Curriculum Overview 2021-2022 Taipei European School British Secondary & High School Section
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IGCSE Curriculum Overview 2021-2022 Taipei European School British Secondary & High School Section
CONTENTS
TES High School Section 3 Art and Design 36
IGCSE 3 Drama 37
(International General Certificate of Secondary Education)
Music 38
Option Choices 3
Core (PSHCE) 39
Subjects and Subject Groupings 3
ASPIRE 40
Reporting 3
Homework Quality Standards 41
The Importance of Reading 4
Homework Charter for School, 42
Service Projects 4 Students, and Parents
Wellbeing 5
University and Careers Counselling in H1 and H2 5
First Language English 6
English: World Literature 8
English as a Second Language 10
Mathematics 12
Additional Mathematics 14
Sciences 15
Chinese First Language 18
Chinese as a Second Language 20
Mandarin Chinese 21
Foreign Languages: French, Spanish, and German 22
Geography 24
History 26
Global Perspectives 27
Economics 29
Business Studies 30
Information and Communication Technology (ICT) 31
Computer Science 33
Physical Education (PE) 35
TES High School Subjects and Subject Groupings
The choice of IGCSE subjects is grouped with a view to
Section
progression onto the IB Diploma. All students in Years
H1 and H2 study the following subjects: English (first
or second language), Mathematics, Science (Double or
Triple Award), Core Curriculum Physical Education (PE)
Students in the TES High School Section are offered an
and Personal, Social, Health, and Citizenship Education
educational environment that allows them to develop
(PSHCE).
their full potential leading to graduation and beyond.
The two-year IGCSE programme, which commences
In addition, students also select four subjects from
in H1 and goes through to the end of H2 (the first
the following electives: Chinese (1st, 2nd, or Foreign
two years of high school) is the beginning of a four-
Language), French (Foreign Language), German (Foreign
year journey that will give students access to enriching
Language), Spanish (Foreign Language), EAL, Geography,
learning opportunities and prepare them for entry to
Economics, History, Business Studies, Music, ICT,
some of the world’s best universities and courses. The
Computer Science, Drama, Art, Physical Education.
different IGCSE subjects provide not only internationally-
recognised qualifications, but they are also great
Reporting
preparation for the IB Diploma Programme.
Feedback on progress to both students and parents
IGCSE (International General Certificate of is achieved in a range of ways. Parents receive written
Secondary Education) summative reports on their child's academic and
personal progress throughout the year. Throughout the
Students studying for the IGCSE examinations complete
year, students receive Progress Reports which indicate
the courses in two years. Some subjects are prescribed,
the current grade (A*-E) for each student and Attitude
whereas others are chosen. The breadth of study is a
Towards Learning (ATL) indicators. These ATL indicators
key element which helps the students to make more
are Engagement in Lessons, Contribution to Group Work,
informed choices about their IB subject options.
Responsibility for Meeting Deadlines, and Willingness to
Speak in Lessons. Each of these ATLs is graded as either
At the end of H2, the students sit examinations set
‘Excellent’, ‘Good’, ‘Fair’ or ‘Needs Improvement’. Learning
by Cambridge Assessment, part of the University of
conversations between each student and a staff mentor
Cambridge. Cambridge IGCSEs are the world’s most
then make formative use of these reports and lead to
popular international qualifications for 14 to 16 year
target setting and action planning driven by the student.
olds. The examinations are taken in over 145 countries
Staff enjoy the opportunity to coach students to reflect
and in more than 6,000 schools around the world. These
upon their own learning and together arrive at a plan for
international qualifications are recognised by the world’s
progress.
best universities and employers, giving students a wide
range of options in their education and future careers.
At the end of the H1 academic year, students receive a
The different subject courses prepare students for life,
Full Report which includes current grade (A*-E) for each
helping them to develop informed curiosity and a lasting
student, Attitude Towards Learning (ATL) indicators, and
passion for learning.
teacher comments.
Option Choices
As students progress into IGCSE, it is important that they
receive support to ensure they are making informed
decisions. The ‘Destination IG’ programme is designed
to educate students on the requirements of the IGCSE
programme and to give them as much information
as possible about their future pathways. Support is
offered by the Year Deans, Heads of Department, and
the University and Careers Counsellors to ensure that
students are as informed as possible in their decisions.
Curriculum Overview 2021-2022 | 3
The Importance of Reading There are many benefits of free, voluntary reading.
Research shows that there is a positive relationship
In the British Secondary and High School Section, we
are committed to developing a consistent approach to between reading frequency, reading enjoyment and
academic achievement. Teachers will also provide
reading and developing reading skills. Reading often
students with regular opportunities to read a variety
and widely in English is essential for students to develop
of different text-types relating to the subjects they
the high levels of academic proficiency that are required
are studying. Our aim is to provide wide-spectrum
to achieve success in the IGCSE and IB examinations.
exposure to academic English.
It is the best way to develop language knowledge and
vocabulary.
Service Projects
For four days in each week, there is fifteen minutes Throughout high school, students will be involved in
dedicated reading time built in to the timetable – ‘drop various service projects, both on campus and in the
everything and read’. Students are allowed to choose local community. The service projects are just one way
literature to read. They are encouraged to make use of in which we embed our values of Responsibility and
the school library services to ensure that their choice of Respect.
reading is at the right level and suitably challenging.
4 | Curriculum Overview 2021-2022
Wellbeing University and Careers Counselling in H1 and H2
The wellbeing of our students is something that the The University and Careers Counselling (UCC) Department
British Secondary and High School Section takes very in the British Secondary and High School Section is a
seriously. In H1 and H2 (the IGCSE years), the Core team of three counsellors who work with students on
curriculum, as well as many special events throughout an individual basis and with whole year groups through
the school year, often have a wellbeing focus. Students the Core programme. UCC counsellors guide students
are taught the 'Five Ways to Wellbeing’ (Connect, throughout their four years of High School on making
Be Active, Take Notice, Keep Learning, and Give) informed decisions about their IB course selections,
alongside the School Values of Respect, Perseverance, standardised testing, career options, and university
Creativity, Responsibility, and Participation. Students applications for higher education institutions around the
also spend time exploring their character strengths, world.
as well as their mental toughness, as they learn more
about themselves as individuals. Strategies are put Students are not assigned to a counsellor until their H3
in place to further develop their strengths as well as year. However, in H1 and H2, UCC classes are held during
to develop their confidence and, in turn, their mental Core lessons (PSHCE) to provide guidance on IGCSE subject
toughness. The aim is to allow all students in the options, summer programmes, internship placements, and
school to flourish and be the best they can be. career development. A presentation evening for parents
and students is held at the beginning of the academic
The Positive Education movement which underpins year to explain what the UCC Department does, and how
the school’s wellbeing strategy has shown that we support our students. In addition to the presentation
by adopting the five-step PERMA model (Positive evening, the UCC Department also holds Parent Coffee
Emotions, Engagement, Relationships, Meaning & Mornings throughout the year. These are open to all
Purpose, Accomplishment), students will achieve British Secondary and High School Section parents. The
improved wellbeing, as well as improved academic counsellors are also available at one of the parent teacher
results. meeting evenings to discuss IB options (as they relate to
university choices).
TALK & LISTEN, DO WHAT YOU CAN. REMEMBER EMBRACE NEW YOUR TIME,
BE THERE, ENJOY WHAT YOU DO. THE SIMPLE EXPERIENCES YOUR WORDS,
FEEL CONNECTED MOVE YOUR MOOD THINGS THAT SEE OPPORTUNITIES, YOUR PRESENCE
GIVE YOU JOY SURPRISE YOURSELF
Curriculum Overview 2021-2022 | 5
First Language work with information and with ideas in language
by developing skills of evaluation, analysis, and
inference;
English listen to, understand, and use spoken language
effectively;
acquire and apply a wide vocabulary, alongside
Cambridge IGCSE First Language English is designed a knowledge and understanding of grammatical
for students whose mother tongue is English and for terminology and linguistic conventions.
international students who have an academic English
level close to, or equivalent to, that of a mother tongue
Course Materials & Resources
user of English.
All texts and course materials are provided by the
The course allows students to: school.
develop the ability to communicate clearly, accurately, Skills Developed
and effectively when speaking and writing;
Reading
learn how to use a wide range of vocabulary, and the Students are assessed on their ability to:
correct grammar, spelling, and punctuation;
develop a personal style and an awareness of the R1 demonstrate understanding of explicit meanings
audience being addressed. R2 demonstrate understanding of implicit meanings
and attitudes
Students are also encouraged to read widely, both for
R3 analyse, evaluate, and develop facts, ideas, and
their own enjoyment and to further their awareness of
opinions, using appropriate support from the text
the ways in which English can be used. Cambridge IGCSE
First Language English also develops more general R4 demonstrate understanding of how writers achieve
analysis and communication skills, such as synthesis, effects and influence readers
inference, and the ability to order facts and present R5 select and use information for specific purposes
opinions effectively.
Writing
Prerequisite Learning W1 articulate, experience, and express what is thought,
Successful completion of Key Stage 3 English or felt, and imagined
equivalent. We recommend that students who are W2 organise and structure ideas and opinions for
beginning this course should have a level in English deliberate effect
equivalent to First Language competence. W3 use a range of vocabulary and sentence structures
appropriate to context
Course Content
W4 use register appropriate to context
The aims of the syllabus are the same for all students.
W5 make accurate use of spelling, punctuation, and
The aims are set out below and describe the educational
grammar
purposes of a course in First Language English for the
Cambridge IGCSE examination. They are not listed in
order of priority. The aims are for students to:
read a wide range of texts, fluently and with good
understanding, enjoying and appreciating a variety of
language;
read critically, and use knowledge gained from wide
reading to inform and improve their own writing;
write accurately and effectively, using Standard
English appropriately;
6 | Curriculum Overview 2021-2022
Next Steps Candidates who are awarded Grades A* to C in Cambridge
IGCSE First Language English is a general High School IGCSE First Language English are well prepared to follow
English Language qualification that enables learners to courses leading to IB English A Language and Literature, or
progress directly to employment or to proceed to further the equivalent.
qualifications.
Assessment
Exam Detail Length Weighting Internal/External
Reading
Candidates answer three compulsory questions on
Paper 1 three texts which may be on a similar topic. 2 hours 50% External
Text A and Text B will be 700–750 words in length and
Text C will be 500–650 words in length.
Writing
Candidates answer two questions, one from each section.
Paper 2 –
Section A Directed Writing
Directed
Candidates answer one compulsory question on one or 2 hours 50% External
Writing and
two texts totalling 650–750 words in length.
Composition
Section B Composition
Candidates answer one question from a choice of four
titles: two descriptive and two narrative.
Curriculum Overview 2021-2022 | 7
English: experience literature’s contribution to aesthetic,
imaginative, and intellectual growth;
World Literature
explore the contribution of literature to an
understanding of areas of human concern.
Cambridge IGCSE World Literature and Literature in Course Materials & Resources
English will be accepted by universities and employers All texts and course materials are provided by the
as proof of real knowledge and understanding of the school.
world around us. Successful candidates gain lifelong
skills, including the ability to: Skills Developed
There are four assessment objectives (AOs) for IGCSE
read, interpret, and evaluate literary texts from
World Literature. Students are assessed on their ability
traditional English cultures and different countries
to demonstrate:
and cultures;
develop an understanding of literal and implicit detailed knowledge of the content and form of literary
meaning, relevant contexts, and of the deeper themes texts drawn from traditional and different countries
or attitudes that may be expressed; and cultures;
present an informed, personal response to literary engagement with writers’ ideas and treatment of
texts they have studied; themes, and appreciation of how texts relate to wider
explore wider and universal issues and gain skills of contexts;
empathy, promoting students’ better understanding recognition and appreciation of how writers create
of themselves and of the world around them. and shape meanings and effects;
empathy, through re-creation of a character’s voice
Prerequisite Learning
and thoughts.
Successful completion of Key Stage 3 English or
equivalent. We recommend that candidates who are Next Steps
beginning this course should have previously studied
The World Literature IGCSE certificate is a general
some creative writing and literature in prose/poetry
qualification that enables candidates to progress
and/or drama in the medium of English. Please note that
either directly to employment, or to proceed to further
all IGCSE option choices are subject to school approval.
qualifications. Candidates who are awarded grades A* to
C in Cambridge IGCSE World Literature are well prepared
Course Content
to follow courses leading to IB English A Language and
The syllabus aims, which are not listed in order of
Literature and IB English A English Literature, or the
priority, are to encourage and develop students’ ability
equivalent.
to:
enjoy the experience of reading traditional forms of
literature and world literature;
understand and respond to literary texts in different
forms and from traditional and different countries
and cultures;
communicate an informed personal response
appropriately and effectively;
appreciate different ways in which writers achieve
their effects;
8 | Curriculum Overview 2021-2022
Assessment
Exam Detail Length Weighting Internal/External
Internally marked
A critical essay. and internally and
Portfolio Ongoing 50%
An empathic response. externally
moderated
1 hour 15
Paper 2 Unseen texts 25% External
minutes
1 hour 30
Paper 3 Set texts 25 External
minutes
Curriculum Overview 2021-2022 | 9English as a Second Course Materials & Resources
All texts and course materials are provided by the
Language school.
Skills Developed
The English as a Second Language course is designed Students are assessed on their ability to:
for students whose first language is not English, but
who use it as a language of study. The course will help Reading and Listening
students to understand and communicate in English in understand and select relevant information;
a variety of social registers and styles. Students will also recognise and understand ideas, opinions, attitudes,
develop a greater awareness of the nature of language and connections between related ideas;
and language-learning skills. Finally, the course aims to
understand what is implied; for example, gist,
help students gain a wider international perspective.
relationships, and writer’s purpose.
Prerequisite Learning
Writing and Speaking
Successful completion of Key Stage 3 subjects or convey information and express opinions effectively;
equivalent. Please note that all IGCSE options are subject
employ and control a variety of grammatical
to school approval.
structures;
Course Content demonstrate knowledge and understanding of a
range of vocabulary;
There is no prescribed content for the English as a
Second Language course. Units of study are often observe conventions of paragraphing, punctuation,
thematic and include a range of texts and activities that and spelling;
help students develop skills in the domains of reading, employ appropriate register and style.
writing, speaking, and listening.
Next Steps
Themes are chosen that are relevant to students’ Successful completion of the English as a Second
personal and academic lives. The themes studied Language course is a good foundation for IB English B
may include, but are not limited to, Technology, Sport or equivalent. Students who achieve in the upper mark
and Fitness, Travel, and the Environment. Language range may be able to pursue English Language A at IB.
structures are often taught explicitly based on student
need and, as much as possible, in the context of a
communicative purpose.
10 | Curriculum Overview 2021-2022Assessment
Exam Detail Length Weighting Internal/External
Paper 1 Reading & Writing (Core) 1 hour 30 minutes 60% External
OR
Paper 2 Reading & Writing (Extended) 2 hours 60% External
AND
Component 3 Listening (Core) 40 minutes 20% External
OR
Component 4 Listening (Extended) 50 minutes 20% External
AND
Internally marked and internally and
Component 5 Speaking 10-15 minutes 20%
externally moderated
Curriculum Overview 2021-2022 | 11Mathematics Skills Developed
Students will be able to:
Students are encouraged to develop their mathematical select the mathematics and information to model a
knowledge and skills in a way that builds confidence and situation;
provides satisfaction and enjoyment. The course also
use a graphing calculator efficiently and effectively;
prepares students to use the power of Mathematics in
an increasingly technological world. solve a problem by investigation and analysis, forming
generalisations;
Prerequisite Learning communicate mathematical work using correct
Successful completion of Key Stage 3 Mathematics or notation and terminology;
equivalent. Please note that all IGCSE options are subject use statistical techniques to explore relationships in
to school approval. the real world;
apply combinations of mathematical skills and
Course Content techniques to solve a problem.
Students develop the ability to solve problems by
applying combinations of mathematical skills and Assessment
techniques, using investigation, analysis, deduction,
Assessment is through external examinations which test
and an appropriate strategy. They recognise patterns
the ability of students to know and apply concepts from
and structures and form generalisations, draw logical
the whole course. Students may study Mathematics
conclusions from information, and understand the
IGCSE at Core or Extended level. Students take papers 1,
significance of statistical results. Students also use the
3 and 5 (Core) or 2, 4 6 (Extended) as shown overleaf.
concepts of mathematical modelling to describe a real
life situation and make effective use of technology.
Next Steps
Key themes Students who are particularly gifted in Mathematics will
Number finish the Mathematics IGCSE in H1 and study Additional
Algebra Mathematics IGCSE in H2, gaining two qualifications in
Functions Mathematics.
Geometry
Transformations IGCSE Mathematics students continue their study of
Mensuration the subject at IB level. Students who follow the Core
Coordinate Geometry curriculum are encouraged to study IB Mathematics
Trigonometry at Standard Level. Students who follow the Extended
Sets curriculum and achieve at least a B grade are
Probability encouraged to study IB Mathematics at Standard
Statistics Level. Students who follow the Additional Mathematics
curriculum or achieve at least an A/A* grade are
Course Materials & Resources encouraged to study IB Mathematics Higher Level.
In Mathematics, IGCSE students make use of the
Cambridge International Mathematics textbooks
published by Haese and Harris. In addition, students
are given access to MyiMaths through a school account
and individual logins. Students are also expected to own
a TI-Nspire Graphing Calculator and will use graphing
software such as Desmos.
12 | Curriculum Overview 2021-2022Class Grouping
Students continue in the same bands as in Year 9: Whist students generally continue in the same groups as
An accelerated group will complete the IGCSE in in Year 9, there will be regular opportunities throughout
Mathematics at the end of H1 and continue to study the courses for moves between the groups as appropriate
Additional Mathematics in H2. based on performance and the recommendation of the
Parallel Extended classes will follow a two-year course teachers.
for the IGCSE grades A*-E.
The Core class will follow a reduced curriculum and
takes an exam restricted to grades C-G.
Assessment
KS4 Maths
Exam Detail Length Weighting Internal/External
Paper 1 Short response questions designed to assess knowledge
45 minutes 25% External
(Core) and use of basic skills and methods. Non-calculator.
Paper 2 Short response questions designed to assess knowledge
45 minutes 20% External
(Extended) and use of basic skills and methods. Non-calculator.
Extended response questions, some of which will
Paper 3
particularly assess the use of graphing calculator 105 minutes 60% External
(Core)
functions. Graphic Calculator required.
Extended response questions, some of which will
Paper 4
particularly assess the use of graphing calculator 135 minutes 60% External
(Extended)
functions. Graphic calculator required.
Paper 5 Investigation. Assesses the ability to investigate and
75 minutes 15% External
(Core) solve more open-ended problems.
Paper 6 Investigation and Modelling. Assesses the ability to
100 minutes 20% External
(Extended) investigate, model, and solve more open-ended problems.
Curriculum Overview 2021-2022 | 13Additional In addition, students are given access to MyiMaths
through a school account and individual logins. Students
Mathematics
are also expected to own a TI-Nspire graphing calculator
and will use graphing software such as Demos.
The Additional Mathematics Course is available to Skills Developed
students taking accelerated course in Mathematics The course will help students to:
IGCSE and is taught in H2. Students may also opt to
take Additional Mathematics as an after school class devise mathematical arguments and use and present
throughout H1 and H2. them precisely and logically
integrate information technology (IT) to enhance the
Prerequisite Learning
mathematical experience
The course will consolidate and extend students' existing
develop the confidence to apply their mathematical
mathematical skills, and use these in the context of
skills and knowledge in appropriate situations
more advanced techniques.
derive enjoyment and satisfaction from engaging in
Course Content mathematical pursuits, and gain an appreciation of
the elegance and usefulness of mathematics
Key themes in this course are:
Functions and Quadratic functions Assessment
Equations, inequalities and graphs There are two externally assessed papers of 2 hours
Factors of polynomials each. Scientific calculators are required
Logarithmic and exponential functions
Circular measure and Trigonometry Next Steps
Permutations and combinations
Vectors in two dimensions The Additional Mathematics course is a particularly
Differentiation and integration strong foundation for IBDP Mathematics course at
Higher Level.
Course Materials & Resources
In Additional Mathematics, students make use of the
Collins Cambridge IGCSE Additional Maths textbook.
Assessment
Exam Detail Length Weighting Internal/External
This paper consists of questions of various lengths.
Paper 1 2 hours 50% External
Electronic calculators are required.
This paper consists of questions of various lengths.
Paper 2 2 hours 50% External
Electronic calculators are required.
14 | Curriculum Overview 2021-2022Sciences Course Content
H1 Coordinated Science
Students complete one of two sciences: Coordinated Biology
Double Award Science, also known as Co-ordinated Characteristics of living organisms
Science, or Triple Award Science, also known as Triple Cells
Science. Both courses of study provide students with a Enzymes
comprehensive preparation for later studies, including Nutrition
the IB Diploma programme. Each of these sciences aim Respiration
to give students a sound understanding of the study and Transport
practice of science and an awareness of the impacts of Coordination and Response
scientific applications on society and the environment.
The courses aim to prepare students to become Chemistry
scientifically aware citizens in a technological world, to Atoms, Elements and Compounds
take an informed interest in scientific matters, and to Bonding
undertake the study of sciences at university level. Stoichiometry
The Periodic Table
In Coordinated Science, students study biological, Experimental Techniques
chemical, and physical sciences as a single subject, in Energy Changes in Reactions
a single class, usually with one teacher. At the end of Rates of Reaction
two years of study, students sit three examinations. All
three sciences feature in each of these papers. At the Physics
completion of examinations, students are awarded two
Particulate Nature of Matter
IGCSE grades.
Motion
Mass and Weight
Triple Award Science is a selective programme, suitable
Energy, Work and Power
only for the most capable, most hard-working students.
Energy Transfers
Triple Science is split into three separate subjects, with
Waves
specialist teachers taking Biology, Chemistry, and Physics.
Light
At the end of two years of study, students sit three
Sound
examinations for each of the sciences, nine examinations
in total. Students are awarded three final IGCSE grades,
H2 Coordinated Science
one for each of the Sciences.
Biology
Prerequisite Learning Inheritance
Selection of students for Triple Science and the Energy Flow in Ecosystems
Coordinated Science classes occurs at the end of the Year Human Impacts on Ecosystems
9 academic year. Year 9 students study the IGCSE Bridging
Unit, culminating in the IGCSE Bridging Unit Test. They are Chemistry
allocated to IGCSE classes according to their performance Acids, Bases and Salts
in this unit, their performance in Year 9 assessments, Air and Water
and any special needs they may have. Students who Sulfur
demonstrate outstanding ability and commitment may Carbonates
be offered a place on the Triple Science course. All other Electricity and Chemistry
students will be allocated to Coordinated Science classes Organic Chemistry
and follow either the full, Extended curriculum or the
Core curriculum, depending on their ability level. Please Physics
note that all IGCSE options are subject to school approval.
Circuits
Electromanetism
Radioactivity
Curriculum Overview 2021-2022 | 15Course Materials & Resources Next Steps
In Coordinated Science and Triple Science student IGCSE Science students can continue their study of the
use the Kognity online textbook as well as a variety of subject at IB level.
teacher generated resources. Students are also expected
to own a scientific calculator. Students utilise laboratory Students who are particularly gifted in Science will
equipment and materials to complete experimental complete the Triple Science IGCSEs. Should they achieve
investigations. at least a B grade, they will be encouraged to study IB
sciences (Biology, Chemistry, Physics) at Higher Level.
Skills Developed
Students develop skills in safely performing experiments, Students who follow the Core curriculum are
constructing hypotheses, taking detailed observations, encouraged to study any of the Sciences at Standard
data analysis, experimental design, and evaluation of Level.
experimental methods.
Students who follow the Extended curriculum and
They develop scientific literacy, in English, including the achieve at least a B grade are encouraged to study any
correct use of scientific terms, acknowledgement of of the Sciences at Standard or Higher Level.
sources, and correct use of tense.
Assessment
They develop the ability to think and express themselves Assessment is through external examinations which
logically, with attention to evidence, cause-effect test the ability of students to know and apply concepts
relationships, and classification and control of variables. from the whole course. Students may study Coordinated
Science at Core or Extended level. Core students are
They develop skills in the use of scientific apparatus, restricted to a maximum attainment of Grade C. This
measurement instruments, data loggers, and data is the best option for students who do not find Science
analysis software. They use various types of software easy. The Extended curriculum enables students to gain
applications to communicate scientific ideas and Grades A* to E. Students who study Triple Science may
findings. gain Grades A*-E.
16 | Curriculum Overview 2021-2022Coordinated Science Award
Exam Detail Length Weighting Internal/External
A multiple choice paper consisting of 40 items of the four-choice
Paper 2 45 minutes 30% External
type.
Written paper consisting of short answer and structured
Paper 4 2 hours 50% External
questions.
Paper 6 Alternative to Practical 1 hour 20% External
Triple Science Award
The following applies to Biology, Chemistry, and Physics.
Exam Detail Length Weighting Internal/External
A multiple choice paper consisting of 40 items of the four-choice
Paper 2 45 minutes 30% External
type.
Written paper consisting of short answer and structured 1 hour
Paper 4 50% External
questions. 15 minute
Paper 6 Alternative to Practical 1 hour 20% External
Curriculum Overview 2021-2022 | 17Chinese First Prerequisite Learning
Students beginning this course should have previously
Language achieved at least a C grade in the Key Stage 3 Chinese
Language and Literature course. Students who
followed the Chinese as a Second Language course at
Key Stage 3 may be considered for the First Language
The aims of the course are for students to: course, depending on their previous achievement and
commitment to the subject. Please note that all IGCSE
read a wide range of texts fluently and with good options are subject to school approval.
understanding, enjoying and appreciating a variety of
language;
read critically and use knowledge gained from wide
reading to inform and improve their own writing;
write accurately and effectively, using appropriate
standard language;
work with information and ideas in Chinese by
developing skills of critical evaluation, analysis,
synthesis, and inference;
acquire and apply a wide vocabulary, alongside
a knowledge and understanding of grammatical
terminology and linguistic conventions;
deepen their understanding and appreciation of
Chinese culture and classical texts.
Students aiming for A* to C should,
Assessment Objectives All students should be able to:
in addition, be able to:
Demonstrate understanding of words within Show a more precise understanding of extended
extended texts. texts.
Scan for, and extract, specific information; Recognise the relationship of ideas; evaluate
identify main and subordinate topics; effectiveness; draw inferences; compare, analyse,
summarise, paraphrase, re-express. synthesise.
Reading
Show some sense of how writers achieve their Show understanding of how writers achieve their
effects. effects.
Recognise and respond to simple linguistic Recognise and respond to more sophisticated
devices, including figurative language. linguistic devices.
Express thoughts, feelings, and opinions in
order to interest, inform, or convince the Express thoughts, feelings, and opinions in order
reader. to interest, inform, or convince the reader.
Show some sense of audience; demonstrate Show some sense of audience; demonstrate
adequate control of vocabulary, syntax, and adequate control of vocabulary, syntax, and
Writing grammar; exercise care over punctuation and grammar; exercise care over punctuation and
spelling. spelling.
Write accurate simple sentences; attempt Write accurate simple sentences; attempt a variety
a variety of sentence structures; recognise of sentence structures; recognise the need for
the need for paragraphing; use appropriate paragraphing; use appropriate vocabulary.
vocabulary.
18 | Curriculum Overview 2021-2022Course Materials & Resources Next Steps
A range of authentic and adapted learning materials, Students studying the Chinese First Language course
including online texts and newspaper and magazine at IGCSE can continue their study of the subject at IB
articles, are introduced to support the nine examination Diploma level by choosing either Chinese Literature
topic areas, as guided by the syllabus. These are or Chinese Language and Literature as a Language
provided by the school. A option. Grade C is the minimum requirement for
transiting from IGCSE Chinese First Language to
Skills Developed Chinese A Standard Level study at IB Diploma level.
Students will be able to:
understand and collate explicit meanings;
understand, explain, and collate implicit meanings
and attitudes;
select, analyse, and evaluate what is relevant to
specific purposes;
understand how writers achieve effects;
articulate experience and express what is thought,
felt, and imagined;
order and present facts, ideas, and opinions;
understand and use a range of appropriate
vocabulary;
use language and register appropriate to audience
and context;
make accurate and effective use of paragraphs,
grammatical structures, sentences, punctuation, and
spelling.
Assessment
Exam Detail Length Weighting Internal/External
Reading, Directed Writing and Classical Chinese 2 hours 15
Paper 1 50% External
Questions will be based on syllabus content minutes
Writing
Paper 2 2 hours 50% External
Questions will be based on syllabus content.
Curriculum Overview 2021-2022 | 19Chinese as a Second Course Materials & Resources
Easy Steps to Chinese is used as the main teaching and
Language
learning material to support the student’s literacy
development in the 22 topic areas.
Skills Developed
Chinese as a Second Language is designed for students
Students will:
who have a solid language foundation in Chinese.
The aim is to enhance the students’ knowledge and develop the ability to use Chinese effectively for the
understanding of Mandarin Chinese in order to promote purpose of practical communication;
their educational or employment prospects. form a sound base for the skills required for further
study or employment using Chinese as the medium;
Prerequisite Learning
develop an awareness of the nature of language and
Students beginning this course should have achieved language-learning skills.
at least a C Grade in a Key Stage 3 Chinese Language
promote learners’ personal development.
course of study. Please note that all IGCSE options are
subject to school approval.
Next Steps
Course Content IGCSE Chinese as a Second Language students can
continue their study of the subject at IB level. Students
This course is organised around four broad topic areas
who achieve at least a C grade are encouraged to
which provide contexts for the purpose of practical
consider studying IB Chinese B at Standard Level or
communication and general language application.
Higher Level.
Through the study of these topic areas, students increase
their awareness and appreciation of Chinese language,
culture, history, and society.
The topic areas are:
Area A Young people and education
Area B Society
Area C The world
Area D Cultural diversity
Assessment
Exam Detail Length Weighting Internal/External
Reading & Writing
Candidates are required to complete three reading exercises and
Paper 1 two writing exercises. Types of task include: information transfer, 2 hours 60% External
short-answer questions, multiple-matching, functional writing
and extended writing.
Listening
Candidates listen to recordings of short and longer spoken texts. Approximately
Paper 2 20% External
Types of task include: short-answer questions, gap-fill sentences, 35–45 minutes
information correction and multiple-choice questions.
Speaking
The Speaking test consists of three parts: candidates give a two- Internal
Approximately
Component 3 to three-minute presentation, followed by a short discussion 20% (Externally
10-13 minutes
with the examiner about the presentation, followed by a short moderated)
conversation with the examiner about general topics.
20 | Curriculum Overview 2021-2022Mandarin Chinese The world of work
The international world
Mandarin Chinese is designed for students who are Course Materials & Resources
learning Mandarin Chinese as a foreign language. Integrated Chinese is used as the main teaching
The aim is to develop an ability to use the language and learning material to support students’ literacy
effectively for purposes of practical communication. This development in the five topic areas.
course is based on the linked language skills of listening,
reading, speaking, and writing, and these are built on as
Skills Developed
students progress through their studies.
Students will:
Mandarin Chinese also aims to offer insights into the develop the ability to communicate effectively using
culture and history of countries where Mandarin Chinese the target language;
is spoken, encouraging positive attitudes towards
gain insights into the culture and society of countries
language learning and towards speakers of foreign
where the language is spoken;
languages.
build awareness of the nature of language and
language learning;
Prerequisite Learning
develop positive attitudes towards speakers of other
Students should have previously achieved at least a C
languages and a sympathetic approach to other
grade in Key Stage 3 Chinese as a Foreign Language or
cultures and civilisations;
equivalent. Entry into the course for students who did
not study the subject at Key Stage 3 is at the discretion of gain enjoyment and intellectual stimulation;
the school. Please note that all IGCSE options are subject acquire transferable skills (e.g. analysis, memorising,
to school approval. drawing of inferences) to complement other areas of
the curriculum;
Course Content form a sound base for the skills, language, and
The course is organised around five broad topic areas, attitudes required for progression to work or further
which provide contexts for the acquisition of vocabulary study, either in the target language or another subject
and the study of grammar and structures. Through the area.
study of these topic areas, students gain insight into
target language countries and communities. Next Steps
IGCSE Mandarin Chinese students can continue their
The topic areas are: study of the subject at IB level. Students who achieve at
Everyday activities least a C grade are encouraged to consider studying IB
Personal and social life Chinese B at Standard Level.
The world around us
Assessment
Exam Detail Length Weighting Internal/External
Listening
Paper 1 Candidates listen to a number of recordings and answer questions 35 minutes 25% External
testing comprehension.
Reading
1 hour 15
Paper 2 Candidates read a number of texts and answer questions testing 25% External
minutes
comprehension.
Speaking
Approximately Internal (Externally
Paper 3 Candidates complete one role play and conversations on two 25%
15 minutes moderated)
topics.
Writing
1 hour 15
Paper 4 Candidates complete one form-filling task, one directed writing 25% External
minutes
task and one task in the format of an email/letter or article/blog.
Curriculum Overview 2021-2022 | 21Foreign Languages: Course Materials & Resources
In IGCSE, students use textbooks published by Hodder
French, Spanish, and specifically conceived for French, German, and
Spanish IGCSE. These are provided by the school. They
also use the website linguascope.com. and the Education
and German Perfect language platform.
Skills Developed
Cambridge foreign language IGCSEs are accepted by
Over the two-year course, students will:
universities and employers as proof of linguistic ability
and understanding. The course encourages students to gain the ability to communicate effectively using the
develop lifelong skills, including: target language;
be offered insights into the culture and society of
the ability to use a foreign language as a means of countries where the language is spoken;
practical communication;
develop awareness of the nature of language and
insight into the culture and civilisation of countries language learning;
where the language is spoken;
develop positive attitudes towards speakers of other
a positive attitude towards language learning, towards languages and a sympathetic approach to other
the speakers of other languages, and towards other cultures and civilisations;
cultures and civilisations;
be provided with enjoyment and intellectual
techniques which can be applied to other areas of stimulation;
learning, such as analysis and memory skills;
acquire transferable skills (e.g. analysis, memorising,
a sound foundation for progression to employment or drawing of inferences) to complement other areas of
further study. the curriculum;
form a sound base of the skills, language, and
Prerequisite Learning
attitudes required for progression to work or further
Students should have achieved at least a C grade in their study, either in the target language or another subject
study of the language at Key Stage 3. Please note that all area.
IGCSE options are subject to school approval.
Course 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
22 | Curriculum Overview 2021-2022Next Steps of a mother tongue; it is not suitable for studying a
IGCSE foreign language students can continue their second language. A resource room is allocated for
study of the subject at IB level. Students who achieve self-study students. While no teacher is provided, a
at least a C grade are encouraged to consider studying collection of resources for many languages has been
Language B at Standard Level. Students who achieve gathered over the years; however, students and
a B grade or above should consider opting for IB their parents must also take responsibility for finding
Language B at Higher Level. suitable learning materials. The school will support this
process. Students can continue studying their language
Self-Study Languages at IGCSE Level at IB level, either with a teacher if this is possible or
following the IB Language A self-taught programme. If
At IGCSE level, students can also follow a self-study
available, students can take the corresponding IGCSE
programme if their mother tongue is not taught at
examinations. In the past, TES students have followed
TES. This programme is only suitable for the study
this programme in a variety of languages, such as
Japanese, Hebrew, Korean and Portuguese.
Assessment
Exam Detail Length Weighting Internal/External
Paper 1 Listening 45 minutes 25% External
Paper 2 Reading 1 hour 25% External
Speaking
A single interview with three compulsory parts:
Approximately
Paper 3 Part 1: Role Play 25%
10 minutes Internal
Part 2: Topic 1
Part 3: Topic 2
Paper 4 Writing 1 hour 25% External
Curriculum Overview 2021-2022 | 23Geography Within each of the themes there is the opportunity
to investigate case studies that are relevant to the
students in order to illustrate the content studied.
Through the IGCSE Geography course, students will develop
a 'sense of place' by looking at the world around them on a Course Materials & Resources
local, regional, and global scale. Students examine a range There is no set textbook for the IGCSE Geography
of natural and man-made environments, and study some course, although some sections of Complete Geography
of the processes which have affected their development. for Cambridge IGCSE (Oxford University Press) are
They also look at the ways in which people interact with used. Necessary texts and resources are provided
their environment and the opportunities and challenges an by the school. For revision, some sections of BBC
environment can present, thereby gaining a deeper insight Bitesize offer support (http:// www.bbc.co.uk/
into the different communities and cultures that exist around schools/gcsebitesize/geography/). Students are also
the world. encouraged to read around the topics covered through
engaging with online news platforms and other
Prerequisite Learning sources which their class teacher will suggest when
Successful completion of Key Stage 3 Geography or relevant.
equivalent. All IGCSE options are subject to school approval.
Skills Developed
Course Content Throughout the course, students will develop the
The course is divided into three themes which have been skills to apply, interpret, and analyse different types of
designed to develop an understanding of both the natural geographical information, including:
and the human environment. Each of the themes covers the
following major headings: Topographical maps
Other maps
Population and Settlement Diagrams
Population dynamics Graphs
Migration Tables of data
Population structure Written material
Population density and distribution Photographs
Settlements and service provision Pictorial material
Urban settlements
Urbanisation Next Steps
IGCSE Geography students can continue their study of
The Natural Environment the subject at IB level. Students who achieve at least
Earthquakes and volcanoes a C grade are encouraged to consider studying IB
Rivers Geography at Standard Level. Students who achieve
Coasts a B grade or above should consider opting for IB
Weather Geography at Higher Level.
Climate and natural vegetation
Economic Development
Development
Food production
Industry
Tourism
Energy
Water
Environmental risks of economic development
24 | Curriculum Overview 2021-2022Assessment
Exam Detail Length Weighting Internal/External
Geographical Themes
1 hour 45
Paper 1 Candidates answer structured knowledge-based questions. 45% External
minutes
Candidates answer three questions out of six, one from each theme.
Geographical Skills
1 hour 30
Paper 2 Candidates answer questions designed to test skills in interpreting 27.5% External
minutes
and understanding geographical information.
Alternative to Coursework
1 hour 30
Paper 3 Candidates answer questions based on theoretical investigations, 27.5% External
minutes
testing how to carry out fieldwork.
Curriculum Overview 2021-2022 | 25History
Cambridge IGCSE History encourages students to raise Course Materials & Resources
questions and to develop and deploy historical skills,
The Cambridge IGCSE Modern World History textbook
knowledge, and understanding in order to provide
(Hodder Education) is issued to each student. The school
historical explanations.
also subscribes to Hindsight history magazine, which is
aimed at history students ages 14-16.
Prerequisite Learning
Successful completion of Key Stage 3 History or Skills Developed
equivalent. All IGCSE options are subject to school
The IGCSE History course aims to:
approval.
encourage the development of historical skills,
Course Content including investigation, analysis, and evaluation;
In History we develop an interest in, and enthusiasm for, promote an understanding of key historical concepts:
learning about and understanding the past, exploring cause and consequence, change and continuity, and
historical concepts such as cause and consequence, similarity and difference;
change and continuity, and similarity and difference. encourage international understanding;
Students learn to appreciate historical evidence and improve communication skills;
how to use it and gain a greater understanding of promote the acquisition of knowledge and
international issues and inter-relationships. Students understanding of individuals, people, and societies
also learn how to present clear, logical arguments. in the past.
Key themes
Next Steps
The 20th century – International Relations since 1919: IGCSE History students can continue their study of the
Were the peace treaties of 1919–23 fair? subject at IB level. Students who achieve at least a C
To what extent was the League of Nations a success? grade are encouraged to consider studying IB History at
Why had international peace collapsed by 1939? Standard Level. Students who achieve a B grade or above
Who was to blame for the Cold War? should consider opting for IB History at Higher Level.
How effectively did the USA contain the spread of
Communism?
Why did events in the Gulf matter, c.1970–2000?
Assessment
Exam Detail Length Weighting Internal/External
Structured essay response questions on the depth study and two
Paper 1 2 hours 40% External
optional structured question from a choice.
Document paper in which candidates answer six questions on one
Paper 2 2 hours 33% External
prescribed topic taken from the Core Content.
Internally assessed
Candidates produce one piece of extended writing based on their
Paper 3 Ongoing 27% and externally
Depth Study (2000 words).
moderated
26 | Curriculum Overview 2021-2022Global Perspectives
Young people face unprecedented challenges in an Component 2 Individual Report
interconnected and information-heavy world, not least in Belief systems
how they will gain a sense of their own active place in the Biodiversity and ecosystem loss
world and cope with changes that will impact on their life Changing communities
chances and life choices. Digital world
Family
Candidates explore stimulating topics that have global Humans and other species
significance. They learn to collaborate with others from Sustainable living
another culture, community or country. They assess Trade and aid
information critically and explore lines of reasoning.
They learn to direct their own learning and develop an Component 3 Team Project
independence of thought. IGCSE Global Perspectives
Conflict and peace
emphasises the development and application of skills
Disease and health
rather than the acquisition of knowledge. Candidates
Human rights
develop transferable skills that will be useful for further
Language and communication
study and for young people as active citizens of the
Poverty and inequality
future.
Sport and recreation
Tradition, culture and identity
Prerequisite Learning Water, food and agriculture
Successful completion of Key Stage 3 ISE or equivalent.
All IGCSE options are subject to school approval.
Course Materials & Resources
Course Content There is no set textbook for the IGCSE Global
Perspectives course, although some sections of a
IGCSE Global Perspectives is built around topics;
suitable Cambridge IGCSE textbook will be used at times.
knowledge of content is not assessed. However,
Necessary texts and resources are provided by the
each particular topic encompasses issues of global
school. Students are also encouraged to read around
importance. The topics offer a context within which
the topics covered through engaging with online news
candidates can begin to develop and demonstrate an
platforms and other sources which their class teacher
understanding of these global issues from personal, local
will suggest when relevant. The very nature of the
and/or national and global perspectives. Candidates
subject means that students are likely to utilise a variety
use research, reasoning and questioning to gain this
of up to date news resources to promote discussion and
understanding and form their own judgements. Students
debate.
will look at several topics over the term of the course to
help develop candidates’ skills.
Skills Developed
The topics are as follows: Cambridge IGCSE Global Perspectives candidates will
have opportunities to acquire and apply a range of skills
Component 1 Written Examination including:
Demographic change
researching, analysing and evaluating information
Education for all
developing and justifying a line of reasoning
Employment
reflecting on processes and outcomes
Fuel and energy
communicating information and reasoning
Globalisation
collaborating to achieve a common outcome.
Law and criminality
Migration
Transport systems
Curriculum Overview 2021-2022 | 27Next Steps
Global Perspectives covers a range of skills across a variety of subject disciplines and students will therefore be in a position
to study any of the Group 3 Individuals & Societies subjects at IB. Discussions can be head with their teacher during the
second year of the course to establish if there is a particular subject they are more likely to thrive in.
Assessment
Exam Detail Length Weighting Internal/External
Written Examination:
1 hour
Component 1 Candidates answer four compulsory questions 35% External
15 minutes
based on a range of sources.
Individual Report: Candidates research one topic
area of personal, local and/or national and global
Component 2 1500–2000 words 30% External
significance and submit a report based on their
research.
Team Project: Team element -
Candidates devise and develop a collaborative one outcome plus
Internally assessed
project into an aspect of one topic.The Team 200-300 words
Component 3 35% and externally
Project comprises two elements - a team element
moderated
(team outcome and explanation) and an personal Personal element -
element (reflective paper). 750-1000 words
28 | Curriculum Overview 2021-2022Economics
Economics is the study of how money flows through an 6 International trade and globalisation
economy. This includes studying how money flows between The importance of trade between countries and the growth
businesses and consumers, businesses and other businesses, of globalisation is explored. Principles such as specialisation,
businesses and governments, governments and its citizens, and the role of free trade, the role of multinational companies,
between different governments. foreign exchange rates and balance of payments stability are
considered.
Prerequisite Learning
Successful completion of Key Stage 3 subjects or equivalent.
Course Materials & Resources
Please note that all IGCSE options are subject to school In IGCSE Economics, students make use of the Economics
approval. textbooks that are published by Hodder Education Publications.
These are provided by the school. There are also many teacher
made resources used that are shared with students during
Course Content lessons.
1 The basic economic problem
The first section of the syllabus introduces the fundamental Skills Developed
ideas and concepts that underpin the study of economics The learning outcomes of IGCSE Economics are to:
including the basic economic problem, factors of production,
opportunity cost and production possibility curves. develop students’ knowledge and understanding of economic
terminology and principles, and elementary economic
theory;
2 The allocation of resources
The fundamental principles of resource allocation are develop students’ basic economic numeracy and literacy
considered through the price mechanism in a market economy. and their ability to handle simple data including graphs and
The market forces of demand and supply, market equilibrium diagrams;
and disequilibrium, and elasticity form the core of this section. develop students’ ability to use the tools of economic
analysis in particular situations;
3 Microeconomic decision makers show students how to identify and discriminate between
The microeconomy is an important area of study, and the differing sources of information and how to distinguish
approach to learning taken here is through the role of the major between facts and value judgements in economic issues;
decision makers: banks, households, workers, trade unions and develop students’ ability to use economic skills (with
firms. reference to individuals, groups, and organisations) to
understand better the world in which they live;
4 Government and the macroeconomy enable students to participate more fully in decision-making
Governments have different macroeconomic aims, and conflicts processes as both consumers and producers and as citizens
often arise between the choice of measures used to achieve of the local, national, and international community;
them. Variables must be measured to consider the causes and
develop students’ understanding of the economies of
consequences of change, and appropriate policies applied.
developed and developing nations and of the relationships
between them; and to develop their appreciation of these
5 Economic development relationships from the perspective of both developed and
As an economy develops there will be changes in population, developing nations.
living standards, poverty and income redistribution. Therefore,
the effects of changes in the size and structure of population Next Steps
and of other influences on development in a variety of countries
IGCSE Economics students can continue their study of the
are explored.
subject at IB level. Students who achieve at least a C grade are
encouraged to consider studying IB Economics at Standard
Level. Students who achieve a B grade or above should consider
opting for IB Economics at Higher Level.
Assessment
Exam Detail Length Weighting Internal/External
Paper 1 Multiple choice paper testing knowledge and understanding. 30 Marks 30% External
Data response questions testing analysis and critical evaluation and
Paper 2 70 Marks 70% External
decision making
Curriculum Overview 2021-2022 | 29You can also read
