Business Studies (CAIE 9609)

Course Outline

Students develop an understanding and appreciation of the nature and scope of business and its role in society whilst examining the various types of business organization. As well as investigating the process of decision-making in business, the course aims to develop the student’s own skills in terms of analysis of problems, interpretation of data and communication. A keen interest in the business world and an enthusiasm and willingness to read around the subject are essential

Key concepts

The key concepts on which this syllabus is built are set out below.

✓ Change is the only constant. Exciting new enterprises are often created in response to economic, cultural or technological changes. Existing businesses must adapt to change if they are to survive and grow.

✓ Management is relevant to every person in a business. Good leadership, strong motivation in workers, effective systems and clear communication are hallmarks of successful businesses.

✓ Customer focus means a business will design and produce goods and services that people want to buy. Customers provide the revenue which sustains a business. Successful businesses really understand their customers and strive to provide products that their customers love.

✓ Innovation enables a business to re-invent itself and stay ahead of the competition. The business world is dynamic, and companies must seek to innovate through product development, more efficient processes and finding better ways ‘to do business’.

✓ Creating value is the core reason why any organisation exists. Effective organisations aim to maximise stakeholder value. For most businesses this will be about maximising shareholder value, but social enterprises will also have other, non-financial, aims. Stakeholders also need to measure the value that is created.

✓ Strategy is about knowing where you are, where you want to get to and how you are going to get there. Managers need to think about, decide on and put into action major long term plans –such as buying another business, entering a new market or developing a new technology.

Assessment Summary

For The City School International AS and A Level candidate follow a staged route taking Papers 1 and 2 (for The City School International AS Level qualification) in one series, then Paper 3 (for The City School International A Level qualification) in a later series.

Section A: Four short answer questions (20 marks)

Section B: One essay from a choice of three questions (20 marks)

Based on the AS Level syllabus

Two data response questions based on AS Level syllabus content 60 marks

Five questions and one essay (from a choice of two) based on a case study.

Based on the additional A Level syllabus content and assumes knowledge and understanding of the

AS Level syllabus content

100 marks

Career and University Pathways

Students with A Level Business Studies have access to a wide range of possible career and higher education opportunities. You learn and use a variety of transferable skills throughout the course These include the important business skills of decision making and planning. You can start a career in business armed with an excellent knowledge of how businesses operate. You may choose a range of professional and business careers including leisure management, financial service, retailing, marketing, public service management and human resource management. The course would also be of interest to those that have ambitions to start their own business at some stage in their lives.

Course Outline

Economics (CAIE 9708)

Students learn to understand and interpret economic information and explain contemporary events and familiar phenomena with relevant economic principles and apply them in real-life situations. Students who choose to study Economics are expected to be interested in world affairs and should remain abreast of world and local news. Levels of learning range from learning basic definitions of concepts to fully applying theoretical concepts to real-life situations and events.

Key concepts

The key concepts on which this syllabus is built are set out below.

✓ Scarcity and choice

The fundamental problem in economics is that resources are scarce and wants are unlimited, so there is always a choice required between competing uses for the resources.

✓ The margin and change

Decision-making by individuals, firms and governments is based on choices at the margin; that is, once behaviour has been optimised, any change will be detrimental as long as conditions remain the same.

✓ Equilibrium and efficiency

Prices are set by markets, are always moving in to and out of equilibrium, and can be both efficient and inefficient in different ways and over different time periods.

✓ Regulation and equity

There is a trade-off between, on the one hand, freedom for firms and individuals in unregulated markets and, on the other hand, greater social equality and equity through the government regulation of individuals and markets.

✓ Progress and development

Economics studies how societies can progress in measurable money terms and develop in a wider more normative sense.

Assessment Summary

Students sit an external examination. For TCSI AS and A Level Economics, candidates follow a staged assessment route by taking Papers 1 and 2 in one series, then Papers 3 and 4 (for the A Level qualification) in a later series.

Paper 1 Multiple Choice 1 hour 30 multiple choice questions based on the AS Level syllabus content 30 marks

Paper 2 Data Response and Essay 1 hour 30 minutes

Section A: one data response question (20 marks)

Section B: one structured essay from a choice of three (20 marks) Based on the AS Level syllabus content 40 marks

Paper 3 Multiple Choice 1 hour 15 minutes

30 multiple choice questions based on the A Level syllabus content 30 marks 15%

Paper 4 Data Response and Essays 2 hours 15 minutes

Section A: one data response question (20 marks)

Section B: two essays from a choice of six (50 marks) Based on the A Level syllabus content 70 marks

Career and University Pathways

-10% 25%

An Economics degree develops a very useful contribution of attributes: mathematical ability and literacy. The course will promote the important skills of decision-making and problem solving. Careers paths may include a professional economist, a banker, an administrative manager, an entrepreneur, a public relations officer and a financial journalist.

Information Technology (CAIE 9626)

Course Outline

Information Technology (IT) is the application of technology to process information. In a world where IT is constantly changing, individuals increasingly need technological and information literacy skills that include the ability to gather, process and manipulate data.

Key concepts

The key concepts for Cambridge International AS & A Level Information Technology are:

✓ Impact of IT

The application of technology to process information impacts all aspects of our lives. The enormity of the impact can be seen in industry and commerce, transport, leisure, medicine, in the workplace and the home. Communications using technologies have made the world seem smaller.

✓ Hardware and software

Hardware and software interact with each other in an IT system. It is important to understand how these work, and how they work together with each other and with us in our environment.

✓ Networks

Computer systems can be connected together to form networks allowing them to share data and resources. The central role networks play in the internet, mobile and wireless applications and cloud computing has rapidly increased the demand for network capacity and performance.

✓ The internet

The internet is a global communications network that uses standardised communications protocols to allow computers worldwide to connect and share information in many different forms. The impact of the internet on our lives is profound. While the services the internet supports can provide huge benefits to society, they have also introduced issues, for example security of data.

✓ System life cycle

Information systems are developed within a planned cycle of stages that cover the initial development of the system and continue through to its scheduled updating or redevelopment.

✓ New technologies

As the information industry changes so rapidly, it is important to keep track of new and emerging technologies and consider how they might affect everyday life.

Assessment Summary

Students sit an external examination for ICT. For TCSI AS and A Level ICT, candidates follow a staged assessment route by taking Papers 1 and 2 in one series, then Papers 3 and 4 (for the A Level qualification) in a later series.

Paper 1 Theory 1hour 45 minutes

70 marks

Questions are based on sections 1–11 of the subject content. Candidates answer all questions on the paper.

Paper 2 Practical 2 hours 30 minutes

90 marks

The tasks in this practical paper test sections 8–11 of the subject content. Candidates apply knowledge and understanding from sections 1–7 of the subject content. All tasks are compulsory. Candidates select the most appropriate software and must use the most efficient methods to solve each task.

Paper 3 Advanced Theory 1hour 45 minutes

70 marks

Questions are based on sections 12–20 of the subject content. Sections 1–11 are assumed knowledge and understanding. Candidates answer all questions on the paper.

Paper 4 Advanced Practical 2hours 30 minutes

90 marks

The tasks in this practical paper test sections 17–20 of the subject content. The paper includes tasks from sections 8–10 within a problem-solving context. Candidates apply knowledge and understanding of all subject content. All tasks are compulsory. Candidates select the most appropriate software and must use the most efficient methods to solve each task.

Career and University Pathways

25%

25%

ICT programs may prepare scholars for careers in the business world by teaching them to effectively solve problems related to information and communication technologies. ICT professionals commonly have knowledge of computer networks, software, telecommunications, databases, programming and much more. A course in ICT prepares graduates for many potential jobs with corporations, small businesses, schools and other organizations.

Computer Science (CAIE 9618)

Course Outline

Cambridge International AS & A Level Computer Science encourages learners to meet the needs of Higher Education courses in computer science as well as twenty-first century digital employers. It encourages learners to think creatively, through applying practical programming solutions, demonstrating that they are effective users of technology

Key concepts

The key concepts identified below, carefully introduced and developed, will help to underpin the course you will teach. You may identify additional key concepts which will also enrich teaching and learning.

The key concepts for Cambridge International AS & A Level Computer Science are:

✓ Computational thinking

Computational thinking is a set of fundamental skills that help produce a solution to a problem. Skills such as abstraction, decomposition and algorithmic thinking are used to study a problem and design a solution that can be implemented. This may involve using a range of technologies and programming languages.

✓ Programming paradigms

A programming paradigm is a way of thinking about or approaching problems. There are many different programming styles that can be used, which are suited to unique functions, tools and specific situations. An understanding of programming paradigms is essential to ensure they are used appropriately, when designing and building programs.

✓ Communication

Communication is a core requirement of computer systems. It includes the ability to transfer data from one device or component to another and an understanding of the rules and methods that are used in this data transfer. Communication could range from the internal transfer of data within a computer system, to the transfer of a video across the internet.

✓ Computer architecture and hardware

Computer architecture is the design of the internal operation of a computer system. It includes the rules that dictate how components and data are organised, how data are communicated between components, to allow hardware to function. There is a range of architectures, with different components and rules, that are appropriate for different scenarios. All computers comprise of a combination of hardware components, ranging from internal components, such as the Central Processing Unit (CPU) and main memory, to peripherals. To produce effective and efficient programs to run on hardware, it is important to understand how the components work independently and together to produce a system that can be used. Hardware needs software to be able to perform a task. Software allows hardware to become functional. This enables the user to communicate with the hardware to perform tasks.

✓ Data representation and structures

Computers use binary and understanding how a binary number can be interpreted in many different ways is important. Programming requires an understanding of how data can be organised for efficient access and/or transfer.

Assessment Summary

The two assessment objectives in Computer Science are knowledge and understand and problem solving skills. Students sit an external examination for Computer Science. For TCSI AS and A Level Computer Science, candidates follow a staged assessment route by taking Papers 1 and 2 in one series, then Papers 3 and 4 (for the A Level qualification) in a later series.

75 marks

Paper 1 will assess sections 1 to 8 of the syllabus content. Written paper. Externally assessed. Candidates answer all questions.

75 marks

Paper 2 will assess sections 9 to 12 of the syllabus content. Candidates will need to write answers in pseudocode. Written paper. Externally assessed. Candidates answer all questions.

Paper 3 Advanced Theory 1hour 30 minutes

75 marks

Paper 3 will assess sections 13 to 20 of the syllabus content. Written paper. Externally assessed. Candidates answer all questions. 25%

Paper 4 Advanced Practical 2hours 30 minutes

75 marks

Paper 4 will assess sections 19 to 20 of the syllabus content. Candidates will submit complete program code and evidence of testing. Candidates will be required to use either Java, VB.NET or Python programming languages. Externally assessed. Candidates answer all questions on a computer without internet or email facility

Career and University Pathways

-- 25%

A levels can further apply for admissions in Digital Management, Engineering in Computer Science, Computer Science with Business application, Software Development and Entrepreneurship and Software Engineering

Students with Computer Science

Course Outline

Mathematics (CAIE 9709)

Mathematics develops a set of transferable skills. These include the skill of working with mathematical information, as well as the ability to think logically and independently, consider accuracy, model situations mathematically, analyze results and reflect on findings. Learners can apply these skills across a wide range of subjects and the skills equip them well for progression to higher education or directly into employment.

Key Concepts

The key concepts for Cambridge International AS & A Level Mathematics are:

✓ Problem solving

Mathematics is fundamentally problem solving and representing systems and models in different ways. These include: o Algebra: this is an essential tool which supports and expresses mathematical reasoning and provides a means to generalise across a number of contexts. –Geometrical techniques: algebraic representations also describe a spatial relationship, which gives us a new way to understand a situation o Calculus: this is a fundamental element which describes change in dynamic situations and underlines the links between functions and graphs. o Mechanical models: these explain and predict how particles and objects move or remain stable under the influence of forces. o Statistical methods: these are used to quantify and model aspects of the world around us. Probability theory predicts how chance events might proceed, and whether assumptions about chance are justified by evidence.

✓ Communication

Mathematical proof and reasoning is expressed using algebra and notation so that others can follow each line of reasoning and confirm its completeness and accuracy. Mathematical notation is universal. Each solution is structured, but proof and problem solving also invite creative and original thinking.

✓ Mathematical modelling

Mathematical modelling can be applied to many different situations and problems, leading to predictions and solutions. A variety of mathematical content areas and techniques may be required to create the model. Once the model has been created and applied, the results can be interpreted to give predictions and information about the real world.

Assessment Summary

The Cambridge International A Level Mathematics qualification offers two different options:

• Route 1: Pure Mathematics, Mechanics and Probability & Statistics (Papers 1, 3, 4 and 5) or

• Route 2: Pure Mathematics and Probability & Statistics (Papers 1, 3, 5 and 6).

Important Note: At TCSI, we recommend science stream students who are planning to take admission in Engineering courses in future to take route 1. While students with combination of business stream subjects are recommended to take route 2.

Route 1 (Science Stream): Students follow a staged assessment route by taking Papers 1 and 5 in one series, then Papers 3 and 4 (for the A Level qualification) in a later series.

Route 2 (Business Stream): Students follow a staged assessment route by taking Papers 1 and 5 in one series, then Papers 3 and 6 (for the A Level qualification) in a later series.

Career and University Pathways

Every year thousands of students with Cambridge International AS & A Levels gain places at leading universities worldwide. Cambridge International AS & A Levels are accepted across 195 countries. They are valued by top universities around the world including those in the UK, US (including Ivy League universities), Europe, Australia, Canada and New Zealand. Students with mathematical skills learnt at AS & A level can choose courses relevant to engineering, research analyst, education and work in Government sector, Firms and Banks.

Psychology (CAIE 9990)

Course Outline

This syllabus aims to encourage an interest in and appreciation of psychology through an exploration of the ways in which psychology is conducted. This exploration includes:

• a review of a number of important research studies

• an opportunity to look at the ways in which psychology has been applied

Key concepts

The key concepts on which this syllabus is built are set out below.

✓ Nature versus nurture

The nature–nurture debate is a crucial discussion running through all aspects of psychology in order to explain behaviour. Behaviours could be seen as resulting from innate, genetic factors (nature) or behaviours could be explained in terms of the environmental influences that begin to shape us from the moment of conception (nurture). The focus of contemporary psychology is to consider the relative contributions of each influence.

✓ Ethics in psychological research

The need for ethical research constrains the investigation of some topics, or the use of some research techniques. Our approach to ethics has changed over time, so some of the earlier studies that were the basis of the discipline are now no longer acceptable. Ethics must be considered when designing a psychological investigation to ensure that data is gathered without compromising the wellbeing of the participant(s).

✓ Choice of psychological research methods

Psychologists have to carefully choose the research method they use in terms of the information they wish to gather. Every research method, whether quantitative or qualitative, has strengths and weaknesses, and the psychologist must evaluate how the method they have chosen supports the validity and reliability of their specific investigation and contributes to the wider body of psychological research.

✓ No one view in psychology is definitive

Psychological theories are developed by posing hypotheses which are then tested through research. The research will be influenced by the psychological approach of the researcher and the time and context they are working in. A single topic is likely to be studied in more than one psychological approach, and each approach has its own assumptions, strengths and weaknesses. These different explanations can work together or be in opposition, so psychologists have to balance the evidence for each explanation.

✓ Relevance of psychology in contemporary society

Psychology is now used to underpin many aspects of our lives – it is used in organising businesses, in planning our shops and homes, in treating medical conditions and to improve how we learn. Every study is undertaken with a specific purpose in mind which can then be applied in everyday life – whether it is improving our lives in general, understanding how groups of people behave or treating a disorder. By understanding psychology we can improve how we live our lives and society in general.

Assessment Summary

For Cambridge International AS and A Level Psychology, students take a staged assessment route by taking Papers 1 and 2 (for Cambridge International AS Level qualification) in one examination series, then Papers 3 and 4 (for the Cambridge International A Level qualification) in a later examination series

Paper 1 Approaches, issues and debates

1 hour 30 minutes

Candidates answer all questions. Short answer questions and an essay question, based on core studies. Candidates answer each question in the spaces provided on the question paper.

60 marks

Paper 2 Research methods

Candidates answer all questions.

1 hour 30 minutes

Section A: Short answer questions, some based on the core studies (22 marks).

Section B: Scenario-based questions (24 marks).

Section C: A design-based question divided into two parts (14 marks).

Candidates answer each question in the spaces provided on the question paper.

60 marks

50% 25%

Paper 3 Specialist options: theory

1 hour 30 minutes

Candidates answer two questions from two specialist options. Each specialist option is out of 30 marks.

Question 1: The question is divided into three parts (12 marks).

Question 2: Structured essay-based question divided into two parts (18 marks).

60 marks

Paper 4 Specialist options: application 1 hour 30 minutes

Candidates answer questions from two specialist options.

Section A: Candidates answer two questions from a choice of four (30 marks). Each of these questions is based on stimulus material and is divided into four parts.

Section B: Candidates answer one design-based question from a choice of four (18 marks). Each question is divided into two parts.

Section C: Candidates answer one essay question from a choice of four (12 marks).

60 marks

Career and University Pathways

25%

25%

Cambridge International A Level Psychology provides a suitable foundation for the study of Psychology or related courses in higher education. Equally it is suitable for learners intending to pursue careers or further study in social sciences, or as part of a course of general education With a psychology degree, you're well placed to pursue careers in both arts and scientific fields, depending on your personal interests. There are many options within public and private healthcare, education, mental health support, social work, therapy and counseling

Sociology (CAIE 9699)

Course Outline

Cambridge International AS & A Level Sociology encourages learners to think sociologically about contemporary social, cultural and political issues. The syllabus provides opportunities to explore key concepts and debates that underpin the discipline of sociology and to develop the skills of interpretation, application, analysis and evaluation while studying a range of stimulating topics and realworld issues

Key concepts

The key concepts identified below, carefully introduced and developed, will help to underpin the course you will teach. You may identify additional key concepts which will also enrich teaching and learning.

The key concepts for Cambridge International AS & A Level Sociology are:

✓ Inequality and opportunity

Inequality has a major influence on people’s opportunities and life choices. Sociologists study the different forms of inequality (age, ethnicity, gender, class), seeking to understand why inequality exists and how it affects different sections of society.

✓ Power, control and resistance

Power is important in understanding how order and control are achieved in society. There are many different theories about who holds power and how power is used to shape human behaviour. Sociologists are also interested in the ways people oppose and resist the exercise of power.

✓ Social change and development

Understanding how societies have changed and developed helps sociologists to make sense of the way people live today. The change from traditional society to modern industrial society is particularly important. The terms ‘modernity’ and ‘post-modernity’ are used to reflect on this transition and on contemporary issues, such as how societies are affected by globalisation and the digital revolution in technology.

✓ Socialisation, culture and identity

Sociologists believe that people learn how they are expected to behave through socialisation. The norms and values learned through socialisation may vary between cultures, impacting on social identity. The study of different social identities is central to contemporary sociology.

✓ Structure and human agency

A central debate in sociology concerns the relationship between the individual and society: is behaviour shaped by wider social forces or is the social world shaped by the actions of individuals? Structural theories focus on how people’s behaviour is constrained by social systems and institutions. Action theories emphasise how individuals establish meaning through social interaction and how this impacts on the behaviour of social groups and institutions.

Assessment Summary

For Cambridge International AS and A Level Sociology, students take a staged assessment route by taking Papers 1 and 2 (for Cambridge International AS Level qualification) in one examination series, then Papers 3 and 4 (for the Cambridge International A Level qualification) in a later examination series

Candidates answer four questions.

Section A: three compulsory questions

Section B: one essay (26 marks) from a choice of two

60 marks

Candidates answer four questions.

Section A: three compulsory questions

Section B: one essay (26 marks) from a choice of two

Paper 3 Education

50 marks

Candidates answer four compulsory questions.

Question 4 is an essay (26 marks)

Paper 4 Globalisation, Media and Religion

70 marks

1 hour 15 minutes

20%

1 hour 45 minutes

Candidates answer two essay questions (35 marks each).

Section A: Globalisation

Section B: Media

Section C: Religion Each section has two essay questions. Candidates select one question from two different sections

Career and University Pathways

30%

Cambridge International A Level Sociology provides a foundation for the study of sociology or related courses in higher education. Equally it is suitable as part of a course of general education. Most popular careers include Advice worker, Community development worker, further education teacher, Higher education lecturer, International aid/development worker, Policy officer, Secondary school teacher and Social researcher