IGCSE

What are the IGCSE’s?

Cambridge IGCSE is the world's most popular international curriculum for 14-16 year olds, leading to globally recognised and valued Cambridge IGCSE qualifications. It incorporates the best in international education for learners at this level. It develops in line with changing needs, and is regularly updated and extended. Cambridge IGCSE teachers can draw on excellent resources, training and advice from subject experts.

Cambridge IGCSE encourages learner-centred and enquiry-based approaches to learning. It develops learners' skills in creative thinking, enquiry and problem solving, giving learners excellent preparation for the next stage in their education. Schools can build a core curriculum, extend it to suit their learners and introduce cross-curricular perspectives. Clearly defined learning outcomes and content, mean Cambridge IGCSE is compatible with other curricula and is internationally relevant and sensitive to different needs and cultures.

Assessment for Cambridge IGCSE usually takes place at the end of the two-year course and includes written and oral tests, coursework and practical assessment. Schools have the option of assessing learners using only external examinations or, in most subjects, combining examinations with coursework. Coursework is set and marked by the teacher and externally moderated by CIE.

In most subjects there is a choice between core and extended curricula, making IGCSE suitable for a wide range of abilities. Each learner’s performance is benchmarked using eight internationally recognised grades. There are clear guidelines which explain the standard of achievement for different grades.

IGCSE subjects for Years 10/11

Core Subjects: (ALL students will follow these IGCSE courses.)

English 1st Language
Mathematics
Co-ordinated sciences
French foreign language
PE
Bible Or English as a Second Language

Or (Physics/Chemistry/Biology)
Or AS level French 1 IGCSE
1 IGCSE
2 IGCSEs or 3 IGCSEs
1 IGCSE or 1 AS-level

Optional subjects: (Students choose 1 from each line)

English Literature / Portuguese / German / Korean / Dutch
1 IGCSE
History / Design and Technology
1 IGCSE
Geography / Child Development
1 IGCSE
Information Communication Technology / Art and Design
1 IGCSE

Note: Religious Studies may be offered as a 1 year course in 2012-13 it is not a choice for 2011-12
Religious Studies (Bible Knowledge)

1 “O” Level (same value as 1 IGCSE)

More detailed information about IGCSE courses can be found at: www.cie.org.uk

http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subjects

CORE SUBJECT DESCRIPTIONS AND AIMS

English First Language

The aims are to:
• enable students to communicate accurately, appropriately and effectively in writing;
• enable students to understand and respond appropriately to what they read;
• encourage students to enjoy and appreciate the variety of language;
• complement the students’ other areas of study by developing skills of a more general application
(e.g. analysis, synthesis, drawing of inferences);
• promote the students’ personal development and an understanding of themselves and others

English as a Second Language

The syllabus assesses candidates’ ability to use English as a medium of practical communication, and is
designed for students for whom English is not a first language/mother tongue but for whom it is a lingua
franca or language of study.
The aims are to:
1 develop the ability to use English effectively for the purpose of practical communication;
2 form a sound base for the skills required for further study or employment using English as the medium;
3 develop an awareness of the nature of language and language-learning skills, along with skills of a more
general application;
4 promote students’ personal development

Mathematics

The aims are to enable candidates to:
1. develop their mathematical knowledge and oral, written and practical skills in a way which encourages
confidence and provides satisfaction and enjoyment;
2. read mathematics, and write and talk about the subject in a variety of ways;
3. develop a feel for number, carry out calculations and understand the significance of the results obtained;
4. apply mathematics in everyday situations and develop an understanding of the part which mathematics
plays in the world around them;
5. solve problems, present the solutions clearly, check and interpret the results;
6. develop an understanding of mathematical principles;
7. recognise when and how a situation may be represented mathematically, identify and interpret relevant
factors and, where necessary, select an appropriate mathematical method to solve the problem;
8. use mathematics as a means of communication with emphasis on the use of clear expression;
9. develop an ability to apply mathematics in other subjects, particularly science and technology;
10. develop the abilities to reason logically, to classify, to generalise and to prove;
11. appreciate patterns and relationships in mathematics;
12. produce and appreciate imaginative and creative work arising from mathematical ideas;
13. develop their mathematical abilities by considering problems and conducting individual and co-operative
enquiry and experiment, including extended pieces of work of a practical and investigative kind;
14. appreciate the interdependence of different branches of mathematics;
15. acquire a foundation appropriate to their further study of mathematics and of other disciplines

Co-ordinated Science

The aims are to:
1. provide a worthwhile educational experience for all candidates, through well-designed studies of
experimental and practical science, whether or not they go on to study science beyond this level. In
particular, candidates’ studies should enable them to acquire understanding and knowledge of the
concepts, principles and applications of biology, chemistry and physics and, where appropriate, other
related sciences so that they may
• become confident citizens in a technological world, able to take or develop an informed interest in
matters of scientific importance
• recognise the usefulness, and limitations, of scientific method and appreciate its applicability in other
disciplines and in everyday life
• be suitably prepared to embark upon certain post-16 science-dependent vocational courses and
studies in any of the pure sciences and applied sciences
2. develop abilities and skills that
• are relevant to the study and practice of science
• are useful in everyday life
• encourage safe practice
• encourage effective communication
3. stimulate
• curiosity, interest and enjoyment in science and its methods of enquiry
• interest in, and care for, the environment
4. promote an awareness that
• the study and practice of science are co-operative and cumulative activities subject to social,
economic, technological, ethical and cultural influences and limitations
• the applications of science may be both beneficial and detrimental to the individual, the community
and the environment
• the concepts of science are of a developing and sometimes transient nature
• science transcends national boundaries and that the language of science is universal.

In addition to these general aims, IGCSE Co-ordinated Sciences seeks to:
5. emphasise that some principles and concepts are common to all science, while others are more
particular to the separate sciences of biology, chemistry and physics
6. promote interdisciplinary enquiry through practical investigations and through the co-ordination of the
subject matter of the three separate science

Physics / Chemistry / Biology (Separate Science)

The aims are:
1. to provide a worthwhile educational experience for all candidates, through well designed studies of
experimental and practical science, whether or not they go on to study science beyond this level
2. to enable candidates to acquire sufficient understanding and knowledge to:
• become confident citizens in a technological world, to take or develop an informed interest in
scientific matters
• recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in
other disciplines and in everyday life
• be suitably prepared for studies beyond IGCSE in pure sciences, in applied sciences or in science dependent vocational courses
3. to develop abilities and skills that
• are relevant to the study and practice of physics / chemistry / biology
• are useful in everyday life
• encourage safe practice
• encourage effective communication
4. to develop attitudes relevant to physics / chemistry / biology such as
• concern for accuracy and precision
• objectivity
• integrity
• enquiry
• initiative
• inventiveness
5. to stimulate interest in, and care for, the environment
6. to promote an awareness that
• scientific theories and methods have developed, and continue to develop, as a result of co-operative
activities of groups and individuals
• the study and practice of science are subject to social, economic, technological, ethical and cultural
influences and limitations
• the applications of science may be both beneficial and detrimental to the individual, the community
and the environment
• science transcends national boundaries and that the language of science, correctly and rigorously
applied, is universal.

French language -AS Level

Cambridge International A & AS Level syllabuses in languages other than English aim to:
• develop the ability to understand a language from a variety of registers
• enable students to communicate confidently and clearly in the target language
• form a sound base of skills, language and attitudes required for further study, work and leisure
• develop insights into the culture and civilisation of the countries where the language is spoken, including
the study of literary texts where appropriate (this does not apply to AS Language qualifications)
• encourage positive attitudes to language learning and a sympathetic approach to other cultures and
civilisations
• support intellectual and personal development by promoting learning and social skills

OPTIONAL SUBJECT DESCRIPTIONS AND AIMS

English Literature

The syllabus aims, which are not listed in order of priority, are to encourage and develop candidates’ 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

French, Portuguese, German, Dutch, Korean First Language

French, Portuguese, German, Dutch, Korean Modern Foreign Language

The aims are to:
1. develop the ability to use the language effectively for purposes of practical communication within the
country of residence, where appropriate, and in all countries where the language is spoken
2. form a sound base of the skills, language and attitudes required for further study, work and leisure
3. offer insights into the culture and civilisation of countries where the language is spoken
4. encourage fuller integration into the local community, where relevant
5. develop a fuller awareness of the nature of language and language learning
6. encourage positive attitudes toward language learning and towards speakers of other languages and a
sympathetic approach to other cultures and civilisations
7. provide enjoyment and intellectual stimulation
8. complement other areas of study by encouraging skills of a more general application (e.g. analysis,
memorising, drawing of inferences)

History

The aims 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 communication skills

Design and Technology (Graphics)

The aims of the Cambridge IGCSE Design and Technology syllabus are to enable candidates to develop:
• awareness, understanding and expertise in those areas of creative thinking which can be expressed and
developed through investigation and research, planning, designing, making and evaluating, working with
media, materials and tools
• the ability to solve practical and technological problems using processes of analysis, synthesis and
realisation
• a range of communication skills which are central to design, making and evaluation
• a range of making skills
• the desire to relate their work to their personal interests and abilities by learning and experimenting with
materials in practical areas
• greater curiosity, enquiry, initiative, ingenuity, resourcefulness and discrimination
• improved technological awareness, attitudes of co-operation and social responsibility and abilities to
enhance the quality of the environment
• the ability to make value judgements of an aesthetic, technical, economic and moral nature

Geography

The syllabus aims are to encourage candidates 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 environments;
• an understanding of different communities and cultures throughout the world and an awareness of the
contrasting opportunities and constraints presented by different environments

Child Development

The course may well lay the foundations of further studies beyond IGCSE in developmental psychology and
the scientific appreciation of all other ages and stages of human development. It therefore aims to enable
candidates to:
• develop an understanding of the relationships between currently accepted norms of development and
actual observed behaviour of children;
• develop an understanding of scientific method, including the collection, analysis and interpretation
of data;
• enhance their ability to apply their knowledge and understanding of child development to their own
interaction with babies, parents and children;
• develop an awareness of the cultures and constitutions of families in a variety of communities;
• develop an appreciation of the complexity of influences on the developing child;
• develop an empathy with young children;
• extend an awareness of the dynamic nature of human development;
• arouse a critical awareness of their own childhood and continuing development;
• encourage their own structural observation of young children in the home, out of doors, in nursery,
playgroup and at school

Information Communication Technology

The aims are to:
1. help candidates to develop and consolidate their knowledge, skills and understanding in ICT and be
aware of new and emerging technologies;
2. encourage candidates to develop further as autonomous users of ICT;
3. encourage candidates to continue to develop their ICT skills in order to enhance their work in a variety of
subject areas;
4. provide opportunities for candidates to analyse, design, implement, test and evaluate ICT systems;
5. encourage candidates to consider the impact of new technologies on methods of working in the outside
world and on social, economic, ethical and moral issues;
6. help candidates to improve their skills and increase their awareness of the ways in which ICT is used in
practical and work-related situations

Art and Design

An Art and Design course should encourage personal expression, imagination, sensitivity, conceptual
thinking, powers of observation, an analytical ability and practical attitudes. It should lead to greater
understanding of the role of the visual arts in the history of civilisations and widen cultural horizons
and enrich the individual. In addition, it should combine a breadth and depth of study so that it may
accommodate a wide range of abilities and individual resources.

Art and Design complements literary, mathematical, scientific and factual subjects. It is especially
concerned with the development of visual perception and aesthetics and is a form of communication and a
means of expressing ideas and feelings.

It encourages candidates to develop:
1. an ability to record from direct observation and personal experience;
2. an ability to identify and solve problems in visual and/or other forms;
3. creativity, visual awareness, critical and cultural understanding;
4. an imaginative, creative and personal response;
5. confidence, enthusiasm and a sense of achievement in the practice of Art and Design;
6. growing independence in the refinement and development of ideas and personal outcomes;
7. engagement and experimentation with a range of media, materials and techniques, including new media
where appropriate;
8. experience of working in relevant frameworks and exploration of manipulative skills necessary to form,
compose and communicate in two and/or three dimensions;
9. knowledge of a working vocabulary relevant to the subject and an interest in, and a critical awareness of,
other practitioners, environments and cultures;
10. investigative, analytical, experimental, interpretative, practical, technical and expressive skills which aid
effective and independent learning

Religious Studies (Bible Knowledge)

The syllabus aims are to enable candidates to:
1. Acquire a knowledge of the life and teaching of Jesus, and the development of the early Christian
church.
2. Develop an enquiring and critical approach to the study of biblical texts, the ideas they contain, and the
ways in which they may be interpreted.
3. Identify and explore the religious, ethical and historical questions raised in the texts studied.
4. Attempt an informed response to issues arising out of their study

< Prev