IGCSE Subjects Guide for 2023-2025 cohort

FOR EXAMS IN 2025

INTRODUCTION

Your future starts here!

Welcome to the Year 10 (Grade 9) Upper Secondary subject guide! This is an exciting milestone in your educational development. A time you begin to think about what you want from your future and what subjects you need to study to help you on your journey.

Moving to Upper Secondary is a big transition, whether you are crossing that threshold here at RGSV or from another school. There is an ever increasing expectation from teachers of a more mature approach to study and a more organised and independent attitude to learning. That is why it’s vital to begin this stage of education with a good understanding of what makes a successful Upper Secondary student. Our expectations are high but we believe that you can and will reach and exceed your potential with the right support, attitude and work ethic.

This Booklet is your guide to choosing your Upper Secondary subjects, including Cambridge IGCSEs. Here you will find information about all the Upper Secondary subjects which can be studied at RGSV, as well as get a flavour of the full breadth of the curriculum for Years 10 and 11. Choosing the best options is not an easy process and we hope that you find this booklet, together with guidance and advice from our teachers, useful in helping you to make the right choices.

Mr. Colin Bradshaw Bastida Head of Secondary

OUR PROGRAMME

Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds. Developed over 25 years ago, it is tried, tested and trusted by schools worldwide. IGCSE is usually accepted as an entrance standard to many High schools o ering IB Diploma Programmes (DP), A-levels, or Advanced Placement (AP). It is recognised by leading universities and employers worldwide and is an international passport to progression and success.

Reigate Grammar School Vietnam’s two-year programme over Year 10 and 11 (Grade 9 and 10) gives students excellent breadth and challenge as a first-rate preparation for their post-16 studies with us.

All students will take the following:

• IGCSE English (First Language)

• IGCSE Mathematics (with some students also taking IGCSE

• Additional Mathematics in Grade 10)

• IGCSE Co-ordinated Science

• Physical Education

• Another language: Vietnamese Language & Literature for students with Vietnamese nationality, Korean Language & Literature or IGCSE French (Foreign Language)

RGSV's compulsory IGCSE subjects (English as a First Language, Mathematics, Combined Sciences, Additional Language, plus three Options of your choice) ensure that upon completion of these examinations and the IB Diploma/A-Level examinations, our students exceed minimum subject requirements for most universities around the world. To that end, we recommend that students choose subjects they enjoy. If they enjoy the subject they will work hard, if they work hard they will do well.

Please be advised, however, that universities in the United States of America have additional subject requirements. If you are considering applying to universities in America, you are strongly advised to choose at least one of the following subjects from Humanities and Arts.

• Humanities: Business Studies, Geography, or History (with History strongly recommended)

• Arts: Art & Design or Music

IGCSE / Pre-Sixth Form Diploma

Progression in Secondary School:

Over the two year course, students prepare for the International General Certificate of School Education (IGCSE) in most subjects. This externally-set and assessed qualification is an essential requirement for all students in such a school system; the quality of grades achieved will determine the individual’s options for subsequent study, and may inform students about their own potential, strengths and preferences. Our Year 10 and 11 (Grade 9 and 10) programmes are specifically designed to prepare students for our IB Diploma & A-level programmes in Year 12 (Grade 11).

Attendance:

Attendance must be a priority for Year 10 & 11 (Grade 9 & 10) students throughout the two years of their Pre-Sixth Form and IGCSE courses. They are constantly involved in preparing for and completing internal controlled assessments. They are also involved in essential practical work in some subjects which cannot be recuperated if a lesson is missed, during both on Campus and online instruction.

Studying within a small class is an invaluable advantage for any student; we have also been able to o er certain options for each IGCSE group, and the number of subjects available will naturally increase as the Secondary School expands. Some of our Year 10 and 11 (Grade 9 and 10) students may also enjoy an hour of supervised Independent Study Time, when they have an opportunity to study quietly.

Curriculum:

RGSV IGCSE and Pre-Sixth Form programmes are specifically designed to prepare students for our IB Diploma & Cambridge A-Level Programmes in Years 12 and 13 (Grades 11 and 12). The majority of our students will be studying for IGCSE awards, including a double award for Science. Specific details of each course vary for each subject: as new initiatives are introduced, changes arise which impact the structure of a particular syllabus. This IGCSE subject guide incorporating each subject shows the combined weighting of internal controlled assessments and external examinations, along with any other relevant details regarding assessment.

Year 9 (Grade 8) students will begin learning about their Year 10 (Grade 9) International General Certificate of Secondary Education (IGCSE) choices during Semester Two of Year 9 (Grade 8) with items to be focused on for subject selection and career focuses, as well as sets deadlines for information to be shared by sta with students and parents.

During Semester Two, Year 9 (Grade 8) students will be introduced to the di erent subjects o ered at RGS Vietnam, and the di erent pathways that students have. Additionally, students start to research and consider career options for the future to better inform them of how their future goals might impact their subject selection processes. These subject-selection and careers-focused sessions will occur during the scheduled Friday PSHE times as well as invitation to special presentations. The Head of Secondary in coordination with the Head of Departments schedules these days and times into the overall homeroom calendars and coordinates the subject presentations with the appropriate teachers and the careers-focused events with the University Counsellor (UC). These are required components of the Year 9 (Grade 8) PSHE & pastoral programme.

Procedures:

Year 9 (Grade 8 ) students will:

• Complete a subject pre-survey at the start of Semester 2.

• Attend the Year 10 (Grade 9) / IGCSE Subject Selection events in Semester 2.

• Have their subject selection finalised and approved by the Head of Secondary by 1st May. (Subsequently, two full days for the Head of Secondary will be scheduled to hold meetings with parents and students as required).

Subject selection will take place on 1st April. Should an option reach its maximum capacity then: Firstly, students will be asked to volunteer to move to their second choice.

If still oversubscribed, then the Head of Secondary will assign the group randomly.

Procedures for changing Subject Selection after 1st April: Students who would like to make changes to their subject selection after 1st April confirmations will need to do the following:

st April and end of semester students should speak with the Head of Secondary, and parents will need to confirm the requested change via email.

• If a change request occurs during the summer break, students in combination with parents will need to email the Secondary O ce to request the change. The Head of Secondary will confirm at the start of

• During Semester 1 of the Year 10 (Grade 9) students will have 2 weeks to make a subject selection change. In order to make the

Have attended at least 3 lessons of the subject under consideration

Have a valid justification for the change. Complete a subject change form that will need to be signed by: Teachers teaching the classes connected to the change

There will be no subject changes after the Autumn Break of Year 10 (Grade 9) unless exceptional circumstances are brought to the attention of the Head of Secondary. Any consideration of changes will be at the discretion and consultation of the Head of Secondary.

Procedures for Subject Selection for new students:

• New students will make their choices from 1st May by submitting their June and confirmation will be

• If they have been enrolled for the next academic year at RGSV before 1st March then they will be invited to attend the subject selection

• New students will make their choices by submitting their subject August. Confirmation will be made August and by the start of the new academic year.

for the 2023-2025 cohort

IGCSE English First Language (compulsory)

Vietnamese Language & Literature / Vietnamese Studie (compulsory if Vietnames)

IGCSE Literature in English

What follows are the details of what each subject will cover over the two-year course. English, Maths, Coordinated Science and a language are compulsory, leaving a choice of 3 option subjects. Students will also have PE as a compulsory subject but this is not an IGCSE subject.

Cambridge IGCSE Mathematics supports learners in building competency, confidence and fluency in their use of techniques and mathematical understanding. This course helps learners to develop a feel for quantity, patterns and relationships. Learners will develop their reasoning, problem-solving and analytical skills in a variety of abstract and real-life contexts.

Cambridge IGCSE Mathematics provides a strong foundation of mathematical knowledge both for candidates studying mathematics at a higher level and those who will require mathematics to support skills in other subjects. The course is tiered to allow all candidates to achieve and progress in their mathematical studies.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-0580/

Aims

The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:

• Develop an understanding of mathematical principles, concepts and methods in a way which encourages confidence, provides satisfaction and enjoyment, and develops a positive attitude towards mathematics

• Develop a feel for number and understand the significance of the results obtained

• Apply mathematics in everyday situations and develop an understanding of the part that mathematics plays in learners’ own lives and the world around them

• Analyse and solve problems, present the solutions clearly, and check and interpret the results

• Recognise when and how a situation may be represented mathematically, identify and interpret relevant factors, select an appropriate mathematical method to solve the problem, and evaluate the method used

• Use mathematics as a means of communication with emphasis on the use of clear expression and structured argument

• Develop an ability to apply mathematics in other subjects, particularly science and technology

• Develop the ability to reason logically, make deductions and inferences, and draw conclusions

• Appreciate patterns and relationships in mathematics and make generalisations

• Appreciate the interdependence of di erent areas of mathematics

• Acquire a foundation for further study of mathematics or for other disciplines.

Content overview

The course is tiered to enable e ective di erentiation for learners. The Core content is intended for learners targeting grades G–C, and the Extended content is intended for learners targeting grades D–A*. All of the Core content is in the Extended content.

The subject content is organised by topic: number, algebra, shape and space, and probability and statistics. The content is not presented in a teaching order.

This content structure and the use of tiering allows flexibility for teachers to plan delivery appropriately for their learners.

Learners should be able to both use techniques listed in the content and apply them to solve problems.

Calculators are allowed throughout the assessment. Learners should know when and how to use their calculator, how to check their answers and how to apply rounding appropriately when solving a problem.

Learners should be able to show their working and be able to communicate mathematically, using appropriate notation and structure to communicate their reasoning within a problem.

Cambridge IGCSE Additional Mathematics supports learners in building competency, confidence and fluency in their use of techniques and mathematical understanding. This course helps learners to develop a feel for quantity, patterns and relationships. Learners will develop their reasoning, problem-solving and analytical skills in a variety of contexts.

Cambridge IGCSE Additional Mathematics provides a strong foundation of mathematical knowledge both for candidates studying mathematics at a higher level and those who will require mathematics to support skills in other subjects. It is designed to stretch the most able candidates and provides a smooth transition to further studies.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-additional-0606/

Aims

The aims describe the purposes of a course based on this syllabus. They are not listed in order of priority. The aims are to:

• Consolidate and extend their mathematical skills, and use these in the context of more advanced techniques

• Further develop their knowledge of mathematical concepts and principles, and use this knowledge for problem solving

• Appreciate the interconnectedness of mathematical knowledge

• Acquire a suitable foundation in mathematics for further study in the subject or in mathematics-related subjects

• Devise mathematical arguments and use and present them precisely and logically

• Integrate information technology (IT) to enhance the mathematical experience

• Develop the confidence to apply their mathematical skills and knowledge in appropriate situations

• Develop creativity and perseverance in the approach to problem solving

• Derive enjoyment and satisfaction from engaging in mathematical pursuits, and gain an appreciation of the elegance and usefulness of mathematics

• Provide foundation for AS Level/Higher study.

Content overview

All candidates will study the following topics:

1. Functions

2. Quadratic functions

3. Equations, inequalities and graphs

4. Indices and surds

5. Factors of polynomials

6. Simultaneous equations

7. Logarithmic and exponential functions

8. Straight line graphs

9. Circular measure

10. Trigonometry

11. Permutations and combinations

12. Series

13. Vectors in two dimensions

14. Di erentiation and integration

The content of Cambridge IGCSE Mathematics is assumed as prerequisite knowledge for this qualification.

Students should have a good grasp of the English language, both in reading and writing.

Students who enjoy reading and writing, especially as related to non-fiction materials. You should have an interest in learning about past events.

History is a great stepping stone for a career in fields such as diplomacy, education, politics, journalism and the law.

Students who want to study in USA should strongly consider taking History

Cambridge IGCSE History o ers the opportunity to study world history from the nineteenth century to the beginning of the twenty-first century. It encourages learners to raise questions and to develop and deploy historical skills, knowledge and understanding in order to provide historical explanations. Learners will explore history from a diversity of perspectives, including social, economical, cultural and political, and are given the opportunity to:

• Develop an interest in and enthusiasm for learning about and understanding the past

• Explore historical concepts such as cause and consequence, change and continuity, and similarity and di erence

• Appreciate historical evidence and how to use it

• Gain a greater understanding of international issues and inter-relationships

• Learn how to present clear, logical arguments.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-history-0470/

Aims

The aims describe the purposes of a course based on this syllabus. The aims are to:

• Stimulate an interest in and enthusiasm for learning about the past

• Promote the acquisition of knowledge and understanding of individuals, people and societies in the past

• Ensure that learners’ knowledge is rooted in an understanding of the nature and use of historical evidence

• Promote an understanding of key historical concepts: cause and consequence, change and continuity, and similarity and di erence

• Provide a sound basis for further study and the pursuit of personal interest

• Encourage international understanding• encourage the development of historical skills, including investigation, analysis, evaluation and communication skills.

Content overview

“If you enjoy history, IGCSE History is great because there are a variety of topics and you have to get through a lot in a short space of time.”

“I think the main reason to take History would be if you enjoy learning it.”

All candidates study all the Core Content in either:

Option A The nineteenth century: the development of modern nation states, 1848–1914 The content focuses on the following Key Questions

• Were the Revolutions of 1848 important?

• How was Italy unified?

• How was Germany unified?

• Why was there a civil war in the United States and what were its results?

• Why, and with what e ects, did Europeans expand their overseas empires in the nineteenth century?

• What caused the First World War?

or:

Option B The twentieth century: international relations since 1919

The content focuses on the following Key Questions:

• Were the peace treaties of 1919–23 fair?

• To what extent was the League of Nations a success?

• Why had international peace collapsed by 1939?

• Who was to blame for the Cold War?

• How e ectively did the United States contain the spread of Communism?

• How secure was the USSR’s control over Eastern Europe, 1948–c.1989?

• Why did events in the Gulf matter, c.1970–2000?

In addition, all candidates must also study at least one of the following Depth Studies:

• The First World War, 1914–18

• Germany, 1918–45

• Russia, 1905–41

• The United States, 1919–41

• China, c.1930–c.1990

• South Africa, c.1940–c.1994

• Israelis and Palestinians since 1945

Students should have a good grasp of the English language, both in reading and writing.

Everybody who is interested in what is happening around them since Business is everywhere and touches everything

Students will read articles, listen to podcasts and view other sources related to current events that a ect Businesses and the Business environment

Cambridge IGCSE Business Studies is accepted by universities and employers as proof of an understanding of business concepts and techniques across a range of di erent types of businesses. Learners will be able to:

• Understand di erent 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.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-business-studies-0450/

Aims

The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:

• Apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts

• Make e ective use of relevant terminology, concepts and methods, and recognise the strengths and limitations of the ideas used in business

• Distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements

• Appreciate the perspectives of a range of stakeholders in relation to the business environment, individuals, society, government and enterprise

• Develop knowledge and understanding of the major groups and organisations within and outside business, and consider ways in which they are able to influence objectives, decisions and activities

• Develop knowledge and understanding of how the main types of businesses are organised, financed and operated, and how their relations with other organisations, consumers, employees, owners and society are regulated

• Develop skills of numeracy, literacy, enquiry, selection and use of relevant sources of information, presentation and interpretation

• Develop an awareness of the nature and significance of innovation and change within the context of business activities

• Acquire a foundation for further study of business or other subjects.

‘I can no longer walk into a supermarket or convenience store without thinking business’

‘Some of the articles we read are about issues I have never thought about before’

‘I am learning about so many interesting topics’

‘I did not realise how naive I was about what supermarkets do to entice me to buy from them’

Content overview

1. Understanding business activity

This section introduces the underlying ideas and concepts of business and includes the purpose and nature of business activity and how businesses can be classified. Enterprise and entrepreneurs, and why some businesses grow while others remain small are further important issues. How business size can be measured, types of business organisation, business objectives and stakeholder objectives are the concluding topics.

2. People in business

The focus is the functional area of human resources and includes the importance and methods of motivating a workforce. How businesses are organised and managed and the methods of recruitment, selection and training of employees are also considered. Finally, the section covers the importance and methods of e ective internal and external communication.

3. Marketing

This section includes the role of marketing, the distinctions between niche and mass markets and the techniques of market segmentation. The methods and importance of market research are covered. The central role of the marketing mix, i.e. the four Ps, is made clear. Marketing strategies to influence consumer decisions at home and in new foreign markets are the final topics in this section.

4. Operations management

The focus is the functional area of production and includes the meaning and methods of production and how productivity can be increased. The di erent costs of production and break-even analysis are covered. The section concludes with the importance and methods of achieving quality in the production process and location decisions of businesses.

5. Financial information and decisions

This finance and accounting section covers the need for and sources of business finance, cash-flow forecasting and working capital. Simple income statements are covered as well as statements of financial position and the analysis of accounts including why and how accounts are used.

6. External influences on business activity

This section focuses on di erent external influences on business activity and how these impact on a business. It includes government influences on economic, environmental and ethical issues and how they impact on the functional areas of businesses. In addition, the international economy including globalisation and its e ects on businesses and governments, multinational businesses and exchange rates are important issues. Legal constraints are an external influence to be considered but these influences are covered in the relevant functional areas above, as well as in this last section.

There will be focus on current Business News so students can learn to apply, analyse and evaluate through the lens of actual Business events.

First Language English 0500 (Compulsory)

Cambridge IGCSE First Language English allows learners to:

• develop the ability to communicate clearly, accurately and e ectively when speaking and writing

• Learn how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation

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

Learners 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 inference, and the ability to order facts and present opinions e ectively.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-english-first-language-0500/

Aims

The aims describe the purposes of a course based on this syllabus. The aims are to enable 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 e ectively, using Standard English appropriately

• Work with information and with ideas in language by developing skills of evaluation, analysis, use and inference

• Listen to, understand, and use spoken language e ectively

• Acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions.

Content overview

Cambridge IGCSE First Language English o ers candidates the opportunity to respond with understanding to a rich array of reading texts during the course as a whole. Candidates will use these texts to inform and inspire their own writing, and write in a range of text types for di erent purposes and audiences.

Candidates will develop both their speaking and their listening skills, delivering a presentation, and responding to questions and engaging in conversations.

Candidates are encouraged to become appreciative and critical readers, writers, speakers and listeners.

Vietnamese Language & Literature / Vietnamese Studies

Vietnamese is compulsory for all Vietnamese students. There will be an in-house exam at the end of Year 11 (Grade 10).

The Year 10 (Grade 9) Vietnamese Language and Literature /Vietnamese Studies subject was designated to bring opportunities to develop student's understanding of Vietnamese language and literature in a variety of media and forms, from di erent periods and styles. Also, in an international setting, our syllabus is to nurture, maintain and develop students’ understanding and pride of Vietnamese history, geography and culture. Through various learning activities, students develop a wide range of skills which are not only necessary in learning the subject, but also to help them become a better communicator in their mother tongue language. The syllabus also fostered the interest and enjoyment of learning language and literature.

Aims

The aims describe the purposes of a course based on this syllabus. The aims are to:

• Listen to, understand and respond in appropriate and e ective spoken language

• Read and understand a range of texts in various forms with enjoyment and appreciation of the Mother tongue language

• Develop interpretation, analysis, evaluation skills and apply these skills when reading and writing

• Understand the historical, cultural context and the connection between the context and the literature work

• Widen their vocabulary and develop the ability of choosing appropriate language to express ideas in various contexts

• To write accurately and e ectively with a good degree of accuracy in grammar, vocabulary and sentence construction

• To write a range of text types with an understanding of the characteristics and the requirements of particular text type

• To organise oral and written presentation in a coherent and focused manner

Content overview

The subject is organised in 4 Units throughout the school year which aims to provide the knowledge of Vietnamese Language and Literature in di erent periods of time.

Unit 1: Non - literature texts and Vietnamese language

Unit 2: Vietnamese Mediaeval Literature

Unit 3: Vietnamese modern poetry (during the Vietnam - America war time)

Unit 4: Vietnamese modern prose (during the Vietnam - America war time) and some translation works

Korean Language & Literature

* for all Korean passport holders who have studied home language in Lower Secondary.

The course encourages learners to develop lifelong skills, including:

• Improving writing/reading/speaking/listening skills.

• Develop personal language style.

• As an individual, an understanding of the relationship with the community.

• A broad understanding of various perspectives.

• Ability to reasonably explain, analyse, and evaluate literature works and non-literary texts.

• The ability to express his/her thoughts convincingly in a logical form.

Aims

The aims are to:

• Understand about himself/herself as an individual

• Develop the ability to communicate skillfully in Korean

• Develop an insight into individual-local-global relationship

• Develop positive perceptions and attitudes toward other perspectives and cultures

• Develop the ability to reasonably coordinate di erent arguments

• Develop the ability to analyse and critically accept media

• Prepare the necessary abilities in the IBDP/A-Level process.

Content overview

The subject content is to understand the nature of communication and to develop writing/reading/speaking/listening skills for excellent communication. Through this course, students gain insight into personal, local, and the global.

• Sharing knowledge

• Analysis and understanding of media

• Argument and persuasion

• Relationship among individual-region-world

• Critical and creative acceptance.

Korean is compulsory for all Korean students. There will be an in-house exam at the end of Year 11 (Grade 10).

French Foreign Language 0520

The course encourages learners to develop lifelong skills, including:

• The ability to use a foreign language as a means of practical communication

• Insight into the culture and civilisation of countries where the language is spoken

• A positive attitude towards language learning, towards the speakers of other languages, and towards other cultures and civilisations

• Techniques which can be applied to other areas of learning, such as analysis and memory skills

• A sound foundation for progression to employment or further study.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-french-foreign-language-0520/

Aims

The aims are to:

• Develop the ability to communicate e ectively using the target language

• O er 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.

Content overview

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, 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.

Completion of a Year 9 (Grade 8) English programme, or equivalent, with minimum grade B or above.

Students who have a keen interest in analysing, deconstructing and interpreting drama, poetry and prose literature.

A strong grasp of English, with an enthusiasm for reading and analysing texts. This is an essay and reading intensive course and so a minimum grade B or above or by teacher recommendation will put students in the best place to succeed.

Cambridge IGCSE Literature in English o ers learners the opportunity to read, interpret, evaluate and respond to a range of literature in English. The range includes drama, prose and poetry from the works of Shakespeare to contemporary literature. This course enables learners to deepen their understanding and appreciation of the ways in which writers use English to express meaning and achieve e ects.

Cambridge IGCSE Literature in English will stimulate learners to read for pleasure and to explore wider and universal issues, promoting a better understanding of themselves and the world.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/english-literature-0475/

Aims

The syllabus aims to 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 learners who:

• Enjoy the experience of reading literature

• Understand and respond to literary texts in di erent forms and from di erent periods and cultures

• Communicate an informed personal response appropriately and e ectively

• Appreciate di erent ways in which writers achieve their e ects

• Experience literature’s contribution to aesthetic, imaginative and intellectual growth

• Explore the contribution of literature to an understanding of areas of human concern.

Content overview

“This subject challenged me to look beyond surface meaning and look at in-depth analysis and understanding of texts. There was a lot of reading.”

The syllabus enables learners to read, interpret and evaluate texts through the study of literature in English. Learners 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 e ects, 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 learners’ better understanding of themselves and of the world around them.

A natural interest in visual art is important and having previous success in drawing and painting is an advantage. Preferably students will have Lower Secondary (Yr. 7-9/G6-8) Art experience.

Art & Design is aimed at students who have an interest in visual art and want to build their foundation skills for art-making.

Art & Design is ideal for students who want to develop essential skills like how to make decisions, how to persevere, and how to communicate using di erent mediums.

Cambridge IGCSE Art & Design encourages a range of skills, stimulates aesthetic awareness, knowledge and critical understanding of art, and provides opportunities for learners to develop a range of skills. Crucially, a personal and independent perspective is encouraged at all times. The syllabus is designed to accommodate a range of abilities, materials and resources, and allows the di erent skills of the teaching sta to be fully used.

The syllabus appeals to learners who wish to explore practical work through painting and related media.

The syllabus helps equip learners with lifelong skills including:

• Confidence and enthusiasm as they develop technical skills in two-dimensional form and composition

• The ability to identify and solve problems in visual and tactile forms

• The ability to develop ideas from initial attempts to outcomes.

Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills learners need for their next steps in education or employment.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-art-and-design-0400/

Aims

The aims describe the purposes of a course based on this syllabus. 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

“Art helps me explore who I am.”

“Art challenges me to show what I am thinking.”

“When I do Art I can forget about everything else.”

• Engagement and experimentation with a range of painting and drawing media, materials and techniques.

• Experience of working in relevant frameworks and exploration of manipulative skills necessary to form, compose and communicate in two 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 e ective and independent learning.

Content overview

In response to studies within painting and related media, candidates are expected to demonstrate skills in either a representational or a descriptive manner, or they may be more imaginative and interpretative. The work should evolve through investigation and development by the candidate. Responses may be based on a directly observed starting point or subject, or they may be the candidate’s personal response to a theme.

Subjects could include:

• Landscapes

• Figure studies

• Portraits

• The natural or built environment

• Still-life

• Artefacts

• Abstract notions or feelings

• Personal experiences

• Visual ideas inspired by literary sources

Candidates should learn to use a sketchbook to make visual and/or other appropriate research and develop their ideas. They should also show knowledge of art and design from other cultures or history and relate it to their own studies.

3 years dedicated study on any instrument or Singing technique. Ability to read Music. Music Theory knowledge to ABRSM/ Trinity Grade 3 Commitment to improve!

Dedicated Musicians- Performers and Composers of Music.

Those keen to understand how music works.

Those who wish to make their own music.

Cambridge IGCSE Music is accepted by universities and employers worldwide as providing proof of musical skills, knowledge and understanding. This syllabus o ers students the opportunity to develop their own practical musical skills through performing and composing. They also develop their listening skills by studying music from the main historical periods and styles of Western music as well as from selected non-Western traditions. The emphasis of the syllabus is as much on developing lifelong musical skills as on acquiring knowledge.

Learners studying Cambridge IGCSE Music are given the opportunity to:

• Listen to and learn about music from a wide range of historical periods and major world cultures

• Develop their skills in performing music, both individually and in a group with other musicians

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

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-music-0410/

Aims

The aims describe the purposes of a course based on this syllabus. The aims are to:

• Enable candidates to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the activities of listening, performing and composing

• Help candidates develop a perceptive and critical response to the main historical periods and styles of Western music

• Help candidates to recognise and understand the music of selected non-Western traditions, and thus to form an appreciation of cultural similarities and di erences

• Provide a foundation for the development of an informed appreciation of music

• Provide a foundation for further study in music at a higher level.

Content overview

Aural Perception

“Music is one of the most challenging subjects, because you are also assessed through performing, creating and not only through exams.”

“You must be good in all areas to get high grades!”

Western Art Music Aural perception of the features and characteristics of the music of the four Major periods Baroque, Classical, Romantic and Modern Periods. Assessed in Section A and C of the listening exam.

World Music Aural perception of the features and characteristics of the music of the seven major musical cultures. China, Japan, Indonesia, India, Latin America, Arabia and Subsaharan Africa. One of these cultures will be the focus for the World Music Focus question. Assessed in Section B1-3 of the listening exam.

Set Work Students engage in an in-depth study of a larger work from the Western Art Music tradition. Assessed in Section D of the listening exam.

Performing

Solo Students perform pieces as soloists throughout the course. O ering a recording for final assessment in the second year of the course.

Ensemble Students collaborate to perform pieces as members of a group throughout the course. O ering a recording of their best work for final assessment in the second year of the course.

Composition

Students applying theoretical knowledge and their creativity to produce original pieces of music. The students also learn to notate their own work in conventional Western music notation. Students submit two notated pieces written in di erent styles and for di erent audiences for assessment in the second year of the course.

When studying the Cambridge IGCSE Music syllabus, learners listen to, perform and compose music, encouraging aesthetic and emotional development, self-discipline and, importantly, creativity. As a result, learners enhance their appreciation and enjoyment of music, an achievement that forms an ideal foundation for future study and enhances lifelong musical enjoyment.

PHE is compulsory for all students. There will be in-house assessments for this course.