IGCSE Guide 2018-19 (Seisen International School

IGCSE PROGRAMME Seisen International School For assessment in 2018, 2019 & 2020

August 2018

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IGCSE Programme at Seisen International School Cambridge Assessment International Education

Table of Contents Welcome to High School…………………………………….…………………………………………….…………………

Mission and guiding principles……………………………………………………………………………………………

St. Raphaela Mary and The Handmaidens of the Sacred Heart of Jesus…….………………………

IGCSE Information……………………………………………………………………………………….………………………

What is IGCSE? ……………………………………………………………………………………….…………………..…

What are some of the benefits of doing IGCSE? …………………………………..………………………..

IGCSE Results Recognition………………………………………………………………………………………………

When do students take the IGCSE programme? ……………………………….…………………………..

Choosing IGCSE Courses…………………………………………………………………………………………………

Grades 9 and 10 curricula……………………………………………………………………………………………….

Graduation requirements for Grades 9 and 10……………………..………………………………………..

Approaches to learning………………………………………………………….……………………………………….

Are the IGCSE assessments mandatory? ……………………..…………………………………………………

How does the SIS exam exemption work? ……………………………………………………………………..

How are SIS grades calculated in IGCSE courses? …………………………………………………………..

How is IGCSE assessment recorded on SIS reports and transcripts? ………………….…………..

What do the IGCSE grades mean? …………………………………………………………………..…………….

How are IGCSE Assessment grades determined?...............................................................

Do students have a chance to practice for IGCSE assessments?........................................

How many Cambridge assessments are in each subject?...................................................

Do all students follow each subject at the same level?......................................................

Registration for Cambridge assessments……………………………………………………………………………

IGCSE and MYP…………………………………………………………………………………….……………………………..

The IGCSE, IB, and beyond………………………………………………………………………………………………....

What is the IB Diploma and how does it relate to IGCSE?..................................................

Looking ahead to the IB Diploma at SIS………………………………………………………………………….

Higher Education Planning……………………………………………………………………………………………..

IGCSE Timeline……………………………….……………………………………………………………………………………

IGCSE Subjects…………………………………………………………………………………………………………………….

Art and Design…………………………………………………………………………………………………………………

Music………………………………………………………………………………………………………………………………

French……………………………………………………………………………………………………………………………..

Additional Mathematics………………………………………………………………………………………………….

Cambridge International Mathematics……………………………………………………………………………

Religious Studies (Bible Knowledge) ……………………………………………………………………………….

Religious Studies (Multi-Faith) ………………………………………………………………………………………..

Coordinated Sciences……………………………………………………………………………………………………..

History……………………………………………………………………………………………………………………………

What do last year’s graduates say about IGCSE?.....................................................................

2 3 3 4 4 4 4 4 5 5 6 7 8 8 8 9 9 9 9 9 10 11 11 12 12 12 13 14 15 16 19 21 24 28 35 37 39 42 44

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Welcome to High School!

In common with other areas of the school, students in Grades 9 and 10 require hard work, a determination to succeed, a desire to learn from their experiences, and a have willingness to take academic risks. At SIS we take pride in students, parents, and staff working together to achieve success in both the academic sense and pastoral area for our students and daughters. During the first two years of High School, students study several courses which culminate in the globally recognised Cambridge IGCSE assessments. In many ways the experience of students in Grades 9 and 10 will be similar to their time spent in Middle School where an emphasis is placed on inquiry, critical thinking, and essential skills development. Furthermore, experience in Grades 9 and 10 will form a firm foundation for future study at the IB Diploma Programme and should be seen as a chance for students to push themselves academically and delve further into the courses they are studying. The purpose of this booklet is to provide our community with information on the IGCSE courses available at SIS. At SIS we want to empower our students to be a positive force for change in the world. The international outlook of the IGCSE programme helps inform our students about the global challenges we face and the skills needed to address them. At SIS we believe that each student has something to offer their community, and we want to equip them to be active players who are responsible, just, humble, skilled, and aware.

Key Contacts Ms Colette Rogers Head of School crogers@seisen.com Dr. James Hatch High School Principal jhatch@seisen.com Mr. Paul Mitchell High School Vice Principal pmitchell@seisen.com Mr. William Skulmoski IGCSE Co-ordinator bskulmoski@seisen.com

IGCSE Programme at Seisen International School Cambridge Assessment International Education

SIS’ Mission and Guiding Principles SIS, a Catholic International School, educates world citizens to become men and women for others and with others, in the spirit of Jesus Christ. SIS’ mission is to provide a safe environment in order to empower each student, through shared responsibility, creativity, and human interdependence, to develop their unique talents and to become competent and compassionate players in our global society, capable of empowering others and of bringing hope and peace to our ever-changing world.

St. Raphaela Mary & The Handmaidens of the Sacred Heart of Jesus St. Raphaela Mary founded the Handmaidens of the Sacred Heart of Jesus in the nineteenth century. Since then, the Handmaidens have dedicated their lives to her mission of providing education to the poor especially to young girls and women in the service of Gospel. They operate a network of schools and missions around the world including SIS. Their work also involves universities, special education for children with disabilities, residences for girls, working with immigrants and refugees, community development work, pastoral services, and medical assistance.

The Handmaidens believe that “our educational style, the “pedagogy of the heart,” is our way of accompanying individuals in their process of personal growth. With this form of education, we strive to offer what each one needs, to combine firmness with tenderness, and to give preference to the small and the weak.”

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Cambridge Assessment International Education

IGCSE Information What is IGCSE? IGCSE stands for ‘International General Certificate of Secondary Education.’ It is a curriculum established and run by Cambridge Assessment International Education, a body of Cambridge University, which has been specifically designed to meet the needs of students studying in English medium international schools. Its content, skills, and delivery reflect the diversity of students from international backgrounds. The IGCSE is highly recognized and regarded as a pathway to and support for universities worldwide.

What are some of the benefits of doing IGCSE? • • • • • • • • •

fosters global mindedness and intercultural understandings develops a higher ability in analysis and application of knowledge encourages development in reading, writing, and oral communication Approaches to Learning (ATLs) skills are emphasized pathways in subjects allow for differentiation for all learners certificates recognized widely by universities around the world curriculum offered worldwide making transitions easier for students changing schools scholarships and awards sets good foundations for the IB

IGCSE Results Recognition • • •

Cambridge qualifications are taken in over 160 countries and more than 10 000 schools leading universities require IB courses, but some colleges and universities accept learners with five IGCSEs at grade C or above Cambridge Results Recognition provides details about which universities accept IGCSE NB: Some universities request IGCSE assessment results along with SIS and IB transcripts. It may be a good idea to complete the assessment especially if you’re still unsure of which universities to attend.

When do students take the IGCSE programme?

IGCSE is a two-year programme that students begin in Grade 9 and complete in Grade 10.

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Choosing IGCSE Courses It is important that students choose courses and pathways in a subject for the right reasons. These might include studying a subject you enjoy, working towards future careers or further study in the IB, or playing to your strengths. Conversely, choosing courses for the wrong reasons could mean that you lose a chance to show your potential. Really ask yourself if a course is being chosen because your friends have chosen it; you think it will be easy; you have been told it involves less work; you just like your current teacher; or you want to do something new for the sake of it. Do not make choices based upon what friends and classmates are doing.

Every student is different and a course of study should be tailored to an individual student’s academic background and skills. While students are only being asked to choose a few IGCSE courses at SIS, it is important to consider the implications of choices.

The IGCSE can help students identify areas they want to improve and can set the tone for the effort needed to be successful in corresponding subjects in the IB.

Grades 9 and 10 curricula Our programme offers both IGCSE and locally developed classes. This allows us to cater for learners from all backgrounds who make up the Seisen family.

Generally, the perquisite class in a subject area for Grade 10 is the corresponding class in Grade 9.

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Graduation requirements for Grades 9 and 10 Denotes IGCSE course Denotes locally developed course Grade 9 and 10 Curriculum Subject Grade 9 Grade 10 English English 9 English 10 Fine Arts IGCSE Art 9 OR IGCSE Art 10 OR IGCSE Music 9 IGCSE Music 10 Humanities IGCSE History 9 IGCSE History 10 Mathematics IGCSE Cambridge Int’l Maths 9 Core OR IGCSE Cambridge Int’l Maths 10 Core OR IGCSE Cambridge Int’l Maths 9 IGCSE Cambridge Int’l Maths 10 Extended OR Extended OR IGCSE Accelerated Maths 9 IGCSE Additional Maths 10 Students in IGCSE Accelerated Maths 9 will complete the Cambridge Int’l Maths syllabus in one year. They will take Additional Maths in Grade 10. The Maths department aims to place students in suitably challenging courses and will review placement throughout the year.

Modern Languages IGCSE French 9 OR IGCSE French 10 OR Japanese 9 OR Japanese 10 OR Spanish 9 Spanish 10 Students in Japanese are placed in suitably challenging courses at beginner, intermediate, and advanced levels. Further differentiation is made for learners at native proficiency and Japanese as a second language.

Physical Education P.E. 9 P.E. 10 Religious Education IGCSE Religious Studies 9 (Multi-Faith) IGCSE Religious Studies 10 (Multi-Faith) OR OR IGCSE Religious Studies 9 (Christian) IGCSE Religious Studies 10 (Christian) Science IGCSE Coordinated Sciences 9 IGCSE Coordinated Sciences 10 PSHE PSHE 9 PSHE 10 Experiential Learning EL 9 EL 10

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Approaches to Learning (ATLs) ATLs are deliberate strategies, skills and attitudes that permeate SIS’ teaching and learning environment. ATLs support our belief that a large influence on a student’s education is not only what you learn but also how you learn. At SIS ATLs align our teaching strategies throughout Kindergarten to Grade 12. A focus on ATLs will improve the quality of teaching and learning across the programmes for both teachers and students.

Skill Communication

Collaboration

Organization Initiative

Self-Management

Information Literacy Critical Thinking Creative Thinking

Indicators • gives and receives meaningful feedback • uses and interprets discipline-specific terms and symbols appropriately • organizes and depicts information logically • actively and purposefully communicates in class • listens actively to other perspectives and ideas • exercises leadership and takes on a variety of roles within groups • shows flexibility and empathy • assumes responsibility for her actions • manages time to meet deadlines • brings necessary equipment and supplies to class • uses appropriate strategies for organising information • approaches new tasks with a positive attitude • demonstrates curiosity and interest in learning • shows a willingness to take reasonable risks • looks for and acts on new ideas and opportunities for learning • demonstrates persistence and perseverance • identifies strengths and weaknesses of personal learning strategies • uses class time appropriately to complete tasks • follows instructions with minimal supervision • seeks clarification or assistance when needed • collects and analyses relevant data • evaluates and selects appropriate information sources • makes effective and appropriate use of technology systems • practices careful observation to recognise patterns and problems • considers ideas from multiple perspectives • draws reasonable conclusions and generalisations • makes guesses, asks “what if” questions, and generates hypotheses • practices visible thinking strategies and techniques • applies existing knowledge to generate new ideas • makes connections between discipline

IGCSE Programme at Seisen International School Cambridge Assessment International Education

Are the IGCSE assessments mandatory?

No. Students may opt out of the IGCSE assessment in a course. If this is the case, they will write an internal exam. Students should be aware that their transcripts will show that they have taken an IGCSE course, and some universities have asked students for the IGCSE Certificate of Results. We highly recommend that all students take the assessment to be on the safe side. Furthermore, IGCSE assessment provides good experience regardless of the final result that can help students as they enter IB.

How does the SIS exam exemption work?

A student achieving a C and above and who is doing the assessment in an IGCSE course can apply to their teacher to be exempt from the internal Semester 2 exam. After an application is made, the teacher and relevant Head of Department will discuss if the exemption is in the student’s best interest and, the Head of Department then provide a decision.

How are SIS grades calculated in IGCSE courses?

Grade Calculations in IGCSE Courses Student opts out of IGCSE assessment Student opts for IGCSE assessment Semester 1 80% classwork 20% SIS exam (weighted 50%)

+

Semester 2 80% classwork 20% SIS exam

Semester 1 80% classwork 20% SIS exam

(weighted 50%)

(weighted 50%) (weighted 50%) Exception for Multi-Faith Religion Semester 1 100% classwork (weighted 50%)

+

+

Semester 2 100% classwork

Semester 2 80% classwork 20% SIS exam (weighted 50%)

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How is IGCSE assessment recorded on SIS reports and transcripts?

Reports and transcripts will indicate that the student has taken an IGCSE course, but the grade that appears does not include IGCSE assessment marks. Grades will be based on internal assessments using our school’s grading scale, A+ to F. There is no indication on the reports to show who chooses to write the SIS exam and those who were exempted. However, copies of the student’s Results Certificate from Cambridge will be kept in their school file if results are needed in the future.

What do the IGCSE grades mean?

If a student chooses to do the Cambridge assessment, the grades for this will only appear on the Results Certificate. Each syllabus is graded on a scale from A* - G. Usually A* - C are considered good passing grades for a syllabus.

How are IGCSE Assessment grades determined?

The entire course is assessed through the examinations and coursework set by IGCSE. All assessments take place at SIS and are then sent to IGCSE for marking and moderation. Grades are determined by external examiners trained to assess in their subject areas.

Do students have a chance to practice for IGCSE Assessments?

Yes. During the November exams in Grade 10 all Cambridge courses will treat the exams as a mock to simulate the conditions of a real IGCSE paper. Students who are familiar with the process will be well practised in timed writing conditions, develop effective strategies for revision, and have become familiar with the formats of the questions in each subject.

How many IGCSE assessments are in each subject?

Usually the number lays between 2-4 exam papers and/or coursework projects. In most subjects the assessments are spread out over the exam timetable, so students do not need to complete them all in a single day. Coursework assessments in Music and Languages take place during class periods prior to the exams.

IGCSE Programme at Seisen International School Cambridge Assessment International Education

Do all students follow each subject at the same level?

No. Some subjects such as Science and Math have two levels that help with finding a suitable challenge for each learner. All students take the Core level while the Extended is offered for students who desire greater challenge. Regardless of the pathway chosen, a student’s results certificate will not indicate if they are doing Core or Extended.

Syllabus Pathway What’s the difference Core Matches the ability range of a large majority of students. It provides a full overview of the subject.

Extended

(This pathway is suitable for students who might study the corresponding course in IB at SL.) The curriculum, comprises the Core and Supplement, has been designed for students who enjoy more challenging work.

(This pathway is suitable for students wanting to possibly use their marks for university admissions and HL at IB).

Grades Available C, D, E, F, G * If your teacher feels you are at a C in your classwork, you might want to attempt extended.

A*, A, B, C, D, E *Grades F and G are not available with this pathway. If a student achieves below an E, they will receive a U on their certificate.

Pathways offered within each IGCSE course Core and Extended option Single track IGCSE Cambridge International Mathematics (0607) IGCSE Additional Mathematics (0606) IGCSE Co-ordinated Sciences (0654) IGCSE Art and Design (0400) IGCSE French (0520) IGCSE History (0470) IGCSE Music (0410) IGCSE Religious Studies (Bible Knowledge) (0490) O Level Religious Studies (2048)

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IGCSE Programme at Seisen International School Cambridge Assessment International Education

Registration for IGCSE assessments At the end of Grade 9 all students will be asked to choose the courses in which they will undertake IGCSE assessments. Information regarding assessment details and fees will be sent home at that time.

When tuition fees are due in June, a price list will be provided with tuition documents for the following school year. Each family is assigned to a unique account and they can transfer the fees for exams into it.

Exam fees must be received by August 1st.

Note for students in Accelerated Math Any Grade 8 students who are in Accelerated Math will pay for the Cambridge International Maths exam along with their Grade 9 tuition.

NB: Any late joiners should speak with the IGCSE Coordinator regarding registration.

IGCSE and MYP Approaches to Teaching and Learning skills are shared between the MYP and IGCSE. The Cambridge curriculum provides our students with a rigorous academic programme while the MYP offers an investigative framework that applies knowledge from the classroom to the real world.

At SIS IGCSE Assessment will inform our content to ensure students are competitive while the MYP will be used in its delivery to ensure our students are compassionate, globally aware, and grounded in a robust learning framework.

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The IGCSE, IB, and beyond What is the IB Diploma and how does it relate to IGCSE? IB stands for ‘International Baccalaureate’. When students finish their IGCSE programme at the end of Grade 10, they are ready to start work on the IB Diploma courses. This is a two-year program tailor-made for international schools. Based on the pattern of no single country, it is a deliberate compromise between the specialisation required in some national systems and the breadth preferred in others. The IB Diploma is a highly regarded university entrance qualification. More information is available from the IB Diploma Coordinator.

IGCSE results are often good predictors of success in IB subjects and help build a solid foundation of inquiry and skills to help students cope in the IB. Students’ experiences can be used to help make informed decisions on whether to enroll in HL or SL courses as well as which courses they might experience greater success taking. SIS does not use IGCSE results as a prerequisite for IB courses though and encourages students to pursue academic pursuits only if they feel confident in doing so.

Looking ahead to the IB Diploma at SIS Students take six subjects: three at Higher level (HL) and three at Standard Level (SL). They must choose two languages (at least one must be at First Language level), Mathematics, one subject from the Individuals and Societies group, one subject from the Experimental Sciences group, and one other subject that can be from the Arts group or an additional subject from the other groups. For the Full Diploma, students must also study Theory of Knowledge (TOK), complete a 4000 word Extended Essay and do a CAS (Creativity, Activity, Service) programme. All subjects are graded from one to seven with up to three bonus points awarded for the Extended Essay and TOK. The maximum score is 45 and the minimum Diploma pass mark is 24 (conditions apply). The final grade is based on a mixture of internal assessment and externally-assessed examinations similar to the IGCSE.

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Higher Education Planning No matter what a student’s hopes and ambitions are beyond SIS, one thing is always the same - success in high school leads to future success. Success for one person, however, may be through a different path than one selected by someone else. Whether you are choosing for IGCSE or IB courses, SIS students should always choose an academic program that best fits them.

As a Grade 9 or 10 student, it is too early to be concerned about identifying specific colleges or universities.

While there are some IGCSE subject choices to make, do not be afraid that you will make some dreadful mistake in your course choices that will ruin your chances to attend university. Rather, see the IGCSE as a chance to test the waters and provide a challenge for when you need to make more firm choices in subjects in the IB. It is unlikely that a current Grade 9 student would know the exact countries or courses of study that would provide the best fit. As each year goes by and students learn which courses are most appealing, these decisions will become easier to make. Whether a student is looking specifically at North America, Europe, Oceania, or Asia, University Admission Officers all give the same general advice to high school students choose an appropriately challenging academic program in which you can do well.

IGCSE Programme at Seisen International School Cambridge Assessment International Education

IGCSE Timeline Grade 9 September March May June August Grade 10 October November

January March April June August

•

• • • •

• • • • • • • • • • • •

Meeting introducing IGCSE programme to all Grade 9 students and parents Modified question paper applications due for November series.

Students meet with the IGCE coordinator and choose the courses for which they will sit Cambridge assessments.

IGCSE fee information sent home with tuition details for Grade 10.

Fees due by August 1st

Forecast grades due for November series exams November exam series begins (Multifaith Religious Studies & Retakes) November exam series ends SIS exams Registration opens for June 2019 series exams Results accessible for November series on the Candidate Results Website Candidates needing modified question papers must submit their application Internally assessed marks and samples due Forecast grades due for June series June series exams begin June series exams end Results accessible for June series on the Candidate Results Website

Note: Grade 9 students in Accelerated Maths will write the Cambridge Int’l Maths exam at the end of Grade 9.

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IGCSE Programme at Seisen International School Cambridge Assessment International Education

IGCSE Courses

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Art and Design IGCSE Syllabus: 0400

SIS Courses Following this Syllabus: Art 9/10 Note: This course does not offer the IGCSE assessment

Course Description: The Cambridge IGCSE Art and Design syllabus aims to encourage a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. Learners gain confidence and enthusiasm as they develop technical skills in two and three dimensional form and composition, and are able to identify and solve problems in visual and tactile forms. They also learn how to develop ideas from initial attempts to final solutions. An ideal foundation for further study, Cambridge IGCSE Art and Design also develops a greater awareness of the role played by the visual arts in society and in history, broadening cultural horizons and individual experience.

Aims: • • • • • • •

• •

an ability to record from direct observation and personal experience an ability to identify and solve problems in visual and/or other forms creativity, visual awareness, critical and cultural understanding an imaginative, creative and personal response confidence, enthusiasm and a sense of achievement in the practice of art and design growing independence in the refinement and development of ideas and personal outcomes engagement and experimentation with a range of media, materials and techniques, including new media and technologies, where appropriate experience of working in relevant frameworks and exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions a working vocabulary relevant to the subject and an interest in, and a critical awareness of, other practitioners, environments and cultures investigative, analytical, experimental, interpretative, practical, technical and expressive skills which aid effective and independent learning.

Content Cambridge IGCSE Art and Design has been designed to offer a broad choice of media and approaches so that candidates can produce a personal response.

The broad areas of study are: • painting and related media • printmaking • three-dimensional studies

• • •

photography, digital and lens-based media graphic communication textile design

Candidates can respond to any component using any of the media above.

Art and Design IGCSE Syllabus: 0400

Assessment Objectives: Gathering, recording, research and investigation • investigate and research a variety of appropriate sources • record and analyse information from direct observation and/or other sources and personal experience.

Exploration and development of ideas • explore a range of visual and/or other ideas by manipulating images • show a development of ideas through appropriate processes Organisation and relationships of visual and/or other forms • organise and use visual and/or other forms effectively to express ideas • make informed aesthetic judgements by recognising the effect of relationships between visual and/or other forms Selection and control of materials, media and processes • show exploration and experimentation with appropriate materials • select and control appropriate media and processes, demonstrating practical, technical and expressive skills and intentions Personal vision and presentation • show personal vision and commitment through an interpretative and creative response • present an informed response through personal evaluation, reflection and critical thinking

2019 Candidate Class IGCSE Assessment: All candidates take: Component 1 (8h): Broad-based Assessment Unlimited preparatory period during which time candidates produce supporting studies (up to two sheets, maximum size A2) in advance of the eighthour examination (maximum size A2).

Externally assessed.

Candidates take one of the following: Component 2 (8h): Design-based assignment Unlimited preparatory period during which time candidates produce supporting studies (up to two sheets, maximum size A2) in advance of the eight-hour examination (maximum size A2). Externally assessed. (weighted 50%) Component 3: Critical and historical assignment Candidates produce a folder of 1500–2000 words with illustrative material (maximum size A2). Externally assessed. (weighted 50%) Component 4: Coursework assignment Candidates produce a portfolio of up to four sheets (eight sides, maximum size A2) and a final outcome (maximum size A2). Internally assessed by teachers and externally moderated

(weighted 50%)

(weighted 50%)

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Art and Design IGCSE Syllabus: 0400

2020 Candidate Class IGCSE Assessment All candidates take: Component 1: Coursework Candidates research, develop and realise a project from one area of study in the subject content from a theme set by the teacher.

There are two parts to the coursework: • a portfolio and • a final outcome.

(weighted 50%)

Component 2 (8h): Externally Set Assignment Candidates respond to one starting point set

by Cambridge International. Candidates may produce work from the same area of study as Component 1, but they do not have to.

There are two parts to the assignment: • supporting studies and • a final outcome, produced during a supervised test of 8 hours’ total duration. (weighted 50%)

NB: Please note we don’t offer the assessment at this time.

Teachers to talk to: Ms Amelie: alamy@seisen.com................. Visual Arts Co-ordinator

What can this subject lead to in the IBDP and beyond?

IB: HL/SL Art, Psychology, History, Physics, Chemistry, and Biology SL Environmental Systems and Societies TOK and EE Careers: interior design, advertising and marketing, media, curation, teaching, architecture, fashion

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Music IGCSE Syllabus: 0410

SIS Courses Following this Syllabus: IGCSE Music 9/10 Prerequisite: Students in this course are expected to have some experience in practical music-making

Course Description: 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 life-long musical enjoyment.

Learners study music of all styles; each style is placed in its historical and cultural context, and they are encouraged to be perceptive, sensitive and critical when listening. Although the majority of the syllabus examines Western European music, the music of other cultures is always represented.

Aims: • • • • •

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 differences 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: Listening

• • • • • • • • • •

Rudiments Melody and rhythm Harmony Ensembles and instruments/voices Instrumental and/or vocal effects Structure Compositional devices Texture Style Genre

Performing consists of prepared performances of the candidate’s own choice, all of which must be recorded.

Section A: Unprepared Western Repertoire Section B: World Music Section C: Skeleton Score Section D: Set Work

Students may practice any instrument and can play in the school ensemble to build their techniques.

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Music IGCSE Syllabus: 0410

Assessment Objectives: Listening • Aural awareness, perception and discrimination in relation to Western music • Identifying and commenting on a range of music from cultures in different countries • Knowledge and understanding of one World Focus from a non-Western culture and one Western Set Work Performing • Technical competence on one or more instruments • Interpretative understanding of the music performed Composing • Discrimination and imagination in free composition • Notation, using staff notation and, if appropriate, other suitable systems

IGCSE Assessment: All candidates take: Component 1 (1h 15m): Listening

Component 2: Performing

Component 3: Composing

Written examination based on CD recordings supplied by Cambridge

Two prepared performances, one individual and one ensemble

Two contrasting compositions

(weighted 40%)

(weighted 30%)

(weighted 30%)

Teachers to talk to: Ms Hashimoto-Uesaka: nhashimoto@seisen.com................. IGCSE Music Teacher

What can this subject lead to in the IBDP? HL/SL Art, Psychology, History, Modern Languages, English, Physics, and Maths SL Environmental Systems and Societies TOK and EE Careers: theatre, performance, music therapy, advertising and marketing, media, teaching

French

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IGCSE Syllabus: 0520

SIS courses offering this syllabus: IGCSE French 9/10 Course Description: This syllabus is designed for students who are learning French as a foreign language. The aim is to develop an ability to use the language effectively for purposes of practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.

The syllabus also aims to offer insights into the culture and civilisation of countries where French is spoken, thus encouraging positive attitudes towards language learning and towards speakers of foreign languages.

Aims: • • • • • • •

develop the ability to communicate effectively in French offer insights into French culture and society in countries where it 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 French or another subject area

Content: The subject 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 Francophone countries and communities. The topic areas are: • Everyday activities • Personal and social life • The world around us • The world of work • The international world

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French IGCSE Syllabus: 0520

Assessment Objectives: Listening • Understand and respond to spoken language Reading • Understand and respond to written language Speaking • Communicate in speech, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately Writing • Communicate in writing, showing knowledge of a range and variety of vocabulary, and applying the grammar and structures of the target language accurately

IGCSE Assessment: All candidates take: Paper 1 (45m): Listening

Paper 2 (1h): Reading

Candidates listen to a number of recordings and answer questions testing comprehension.

Candidates read a number of texts and answer questions testing comprehension.

(weighted 25%) Paper 3 (15m): Speaking

(weighted 25%) Paper 4 (1h): Writing

Candidates complete two role plays, a topic presentation/conversation and a general conversation.

Candidates respond in French to three tasks.

(weighted 25%)

(weighted 25%)

French IGCSE Syllabus: 0520

Teachers to talk to: Ms Ota: aota@seisen.com....................... Head of Modern Languages Ms Maekawa: vmaekawa@seisen.com... IGCSE French Teacher

What can this subject lead to in the IBDP and beyond?

HL/SL French, Art, Psychology, History, English SL Environmental Systems and Societies TOK and EE Careers: translator, interpreter, politics, diplomacy, sales, travel & tourism

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Additional Mathematics

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IGCSE Syllabus: 0606

SIS Courses Following this Syllabus: IGCSE Additional Math 10 Prerequisites: Students in this course have already completed the Cambridge International Maths course (or equivalent) in Grade 9.

Course Description: This syllabus is intended for high ability learners who have achieved, or are likely to achieve, grade A*, A or B in the Cambridge IGCSE Mathematics examination. Cambridge IGCSE Additional Mathematics enables learners to extend the mathematical skills, knowledge and understanding developed in the Cambridge IGCSE Mathematics course and use skills in the context of more advanced techniques.

The syllabus has a Pure Mathematics only content which enables learners to acquire a suitable foundation in mathematics for further study in the subject. Knowledge of the content of the Cambridge IGCSE Mathematics syllabus (or an equivalent syllabus) is assumed.

Independent study:

Selection from the topics listed below will be tailored towards skills needed for HL Maths in the IB. Any students wishing to take the IGCSE exam will have the option of studying the remaining topics independently.

Additional support for students who are up for this challenge will be made available through individual student-teacher interactions and regularly scheduled Math Labs.

Aims: • • • • • • • • •

consolidate and extend their elementary 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 beauty, power and usefulness of mathematics.

Additional Mathematics IGCSE Syllabus: 0606

2019 Candidate Class Content: The Additional Mathematics syllabus is intended for high ability candidates who have achieved, or are likely to achieve Grade A*, A or B in the Cambridge IGCSE Mathematics examination. The curriculum objectives are therefore assessed at one level only (Extended).

Topics 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Set language and notation Functions Quadratic functions Indices and surds Factors of polynomials Simultaneous equations Logarithmic and exponential functions Straight line graphs Circular measure Trigonometry Permutations and combinations Binomial expansions Vectors in 2 dimensions Matrices Differentiation and integration

2020 Candidate Class Content: The Additional Mathematics syllabus is intended for high ability candidates who have achieved, or are likely to achieve Grade A*, A or B in the Cambridge IGCSE Mathematics examination. The curriculum objectives are therefore assessed at one level only (Extended).

Topics 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Functions Quadratic functions Equations, inequalities, and graphs Indices and surds Factors of polynomials Simultaneous equations Logarithmic and exponential functions Straight line graphs Circular measure Trigonometry Permutations and combinations Series Vectors in 2 dimensions Differentiation and integration

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Additional Mathematics IGCSE Syllabus: 0606

2019 Candidate Class Assessment Objectives: • • • • •

recall and use manipulative technique interpret and use mathematical data, symbols and terminology comprehend numerical, algebraic and spatial concepts and relationships recognise the appropriate mathematical procedure for a given situation formulate problems into mathematical terms and select and apply appropriate techniques of solution.

2020 Candidate Class Assessment Objectives: Demonstrate knowledge and understanding of mathematical techniques • recall and use mathematical manipulative techniques • interpret and use mathematical data, symbols and terminology • comprehend numerical, algebraic and spatial concepts and relationships.

Apply mathematical techniques • recognise the appropriate mathematical procedure for a given situation • formulate problems into mathematical terms and select and apply appropriate techniques.

2019 Candidate Class Cambridge Assessment: All candidates take: Paper 1 (2h):

Paper 2 (2h):

10–12 questions of various lengths

10–12 questions of various lengths

No choice of question.

No choice of question.

(weighted 50%)

(weighted 50%)

2020 Candidate Class Cambridge Assessment: All candidates take: Paper 1 (2h):

Paper 2 (2h):

Candidates answer all questions

Candidates answer all questions

Scientific calculators are required

Scientific calculators are required

(weighted 50%)

(weighted 50%)

Additional Mathematics IGCSE Syllabus: 0606

Teachers to talk to: Mr. Usher: eusher@seisen.com................. Head of Mathematics

What can this subject lead to in the IBDP and beyond?

HL/SL Mathematics: Analysis, Mathematics: Applications, Physics, Chemistry, Biology, Economics, Psychology, and Art SL Environmental Systems and Societies TOK and EE Careers: business administration, engineering, technology, finance, medicine

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Cambridge International Mathematics IGCSE Syllabus: 0607

SIS Courses Following this Syllabus: IGCSE Core Math 9/10, IGCSE Extended Math 9/10, Accelerated Math 9 Placement: Maths courses at SIS are tailored to meet the needs of the students. With this in mind careful consideration is given by the Maths Department to the placement of a student in the appropriate class that can provide suitable challenge. If a student’s performance level changes after their initial placement in their course, it is possible to move from one level to another.

Course Description: Cambridge IGCSE International Mathematics has been developed for schools offering an international curriculum. It complements the IB curriculum. Cambridge International Mathematics reflects the way today's learners like to learn: they will acquire a solid foundation of mathematical skills and learn how to develop strategies for solving open-ended problems.

The course also allows learners to develop and sharpen their investigation and modeling skills and introduces them to the use of graphical calculators - a necessary part of the IB Diploma.

Aims: The Cambridge International Mathematics syllabus is designed as a two-year course for examination at age 16-plus. The aims of this syllabus should enable students to: • • • • • • • • • • •

acquire a foundation of mathematical skills appropriate to further study and continued learning in mathematics; develop a foundation of mathematical skills and apply them to other subjects and to the real world; develop methods of problem solving; interpret mathematical results and understand their significance; develop patience and persistence in solving problems; develop a positive attitude towards mathematics which encourages enjoyment, fosters confidence and promotes enquiry and further learning; appreciate the beauty and power of mathematics; appreciate the difference between mathematical proof and pattern spotting; appreciate the interdependence of different branches of mathematics and the links with other disciplines; appreciate the international aspect of mathematics, its cultural and historical significance and its role in the real world; read mathematics and communicate the subject in a variety of ways.

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29

Cambridge International Mathematics IGCSE Syllabus: 0607

2019 Candidate Class Content (Core and Extended Pathways): Topics 1 2 3 4 5 6 7 8 9 10 11

Core

Number Algebra Functions Geometry Transformations in two dimensions Mensuration Co-ordinate Geometry Trigonometry Sets Probability Statistics

Extended

Number Algebra Functions Geometry Transformations and vectors in two dimensions Mensuration Co-ordinate Geometry Trigonometry Sets Probability Statistics

2020 Candidate Class Content (Core and Extended Pathways): Topics 1 2 3 4 5 6 7 8 9 10 11

Core

Number Algebra Functions Coordinate Geometry Geometry Vectors and transformations Mensuration Trigonometry Sets Probability Statistics

Extended

Number Algebra Functions Coordinate Geometry Geometry Vectors and transformations Mensuration Trigonometry Sets Probability Statistics

Cambridge International Mathematics

30

IGCSE Syllabus: 0607

2019 Candidate Class Assessment Objectives: • • • • • • • • • • • •

know and apply concepts from all the aspects of mathematics listed in the specification; apply combinations of mathematical skills and techniques to solve a problem; solve a problem by investigation, analysis, the use of deductive skills and the application of an appropriate strategy; recognise patterns and structures and so form generalisations; draw logical conclusions from information and understand the significance of mathematical or statistical results; use spatial relationships in solving problems; use the concepts of mathematical modelling to describe a real-life situation and draw conclusions; organise, interpret and present information in written, tabular, graphical and diagrammatic forms; use statistical techniques to explore relationships in the real world; communicate mathematical work using the correct mathematical notation and terminology, logical argument, diagrams and graphs; make effective use of technology; estimate and work to appropriate degrees of accuracy.

Graphing Calculators

Problem-solving Requirements

Candidates should be able to do the following using a graphics calculator: • sketch a graph; • produce a table of values for a function; • find zeros and local maxima or minima of a function; • find the intersection point of two graphs; • find mean, median, quartiles; • find the linear regression equation

Candidates should be able to: • select the mathematics and information to model a situation; • select the appropriate tools, including ICT, to use in a situation; • apply appropriate methods and techniques to analyse a situation; • interpret and communicate the results of the analysis.

Cambridge International Mathematics

31

IGCSE Syllabus: 0607

2020 Candidate Class Assessment Objectives: Demonstrate knowledge and understanding of mathematical techniques recall and apply mathematical knowledge, terminology, and definitions to carry out routine procedures or straightforward tasks requiring single or multi-step solutions in mathematical or everyday situations, including: • organising, interpreting and presenting information accurately in written, tabular, graphical and diagrammatic forms • using and interpreting mathematical notation, terminology, diagrams and graphs correctly • performing calculations and procedures by suitable methods, including using a calculator • understanding and using measurement systems in everyday use • estimating, approximating and working to degrees of accuracy appropriate to the context and converting between equivalent numerical forms • recognising patterns and structures • using mathematical instruments to draw and measure to an acceptable degree of accuracy • using technology, including a graphic display calculator.

Reason, interpret and communicate mathematically when solving problems analyse a problem, select a suitable strategy and apply appropriate techniques to obtain its solution, including: • drawing logical conclusions from information and demonstrating the significance of mathematical or statistical results • recognising patterns and structures in a variety of situations and forming generalisations • communicating methods and results in a clear and logical form, using appropriate terminology, symbols, tables, diagrams and graphs • solving unstructured problems by putting them into a structured form involving a series of processes • applying combinations of mathematical skills and techniques to solve a problem • solving a problem by investigation, analysis, the use of deductive skills and the application of an appropriate strategy • using spatial awareness in solving problems • using the concepts of mathematical modelling to describe a real-life situation and draw conclusions • using statistical techniques to explore relationships in the real world • using a graphic display calculator to interpret properties of functions and to solve problems • using appropriate strategies in dealing with an investigative and a modelling task • testing conjectures and determining their validity • testing a mathematical model for validity and fitness for purpose.

Cambridge International Mathematics IGCSE Syllabus: 0607

2019 Candidate Class Cambridge Assessment: Core candidates take: Grades available: C-G Paper 1 (45m):

Extended candidates take: Grades available: A* - E Paper 2 (45m):

Short response questions.

Short response questions.

No calculators are permitted.

Designed to assess knowledge and use of basic skills and methods.

Any part of the syllabus content may be present in this paper but questions will focus on concepts which can be assessed without access to a calculator.

No calculators are permitted.

Designed to assess knowledge and use of basic skills and methods.

Any part of the syllabus content may be present in this paper but questions will focus on concepts which can be assessed without access to a calculator.

(weighted 25%) Paper 3 (1h and 45m)

(weighted 20%) Paper 4 (2h and 15m)

11–15 medium to extended response questions.

11–15 medium to extended response questions.

A graphics calculator is required.

Any area of the syllabus may be assessed.

Some of the questions will particularly assess the use of the graphics calculator functions

A graphics calculator is required.

Any area of the syllabus may be assessed.

Some of the questions will particularly assess the use of the graphics calculator functions.

(weighted 60%) Paper 5 (1h)

(weighted 60%) Paper 6 (1h and 30m)

One investigation question.

One investigation and one modelling question.

A graphics calculator is required.

Any area of the syllabus may be assessed.

Candidates are assessed on their ability to investigate and solve a more open-ended problem.

Clear communication and full reasoning are especially important.

A graphics calculator is required.

Any area of the syllabus may be assessed.

Candidates are assessed on their ability to investigate, model, and solve more open-ended problems.

The time allowance given for this paper allows students to explore and communicate their ideas fully.

(weighted 15%)

Clear communication and full reasoning are especially important.

The time allowance given for this paper allows students to explore and communicate their ideas fully. (weighted 20%)

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Cambridge International Mathematics IGCSE Syllabus: 0607

2020 Candidate Class Cambridge Assessment: Core candidates take: Grades available: C-G Paper 1 (45m):

Extended candidates take: Grades available: A* - E Paper 2 (45m):

Short-answer questions based on the Core curriculum

Short-answer questions based on the Extended curriculum

Calculators are not permitted

Calculators are not permitted

(weighted 25%) Paper 3 (1h and 45m):

(weighted 20%) Paper 4 (2h and 15m):

Structured questions based on the Core curriculum

Structured questions based on the Extended curriculum

Graphic display calculators are required

Graphic display calculators are required

(weighted 60%) Paper 5 (1h and 10m):

(weighted 60%) Paper 6 (1h and 40m):

One investigative task based on the Core curriculum

One investigative task and one modelling task based on the Extended curriculum

Graphic display calculators are required (weighted 15%)

Graphic display calculators are required (weighted 20%)

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Cambridge International Mathematics IGCSE Syllabus: 0607

Teachers to talk to: Mr. Usher: eusher@seisen.com................. Head of Mathematics

What can this subject lead to in the IBDP and beyond?

Extended: HL/SL Mathematics: Analysis, Mathematics: Applications, Physics, Chemistry, Biology, Economics, Psychology, and Art SL Environmental Systems and Societies Core: HL/SL Physics, Chemistry, Biology, Economics, Psychology, and Art SL Mathematics and Environmental Systems and Societies TOK and EE Careers: business administration, engineering, technology, finance, medicine

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Religious Studies (Bible Knowledge)

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O Level Syllabus: 2048

SIS Courses Following this Syllabus: IGCSE Catholic/Christian Religion 9/10 Note: This exam is only offered in the June Series. Candidates taking this O Level syllabus can use it in place of an IGCSE syllabus.

Course Description: The Cambridge O Level Religious Studies syllabus focuses on Christian origins. At SIS this is taught in the Catholic/Christian course. It encourages learners to take a thoughtful approach to the study of the life and teaching of Jesus, as contained in the Gospel of Luke, and also considers the birth and development of the early church, as recorded in the Acts of the Apostles.

As a result, learners develop an enquiring and critical approach to the study of biblical texts and are able to explore the religious, ethical and historical questions raised. The syllabus is open to learners of any religion.

Aims: • • • • •

develop candidates’ knowledge of the life and teaching of Jesus, and the development of the early Christian church develop an enquiring and critical approach to the study of biblical texts, the ideas they contain, and the ways in which they may be interpreted explore the religious, ethical and historical questions raised in the texts studied enable an informed response to issues arising out of their study develop a range of transferable skills and the attributes of the Cambridge learner

Content: Topic 1: life and teaching of Jesus Students use Luke’s Gospel. Students gain higher level analytical and evaluation skills by being able to answer questions that span several of the topics listed here. All content must be understood within the context of the Gospel of Luke.

Topic 2: The portrayal of the birth of the early church Students will learn about the birth of the early church as portrayed in the Acts of the Apostles (Ch 1:1–21:15).

This content is understood in the context of the whole of the Acts of the Apostles.

• • • • • • • • • • • • • • • •

Background to Luke’s Gospel Key events in Jesus’ life Miracles Parables People connected to Jesus Teaching Conflict Titles of Jesus Background to the Acts of the Apostles The specific work of the Holy Spirit The spread of the church through Peter The spread of the church through Philip The spread of the church through Paul Preaching and speeches The life of the church Persecution of the church

Religious Studies (Bible Knowledge) O Level Syllabus: 2048

Assessment Objectives: Describe and explain using knowledge and understanding Use evidence and reasoned argument to express and evaluate personal responses, informed insights and differing viewpoints

Cambridge Assessment: All Candidates Take: Paper 1 (1h 30m):

Paper 2 (1h 30m):

The portrayal of the life and teaching of Jesus

The portrayal of the birth of the early church

Candidates answer any four questions from a choice of six. Each question will have three parts.

Candidates answer any four questions from a choice of six. Each question will have three parts.

(weighted 50%)

(weighted 50%)

Teachers to talk to: Dr. Hatch: jhatch@seisen.com................. HS Principal Dr. Muyuela: jmuyuela@seisen.com....... IGCSE Religion Teacher

What can this subject lead to in the IBDP and beyond?

HL/SL History, Psychology, Art, English SL Environmental Systems and Societies CAS (Service), TOK and EE Social Justice 11 and 12 Careers: counselling, politics, medicine, NGOs, social worker, law

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Religious Studies

37

IGCSE Syllabus: 0490

SIS Courses Following this Syllabus: IGCSE Multi-Faith Religion 9/10 Note: Cambridge assessment is only offered in the November Series.

Course Description: This wide-ranging syllabus aims to promote an enquiring, critical and sympathetic approach to the study of religion. Learners will reflect on religious responses to moral issues, identify and explore questions about the meaning of life, and recognise the contribution of religion to patterns of belief and behaviour. They can study two from Christianity, Islam and Judaism, providing an introduction to the challenging and varied nature of religion.

Aims: • • • • •

promote an enquiring, critical and sympathetic approach to the study of religion, especially in its individual and corporate expression in the contemporary world introduce candidates to the challenging and varied nature of religion, and to the ways in which this is reflected in experience, belief and practice help candidates to identify and explore questions about the meaning of life, and to consider such questions in relation to religious traditions encourage candidates to reflect on religious responses to moral issues enable candidates to recognise and appreciate the contribution of religion in the formation of patterns of belief and behaviour.

Content: Students taking syllabus 0490 study 2 major world religions. At SIS, students will cover Christianity and Islam until November of Grade 10 in preparation for the exam. Afterwards, students will investigate other world religions until the end of the academic year.

These general topics will allow for comparison between Christianity and Islam.

Topic 1: Topic 2: Topic 3: Topic 4: Topic 5:

Worship Beliefs and sacred writings Festivals, fasts, pilgrimage/historic places Religion and the family; rites of passage Religion and social action

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Religious Studies IGCSE Syllabus: 0490

Assessment Objectives: Knowledge •

use knowledge in order to describe the religious beliefs, practices, and experiences of others • select and deploy relevant knowledge of the religions studied Understanding and interpretation • show understanding of religious beliefs and practices by explaining their significance for believers • demonstrate awareness and understanding of religious responses to contemporary issues, both personal and social Evaluation • evaluate different views on issues arising from religious belief and practice by using evidence and argument

Cambridge Assessment: All candidates take: Paper 1 (1h 45m):

Paper 2 (1h 45m):

Written paper based on 2 structured questions. The 2nd question is based on stimulus material.

Written paper based on 3 structured questions without stimulus materials

(weighted 50%)

(weighted 50%)

Teachers to talk to: Dr. Hatch: jhatch@seisen.com................. HS Principal Ms Ross: cross@seisen.com..................... IGCSE Religion Teacher Ms Alo: ralo@seisen.com......................... IGCSE Religion Teacher

What can this subject lead to in the IBDP and beyond?

HL/SL History, Psychology, Art, English SL Environmental Systems and Societies CAS (Service), TOK and EE Social Justice 11 and 12 Careers: counselling, politics, medicine, NGOs, social worker, law

Co-ordinated Sciences

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IGCSE Syllabus: 0654

SIS Courses Following this Syllabus: IGCSE Co-ordinated Sciences 9/10 Note: All students are taught the extended syllabus. The decision to enroll students for core or extended assessment is made during February of Grade 10.

Course Description: Biology, Chemistry and Physics are all studied in Coordinated Sciences. It is a double award qualification, earning two grades. Learners gain an understanding of the principles of each subject through a mix of theoretical and practical studies, while also developing scientific skills essential for further study.

Learners understand how science is studied and practiced and become aware that scientific research can have both good and bad effects on individuals, communities and the environment. As well as focusing on the individual sciences, the syllabus helps learners to understand the technological world in which they live and take an informed interest in science and scientific developments.

Aims: • to provide an enjoyable and worthwhile educational experience for all learners, whether or not they go on to study science beyond this level • to enable learners to acquire sufficient knowledge and understanding to: o become confident citizens in a technological world and develop an informed interest in scientific matters o be suitably prepared for studies beyond Cambridge IGCSE • to allow learners to recognise that science is evidence-based and understand the usefulness, and the limitations, of scientific method • to develop skills that: o are relevant to the study and practice of science o are useful in everyday life o encourage a systematic approach to problem-solving o encourage efficient and safe practice o encourage effective communication through the language of science • to develop attitudes relevant to science such as: o concern for accuracy and precision o objectivity o integrity o enquiry o initiative o inventiveness • to enable learners to appreciate that: o science is subject to social, economic, technological, ethical and cultural influences and limitations o the applications of science may be both beneficial and detrimental to the individual, the community and the environment

Co-ordinated Sciences IGCSE Syllabus: 0654

Content: The topics covered include an in-depth study of: Biology:

characteristics of living organisms, cells, enzymes, nutrition, transportation, respiration, coordination and response, reproduction, inheritance, energy flow in ecosystems, human influences on the ecosystem.

Chemistry:

the particulate nature of matter, experimental techniques, atoms, elements and compounds, stoichiometry, electricity and chemistry, energy changes in chemical reactions, chemical reactions, acids, bases and salts, the Periodic Table, metals, air and water, sulfur, carbonates, organic chemistry

Physics:

motion, matter and forces, energy, work and power, simple kinetic molecular model of matter, matter and thermal properties, transfer of thermal energy, waves, light, electromagnetic spectrum, sound, magnetism, electricity, electric circuits, electromagnetic effects, radioactivity

Assessment Objectives: Knowledge with understanding • scientific phenomena, facts, laws, definitions, concepts and theories • scientific vocabulary, terminology and conventions (including symbols, quantities and units) • scientific instruments and apparatus, including techniques of operation and aspects of safety • scientific and technological applications with their social, economic and environmental implications.

Handling information and problem solving • locate, select, organise and present information from a variety of sources • translate information from one form to another • manipulate numerical and other data • use information to identify patterns, report trends and draw inferences • present reasoned explanations for phenomena, patterns and relationships • make predictions and hypotheses • solve problems, including some of a quantitative nature.

Experimental skills and investigations • demonstrate knowledge of how to safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate) • plan experiments and investigations • make and record observations, measurements and estimates • interpret and evaluate experimental observations and data • evaluate methods and suggest possible improvements

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41

Co-ordinated Sciences IGCSE Syllabus: 0654

Cambridge Assessment: Core candidates take Paper 1 (45m): A multiple choice paper with 40 questions; covers Core syllabus content.

Paper 3 (2h): A written paper Paper 6 (1h): Alternative to consisting of short answer and Practical paper and designed to structured questions. This paper is test experimental skills. based on Core syllabus content.

(weighted 30%) Extended candidates take: Paper 2 (45m): A multiple choice paper with 40 questions; covers Extended syllabus content.

(weighted 50%)

(weighted 30%)

(weighted 50%)

(weighted 20%)

Paper 4 (2h): A written paper Paper 6 (1h): Alternative to consisting of short answer and Practical paper and designed to structured questions. This paper is test experimental skills. based on Extended syllabus content. (weighted 20%)

Teachers to talk to: Mr. Nitu: tnitu@seisen.com.................Head of Sciences

What can this subject lead to in the IBDP and beyond?

Extended: HL/SL Biology, Chemistry, and Physics Core: SL Biology, Chemistry, Physics, and Environmental Systems and Societies TOK and EE Careers: medicine, pharmacy, veterinary medicine, telecommunications, research and development, teaching

History

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IGCSE Syllabus: 0470

SIS courses following this syllabus: IGCSE History 9/10 Course Description: The Cambridge IGCSE History syllabus looks at some of the major international issues of the twentieth centuries, as well as covering the history of Germany between the two world wars in more depth. The emphasis is on both historical knowledge and on the skills required for historical research.

Learners develop an understanding of the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. Cambridge IGCSE History will stimulate any learner already interested in the past, providing a basis for further study, and also encouraging a lifelong interest in the subject.

Aims: • • • • • • •

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 difference 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: Core Content Option B: 20th Century International Relations Key Questions:

1.

2.

3.

4.

5.

6.

7.

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 effectively did the USA contain the spread of Communism?

How secure was the USSR’s control over Eastern Europe, 1948 - c. 1991?

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

Depth Study Option B: Germany, 1919 – 1945 Key Questions:

1. Was the Weimar Republic doomed from the start?

2. Why was Hitler able to dominate Germany by 1933?

3. What was life like in Nazi Germany?

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History IGCSE Syllabus: 0470

Assessment Objectives: An ability to recall, select, organise and deploy knowledge of the syllabus content.

An ability to construct historical explanations using an understanding of: • cause and consequence, change and continuity, similarity and differences • the motives, emotions, intentions and beliefs of people in the past An ability to understand, interpret, evaluate and use a range of sources as evidence, in their historical context.

Cambridge Assessment: All candidates take: Paper 1 (2h): Written paper based on the Core Content and Depth Study.

Students answer two questions on the Core Content and one question on the Depth Study. (weighted 40%)

Paper 2 (2h):

Paper 4 (1h):

Written paper based on one prescribed topic from the Core Content. The paper consists of 6 questions that utilizes the sources provided.

Written paper based on the Depth Study. Students write one essay on one question.

(weighted 33%)

(weighted 27%)

Teachers to talk to: Mr. Bevan: dbevan@seisen.com................. Head of Social Studies

What can this subject lead to in the IBDP and beyond?

HL/SL Economics, History, Psychology, Art, English SL Environmental Systems and Societies TOK and EE Careers: law, politics, diplomacy, NGOs, journalism, curation, teaching, business

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What do last year’s graduates say about IGCSE?

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Seisen International School 12-15 Yoga 1-chome, Setagaya-ku, Tokyo 158-0097 Japan Telephone: +81 03-3704-2661 Fax: +81 03-3701-1033