGCSE English as a Second Language is designed for students who already have a working knowledge of the language and who want to consolidate their understanding in order to progress in their education or career. Through their studies, students will improve their ability to understand and use English in a range of situations.
The aim is to achieve a level of practical communication ideal for everyday use, which can also form the basis for further, more in-depth language study. In Syllabus 0510, marks for the speaking component do not contribute to the overall grade students receive for the written components
Assessment Summary
First Language - 0500
Paper 1 – Core – 1h45 – Reading – 50% of the total marks
Paper 2 – Extended – 2 hours – Reading – 50% of the total marks
Paper 3 – Core and Extended – Directed writing and composition – 2 hours – 50% of the
total marks
English as a Second Language - 0510
Paper 1 – Core – 1h30 – Reading and Writing – 70% of the total marks
Paper 2 – Extended – 2 hours – Reading and Writing – 70% of the total marks
Paper 3 – Core – 40 minutes - Listening – 30% of the total marks
Paper 4 – Extended – 50 minutes – Listening – 30% of the total marks
Paper 5 – Core and Extended – 15 minutes – Speaking – Separate grading
4.8 English Literature - 0475
All students will follow the English Literature curriculum in Year 10. Students who have
demonstrated a higher attainment in English Language will continue with English Literature in
Year 11.
Course Introduction
The syllabus enables students to read, interpret and evaluate texts through the study of literature in English. Students develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes that may be expressed. Through their studies, they learn to recognise and appreciate the ways in which writers use English to achieve a range of effects, and will be able to present an informed, personal response to the material they have studied.
The syllabus also encourages the exploration of wider and universal issues, promoting students' better understanding of themselves and of the world around them.
The syllabus aims summarise the context in which you should view the syllabus content and describe the purposes of a course based on this syllabus. They are not listed in order of priority.
The aims are to develop students who:
• enjoy the experience of reading literature
• understand and respond to literary texts in different forms and from different periods
and cultures
• communicate an informed personal response appropriately and effectively
• appreciate different ways in which writers achieve their effects
• experience literature’s contribution to aesthetic, imaginative and intellectual growth
• explore the contribution of literature to an understanding of areas of human concern.
Content
Students will study set texts in the following categories:
A – Poetry
B – Prose
C – Drama
Details of set texts can be found in the online syllabus.
Assessment Summary
Paper 1 – 1h30. Poetry and Prose – 50% of the total marks
Paper 3 – 45mins. Drama – 25% of the total marks
Paper 4 – 1h15. Unseen – 25% of the total marks
4.9 Geography – 0460
Course Introduction
Through the Geography syllabus, students will develop a 'sense of place' by looking at the
world around them on a local, regional and global scale. Students will examine a range of
natural and man-made environments, and study some of the processes which affected their
development. They will also look at the ways in which people interact with their environment,
and the opportunities and challenges an environment can present, thereby gaining a deeper
insight into the different communities and cultures that exist around the world.
Successful IGCSE Geography students develop lifelong skills, including:
• an understanding of location on a local, regional and global scale
• an awareness of the characteristics, distribution and processes affecting contrasting
physical and human environments
• an understanding of the ways in which people interact with each other and with their
environment
• an awareness of the contrasting opportunities and constraints presented by different
environments • an appreciation of and concern for the environment
• an appreciation of the earth including its people, places, landscapes, natural processes
and phenomena
The Geography course seeks to achieve academic balance, a thorough knowledge and
understanding of the subject, and help to develop the skills students need for their next steps
in education or employment.
Content
The syllabus is divided into three themes which have been designed to develop an
understanding of both the natural and the human environment:
1. Population and settlement
2. The natural environment
3. Economic development.
Assessment Summary
All students take three examination papers:
Paper 1- 1 hour 45 minutes. Geographical Themes - 45% of the total marks
Paper 2- 1 hour 30 minutes. Geographical Skills - 27.5% of the total marks
Paper 4- 1 hour 30 minutes. Alternative to Coursework- 27.5% of the total marks
4.10 History – 0470
Course Introduction
The History syllabus looks at some of the major international issues of the nineteenth and twentieth centuries, as well as covering the history of particular regions in more depth. The emphasis is on both historical knowledge and on the skills required for historical research.
Students develop an understanding of the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. History will stimulate any learner already interested in the past, providing a basis for further study, and also encouraging a lifelong interest in the subject.
History is a stimulating and engaging subject which aims to provide an appreciation that by
studying the past you can understand the major issues and problems today. Universities and
Employers value the contribution that History makes to your lifelong learning. This course will
help you to develop vital skills for the future including communication, literacy, problem solving,
ICT and debating skills.
Content
All students will study:
Core Content: The 20th Century: International Relations since 1919
1. Were the peace treaties of 1919–23 fair?
2. To what extent was the League of Nations a success?
3. Why had international peace collapsed by 1939?
4. Who was to blame for the Cold War?
5. How effectively did the USA contain the spread of Communism?
6. How secure was the USSR’s control over Eastern Europe, 1948–c.1989?
7. Why did events in the Gulf matter, c.1970–2000?
In depth study: Germany 1914-1945
1. Was the Weimar Republic doomed from the start?
2. Why was Hitler able to dominate Germany by 1934?
3. How effectively did the Nazis control Germany, 1933-1945?
4. What was it like to live in Nazi Germany?
Assessment Summary
Paper 1: 2 hours. Written paper - Core content and in depth study - 40% of the total marks
Paper 2: 2 hours. Written paper on the core content - 33% of the total marks
Paper 3: 1 hour. Written Paper on the in depth study - 27% of the total marks
4.11 Information and Communication Technology – 0417
Course Introduction
The Information Communication Technology syllabus encourages students to develop lifelong
skills, which will be useful to them in their work across the curriculum and prepare them for
future employment. They will develop understanding of the implications of technology in
society, including social, economic and ethical uses and awareness of the ways ICT can help
in home, learning and work environments.
The syllabus combines theoretical and practical studies focusing on the ability to use common software applications to solve problems, including word processors, spreadsheets, databases, interactive presentation software, web browsers and website design. Students analyse, design, implement, test and evaluate ICT systems, ensuring that they are fit for purpose.
Content
The syllabus is spilt into the following units:
1. Types and components of computer systems
2. Input and output devices
3. Storage devices and media
4. Networks and the effects of using them
5. The effects of using IT
6. ICT applications
7. The systems life cycle
8. Safety and security
9. Audience
10. Communication
11. File management
12. Images
13. Layout
14. Styles
15. Proofing
16. Graphs and charts
17. Document production
18. Data manipulation
19. Presentations
20. Data analysis 21. Website authoring
Assessment Summary
All students will take three examination papers:
Paper 1 – 2 hours. Theory – 40% of the total marks
Paper 2 – 2h30. Practical – 30% of the total marks
Paper 3 – 2h30. Practical – 30% of the total marks
4.12 Mandarin (Chinese) - 0547
Course Introduction
This syllabus is designed for students who are learning Mandarin 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 students progress through their studies. This syllabus aims to:
• develop the ability to communicate effectively using the target language
• offer insights into the culture and society of countries where the language is spoken
• develop awareness of the nature of language and language learning
• encourage positive attitudes towards speakers of other languages and a sympathetic
approach to other cultures and civilizations
• provide enjoyment and intellectual stimulation develop transferable skills (e.g. analysis,
memorising, drawing of inferences) to complement other areas of the curriculum
• form a sound base of the skills, language and attitudes required for progression to work
or further study, either in the target language or another subject area
Content
The subject content is organised around five broad Topic areas which provide contexts for the
acquisition of vocabulary and the study of grammar and structures. Through the study of these
Topic areas, students gain insight into target language countries and communities. The Topic
areas are:
• Everyday activities
• Personal and social life
• The world around us
• The world of work
• The international world.
Assessment Summary
All students take four examination papers:
Paper 1 – 45 minutes Listening – 25% of the total marks
Paper 2 – 1 hour Reading – 25% of the total marks
Paper 3 – 15 minutes Speaking – 25% of the total marks
Paper 4 – 1 hour Writing – 25% of the total marks
4.13 Malay - Foreign Language – 0546
All students will be prepared for and will take this examination. However, native Malay
speakers will be following a 1st Language curriculum throughout Years 10 and 11 which is a
higher level.
Course Introduction
This syllabus is designed for students who are learning Malay 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 students progress through their studies. This syllabus aims to:
• develop the ability to communicate effectively using the target language
• offer insights into the culture and society of countries where the language is spoken
• develop awareness of the nature of language and language learning
• encourage positive attitudes towards speakers of other languages and a sympathetic
approach to other cultures and civilizations
• provide enjoyment and intellectual stimulation develop transferable skills (e.g. analysis,
memorising, drawing of inferences) to complement other areas of the curriculum
• form a sound base of the skills, language and attitudes required for progression to work
or further study, either in the target language or another subject area.
Content
The subject content is organised around five broad Topic areas which provide contexts for the
acquisition of vocabulary and the study of grammar and structures. Through the study of these
Topic areas, students gain insight into target language countries and communities. The Topic
areas are:
• Everyday activities
• Personal and social life
• The world around us
• The world of work
• The international world.
Assessment Summary
All students take three examination papers:
Paper 2 – 1 hour Reading – 33% of the total marks
Paper 3 – 15 minutes Speaking – 33% of the total marks
Paper 4 – 1 hour Writing – 33% of the total marks
4.14 Mathematics – 0580 (Additional Mathematics – 0606)
All students will study IGCSE Mathematics. The more able mathematicians will be given the
opportunity to take the examinations in Year 10 and follow Additional Mathematics in Year 11.
The Additional Mathematics course is described at the end of this section.
Course Introduction
An essential subject for all students, Mathematics encourages the development of
mathematical knowledge as a key life skill, and as a basis for more advanced study. The
syllabus aims to build students' confidence by helping them develop a feel for numbers,
patterns and relationships, and places a strong emphasis on solving problems and presenting
and interpreting results. Students also gain an understanding of how to communicate and
reason using mathematical concepts.
The aims are to enable students to:
• develop their mathematical knowledge and oral, written and practical skills in a way
which encourages confidence and provides satisfaction and enjoyment
• read mathematics, and write and talk about the subject in a variety of ways
• develop a feel for number, carry out calculations and understand the significance of the
results obtained
• apply mathematics in everyday situations and develop an understanding of the part
which mathematics plays in the world around them
• solve problems, present the solutions clearly, check and interpret the results
• develop an understanding of mathematical principles
• recognise when and how a situation may be represented mathematically, identify and
interpret relevant factors and, where necessary, select an appropriate mathematical
method to solve the problem
• use mathematics as a means of communication with emphasis on the use of clear
expression
• develop an ability to apply mathematics in other subjects, particularly science and
technology
• develop the abilities to reason logically, to classify, to generalise and to prove
• appreciate patterns and relationships in mathematics
• produce and appreciate imaginative and creative work arising from mathematical ideas
• develop their mathematical abilities by considering problems and conducting individual
and co-operative enquiry and experiment, including extended pieces of work of a
practical and investigative kind
• appreciate the interdependence of different branches of mathematics
• acquire a foundation appropriate to their further study of mathematics and of other
disciplines
Content
Students may follow either the Core curriculum or the Extended curriculum. Students aiming
for grades A* to C should follow the Extended curriculum. All students will study the following
topics:
1. Number
2. Algebra and graphs
3. Geometry
4. Mensuration
5. Co-ordinate geometry
6. Trigonometry
7. Matrices and transformations
8. Probability
9. Statistics
Assessment Summary
All students take two examination papers. Core
Paper 1 – 1 hour. Short-answer questions - 35% of the total marks
Paper 3 – 2 hours. Structured questions - 65% of the total marks
Extended:
Paper 2 – 1h30. Short-answer questions - 35% of the total marks
Paper 4 – 2h30. Structured questions - 65% of the total marks
Additional Mathematics - 0606
This syllabus is intended for high ability students who have achieved, or are likely to achieve, grade A*, A or B in the IGCSE Mathematics examination. Cambridge IGCSE Additional Mathematics enables students to extend the mathematical skills, knowledge and understanding developed in the IGCSE Mathematics course and use skills in the context of more advanced techniques.
The syllabus has a Pure Mathematics only content which enables students to acquire a suitable foundation in mathematics for further study in the subject. Selected students will take the Additional Mathematics examinations at the end of Year 11.
4.15 Music - 0410
Course Introduction
When studying Music, students listen to, perform and compose music, encouraging aesthetic and emotional development, self-discipline and, importantly, creativity. As a result, students enhance their appreciation and enjoyment of music, an achievement that forms an ideal foundation for future study and enhances life-long musical enjoyment.
Students study music of all styles; each style is placed in its historical and cultural context, and they are encouraged to be perceptive, sensitive and critical when listening. Although the majority of the syllabus examines Western European music, the music of other cultures is always represented.
The syllabus aims summarise the context in which you should view the syllabus content and describe the purposes of a course based on this syllabus. They are not listed in order of priority. The aims of the syllabus are to:
• enable students to acquire and consolidate a range of basic musical skills, knowledge
and understanding, through the activities of listening, performing and composing
• help students develop a perceptive and critical response to the main historical periods
and styles of Western music
• help students to recognise and understand the music of selected non-Western
traditions, and thus to form an appreciation of cultural similarities and differences
• provide a foundation for the development of an informed appreciation of music
Content
There are three areas of assessment:
1. Listening
2. Performing
3. Composing
Listening
Aural awareness, perception and discrimination in relation to western music of the
baroque, classical, romantic and 20th‐century periods.
Identifying and commenting on a range of music from cultures in different countries.
Knowledge and understanding of one Western Prescribed work and one Prescribed
Focus from a non‐Western culture.
Performing
Technical competence on one or more instruments. Interpretative understanding of the
music performed.
Composing
Discrimination and imagination in free composition.
Notation, using staff notation and if appropriate, other suitable systems.
Assessment Summary
Paper 1 – 1h15. Listening – 40% of the total marks
Component 2 – Coursework – performing – 30% of the total marks
Two prepared performances, one individual and one ensemble
Component 3 – Coursework – composing – 30% of the total marks
Two contrasting compositions
4.16 Physical Education – 0413
Course Introduction
Physical Education is an exciting subject encompassing many areas of sport and health. It offers the opportunity to learn about this subject and foster an enjoyment of physical activity as well as developing an understanding of effective and safe physical performance. Students will learn how exercise is beneficial to one’s health, fitness and performance. They will understand how diet, rest and physical activity contribute to a healthy lifestyle and how this all affects their cardiovascular, respiratory, muscular and skeletal systems. Content
The syllabus provides students with an opportunity to study both the practical and theoretical aspects of Physical Education. It is also designed to foster enjoyment in physical activity. The knowledge gained should enable students to develop an understanding of effective and safe physical performance. Students will study all of the following topics:
1. Anatomy and physiology
2. Health, fitness and training
3. Skill acquisition and psychology
4. Social, cultural and ethical influences
Students will also undertake four different physical activities chosen from at least two of the seven categories listed in the syllabus. Assessment Summary
Paper 1 – 1h45. Theory paper – 50% of the total marks
Component 2 – Course work – 50% of the total marks
4.17 Physics – 0625
Course Introduction
The IGCSE Physics syllabus helps students to understand the technological world in which they live, and take an informed interest in science and scientific developments. They learn about the basic principles of Physics through a mix of theoretical and practical studies. Students also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, skills which are useful in everyday life.
As they progress, students gain an understanding of how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.
The syllabus aims summarise the context in which you should view the subject content and describe the purposes of a course based on this syllabus. They are not listed in order of priority. These are delivered by using suitable local, international or historical examples and applications, or through collaborative experimental work. The aims are:
• to provide an enjoyable and worthwhile educational experience for all students,
whether or not they go on to study science beyond this level
• to enable students to acquire sufficient knowledge and understanding to:
o become confident citizens in a technological world and develop an informed
interest in scientific matters
o be suitably prepared for studies beyond IGCSE
• to allow students to recognise that science is evidence based and understand the
usefulness, and the limitations, of scientific method
• to develop skills that:
o are relevant to the study and practice of Physics
o are useful in everyday life
o encourage a systematic approach to problem solving
o encourage efficient and safe practice
o encourage effective communication through the language of science
• to develop attitudes relevant to biology such as:
o concern for accuracy and precision
o objectivity
o integrity
o enquiry
o initiative
o inventiveness
• to enable students to appreciate that:
• science is subject to social, economic, technological, ethical and cultural influences and
limitations
• the applications of science may be both beneficial and detrimental to the individual, the
community and the environment
Content
Physics IGCSE covers everything from Atomic and Nuclear Physics to the structure of the universe. Its study helps elucidate the other sciences; develops practical and theoretical problem solving skills; and allows pupils to apply their mathematical study in real world contexts. Topics covered by all students are:
General Physics: Forces and Motion; Energy, Work and Power; Model of Matter
Thermal Physics: States of Matter; Temperature; Thermal Capacity; Heat Transfer
Properties of Waves: Refraction and Dispersion of Light; Lenses; EM Spectrum;
Sound
Electricity and Magnetism: Circuits; Digital Electronics; Electromagnetic Effects
Atomic Physics: Radioactivity; Atomic and Nuclear Models; Isotopes; Medical Physics
Assessment Summary
All students take three exam papers. Core Level Paper 1 – 45 minute multiple choice paper – 30% of the total marks Paper 3 – 1h15 theory paper – 50% of the total marks Paper 6 – 1h15 alternative to practical paper – 20% of the total marks
Extended Level
Paper 2 – 45 minute multiple choice paper – 30% of the total marks Paper 4 – 1h15 theory paper – 50% of the total marks Paper 6 – 1h15 alternative to practical paper – 20% of the total marks
5.0 Further Assistance Should students continue to be unsure about what subjects they should choose after reading this booklet do not worry, it is perfectly normal. The next step is to meet with the Head and/or Deputy Head of International Secondary to discuss their education and career pathway. They will be able to guide you further.