Curriculum Overview 2019-2020 Taipei European School British Secondary & High School
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IGCSE Curriculum Overview 2019-2020 Taipei European School British Secondary & High School
CONTENTS TES High School Section 3 IGCSE 3 (International General Certificate of Secondary Education) Option Choices 3 Subjects and Subject Groupings 3 Reporting 3 The Importance of Reading 4 Service Projects 4 Wellbeing 5 University and Careers Counselling in H1 and H2 5 First Language English 6 English: World Literature 8 English as a Second Language 10 Mathematics 12 Sciences 14 Chinese First Language 17 Chinese as a Second Language 19 Mandarin Chinese 20 Foreign Languages: French, Spanish, and German 21 Geography 23 History 25 Economics 26 Business Studies 27 Information and Communication Technology (ICT) 28 Computer Science 30 Physical Education (PE) 32 Art and Design 33 Drama 34 Music 35 CORE (PSHCE) 36 ASPIRE 37 Homework Quality Standards 38 Homework Charter for School, Students, and Parents 39 Student & Teacher Charters 40
TES High School Subjects and Subject Groupings
The choice of IGCSE subjects is grouped with a view to
Section
progression onto the IB Diploma. All students in Years
H1 and H2 study the following subjects: English (first
or second language), Mathematics, Science (Double or
Triple Award), Core Curriculum Physical Education (PE)
Students in the TES High School Section are offered an
and Personal, Social, Health, and Citizenship Education
educational environment that allows them to develop
(PSHCE).
their full potential leading to graduation and beyond.
The two-year IGCSE programme, which commences
In addition, students also select four subjects from
in H1 and goes through to the end of H2 (the first
the following electives: Chinese (1st, 2nd, or Foreign
two years of high school) is the beginning of a four-
Language), French (Foreign Language), German (Foreign
year journey that will give students access to enriching
Language), Spanish (Foreign Language), EAL, Geography,
learning opportunities and prepare them for entry to
Economics, History, Business Studies, Music, ICT,
some of the world’s best universities and courses. The
Computer Science, Drama, Art, Physical Education.
different IGCSE subjects provide not only internationally-
recognised qualifications, but they are also great
Reporting
preparation for the IB Diploma Programme.
Feedback on progress to both students and parents
IGCSE (International General Certificate of is achieved in a range of ways. Parents receive written
Secondary Education) summative reports on their child's academic and
personal progress throughout the year. These reports
Students studying for the IGCSE examinations complete
indicate the current level/grade for each student,
the courses in two years. Some subjects are prescribed,
comments, and targets for the next steps in their
whereas others are chosen. The breadth of study is a
learning journey and also attitude towards learning
key element which helps the students to make more
indicators. Reports are also used formatively to inform
informed choices about their IB subject options.
learning conversations between each student and their
teachers and lead to target-setting and action planning
At the end of H2, the students sit examinations set
driven by the student. Staff enjoy the opportunity to
by Cambridge Assessment, part of the University of
coach students to reflect upon their own learning and
Cambridge. Cambridge IGCSEs are the world’s most
together arrive at a plan for progress.
popular international qualifications for 14 to 16 year
olds. The examinations are taken in over 145 countries
and in more than 6,000 schools around the world. These
international qualifications are recognised by the world’s
best universities and employers, giving students a wide
range of options in their education and future careers.
The different subject courses prepare students for life,
helping them to develop informed curiosity and a lasting
passion for learning.
Option Choices
As students progress into IGCSE, it is important that they
receive support to ensure they are making informed
decisions. The ‘Destination IG’ programme is designed
to educate students on the requirements of the IGCSE
programme and to give them as much information
as possible about their future pathways. Support is
offered by the Year Deans, Heads of Department, and
the University and Careers Counsellors to ensure that
students are as informed as possible in their decisions.
Curriculum Overview 2019-2020 | 3
The Importance of Reading There are many benefits of free, voluntary reading.
Research shows that there is a positive relationship
In the British Secondary and High School Section, we
are committed to developing a consistent approach to between reading frequency, reading enjoyment and
academic achievement. Teachers will also provide
reading and developing reading skills. Reading often
students with regular opportunities to read a variety
and widely in English is essential for students to develop
of different text-types relating to the subjects they
the high levels of academic proficiency that are required
are studying. Our aim is to provide wide-spectrum
to achieve success in the IGCSE and IB examinations.
exposure to academic English.
It is the best way to develop language knowledge and
vocabulary.
Service Projects
For four days in each week, there is fifteen minutes Throughout secondary school, students will be
dedicated reading time built in to the timetable – ‘drop involved in various service projects, both on campus
everything and read’. Students are allowed to choose and in the local community. The service projects
literature to read. They are encouraged to make use of are just one way in which we embed our values of
the school library services to ensure that their choice of Responsibility and Respect.
reading is at the right level and suitably challenging.
4 | Curriculum Overview 2019-2020
Wellbeing University and Careers Counselling in H1 and H2
The wellbeing of our students is something that the The University and Careers Counselling (UCC) Department
British Secondary and High School Section takes very in the British Secondary and High School Section is a
seriously. In H1 and H2 (the IGCSE years), the CORE team of three counsellors who work with students on
curriculum, as well as many special events throughout an individual basis and with whole year groups through
the school year, often have a wellbeing focus. Students the Core programme. UCC counsellors guide students
are taught the 'Five Ways to Wellbeing’ (Connect, throughout their four years of High School on making
Be Active, Take Notice, Keep Learning, and Give) informed decisions about their IB course selections,
alongside the School Values of Respect, Perseverance, standardised testing, career options, and university
Creativity, Responsibility, and Participation. Students applications for higher education institutions around the
also spend time exploring their character strengths, world.
as well as their mental toughness, as they learn more
about themselves as individuals. Strategies are put Students are not assigned to a counsellor until their H3
in place to further develop their strengths, as well year. However, in H1 and H2, UCC classes are held during
as develop confidence and, in turn, their mental Core lessons (PSHCE) to provide guidance on IGCSE subject
toughness. The aim is to allow all students in the options, summer programmes, internship placements, and
school to flourish and be the best they can be. career development. A presentation evening for parents
and students is held at the beginning of the academic
The Positive Education movement which underpins year to explain what the UCC Department does, and how
the school’s wellbeing strategy has shown that by we support our students. In addition to the presentation
adopting the five-step PERMA (Positive Emotions- evening, the UCC Department also holds Parent Coffee
Engagement-Relationships-Meaning & Purpose- Mornings throughout the year. These are open to all
Accomplishment) model, students will achieve British Secondary and High School Section parents. The
improved wellbeing, as well as improved academic counsellors are also available at one of the parent teacher
results. meeting evenings to discuss IB options (as they relate to
university choices).
TALK & LISTEN, DO WHAT YOU CAN. REMEMBER EMBRACE NEW YOUR TIME,
BE THERE, ENJOY WHAT YOU DO. THE SIMPLE EXPERIENCES YOUR WORDS,
FEEL CONNECTED MOVE YOUR MOOD THINGS THAT SEE OPPORTUNITIES, YOUR PRESENCE
GIVE YOU JOY SURPRISE YOURSELF
Curriculum Overview 2019-2020 | 5
First Language work with information and with ideas in language
by developing skills of evaluation, analysis, and
inference;
English listen to, understand, and use spoken language
effectively;
acquire and apply a wide vocabulary, alongside
Cambridge IGCSE First Language English is designed a knowledge and understanding of grammatical
for students whose mother tongue is English and for terminology and linguistic conventions.
international students who have an academic English
level close to, or equivalent to, that of a mother tongue
Course Materials & Resources
user of English.
All texts and course materials are provided by the
The course allows students to: school.
develop the ability to communicate clearly, accurately, Skills Developed
and effectively when speaking and writing;
Reading
learn how to use a wide range of vocabulary, and the Students are assessed on their ability to:
correct grammar, spelling, and punctuation;
develop a personal style and an awareness of the R1 demonstrate understanding of explicit meanings
audience being addressed. R2 demonstrate understanding of implicit meanings
and attitudes
Students are also encouraged to read widely, both for
R3 analyse, evaluate, and develop facts, ideas, and
their own enjoyment and to further their awareness of
opinions, using appropriate support from the text
the ways in which English can be used. Cambridge IGCSE
First Language English also develops more general R4 demonstrate understanding of how writers achieve
analysis and communication skills, such as synthesis, effects and influence readers
inference, and the ability to order facts and present R5 select and use information for specific purposes
opinions effectively.
Writing
Prerequisite Learning W1 articulate, experience, and express what is thought,
Successful completion of Key Stage 3 English or felt, and imagined
equivalent. We recommend that students who are W2 organise and structure ideas and opinions for
beginning this course should have a level in English deliberate effect
equivalent to First Language competence. W3 use a range of vocabulary and sentence structures
appropriate to context
Course Content
W4 use register appropriate to context
The aims of the syllabus are the same for all students.
W5 make accurate use of spelling, punctuation, and
The aims are set out below and describe the educational
grammar
purposes of a course in First Language English for the
Cambridge IGCSE examination. They are not listed in
order of priority. The aims are for students to:
read a wide range of texts, fluently and with good
understanding, enjoying and appreciating a variety of
language;
read critically, and use knowledge gained from wide
reading to inform and improve their own writing;
write accurately and effectively, using Standard
English appropriately;
6 | Curriculum Overview 2019-2020Next Steps Candidates who are awarded Grades A* to C in Cambridge
IGCSE First Language English is a general High School IGCSE First Language English are well prepared to follow
English Language qualification that enables learners to courses leading to IB English A Language and Literature, or
progress directly to employment or to proceed to further the equivalent.
qualifications.
Assessment
Exam Detail Length Weighting Internal/External
Reading
Candidates answer three compulsory questions on
Paper 1 three texts which may be on a similar topic. 2 hours 50% External
Text A and Text B will be 700–750 words in length and
Text C will be 500–650 words in length.
Writing
Candidates answer two questions, one from each section.
Paper 2 –
Section A Directed Writing
Directed
Candidates answer one compulsory question on one or 2 hours 50% External
Writing and
two texts totalling 650–750 words in length.
Composition
Section B Composition
Candidates answer one question from a choice of four
titles: two descriptive and two narrative.
Curriculum Overview 2019-2020 | 7English: experience literature’s contribution to aesthetic,
imaginative, and intellectual growth;
World Literature
explore the contribution of literature to an
understanding of areas of human concern.
Cambridge IGCSE World Literature and Literature in Course Materials & Resources
English will be accepted by universities and employers All texts and course materials are provided by the
as proof of real knowledge and understanding of the school.
world around us. Successful candidates gain lifelong
skills, including the ability to: Skills Developed
There are four assessment objectives (AOs) for IGCSE
read, interpret, and evaluate literary texts from
World Literature. Students are assessed on their ability
traditional English cultures and different countries
to demonstrate:
and cultures;
develop an understanding of literal and implicit detailed knowledge of the content and form of literary
meaning, relevant contexts, and of the deeper themes texts drawn from traditional and different countries
or attitudes that may be expressed; and cultures;
present an informed, personal response to literary engagement with writers’ ideas and treatment of
texts they have studied; themes, and appreciation of how texts relate to wider
explore wider and universal issues and gain skills of contexts;
empathy, promoting students’ better understanding recognition and appreciation of how writers create
of themselves and of the world around them. and shape meanings and effects;
empathy, through re-creation of a character’s voice
Prerequisite Learning
and thoughts.
Successful completion of Key Stage 3 English or
equivalent. We recommend that candidates who are Next Steps
beginning this course should have previously studied
The World Literature IGCSE certificate is a general
some creative writing and literature in prose/poetry
qualification that enables candidates to progress
and/or drama in the medium of English. Please note that
either directly to employment, or to proceed to further
all IGCSE option choices are subject to school approval.
qualifications. Candidates who are awarded grades A* to
C in Cambridge IGCSE World Literature are well prepared
Course Content
to follow courses leading to IB English A Language and
The syllabus aims, which are not listed in order of
Literature and IB English A English Literature, or the
priority, are to encourage and develop students’ ability
equivalent.
to:
enjoy the experience of reading traditional forms of
literature and world literature;
understand and respond to literary texts in different
forms and from traditional and different countries
and cultures;
communicate an informed personal response
appropriately and effectively;
appreciate different ways in which writers achieve
their effects;
8 | Curriculum Overview 2019-2020Assessment
Exam Detail Length Weighting Internal/External
Internally marked
A critical essay.
and internally and
Portfolio An empathic response. Ongoing 50%
externally
An oral contribution.
moderated
1 hour 15
Paper 2 Unseen texts 25% External
minutes
1 hour 30
Paper 3 Set texts 25 External
minutes
Curriculum Overview 2019-2020 | 9English as a Second Course Materials & Resources
All texts and course materials are provided by the
Language school.
Skills Developed
The English as a Second Language course is designed Students are assessed on their ability to:
for students whose first language is not English, but
who use it as a language of study. The course will help Reading and Listening
students to understand and communicate in English in understand and select relevant information;
a variety of social registers and styles. Students will also recognise and understand ideas, opinions, attitudes,
develop a greater awareness of the nature of language and connections between related ideas;
and language-learning skills. Finally, the course aims to
understand what is implied; for example, gist,
help students gain a wider international perspective.
relationships, and writer’s purpose.
Prerequisite Learning
Writing and Speaking
Successful completion of Key Stage 3 subjects or convey information and express opinions effectively;
equivalent. Please note that all IGCSE options are subject
employ and control a variety of grammatical
to school approval.
structures;
Course Content demonstrate knowledge and understanding of a
range of vocabulary;
There is no prescribed content for the English as a
Second Language course. Units of study are often observe conventions of paragraphing, punctuation,
thematic and include a range of texts and activities that and spelling;
help students develop skills in the domains of reading, employ appropriate register and style.
writing, speaking, and listening.
Next Steps
Themes are chosen that are relevant to students’ Successful completion of the English as a Second
personal and academic lives. The themes studied Language course is a good foundation for IB English B
may include, but are not limited to, Technology, Sport or equivalent. Students who achieve in the upper mark
and Fitness, Travel, and the Environment. Language range may be able to pursue English Language A at IB.
structures are often taught explicitly based on student
need and, as much as possible, in the context of a
communicative purpose.
10 | Curriculum Overview 2019-2020Assessment
Exam Detail Length Weighting Internal/External
Paper 1 Reading & Writing (Core) 1 hour 30 minutes 60% External
OR
Paper 2 Reading & Writing (Extended) 2 hours 60% External
AND
Component 3 Listening (Core) 40 minutes 20% External
OR
Component 4 Listening (Extended) 50 minutes 20% External
AND
Internally marked and internally and
Component 5 Speaking 10-15 minutes 20%
externally moderated
Curriculum Overview 2019-2020 | 11Mathematics Skills Developed
Students will be able to:
Students are encouraged to develop their mathematical select the mathematics and information to model a
knowledge and skills in a way that builds confidence and situation;
provides satisfaction and enjoyment. The course also
use a graphing calculator efficiently and effectively;
prepares students to use the power of Mathematics in
an increasingly technological world. solve a problem by investigation and analysis, forming
generalisations;
Prerequisite Learning communicate mathematical work using correct
Successful completion of Key Stage 3 Mathematics or notation and terminology;
equivalent. Please note that all IGCSE options are subject use statistical techniques to explore relationships in
to school approval. the real world;
apply combinations of mathematical skills and
Course Content techniques to solve a problem.
Students develop the ability to solve problems by
applying combinations of mathematical skills and Assessment
techniques, using investigation, analysis, deduction,
Assessment is through external examinations which test
and an appropriate strategy. They recognise patterns
the ability of students to know and apply concepts from
and structures and form generalisations, draw logical
the whole course. Students may study Mathematics at
conclusions from information, and understand the
Core or Extended level. Core students are restricted
significance of statistical results. Students also use the
to a maximum attainment of Grade C. This is the best
concepts of mathematical modelling to describe a real
option for students who do not find Mathematics easy.
life situation and make effective use of technology.
The Extended curriculum enables students to gain
Grades A* to E.
Key themes
Number
Next Steps
Algebra
Functions Students who are particularly gifted in Mathematics will
Geometry finish the International Mathematics IGCSE in H1 and
Transformations study Additional Mathematics IGCSE in H2, gaining two
Mensuration qualifications in Mathematics.
Coordinate Geometry
Trigonometry IGCSE Mathematics students can continue their
Sets study of the subject at IB level. Students who follow
Probability the Core curriculum are encouraged to study IB
Statistics Mathematics at Standard Level. Students who follow
the Extended curriculum and achieve at least a B grade
Course Materials & Resources are encouraged to study IB Mathematics at Standard
Level. Students who follow the Additional Mathematics
In Mathematics, IGCSE students make use of the curriculum or achieve at least an A/A* grade are
Cambridge International Mathematics textbooks encouraged to study IB Mathematics Higher Level.
published by Haese and Harris. In addition, students
are given access to MyiMaths through a school account
and individual login. Students are also expected to own
a TI-nspire Graphing Calculator and will use graphing
software such as Desmos and Autograph.
12 | Curriculum Overview 2019-2020Assessment
KS4 Maths
Exam Detail Length Weighting Internal/External
Paper 1 Short response questions designed to assess knowledge
45 minutes 25% External
(Core) and use of basic skills and methods. Non Calculator.
Paper 2 Short response questions designed to assess knowledg
45 minutes 20% External
(Extended) and use of basic skills and methods. Non Calculator.
Extended response questions, some of which will
Paper 3
particularly assess the use of graphing calculator 105 minutes 60% External
(Core)
functions. Graphic Calculator required.
Extended response questions, some of which will
Paper 4
particularly assess the use of graphing calculator 135 minutes 60% External
(Extended)
functions. Graphic Calculator required.
Paper 5 Investigation. Assesses the ability to investigate and
75 minutes 15% External
(Core) solve more open-ended problems.
Paper 6 Investigation and Modelling. Assesses the ability to
100 minutes 20% External
(Extended) investigate, model, and solve more open-ended problems.
Curriculum Overview 2019-2020 | 13Sciences Course Content
H1 Coordinated Science
Students complete one of two sciences: Coordinated Biology
Double Award Science, also known as Co-ordinated Characteristics of living organisms
Science, or Triple Award Science, also known as Triple Cells
Science. Both courses of study provide students with a Enzymes
comprehensive preparation for later studies, including Nutrition
the IB Diploma programme. Each of these sciences aim Respiration
to give students a sound understanding of the study and Transport
practice of science and an awareness of the impacts of Coordination and Response
scientific applications on society and the environment.
The courses aim to prepare students to become Chemistry
scientifically aware citizens in a technological world, to Atoms, Elements and Compounds
take an informed interest in scientific matters, and to Bonding
undertake the study of sciences at university level. Stoichiometry
The Periodic Table
In Coordinated Science, students study biological, Experimental Techniques
chemical, and physical sciences as a single subject, in Energy Changes in Reactions
a single class, usually with one teacher. At the end of Rates of Reaction
two years of study, students sit three examinations. All
three sciences feature in each of these papers. At the Physics
completion of examinations, students are awarded two
Particulate Nature of Matter
IGCSE grades.
Motion
Mass and Weight
Triple Award Science is a selective programme, suitable
Energy, Work and Power
only for the most capable, most hard-working students.
Energy Transfers
Triple Science is split into three separate subjects, with
Waves
specialist teachers taking Biology, Chemistry, and Physics.
Light
At the end of two years of study, students sit three
Sound
examinations for each of the sciences, nine examinations
in total. Students are awarded three final IGCSE grades,
H2 Coordinated Science
one for each of the Sciences.
Biology
Prerequisite Learning Inheritance
Selection of students for Triple Science and the Energy Flow in Ecosystems
Coordinated Science classes occurs at the end of the Year Human Impacts on Ecosystems
9 academic year. Year 9 students study the IGCSE Bridging
Unit, culminating in the IGCSE Bridging Unit Test. They are Chemistry
allocated to IGCSE classes according to their performance Acids, Bases and Salts
in this unit, their performance in Year 9 assessments, Air and Water
and any special needs they may have. Students who Sulfur
demonstrate outstanding ability and commitment may Carbonates
be offered a place on the Triple Science course. All other Electricity and Chemistry
students will be allocated to Coordinated Science classes Organic Chemistry
and follow either the full, Extended curriculum or the
Core curriculum, depending on their ability level. Please Physics
note that all IGCSE options are subject to school approval.
Circuits
Electromanetism
Radioactivity
14 | Curriculum Overview 2019-2020Course Materials & Resources Next Steps
In Coordinated Science and Triple Science, IGCSE IGCSE Science students can continue their study of the
students make use of the Cambridge IGCSE text subject at IB level.
books and revision guides for the study of Biology,
Chemistry, and Physics. Students are also expected to Students who are particularly gifted in Science will
own a scientific calculator. Students utilise laboratory complete the Triple Science IGCSEs. Should they achieve
equipment and materials to complete experimental at least a B grade, they will be encouraged to study IB
investigations. They may also have access to educational sciences (Biology, Chemistry, Physics) at Higher Level.
resources in Taipei such as the Taipei Zoo and Science
Education Museum. Students who follow the Core curriculum are
encouraged to study any of the Sciences at Standard
Skills Developed Level.
Students develop skills in safely performing experiments,
constructing hypotheses, taking detailed observations, Students who follow the Extended curriculum and
data analysis, experimental design, and evaluation of achieve at least a B grade are encouraged to study any
experimental methods. of the Sciences at Standard or Higher Level.
They develop scientific literacy, in English, including the Assessment
correct use of scientific terms, acknowledgement of Assessment is through external examinations which
sources, and correct use of tense. test the ability of students to know and apply concepts
from the whole course. Students may study Coordinated
They develop the ability to think and express themselves Science at Core or Extended level. Core students are
logically, with attention to evidence, cause-effect restricted to a maximum attainment of Grade C. This
relationships, and classification and control of variables. is the best option for students who do not find Science
easy. The Extended curriculum enables students to gain
They develop skills in the use of scientific apparatus, Grades A* to E. Students who study Triple Science may
measurement instruments, data loggers, and data gain Grades A*-E.
analysis software. They use various types of software
applications to communicate scientific ideas and
findings.
Curriculum Overview 2019-2020 | 15Coordinated Science Award
Exam Detail Length Weighting Internal/External
A multiple choice paper consisting of 40 items of the four-choice
Paper 1 45 minutes 30% External
type.
A multiple choice paper consisting of 40 items of the four-choice
Paper 2 45 minutes 30% External
type.
Written paper consisting of short answer and structured
Paper 3 2 hours 50% External
questions.
Written paper consisting of short answer and structured
Paper 4 2 hours 50% External
questions.
Paper 6 Alternative to Practical 1 hour 20% External
Triple Science Award
The following applies to Biology, Chemistry, and Physics.
Exam Detail Length Weighting Internal/External
A multiple choice paper consisting of 40 items of the four-choice
Paper 2 45 minutes 30% External
type.
Written paper consisting of short answer and structured
Paper 4 2 hours 50% External
questions.
Paper 6 Alternative to Practical 1 hour 20% External
16 | Curriculum Overview 2019-2020Chinese First Prerequisite Learning
Students beginning this course should have previously
Language achieved at least a C grade in the Key Stage 3 Chinese
Language and Literature course. Students who
followed the Chinese as a Second Language course at
Key Stage 3 may be considered for the First Language
The aims of the course are for students to: course, depending on their previous achievement and
commitment to the subject. Please note that all IGCSE
read a wide range of texts fluently and with good options are subject to school approval.
understanding, enjoying and appreciating a variety of
language;
read critically and use knowledge gained from wide
reading to inform and improve their own writing;
write accurately and effectively, using appropriate
standard language;
work with information and ideas in Chinese by
developing skills of critical evaluation, analysis,
synthesis, and inference;
acquire and apply a wide vocabulary, alongside
a knowledge and understanding of grammatical
terminology and linguistic conventions;
deepen their understanding and appreciation of
Chinese culture and classical texts.
Students aiming for A* to C should,
Assessment Objectives All students should be able to:
in addition, be able to:
Demonstrate understanding of words within Show a more precise understanding of extended
extended texts. texts.
Scan for, and extract, specific information; Recognise the relationship of ideas; evaluate
identify main and subordinate topics; effectiveness; draw inferences; compare, analyse,
summarise, paraphrase, re-express. synthesise.
Reading
Show some sense of how writers achieve their Show understanding of how writers achieve their
effects. effects.
Recognise and respond to simple linguistic Recognise and respond to more sophisticated
devices, including figurative language. linguistic devices.
Express thoughts, feelings, and opinions in
order to interest, inform, or convince the Express thoughts, feelings, and opinions in order
reader. to interest, inform, or convince the reader.
Show some sense of audience; demonstrate Show some sense of audience; demonstrate
adequate control of vocabulary, syntax, and adequate control of vocabulary, syntax, and
Writing grammar; exercise care over punctuation and grammar; exercise care over punctuation and
spelling. spelling.
Write accurate simple sentences; attempt Write accurate simple sentences; attempt a variety
a variety of sentence structures; recognise of sentence structures; recognise the need for
the need for paragraphing; use appropriate paragraphing; use appropriate vocabulary.
vocabulary.
Curriculum Overview 2019-2020 | 17Course Materials & Resources Next Steps
A range of authentic and adapted learning materials, Students studying the Chinese First Language course
including online texts and newspaper and magazine at IGCSE can continue their study of the subject at IB
articles, are introduced to support the nine examination Diploma level by choosing either Chinese Literature
topic areas, as guided by the syllabus. These are or Chinese Language and Literature as a Language
provided by the school. A option. Grade C is the minimum requirement for
transiting from IGCSE Chinese First Language to
Skills Developed Chinese A Standard Level study at IB Diploma level.
Students will be able to:
understand and collate explicit meanings;
understand, explain, and collate implicit meanings
and attitudes;
select, analyse, and evaluate what is relevant to
specific purposes;
understand how writers achieve effects;
articulate experience and express what is thought,
felt, and imagined;
order and present facts, ideas, and opinions;
understand and use a range of appropriate
vocabulary;
use language and register appropriate to audience
and context;
make accurate and effective use of paragraphs,
grammatical structures, sentences, punctuation, and
spelling.
Assessment
Exam Detail Length Weighting Internal/External
Reading, Directed Writing and Classical Chinese 2 hours 15
Paper 1 50% External
Questions will be based on syllabus content minutes
Writing
Paper 2 2 hours 50% External
Questions will be based on syllabus content.
18 | Curriculum Overview 2019-2020Chinese as a Second Course Materials & Resources
Easy Steps to Chinese is used as the main teaching and
Language
learning material to support the student’s literacy
development in the 22 topic areas.
Skills Developed
Chinese as a Second Language is designed for students
Students will:
who have a solid language foundation in Chinese.
The aim is to enhance the students’ knowledge and develop the ability to use Chinese effectively for the
understanding of Mandarin Chinese in order to promote purpose of practical communication;
their educational or employment prospects. form a sound base for the skills required for further
study or employment using Chinese as the medium;
Prerequisite Learning
develop an awareness of the nature of language and
Students beginning this course should have achieved language-learning skills.
a C Grade in a Key Stage 3 Chinese Language course of
promote learners’ personal development.
study. Please note that all IGCSE options are subject to
school approval.
Next Steps
Course Content IGCSE Chinese as a Second Language students can
continue their study of the subject at IB level. Students
This course is organised around four broad topic areas
who achieve at least a C grade are encouraged to
which provide contexts for the purpose of practical
consider studying IB Chinese B at Standard Level or
communication and general language application.
Higher Level.
Through the study of these topic areas, students increase
their awareness and appreciation of Chinese language,
culture, history, and society.
The topic areas are:
Area A Young people and education
Area B Society
Area C The world
Area D Cultural diversity
Assessment
Exam Detail Length Weighting Internal/External
Reading & Writing
Candidates are required to complete three reading exercises and
Paper 1 two writing exercises. Types of task include: information transfer, 2 hours 60% External
short-answer questions, multiple-matching, functional writing
and extended writing.
Listening
Candidates listen to recordings of short and longer spoken texts. Approximately
Paper 2 20% External
Types of task include: short-answer questions, gap-fill sentences, 35–45 minutes
information correction and multiple-choice questions.
Speaking
The Speaking test consists of three parts: candidates give a two- Internal
Approximately
Component 3 to three-minute presentation, followed by a short discussion 20% (Externally
10-13 minutes
with the examiner about the presentation, followed by a short moderated)
conversation with the examiner about general topics.
Curriculum Overview 2019-2020 | 19Mandarin Chinese The world of work
The international world
Mandarin Chinese is designed for students who are Course Materials & Resources
learning Mandarin Chinese as a foreign language. Integrated Chinese is used as the main teaching
The aim is to develop an ability to use the language and learning material to support students’ literacy
effectively for purposes of practical communication. This development in the five topic areas.
course is based on the linked language skills of listening,
reading, speaking, and writing, and these are built on as
Skills Developed
students progress through their studies.
Students will:
Mandarin Chinese also aims to offer insights into the develop the ability to communicate effectively using
culture and history of countries where Mandarin Chinese the target language;
is spoken, encouraging positive attitudes towards
gain insights into the culture and society of countries
language learning and towards speakers of foreign
where the language is spoken;
languages.
build awareness of the nature of language and
language learning;
Prerequisite Learning
develop positive attitudes towards speakers of other
Students should have previously achieved at least a C
languages and a sympathetic approach to other
grade in Key Stage 3 Chinese as a Foreign Language or
cultures and civilisations;
equivalent. Entry into the course for students who did
not study the subject at Key Stage 3 is at the discretion of gain enjoyment and intellectual stimulation;
the school. Please note that all IGCSE options are subject acquire transferable skills (e.g. analysis, memorising,
to school approval. drawing of inferences) to complement other areas of
the curriculum;
Course Content form a sound base for the skills, language, and
The course is organised around five broad topic areas, attitudes required for progression to work or further
which provide contexts for the acquisition of vocabulary study, either in the target language or another subject
and the study of grammar and structures. Through the area.
study of these topic areas, students gain insight into
target language countries and communities. Next Steps
IGCSE Mandarin Chinese students can continue their
The topic areas are: study of the subject at IB level. Students who achieve at
Everyday activities least a C grade are encouraged to consider studying IB
Personal and social life Chinese B at Standard Level.
The world around us
Assessment
Exam Detail Length Weighting Internal/External
Listening
Paper 1 Candidates listen to a number of recordings and answer questions 35 minutes 25% External
testing comprehension.
Reding
1 hour 15
Paper 2 Candidates read a number of texts and answer questions testing 25% External
minutes
comprehension.
Speaking
Approximately Internal (Externally
Paper 3 Candidates complete two role plays, a topic presentation/ 25%
15 minutes moderated)
conversation and a general conversation.
Writing
1 hour 15
Paper 4 Candidates read a number of texts and answer questions testing 25% External
minutes
comprehension.
20 | Curriculum Overview 2019-2020Foreign Languages: Course Materials & Resources
In IGCSE, students use textbooks published by Hodder
French, Spanish, and specifically conceived for French, German, and
Spanish IGCSE. These are provided by the school. They
also use the website linguascope.com.
and German Skills Developed
Over the two-year course, students will:
Cambridge foreign language IGCSEs are accepted by
universities and employers as proof of linguistic ability gain the ability to communicate effectively using the
and understanding. The course encourages students to target language;
develop lifelong skills, including: be offered insights into the culture and society of
countries where the language is spoken;
the ability to use a foreign language as a means of
develop awareness of the nature of language and
practical communication;
language learning;
insight into the culture and civilisation of countries
develop positive attitudes towards speakers of other
where the language is spoken;
languages and a sympathetic approach to other
a positive attitude towards language learning, towards cultures and civilisations;
the speakers of other languages, and towards other
be provided with enjoyment and intellectual
cultures and civilisations;
stimulation;
techniques which can be applied to other areas of
acquire transferable skills (e.g. analysis, memorising,
learning, such as analysis and memory skills;
drawing of inferences) to complement other areas of
a sound foundation for progression to employment or the curriculum;
further study.
form a sound base of the skills, language, and
attitudes required for progression to work or further
Prerequisite Learning
study, either in the target language or another subject
Students should have achieved at least a C grade in their area.
study of the language at Key Stage 3. Please note that all
IGCSE options are subject to school approval.
Course Content
The syllabus 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, candidates 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
Curriculum Overview 2019-2020 | 21Next Steps of a mother tongue; it is not suitable for studying a
IGCSE foreign language students can continue their second language. A resource room is allocated for
study of the subject at IB level. Students who achieve self-study students. While no teacher is provided, a
at least a C grade are encouraged to consider studying collection of resources for many languages has been
Language B at Standard Level. Students who achieve gathered over the years; however, students and
a B grade or above should consider opting for IB their parents must also take responsibility for finding
Language B at Higher Level. suitable learning materials. The school will support this
process. Students can continue studying their language
Self-Study Languages at IGCSE Level at IB level, either with a teacher if this is possible or
following the IB Language A self-taught programme. If
At IGCSE level, students can also follow a self-study
available, students can take the corresponding IGCSE
programme if their mother tongue is not taught at
examinations. In the past, TES students have followed
TES. This programme is only suitable for the study
this programme in a variety of languages, such as
Japanese, Hebrew, Korean and Portuguese.
Assessment
Exam Detail Length Weighting Internal/External
Paper 1 Listening 40 minutes 25% External
Paper 2 Reading 1 hour 25% External
Speaking
A single interview with three compulsory parts:
Approximately
Paper 3 Test 1: Role Play 25%
15 minutes Internal
Test 2: Topic Presentation/Conversation
Test 3: General Conversation
Paper 4 Writing 1 hour 25% External
22 | Curriculum Overview 2019-2020Geography Within each of the themes there is the opportunity
to investigate case studies that are relevant to the
students in order to illustrate the content studied.
Through the IGCSE Geography course, students will develop
a 'sense of place' by looking at the world around them on a Course Materials & Resources
local, regional, and global scale. Students examine a range There is no set textbook for the IGCSE Geography
of natural and man-made environments, and study some course, although some sections of Complete Geography
of the processes which have affected their development. for Cambridge IGCSE (Oxford University Press) are
They also look at the ways in which people interact with used. Necessary texts and resources are provided
their environment and the opportunities and challenges an by the school. For revision, some sections of BBC
environment can present, thereby gaining a deeper insight Bitesize offer support (http:// www.bbc.co.uk/
into the different communities and cultures that exist around schools/gcsebitesize/geography/). Students are also
the world. encouraged to read around the topics covered through
engaging with online news platforms and other
Prerequisite Learning sources which their class teacher will suggest when
Successful completion of Key Stage 3 Geography or relevant.
equivalent. All IGCSE options are subject to school approval.
Skills Developed
Course Content Throughout the course, students will develop the
The course is divided into three themes which have been skills to apply, interpret, and analyse different types of
designed to develop an understanding of both the natural geographical information, including:
and the human environment. Each of the themes covers the
following major headings: Topographical maps
Other maps
Population and Settlement Diagrams
Population dynamics Graphs
Migration Tables of data
Population structure Written material
Population density and distribution Photographs
Settlements and service provision Pictorial material
Urban settlements
Urbanisation Next Steps
IGCSE Geography students can continue their study of
The Natural Environment the subject at IB level. Students who achieve at least
Earthquakes and volcanoes a C grade are encouraged to consider studying IB
Rivers Geography at Standard Level. Students who achieve
Coasts a B grade or above should consider opting for IB
Weather Geography at Higher Level.
Climate and natural vegetation
Economic Development
Development
Food production
Industry
Tourism
Energy
Water
Environmental risks of economic development
Curriculum Overview 2019-2020 | 23Assessment
Exam Detail Length Weighting Internal/External
Geographical Themes
1 hour 45
Paper 1 Candidates answer structured knowledge-based questions. 45% External
minutes
Candidates answer three questions out of six, one from each theme.
Geographical Skills
1 hour 30
Paper 2 Candidates answer questions designed to test skills in interpreting 27.5% External
minutes
and understanding geographical information.
Alternative to Coursework
1 hour 30
Paper 3 Candidates answer questions based on theoretical investigations, 27.5% External
minutes
testing how to carry out fieldwork.
24 | Curriculum Overview 2019-2020History
Cambridge IGCSE History encourages students to raise Course Materials & Resources
questions and to develop and deploy historical skills,
The Cambridge IGCSE Modern World History textbook
knowledge, and understanding in order to provide
(Hodder Education) is issued to each student. The school
historical explanations.
also subscribes to Hindsight history magazine, which is
aimed at history students ages 14-16.
Prerequisite Learning
Successful completion of Key Stage 3 History or Skills Developed
equivalent. All IGCSE options are subject to school
The IGCSE History course aims to:
approval.
encourage the development of historical skills,
Course Content including investigation, analysis, and evaluation;
In History we develop an interest in, and enthusiasm for, promote an understanding of key historical concepts:
learning about and understanding the past, exploring cause and consequence, change and continuity, and
historical concepts such as cause and consequence, similarity and difference;
change and continuity, and similarity and difference. encourage international understanding;
Students learn to appreciate historical evidence and improve communication skills;
how to use it and gain a greater understanding of promote the acquisition of knowledge and
international issues and inter-relationships. Students understanding of individuals, people, and societies
also learn how to present clear, logical arguments. in the past.
Key themes
Next Steps
The 20th century – International Relations since 1919: IGCSE History students can continue their study of the
Were the peace treaties of 1919–23 fair? subject at IB level. Students who achieve at least a C
To what extent was the League of Nations a success? grade are encouraged to consider studying IB History at
Why had international peace collapsed by 1939? Standard Level. Students who achieve a B grade or above
Who was to blame for the Cold War? should consider opting for IB History at Higher Level.
How effectively did the USA contain the spread of
Communism?
Why did events in the Gulf matter, c.1970–2000?
Assessment
Exam Detail Length Weighting Internal/External
Structured essay response questions on the depth study and two
Paper 1 2 hours 40% External
optional structured question from a choice.
Document paper in which candidates answer six questions on one
Paper 2 2 hours 33% External
prescribed topic taken from the Core Content.
Internally assessed
Candidates produce one piece of extended writing based on their
Paper 3 Ongoing 27% and externally
Depth Study (2000 words).
moderated
Curriculum Overview 2019-2020 | 25Economics Skills Developed
The learning outcomes of IGCSE Economics are to:
Economics is the study of how money flows through develop students’ knowledge and understanding of
an economy. This includes studying how money flows economic terminology and principles, and elementary
between businesses and consumers, businesses economic theory;
and other businesses, businesses and governments,
develop students’ basic economic numeracy and
governments and its citizens, and between different
literacy and their ability to handle simple data
governments.
including graphs and diagrams;
Prerequisite Learning develop students’ ability to use the tools of economic
analysis in particular situations;
Successful completion of Key Stage 3 subjects or
equivalent. Please note that all IGCSE options are subject show students how to identify and discriminate
to school approval. between differing sources of information and how to
distinguish between facts and value judgements in
economic issues;
Course Content
develop students’ ability to use economic skills (with
Topics covered in IGCSE Economics include:
reference to individuals, groups, and organisations) to
Basic economic problems: choice and the allocation of understand better the world in which they live;
resources enable students to participate more fully in decision-
The allocation of resources: how the market works making processes as both consumers and producers
(Demand & Supply, Elasticity) and market failure and as citizens of the local, national, and international
The individual as producer, consumer, and borrower community;
The private firm as producer and employer develop students’ understanding of the economies
of developed and developing nations and of the
Role of Government in the economy
relationships between them; and to develop
Economic indicators (Inflation, Unemployment, GDP) their appreciation of these relationships from the
Developed and developing economies: trends in perspective of both developed and developing
population and living standards nations.
International aspects (Protectionism and Trade)
Next Steps
Course Materials & Resources IGCSE Economics students can continue their study of
In IGCSE Economics, students make use of the Economics the subject at IB level. Students who achieve at least a C
textbooks that are published by Hodder Education grade are encouraged to consider studying IB Economics
Publications. These are provided by the school. There are at Standard Level. Students who achieve a B grade or
also many teacher made resources used that are shared above should consider opting for IB Economics at Higher
with students during lessons. Level.
Assessment
Exam Detail Length Weighting Internal/External
Paper 1 Multiple choice paper testing knowledge and understanding. 30 Marks 30% External
Data response questions testing analysis and critical evaluation and
Paper 2 70 Marks 70% External
decision making
26 | Curriculum Overview 2019-2020Business Studies distinguish between facts and opinions and evaluate
qualitative and quantitative data in order to help build
arguments and make informed judgements;
Business Studies is the study of how a business manages appreciate the perspectives of a range of stakeholders
its different business functions, management processes, in relation to the environment, individuals, society,
and decision-making processes. In short, ‘How to run a government, and enterprise;
business’.
develop knowledge and understanding of the major
groups and organisations within and outside business
Prerequisite Learning and consider ways in which they are able to influence
Successful completion of Key Stage 3 subjects or objectives, decisions, and activities;
equivalent. Please note that all IGCSE options are subject develop knowledge and understanding of how the
to school approval. main types of businesses and commercial institutions
are organised, financed, and operated and how
Course Content their relations with other organisations, consumers,
Understanding business activity employees, owners, and society are regulated;
People in business develop skills of numeracy, literacy, enquiry, selection,
Marketing and employment of relevant sources of information,
Operations Management presentation, and interpretation;
Financial information and decisions
develop an awareness of the nature and significance
External Influences on business activity
of innovation and change within the context of
business activities.
Course Materials & Resources
In IGCSE Business Studies, students make use of the Next Steps
Cambridge IGCSE Business Studies textbooks that are
IGCSE Business Studies students can continue their
published by Collins Publications. In addition, students
study of the subject at IB level. Students who achieve at
have notebooks that guide their notetaking based on the
least a C grade are encouraged to consider studying IB
syllabus. There are also many teacher-made resources
Business and Management at Standard Level. Students
that are shared with students during lessons. All books
who achieve a B grade or above should consider opting
and other resources are provided by the school.
for IB Business and Management at Higher Level.
Skills Developed
The learning outcomes of IGCSE Business Studies are for
students to:
make effective use of relevant terminology, concepts,
and methods and recognise the strengths and
limitations of the ideas used;
apply their knowledge and critical understanding
to current issues and problems in a wide range of
appropriate contexts;
Assessment
Exam Detail Length Weighting Internal/External
Written examination consisting of four questions requiring a mixture
Paper 1 80 Marks 50% External
of short answers and structured data responses.
Written examination consisting of four questions based on a case
Paper 2 80 Marks 50% External
study, provided as an Insert with the paper.
Curriculum Overview 2019-2020 | 27Information and Course Content
Types and components of computer systems
Communication Input and output devices
Storage devices and media
Technology (ICT) Networks and the effects of using them
The effects of using IT
ICT applications
ICT is an inspiring, rigorous, and practical subject. The systems life cycle
Using creativity and imagination, we design and make Safety and security
products that solve real and relevant problems within Audience
a variety of contexts, considering our own and others’
Communication
needs, wants, and values.
File management
Cambridge IGCSE Information and Communication Images
Technology encourages learners to develop lifelong Layout
skills, including:
Styles
understanding and using applications; Proofing
using Information and Communication Technology Graphs and charts
(ICT) to solve problems; Document production
analysing, designing, implementing, testing and Data manipulation
evaluating ICT systems, ensuring that they are fit for Presentations
purpose;
Data analysis
understanding the implications of technology in
Website authoring
society, including social, economic, and ethical uses;
awareness of the ways ICT can help in the home,
learning, and work environments. Course Materials & Resources
All High School programmes utilise resources that
Prerequisite Learning have been thoroughly developed and tested within
the Computing Department. However, the main
Successful completion of Key Stage 3 subjects or
textbook for IGCSE ICT is Cambridge IGCSE ICT Second
equivalent. The skills learned in the school’s ICT
Edition (Hodder Publications). All textbooks and
programme throughout Years 7 to 9 form a very strong
necessary resources are provided by the school.
foundation on which to build IGCSE ICT learning.
Please note that all IGCSE options are subject to school
approval.
28 | Curriculum Overview 2019-2020Skills Developed By the end of the course, students will be able to:
Cambridge IGCSE Information and Communication
Technology aims to develop: recall, select, and communicate knowledge and
understanding of ICT;
knowledge of ICT, including new and emerging apply knowledge, understanding, and skills to
technologies; produce ICT-based solutions;
autonomous and discerning use of ICT; analyse, evaluate, and make reasoned
skills to enhance work produced in a range of judgements and present conclusions.
contexts;
skills to analyse, design, implement, test, and Next Steps
evaluate ICT systems; IGCSE ICT students can continue their studies of the
skills to consider the impact of current and new subject through ITGS at IB level. Students who achieve
technologies on methods of working in the at least a C grade are encouraged to consider studying
outside world and on social, economic, ethical IB ITGS at Standard Level. Students who achieve a B
and moral issues; grade or above should consider opting for IB ITGS at
Higher Level.
ICT-based solutions to solve problems;
the ability to recognise potential risks when
using ICT, and use safe, secure, and responsible
practice.
Assessment
Exam Detail Length Weighting Internal/External
Paper 1 Compulsory theory paper 2 hours 40% External
A series of skills-based practical tasks
Paper 2 2 hours 30 minutes 30% External
using computers in a Computer Lab
A series of skills-based practical tasks
Paper 3 2 hours 30 minutes 30% External
using computers in a Computer Lab
Curriculum Overview 2019-2020 | 29You can also read
