CAMBRIDGE INTERNATIONAL
GENERAL CERTIFICATE OF
SECONDARY EDUCATION
(IGCSE) PROGRAMME
COURSE DESCRIPTIONS
Examinations 2015
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Table of Contents
Introduction ............................................................................................................................................ 4
IGCSE Mathematics for the International Student .......................................................................... 5
Syllabus Aims ...................................................................................................................................... 5
Content ............................................................................................................................................... 5
Assessment Objectives ....................................................................................................................... 6
Assessment ......................................................................................................................................... 6
IGCSE English Language .......................................................................................................................... 7
Syllabus Aims ...................................................................................................................................... 7
Assessment Objectives ....................................................................................................................... 7
Assessment ......................................................................................................................................... 8
IGCSE English Literature .................................................................................................................... 8
Syllabus Aims ...................................................................................................................................... 8
Assessment Objectives ....................................................................................................................... 8
Assessment ......................................................................................................................................... 9
IGCSE Afrikaans as a Second Language ................................................................................................. 10
Syllabus Aims .................................................................................................................................... 10
Assessment Objectives ..................................................................................................................... 10
Assessment ....................................................................................................................................... 11
IGCSE French Foreign Language............................................................................................................ 12
Syllabus Aims .................................................................................................................................... 12
Content ............................................................................................................................................. 12
Assessment Objectives: .................................................................................................................... 13
Assessment ....................................................................................................................................... 13
IGCSE Physical Science .......................................................................................................................... 14
Syllabus Aims .................................................................................................................................... 14
Assessment Objectives ..................................................................................................................... 15
Content ............................................................................................................................................. 16
Assessment ....................................................................................................................................... 16
IGCSE Biology ........................................................................................................................................ 17
Syllabus Aims .................................................................................................................................... 17
Content ............................................................................................................................................. 18
Assessment Objectives (Please see Physical Science section for details)......................................... 18
Assessment ....................................................................................................................................... 18
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IGCSE Geography .................................................................................................................................. 19
Syllabus Aims .................................................................................................................................... 19
Assessment Objectives ..................................................................................................................... 19
Content ............................................................................................................................................. 20
Assessment ....................................................................................................................................... 20
IGCSE History......................................................................................................................................... 21
Syllabus Aims .................................................................................................................................... 21
Assessment Objectives ..................................................................................................................... 22
Content ............................................................................................................................................. 22
Assessment ....................................................................................................................................... 23
IGCSE Business Studies ......................................................................................................................... 24
Syllabus Aims .................................................................................................................................... 24
Assessment Objectives ..................................................................................................................... 24
Content ............................................................................................................................................. 25
Assessment ....................................................................................................................................... 25
Art and design ....................................................................................................................................... 26
Syllabus Aims .................................................................................................................................... 26
Content ............................................................................................................................................. 26
Assessment Objectives ..................................................................................................................... 27
Assessment ....................................................................................................................................... 27
Cambridge IGCSE Drama ....................................................................................................................... 28
Syllabus Aims .................................................................................................................................... 28
Assessment Objectives ..................................................................................................................... 28
Assessment ....................................................................................................................................... 29
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Introduction
Cambridge IGCSE is the world's most popular international curriculum for 14-16 year olds,
leading to globally-recognised and valued Cambridge IGCSE qualifications. It is part of the
Cambridge Secondary 2 stage.
Schools worldwide have helped develop Cambridge IGCSE, which provides excellent
preparation a variety of progression routes. It incorporates the best in international education
for learners at this level. It develops in line with changing needs, and is regularly updated
and extended.
At The International School of Hout Bay all students are entered for the International
Certificate of Education which requires a minimum of seven subjects. In addition students
take an additional Science and English Literature to sufficiently prepare them for the choices
available at the International Baccalaureate Diploma Programme level. All IGCSE students
are required to take all subjects at the extended level.
The information contained in this guide has been copied from the relevant IGCSE Syllabi for
2015.
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IGCSE Mathematics for the International Student
Mathematics teachers in international schools have worked with Cambridge to create
Cambridge International Mathematics (IGCSE) – a new curriculum and qualification to
prepare students to use the power of mathematics in an increasingly technological world.
The new syllabus fits teaching maths in an international school, leading to a qualification with
widespread university recognition.
Syllabus Aims
The aims of this syllabus should enable students to:
1. acquire a foundation of mathematical skills appropriate to further study and continued
learning in mathematics;
2. develop a foundation of mathematical skills and apply them to other subjects and to the
real world;
3. develop methods of problem solving;
4. interpret mathematical results and understand their significance;
5. develop patience and persistence in solving problems;
6. develop a positive attitude towards mathematics which encourages enjoyment, fosters
confidence and promotes enquiry and further learning;
7. appreciate the beauty and power of mathematics;
8. appreciate the difference between mathematical proof and pattern spotting;
9. appreciate the interdependence of different branches of mathematics and the links with
other disciplines;
10. appreciate the international aspect of mathematics, its cultural and historical significance
and its role in the real world;
11. read mathematics and communicate the subject in a variety of ways.
Content
This course covers 11 topics:
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Number
Algebra
Functions
Geometry
Transformations and vectors (in two dimensions)
Mensuration
Coordinate Geometry
Trigonometry
Sets
Probability
Statistics
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Assessment Objectives
The examination will test the ability of candidates to:
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know and apply concepts from all the aspects of mathematics listed in the specification;
apply combinations of mathematical skills and techniques to solve a problem;
solve a problem by investigation, analysis, the use of deductive skills and the application
of an appropriate strategy;
recognise patterns and structures and so form generalisations;
draw logical conclusions from information and understand the significance of
mathematical or statistical results;
use spatial relationships in solving problems;
use the concepts of mathematical modelling to describe a real-life situation and draw
conclusions;
organise, interpret and present information in written, tabular, graphical and
diagrammatic forms;
use statistical techniques to explore relationships in the real world;
communicate mathematical work using the correct mathematical notation and
terminology, logical argument, diagrams and graphs;
make effective use of technology;
 estimate and work to appropriate degrees of accuracy.
Assessment
Candidates write three papers in the final examination:
Paper 2 – 45 minutes – 40 marks – 20% of the final mark.
In this paper the use of a calculator is not allowed; questions are designed to assess
knowledge
and use of basic skills and methods; any part of the syllabus content may be
present in this paper but questions will focus on concepts which can be assessed without
access to a calculator.
Paper 4 – 2 hours 15 minutes – 120 marks – 60% of the final mark.
For this paper a graphics calculator is required; any area of the syllabus may be assessed;
some of the questions will particularly assess the use of the graphics calculator functions.
Paper 6 – 1 hour 30 minutes – 40 marks – 20% of the final mark.
A graphics display calculator (GDC) is required; one investigation and one modelling
question are given in this paper; any area of the syllabus may be assessed.
Candidates are assessed on their ability to investigate, model, and solve more open-ended
problems; clear communication and full reasoning are especially important.
An extended time allowance is given for this paper to allow students to explore and
communicate their ideas fully.
It is important to note that the GDC is only allowed for the Mathematics course, for all other
subjects a scientific calculator is allowed.
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IGCSE English Language
Designed for students for whom English is their mother tongue, IGCSE First Language
English develops the ability to communicate clearly, accurately and effectively in both
speech and writing. Students learn how to employ a wide-ranging vocabulary, use correct
grammar, spelling and punctuation, and develop a personal style and an awareness of the
audience being addressed. Students are also encouraged to read widely, both for their own
enjoyment and to further their awareness of the ways in which English can be used. IGCSE
First Language English also develops more general analysis and communication skills such
as synthesis, inference, and the ability to order facts and present opinions effectively.
Syllabus Aims
The aims are set out below and describe the educational purposes of a course in First
Language English for the Cambridge IGCSE examination. They are not listed in order of
priority.
The aims are to:
1. enable students to communicate accurately, appropriately and effectively in speech and
writing
2. enable students to understand and respond appropriately to what they hear, read and
experience
3. encourage students to enjoy and appreciate a variety of language
4. complement students’ other areas of study by developing skills of a more general
application (e.g. analysis, synthesis, drawing of inferences)
5. promote students’ personal development and an understanding of themselves and
others.
Assessment Objectives
Cambridge IGCSE First Language English has three Assessment Objectives (AOs).
AO1: Reading
Candidates will be assessed on their ability to:
R1 understand and collate explicit meanings
R2 understand, explain and collate implicit meanings and attitudes
R3 select, analyse and evaluate what is relevant to specific purposes
R4 understand how writers achieve effects.
AO2: Writing
Candidates will be assessed on their ability to:
W1 articulate experience and express what is thought, felt and imagined
W2 order and present facts, ideas and opinions
W3 understand and use a range of appropriate vocabulary
W4 use language and register appropriate to audience and context
W5 make accurate and effective use of paragraphs, grammatical structures, sentences,
punctuation and spelling.
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Assessment
Paper 2: Reading Passages (Extended) - 2 hours - 50% of total marks.
Candidates answer three questions on two passages of 600–700 words each, linked by a
common theme.
Paper 3: Directed Writing and Composition - 2 hours - 50% of total marks.
Candidates answer one question on a passage or passages totalling 700–800 words.
Candidates also answer one composition task from a choice of 6 titles.
Component 4: Coursework Portfolio (Only done if recommended by the teacher)
Candidates submit three assignments, each of 500–800 words.
50% of total marks
IGCSE English Literature
The syllabus enables students to read, interpret and evaluate texts through the study of
literature in English. They develop an understanding of literal meaning, relevant contexts and
of the deeper themes or attitudes that may be expressed. Through their studies, students
learn to recognise and appreciate the ways in which writers use English to achieve a range
of effects, and will be able to present an informed, personal response to the material they
have studied. The syllabus also encourages the exploration of wider and universal issues,
promoting students' better understanding of themselves and of the world around them.
Syllabus Aims
Cambridge IGCSE Literature (English) aims to develop learners who:
 enjoy the experience of reading literature
 understand and respond to literary texts in different forms and from different periods and
cultures
 communicate an informed personal response appropriately and effectively
 appreciate different ways in which writers achieve their effects
 experience literature’s contribution to aesthetic, imaginative and intellectual growth
 explore the contribution of literature to an understanding of areas of human concern.
Assessment Objectives
The assessment objectives in Cambridge IGCSE Literature (English) are:
AO1: show detailed knowledge of the content of literary texts in the three main forms
(drama, poetry and prose)
AO2: understand the meanings of literary texts and their contexts, and explore texts beyond
surface meanings to show deeper awareness of ideas and attitudes
AO3: recognise and appreciate ways in which writers use language, structure and form to
create and shape meanings and effects
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Assessment
At ISHB we do the following Components, since they are most consistent with the IB
syllabus.
Component 1 Poetry and Prose - 1 hour 30 minutes - 50 marks
Candidates answer two questions on two texts: one poetry and one prose.
There is a choice of two questions (one passage-based and one essay) on each text.
Component 3 Drama (Open Text) - 45 minutes - 25 marks
Candidates answer one question on one text.
There is a choice of two questions (one passage-based and one essay) on each text.
Component 4 Unknown Text - 1 hour 15 minutes (Unseen) - 25 marks
Candidates answer one question.
There is a choice of two questions requiring critical commentary (one based on literary prose
and one based on a poem or extract of a poem).
Set texts
Component 1
From Songs of Ourselves, Part 4 (Poems from the Nineteenth and Twentieth Centuries):
Poems 110 to 123 inclusive, i.e. the following 14 poems:
Sujata Bhatt, ‘A Different History’
Gerard Manley Hopkins, ‘Pied Beauty’
Allen Curnow, ‘Continuum’
Edwin Muir, ‘Horses’
Judith Wright, ‘Hunting Snake’
Ted Hughes, ‘Pike’
Christina Rossetti, ‘A Birthday’
Dante Gabriel Rossetti, ‘The Woodspurge’
Kevin Halligan, ‘The Cockroach’
Margaret Atwood, ‘The City Planners’
Boey Kim Cheng, ‘The Planners’
Norman MacCaig, ‘Summer Farm’
Elizabeth Brewster, ‘Where I Come From’
William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’
Section B: Prose
* Robert Louis Stevenson ‘The Strange Case of Dr Jekyll and Mr Hyde’
Set texts for Component 3
** William Shakespeare ‘The Merchant of Venice’
Set texts for Component 4
There are no formal set texts here, since this Component is based on an unseen passage,
requiring critical commentary.
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IGCSE Afrikaans as a Second Language
Cambridge IGCSE Afrikaans as a Second Language is recognised by universities and
employers as proof of knowledge and understanding of the language. The syllabus is
designed for students who already have a working knowledge of the language and who want
to consolidate their understanding in order to progress in their academic or professional
career. The qualification reflects the widespread use of Afrikaans in education and
commerce, and also in entertainment, throughout Southern Africa. Through their studies,
students will learn how to use Afrikaans effectively in the type of situations, and Afrikaansspeaking environments, they will encounter in their daily lives. The aim is to achieve a level
of practical communication ideal for everyday use, which can also form the basis for further,
more in-depth language study.
Candidates beginning Afrikaans as a Second Language are expected to have had prior
contact with Afrikaans at school and/or in their community.
Syllabus Aims
The aims of the Cambridge IGCSE Afrikaans as a Second Language syllabus are to enable
candidates to:
 develop the ability to use Afrikaans effectively for the purpose of practical communication
 form a sound base for the skills required for further study or employment using Afrikaans
as the medium
 develop an awareness of the nature of language and language-learning skills, along with
skills of a more general application
 promote their personal development.
Assessment Objectives
This syllabus assesses the receptive skills of Reading and Listening, and the productive
skills of Writing and Speaking. Assessment objectives (AOs) have been grouped under skill
headings, but it is recognised that these are interrelated.
AO1: Reading
Candidates will be assessed on their ability to:
R1 understand and respond to information presented in a variety of forms
R2 select and organise material relevant to specific purposes
R3 recognise, understand and distinguish between facts, ideas and opinions
R4 infer information from texts.
AO2: Writing
Candidates will be assessed on their ability to:
W1 communicate clearly, accurately and appropriately
W2 convey information and express opinions effectively
W3 employ and control a variety of grammatical structures
W4 demonstrate knowledge and understanding of a range of appropriate vocabulary
W5 observe conventions of paragraphing, punctuation and spelling
W6 employ appropriate register/style.
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AO3: Listening
Candidates will be assessed on their ability to:
L1 understand and respond to information presented in a variety of forms
L2 recognise, understand and distinguish between facts, ideas and opinions
L3 select and organise material relevant to specific purposes
L4 infer information from texts.
AO4: Speaking
Candidates will be assessed on their ability to:
S1 communicate clearly, accurately and appropriately
S2 convey information and express opinions effectively
S3 employ and control a variety of grammatical structures
S4 demonstrate knowledge of a range of appropriate vocabulary
S5 engage in and influence the direction of conversation
S6 employ suitable pronunciation and stress patterns.
Assessment
Paper 1: Reading and Writing
Total mark: 70
Duration: 2 hours.
Dictionaries may not be used.
Paper 2: Listening
Total mark: 30
Duration: approximately 35–45 minutes.
Dictionaries may not be used.
Paper 5: Oral
Each oral test lasts approximately 10–15 minutes, as follows:
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non-assessed ‘warm-up’ conversation (approximately 2–3 minutes)
time for the candidate to read the Oral Assessment Card and to prepare a response
(they may not make written notes) (approximately 2–3 minutes)
assessed conversation (6–9 minutes)
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IGCSE French Foreign Language
This is an examination designed for students learning French as a foreign language. The
aim is to develop an ability to use the language effectively for purposes of practical
communication. The course is based on the linked language skills of listening, reading,
speaking and writing, and these are built on as the students progress through their studies.
The syllabus also aims to offer insights into the culture and civilisation of countries where the
language is spoken, thus encouraging positive attitudes towards language learning and
towards speakers of foreign languages.
Syllabus Aims
Cambridge foreign language French is accepted by universities and employers as proof of
linguistic ability and understanding. The course encourages learners to develop lifelong
skills, including:
• the ability to use a foreign language as a means of practical communication
• insight into the culture and civilisation of countries where the language is spoken
• a positive attitude towards language learning, towards the speakers of other
languages, and towards other cultures and civilisations
• techniques which can be applied to other areas of learning, such as analysis and
memory skills
• a sound foundation for progression to employment or further study.
The aims are to:
1. Develop the ability to use the language effectively for purposes of practical
communication within the country of residence, where appropriate, and in all countries
where the language is spoken.
2. Form a sound base of the skills, language and attitudes required for further study, work
and leisure.
3. Offer insights into the culture and civilisation of countries where the language is spoken.
4. Encourage fuller integration into the local community, where relevant.
5. Develop a fuller awareness of the nature of language and language learning.
6. Encourage positive attitudes toward language learning and towards speakers of other
languages and a sympathetic approach to other cultures and civilisations.
7. Provide enjoyment and intellectual stimulation.
8. Complement other areas of study by encouraging skills of a more general application
(e.g. analysis, memorising, and drawing of inferences).
Content
The syllabus content is organised around five broad Topic areas which provide contexts for
the acquisition of vocabulary and the study of grammar and structures. Through the study of
these Topic areas, candidates gain insight into target language countries and communities.
The Topic areas are:
• Everyday activities
• Personal and social life
• The world around us
• The world of work
• The international world.
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Assessment Objectives:
AO1 Understand and respond to spoken language.
AO2 Understand and respond to written language.
AO3 Communicate in speech, showing knowledge of a range and variety of vocabulary, and
applying the grammar and structures of the target language accurately.
AO4 Communicate in writing, showing knowledge of a range and variety of vocabulary, and
applying the grammar and structures of the target language accurately.
Assessment
Paper 1: Listening (25%)
Approximately 45 minutes, 48 marks.
The Listening Examination will be provided to Centres on a pre-recorded CD. All listening
material will be heard twice by candidates and appropriate pauses for candidates to write
their answers will be included on the recording.
Paper 2: Reading and Directed Writing (25%)
1½ hours, 65 marks
There are a variety of question types on the Reading and Directed Writing Paper. These
include objective questions, e.g. multiple-choice, box-ticking, matching exercises, grid filling.
Other question types require candidates to write short answers in the target language.
Paper 3: Speaking (25%) (Assessed Internally and Moderated Externally)
Approximately 15 minutes, 100 marks
The Speaking examination consists of a single interview with three compulsory parts:
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Test 1: Role Plays
Test 2: Topic Presentation/Conversation
Test 3: General Conversation.
Paper 4: Continuous Writing (25%)
1¼ hours, 50 marks
Candidates produce two pieces of continuous writing in order to demonstrate their mastery
of the target language.
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IGCSE Physical Science
As well as a subject focus, the IGCSE Physical Science syllabus enables students to better
understand the technological world in which they live, and take an informed interest in
science and scientific developments. Students learn about the basic principles of Physical
Science through a mix of theoretical and practical studies. Students also develop an
understanding of the scientific skills essential for further study at A Level, skills which are
useful in everyday life. As they progress, students learn how science is studied and
practised, and become aware that the results of scientific research can have both good and
bad effects on individuals, communities and the environment.
Syllabus Aims
The aims, which are not listed in order of priority, are:
1. to provide a worthwhile educational experience for all candidates, through welldesigned studies of experimental and practical science, whether or not they go on to
study science beyond this level
2. to enable candidates to acquire sufficient understanding and knowledge to:
• become confident citizens in a technological world, to take or develop an
informed interest in scientific matters
• recognise the usefulness, and limitations, of scientific method and to appreciate
its applicability in other disciplines and in everyday life
• be suitably prepared for studies beyond the Cambridge IGCSE level in pure
sciences, in applied sciences or in science-dependent vocational courses
3. to develop abilities and skills that:
• are relevant to the study and practice of physical science
• are useful in everyday life
• encourage efficient and safe practice
• encourage effective communication
4. to develop attitudes relevant to physical science such as:
• concern for accuracy and precision
• objectivity
• integrity
• enquiry
• initiative
• inventiveness
5. to stimulate interest in, and care for, the environment
6. to promote an awareness that:
• scientific theories and methods have developed, and continue to do so, as a
result of the co-operative activities of groups and individuals
• the study and practice of science is subject to social, economic, technological,
ethical and cultural influences and limitations
• the applications of science may be both beneficial and detrimental to the
individual, the community and the environment
• science transcends national boundaries and that the language of science,
correctly and rigorously applied, is universal
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Assessment Objectives
The three assessment objectives in IGCSE Physical Science are
AO1: Knowledge with understanding (50% not more than 25% recall)
Candidates should be able to demonstrate knowledge and understanding of:
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scientific phenomena, facts, laws, definitions, concepts and theories
scientific vocabulary, terminology and conventions (including symbols, quantities and
units)
scientific instruments and apparatus, including techniques of operation and aspects of
safety
scientific quantities and their determination
scientific and technological applications with their social, economic and environmental
implications.
The syllabus content defines the factual material that candidates may be required to recall
and explain. Questions testing this will often begin with one of the following words: define,
state, describe, explain or outline.
AO2: Handling information and problem solving (30%)
Candidates should be able, using oral, written, symbolic, graphical and numerical forms of
presentation, to:
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locate, select, organise and present information from a variety of sources
translate information from one form to another
manipulate numerical and other data
use information to identify patterns, report trends and draw inferences
present reasoned explanations for phenomena, patterns and relationships
make predictions and hypotheses
solve problems.
Questions testing these skills may be based on information that is unfamiliar to candidate,
requiring them to apply the principles and concepts from the syllabus to a new situation, in a
logical, reasoned or deductive way.
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AO3: Experimental skills and investigations (20%)
Candidates should be able to
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use techniques, apparatus and materials (including the following of a sequence of
instructions where appropriate)
make and record observations, measurements and estimates
interpret and evaluate experimental observations and data
plan investigations and/or evaluate methods and suggest possible improvements
(including the selection of techniques, apparatus and materials).
Content
Chemistry
C1. The particulate nature of matter
C2. Experimental techniques
C3. Atoms, elements and compounds
C4. Stoichiometry
C5. Chemical reactions
C6. Acids, bases and salts
C7. The Periodic Table
C8. Metals
C10. Lime and limestone
C11. Organic chemistry
C9. Air and water
Physics
P1. General physics
P2. Thermal physics
P3. Properties of waves, including light and
sound
P4. Electricity and magnetism
P5. Atomic physics
Assessment
Paper 1 – 45 minutes (40 marks) - Weighted at 30 % of total marks
A multiple-choice paper consisting of 40 items of the four-choice type.
This paper will test skills mainly in Assessment Objectives AO1 and AO2.
Paper 3 – 1 hour 15 minutes (80 marks) - Weighted at 50% of total mark
Extended theory paper consisting of short answer and structured questions.
The questions will be based on all of the material, both from the core and supplement, and
will allow candidates to demonstrate their knowledge and understanding.
The questions will be of a difficulty appropriate to the higher grades and will test skills mainly
in Assessment Objectives AO1 and AO2.
Paper 6 – 1 hour (60 marks) - Weighted at 20% of total marks
Alternative to Practical
Written paper designed to test familiarity with laboratory-based procedures. The purpose of
this component is to test appropriate skills in Assessment Objective AO3. Candidates will not
be required to use knowledge outside the core syllabus content.
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IGCSE Biology
Cambridge IGCSE Biology places considerable emphasis on understanding and use of
scientific ideas and principles in a variety of situations, including those which are well-known
to the learner and those which are new to them. It is anticipated that programmes of study
based on this syllabus will feature a variety of learning experiences designed to enhance the
development of skill and comprehension. This approach will focus teachers and learners on
development of transferable life-long skills relevant to the increasingly technological
environment in which people find themselves. It will also prepare candidates for an
assessment that will, within familiar and unfamiliar contexts, test expertise, understanding
and insight.
Syllabus Aims
Our mission is to provide excellence in education, and that our learners become
confident, responsible, innovative and engaged. The biology curriculum help the learners
become:
• confident in working with information and ideas – their own and those of others
• responsible for themselves, responsive to and respectful of others
• innovative and equipped for new and future challenges
• engaged intellectually and socially, ready to make a difference.
The aims of the syllabus, listed below, are the same for all students. They are not listed in
order of priority.
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:
a. become confident citizens in a technological world, to take or develop an
informed interest in scientific matters
b. recognise the usefulness, and limitations, of scientific method and to appreciate
its applicability in other disciplines and in everyday life
c. be suitably prepared for studies beyond the Cambridge IGCSE in pure sciences,
in applied sciences or in science-dependent vocational courses
3. to develop abilities and skills that:
a. are relevant to the study and practice of biology
b. are useful in everyday life
c. encourage efficient and safe practice
d. encourage effective communication
4. to develop attitudes relevant to biology such as:
a. concern for accuracy and precision
b. objectivity
c. integrity
d. enquiry
e. initiative
f. inventiveness
5. to stimulate interest in, and care for, the environment
6. to promote an awareness that:
a. scientific theories and methods have developed, and continue to do so, as a
result of the co-operative activities of groups and individuals
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b. the study and practice of science is subject to social, economic, technological,
ethical and cultural influences and limitations
c. the applications of science may be both beneficial and detrimental to the
individual, the community and the environment
d. science transcends national boundaries and that the language of science,
correctly and rigorously applied, is universal
Content
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Characteristics and classification of living organisms
Organisation and maintenance of the organism
Development of the organism and the continuity of life
Relationships of organisms with one another and their environment
The scope of the subject is varied and challenging but will give the student a sound
understanding of the living world around them opening up all possibilities for further
education in most scientific fields.
The content of the biology syllabus is extensive and covers both the plant and animal world
equally, giving students a good range of knowledge and biological principles. Content is
varied and covers all aspects of the biological world. The IGCSE Biology syllabus enables
students to better understand the technological world in which they live, and take an
informed interest in science and scientific developments. Students learn about the basic
principles of biology through a mix of theoretical and practical studies and develop an
understanding of the scientific skills essential for further study.
Assessment Objectives (Please see Physical Science section for details)
The three assessment objectives in Cambridge IGCSE Biology are:
AO1: Knowledge with understanding
AO2: Handling information and problem solving
AO3: Experimental skills and investigations
Assessment
On completion of the second year of study candidates must enter for three papers:
Paper 1, Paper 3, and Paper 6.
Please see the Physical Science section for details.
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IGCSE Geography
Successful Cambridge IGCSE Geography candidates develop lifelong skills, including:
• An understanding of the impacts which both physical and human geography can
have and the processes which affect their development;
• A sense of place and an understanding of relative location on a local, regional and
global scale;
• The ability to use and understand geographical data and information;
• An understanding of how communities and cultures around the world and how they
are affected and constrained by different environments.
Syllabus Aims
The syllabus aims are to encourage candidates to develop:
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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.
Assessment Objectives
AO1: Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of:
1. the wide range of processes, including human actions, contributing to the development
of
a. physical, economic, social, political and cultural environments and their
associated effects on the landscape;
b. spatial patterns and interactions which are important within these environments;
2. the inter-relationships between people’s activities and the total environment and an
ability to seek explanations for them;
3. the importance of scale (whether local, regional or global) and the time at which spatial
distributions and the working of systems are considered;
4. the changes which occur through time in places, landscapes and spatial distribution.
AO2: Skills and analysis
Candidates should be able to:
5. analyse and interpret geographical data;
6. use and apply geographical knowledge and understanding to maps and in verbal,
numerical, diagrammatic, pictorial, photographic and graphical form;
7. use geographical data to recognise patterns in such data and to deduce relationships;
8. select and show understanding of techniques for observing and collecting data;
9. select and use techniques for organising and presenting data.
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AO3: Judgement and decision making
Through their geographical training candidates should be able to:
10. reason, make judgements (including evaluation and conclusions) which demonstrate,
where appropriate
a. a sensitivity to, and a concern for, landscape, the environment and the need for
sustainable development;
b. an aesthetic appreciation of the earth including its people, places, landscapes,
natural processes and phenomena;
c. an appreciation of the attitudes, values and beliefs of others in cultural, economic,
environmental, political and social issues which have a geographical dimension;
d. an awareness of the contrasting opportunities and constraints of people living in
different places and under different physical and human conditions;
e. a willingness to review their own attitudes in the light of new knowledge and
experiences;
11. recognise the role of decision making within a geographical context as affected by
a. the physical and human contexts in which decisions are made;
b. the values and perceptions of groups or individuals;
c. the choices available to decision makers and the influences and constraints
within which they operate; the increasing level of global interdependence.
Content
Curriculum themes
The curriculum is divided into three themes which have been designed to develop an
understanding of both the natural and the human environment:
1. Population and settlement (Population dynamics; Settlement)
2. The natural environment (Plate tectonics; Landforms and landscape processes; River
processes; Marine processes; Weather, climate, ecosystems and natural vegetation;
Inter-relationships between the natural environment and human activities)
3. Economic development and the use of resources: (Agricultural systems; Industrial
systems; Leisure activities and tourism; Energy and water Resources; Environmental
risks and benefits: resource conservation and management)
Assessment
Paper 1: 1 hour 45 minutes (75 marks, weighted to 100 marks) 45% of total marks
Candidates answer any three questions out of six. There are two questions set on each of
three themes. Questions are structured with gradients of difficulty and are resource-based,
involving problem solving and free response writing.
The resources may be: photographic, map extracts, sketch maps, drawings, diagrams,
graphs, text extracts or statistics and tables of data.
Paper 2: 1 hour 30 minutes (60 marks) 27.5% of total marks
Candidates answer all the questions. The paper is based on testing the interpretation and
analysis of geographical information and on the application of graphical and other
techniques as appropriate. The questions will not require specific information of place. One
question is based on a 1:25 000 or 1:50 000 topographical map of a tropical area such as
Zimbabwe, the Caribbean or Mauritius.
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Paper 4: 1 hour 30 minutes (60 marks) 27.5% of total marks
Alternative to Coursework
Candidates answer two compulsory questions, completing a series of written tasks based on
the three themes (see section 4). The questions involve an appreciation of a range of
techniques used in fieldwork studies. Questions test the methodology of questionnaires,
observation, counts, measurement techniques, and may involve developing hypotheses
appropriate to specific topics. The processing, presentation and analysis of data will be
tested.
IGCSE History
History is the study of the past. This syllabus offers the opportunity to study world history
from the nineteenth century to the beginning of the twenty-first century. Learners will explore
history from a diversity of perspectives, including social, economic, cultural and political.
Cambridge IGCSE History encourages learners to raise questions and to develop and
deploy historical skills, knowledge and understanding in order to provide historical
explanations.
Learners studying Cambridge IGCSE History are given the opportunity to:
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develop an interest in and enthusiasm for learning about and understanding the past
explore historical concepts such as cause and consequence, change and continuity, and
similarity and difference
appreciate historical evidence and how to use it
gain a greater understanding of international issues and inter-relationships
learn how to present clear, logical arguments.
Syllabus Aims
The aims of Cambridge IGCSE History are to:
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stimulate an interest in and enthusiasm for learning about the past
promote the acquisition of knowledge and understanding of individuals, people and
societies in the past
ensure that learners’ knowledge is rooted in an understanding of the nature and use of
historical evidence
promote an understanding of key historical concepts: cause and consequence, change
and continuity, and similarity and difference
provide a sound basis for further study and the pursuit of personal interest
encourage international understanding
encourage the development of historical skills, including investigation, analysis,
evaluation and communication skills.
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Assessment Objectives
The assessment objectives in Cambridge IGCSE History are:
AO1: an ability to recall, select, organise and deploy knowledge of the syllabus content
AO2: an ability to construct historical explanations using an understanding of:
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cause and consequence, change and continuity, similarity and difference
the motives, emotions, intentions and beliefs of people in the past
AO3: an ability to understand, interpret, evaluate and use a range of sources as evidence,
in their historical context
Content
All candidates study all the Core Content in Option B The 20th century: International
Relations since 1919 (other IGCSE centres may choose the 19th century)
In addition, all candidates must also study at least one of the Depth Studies.
The Core Content outlined below is structured by Key Questions and Focus Points. The
Focus Points provide guidance on what is involved in addressing each Key Question. There
are times when a Focus Point is used to set the scene for a Key Question, but without
apparently bearing on the Key Question itself. This helps to indicate what is required for the
Key Question itself to be addressed adequately.
Candidates will be expected to demonstrate an understanding of the Key Questions and
Focus Points, using knowledge of relevant historical examples.
The following description of content is not intended to be rigidly prescriptive of a school
course.
Core Content: Option B:
The 20th century: International Relations since 1919
The Core Content in Option B focuses on seven Key Questions:
1.
2.
3.
4.
5.
6.
7.
Were the peace treaties of 1919–23 fair?
To what extent was the League of Nations a success?
Why had international peace collapsed by 1939?
Who was to blame for the Cold War?
How effectively did the USA contain the spread of Communism?
How secure was the USSR’s control over Eastern Europe, 1948–c.1989?
Why did events in the Gulf matter, c.1970–2000?
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Depth Studies
Candidates must study at least one of the following Depth Studies:
1.
2.
3.
4.
5.
6.
7.
The First World War, 1914–18
Germany, 1918–45
Russia, 1905–41
The USA, 1919–41
China, c.1930–c.1990
South Africa, c.1940–c.1994
Israelis and Palestinians since 1945
Assessment
Component (paper) 1: Written paper - 2 hours – 40% of final mark
Candidates answer two questions from Section A and one question from Section B.
Section A contains eight questions: four questions will be set from the 19th century Core
Content in Option A and four questions will be set from the 20th century Core Content in
Option B. Candidates answer any two questions.
Section B contains two questions on each of the seven Depth Studies. Candidates answer
one question.
All questions on Component 1 are in the form of structured essays, split into three parts: (a),
(b) and (c). This is a compulsory component. The paper is an externally set assessment,
marked by Cambridge.
Component (paper) 2: Written paper – 2 hours – 33% of final mark
Candidates answer six questions on either the prescribed topic from the Core Content in
Option A or the prescribed topic from the Core Content in Option B. Each option includes a
range of source material relating to the prescribed topic, and the six questions are based on
the source material provided.
For the examination in 2015, the prescribed topics are:
20th century (Option B): Who was to blame for the Cold War? (November examination)
This is a compulsory component. The paper is an externally set assessment, marked by
Cambridge.
Component (paper) 4: Written paper – 1 hour – 37% of final mark
Candidates answer one question from a choice of two on each of the Depth Studies.
Questions will focus on the issue of significance, testing assessment objectives 1 and 2. The
paper is an externally set assessment, marked by Cambridge.
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IGCSE Business Studies
Syllabus Aims
The aims, which are not listed in order of priority, are to enable candidates to:
•
•
•
•
•
•
•
•
make effective use of relevant terminology, concepts and methods and recognise the
strengths and limitations of the ideas used;
apply their knowledge and critical understanding to current issues and problems in a
wide range of appropriate contexts;
distinguish between facts and opinions, and evaluate qualitative and quantitative data in
order to help build arguments and make informed judgements;
appreciate the perspectives of a range of stakeholders in relation to the environment,
individuals, society, government and enterprise;
develop knowledge and understanding of the major groups and organisations within and
outside business and consider ways in which they are able to influence objectives,
decisions and activities;
develop knowledge and understanding of how the main types of businesses and
commercial institutions are organised, financed and operated and how their relations
with other organisations, consumers, employees, owners and society are regulated;
develop skills of numeracy, literacy, enquiry, selection and employment of relevant
sources of information, presentation and interpretation;
develop an awareness of the nature and significance of innovation and change within the
context of business activities.
Assessment Objectives
AO1: Knowledge and understanding
Candidates should be able to:
1. demonstrate knowledge and understanding of facts, terms, concepts and conventions
appropriate to the syllabus;
2. demonstrate knowledge and understanding of theories and techniques commonly
applied to or used as part of business behaviour.
AO2: Application
Candidates should be able to:
3. apply their knowledge and understanding of facts, terms, concepts and conventions to
business problems and issues;
4. apply their knowledge and understanding of theories and techniques to business
problems and issues.
AO3: Analysis
Candidates should be able to:
5. distinguish between evidence and opinion in a business context;
6. order, analyse and interpret information, in narrative, numerical and graphical forms,
using appropriate techniques.
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AO4: Evaluation
Candidates should be able to:
7. present reasoned explanations, develop arguments, understand implications and draw
inferences;
8. make judgements, recommendations and decisions.
Content
The syllabus comprises of 5 sections:
1. Business and the environment in which it operates,
2. Business structure, organisation and control,
3. Business activity to achieve objectives:
a. Marketing
b. Production (Operations Management)
c. Financial information and decision making
4. People in business
5. Regulating and controlling business activity
Assessment
Students write 2 papers in their final examination.
Paper 1:
Short-answered questions and structured/data response questions. There will be no choice
of questions.
Paper 2:
Questions arising from a given case study (not pre-released). There will be no choice of
questions.
Each Paper contributes 50% of the total marks.
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Art and design
Syllabus Aims
This syllabus is intended as a broad course exploring practical and critical/contextual work
through a range of two-dimensional and/or three-dimensional processes. Where Art and
Design as a title or descriptor is used in this syllabus, it also encompasses new media and
technologies in addition to traditional media and processes.
It encourages candidates to develop:
•
•
•
•
•
•
•
•
•
•
an ability to record from direct observation and personal experience;
an ability to identify and solve problems in visual and/or other forms;
creativity, visual awareness, critical and cultural understanding;
an imaginative, creative and personal response;
confidence, enthusiasm and a sense of achievement in the practice of Art and Design;
growing independence in the refinement and development of ideas and personal
outcomes;
engagement and experimentation with a range of media, materials and techniques,
including new media where appropriate;
experience of working in relevant frameworks and exploration of manipulative skills
necessary to form, compose and communicate in two and/or three dimensions;
knowledge of a working vocabulary relevant to the subject and an interest in, and a
critical awareness of, other practitioners, environments and cultures;
investigative, analytical, experimental, interpretative, practical, technical and expressive
skills which aid effective and independent learning.
Content
Cambridge IGCSE Art and Design has been designed to offer a broad choice of media and
approaches so that candidates can produce a personal response and Centres can play to
their strengths in terms of staff, expertise and interests.
The broad areas of study are:
• painting and related media
• printmaking
• three-dimensional studies
• photography, digital and lens-based media
• graphic communication
• textile design.
Candidates can respond to any component using any of the media above.
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Assessment Objectives
AO1 Gathering, recording, research and investigation
(a.) Investigate and research a variety of appropriate sources
(b.) Record and analyse information from direct observation and/or other sources and
personal experience
AO2 Exploration and development of ideas
(a.) Explore a range of visual and/or other ideas by manipulating images
(b.) Show a development of ideas through appropriate processes
AO3 Organisation and relationships of visual and/or other forms
(a.) Organise and use visual and/or other forms effectively to express ideas
(b.)Make informed aesthetic judgements by recognising the effect of relationships
between visual and/or other forms
AO4 Selection and control of materials, media and processes
(a.) Show exploration and experimentation with appropriate materials
(b.) Select and control appropriate media and processes, demonstrating practical,
technical and expressive skills and intentions
AO5 Personal vision and presentation
(a.) Show personal vision and commitment through an interpretative and creative
response
(b.) Present an informed response through personal evaluation, reflection and critical
thinking
Assessment
Students at ISHB complete the coursework component during the 2 year course, which is
assessed internally and moderated externally, and in the exam period completes a broadbased assignment which spans over 8 hours, which is assessed externally.
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Cambridge IGCSE Drama
Cambridge IGCSE Drama is accepted by universities and employers as proof of knowledge
and understanding of both the theory and practical application of Drama.
Through practical and theoretical study, the Cambridge IGCSE Drama syllabus encourages
students to understand and enjoy drama by:
• developing their performance skills, both individually and in groups
• understanding the role of actor, director and designer in creating a piece of theatre
• considering ways in which ideas and feelings can be communicated to an audience
• discovering the performance possibilities of plays and other dramatic stimuli
• devising dramatic material of their own.
Syllabus Aims
a. To develop candidates’ understanding of Drama through practical and theoretical
study.
b. To enable candidates to realise the performance possibilities of text and other stimuli.
c. To encourage the use of dramatic forms and structures to communicate feelings and
ideas to an audience.
d. To help candidates to acquire and develop skills in Drama, both individually and in
groups.
e. To develop understanding of the processes leading to performance and the elements
involved in creating a performance; to be able to evaluate the various stages of
performance work.
f. To encourage enjoyment of drama.
Assessment Objectives
AO1 Understanding repertoire
Candidates will be assessed on their ability to demonstrate understanding of:
• the performance possibilities of text and other stimuli, and
• the differing roles of actor, director, stage manager and technician in its realisation.
AO2 Devising
Candidates will be assessed on their ability to devise dramatic material and reflect on its
effectiveness.
AO3 Acting skills
Candidates will be assessed on their performing skills in Drama.
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Assessment
Paper 1: Written examination
2½ hours, 80 marks
Candidates answer questions based on the pre-release material which is issued to Centres
in the December preceding the examination. The pre-release material can only be sent to
Centres who have provided estimated entry information
The pre-release material consists of:
• three stimuli which are either short titles, phrases, scenarios or quotations. Candidates
must create drama based on all three stimuli, and are advised to work in groups of between
two and six candidates.
Each piece should ideally last around 10–15 minutes. In the examination candidates will be
required to reflect on, and evaluate, the practical work.
Note: the stimuli may not be used as a basis for the devised piece(s) on Paper 2
(Coursework).
• an extended extract from a play. This will be taken from repertoire from a variety of cultures
and times. Candidates should study the extract with a view to understanding both the text
and the practical aspects of production. It is recommended that they perform it, at least
informally.
Paper 2: Coursework
Internally assessed and externally moderated
Each candidate submits a total of three pieces of practical work: one individual piece and
two group pieces. All work must be intended for performance to a live audience.
One individual piece:
• either an original devised piece*
• or a performance of an extract from a piece of repertoire**.
The individual piece must last no longer than 5 minutes.
Two group pieces:
• one original devised piece*
• and one performance of an extract from a piece of repertoire**.
Each group piece must last no longer than 15 minutes and must allow each candidate
broadly equal exposure. The prescribed group size is between two and six candidates.
Candidates must have the opportunity to produce more than three pieces of practical work
during the
course, so that there is a choice of pieces to submit and their best work may be selected.
Candidates take part in the planning, rehearsal, performance and evaluation of drama and
are assessed on their individual practical contributions.
Candidates are assessed on their skills in working towards performance, their ability to
devise performance material and their practical ability in performing to an audience.
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