key stage 4 - tenby schools penang subject booklet 2018 to 2020.pdf · key stage 4 igcse subject...

KEY STAGE 4

IGCSE

SUBJECT BOOKLET

2018 TO 2020

IPOH CAMPUS

Contents

1.0 Transition from Key Stage 3 to Key Stage 4

2.0 Key Stage 4 Curriculum

2.1 Core Examination Subjects – Compulsory

2.2 Optional Examination Subjects

2.3 Non-Examined Curriculum

3.0 International General Certificate of Education (IGCSE)

3.1 Grading

3.2 Core or Extended Levels

3.3 Choices

4.0 IGCSE Subjects

4.1 Art and Design

4.2 Biology

4.3 Chemistry

4.4 Design and Technology

4.5 Drama

4.6 Economics

4.7 English Language

4.8 English Literature

4.9 Geography

4.10 History

4.11 Information and Communication Technology

4.12 Mandarin (Chinese)

4.13 Malay

4.14 Mathematics

4.15 Music

4.16 Physical Education

4.17 Physics

5.0 Further Assistance

1.0 Transition from Key Stage 3 to Key Stage 4

The transition from Years 7, 8 and 9 (Key Stage 3) to Years 10 and 11 (Key Stage 4) is a very important phase in education. Students during Key Stage 3 have followed a core curriculum, which has contained very little element of choice but provided an important breadth and depth. During Key Stage 4 students will study a narrow core curriculum supplemented by several optional subjects from a broad range of disciplines. These courses are concluded by an external examination, the International General Certificate of Education (IGCSE), from the Cambridge International Examination Board (CIE).

2.0 Key Stage 4 Curriculum

2.1 Core Examination Subjects – Compulsory

All students in Key Stage 4 will study the following core subjects:

English Language (1st or 2nd Language IGCSE)

Malay (Foreign Language IGCSE or Malay for beginners)

Mathematics (Core or Extended IGCSE) Whilst all students are expected to have taken the IGCSE examinations in the core subjects by the end of Year 11 some will be given the opportunity to do so in Year 9 and 10. Students that have demonstrated a higher level of English and Mathematics will be given the opportunity to take IGCSE examinations in English Literature and Additional Mathematics in Year 11. It is generally expected that an ‘A’ or ‘A*’ grade be achieved in external examinations in English as a First Language and Extended Mathematics, in Year 10 if they are to be permitted to take up this opportunity. In addition to the core subjects above, Chinese (1st Language, 2nd Language and Mandarin) IGCSE examinations may be taken by students at the end of Year 9 and 10. A higher or additional level of study in each of these subjects, Maths English, Malay and Chinese, will be available to students in Year 11. For example, A-Level Chinese, HSK Chinese, 1st Language Malay (based on SPM), Additional Mathematics and Literature in English.

2.2 Optional Examination Subjects

Optional subjects are grouped into 5 blocks. Students are expected to select one subject from each block to follow to IGCSE level. It is compulsory to include a minimum of one Science subject and one Humanities subject in their choices. Option blocks have been designed to ensure that all career pathways are fully catered for. Block D Biology, History, Economics or Design Technology

Block E Physics, Geography, Economics, Drama or Physical Education (P.E)

Block F Biology, Chemistry, Art or Economics

Block G Biology, Chemistry, Physics or Mandarin (Chinese)

Block H Chemistry, Physics, Music or Information & Communication Technology (ICT)

2.3 Non-Examined Curriculum

All students in Key Stage 4 will follow non-examined courses in Physical Education and Personal,

Social and Health Education.

3.0 International General Certificate of Education (IGCSE)

3.1 Grading

The IGCSE is a globally recognised qualification taken at the end of Key Stage 4. The curriculum followed at Tenby is set by CIE and is an internationally benchmarked examination. Unlike in Key Stage 3 where the National Curriculum Levels are used the IGCSE uses an A*- G grading system. Students not achieving a minimum G grade will be recorded as a U (unclassified) grade. However, it is important to note, that whilst a grade D to G is considered a pass, a grade C or above is desirable. 3.2 Core or Extended Levels

A number of IGCSE subjects offer two levels of examination. The Core level restricts students to a maximum grade of C whilst the Extended level provides access to the full range of grades. Students will be advised on the best examination to take after the Mock Examinations in Year 11, and in consultation with parents. Details are provided on the subject pages that follow. It is also important at this stage to note that the IGCSE is the main route to A-levels in the Sixth Form. Success at IGCSE is essential to ensure a smooth transition to A-level and for some subjects the IGCSE Extended level of study in that subject is a requirement. 3.3 Choices

When making IGCSE Options choices, it is important that students consider the impact their choices may have on their future educational and career path. Senior Leadership, Key Stage Co-ordinators and Form Tutors will provide significant guidance in this respect. As students move into Key Stage 4, there will be an on-going series of discussions relating to higher education and career planning. It is important, too, that student’s decisions focus on the subject itself and are not influenced by friends’ perspectives or the personality of a teacher who has taught them previously in that subject. There is no guarantee that a particular teacher will be available to teach a student for the whole or even part of the course. Students are advised to reflect seriously on their skills and abilities, their genuine preferences, their future aspirations and the recommendations and views of their teachers. Students need not be anxious if they are uncertain at this stage, of their future direction; guidance will be provided for them to ensure that their choices are appropriate. It is important that decision-making involves the student, the parents and the teachers. To this end, we have created a range of formal opportunities for all the members of this partnership to contribute to this process. Key guidance dates: February Parent Information Session Student Information Session and Options booklet issued

March Year 9 meet Year 10 IGCSE Subject Representatives Course selection made and registered with School April Options confirmed with students and parents

Students are strongly advised to take full advantage of the guidance opportunities provided.

4.0 IGCSE Subjects

4.1 Art & Design – 0400

Course Introduction

The syllabus aims summarise the context in which students should view the syllabus content and

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

The aims are to enable students to develop:

an ability to record from direct observation and personal experience

an ability to identify and solve problems in visual and/or other forms • creativity, visual awareness, critical and cultural understanding

an imaginative, creative and personal response

confidence, enthusiasm and a sense of achievement in the practice of art and design

growing independence in the refinement and development of ideas and personal outcomes

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

Art & Design has been designed to offer a broad choice of media and approaches so that students can produce a personal response and the school can play to their strengths in terms of staff, expertise and interests. The broad areas of study are:

painting and related media

printmaking

three-dimensional studies

photography, digital and lens-based media

graphic communication

textile design. Students can respond to any component using any of the media above Summary of the Programme

There are four components:

Component 1 – Broad-based assignment

This component is compulsory for all students. This is an externally set assignment which is marked by Cambridge.

There are two parts to this component: the supporting studies and the final outcome which is

produced during the eight-hour examination. Cambridge will assess both parts together and award

a single holistic mark out of 100.

This component gives students the opportunity to explore any of the areas of study in response to

the selected questions. It could be observational, interpretative or a combination of both. Alternatively

students may use any question as the starting point for a design brief of their choice.

Component 2 – Design-based assignment This is an externally set assignment which is marked by Cambridge. There are two parts to this component: the supporting studies and the final outcome which is produced during the eight-hour examination. Students produce their supporting studies in response to one question. Cambridge will assess both parts together and award a single holistic mark out of 100. This component tests the student’s ability to research, analyse and develop ideas to a design brief, and to arrive at an appropriate solution. The work produced for this component should be creative and original and must address the particular design briefs that are outlined on the question paper. Component 3 – Critical and Historical assignment

This is an internally set assignment which is marked by Cambridge. There is no question paper for

this component.

The assignment can relate to any aspect of art or design which is of interest to the candidate. This

should be a critical and visual appraisal or theoretical study undertaken in a written and practical

form using appropriate technical language, and should include drawings, paintings, photographs

and or digital/audio work. Emphasis can be on materials and processes for a materials-based

approach or a written, critical evaluative study. Component 4 – Coursework assignment

This is an internally set assignment which is marked by the teacher at the school and moderated by Cambridge. There is no question paper for this component.

There are two parts to this component: the supporting portfolio and the final outcome. The teacher

will assess both parts and award a single mark out of 100. Cambridge will moderate both parts of

a sample of work.

Assessment Summary

All students take two components. All students take Component 1 and choose either Component 2

or Component 3 or Component 4.

Available options:

Option A – Component 1 and Component 2

Option B – Component 1 and Component 3

Option C – Component 1 and Component 4

4.2 Biology – 0610

Course Introduction

With an emphasis on human biology, the Cambridge IGCSE Biology syllabus helps students to understand the technological world in which they live, and take an informed interest in science and scientific developments. Students gain an understanding of the basic principles of biology through a mix of theoretical and practical studies. They also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, which are useful in everyday life.

As they progress, students understand how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.

The syllabus aims summarise the context in which you should view the subject content and describe the purposes of a course based on this syllabus. They are not listed in order of priority. These are delivered by using suitable local, international or historical examples and applications, or through collaborative experimental work. The aims are:

• to provide an enjoyable and worthwhile educational experience for all students, whether or

not they go on to study science beyond this level

• to enable students 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 students 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 biology

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 biology such as:

o concern for accuracy and precision

o objectivity

o integrity

o enquiry

o initiative

o inventiveness

• to enable students to appreciate that:

• science is subject to social, economic, technological, ethical and cultural influences and

limitations

• the applications of science may be both beneficial and detrimental to the individual, the

community and the environment

Content

Students study the following topics:

Characteristics and classification of living

organisms

Organisation of the organism

Movement in and out of cells

Biological molecules

Enzymes

Plant nutrition

Human nutrition

Transport in plants

Transport in animals

Diseases and immunity

Gas exchange in humans

Respiration

Excretion in humans

Coordination and response

Drugs

Reproduction

Inheritance

Variation and selection

Organisms and their environment

Biotechnology and genetic engineering

Human influences on ecosystems

Assessment Summary

All students take three exam papers. Core Level Paper 1 – 45 minute multiple choice paper – 30% of the total marks Paper 3 – 1h15 theory paper – 50% of the total marks Paper 6 – 1h15 alternative to practical paper – 20% of the total marks

Extended Level

Paper 2 – 45 minute multiple choice paper – 30% of the total marks Paper 4 – 1h15 theory paper – 50% of the total marks Paper 6 – 1h15 alternative to practical paper – 20% of the total marks

4.3 Chemistry - 0620

Course Introduction

The Cambridge IGCSE Chemistry syllabus enables students to understand the technological world in which they live, and take an informed interest in science and scientific developments. Students gain an understanding of the basic principles of Chemistry through a mix of theoretical and practical studies. They also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, skills which are useful in everyday life.

As they progress, students understand how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.


• to provide an enjoyable and worthwhile educational experience for all students,

whether or not they go on to study science beyond this level


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 students to recognise that science is evidence based and understand the

usefulness, and the limitations, of scientific method


o are relevant to the study and practice of biology







o objectivity

o integrity

o enquiry

o initiative

o inventiveness



limitations



Content

Students study the following topics:

• The particulate nature of matter

• Experimental techniques

• Atoms, elements and compounds

• Stoichiometry

• Electricity and chemistry

• Chemical energetics

• Chemical reactions

• Acids, bases and salts

• The Periodic Table

• Metals

• Air and water

• Sulfur

• Carbonates

• Organic chemistry

Assessment Summary


Extended Level


4.4 Design & Technology - 0445

Course Introduction

The Cambridge IGCSE Design and Technology syllabus enables leaners to identify, consider and solve problems through creative thinking, planning and design, and by working with different media, materials and tools. Students gain technical and design awareness as a result, and develop skills such as initiative, resourcefulness, enquiry and ingenuity. They also develop the communication skills central to design making and evaluation. Cambridge IGCSE Design and Technology provides an ideal basis for further study and prepares students for their future within a rapidly changing technological society. The Cambridge IGCSE Design and Technology syllabus aims to:

develop creative thinking in areas relevant to design and technology

apply problem solving skills to practical and technological problems

develop the communication skills central to design, making and evaluation

apply knowledge and understanding to the design and making of products, taking into

consideration sustainability and the wider impact on society

encourage students to apply learning to areas of personal interest

develop a range of transferable skills and the attributes of the Cambridge learner

develop the ability to make aesthetic, economic, moral and technical value judgements.

Content

The Syllabus is divided into two Parts: Part 1 – Product Design Study of Part 1 is compulsory. Paper 1 (Product design) and Paper 5 (Project) specifically assess this content. Topics covered in this part include:

Identification of a need or requirement

Design briefs and design specifications

Research, selection and evaluation of designs

Health and Safety

Use of technology in design and making

Design and Technology in society

Practical design application

Environment and sustainability

Control systems

Part 2 – Options Option 1 – Graphic Products This area of study aims to develop the skills that designers use within the context of their design activities in the design studio. It also aims to develop an awareness of the importance

of communication and modelling techniques concerned with promotion and illustration of ideas and their interrelationship with all stages in commercial manufacture and promotion. The role that graphic products play within one or more of the following or similar areas will be covered:

packaging

promotional design

display

product design

manuals

transport

architectural modelling

corporate identity

interior design.

Option 2 – Resistant Materials This area of study aims to develop the skills which designers use within the context of materials and their processing. Students need practical experience so that they can get a broad understanding of materials and their processing rather than an in-depth knowledge of any particular material, technology or process. This practical experience should include:

the general physical and working properties of common construction materials (plastics, woods and metals) in relation to specific designing and making tasks

simple comparative testing leading to the reasoned selection of materials and processes for specific design and making tasks

Option 3 – Systems and controls

This area of study aims to develop the skills and knowledge used by designers within the context of a group of related technological resource areas: structures, mechanisms and electronics. Students need practical experience so that they can get a broad understanding of the three resource areas. By identifying how these areas interrelate, students can appreciate and exploit their role in designing and making controlled systems.

Assessment Summary Students take three components: Paper 1, plus one optional paper (Paper 2, 3 or 4) and Paper

5, the project. Papers 1–5 all test the content of ‘Part 1’ of the syllabus. In Paper 1 students

also need to focus on their knowledge of the ‘Part 2’ option they have chosen.

Paper 1 – 1h15 Product Design – 25% of the total marks

Paper 2 – 1h Graphic Products – 25% of the total marks

Paper 3 – 1h Resistant Materials – 25% of the total marks

Paper 4 – 1h Systems and Controls – 25% of the total marks

Paper 5 – Project – School based assessment – 50% of the total marks

4.5 Drama - 0411

Course Introduction

Through practical and theoretical study, students develop an understanding and enjoyment of drama, developing group and individual skills and studying ways to communicate ideas and feelings to an audience. They learn how to discover the performance possibilities of a text and

other stimuli, and devise dramatic material of their own. Students also develop their performance skills, the demonstration of which will form part of the final assessment. The syllabus aims to:

develop students’ understanding of drama through practical and theoretical study

enable students to understand the role of actor, director and designer in creating a

piece of theatre

develop students’ acting skills, both individually and in groups

enable students to develop their skills in devising original drama

help students communicate feelings and ideas to an audience

foster understanding of the performance process and enable students to evaluate the

various stages of that process

encourage enjoyment of drama

Content

There are three areas of study:

Understanding repertoire - Students will be assessed on their ability to demonstrate

knowledge and understanding of the possibilities of repertoire, and how to interpret and

realise it in a live performance.

Devising - Students will be assessed on their ability to devise dramatic material and

reflect on its effectiveness.

Acting skills - Students will be assessed on their acting skills and their ability to

communicate effectively to an audience.

Assessment Summary

There are two components:

Component 1 Written Examination (2 hours 30 minutes) 40%

The questions on this paper are based on pre-release material consisting of three stimuli and an extended extract from a play. Students devise a piece of drama based on one of the three stimuli and study the extract from the play. The questions on the paper will require students to have engaged with the pre-release material from the perspective of actor, director and designer. It is recommended that students informally perform the extract and ideas for devised work from the stimuli, to give them a personal practical understanding of how each could be interpreted, which will aid them in their written exam.

Component 2 Coursework 60%

Students submit three pieces of practical work: • One individual piece (3–5 minutes): one performance of an extract from a play. • Two group pieces (maximum 15 minutes each): one performance of an extract from a play

and one original devised piece.

4.6 Economics - 0455

Course Introduction

Whether you want to one day start your own business, work for a major international company or a government, become a teacher or doctor, or run a charity, the study of economics will provide you with the knowledge, understanding, critical thinking and skills you will need to succeed. The newspapers often describe complicated economic problems such as inflation, unemployment, poverty, balance of trade, changes in exchange rates, recessions, market prices, the stock market, etc. It is sometimes difficult to understand these and what impact they could have on our daily lives without an understanding of economics. People who have studied economics are good at problem solving because they learn to identify problems, to suggest alternative solutions, to determine what information is relevant and to weigh up different costs and benefits in decision making. Knowledge of economics also helps us understand what determines the prices of different products, why people earn different amounts in different jobs and why these can change over time, why some countries are poor and others are rich and how and why governments influence the behaviours of different groups of consumers and producers. But above all the study of Economics makes us realise that we are all dependent upon one another and that the decisions we make will affect others. By studying Economics, you will therefore develop valuable lifelong skills and knowledge including:

• An understanding of economic theory, terminology and principles

• The ability to apply the tools of economic analysis to real-world situations

• The ability to distinguish between facts and personal judgements in real economic

issues

• An understanding of and the ability to use and interpret basic economic data

numeracy and literacy

• The ability to take a greater part in decision making processes in everyday life

• An understanding of the economies of developed and developing nations

Content

All students will study the following topics:

• Basic Economic Problem: choice and the allocation of resources

• The allocation of resources: how the market worked; market failure

• The individual as producer, consumer and borrower

• The private firm as producer and employer

• Role of government in the economy

• Economic indicators

• Developed and developing economies: trends in production, population and living

standards

• International aspects of economics

Assessment Summary

All students take two examination papers:

Paper 1 – 45 minutes multiple choice paper – 30% of the total marks

Paper 2 – 2h15 Structured Questions – 70% of the total marks

4.7 English Language

All Students will follow English Language with the aim of achieving first language level. However, students will be entered for the examination level that they are ready to achieve well in at the end of Year 10 or Year 11. When they enter the exam, and at what level will be discussed with teachers, parents and students. There are two levels available. First Language and Second Language. Course Introduction

First Language

IGCSE First Language English is designed for students whose first language is English. Cambridge IGCSE First Language English students develop the ability to communicate clearly, accurately and effectively in both speech and writing. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed.

Students are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge IGCSE First Language English also develops more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively.

English as a Second Language

IGCSE English as a Second Language is designed for students who already have a working knowledge of the language and who want to consolidate their understanding in order to progress in their education or career. Through their studies, students will improve their ability to understand and use English in a range of situations.

The aim is to achieve a level of practical communication ideal for everyday use, which can also form the basis for further, more in-depth language study. In Syllabus 0510, marks for the speaking component do not contribute to the overall grade students receive for the written components

Assessment Summary

First Language - 0500

Paper 1 – Core – 1h45 – Reading – 50% of the total marks

Paper 2 – Extended – 2 hours – Reading – 50% of the total marks

Paper 3 – Core and Extended – Directed writing and composition – 2 hours – 50% of the

total marks

English as a Second Language - 0510

Paper 1 – Core – 1h30 – Reading and Writing – 70% of the total marks

Paper 2 – Extended – 2 hours – Reading and Writing – 70% of the total marks

Paper 3 – Core – 40 minutes - Listening – 30% of the total marks

Paper 4 – Extended – 50 minutes – Listening – 30% of the total marks

Paper 5 – Core and Extended – 15 minutes – Speaking – Separate grading

4.8 English Literature - 0475

All students will follow the English Literature curriculum in Year 10. Students who have

demonstrated a higher attainment in English Language will continue with English Literature in

Year 11.

Course Introduction

The syllabus enables students to read, interpret and evaluate texts through the study of literature in English. Students develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes that may be expressed. Through their studies, they learn to recognise and appreciate the ways in which writers use English to achieve a range of effects, and will be able to present an informed, personal response to the material they have studied.

The syllabus also encourages the exploration of wider and universal issues, promoting students' better understanding of themselves and of the world around them.

The syllabus aims summarise the context in which you should view the syllabus content and describe the purposes of a course based on this syllabus. They are not listed in order of priority.

The aims are to develop students who:

• enjoy the experience of reading literature

• understand and respond to literary texts in different forms and from different periods

and cultures

• communicate an informed personal response appropriately and effectively

• appreciate different ways in which writers achieve their effects

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

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

Content

Students will study set texts in the following categories:

A – Poetry

B – Prose

C – Drama

Details of set texts can be found in the online syllabus.

Assessment Summary

Paper 1 – 1h30. Poetry and Prose – 50% of the total marks

Paper 3 – 45mins. Drama – 25% of the total marks

Paper 4 – 1h15. Unseen – 25% of the total marks

4.9 Geography – 0460

Course Introduction

Through the Geography syllabus, students will develop a 'sense of place' by looking at the

world around them on a local, regional and global scale. Students will examine a range of

natural and man-made environments, and study some of the processes which affected their

development. They will also look at the ways in which people interact with their environment,

and the opportunities and challenges an environment can present, thereby gaining a deeper

insight into the different communities and cultures that exist around the world.

Successful IGCSE Geography students develop lifelong skills, including:

• an understanding of location on a local, regional and global scale

• an awareness of the characteristics, distribution and processes affecting contrasting

physical and human environments

• an understanding of the ways in which people interact with each other and with their

environment

• an awareness of the contrasting opportunities and constraints presented by different

environments • an appreciation of and concern for the environment

• an appreciation of the earth including its people, places, landscapes, natural processes

and phenomena

The Geography course seeks to achieve academic balance, a thorough knowledge and

understanding of the subject, and help to develop the skills students need for their next steps

in education or employment.

Content

The syllabus is divided into three themes which have been designed to develop an

understanding of both the natural and the human environment:

1. Population and settlement

2. The natural environment

3. Economic development.

Assessment Summary

All students take three examination papers:

Paper 1- 1 hour 45 minutes. Geographical Themes - 45% of the total marks

Paper 2- 1 hour 30 minutes. Geographical Skills - 27.5% of the total marks

Paper 4- 1 hour 30 minutes. Alternative to Coursework- 27.5% of the total marks

4.10 History – 0470

Course Introduction

The History syllabus looks at some of the major international issues of the nineteenth and twentieth centuries, as well as covering the history of particular regions in more depth. The emphasis is on both historical knowledge and on the skills required for historical research.

Students 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. 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.

History is a stimulating and engaging subject which aims to provide an appreciation that by

studying the past you can understand the major issues and problems today. Universities and

Employers value the contribution that History makes to your lifelong learning. This course will

help you to develop vital skills for the future including communication, literacy, problem solving,

ICT and debating skills.

Content

All students will study:

Core Content: The 20th Century: International Relations since 1919

1. Were the peace treaties of 1919–23 fair?

2. To what extent was the League of Nations a success?

3. Why had international peace collapsed by 1939?

4. Who was to blame for the Cold War?

5. How effectively did the USA contain the spread of Communism?

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

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

In depth study: Germany 1914-1945

1. Was the Weimar Republic doomed from the start?

2. Why was Hitler able to dominate Germany by 1934?

3. How effectively did the Nazis control Germany, 1933-1945?

4. What was it like to live in Nazi Germany?

Assessment Summary

Paper 1: 2 hours. Written paper - Core content and in depth study - 40% of the total marks

Paper 2: 2 hours. Written paper on the core content - 33% of the total marks

Paper 3: 1 hour. Written Paper on the in depth study - 27% of the total marks

4.11 Information and Communication Technology – 0417

Course Introduction

The Information Communication Technology syllabus encourages students to develop lifelong

skills, which will be useful to them in their work across the curriculum and prepare them for

future employment. They will develop understanding of the implications of technology in

society, including social, economic and ethical uses and awareness of the ways ICT can help

in home, learning and work environments.

The syllabus combines theoretical and practical studies focusing on the ability to use common software applications to solve problems, including word processors, spreadsheets, databases, interactive presentation software, web browsers and website design. Students analyse, design, implement, test and evaluate ICT systems, ensuring that they are fit for purpose.

Content

The syllabus is spilt into the following units:

1. Types and components of computer systems

2. Input and output devices

3. Storage devices and media

4. Networks and the effects of using them

5. The effects of using IT

6. ICT applications

7. The systems life cycle

8. Safety and security

9. Audience

10. Communication

11. File management

12. Images

13. Layout

14. Styles

15. Proofing

16. Graphs and charts

17. Document production

18. Data manipulation

19. Presentations

20. Data analysis 21. Website authoring

Assessment Summary

All students will take three examination papers:

Paper 1 – 2 hours. Theory – 40% of the total marks

Paper 2 – 2h30. Practical – 30% of the total marks

Paper 3 – 2h30. Practical – 30% of the total marks

4.12 Mandarin (Chinese) - 0547

Course Introduction

This syllabus is designed for students who are learning Mandarin 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 students progress through their studies. This syllabus aims to:

• develop the ability to communicate effectively using the target language

• offer insights into the culture and society of countries where the language is spoken

• develop awareness of the nature of language and language learning

• encourage positive attitudes towards speakers of other languages and a sympathetic

approach to other cultures and civilizations

• provide enjoyment and intellectual stimulation develop transferable skills (e.g. analysis,

memorising, drawing of inferences) to complement other areas of the curriculum

• form a sound base of the skills, language and attitudes required for progression to work

or further study, either in the target language or another subject area

Content

The subject content is organised around five broad Topic areas which provide contexts for the

acquisition of vocabulary and the study of grammar and structures. Through the study of these

Topic areas, students gain insight into target language countries and communities. The Topic

areas are:

• Everyday activities

• Personal and social life

• The world around us

• The world of work

• The international world.

Assessment Summary

All students take four examination papers:

Paper 1 – 45 minutes Listening – 25% of the total marks

Paper 2 – 1 hour Reading – 25% of the total marks

Paper 3 – 15 minutes Speaking – 25% of the total marks

Paper 4 – 1 hour Writing – 25% of the total marks

4.13 Malay - Foreign Language – 0546

All students will be prepared for and will take this examination. However, native Malay

speakers will be following a 1st Language curriculum throughout Years 10 and 11 which is a

higher level.

Course Introduction

This syllabus is designed for students who are learning Malay 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 students progress through their studies. This syllabus aims to:

• develop the ability to communicate effectively using the target language

• offer insights into the culture and society of countries where the language is spoken

• develop awareness of the nature of language and language learning

• encourage positive attitudes towards speakers of other languages and a sympathetic

approach to other cultures and civilizations

• provide enjoyment and intellectual stimulation develop transferable skills (e.g. analysis,

memorising, drawing of inferences) to complement other areas of the curriculum

• form a sound base of the skills, language and attitudes required for progression to work

or further study, either in the target language or another subject area.

Content

The subject content is organised around five broad Topic areas which provide contexts for the

acquisition of vocabulary and the study of grammar and structures. Through the study of these

Topic areas, students gain insight into target language countries and communities. The Topic

areas are:

• Everyday activities

• Personal and social life

• The world around us

• The world of work

• The international world.

Assessment Summary

All students take three examination papers:

Paper 2 – 1 hour Reading – 33% of the total marks

Paper 3 – 15 minutes Speaking – 33% of the total marks

Paper 4 – 1 hour Writing – 33% of the total marks

4.14 Mathematics – 0580 (Additional Mathematics – 0606)

All students will study IGCSE Mathematics. The more able mathematicians will be given the

opportunity to take the examinations in Year 10 and follow Additional Mathematics in Year 11.

The Additional Mathematics course is described at the end of this section.

Course Introduction

An essential subject for all students, Mathematics encourages the development of

mathematical knowledge as a key life skill, and as a basis for more advanced study. The

syllabus aims to build students' confidence by helping them develop a feel for numbers,

patterns and relationships, and places a strong emphasis on solving problems and presenting

and interpreting results. Students also gain an understanding of how to communicate and

reason using mathematical concepts.

The aims are to enable students to:

• develop their mathematical knowledge and oral, written and practical skills in a way

which encourages confidence and provides satisfaction and enjoyment

• read mathematics, and write and talk about the subject in a variety of ways

• develop a feel for number, carry out calculations and understand the significance of the

results obtained

• apply mathematics in everyday situations and develop an understanding of the part

which mathematics plays in the world around them

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

• develop an understanding of mathematical principles

• recognise when and how a situation may be represented mathematically, identify and

interpret relevant factors and, where necessary, select an appropriate mathematical

method to solve the problem

• use mathematics as a means of communication with emphasis on the use of clear

expression

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

technology

• develop the abilities to reason logically, to classify, to generalise and to prove

• appreciate patterns and relationships in mathematics

• produce and appreciate imaginative and creative work arising from mathematical ideas

• develop their mathematical abilities by considering problems and conducting individual

and co-operative enquiry and experiment, including extended pieces of work of a

practical and investigative kind

• appreciate the interdependence of different branches of mathematics

• acquire a foundation appropriate to their further study of mathematics and of other

disciplines

Content

Students may follow either the Core curriculum or the Extended curriculum. Students aiming

for grades A* to C should follow the Extended curriculum. All students will study the following

topics:

1. Number

2. Algebra and graphs

3. Geometry

4. Mensuration

5. Co-ordinate geometry

6. Trigonometry

7. Matrices and transformations

8. Probability

9. Statistics

Assessment Summary

All students take two examination papers. Core

Paper 1 – 1 hour. Short-answer questions - 35% of the total marks

Paper 3 – 2 hours. Structured questions - 65% of the total marks

Extended:

Paper 2 – 1h30. Short-answer questions - 35% of the total marks

Paper 4 – 2h30. Structured questions - 65% of the total marks

Additional Mathematics - 0606

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

The syllabus has a Pure Mathematics only content which enables students to acquire a suitable foundation in mathematics for further study in the subject. Selected students will take the Additional Mathematics examinations at the end of Year 11.

4.15 Music - 0410

Course Introduction

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

Students 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.

The syllabus aims summarise the context in which you should view the syllabus content and describe the purposes of a course based on this syllabus. They are not listed in order of priority. The aims of the syllabus are to:

• enable students to acquire and consolidate a range of basic musical skills, knowledge

and understanding, through the activities of listening, performing and composing

• help students develop a perceptive and critical response to the main historical periods

and styles of Western music

• help students 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

Content

There are three areas of assessment:

1. Listening

2. Performing

3. Composing

Listening

Aural awareness, perception and discrimination in relation to western music of the

baroque, classical, romantic and 20th‐century periods.

Identifying and commenting on a range of music from cultures in different countries.

Knowledge and understanding of one Western Prescribed work and one Prescribed

Focus from a non‐Western culture.

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.

Assessment Summary

Paper 1 – 1h15. Listening – 40% of the total marks

Component 2 – Coursework – performing – 30% of the total marks

Two prepared performances, one individual and one ensemble

Component 3 – Coursework – composing – 30% of the total marks

Two contrasting compositions

4.16 Physical Education – 0413

Course Introduction

Physical Education is an exciting subject encompassing many areas of sport and health. It offers the opportunity to learn about this subject and foster an enjoyment of physical activity as well as developing an understanding of effective and safe physical performance. Students will learn how exercise is beneficial to one’s health, fitness and performance. They will understand how diet, rest and physical activity contribute to a healthy lifestyle and how this all affects their cardiovascular, respiratory, muscular and skeletal systems. Content

The syllabus provides students with an opportunity to study both the practical and theoretical aspects of Physical Education. It is also designed to foster enjoyment in physical activity. The knowledge gained should enable students to develop an understanding of effective and safe physical performance. Students will study all of the following topics:

1. Anatomy and physiology

2. Health, fitness and training

3. Skill acquisition and psychology

4. Social, cultural and ethical influences

Students will also undertake four different physical activities chosen from at least two of the seven categories listed in the syllabus. Assessment Summary

Paper 1 – 1h45. Theory paper – 50% of the total marks

Component 2 – Course work – 50% of the total marks

4.17 Physics – 0625

Course Introduction

The IGCSE Physics syllabus helps students to understand the technological world in which they live, and take an informed interest in science and scientific developments. They learn about the basic principles of Physics through a mix of theoretical and practical studies. Students also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, skills which are useful in everyday life.

As they progress, students gain an understanding of how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.


• to provide an enjoyable and worthwhile educational experience for all students,

whether or not they go on to study science beyond this level


o become confident citizens in a technological world and develop an informed

interest in scientific matters

o be suitably prepared for studies beyond IGCSE

• to allow students to recognise that science is evidence based and understand the

usefulness, and the limitations, of scientific method


o are relevant to the study and practice of Physics







o objectivity

o integrity

o enquiry

o initiative

o inventiveness



limitations



Content

Physics IGCSE covers everything from Atomic and Nuclear Physics to the structure of the universe. Its study helps elucidate the other sciences; develops practical and theoretical problem solving skills; and allows pupils to apply their mathematical study in real world contexts. Topics covered by all students are:

General Physics: Forces and Motion; Energy, Work and Power; Model of Matter

Thermal Physics: States of Matter; Temperature; Thermal Capacity; Heat Transfer

Properties of Waves: Refraction and Dispersion of Light; Lenses; EM Spectrum;

Sound

Electricity and Magnetism: Circuits; Digital Electronics; Electromagnetic Effects

Atomic Physics: Radioactivity; Atomic and Nuclear Models; Isotopes; Medical Physics

Assessment Summary


Extended Level


5.0 Further Assistance Should students continue to be unsure about what subjects they should choose after reading this booklet do not worry, it is perfectly normal. The next step is to meet with the Head and/or Deputy Head of International Secondary to discuss their education and career pathway. They will be able to guide you further.

key stage 4 - tenby schools penang subject booklet 2018 to 2020.pdf · key stage 4 igcse subject...

Documents