IGCSE - Nord Anglia Education

IGCSE OPTIONS GUIDE

CORE

OPTIONS

CONTENTS

English Language & English Literature Mathematics

Science: Double or Triple Award

Creative Arts

Humanities

Physical Education

Information Techonology

Language

Welcome to the IGCSE Options Guide. We expect that both students and parents will have many questions about what happens next in terms of education, and we’ve written this guide to try to answer as many as possible. If there is anything you are unsure about,

however, at any point in the process, please just ask.

Here at the British International School, we follow the UK education system, although we change it in places to make sure it is right for people living and working in Shanghai. The UK system divides your time at school into sections, called “Key Stages” (KS for short). This next stage after Year 9 is known as KS4, which is the name given to years 10 and 11. It marks an important time in a student’s education, as –in many countries – it’s the last two years of compulsory schooling. Most people are 14 at the start of year 10, and 16 by the end of Year 11, although many students are a little younger or older too.

KS4 is probably the first time students have had much choice in the subjects they study. It is not completely free choice, there are still subjects that everyone takes, but there are opportunities to choose some courses because of interest in them. The process of taking responsibility for their own education starts here and will continue into IB courses and on to university. Study over these two years will lead to important examinations at the end of the course. These are not just school examinations, they are recognised qualifications that will help students get into university and help them on the way to a successful career in the future. These exams are called IGCSEs, and students take them in all subjects except Guidance, sport and EAL.

INTErNaTIONal GENEral CErTIfICaTE Of SECONdary EduCaTION

ENGlISh laNGuaGE & ENGlISh lITEraTurE

In Years 10 and 11, all students with demonstrated ability will have the opportunity to study two related English courses. These will include IGCSE Language and IGCSE Literature. Each of these syllabuses is designed as a two- year course for examination at age 16-plus. As English Language and Literature will be studied concurrently, it is expected that students will be able to transfer and apply knowledge and skills across both courses. Throughout their study of Language and Literature, students will examine closely a range of works from the genres of poetry, prose and drama. Students will have access to a range of literary and language texts, extracts and other resources as required. These courses will enable students to communicate accurately, appropriately and effectively in speech and writing while exploring areas of universal human concern, thus leading to a greater understanding of themselves and others.

MathEMatICS

Mathematics is one of the core subjects in Years 10 and 11 and therefore is taken by every student. The most important reason for studying it is that it helps to develop logical reasoning skills which are essential for success in any field. There are many applications of Mathematics in everyday life.

The IGCSE in Mathematics builds upon the basic skills that have been taught in the four areas of the English National Curriculum: Number; Algebra; Shape and Space; and, Statistics and Probability.

SCIEnCE: DoublE or trIplE awarD

Double Award Science allows students to study all three sciences in the curriculum time of two. The IGCSE Science Double Award is equivalent to two IGCSEs. The specific units of work to be addressed will fall into the traditional scientific disciplines of Biology, Chemistry and Physics.

The IGCSE Science Triple Award is an extension of the course concepts studied in the Double Award for Science. The extension in material is designed to promote a greater awareness of scientific theory through additional scientific investigations directed towards motivating students to be productive and contributing members of the scientific community. Students will gain three Single Award qualifications for Biology, Chemistry and Physics.

As the Triple Award is an extension on the Double Award course all students will cover the same syllabus content in Year 10. By the end of Year 10 the Science Department will consult with parents and students to decide which course the student will continue with in Year 11.

Both the Double Award and Triple Award prepare the students for IB Science subjects.

CORE

CrEaTIvE arTS

arT & dESIGN

dESIGN & TEChNOlOGy: rESISTaNT MaTErIalS

draMa

MuSIC

OPTIONS

arT & dESIGNAims

To develop:• creative and imaginative ability and the practical skills for

engaging with and for communicating and expressing original ideas, feelings and meanings in art, craft and design

• investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical and enquiring minds, with increasing independence

• cultural knowledge and understanding of art, craft and design and of the media and technologies used in different times, contexts and societies

• personal attributes including self-confidence, resilience, perseverance, self-discipline and commitment.

Syllabus Content

Students need to develop knowledge, understanding and the capability to evaluate:

• how ideas, feelings and meanings are conveyed and interpreted in images, artefacts and products

• how knowledge and understanding of the work of others can develop and extend their thinking and inform their own work

• a range of art, craft and design processes including two and/or three dimensions, and traditional and new media and technologies

• how images, artefacts and products relate to social, historical, vocational and cultural contexts

• a variety of approaches, methods and intentions of contemporary and historical artists, craftspeople and designers from different cultures, and their contribution to continuity and change in society.

AssessmentEXTERNALLY SET, INTERNALLY ASSESSED = 40%

Externally Set Assignment

Consists of one, externally set, broad based thematic starting point usually made available to teachers in the examination year. Students have a set period of preparation time to complete a sketchbook and supporting mounted work of research, investigation and experimentation followed by a 10 hour practical examination. In the practical examination students create their own original creative outcome as a result of their preparatory studies. The.

INTERNAL = 60%

Personal Portfolio in Art and Design

Takes the form of several investigative and experimental sketchbooks, mounted 2D and 3D work exploring different Artists, Art Movements, Cultures and Art and Design media. Year 10 – Personal Portfolio Projects In Year 10 students are guided by their teacher for three (approximately 11 week) projects, where they investigate and explore a range of ideas in different art media whilst learning new skills and processes which will supporting them to meet the GCSE Assessment Criteria. Year 11 – Independent Personal InvestigationsIn Year 11 students return to each of the Year 10 project themes to explore and develop their own personal work further. Choosing artists to research and art media to experiment in, students develop their ability to work independently to explore original ideas and produce their own creative outcomes.

dESIGN TEChNOlOGy: rESISTaNT MaTErIalS

Aims

Students:

• actively engage in design and technology make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products

• explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making

• analyse existing products and produce practical solutions to needs, wants and opportunities,

• recognising their impact on quality of life develop decision-making skills through individual and collaborative working

• understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle

• develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.

Syllabus Content

Creative Design and Make Activities

Students can either design and make one product or different products.Students will develop skills in researching, designing, reviewing, planning, making and testing and evaluating.Knowledge and Understanding of Resistant Materials Technology

• Students will develop knowledge and understanding of a wide range of materials and processes used in design and technology.

• Students will learn about industrial and commercial practices and the importance of quality

• checks, and the health and safety issues that have to be considered at all times.

• The knowledge and understanding students develop in this unit can be applied easily to Unit 1:Creative Design and Make Activities.

Assessment

EXTERNAL = 40%

PAPER 11 hour 30 minutes

The examination paper will consist of multiple-choice, short-answer and extended-writing questions.80 marks

INTERNAL = 60%

Design and make activity Students must complete a design and make activity. These activities can be linked (combined design and make) or separate (design one product, manufacture another).

• All work, with the exception of research and preparation, must be done under informal supervision.Research and preparation may be completed under limited supervision.

• Students need to complete their designing and making within 40 hours of informal supervision.• 50 marks: design, 50 marks: making

draMaAims

Students to understand and enjoy drama by:

• developing their performance skills, both individually and in groups understanding the role of actor, director and designer in creating a piece of theatre

• considering ways in which ideas and feelings can be communicated to an audience

• discovering the performance possibilities of plays and other dramatic stimuli

• devising dramatic material of their own.

Syllabus Content

Understanding repertoire

Knowledge and understanding of the possibilities of repertoire, and how to interpret and realise it in a live performance.

• Devising• Devise dramatic material and reflect on its effectiveness.• Acting skills• Acting skills and their ability to communicate effectively to an

audience.

Assessment

EXTERNAL = 40%


The questions on this paper relate to pre-release material .This material consists of three stimuli and an extended extract from a play (or an abridged version of an entire play). Students devise a piece of drama based on one of the three stimuli and study the extract from the play.Students are required to have engaged with the pre-release material from the perspective of actor, director and designer.The question paper is structured as follows:•SectionA(30marks)6–8short-answerquestionsontheextractfromtheplay(20marks)and2–4questionsonthedrama

devised from their chosen stimulus (10 marks).•SectionB(25marks)onelonger-answerquestionfromachoiceofthreeontheextractfromtheplay.•SectionC(25marks)onelonger-answerquestionfromachoiceofthreeonthedramadevisedfromtheirchosenstimulus.

INTERNAL = 60%

Practical work Candidates submit three pieces of practical work.•Oneindividualpiece(3–5minutes): one performance of an extract from a play.•Twogrouppieces(maximum15minuteseach): one performance of an extract from a play and one original devised piece.Two group pieces:•oneperformanceofanextractfromaplay*•andoneoriginaldevisedpiece**.

MuSICAims

This course aims to:

• encourage students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study

• develop broader life skills and attributes, including critical and creative thinking, aesthetic sensitivity, emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation

• enable students to engage actively in the study of music develop musical skills and interests, including the ability to make music individually and in groups enable students to understand and appreciate a range of different kinds of music.

Syllabus Content

Content is defined by four Areas of Study. Each Area of Study includes three set works that will be the subject of the examination in Unit 3. The compositions in Unit 2 will be defined by the following Areas of Study:

Western classical music 1600-1899Music in the 20th centuryPopular music in contextWorld music

UNITS

Performing MusicComposing MusicListening and Appraising Music

EXTERNAL = 40%


Section A: eight compulsory questions in response to extracts from the set works that will be played on a CD during the examination Section B: one question from two optional questions on the set works, requiring extended writing 80 marks

INTERNAL = 60%

PERFORMING MUSIC30%

•Eachstudentwillcompleteonesoloperformanceandoneensembleperformance•Performanceswillberecorded.•Scores,professionalrecordingsorwrittencommentary(forrealisation)forbothperformanceswillbeassessed

COMPOSING MUSIC30%

Each student will create two compositions, or two arrangements, or one composition and one arrangement•Bothcompositions/arrangementswillberecorded•Notatedscoresorwrittencommentariesforbothcompositions/arrangementswillbeassessed

huMaNITIEShuMaNITIES

Assessment

huMaNITIES

buSINESS STudIES

ECONOMICS

GEOGraphy

hISTOry

buSINESS STudIES

Aims

Students will be able to:

• understand different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance appreciate the role of people in business success.

• They will also gain lifelong skills, including: the ability to calculate and interpret business data communication skills needed to support arguments with reasons the ability to analyse business situations and reach decisions or judgements.

Syllabus Content

1. Understanding business activity 2. People in business 3. Marketing 4. Operationsmanagement5. Financial information and decisions6. External influences on business activity

Assessment

EXTERNAL = 100%


Written examination consisting of four questions requiring a mixture of short answers and structured data responses.Candidates answer all questions.80 marks. 50%


Written examination consisting of four questions based on a case study, provided as an Insert with the paper.Candidates answer all questions.80 marks. 50%

ECONOMICS

Aims

Students will gain:

• an understanding of economic theory, terminology and principles• the ability to apply the tools of economic analysis• the ability to distinguish between facts and value judgements in

economic issues• an understanding of, and an ability to use, basic economic

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• an excellent foundation for advanced study in economics.

Syllabus Content

1. Basic economic problem: choice and the allocation of resources2. The allocation of resources: how the market works; market failure3. The individual as producer, consumer and borrower 4. The private firm as producer and employer5. Role of government in economy6. Economic indicators 7. Developed and developing economies: trends in production,

population and living standards8. International aspects

Assessment

EXTERNAL = 100

PAPER 145 minutes

Multiple choice Candidates answer 30 multiple choice questions.30%

PAPER 22 hours 15 minutes

Structured questions Candidates answer one compulsory question, which requires them to interpret and analyse previously unseen data relevant to a real economic situation, and three optional questions from a choice of six.70%

GEOGraphy

Students will be able to:

• apply and build on the fundamental building blocks of geographical knowledge

• actively engage in the process of geographical enquiry to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds

• develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world

• develop a framework of spatial awareness in which to appreciate the importance of the location of places and environments from a local to global scale

• appreciate that people have different views of, and attitudes to, the world, its environments and its issues

• develop and apply practical geographical enquiry skills• undertake geographical investigations that include both primary

and secondary data collection and presentation, analysis and drawing conclusions

• develop and apply their learning to the real world through fieldwork

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

EXTERNAL = 100%

PAPER 1 3 hours

Contains a variety of question types, such as multiple choicequestions, short and extended answer questions, graphical and dataquestions and practical enquiry questions.Students have to answer:•twoquestionsfromachoiceofthreeinSectionA•twoquestionsfromachoiceofthreeinSectionB•twoquestions;onequestionfromachoiceoftworelatedtoTopics1to3andonequestionfromachoiceoftworelatedto Topics 4 to 6 in Section C•onequestionfromachoiceofthreeinSectionD.180 marks.

Assessment

Syllabus Content

• Section A – The Natural Environment• Section B – People and their Environments• Section C – Practical Geographical Enquiry• Section D – Global Issues

AimshISTOry

Aims

This course enables students to:

• acquire knowledge and understanding of selected periods and/or aspects of history, exploring the significance of historical events, people, changes and issues

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

• organise and communicate their knowledge and understanding of history

• draw conclusions and make historical judgements.

Syllabus Content

History requires students to demonstrate understanding of:

• history through recalling, selecting and communicating• the past through explanation and analysis of, and judgements

about, key features and the concepts in history of causation, consequence and change

• source material through comprehension, interpretation and cross-reference, and through evaluation of historical claims

The topics studied are a mixture of 20th Century World History. They are selected to complement the content of the Key Stage 3 course and provide a sound basis from which the IB History course can follow.

Assessement

EXTERNAL = 50%


· Students are assessed through an examination based on their depth studies.· Students answer two questions, one on each of the depth studies they have studied.50 marks

INTERNAL = 50%


· Students are assessed through an examination based on their historical investigation and breadth study in change.

· Students answer two questions, one question on their historical investigation and one question on their breadth study in change.

50 marks

phySICal EduCaTION

Aims


• encourage students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and to develop an awareness and appreciation of their own and others’ cultures in relation to physical education

• encourage creativity and decision-making skills to enable students to plan effectively for performances and to respond to changing situations

• prepare students to make informed decisions about further learning opportunities and career choices

• enable students to become increasingly physically competent through being actively engaged in a range of physical activities, and to become increasingly effective in their performance in different types of physical activity and roles such as player/participant, leader and official

• enable students to develop their ability to engage independently and successfully in different types of physical activity, and to develop and maintain their involvement in physical activity as part of a healthy, active lifestyle.

Syllabus Content

THEORYOFPHYSICALEDUCATION

Healthy, active lifestylesYour healthy, active bodyPERFORMANCEINPHYSICALEDUCATIONPractical performanceAnalysis of performance

Assessment

EXTERNAL = 40%PAPER 11 hour 30 minutes

Includes multiple-choice, short-answer, and longer-answer questions on the Theory of Physical Education unit.80 marks

INTERNAL = 60%

PRACTICAL ASSESSMENT Practical performance and analysis of performance are assessed by teachers in controlled conditions.

INfOrMaTION TEChNOlOGy

INfOrMaTION & COMMuNICaTION TEChNOlOGy

COMpuTEr SCIENCE

INfOrMaTION & COMMuNICaTION TEChNOlOGy

Aims


1. help students to develop and consolidate their knowledge, skills and understanding in ICT and be aware of new and emerging technologies;

2. encourage students to develop further as autonomous users of ICT;

3. encourage students to continue to develop their ICT skills in order to enhance their work in a variety of subject areas;

4. provide opportunities for students to analyse, design, implement, test and evaluate ICT systems;

5. encourage students to consider the impact of new technologies on methods of working in the outside world and on social, economic, ethical and moral issues;

6. help students to improve their skills and increase their awareness of the ways in which ICT is used in practical and work-related situations.

Syllabus Content

The curriculum content is set out in eight interrelated sections.

1. Types and components of computer systems2. Input and output devices3. Storage devices and media4. Computer networks5. Data types6. The effects of using ICT7. The ways in which ICT is used8. Systems analysis and design

Assessment

EXTERNAL = 40%

PAPER 12 hours

Written paper testing syllabus content and assessment criteriaAll questions are compulsory: mostly multiple choice or short answer questions, but also some requiring longer responses. 100 marks

INTERNAL = 60%


Knowledge, skills and understanding of the assessment criteria and some core knowledge and understanding from syllabus content.80 marks 30%


Knowledge, skills and understanding of the assessment criteria and some core knowledge and understanding from syllabus content.80 marks 30%

COMpuTEr SCIENCE

Aims

Students will:

• develop computational thinking• develop an understanding of the main principles of solving

problems by using computers• develop understanding that every computer system is made up of

sub-systems, which in turn consist of further sub-systems• develop an understanding of the component parts of computer

systems and how they interrelate, including software, data, hardware, communications and people

• acquire the skills necessary to apply this understanding to develop computer-based solutions to problems using a high-level programming language.

Syllabus Content

Theory of Computer Science

1.1 Data representation1.2 Communication and Internet technologies1.2.1 Serial and parallel data transmission1.3 Hardware and software 1.4 Security1.5 Ethics

Practical Problem-solving and Programming

2.1 Algorithm design and problem-solving2.2 Programming2.3 Databases

Assessment

EXTERNAL = 100%


TheoryThis written paper contains short-answer and structured questions. There is no choice of questions.No calculators are permitted in this paper.75 marks 60%


Problem-solving and ProgrammingThis written paper contains short-answer and structured questions. There is no choice of questions. 20 of the marks for this paper are from questions set on the pre-release material.No calculators are permitted in this paper. 50 marks 40%

laNGuaGES

fOrEIGN laNGuaGE

fIrST laNGuaGE

fOrEIGN laNGuaGE frENCh, GErMaN, SpaNISh, MaNdarIN (INTErMEdIaTE)

Aims

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 civilisations 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.

Syllabus 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, 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

EXTERNAL = 75%

PAPER 1approximately 35 minutes

Listening Students listen to a number of recordings and answer questions testing comprehension. 30 marks 25%


Reading Students read a number of texts and answer questions testing comprehension. 36 marks 25%


Writing Students respond in the target language to three tasks. 45 marks 25%

INTERNAL = 25%

PAPER 3approximately 15 minutes

SpeakingStudents complete two role plays, a topic presentation/conversation and a general conversation.100 marks

fIrST laNGuaGE – MaNdarIN (NaTIvE)

Aims

The aims are to:

• enable students to communicate accurately, appropriately and effectively in writing

• enable students to understand and respond appropriately to what they read

• encourage students to enjoy and appreciate the variety of language• complement the students’ other areas of study by developing skills

of a more general application (e.g. analysis, synthesis, drawing of inferences)

• promote the students’ personal development and an understanding of themselves and others.

Syllabus Content

Reading

• demonstrate understanding of words within extended texts • scan for and extract specific information• identify main and subordinate topics, summarise, paraphrase,

re-express• show some sense of how writers achieve their effects• recognise and respond to simple linguistic devices including

figurative language

Writing

• express thoughts, feelings and opinions in order to interest, inform or convince the reader

• show some sense of audience • demonstrate adequate control of vocabulary, syntax and grammar• exercise care over punctuation and spelling• write accurate simple sentences• attempt a variety of sentence structures• recognise the need for paragraphing• use appropriate vocabulary

Assessment

EXTERNAL = 100%

PAPER 12 hours

Question 1 – 25 marksStudents answer a series of comprehension questions based on Passage 1.Question 2 – 25 marksStudents write a summary based on Passages 1 and 2. 60%


Reading Students write one composition of 400–600 characters. 40%

GCSE ChINESE (bEGINNErS)

Aims

To enable students to develop:

• an understanding of Chinese in a variety of contexts• a knowledge of Chinese vocabulary and structures• transferable language learning skills• the ability to communicate effectively in Chinese• awareness and understanding of countries and communities where

Chinese is spoken.

Syllabus Content

• Speaking and writing • Media and culture• Sport and leisure • Travel and tourism• Business, work and employment• Centre-devised option• Reading and Listening • Outandabout• Customer service and transactions• Personal information• Future plans, education and work

Assessment

EXTERNAL = 40%

LISTENING35 minutes (Foundation)40 minutes (Higher)

Testing is through a variety of tasks which require a response, written or non-verbal, to demonstrate understanding.The spoken material heard will include both formal (for example a telephone message) and informal speech (for example social interaction). 20%

READING45 minutes (Foundation)50 minutes (Higher)

The examination consists of a number of short texts, notices or news reports in Chinese which include a range of settings and styles, both formal and informal (for example text messages, advertisements, emails).All questions will be asked in English and the Chinese language reading material will be produced in both traditional and simplified script. 20%

INTERNAL = 60%

SPEAKINGEach activity must last for 4-6 minutes.

Students must demonstrate the ability to use the Chinese language for different purposes and in different settings, and will be assessed on two speaking activities chosen from the following task types: an open interaction, a picture-based free-flowing discussion or a presentation with discussion following. 30%

WRITING1 hour

The student must complete two separate writing tasks and each of these must be undertaken in controlled conditions in a single assessment session of no more than one hour. Students will produce at least 100 characters in each of the two assessment sessions. 30%

CONTaCT uS

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IGCSE - Nord Anglia Education