The ABC
International
School
Providing The British
National Curriculum
For An International Future
WWW.THEABCIS.COM
IGCSE
OPTION BOOKLET
SECONDARY SCHOOL
INTERNATIONAL GENERAL CERTIFICATE
OF SECONDARY EDUCATION
Printed: August 2014
IGCSE International General Certificate of Secondary Education
Contents
Message ………………………… 5
Why do IGCSE Matter? ………………………… 6
Recognition of Cambridge IGCSEs and A Levels ………………………… 7
Grading Systems ………………………… 8
Choosing the right subject combinations ………………………… 9
English Language ………………………… 10
English Literature ………………………… 12
Mathematics ………………………… 14
Further Mathematics ………………………… 16
Information & Communication Technology ………………………… 18
Computer Science ………………………… 20
Science - Biology ………………………… 22
Science - Chemistry ………………………… 24
Science - Physics ………………………… 26
Language - Mandarin Chinese ………………………… 28
Language - French ………………………… 30
Business Studies ………………………… 32
Economics ………………………… 34
Geography ………………………… 36
History ………………………… 38
Art and Design ………………………… 40
Design Technology ………………………… 42
Drama ………………………… 44
Music ………………………… 46
Physical Education (PE) ………………………… 48
Additional Info. - PSHE ………………………… 50
Additional Info. - Careers Interview ………………………… 50
Additional Info. - Work Experience ………………………… 51
Additional Info. – International Award ………………………… 52
Additional Info. - Secondary Assessment Tests (SATs) ………………………… 54
Additional Info. - Student Voice ………………………… 56
Additional Info. - Model United Nations (MUN) ………………………… 57
Additional Info. - Scholarship Grant ………………………… 58
Message Mr Steve Shaw - Head of Secondary School
Welcome to the Options Booklet for Key Stage 4. Inside this brochure you
will find information about the subjects that your child can study at the
ABC International School as well as get a flavour of the other
opportunities that are available in Years 10 and 11.
Entering Year 10 marks an important point in the development of our
students because it is the point at which they embark on a new and
exciting phase on their educational journey. It is the point at which they
seriously consider what they want from their future as well as becoming
more actively involved in the school community through roles such as
being a House Captain, Student counsellors, mentors or similar.
This is therefore an important point in your child‘s education and so it is
important to ask as many questions as you need before making your
decision about subject choices. Staff are available to both you and your
parents at the Options Information Evening and if you contact them
through the school office. In addition to this I and Mr Paul are available to
provide careers guidance information both on the Options Information
Evening and during individual interviews.
5
IGCSE
The ABC International School offers a broad curriculum at IGCSE level. The school is accredited by the University of Cambridge International Examinations Board (CIE), which is the world’s largest provider of international qualifications for 14–19 year olds.
Why do IGCSEs Matter?
As a result of choices made in Year 9 as to
which subjects are to be studied in Key
Stage 4, students are beginning to start to
plan their future. The options chosen for
Years 10 and 11 will affect how students
spend their time at school for the next two
years. The choices may also influence what
A level courses and university courses are
chosen.
In terms of making applications to join the
Sixth Form at the ABC International School,
as well as making university applications,
IGCSE grades are important. Admissions
Tutors at all universities, be they in Britain,
America, Canada or Australia place a great
deal of importance on what students do in
Years 10 and 11. This is because the grades
that students achieve provide an indication
as to work ethic, ability and commitment to
academic study. This is particularly true on
competitive courses such as Medicine,
Engineering, Dentistry and Law. This is
because these courses of study attract the
most able students who are all predicted
high grades for A Level and whose school
reference is impeccable. This means that the
next way to reduce the number of applicants
is to compare IGSCE results.
6
Recognition of Cambridge IGCSEs and A Levels
Cambridge IGCSEs and International A Levels are designed for international students. They are
recognised worldwide by both universities and by employers.
Cambridge international qualifications are recognised and welcomed by universities in Britain,
America, Europe, Australia, Canada, Singapore and Hong Kong. The list below is of countries where
their universities have published their recognition of CIE qualifications, but many more individual
institutions accept Cambridge qualifications on an individual basis:
To find out whether the university that students wish to apply to accept CIE qualifications, students
should contact the university admissions office.
It is also possible to look up specific universities on the CIE recognitions database. The database is
online at www.cie.org.uk/qualifications/recognition
Albania Czech Republic Jordan Norway Switzerland
Argentina Denmark Kazakhstan Pakistan Tajikistan
Armenia Egypt Latvia Portugal Trinidad & Tobago
Australia Estonia Lebanon Romania Turkey
Azerbayan Finland Lichtenstein Russia UAE
Bahrain France Lithuania Republic of Macedonia Ukraine
Bangladesh Georgia Luxembourg Serbia United Kingdom
Belarus Germany Malawi Singapore United States of America
Belgium Guyana Mauritius Slovakia Vietnam
Botswana Hong Kong Moldova Slovenia Zimbabwe
Bulgaria Hungary Montenegro South Africa
Canada Iceland Nepal South Korea
Croatia India Netherlands Swaziland
Cyprus Israel New Zealand Sweden
7
IGCSE
Cambridge IGCSE are available
in an extensive range of sub-
jects, covering the whole cur-
riculum. They are intended to
provide students with a recog-
nised qualification with an in-
ternational perspective. IGCSEs
are not only taken in interna-
tional schools but also in large
numbers of both public and
private schools. Since its first
examination in 1988, Cam-
bridge IGCSE has grown to an
annual candidate entry of over
100,000 and almost 400,000
subject entries.
Cambridge IGCSE is equivalent
in standard to the British GCSE
and it provides a foundation
for higher level courses such as
GCE A and AS Levels.
Grading System
Passing grades for IGCSE exams range from
A* to G, with A* being the highest. In order
to secure a place in the Sixth Form at The
ABC International School, students must
achieve at least 5 A* to C grades including
English and Mathematics.
All students should aim to achieve A* to C
grade passes in all subjects that they sit to
ensure that they have the greatest choice
of subjects at A level. In addition to this
IGCSEs are an important part of any
university application.
8
Choosing the right subject combination
It is important to think carefully about the subject combination that you are
going to choose. At the ABC International School there are compulsory subjects
and then optional subjects
Compulsory Subjects
It is compulsory for students to complete IGCSE courses in the
following subjects:
English Language (First Language) and Literature
Mathematics
At least one Science chosen from Biology, Chemistry and Physics.
Information and Communication Technology (ICT) or Computer Science
One Modern Foreign Language chosen from French or Mandarin Chinese
It is important that students complete a core programme of study so that they
can achieve the basic requirements for entry into university.
Optional Subjects
There are a number of optional subjects from which students must choose five.
The subjects that students can choose from are:
PE
Drama
Music
Art and Design
Design Technology
Geography
History
Business Studies
Economics
9
At the ABCIS, we offer the University of Cambridge
IGCSE English Language and Literature courses.
Students take the route which is most appropriate
for them and their aspirations based on their
progress, effort and attainment at Key Stage 3.
There are two routes within the IGCSE English as a
First Language course: core and extended. The
extended papers are for all those students able to
achieve grade B and above. Additional information
outlining the context, content and assessment
criteria of each assignment will be provided for
students at the beginning of the course.
In English, students are encouraged to develop a
keen interest in reading a range of texts from prose
and poetry to non-fiction and web-based media
texts with the intention of further developing their
aesthetic and imaginative lives, and also their ability
to think independently.
What are the aims of IGCSE First Language
English?
The aims of the IGCSE course are to:
enable students to communicate accurately,
appropriately and effectively in speech and writing;
enable students to understand and respond
appropriately to what they hear, read and
experience;
encourage students to enjoy and appreciate
variety of language;
complement students‘ other areas of study by
developing skills of a more general nature.
application (e.g. analysis, synthesis, drawing of
inferences);
promote students‘ personal development and an
understanding of themselves and others.
Year 10 Year 11
Term 1: Language paper practice, Coursework assignment 1:
Inform/analyse/argue
Term 2: Coursework assignment 2:Imaginative/descriptive/
narrative
Term 3: Literature paper: Poetry anthology ‗Songs of Ourselves‘
Term 4: As above
Term 1: Coursework assignment 3
Term 2: Literature paper: Prose
Term 3:Literature revision / Mock exams
Term 4: Language revision and unseen practice
Term 5: Exams
Curriculum Contents:
Throughout all courses, students will continue to
develop their core skills in all three areas of English
assessment: reading, writing and speaking and
listening while exploring, analysing and evaluating a
wide variety of increasingly challenging texts.
Students will learn the key transferable study,
drafting and proofing skills necessary to meet the
requirements of all assessments. They will also be
given explicit opportunities to develop and
demonstrate their personal, learning and thinking
skills as they become more reflective, creative and
independent learners; in other words, global citizens
who exhibit strong teamwork, self-management and
leadership skills.
Why Study English Language?
10
How is the subject assessed?
How the subject could be used in
the future (Careers)
English is the key to professional and personal
success in an increasingly competitive global
market. As such, it is central to our core provision
at Key Stage 4. In order to gain entry to colleges
and universities worldwide and progress onwards
in such esteemed professions as law, business,
education, medicine and the new media
technologies, high levels of proficiency and
confidence in all aspects of English are essential.
Extended
Paper 2: Time: Weighting:
Reading 2 hours 50%
Coursework portfolio: Weighting:
3 assignments 50%
Core
Paper 1: Time: Weighting:
Reading 1 hour 45 50%
Paper 3: Time: Weighting:
Reading 2 hours 50%
English Language
At the ABCIS, we offer both the University of
Cambridge IGCSE English Language and Literature
courses and students take the route which is most
appropriate for them and their aspirations based
on their progress, effort and attainment at Key
Stage 3.
Even more so than in English Language, the
studying of great Literature is the most effective
way of developing such sought after qualities as
empathy, creativity and innovation. Indeed, it is
through a thorough appreciation of the layers of
meaning within texts and their respective contexts
that we can begin to reach a greater
understanding of ourselves each other and the
complex, ever-changing world in which we all live.
What are the aims of IGCSE English Literature?
The aims of this IGCSE course are to encourage
and develop students‘ ability to: 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.
Year 10 Year 11
Term 1: Language paper practice, Coursework assignment 1:
Inform/analyse/argue
Term 2: Coursework assignment 2:
Imaginative/descriptive/narrative
Term 3: Literature paper: Poetry anthology ‗Songs of Ourselves‘
Term 4: As above
Term 5: Literature paper: Drama
Term 1: Coursework assignment 3
Term 2: Literature paper: Prose
Term 3:Literature revision / Mock exams
Term 4: Language revision and unseen
practice
Term 5: Exams
Curriculum Contents:
Throughout all courses, students will continue to
develop their core skills in all three areas of
English assessment: reading, writing and speaking
and listening while exploring, analysing and
evaluating a wide variety of increasingly
challenging texts.
Literature can be further divided into three key
areas: poetry, prose and drama. However, wider
reading is essential to fully appreciate and
evaluate both a writer‘s craft and a text‘s context.
Why Study English Literature?
12
How is the subject assessed?
How the subject could be used in
the future (Careers)
English Literature, when taught alongside English
as a First Language, allows students to benefit from
a range of perspectives, strategies and key
transferable skills; all of which can enhance
performance and progress across the range of
subjects selected.
As a vital subject at IGCSE, Literature effectively
combines creativity with an appreciation of
research, analysis and context. Indeed, students
are actively enabled and encouraged to research
and review a texts‘ impact and significance on
history, culture and the wider world. Ultimately,
Literature is the key to becoming a successful and
independent lifelong learner.
IGCSE English Literature
Paper 1—Set texts
(open books)
2 hours
15 mins 75%
Paper 3—Unseen text 1 hour 15
mins 25%
There is no coursework for the Literature
specification. This pathway gives the
opportunity for students to gain grades
A* - G
English Literature
Mathematics develops student‘s abilities in
calculation, logical reasoning, problem
solving and data handling. In Key Stage 4 a
variety of topics are studied from number,
algebra, geometry and statistics.
Topics previously covered in Key Stage 3 are
revisited in order to add depth to the
students‘ knowledge and new subjects are
introduced such as matrices and vectors.
Year 10 Year 11
Topics covered in Year 10 include number, directed
numbers, squares and cubes, standard form,
estimation, ratio, fractions, decimals, percentages,
linear graphs, quadratic graphs, algebraic
representation and formulae, algebraic manipulation,
solutions of equations and inequalities, linear
programming, geometric terms, relationships and
constructions, symmetry, angle properties, locus,
statistics and measurement.
Topics covered in Year 11 include functions, index
numbers, vectors in two dimensions, matrices,
transformations, trigonometry, probability,
mensuration and graphs in practical situations.
All of the topics covered in Year 10 are also revisited
with the remaining time being devoted to practising
exam questions.
Curriculum Contents:
Why Study Mathematics?
How is the subject assessed?
Year 10 Year 11
Students are tested regularly throughout the year to
assess their knowledge and understanding.
Some students with a very high attainment level in
key stage 3 will sit the IGCSE Mathematics in Year 10
followed by a further Mathematics qualification in
Year 11. This course introduces some of the topics
covered in AS Mathematics.
All courses are assessed by exams.
IGCSE Mathematics has two papers both covering all
areas. The second paper has longer extended
questions which combine different topic areas within
one question.
14
How the subject could be used in
the future (Careers)
Mathematics is compulsory in Key Stage 4 and
is a requirement for many university courses at
this level. The problem solving skills developed
by studying mathematical techniques are trans-
ferable across many subject areas especially sci-
ence, business and economics. .
Mathematics
The Further Mathematics level 2 AQA course
is taken by students who have already
completed IGCSE Mathematics in year 10.
This course introduces some of the topics
covered in AS and A2 level while extending
the work contained in IGCSE Mathematics.
Students will also study some extra topics
which will benefit them in Years 12 and 13.
Year 11 Year 11
Topics covered in Pure Mathematics include
functions, quadratic functions, indices and
surds, factors of polynomials, simultaneous
equations, further equations, proof,
sequences, coordinate geometry, equations
of circles, matrices and further trigonometry.
Students are also introduced to calculus
learning how to differentiate polynomials,
find equations of tangent and normals, find
stationary points, recognize increasing and
decreasing functions and identify turning
points and their nature.
In addition to the above students also study
logarithms and basic integration in
preparation for their AS course in year 12.
Curriculum Contents:
Why Study Further Mathematics?
How is the subject assessed?
Year 11
Students are tested regularly throughout the year to assess their knowledge and under-
standing.
Paper 1 is a non calculator exam worth 40% of the final mark while Paper 2 is a calculator
exam worth 60%.
16
How the subject could be used in
the future (Careers)
Mathematics is compulsory in key stage 4 and is
a requirement for many university courses at
this level. The problem solving skills developed
by studying mathematical techniques are trans-
ferable across many subject areas especially
science, business and economics. .
Further Mathematics
Both ICT courses aim to help you extend and develop your knowledge and understanding of IT. It allows
you to become a confident and autonomous user of IT and encourages further development of practical
skills which allow you to enhance your work in a variety of subjects. In addition the courses allow you to
analyse the impact of IT use on individuals and societies with respect to social, economic and moral
issues.
Year 10 Year 11
Components of a Computer System
Input and Output Devices
Storage Devices and Media
Data Types
Systems Analysis and Design
Spreadsheet Modelling
Data Manipulation
Website Authoring
Presentation Production
Communication & Documentation Design
The effects of using IT
The ways in which IT is used
Computer Networks
From Term 3 you will revisit the topics delivered
in Year 10 and practice practical elements in
preparation for your final exams.
Curriculum Contents:
How is the subject assessed?
Why Study Information & Communication Technology (ICT)?
Year 10+11
You will be externally assessed at the end of the two years by the use of ONE theory examination
(Paper 1) together with TWO practical papers (Paper 2 and Paper 3). The practical papers will be
administered at various stages during the two year course. Theory paper (1) is 2 hours in duration.
Practical papers (2 and 3) are 2 hours and 30 minutes in duration.
There is a wide range of internal assessments which include written tests, quizzes, project work,
presentations and practical work.
18
ICT
How the subject could be used in
the future (Careers)
Systems Analyst, Project Management,
Business Administration, Business Analyst,
Systems Manager, ICT Manager and ICT
Administration, Information Management
The Computer Science course enables learners to develop an interest in computing and gain the
confidence in computational thinking and programming. It consists of the theory behind computer
science and looks at practical problem solving and programming. The Computer Science course is an
ideal foundation course for further study onto the Computer Science A Level.
Year 10 Year 11
Section 1 - Theory of Computer Science
Data Representation
Binary systems, Hexadecimal, Data storage
Hardware and Software
Logic gates, Input & Output devices, Operat-
ing systems
Security
Ethics
Section 2 - Practical Problem Solving and
Programming
Algorithm design and problem solving
Programming
Databases
From Term 3 you will revisit the topics delivered
in Year 10 and practice in preparation for your
final exams.
Curriculum Contents:
How is the subject assessed?
Why Study Computer Science?
Year 10+11
You will be externally assessed at the end of the two years by the use of TWO written examination
(Paper 1 and 2 ) Both papers are 1 hour and 45 minutes in duration. And contain short-answer and
structured questions.
There is a wide range of internal assessments which include written tests, quizzes, project work,
presentations and practical work.
20
How the subject could be used in
the future (Careers)
Database administrator, Games developer
Information systems manager, IT consultant
Multimedia programmer, Network engineer
Systems analyst, Systems developer
Computer Science
Biology is the scientific exploration of the vast
and diverse world of living organisms. It strives
to tell us about the natural world around us.
Biology can tell us about the physical makeup of
our bodies and those of other animals and
plants. It enables us to produce cures and
treatments for many diseases. The study of
biology has an immediate relevance to our daily
lives. Are you intrigued with the incredible variety
of organisms that inhabit our planet?
Have you wondered about their origin and how
they have evolved? Have you asked yourself if we
can reverse the destruction of ecosystems? Do
you wonder where genetic engineering will lead?
Are you interested in how the human brain
functions to articulate, comprehend and pursue
these problems? Then Biology is the subject for
you.
Remember: the continual pursuit of biological
understanding is essential if societies are to make
informed choices to safeguard the future of the
human race.
Year 10 Year 11
Characteristics and Classification of Living Organisms:
Classification and adaptation
Organisation and Maintenance of the Organism:
Structure and function of different human and plant
systems.
Development of the Organism and the Continuity of
Life: Reproduction, development, inheritance and
selection.
Relationships of Organisms With One Another and
With Their Environment: Ecosystems and the effects
of human activities.
Curriculum Contents:
How is the subject assessed?
Year 10 Year 11
Continual formative and summative assessment
The three assessment objectives in Biology are:
A. Knowledge with understanding
50% of the examination marks
B. Handling information and solving problems
30% of the examination marks
C. Experimental skills and investigations
20% of the examination marks
22
Why Study Biology?
Biology
How the subject could be used in
the future (Careers)
One of the major growth industries is
Biotechnology; some industrialists even refer
to this as the Biotechnological Age.
Knowledge of Biology can lead to careers in
the following areas: Research; Health care;
Environmental management and
Conservation; Education; Biotechnology;
Forensic science; Politics and policy; Business
and industry; Economics; Mathematics;
Science writing and communication; Art.
For more details see:
http://www.aibs.org/careers/
Chemistry provides important understanding of
our world and how it works. It is an extremely
practical science that greatly impacts our daily
living. Realise it or not, deep down we are all
chemists. Every time we light a match, boil an egg
or simply breathe in and out, we perform a
chemical reaction. Our bodies grow, develop and
function as a result of chemical processes.
Our clothes and nearly all the objects of our
everyday life are manufactured by the chemical
transformation of raw materials like oil or iron ore,
or by the chemical treatment of natural
products like wood or wool.
If we are to protect the planet from the harmful
effects of human activity, we need to understand
as clearly as possible the complex chemical
systems which make up our environment of land,
sea and air.
Have you ever wondered why leaves turn colours
in the autumn and how a battery generates
electricity? Chemistry supplies answers to these
questions and countless others like them. If you
enjoy seeing how chemical principles operate in all
aspects of our lives, from everyday activities to
far-reaching matters then this is the subject for
you .
Year 10 Year 11
Atoms, Elements, Compounds and the Periodic Table:
Atomic structure, bonding, the Periodic Table and
periodic groups.
Stoichiometry: The formula of compounds and
balanced chemical equations.
Electricity and Chemistry: Electrolysis and its use in
industry.
Acids, Bases and Salts: Acids and bases, types of
oxides and the preparation of salts.
Metals: Properties, extraction, uses and reactivity.
Organic Chemistry: Fractional distillation and the
uses of hydrocarbons including the formation, uses
and problems of plastics and man-made fibres.
Curriculum Contents:
How is the subject assessed?
Year 10 Year 11
Continual formative and summative assessment
The three assessment objectives in Chemistry are:
A. Knowledge with understanding
50% of the examination marks
B. Handling information and solving problems
30% of the examination marks
C. Experimental skills and investigations
20% of the examination marks
Why Study Chemistry?
24
How the subject could be used in
the future (Careers)
Knowledge of Chemistry can lead to careers
in the following fields: Education; Finance;
Forensics; Health and Safety; Finance;
Laboratory work; Law; Consultancy; Media;
Sales and marketing.
For more details see:
http://www.rsc.org/Education/
SchoolStudents/profiles/index.asp
Chemistry
Physics is at the heart of everything and is crucial
to understanding the world around us, the world
inside us, and the world beyond us. It is the most
basic and fundamental science. Physics
challenges our imaginations with concepts like
relativity and string theory, and it leads to great
discoveries, like computers and lasers, that
change our lives.
Physics encompasses the study of the universe
from the largest galaxies to the smallest
subatomic particles. It explores questions like
how did the universe begin? How will it end?
What is a black hole? Is time travel possible? If
you have an enquiring mind, always asking why
things happen, then physics will help you find the
answers. It forms the basis of most modern
technologies and holds the future to global well
being.
Year 10 Year 11
General Physics: Length, time, speed, velocity,
acceleration, mass, weight , density, forces,
energy and pressure.
Thermal Physics: Kinetic molecular models of
matter, thermal properties of matter and transfer
of thermal energy.
Properties of waves: General wave properties,
light and sound.
Electricity and Magnetism: Simple phenomena
of magnetism, electrical quantities, electrical
circuits, dangers of electricity and
electromagnetic effects.
Atomic Physics: Radioactivity and the nuclear
atom.
Curriculum Contents:
How is the subject assessed?
Why Study Physics?
Year 10 Year 11
Continual formative and summative assessment
The three assessment objectives in Chemistry
are:
A. Knowledge with understanding
50% of the examination marks
B. Handling information and solving problems
30% of the examination marks
C. Experimental skills and investigations
20% of the examination marks
26
Physics
How the subject could be used in
the future (Careers)
Knowledge of Physics can lead to careers in
the following fields: Astronomy; Education;
Meteorology; Research; Leisure; IT; Industry;
Engineering; Finance; Marketing.
For more details see:
http://www.physics.org/article-careers.asp?
contentid=404.
Why Study Mandarin Chinese
Year 10 Year 11
Personal information
Daily Life
Life at school
Leisure activities
Life at home and in China
Holidays
Food & Drinks
Everyday activities
Personal and social life
The world around us
The world of work
The international world
Curriculum Contents:
Year 10 Year 11
Paper 1 Listening (35 mins)
Paper 2 Reading
(1 hour and 15 mins)
Paper 3 Speaking
(15 mins preparation + 15 mins recording)
Paper 4 Writing
(1 hour and 15 mins)
Paper 1 Listening (35 mins)
Paper 2 Reading
(1 hour and 15 mins)
Paper 3 Speaking
(15 mins preparation + 15 mins recording)
Paper 4 Writing
(1 hour and 15 mins)
How is the subject assessed?
中文班
The IGCSE Chinese course consists of 4 language areas: Listening, Reading, Speaking, and
Writing. The aims are to:
Develop the ability to use the language effectively for purposes of practical communication
within the country of residence, where appropriate, and in all the countries where the
language is spoken.
Form a sound basis of skills, language and attitudes required for further study , work and
leisure.
Provide enjoyment and intellectual stimulation.
28
How the subject could be used in
the future (Careers)
Students who study Chinese can work in
many industries as interpreters. They can
also work in hospitality, travel and tourism.
It is a subject which is also complementary
to business and management because of
the globalisation of the
market place.In addition to this it can be
useful to the study of law, history,
geography and many other subjects.
Mandarin Chinese
The IGCSE French course consists of 4
language areas: Listening, reading, speaking and
writing. It is a two year course designed to enable
students to develop and expand their linguistic,
grammatical, and cultural knowledge of the tar-
get language.
This is done through a variety of topics, skills, and
activities. In order to cater for every individual‘s
needs and ability, the IGCSE provides both a
core and an extended curriculum. It is aimed at
students who are already familiar with the subject
and it allows them to make a progressive
transition towards an A-level. course.
Curriculum Contents:
How is the subject assessed?
Year 10 Year 11
Paper 1 Listening (45 mins)
Paper 2 Reading
(1 hour)
Paper 3 Speaking
(15 mins preparation + 15 mins recording)
Paper 4 Writing
(1 hour)
Paper 1 Listening (45 mins)
Paper 2 Reading
(1 hour)
Paper 3 Speaking
(15 mins preparation + 15 mins recording)
Paper 4 Writing
(1 hour)
Why Study French Language?
30
Year 10 Year 11
Personal information
Relationships
Life at home and in different French speaking countries
Towns and countryside
Life at school
Holidays
Everyday activities
Personal and social life
The world around us
The world of work
The international world
How the subject could be used in the
future (Careers)
Studying French offers a wide range of career
opportunities. Here is a list of jobs which will
require the knowledge of at least one language:
Teacher
Translator/Interpreter
Editor/Proofreader
French is also used in a variety of branches,
such as:
Travel
Foreign/Diplomatic service
International organizations ( governmental,
Nonprofit charitable, non-governmental)
French
Why Study Business Studies?
Everyday we are exposed to thousands of
businesses, whether it is walking down the street,
surfing the Internet or simply watching TV. IGCSE
Business Studies equips learners with the
necessary skills to be informed and responsible
consumers and prepares them for being the
workforce and business leaders of tomorrow. The
IGCSE Business Studies syllabus builds on the work
carried out in Key Stage 3 and develops students'
understanding of business activity in the public
and private sectors, and the importance of
innovation and change. Students learn how the
major types of business organisation are
established, financed and run, and how their
activities are regulated. Factors influencing
business decision-making are also considered, as
are the essential values of cooperation and
interdependence.
What are the aims and purpose of Business
Studies?
The aims of the IGCSE course are to:
Learn about business concepts and techniques
Enhance related skills such as numeracy and
enquiry
Apply key skills and critical thinking to a wide
range of international business situations
Gain insight into how the main types of
business organisations are financed, managed
and operated
Develop informed consumers and future
entrepreneurs and leaders of the organisations
of tomorrow and promote students‘ personal
development.
Year 10 Year 11
Business and the environments it operates in
Organisational structure and control
Marketing
Government intervention and
business objectives
Business finance and accounts
Production and operations management
People in businesses
Curriculum Contents:
Students will study a wide range of international
business organisations and learn to identify how
they influence, and are influenced by, other
organisations and governments. They will build
knowledge and understanding of the world of
work and be able to advise, evaluate and critically
think about business decisions. They will gain a
vocabulary of terms and theories which they can
apply to problem solving and develop the
knowledge and insight necessary to make them
informed consumers and appreciate the objectives
of a wide range of stakeholders.
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How is the subject assessed?
How the subject could be used in
the future (Careers)
An IGCSE in Business Studies provides a firm
foundation for further study in the subject and
related courses such as Accountancy,
Management, Marketing or Human Resources
and can move you towards careers in the
following areas: business management;
government; entrepreneurship; marketing;
banking and finance; management consultancy
and teaching. It also provides a sound grounding
in becoming a more informed and responsible
consumer.
Paper Weighting
Paper 1 (1 ¾ hours) Students answer
a series of short answer questions and
structured data responses which test
their theoretical knowledge and
vocabulary. All questions are
attempted.
50%
Paper 2 Application, analysis and
evaluation are the main skills tested in
paper two. Students are presented with
case studies replicating real business
issues and are required to present
solutions, evaluations and
recommendations in the context of the
curriculum studied. All questions are
attempted.
50%
TOTAL 100%
Business Studies
Through the medium of the Economics curriculum
it is hoped that students will develop effective
study skills, be able to exercise critical, coherent
and independent thought. It is also intended that
students will develop the capacity to solve
problems effectively and make decisions.
Economics is a subject which encourages students
to form reasoned arguments and to present them
clearly. By working both independently and
cooperatively students develop research skills,
learn to organise their work effectively, and to use
a variety of media and technologies to research
and to present data.
Year 10 Year 11
Basic economic problem
The allocation of resources
The individual as consumer and borrower
The individual as producer
The private firm as producer and employer
The macroeconomy and economic indicators
Role of government in an economy
International trade
Developed and developing economies
Curriculum Contents:
Students will study different economic concepts and relate them to the real world. The course looks at
government strategies to control economic variable such as inflation, interest rates and employment. In
addition, the basic economic problem of resource allocation supply, demand ,economic development and
international trade. The curriculum is outlined below:
Why Study Economics?
Paper Weighting
Paper 1 (45 minutes) 30 multiple choice questions 20%
Paper 2 (2 hours) Structured questions. Students must answer 1 compulsory question
and them select an additional 3 from a choice of 6.
50%
Paper 3 (1 hour 30 minutes) Analysis and critical evaluation.
Students must answer two compulsory questions and are required to interpret and analyse
previously unseen data relevant to a real economic situation.
30%
TOTAL 100%
What are the aims and purpose of Economics?
The aims of the IGCSE course are to:
Provide students with a core of knowledge of
Economics.
Encourage students to think critically about
Economics.
Promote an awareness and understanding of
internationalism in Economics.
Encourage students‘ development as inde-
pendent learners.
Enable students to distinguish between posi-
tive and normative Economics.
Enable students to recognise their own
tendencies for bias.
How is the subject assessed?
34
How the subject could be used
in the future (Careers)
An IGCSE in Economics provides a firm
foundation for further study in the subject
and can move you towards careers in the
following areas, business management;
government; economic and market
research; banking and finance; management
consultancy; teaching and retail.
Economics
‘Geography inspires pupils to become global
citizens by exploring their place in the world,
their values and responsibilities to other peo-
ple, to the environment and to sustainability
of the planet’
‘If you are interested in that which
shapes our planet and you are wor-
ried about the future of our planet,
then Geography is the right choice
for you.’
Why Study Geography?
What are the aims and purpose of Geography?
The aims are to encourage students to develop:
a sense of place and an understanding of relative location
on a local, regional and global scale;
an awareness of the characteristics and distribution of a
selection of contrasting physical and human environments;
an understanding of some of the processes affecting the
development of such environments;
an understanding of the spatial effects of the ways in which
people interact with each other and with their environment
an understanding of different communities and cultures
throughout the world and an awareness of the contrasting
opportunities and constraints presented by different
environments.
Year 10 Year 11
Plate Tectonics
Landforms and Processes
Weather, Climate & Vegetation
Agricultural Systems
Industrial Systems
Paper 2 and Paper 4 Skills
Population Dynamics
Settlement
Leisure Activities & Tourism
Energy and Water Resources
Resource Conservation and Management
Curriculum Contents:
The curriculum is divided into three themes which are collectively designed to develop an understanding of
both the natural and the human environment: Population and Settlement; The Natural Environment;
and Economic Development and the Use of Resources.
Paper Weighting
Paper 1 (1 hour 45 minutes) Candidates will be required to answer three questions (3 x 25
marks), two on each of the three themes.
45%
Paper 2 (1 hour 30 minutes) This paper will be mainly skills-based and will test a candidate's
ability to handle various ways of depicting geographical information. (60 marks)
27.5%
Paper 4, Alternative to Coursework (1 hour 30 minutes) candidates will be set a series of tasks in
a written examination on issues relating to one or more of the syllabus themes. 27.5%
TOTAL 100%
How is the subject assessed?
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How the subject could be used
in the future (Careers)
Geography graduates have one of the
highest rates of graduate employment and
studying geography can provide you with
good skills and a firm base for life-long
learning.
Possible career paths with geography
include: Town and transport planning,
chartered surveying, land and water
management, environmental consultancy,
development, tourism, conservation,
demography, housing and social welfare,
information technology, administration
and management, the financial sector,
marketing, research, industry and
manufacturing and many many more.
Geography
History is an important subject not just
for the content that students learn but
also for the skills that are develop.
Through the study of various events in
the Twentieth Century, students will
learn to analyse and evaluate motiva-
tions, people and events. In addition to
this, they will gain skills which can be
applied to the world which they live in
today. What are the aims and purpose
of History?
Year 10 Year 11
The end of World War I and the peace treaties
The League of Nations in the 1920s and 1930s
Nazi foreign policy and the causes of World War II
The origins of the Cold War
Nazi Germany Depth Study .
Nazi Germany Depth Study
The Cold War in Europe
The Cold War in Asia
The collapse of the Soviet Union
Curriculum Contents:
Students will study different historical periods and events, largely drawing on twentieth century
international relations. The curriculum is outlined below:
Why Study History?
Paper Weighting
Paper 1(2 hours) Candidates answer two questions on the core content one question on
a Depth Study (selected from questions on all eight Depth Studies)
40%
Paper 2 (2 hours) Candidates answer a series of questions on one Prescribed Topic taken
from the Twentieth Century core content. These questions are based on source analysis.
33%
Paper 3 (1 hour) Candidates answer one question on a Depth Study (from a choice of
eight Depth Studies – one question will be set on each Depth Study). The questions will be source-based and structured into several parts.
27%
TOTAL 100%
The aims of the IGCSE course are to:
stimulate interest in and enthusiasm about the past
promote the acquisition of knowledge and
understanding of human activity in the past
ensure that the candidates‘ knowledge is rooted in an
understanding of the nature and use of historical
evidence
promote an understanding of the nature of cause and
consequence, continuity and change, and similarity
and difference
provide a sound basis for further study and the pursuit
of personal interest
encourage international understanding
encourage the development of linguistic and commu-
nication skills.
How is the subject assessed?
38
How the subject could be used in
the future (Careers)
An IGCSE in History provides a firm foundation
for further study in the subject and can move
you towards careers in the following areas : Law,
teaching, working in business and finance,
management.
History
The IGCSE Art and Design syllabus aims to
encourage a personal response by stimulating
imagination, sensitivity, conceptual thinking,
powers of observation and analytical ability.
Students gain confidence and enthusiasm as
they develop technical skills in two and three
dimensional form and composition, and are able
to identify and solve problems in visual forms.
Students also learn how to develop ideas from
initial attempts in sketchbooks to final outcomes.
An ideal foundation for further study, IGCSE Art
and Design also develops a greater awareness of
the role played by the visual arts in society and
in history, broadening cultural horizons and
individual experience.
Year 10 Year 11
Up to 3 projects/ themes
Drawings, paintings, printmaking, sculpture,
photography
ICT work including Photoshop
Sketchbook work
Large scale work
Developing ideas
Experimenting with materials
Visits to galleries
Artist research
Exam project at end of year 11
2 projects/ themes in each year
Drawings, paintings, printmaking, sculpture,
photography
ICT work including Photoshop
Sketchbook work
Large scale work
Extensive development of ideas
Experimenting with relevant materials
Visits to galleries
Extensive artist research
Thorough visual and written analysis
Curriculum Contents:
How is the subject assessed?
Year 11
50% coursework
50% exam (practical based)
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Why Study Art and Design?
Art and Design
How the subject could be used in
the future (Careers)
Fine Art, Creative advisor, Architecture,
Photography, Graphic Design,
Illustration, Animation, Interior Design,
Industrial Design, Art Education, Art
Therapy, Art History, Gallery Direction,
Museum Curator, Art Conservation,
Product Design, Fashion Design,
Professional painter, Printmaker,
Professional Sculptor, Professional
Photographer, Installation Artist,
Performance Artist, Artist in residence.
Why Study Design Technology?
The IGCSE Design and Technology syllabus
enables students to identify, consider and
solve problems through creative thinking,
planning and design, and by working with
different media, materials and tools. As a
result, students gain greater technical and
design awareness, while developing skills
such as initiative, resourcefulness, enquiry
and ingenuity.
They also develop the communication skills
central to design making and evaluation.
IGCSE Design and Technology provides an
ideal basis for further study, and prepares
students for their future within a rapidly
changing technological society
Year 10 Year 11
1. Design
Area of study which is concerned with drawing.
Design Brief specifications
Health and safety
Aesthetics
Implementation and realization
Evaluation
Design Technology in society
2. Graphic Products
This area of study is concerned with developing skills
used by designers within the content of design activi-
ties in the design studio.
Formal Drawings
Orthographic projection
Isometric
Planometric
Two point perspectives
Sectional views
Exploded views
Free hand drawing
3. Project
Projects bases assessment based on an area of
interest to students.
Anthropometrics and Ergonomics
Energy
Control
Mechanical Control (static)
Mechanical Control( Dynamic)
Permanent fastenings
Assembly Drawings
Ellipses
Use of instruments
Drafting equipment
Data Graphics
Reprographics
Modelling
A school based assessment typically in the form of
an A3 size folder which contains all preliminary
design work with the ‗made product‘ being in the
form of 2 dimensions work and models.
Curriculum Contents:
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How is the subject assessed?
How the subject could be used
in the future (Careers)
As well as equipping students with skills in
graphic presentation and practical
knowledge in construction. A qualification
in Design Technology could lead into many
careers such as Architecture, Landscape
architecture, fashion design, product
design, computer design, town planners,
teaching, interior design and construction.
Year 10
All Students will complete 2 written internal
papers worth 25% of their mark at the end of
Year 10 and a school project worth 50% which is
done during the school year.
Year 11
Each Student will complete 2 written external
papers worth 25% of their mark at the end of
Year 11 and a school project worth 50% which is
done during the school year. The project will be
internally marked and externally moderated over
the final two terms of the course.
Design Technology
Why Study Drama?
Drama is useful to students in a number of ways.
The subject strikes a successful balance between
the practical and theoretical as students learn
how to analyse and evaluate a range of classic
and contemporary texts. With clear structure,
support and guidance, students are also required
to explore and experiment with different styles
and forms.
Indeed, they must develop original material
based on their own experiences, interests and
independent study of how to best communicate
ideas and feelings to an audience.
This is essential as they work towards their final
coursework piece; a combination of solo and
group-based performances.
Year 10 Year 11
Term 1: Introduction to drama
Term 2: Devised course work from own stimuli
Term 3: Short scripted scenes
( both group and solo)
Term 4: Devised plays from poetry.
Term 5: Scripted scenes from classic texts.
Term 1: Introduction to advanced drama skills.
Devised group piece from visual stimuli
Term 2: Monologue work
Scripted group piece modern play.
Term 3: Devised play from musical stimuli.
Term 4: Written examination preparation.
Curriculum Contents:
How is the subject assessed?
Paper Duration: Weighting
Paper 1: Written examination 2 hours 30 40%
Paper 2: Practical Course work 60%
TOTAL 100%
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How the subject could be used in
the future (Careers)
Drama at Key Stage 4 naturally lends itself to a
wide variety of career opportunities. In
addition to a career and further experiences in
both drama and the performing arts, the
subject can also be taken at both A level and
as a single or joint Honours Bachelor of Arts
Degree. Through Drama, students are actively
encouraged to take on leadership roles and
become better, more independent learners
with the confidence, initiative and creativity to
succeed. Furthermore, Drama plays a vital
part in enabling students to become more
confident, successful and well-rounded
individuals. Indeed, the key transferable skills
cultivated and nurtured through the study of
drama allow them to fully develop the
necessary empathy (by putting themselves ―in
other people‘s shoes‖) to succeed in an
international environment and make an
effective contribution as truly global citizens.
Drama
When studying the IGCSE Music syllabus,
students will listen to, perform and compose
music, encouraging emotional development,
self-discipline and creativity. As a result, students
develop their appreciation and enjoyment of
music, an achievement that forms an ideal
foundation for future study and gives the
opportunity for life-long musical enjoyment.
Students study music of all styles; each style is
placed in its historical and cultural context, and
students are encouraged to be perceptive,
sensitive and critical when listening. The syllabus
concentrates on both Western Classical Music
and musical cultures from the world.
Year 10 Year 11
Students are required to study three areas of Music.
Listening - Where they develop an aural awareness
of music from the Baroque, Classical, Romantic and
20th Century styles of Music.. Identify and comment
on arrange of music from cultures in different
countries. Develop knowledge of one Western
Prescribed Work and one Prescribed Focus from a
non-Western culture.
Performing – develop technical competence on one
or more instruments. Demonstrate interpretative
understanding of the music performed.
Composition – display discrimination and
imagination in free composition. Use staff notation
and, if appropriate, other suitable systems.
Curriculum Contents:
Why Study Music?
How is the subject assessed?
Year 10 Year 11
Candidates are assessed in the areas of Listening,
Performance, and Composition by formal
examinations and classroom tests. Assessment in
Year 10 is school based and is to prepare the
students for formal CIE assessment in Year 11.
Students will sit CIE examinations in three
compulsory components:
Component 1 Listening Paper (40%)
Component 2 Performing (30%)
Component 3 Composing (30%)
Component 1 is externally assessed.
Components 2 and 3 are internally assessed and
externally moderated.
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How the subject could be used in
the future (Careers)
Today, music is a major industry with a wide
range of opportunities, employing an estimated
130,000 full-time in the UK alone. Students may
want to study music for the love of it, or to
pursue a career as a singer, instrumentalist, or
composer, but the possibilities don't stop there.
There are numerous career paths open, with a
range of jobs in teaching or music therapy,
production, promotion, management, as well as
performance.
Music
The syllabus provides candidates with an
opportunity to study both the practical and
theoretical aspects of physical education. It is
designed to foster enjoyment in physical activity
by providing students with an opportunity to take
part in a range of physical activities. By following
the course students will be able to develop
understanding of effective and safe physical
performance and to appreciate the necessity for
sound understanding of the principles, practices
and training that underpin improved
performance, better health and well-being.
Year 10 Year 11
Theory
UNIT 1. Factors Affecting Performance
UNIT 2. Health, Safety and Training
Practical
Students will take a look at Basketball, Swim-
ming, Personal Survival, Volleyball, Athletics, Life
Saving, Rounders, Badminton and Football.
Theory
UNIT 3. Reasons and opportunities for participation
in physical activity
Practical
Having chosen their four activities for assessment at
the end of Year 10, students will focus on these.
Curriculum Contents:
How is the subject assessed?
Why Study Physical Education (PE)?
Year 10 Year 11
Theory
End of Unit Tests
Begin coursework based on the four activities students
will chose for assessment in Year 11.
Practical
Continual assessment in all sports covered, this takes
the form of teacher, self and peer assessment. The
purpose of this is to enable the students to make an
informed decision on the four activities they choose for
assessment in Year 11, and to set specific achievable
targets for improvement in their four chosen sports.
Theory
End of Unit Tests
Completion of coursework which is based on the
four activities the students have chosen.
Completion of exam which covers two years of
theory work.
Practical
Continual assessment in the four chosen practical
activities. The assessment is based on the CIE
assessment guidelines for each activity. Students‘
performances are videotaped and are internally and
externally moderated.
Attendance of at least 3 additional sports clubs is a compulsory part of the course
48
How the subject could be used in
the future (Careers)
Post IGCSE - Access onto a physical education A
-Level course
Post A-Level - Employment or Degree Study:
Sports Science, Sports Development, Sport and
Recreation Management, Physiotherapy
Post Degree - Sports Management, Professional
Coach, Physiotherapist, Sports Development,
Sports Psychologist, Personal Trainer, Dietician
or even a Physical Education Teacher
Physical Education
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Personal, Social and Health Education (PSHE)
All students in Years 10 and 11 have one period of PSHE a week.
As part of this students explore issues such as:
Study Skills
Personal Development and Responsibility
Careers
Health
Economic well being
The areas of study are intended to further develop the students
understanding of themselves and of the world around them.
P SHE C areers
Careers Interview
As part of the programme to help students make decisions about
their future courses of study, the school offers all students in Year
9 and Year 11 careers interviews. These are intended to give
students valuable one to one time discussing their subject
choices at IGCSE or A Level. The interviews allow students to
discuss their ambitions, where they would like to go to university
and how to get there. For those students who are unsure as to
their future direction, it gives them a chance to talk through their
interests and what they enjoy.
The careers interviews are an important part of the process of
making option choices and so parents are always welcome to
attend. The involvement of parents in their son or daughter‘s
option choices means that all three parties – parents, students
and the staff of The ABC International School are united to find
the right path for each and every individual student.
50
Work Experience Work experience is an important part of the curriculum in Key Stage 4. After the
examinations in May and June, Year 11 students complete one week of work
experience with an employer that they have selected. The aim behind work
experience is to give students the opportunity to find out about the world of work.
It is an excellent way for students to explore an occupation that they aspire to, it
can also be a way to find out what they most definitely don‘t want to do in the
future. In addition to this it provides an opportunity to develop skills outside of the
classroom, and enhance future university and job applications
As part of the work experience programme, students complete a diary of their time
at work which includes a number of careers orientated tasks. This document, along
with their supervisors report is then submitted to the work experience coordinator.
At the awards ceremony at the end of the year, one student receives an award for
the best Work Experience Diary.
Overall, work experience is an extremely valuable part of a student‘s education and
it is one which is valued by prospective universities and employers.
51
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I nternational Award
What is it?
The Award is known by different names in different countries and
indeed, around the world. In England it is named the Duke of
Edinburgh‘s Award. Whatever the name, the purpose is the same – to
develop, challenge and motivate young people everywhere to be the
best they can be and to achieve more, both for and by themselves, than
they ever thought possible. Over 6 million young people from over 120
countries have already undertaken the Award. It helps equip young
people with life skills to make a difference to themselves and for others.
It is a very prestigious Award and is held in very high esteem by
universities and colleges around the world and also by top international
employers.
What does it do?
Through a non-competitive scheme, participants are helped to plan
and develop their own programme of activities to develop mentally,
physically, emotionally and spiritually. The Award helps young people
become more motivated, disciplined and balanced and helps provide
important skills for use in later life. These include reliability,
independence, teamwork, responsibility, self-confidence and time
management.
52
How does it do it?
At each level of the Award, Bronze, Silver and Gold, students have to make a regular time
commitment to taking part in each of four specific areas – Service, Skills, Physical Recreation and
Adventurous Journey. Participants must spend a minimum of one hour a week working on each
area. The purpose of these sections is to challenge the individual personally and as a member
of the greater community, whether school, their neighbourhood and beyond.
Service – the aim is for students to give service to others, whether through community service
projects, conservation work, voluntary service or more specialised training.
Skills – the aim is to encourage the development of personal interests and practical skills. There
is an almost unlimited choice here, but the requirement is that the skill development is sustained
over a period of time.
Physical Recreation – aims to encourage participation and improvement of physical
performance. Participants should enjoy the experience, regardless of physical ability.
Adventurous Journey – aims to encourage a spirit of adventure and discovery. It provides a
unique, challenging and memorable experience whilst undertaking a journey in a group. Other
important skills such as First Aid, are taught as part of the training. Students will partake in a
residential trip to an area that is out of their comfort zone, to complete adventurous activities
and community services.
At Gold level, there is an additional requirement, a Residential Project, which aims to broaden
experiences by working with new people.
How long does it take?
The minimum time requirement for Bronze level is six months. For Silver, the minimum time
required is one year and for Gold, the minimum is eighteen months.
Who can do it?
The Award is open to all, regardless of background, physical fitness, ability or existing skill levels.
The only requirement is that participants must be aged between 14-25. However, although
everyone can do it, not everyone will, as it‘s a challenge and like all challenges, it can be tough.
If it was easy, it wouldn‘t be worth doing. What you do need is commitment and determination.
What do I get out of it?
Fun, enjoyment, new friends, new activities and new challenges! Confidence, self-esteem,
self-respect and the satisfaction of knowing you have challenged yourself and have done more
than you thought you could. It also shows that you can manage your time well and it will really
help you stand out from the crowd when you apply to universities or for jobs.
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S ATs
The SAT Reasoning Test
The SAT is a prerequisite for all students applying to study at American Universities.
As part of the ECA programme students in Years 10 to 13 have the opportunity to
gain practical experience of all components of SAT 1.
The SAT consists of three sections and when students sit the exam it last for 3 hours
and 45 minutes.
Critical Reading Section – 70 minutes
The Critical Reading Section consists of 67 questions in three sections. There are
two 25 minute sections and one 20 minutes section.
These sections measure the students‘ ability to identify genre, relationships
among parts of a text, cause and effect, rhetorical devices and comparative ar-
guments.
Questions assess such reading skills as identifying main and supporting ideas,
determining the meaning of words, understanding authors‘ purposes, and un-
derstanding the structure and function of sentences.
Reading passages are taken from different fields, including Natural Sciences,
Humanities, Social Sciences and Literary Fiction.
Maths Section – 70 minutes
This consists of 54 questions in two 25-minute sections and one 20 minute sec-
tion. It includes topic such as numbers and operations; Algebra and functions;
Geometry and measurement; and data analysis, statistics and probability and it
paces emphasis on topics such as linear functions, manipulations with expo-
nents, and properties of tangent lines. Students are asked to apply concepts
they have learned to solve problems in flexible ways, often in real world applica-
tions.
Writing Section – 60 minutes
The writing section consists of one essay question (25 minutes) and 49 multiple
choice questions (2 parts totalling 35 minutes). It measures a student‘s mastery
of developing and expressing ideas effectively. The essay, which is always the
first question on the SAT, measures a student‘s skill in developing a point of
view on an issue. The multiple choice section assesses a student‘s ability to use
language in a clear, consistent manner an to improve a piece of writing through
revision and editing. Questions ask students to recognise sentence errors, to
choose the best version of a piece of writing and to improve paragraphs.
54
SATs Subject Tests
Depending upon the college that students wish to apply to they will have to sit SAT subject tests. Some colleges do
not require a subject test, however colleges such as Harvard requires three subject tests.
Tests are available in:
Literature German
US History German with Listening
World History Spanish
Math Level 1 Spanish with Listening
Math Level 2 Modern Hebrew
Biology/EM Italian
Chemistry Latin
Physics Chinese with Listening
French Japanese with Listening
French with Listening Korean with Listening
Choosing SAT Subjects
Many colleges use the SAT Subject Tests for admissions, for course placement, and to advise students about course
selection. Some colleges specify the SAT Subject Tests that they require for admission or placement, others allow
applicants to choose which tests to take.
Student should consider taking Subject Tests in subjects that they are interested in and have completed course work
for, particularly if students are thinking they might concentrate on in college. The best way to decide whether
students need to sit SAT Subject Tests and which ones to sit is by checking the individual college requirements.
Registering for SATs
To register for any SAT Exam it is quickest to do so online. Through this method students can choose their test date
and centre, getting immediate confirmation. This is something that students must do themselves and credit card
payment will be required.
When registering for the SAT students can also agree to becoming part of the student search service. By doing this,
students allow college board to send information to colleges, universities, scholarship programs and non profit edu-
cational opportunity organisation, giving them the opportunity to reach out to a potential new student.
Scoring
Once they have sat the SAT 1 or Subject Tests students will receive their scores in about 5 weeks. It is possible to
reset SATs as often as the student wishes and they can elect which colleges receive them. Most colleges and
universities consider a students best score when assessing applications.
SATs scores are reported on a scale from 200-800 with additional sub-scores reported for the essay (ranging from 2-
12) and for the multiple choice writing questions on a scale of 20-80. The scores achieved tell the admissions staff
how an individual student compares with other students who took the test. The average score is about 50 on the SAT
Critical Reading and 500 on SAT Mathematics.
SAT Subject Test scores are reported on a scale of 200-800.
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S tudent Voice S
As students move into Years 10 to Year 13 there are an increasing
number of opportunities to take on leadership roles. The two main
areas where there are leadership opportunities are as part of the
student council and as either a House Captain or Vice House Captain.
The Student Council
All year groups in Senior School are represented on the Student Council
by two Representatives As part of the Student Council various positions
are available, they are:
President of the Student Council
Vice President
Secretary
Within these positions students get to help develop their ideas in
consultation with the other members of the council. They are also able
to improve on their organisation skills through putting on various
events, such as a school disco.
The House System
The school has four houses, the Hanoi Hornets, the Mekong Monsters,
the Dalat Dragons and the Saigon Serpents. Each of the houses has an
elected Captain and Vice Captain. Any member of the student body can
stand for election, although it is usually students in Key Stages 4 and 5
who secure these positions.
As a House Captain or Vice Captain, students develop both their
leadership and team working skills. The main focus of the work is on
fostering a team spirit and organising the House for whole-school
events such as Sports Day and Spirit Week as well as smaller events
throughout the year.
Involvement in both the Student Council and the House system offer
students the chance to develop their inter-personal and intra-personal
skills. Also, by taking up roles of responsibility within the school
community students are able to make stronger university applications.
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MUN Model United Nations
Model United Nations (MUN) is part of The ABC International School‘s ECA programme.
It is a simulation in which students assume the roles of countries and organisation
represented in the United Nations in specific committees and debate about issues
concerning the world. Through the MUN ECA and it is intended that students can engage
in debate about world issues. Students from different schools and countries can share
their views of what they perceive to be the important issues of the day. The ultimate aim
of the MUN and the associated conferences is to promote awareness of international
relations and issues in young people; to inspire global mindedness and an understanding
of the problems of the world and how to combat them. The school runs a practice
internal conference in November as well as attending the SAIMUN conference in Ho Chi
Minh City and the UNIS MUN in Hanoi during March. This year we also intend to host
our first FOBISIA MUN conference in January, when approximately 170 pupils from other
FOBISIA schools will join us for a weekend of challenging and constructive debates.
The MUN can provide students with opportunities to improve their communication skills
and their ability to work with others to find solutions to important issues. Involvement in
MUN is something which is highly thought of by
admissions tutors because it develops many of the key
characteristics that they hold in high regard – leadership
and team working skills, an analytical approach to problem
solving and debating skills, as well as developing an
awareness and greater knowledge of world issues in a time of increasing
globalisation. Lastly, it is extremely enjoyable and rewarding!
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Add
itio
nal
In
form
atio
n
S scholarship Grant
The ABC International School believes in promoting and
rewarding success. Consequently there are a number of
scholarships that students can apply for. There are up to three
awards made for tuition fee remission during Years 12 and 13, and
there is also a scholarship available for students who leave the
ABC International School to attend university after completing
their A Levels. The information below sets out the criteria for the
scholarships that we offer.
Sixth Form scholarships (for entry into the Sixth Form)
Three awards will be available to those students who get the best
grade totals at IGCSE in a minimum of at least eight subjects:
Award 1 (equivalent to 50% of the tuition fees in Years 12 & 13)
will afford the recipient full tuition fee remission during their
course of study in Year 13 at the school.
Award 2 (equivalent to 33.33% of the tuition fees in Years 12 &
13) will afford the recipient full tuition fee remission during the
final two terms of their Yr 13 study at the school.
Award 3 (equivalent to 16.66% of the tuition fees in Years 12 &
13) will afford the recipient full tuition fee remission during the
final term of their Yr 13 study at the school.
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Conditions;
1. To qualify for an award a student must have studied at the ABC International School for the two
successive previous years, before entering the Sixth Form.
2. In the event of two or more students achieving the same points totals then the school reserves the
right to amalgamate and divide the awards in the manner that it considers to be most fair to the
families concerned.
3. Throughout their course of their Sixth Form study, the recipients of awards will be expected to
maintain a grade average that is equivalent to two A grades and two B grades in their chosen subjects.
In the event of a student‘s performance falling below this standard then the school reserves the right,
after due warning, to withhold the award.
4. The recipients of awards will be expected to be good ambassadors for the school and to uphold and
promote its‘ good name at all times. This may include being available for future public relations events
or activities. In the unlikely event of a recipient being involved in a serious breach of school rules or
any other act which brings the school into disrepute then the school reserves the right to withhold the
award.
5. The school retains the right to be the sole arbiter in judgments about the granting of any award and
expects all applicants to respect the confidentiality of such information. Any breach in confidentiality
may result in an award being withheld.
Sixth Form Graduation Grants for Travel and Equipment expenses at College or University
Two awards will be available to those students who get the best grade totals in the A2 pre-university
examinations and successfully gain entry to a leading university or college of their choice.
Award 1 which will repay to the student or their family the equivalent of US$5,000.00 upon the
submission of receipts for travel and/or purchases related to the recipients tertiary education during their
first year of study after leaving the ABCIS.
Award 2 which will repay to the student or their family the equivalent of US$3,000.00 upon the
submission of receipts for travel and/or purchases related to the recipients tertiary education during their
first year of study after leaving the ABCIS.
Conditions:
Conditions 1-5 as for the above awards.
The recipient is to be a full-time member of the existing Sixth Form and have gained a confirmed place
at a recognized and leading University or College.
Recipients will be expected to furnish the school with documentary evidence endorsed by their
personal tutor that evidences their continued application and attainment.
Recipients of these grants may only claim payment upon the submission of accredited receipts for
travel or purchases which are clearly linked to their further education
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#2, 1E Street, Khu Dan Cu Trung Son
Binh Hung, Binh Chanh District
Ho Chi Minh City, Vietnam
Tel: (84) 8 5431 1833
Fax: (84) 8 5431 7214
Email: [email protected]
#4, 1E Street, Khu Dan Cu Trung Son
Binh Hung, Binh Chanh District
Ho Chi Minh City, Vietnam
Tel: (84) 8 5431 8050
Fax: (84) 8 5431 8051
Email: [email protected]
Saigon South Campus 1 Primary & Secondary (Year 3 – Year 13)
Saigon South Campus 2 Foundation Stage & Early Primary
Printed: August 2014
the ABC International School