CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY...

1 | P a g e U p d a t e d 2 7 J u l y 2 0 1 5

CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION

(IGCSE) PROGRAMME

COURSE DESCRIPTIONS

Examinations 2017


Table of Contents Introduction ............................................................................................................................................ 4

IGCSE Mathematics for the International Student .......................................................................... 5

Syllabus Aims ................................................................................................................................... 5

Content .............................................................................................................................................. 5

Assessment Objectives ................................................................................................................... 6

Assessment ....................................................................................................................................... 6

IGCSE English Language ................................................................................................................... 7

Syllabus Aims ................................................................................................................................... 7


Assessment ....................................................................................................................................... 8

IGCSE English Literature .................................................................................................................... 9

Syllabus Aims ................................................................................................................................... 9


Assessment ....................................................................................................................................... 9

IGCSE Afrikaans as a Second Language ...................................................................................... 11

Syllabus Aims ................................................................................................................................. 11

Assessment Objectives ................................................................................................................. 11

Assessment ..................................................................................................................................... 12

IGCSE French Foreign Language ................................................................................................... 13

Syllabus Aims ................................................................................................................................. 13

Content ............................................................................................................................................ 13

Assessment Objectives: ................................................................................................................ 14

Assessment ..................................................................................................................................... 14

IGCSE Physical Science ................................................................................................................... 15

Syllabus Aims ................................................................................................................................. 15


Content ............................................................................................................................................ 17

Assessment ..................................................................................................................................... 17

IGCSE Biology .................................................................................................................................... 18

Syllabus Aims ................................................................................................................................. 18

Content ............................................................................................................................................ 19


Assessment ..................................................................................................................................... 20


IGCSE Geography ............................................................................................................................. 21

Syllabus Aims ................................................................................................................................. 21


The assessment objectives (AO’s) in geography are: .............................................................. 21

AO1 Knowledge with understanding .................................................................................... 21

AO2 Skills and analysis .......................................................................................................... 21

AO3 Judgement and decision making ................................................................................. 21

Content ............................................................................................................................................ 22

Assessment ..................................................................................................................................... 23

IGCSE History..................................................................................................................................... 24

Syllabus Aims ................................................................................................................................. 24


Content ............................................................................................................................................ 25

Assessment ..................................................................................................................................... 26

IGCSE Business Studies .................................................................................................................. 27

Syllabus Aims ................................................................................................................................. 27


Content ............................................................................................................................................ 28

Assessment ..................................................................................................................................... 28

Assessment ................................................................................................................................... 32

Cambridge IGCSE Drama ................................................................................................................ 33

Syllabus Aims ................................................................................................................................. 33


Assessment ..................................................................................................................................... 34

Cambridge IGCSE World Grade Statistics November 2014................................................................... 35


Introduction

Cambridge IGCSE is the world's most popular international curriculum for 14-16 year olds,

leading to globally-recognised and valued Cambridge IGCSE qualifications. It is part of the

Cambridge Secondary 2 stage.

Schools worldwide have helped develop Cambridge IGCSE, which provides excellent

preparation a variety of progression routes. It incorporates the best in international education

for learners at this level. It develops in line with changing needs, and is regularly updated

and extended.

At The International School of Hout Bay all students are entered for the International

Certificate of Education which requires a minimum of seven subjects. In addition students

take an additional Science and English Literature to sufficiently prepare them for the choices

available at the International Baccalaureate Diploma Programme level. All IGCSE students

are required to take all subjects at the extended level.

The information contained in this guide has been copied from the relevant IGCSE Syllabi for

2017.


IGCSE Mathematics for the International Student Mathematics teachers in international schools have worked with Cambridge to create

Cambridge International Mathematics (IGCSE) – a new curriculum and qualification to

prepare students to use the power of mathematics in an increasingly technological world.

The new syllabus fits teaching maths in an international school, leading to a qualification with

widespread university recognition.

Syllabus Aims

The aims of this syllabus should enable students to:

1. acquire a foundation of mathematical skills appropriate to further study and continued

learning in mathematics;

2. develop a foundation of mathematical skills and apply them to other subjects and to the

real world;

3. develop methods of problem solving;

4. interpret mathematical results and understand their significance;

5. develop patience and persistence in solving problems;

6. develop a positive attitude towards mathematics which encourages enjoyment, fosters

confidence and promotes enquiry and further learning;

7. appreciate the beauty and power of mathematics;

8. appreciate the difference between mathematical proof and pattern spotting;

9. appreciate the interdependence of different branches of mathematics and the links with

other disciplines;

10. appreciate the international aspect of mathematics, its cultural and historical significance

and its role in the real world;

11. read mathematics and communicate the subject in a variety of ways.

Content

This course covers 11 topics:

Number

Algebra

Functions

Geometry

Transformations and vectors (in two dimensions)

Mensuration

Coordinate Geometry

Trigonometry

Sets

Probability

Statistics


Assessment Objectives

The examination will test the ability of candidates to:

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.

Assessment

Candidates write three papers in the final examination:

Paper 2 – 45 minutes – 40 marks – 20% of the final mark.

In this paper the use of a calculator is not allowed; questions are 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.

Paper 4 – 2 hours 15 minutes – 120 marks – 60% of the final mark.

For this paper 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.

Paper 6 – 1 hour 30 minutes – 40 marks – 20% of the final mark.

A graphics display calculator (GDC) is required; one investigation and one modelling

question are given in this paper; any area of the syllabus may be assessed.

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

problems; clear communication and full reasoning are especially important.

An extended time allowance is given for this paper to allow students to explore and

communicate their ideas fully.

It is important to note that the GDC is only allowed for the Mathematics course, for all other

subjects a scientific calculator is allowed.


IGCSE English Language Designed for students for whom English is their mother tongue, IGCSE First Language

English develops the ability to communicate clearly, accurately and effectively in both

speech and writing. Students 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. 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.

Syllabus Aims

The aims are set out below and describe the educational purposes of a course in First

Language English for the Cambridge IGCSE examination. They are not listed in order of

priority.

The aims are to:

1. enable students to communicate accurately, appropriately and effectively in speech and

writing

2. enable students to understand and respond appropriately to what they hear, read and

experience

3. encourage students to enjoy and appreciate a variety of language

4. complement students’ other areas of study by developing skills of a more general

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

5. promote students’ personal development and an understanding of themselves and

others.


Cambridge IGCSE First Language English has three Assessment Objectives (AOs).

AO1: Reading

Candidates will be assessed on their ability to:

R1 understand and collate explicit meanings

R2 understand, explain and collate implicit meanings and attitudes

R3 select, analyse and evaluate what is relevant to specific purposes

R4 understand how writers achieve effects.

AO2: Writing


W1 articulate experience and express what is thought, felt and imagined

W2 order and present facts, ideas and opinions

W3 understand and use a range of appropriate vocabulary

W4 use language and register appropriate to audience and context

W5 make accurate and effective use of paragraphs, grammatical structures, sentences,

punctuation and spelling.


Assessment

Paper 2: Reading Passages (Extended) - 2 hours - 50% of total marks.

Candidates answer three questions on two passages of 600–700 words each, linked by a

common theme.

Paper 3: Directed Writing and Composition - 2 hours - 50% of total marks.

Candidates answer one question on a passage or passages totalling 700–800 words.

Candidates also answer one composition task from a choice of 6 titles.

Component 4: Coursework Portfolio (Only done if recommended by the teacher)

Candidates submit three assignments, each of 500–800 words.

50% of total marks


IGCSE English Literature The syllabus enables students to read, interpret and evaluate texts through the study of

literature in English. They develop an understanding of literal meaning, relevant contexts and

of the deeper themes or attitudes that may be expressed. Through their studies, students

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.

Syllabus Aims

Cambridge IGCSE Literature (English) aims to develop learners 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.


The assessment objectives in Cambridge IGCSE Literature (English) are:

AO1: show detailed knowledge of the content of literary texts in the three main forms

(drama, poetry and prose)

AO2: understand the meanings of literary texts and their contexts, and explore texts beyond

surface meanings to show deeper awareness of ideas and attitudes

AO3: recognise and appreciate ways in which writers use language, structure and form to

create and shape meanings and effects

Assessment

At ISHB we do the following Components, since they are most consistent with the IB

syllabus.

Component 1 Poetry and Prose - 1 hour 30 minutes - 50 marks

Candidates answer two questions on two texts: one poetry and one prose.

There is a choice of two questions (one passage-based and one essay) on each text.

Component 2 Drama (Closed Text) - 1 hour 30 minutes - 50 marks

Candidates answer two questions on two texts.

There is a choice of two questions (one passage-based and one essay) on each text.

Set texts

Component 1

Section A: Poetry


From Songs of Ourselves Volume 2, Part 1, the following 15 poems:

William Blake, ‘The Clod and the Pebble’

Patricia Beer, ‘The Lost Woman’

Dilip Chitre, ‘Father Returning Home’

Amanda Chong, ‘lion heart’

John Donne, ‘Lovers’ Infiniteness’

George Herbert, ‘Love (3)’

Sam Hunt, ‘Stabat Mater’

Emma Jones, ‘Tiger in the Menagerie’

John Keats, ‘Last Sonnet’

Liz Lochhead, ‘For My Grandmother Knitting’

Kathleen Raine, ‘Passion’

Owen Sheers, ‘Coming Home’

Edith Sitwell, ‘Heart and Mind’

William Wordsworth, ‘She was a Phantom of Delight’

Lady Mary Wroth, ‘Song’ (Love a child…)

Section B: Prose

Michael Frayn ‘Spies’

The following short stories from Stories of Ourselves:

no. 10 Saki (Hector Hugo Munro), ‘Sredni Vashtar’

no. 17 Sylvia Townsend Warner, ‘The Phoenix’

no. 19 Bernard Malamud, ‘The Prison’

no. 22 J G Ballard, ‘Billennium’

no. 24 Maurice Shadbolt, ‘The People Before’

no. 30 Patricia Highsmith, ‘Ming’s Biggest Prey’

no. 34 Anita Desai, ‘Games at Twilight’

no. 39 Paule Marshall, ‘To Da-duh, in Memoriam’

no. 40 Rohinton Mistry, ‘Of White Hairs and Cricket’

no. 45 Adam Thorpe, ‘Tyres’

Set texts for Component 2

William Shakespeare ‘The Merchant of Venice’

Lawrence, J and Lee, R, ‘Inherit the Wind’


IGCSE Afrikaans as a Second Language Cambridge IGCSE Afrikaans as a Second Language is recognised by universities and

employers as proof of knowledge and understanding of the language. The syllabus 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 academic or professional

career. The qualification reflects the widespread use of Afrikaans in education and

commerce, and also in entertainment, throughout Southern Africa. Through their studies,

students will learn how to use Afrikaans effectively in the type of situations, and Afrikaans-

speaking environments, they will encounter in their daily lives. 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.

Candidates beginning Afrikaans as a Second Language are expected to have had prior

contact with Afrikaans at school and/or in their community.

Syllabus Aims

The aims of the Cambridge IGCSE Afrikaans as a Second Language syllabus are to enable

candidates to:

develop the ability to use Afrikaans effectively for the purpose of practical communication

form a sound base for the skills required for further study or employment using Afrikaans

as the medium

develop an awareness of the nature of language and language-learning skills, along with

skills of a more general application

promote their personal development.


This syllabus assesses the receptive skills of Reading and Listening, and the productive

skills of Writing and Speaking. Assessment objectives (AOs) have been grouped under skill

headings, but it is recognised that these are interrelated.

AO1: Reading


R1 understand and respond to information presented in a variety of forms

R2 select and organise material relevant to specific purposes

R3 recognise, understand and distinguish between facts, ideas and opinions

R4 infer information from texts.

AO2: Writing


W1 communicate clearly, accurately and appropriately

W2 convey information and express opinions effectively

W3 employ and control a variety of grammatical structures

W4 demonstrate knowledge and understanding of a range of appropriate vocabulary

W5 observe conventions of paragraphing, punctuation and spelling

W6 employ appropriate register/style.


AO3: Listening


L1 understand and respond to information presented in a variety of forms

L2 recognise, understand and distinguish between facts, ideas and opinions

L3 select and organise material relevant to specific purposes

L4 infer information from texts.

AO4: Speaking


S1 communicate clearly, accurately and appropriately

S2 convey information and express opinions effectively

S3 employ and control a variety of grammatical structures

S4 demonstrate knowledge of a range of appropriate vocabulary

S5 engage in and influence the direction of conversation

S6 employ suitable pronunciation and stress patterns.

Assessment

Paper 1: Reading and Writing

Total mark: 70

Duration: 2 hours.

Dictionaries may not be used.

Paper 2: Listening

Total mark: 30

Duration: approximately 35–45 minutes.

Dictionaries may not be used.

Paper 5: Oral

Each oral test lasts approximately 10–15 minutes, as follows:

non-assessed ‘warm-up’ conversation (approximately 2–3 minutes)

time for the candidate to read the Oral Assessment Card and to prepare a response

(they may not make written notes) (approximately 2–3 minutes)

assessed conversation (6–9 minutes)


IGCSE French Foreign Language This is an examination designed for students 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 the students progress through their studies.

The syllabus also aims to offer insights into the culture and civilisation of countries where the

language is spoken, thus encouraging positive attitudes towards language learning and

towards speakers of foreign languages.

Syllabus Aims

Cambridge foreign language French is accepted by universities and employers as proof of

linguistic ability and understanding. The course encourages learners to develop lifelong

skills, including:

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

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

• a positive attitude towards language learning, towards the speakers of other

languages, and towards other cultures and civilisations

• techniques which can be applied to other areas of learning, such as analysis and

memory skills

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

The aims are to:

1. Develop the ability to use the language effectively for purposes of practical

communication within the country of residence, where appropriate, and in all countries

where the language is spoken.

2. Form a sound base of the skills, language and attitudes required for further study, work

and leisure.

3. Offer insights into the culture and civilisation of countries where the language is spoken.

4. Encourage fuller integration into the local community, where relevant.

5. Develop a fuller awareness of the nature of language and language learning.

6. Encourage positive attitudes toward language learning and towards speakers of other

languages and a sympathetic approach to other cultures and civilisations.

7. Provide enjoyment and intellectual stimulation.

8. Complement other areas of study by encouraging skills of a more general application

(e.g. analysis, memorising, and drawing of inferences).

Content

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

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

these Topic areas, candidates gain insight into target language countries and communities.

The Topic areas are:

• Everyday activities

• Personal and social life

• The world around us

• The world of work

• The international world.


Assessment Objectives:

AO1 Understand and respond to spoken language.

AO2 Understand and respond to written language.

AO3 Communicate in speech, showing knowledge of a range and variety of vocabulary, and

applying the grammar and structures of the target language accurately.

AO4 Communicate in writing, showing knowledge of a range and variety of vocabulary, and

applying the grammar and structures of the target language accurately.

Assessment

Paper 1: Listening (25%)

Approximately 45 minutes, 48 marks.

The Listening Examination will be provided to Centres on a pre-recorded CD. All listening

material will be heard twice by candidates and appropriate pauses for candidates to write

their answers will be included on the recording.

Paper 2: Reading and Directed Writing (25%)

1½ hours, 65 marks

There are a variety of question types on the Reading and Directed Writing Paper. These

include objective questions, e.g. multiple-choice, box-ticking, matching exercises, grid filling.

Other question types require candidates to write short answers in the target language.

Paper 3: Speaking (25%) (Assessed Internally and Moderated Externally)

Approximately 15 minutes, 100 marks

The Speaking examination consists of a single interview with three compulsory parts:

Test 1: Role Plays

Test 2: Topic Presentation/Conversation

Test 3: General Conversation.

Paper 4: Continuous Writing (25%)

1¼ hours, 50 marks

Candidates produce two pieces of continuous writing in order to demonstrate their mastery

of the target language.

.


IGCSE Physical Science As well as a subject focus, the IGCSE Physical Science syllabus enables students to better

understand the technological world in which they live, and take an informed interest in

science and scientific developments. Students learn about the basic principles of Physical

Science through a mix of theoretical and practical studies. Students also develop an

understanding of the scientific skills essential for further study at A Level, skills which are

useful in everyday life. As they progress, students learn 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.

Syllabus Aims

The aims, which are not listed in order of priority, are: 1. to provide a worthwhile educational experience for all candidates, through well-

designed studies of experimental and practical science, whether or not they go on to study science beyond this level

2. to enable candidates to acquire sufficient understanding and knowledge to: • become confident citizens in a technological world, to take or develop an

informed interest in scientific matters • recognise the usefulness, and limitations, of scientific method and to appreciate

its applicability in other disciplines and in everyday life • be suitably prepared for studies beyond the Cambridge IGCSE level in pure

sciences, in applied sciences or in science-dependent vocational courses 3. to develop abilities and skills that:

• are relevant to the study and practice of physical science • are useful in everyday life • encourage efficient and safe practice • encourage effective communication

4. to develop attitudes relevant to physical science such as: • concern for accuracy and precision • objectivity • integrity • enquiry • initiative • inventiveness

5. to stimulate interest in, and care for, the environment 6. to promote an awareness that:

• scientific theories and methods have developed, and continue to do so, as a result of the co-operative activities of groups and individuals

• the study and practice of 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

• science transcends national boundaries and that the language of science, correctly and rigorously applied, is universal



The three assessment objectives in IGCSE Physical Science are

AO1: Knowledge with understanding (50% not more than 25% recall)

Candidates should be able to demonstrate knowledge and understanding of:

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 quantities and their determination

scientific and technological applications with their social, economic and environmental

implications.

The syllabus content defines the factual material that candidates may be required to recall

and explain. Questions testing this will often begin with one of the following words: define,

state, describe, explain or outline.

AO2: Handling information and problem solving (30%)

Candidates should be able, using oral, written, symbolic, graphical and numerical forms of

presentation, to:

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.

Questions testing these skills may be based on information that is unfamiliar to candidate,

requiring them to apply the principles and concepts from the syllabus to a new situation, in a

logical, reasoned or deductive way.


AO3: Experimental skills and investigations (20%)

Candidates should be able to

use techniques, apparatus and materials (including the following of a sequence of

instructions where appropriate)

make and record observations, measurements and estimates

interpret and evaluate experimental observations and data

plan investigations and/or evaluate methods and suggest possible improvements

(including the selection of techniques, apparatus and materials).

Content

Chemistry Physics

C1. The particulate nature of matter

C2. Experimental techniques

C3. Atoms, elements and compounds

C4. Stoichiometry

C5. Chemical reactions

C6. Acids, bases and salts

C7. The Periodic Table

C8. Metals

C10. Lime and limestone

C11. Organic chemistry

C9. Air and water

P1. General physics

P2. Thermal physics

P3. Properties of waves, including light and

sound

P4. Electricity and magnetism

P5. Atomic physics

Assessment

Paper 2 – 45 minutes (40 marks) - Weighted at 30 % of total marks

A multiple-choice paper consisting of 40 items of the four-choice type.

This paper will test skills mainly in Assessment Objectives AO1 and AO2.

Paper 3 – 1 hour 15 minutes (80 marks) - Weighted at 50% of total mark

Extended theory paper consisting of short answer and structured questions.

The questions will be based on all of the material, both from the core and supplement, and

will allow candidates to demonstrate their knowledge and understanding.

The questions will be of a difficulty appropriate to the higher grades and will test skills mainly

in Assessment Objectives AO1 and AO2.

Paper 6 – 1 hour (60 marks) - Weighted at 20% of total marks

Alternative to Practical

Written paper designed to test familiarity with laboratory-based procedures. The purpose of

this component is to test appropriate skills in Assessment Objective AO3. Candidates will not

be required to use knowledge outside the core syllabus content.


IGCSE Biology Cambridge IGCSE Biology places considerable emphasis on understanding and use of

scientific ideas and principles in a variety of situations, including those which are well-known

to the learner and those which are new to them. It is anticipated that programmes of study

based on this syllabus will feature a variety of learning experiences designed to enhance the

development of skill and comprehension. This approach will focus learners on development

of transferable life-long skills relevant to the increasingly technological environment in which

people find themselves. It will also prepare candidates for an assessment that will, within

familiar and unfamiliar contexts, test expertise, understanding and insight.

Syllabus Aims

Designed to support learners in becoming:

• Confident in working with information and ideas – their own and those of others

• Responsible for themselves, responsive to and respectful of others

• Reflective as learners, developing their ability to learn

• Innovative and equipped for new and future challenges

• Engaged intellectually and socially, ready to make a difference.

The syllabus is international in outlook, but retains a local relevance providing opportunities

for contextualised learning and the content has been created to suit a wide variety of

learners, avoid cultural bias and develop essential lifelong skills, including creative thinking

and problem-solving. It aims to balance knowledge, understanding and skills to enable

candidates to become effective learners and to provide a solid foundation for their continuing

educational journey.

The aims of the syllabus, listed below, are the same for all students. They are not listed in

order of priority.

1. To provide an enjoyable and worthwhile educational experience for all learners, whether

or not they go on to study science beyond this level

2. To enable learners to acquire sufficient knowledge and understanding to:

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

interest in scientific matters

• be suitably prepared for studies beyond Cambridge IGCSE

3. To allow learners to recognise that science is evidence based and understand the

usefulness, and the limitations, of scientific method

4. To develop skills that:

• are relevant to the study and practice of biology

• are useful in everyday life

• encourage a systematic approach to problem-solving

• encourage efficient and safe practice • encourage effective communication

through the language of science


5. To develop attitudes relevant to biology such as:

• concern for accuracy and precision

• objectivity

• integrity

• enquiry

• initiative

• inventiveness

6. To enable learners 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

Characteristics and classification of living organisms

Organisation of the organism

Movement in and out of the organism

Biological molecules

Plant and animal physiology

Development of the organism and the continuity of life

Genetics, biotechnology and bioengineering

Relationships of organisms with one another and their environment

The scope of the subject is varied and challenging but will give the student a sound understanding of the living world around them opening up all possibilities for further education in most scientific fields. The content is extensive and covers both the plant and animal world equally; giving students a good range of knowledge of biological principles and covers all aspects of the biological world. It enables students to better understand the technological world in which they live, and take an informed interest in science and scientific developments. Students learn all this through a mix of theoretical and practical studies and develop an understanding of the scientific skills essential for further study.


The three assessment objectives in Cambridge IGCSE Biology are:

AO1: Knowledge with understanding (50% not more than 25% recall)


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 quantities and their determination

scientific and technological applications with their social, economic and environmental

implications.


The syllabus content defines the factual material that candidates may be required to recall

and explain. Questions testing this will often begin with one of the following words: define,

state, describe, explain or outline.

AO2: Handling information and problem solving (30%)

Candidates should be able, using oral, written, symbolic, graphical and numerical forms of

presentation, to:

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.

Questions testing these skills may be based on information that is unfamiliar to candidate,

requiring them to apply the principles and concepts from the syllabus to a new situation, in a

logical, reasoned or deductive way.

AO3: Experimental skills and investigations (20%)

Candidates should be able to

use techniques, apparatus and materials (including the following of a sequence of

instructions where appropriate)

make and record observations, measurements and estimates

interpret and evaluate experimental observations and data

plan investigations and/or evaluate methods and suggest possible improvements

(including the selection of techniques, apparatus and materials).

Assessment

All biology students take the Extended course and on completion of the second year of study candidates must enter for three papers: Paper 2:

40 multiple questions

Weighting 30% of their final grade

Paper 4:

Data response, short answer and structured questions


Paper 6:

Alternative to practical



IGCSE Geography Successful Cambridge IGCSE Geography candidates develop lifelong skills, including:

• An understanding of the impacts which both physical and human geography can

have and the processes which affect their development;

• A sense of place and an understanding of relative location on a local, regional and

global scale;

• The ability to use and understand geographical data and information;

• An understanding of how communities and cultures around the world and how they

are affected and constrained by different environments.

Syllabus Aims

The syllabus aims are to encourage candidates to develop:

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

an awareness of the characteristics and distribution and processes affecting contrasting

physical and human environments;

an understanding of some of the processes affecting the development of such

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 assessment objectives (AO’s) in geography are:

AO1 Knowledge with understanding

AO2 Skills and analysis

AO3 Judgement and decision making

AO1: Knowledge with understanding


1. the wide range of processes, including human actions, contributing to the development

of

a. physical, economic, social, political and cultural environments and their

associated effects on the landscape;

b. spatial patterns and interactions which are important within these environments;

2. the inter-relationships between people’s activities and the total environment and an

ability to seek explanations for them;

3. the importance of scale (whether local, regional or global) and the time at which spatial

distributions and the working of systems are considered;

4. the changes which occur through time in places, landscapes and spatial distribution.


AO2: Skills and analysis

Candidates should be able to:

1. analyse and interpret geographical data;

2. use and apply geographical knowledge and understanding to maps and in verbal,

numerical, diagrammatic, pictorial, photographic and graphical form;

3. use geographical data to recognise patterns in such data and to deduce

relationships;

4. select and show understanding of techniques for observing and collecting data;

5. select and use techniques for organising and presenting data.

AO3: Judgement and decision making

1. Through their geographical training candidates should be able to:

2. reason, make judgements (including evaluation and conclusions) which demonstrate,

where appropriate

a. a sensitivity to, and a concern for, landscape, the environment and the need

for sustainable development;

b. an aesthetic appreciation of the earth including its people, places,

landscapes, natural processes and phenomena;

c. an appreciation of the attitudes, values and beliefs of others in cultural,

economic, environmental, political and social issues which have a

geographical dimension;

d. an awareness of the contrasting opportunities and constraints of people living

in different places and under different physical and human conditions;

e. a willingness to review their own attitudes in the light of new knowledge and

experiences;

3. recognise the role of decision making within a geographical context as affected by

a. the physical and human contexts in which decisions are made;

b. the values and perceptions of groups or individuals;

c. the choices available to decision makers and the influences and constraints

within which they operate; the increasing level of global interdependence.

Content

Curriculum themes

The curriculum 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 (Population dynamics; Settlement)

2. The natural environment (Plate tectonics; Landforms and landscape processes; River

processes; Marine processes; Weather, climate, ecosystems and natural vegetation;

Inter-relationships between the natural environment and human activities)

3. Economic development and the use of resources: (Agricultural systems; Industrial

systems; Leisure activities and tourism; Energy and water Resources; Environmental

risks and benefits: resource conservation and management)


Assessment

Paper 1: 1 hour 45 minutes (75 marks, weighted to 100 marks) 45% of total marks

Candidates answer any three questions out of six. There are two questions set on each of

three themes. Questions are structured with gradients of difficulty and are resource-based,

involving problem solving and free response writing.

The resources may be: photographic, map extracts, sketch maps, drawings, diagrams,

graphs, text extracts or statistics and tables of data.

Paper 2: 1 hour 30 minutes (60 marks) 27.5% of total marks

Candidates answer all the questions. The paper is based on testing the interpretation and

analysis of geographical information and on the application of graphical and other

techniques as appropriate. The questions will not require specific information of place. One

question is based on a 1:25 000 or 1:50 000 topographical map of a tropical area such as

Zimbabwe, the Caribbean or Mauritius.

Paper 4: 1 hour 30 minutes (60 marks) 27.5% of total marks

Alternative to Coursework

Candidates answer two compulsory questions, completing a series of written tasks based on

the three themes (see section 4). The questions involve an appreciation of a range of

techniques used in fieldwork studies. Questions test the methodology of questionnaires,

observation, counts, measurement techniques, and may involve developing hypotheses

appropriate to specific topics. The processing, presentation and analysis of data will be

tested.


IGCSE History History is the study of the past. This syllabus offers the opportunity to study world history

from the nineteenth century to the beginning of the twenty-first century. Learners will explore

history from a diversity of perspectives, including social, economic, cultural and political.

Cambridge IGCSE History encourages learners to raise questions and to develop and

deploy historical skills, knowledge and understanding in order to provide historical

explanations.

Learners studying Cambridge IGCSE History are given the opportunity to:

develop an interest in and enthusiasm for learning about and understanding the past

explore historical concepts such as cause and consequence, change and continuity, and

similarity and difference

appreciate historical evidence and how to use it

gain a greater understanding of international issues and inter-relationships

learn how to present clear, logical arguments.

Syllabus Aims

The aims of Cambridge IGCSE History are to:

stimulate an interest in and enthusiasm for learning about the past

promote the acquisition of knowledge and understanding of individuals, people and

societies in the past

ensure that learners’ knowledge is rooted in an understanding of the nature and use of

historical evidence

promote an understanding of key historical concepts: cause and consequence, change

and continuity, and similarity and 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.


The assessment objectives in Cambridge IGCSE History are:

AO1: an ability to recall, select, organise and deploy knowledge of the syllabus content

AO2: an ability to construct historical explanations using an understanding of:

cause and consequence, change and continuity, similarity and difference

the motives, emotions, intentions and beliefs of people in the past

AO3: an ability to understand, interpret, evaluate and use a range of sources as evidence,

in their historical context


Content

All candidates study all the Core Content in Option B The 20th century: International

Relations since 1919 (other IGCSE centres may choose the 19th century)

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

The Core Content outlined below is structured by Key Questions and Focus Points. The

Focus Points provide guidance on what is involved in addressing each Key Question. There

are times when a Focus Point is used to set the scene for a Key Question, but without

apparently bearing on the Key Question itself. This helps to indicate what is required for the

Key Question itself to be addressed adequately.

Candidates will be expected to demonstrate an understanding of the Key Questions and

Focus Points, using knowledge of relevant historical examples.

The following description of content is not intended to be rigidly prescriptive of a school

course.

Core Content: Option B:

The 20th century: International Relations since 1919

The Core Content in Option B focuses on seven Key Questions:

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?

Depth Studies

Candidates must study at least one of the following Depth Studies:

1. The First World War, 1914–18 2. Germany, 1918–45 3. Russia, 1905–41 4. The USA, 1919–41 5. China, c.1930–c.1990 6. South Africa, c.1940–c.1994 7. Israelis and Palestinians since 1945


Assessment

Component (paper) 1: Written paper - 2 hours – 40% of final mark

Candidates answer two questions from Section A and one question from Section B.

Section A contains eight questions: four questions will be set from the 19th century Core

Content in Option A and four questions will be set from the 20th century Core Content in

Option B. Candidates answer any two questions.

Section B contains two questions on each of the seven Depth Studies. Candidates answer

one question.

All questions on Component 1 are in the form of structured essays, split into three parts: (a),

(b) and (c). This is a compulsory component. The paper is an externally set assessment,

marked by Cambridge.

Component (paper) 2: Written paper – 2 hours – 33% of final mark

Candidates answer six questions on either the prescribed topic from the Core Content in

Option A or the prescribed topic from the Core Content in Option B. Each option includes a

range of source material relating to the prescribed topic, and the six questions are based on

the source material provided.

For the examination in 2015, the prescribed topics are:

20th century (Option B): Who was to blame for the Cold War? (November examination)

This is a compulsory component. The paper is an externally set assessment, marked by

Cambridge.

Component (paper) 4: Written paper – 1 hour – 37% of final mark

Candidates answer one question from a choice of two on each of the Depth Studies.

Questions will focus on the issue of significance, testing assessment objectives 1 and 2. The

paper is an externally set assessment, marked by Cambridge.


IGCSE Business Studies

Syllabus Aims

The aims, which are not listed in order of priority, are to enable candidates to:

• make effective use of relevant terminology, concepts and methods and recognise the

strengths and limitations of the ideas used;

• apply their knowledge and critical understanding to current issues and problems in a

wide range of appropriate contexts;

• distinguish between facts and opinions, and evaluate qualitative and quantitative data in

order to help build arguments and make informed judgements;

• appreciate the perspectives of a range of stakeholders in relation to the environment,

individuals, society, government and enterprise;

• develop knowledge and understanding of the major groups and organisations within and

outside business and consider ways in which they are able to influence objectives,

decisions and activities;

• develop knowledge and understanding of how the main types of businesses and

commercial institutions are organised, financed and operated and how their relations

with other organisations, consumers, employees, owners and society are regulated;

• develop skills of numeracy, literacy, enquiry, selection and employment of relevant

sources of information, presentation and interpretation;

• develop an awareness of the nature and significance of innovation and change within the

context of business activities.


AO1: Knowledge and understanding


1. demonstrate knowledge and understanding of facts, terms, concepts and conventions

appropriate to the syllabus;

2. demonstrate knowledge and understanding of theories and techniques commonly

applied to or used as part of business behaviour.

AO2: Application


3. apply their knowledge and understanding of facts, terms, concepts and conventions to

business problems and issues;

4. apply their knowledge and understanding of theories and techniques to business

problems and issues.

AO3: Analysis


5. distinguish between evidence and opinion in a business context;

6. order, analyse and interpret information, in narrative, numerical and graphical forms,

using appropriate techniques.


AO4: Evaluation


7. present reasoned explanations, develop arguments, understand implications and draw

inferences;

8. make judgements, recommendations and decisions.

Content

The syllabus comprises of 5 sections:

1. Business and the environment in which it operates,

2. Business structure, organisation and control,

3. Business activity to achieve objectives:

a. Marketing

b. Production (Operations Management)

c. Financial information and decision making

4. People in business

5. Regulating and controlling business activity

Assessment

Students write 2 papers in their final examination.

Paper 1:

Short-answered questions and structured/data response questions. There will be no choice

of questions.

Paper 2:

Questions arising from a given case study (not pre-released). There will be no choice of

questions.

Each Paper contributes 50% of the total marks.


Art and Design

Syllabus aims

Cambridge IGCSE Art and Design will appeal to learners who wish to explore practical work

through a range of two- and/or three-dimensional processes and include new media and

technologies in addition to traditional media and processes. Cambridge IGCSE Art and

Design encourages personal expression, imagination, sensitivity, conceptual thinking,

powers of observation, an analytical ability and practical attitudes. Learners will have

opportunities to gain a greater understanding of the role of the visual arts in the history of

civilisations, and so widen and enrich their cultural horizons. The syllabus has been

designed to combine a breadth and depth of study, to accommodate a wide range of abilities

and individual resources, and to provide opportunities for learners to explore both practical

and critical/contextual work. Cambridge IGCSE Art and Design complements literary,

mathematical, scientific and factual subjects. It is especially concerned with the development

of visual perception and aesthetics and is a form of communication and a means of

expressing ideas and feelings. Cambridge IGCSE Art and Design encourages learners 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

• knowledge of 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

The areas listed below provide a broad framework of art and design practice, and indicate an

approach that encourages exploration, within either traditional media or new media or a

combination of both, providing all assessment objectives are met. Candidates are

encouraged to produce a variety of creative responses through exploration with a range of

materials, processes and techniques. Candidates are not expected to produce work from all

the areas. They are, however, expected to:

• identify and research a particular aspect of art and design

• carry out relevant exploration of materials, media and appropriate processes

• document and evaluate ideas and concepts against aims and objectives as the work

proceeds

• develop these into a cohesive outcome.

Painting and related media

Candidates can submit work in any of the media outlined below for any of the four

components.

In response to studies within this area, candidates are expected to demonstrate skills in

either a representational or descriptive manner, or they may be more imaginative and

interpretative. In any case, work will evolve through investigation and development by the

candidate. Responses may be based upon a directly observed starting point or subject, or

they may be the candidate’s personal response to a theme.

Painting and drawing

Candidates should be encouraged to work from direct observation and to explore the use of

tone, colour and composition, materials and context. This can be shown through the use of

processes and use of media such as charcoal, pencil, pastels, acrylic, water colour, oil and

inks.

Graphic media

Candidates should be encouraged to demonstrate the communication of visual and/or other

meaning through images. Candidates should explore an expressive and personal response

in their work.


Non-traditional media

Candidates should be encouraged to explore using traditional or new media or a

combination of both. Candidates can also produce work for assessment in any two-

dimensional form such as collage or textiles. The use of mixed media or waste materials for

collage is acceptable.

New media

Candidates may wish to explore using installation art, animation audio or moving image in

their work. The design process should include research, ideas development, review and

creation, and this should be evidenced in the supporting work. For site-specific works or

works using found objects, visual images should be supplied in the most relevant format with

a clear evaluation of the processes and materials used and what the creative intentions were

for the piece.

Three-dimensional studies

Candidates may work in traditional media and/or new materials or a combination of both, but

should show an understanding of three-dimensional qualities of volume, form and space

appropriate to their chosen specialism. Candidates should create visual and/or other

meaning through three-dimensional art by expressing functional and/or decorative

responses. In sculpture, the work may be figurative or abstract; candidates can employ

techniques of carving, modelling or construction. There should be some awareness of the

roles sculpture has played in various societies. In ceramics, candidates should study a range

of techniques and become familiar with several methods of decoration, understand firing and

glazing, and have knowledge of the different uses of ceramics. They should be aware of

aesthetic considerations and have some historical or cultural knowledge. Candidates should

demonstrate an expressive and personal response in their work, appropriate to the task.

Supporting work should include designs, notes on materials and processes, etc.

Photographs of source material and other work should be included, as should evidence of

visits made in connection with the course of study.


Assessment Students at ISHB complete the coursework component during the 2 year course, which is

assessed internally and moderated externally, and in the exam period completes a broad-

based assignment which spans over 8 hours, which is assessed externally.

Assessment objectives

Cambridge IGCSE Art and Design has five assessment objectives, which apply to all

components.

AO1 Gathering, recording, research and investigation

(a) investigate and research a variety of appropriate sources

(b) record and analyse information from direct observation and/or other sources and

personal experience

AO2 Exploration and development of ideas

(a) explore a range of visual and/or other ideas by manipulating images

(b) show a development of ideas through appropriate processes.

AO3 Organisation and relationships of visual and/or other forms

(a) organise and use visual and/or other forms effectively to express ideas

(b) make informed aesthetic judgements by recognising the effect of relationships

between visual and/or other forms.

AO4 Selection and control of materials, media and processes

(a) show exploration and experimentation with appropriate materials

(b) select and control appropriate media and processes, demonstrating practical,

technical and expressive skills and intentions.

AO5 Personal vision and presentation

(a) show personal vision and commitment through an interpretative and creative

response

(b) present an informed response through personal evaluation, reflection and critical

thinking.


Cambridge IGCSE Drama

Cambridge IGCSE Drama is accepted by universities and employers as proof of knowledge

and understanding of both the theory and practical application of Drama.

Through practical and theoretical study, the Cambridge IGCSE Drama syllabus encourages

students to understand and enjoy drama by:

• developing their performance skills, both individually and in groups

• understanding the role of actor, director and designer in creating a piece of theatre

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

• discovering the performance possibilities of plays and other dramatic stimuli

• devising dramatic material of their own.

Syllabus Aims

a. To develop candidates’ understanding of Drama through practical and theoretical

study.

b. To enable candidates to realise the performance possibilities of text and other stimuli.

c. To encourage the use of dramatic forms and structures to communicate feelings and

ideas to an audience.

d. To help candidates to acquire and develop skills in Drama, both individually and in

groups.

e. To develop understanding of the processes leading to performance and the elements

involved in creating a performance; to be able to evaluate the various stages of

performance work.

f. To encourage enjoyment of drama.


AO1 Understanding repertoire

Candidates will be assessed on their ability to demonstrate understanding of:

• the performance possibilities of text and other stimuli, and

• the differing roles of actor, director, stage manager and technician in its realisation.

AO2 Devising

Candidates will be assessed on their ability to devise dramatic material and reflect on its

effectiveness.

AO3 Acting skills

Candidates will be assessed on their performing skills in Drama.


Assessment

Paper 1: Written examination

2½ hours, 80 marks

Candidates answer questions based on the pre-release material which is issued to Centres

in the December preceding the examination. The pre-release material can only be sent to

Centres who have provided estimated entry information

The pre-release material consists of:

• three stimuli which are either short titles, phrases, scenarios or quotations. Candidates

must create drama based on all three stimuli, and are advised to work in groups of between

two and six candidates.

Each piece should ideally last around 10–15 minutes. In the examination candidates will be

required to reflect on, and evaluate, the practical work.

Note: the stimuli may not be used as a basis for the devised piece(s) on Paper 2

(Coursework).

• an extended extract from a play. This will be taken from repertoire from a variety of cultures

and times. Candidates should study the extract with a view to understanding both the text

and the practical aspects of production. It is recommended that they perform it, at least

informally.

Paper 2: Coursework

Internally assessed and externally moderated

Each candidate submits a total of three pieces of practical work: one individual piece and

two group pieces. All work must be intended for performance to a live audience.

One individual piece:

• either an original devised piece*

• or a performance of an extract from a piece of repertoire**.

The individual piece must last no longer than 5 minutes.

Two group pieces:

• one original devised piece*

• and one performance of an extract from a piece of repertoire**.

Each group piece must last no longer than 15 minutes and must allow each candidate

broadly equal exposure. The prescribed group size is between two and six candidates.

Candidates must have the opportunity to produce more than three pieces of practical work

during the

course, so that there is a choice of pieces to submit and their best work may be selected.

Candidates take part in the planning, rehearsal, performance and evaluation of drama and

are assessed on their individual practical contributions.

Candidates are assessed on their skills in working towards performance, their ability to

devise performance material and their practical ability in performing to an audience.


Cambridge IGCSE World Grade Statistics November 2014


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