INTERNATIONAL SCHOOL OF PENANG – UPLANDS
2015-2016 IGCSE PROGRAMME HANDBOOK
“ Respect for Self. Respect for Others. ”
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CONTENTS
The IGCSE Programme at ISP – Uplands
IGCSE Option Form (Year 10) 2015 – 2016
IGCSE Course Descriptions
Humanities
The Arts
Technology
Physical Education
Coordinated Sciences
Mathematics
English – Language, Literature and ESL
Foreign Languages
Contacts
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Welcome to the IGCSE/GCSE Programme at ISP - Uplands
What Is The IGCSE?
The International General Certificate of Secondary Education (IGCSE) has been developed for
14 to 16 year olds. Its curriculum is equivalent to British GCSE, but the IGCSE has been
especially tailored to meet international needs. The IGCSE is administered by Cambridge
International Examinations (CIE) and is part of the prestigious University of Cambridge in
England. All of our courses at Uplands are registered as IGCSE CIE examinations, except for
Physical Education and Japanese, which are both registered as GCSE courses with Edexcel. As
with the CIE courses, the Edexcel subjects are renowned for being academically rigorous. Our
Media Studies course is a GCSE qualification and is taken through the Oxford Cambridge and
RSA (OCR) Examinations Board.
 Cambridge IGSCE is an internationally recognised qualification, equivalent in standard
to the British GCSE.
 It provides a wide, varied and balanced programme of study
 The subjects are drawn from five subject areas: Languages, Humanities, Social Sciences,
Mathematics, Creative, Technical and Vocational
 Cambridge IGCSE qualifications have been written with an international audience in
mind and allow teaching to be placed in a localised context, so students will find the
courses relevant to our Asia-Pacific region
 Cambridge IGCSE is designed for students whose first language may not be English
 The Programme provides a balanced mix of practical experience and theoretical
knowledge
 IGSCEs are suitable for all students ‐ to take account of differing abilities there is a
choice between Core and Extended curriculum papers in many subjects
 Candidates are awarded for positive achievement ‐ what you know, understand and
can do
 Cambridge IGSCE qualifications will prepare students for further academic success in
our IB Diploma Programme, but are equally suitable for entering Cambridge
International AS and A Levels, or direct employment
The Structure of IGCSE Courses
Cambridge International Examinations (CIE) produces a detailed booklet – A Guide to IGCSE,
which is available from the school. Further details are also available at the CIE website
www.cie.org.uk
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IGCSE is designed as a two‐year programme of study. The syllabus for each subject is detailed
and covers a broad range of skills in that subject.
For example, in IGCSE Mathematics, students will cover topics from number, algebra,
geometry and statistics. All students cover all these areas of mathematics to varying degrees of
difficulty. This gives students a broad and balanced knowledge of the subject, and therefore
provides an excellent preparation for post 16 courses such as the IB Diploma. The same is true
of all subjects at IGCSE and it is this important feature that makes IGCSE such an
internationally recognised qualification.
For documents such as the one illustrated below, and additional public information, please
visit the section of the CIE website for ‘learners and parents’:
http://www.cie.org.uk/cambridge-for/learners-and-parents/
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IGCSE OPTION FORM (YEAR 10) 2015 – 2016
Name: _____________________________________________________________________________________
Tutor Group: ___________________________________ Tutor: _______________________________________
Please choose one subject from each of the following four groups by circling that subject. Due to staffing and
timetabling considerations, your first choice of subject may be full. As a result, please put a number 2 next to the
subject which is your second preference in each block:
Block W
Humanities
Block X
Language
Block Y
Arts
Block Z
Technology / Humanities
4 periods per week
4 periods per week
4 periods per week
4 periods per week
Years of Experience
Geography
Malay
 Advanced
Art *2 classes
Information Technology
Drama
Graphics
French
Music
Resistant Materials
German
Media Studies
Geography
Economics
History

Intermediate
Japanese
Mandarin *2 classes
 ab initio

Standard
History
 Malay
 Advanced

Intermediate
Spanish
ESL
COMPULSORY SUBJECTS

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

English – 6 periods per week
Mathematics – 6 periods per week (top set to do Ad Maths)
Science – Biology (3 per), Chemistry (3 per), Physics (3 per) – 9 periods per week taught individually
Physical Education – 4 periods per week (top set to do PE Exam)
NB: Those students that are Malaysian citizens MUST select Malay.
 NB: Those students required to take Malay and ESL should select Malay in Block Z. Those students required to
take Malay and wishing to take an additional Foreign Language should select Malay in Block Z.
Parent Signature:____________________________________________ Date: ___________________________
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“Learning never exhausts the mind.”
Leonardo da Vinci
IGCSE Course Descriptions
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HUMANITIES
Introduction to IGCSE Economics
Cambridge IGCSE Economics is accepted by universities and employers as proof of
knowledge and understanding of Economics. Successful Cambridge IGCSE Economics
students gain lifelong skills, including:
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an understanding of economic theory, terminology and principles
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the ability to apply the tools of economic analysis
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the ability to distinguish between facts and value judgements in economic issues
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an understanding of, and an ability to use, basic economic numeracy and literacy
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the ability to take a greater part in decision-making processes in everyday life
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an understanding of the economies of developed and developing nations
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an excellent foundation for advanced study in economics
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Overview of IGCSE Economics
This is an externally assessed course: Total maximum marks of 120
2 examinations:
1. Multiple choice 30%
2. Structured Questions 70%
Syllabus aims
1. develop students’ knowledge and understanding of economic terminology, principles
and theories
2. develop students’ basic economic numeracy and literacy and their ability to handle
simple data including graphs and diagrams
3. develop students’ ability to use the tools of economic analysis in particular situations
4. show students how to identify and discriminate between differing sources of
information and how to distinguish between facts and value judgements in economic
issues
5. develop students’ ability to use economic skills (with reference to individuals, groups
and organisations) to understand better the world in which they live
6. develop students’ understanding of the economies of developed and developing
nations and of the relationships between them; and to develop their appreciation of
these relationships from the perspective of both developed and developing nations
Content of IGCSE Economics
Unit 1: Basic Economic Problem: Choice and the Allocation of Resources
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define the nature of the economic problem (finite resources and unlimited wants)
define the factors of production (land, labour, capital, enterprise) define opportunity
cost and analyse particular circumstances to illustrate the concept
demonstrate how production possibility curves can be used to illustrate choice and
resource allocation
evaluate the implications of particular courses of action in terms of opportunity cost
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Unit 2: The Allocation of Resources: How the Market Works; Market Failure
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describe the allocation of resources in market and mixed economic systems; describe
the terms
primary, secondary and service (tertiary) sector in an economy
demonstrate the principle of equilibrium price and analyse simple market situations
with changes in demand and supply
describe the causes of changes in demand and supply conditions and analyse such
changes to show effects in the market
define price elasticity of demand and supply and perform simple calculations
demonstrate the usefulness of price elasticity in particular situations such as revenue
changes, consumer expenditure
evaluate the merits of the market system
describe the concept of market failure and explain the reasons for its occurrence
define private and social costs and benefits and discuss conflicts of interest in relation to
these costs and benefits in the short-term and long-term through studies of the
following issues:
– conserving resources versus using resources
– public expenditure versus private expenditure
Unit 3: The Individual as a Producer, Consumer and Borrower
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describe the functions of money and the need for exchange
describe the functions of central banks, stock exchanges, commercial banks
identify the factors affecting an individual’s choice of occupation (wage factors and
non-wage factors)
describe likely changes in earnings over time for an individual
describe the differences in earnings between different groups of workers (male/female;
skilled/unskilled; private/public; agricultural, manufacturing, services)
describe trade unions and analyse their role in an economy
describe the benefits and disadvantages of specialisation for the individual
analyse the different motives for spending, saving and borrowing
discuss how and why different income groups have different expenditure patterns
(spending, saving and borrowing)
Unit 4: The Private Firm as a Producer and Employer
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describe the type of business organisation in the public and private sectors: sole trader
(proprietor), public limited companies, multinationals, cooperatives, state-owned
enterprises (public corporations)
describe the effects of moving firms from the public sector to the private sector and vice
versa
describe and evaluate the effects of changes in the structure of business organisations
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describe what determines the demand for factors of production
distinguish between labour-intensive and capital-intensive production
define productivity and recognise the difference between productivity and production
define total and average cost, fixed and variable cost and perform simple calculations
analyse particular situations to show changes in total and average cost as output
changes
define total and average revenue and perform simple calculations
describe the principle of profit maximisation as a goal and recognise that business
organisations may have different goals
describe the characteristics of perfect competition and monopoly
describe pricing and output policies in perfect competition and monopoly
describe the main reasons for the different sizes of firms (size of market, capital,
organisation)
describe and evaluate integration, economies and diseconomies of scale
discuss the advantages and disadvantages of monopoly
Unit 5: Role of Government in an Economy
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describe the government as a producer of goods and services and as an employer
describe the aims of government policies, such as full employment, price stability,
economic growth, redistribution of income, balance of payments stability
explain fiscal, monetary and supply-side policies
analyse the use of fiscal, monetary and supply-side policies
discuss the possible conflicts between government aims
describe the types of taxation (direct, indirect, progressive, regressive, proportional)
and the impact of taxation
discuss the government’s influence (regulation, subsidies, taxes) on private producers
Unit 6: Economic Indicators
With regards to prices, students should be able to:
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describe how a consumer prices index/retail prices index is calculated
discuss the causes and consequences of inflation
discuss the causes and consequences of deflation
With regards to employment, students should be able to:
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describe the changing patterns and levels of employment
discuss the causes and consequences of unemployment.
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With regards to output, students should be able to:
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define Gross Domestic Product (GDP)
describe and have a general understanding of the causes and consequences of economic
growth
define the term recession
describe and evaluate measures and indicators of comparative living standards, such as
GDP per head, Human Development Index (HDI)
Unit 7: Developed and Developing Economies: trends in Production, Population and Living
Standards
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describe why some countries are classified as developed and others are not
describe the difference between absolute and relative poverty
recognise and discuss policies to alleviate poverty
describe the factors that affect population growth (birth rate, death rate, fertility rate,
net migration) and discuss reasons for the different rates of growth in different
countries
analyse the problems and consequences of these population changes for countries at
different stages of development
describe the effects of changing size and structure of population on an economy
discuss differences in standards of living within countries and between countries, both
developed and developing
Unit 8: International aspects
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describe the benefits and disadvantages of specialisation at regional and national levels
describe the structure of the current account of the balance of payments
discuss the causes and consequences of current account deficits and surpluses
define exchange rates
discuss the causes and consequences of exchange rate fluctuations
describe methods of trade protection
discuss the merits of free trade and protection
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Assessment of IGCSE Economics
Paper 1 Multiple choice
45 minutes
Answer 30 multiple choice questions.
Paper 1 is worth 30% of the total marks
Paper 2 Structured questions
2 hours 15 minutes
Answer the compulsory question (Question 1) in Section A.
Information and data will be given for the interpretation and analysis of a real
economic situation.
Answer three questions in Section B from a choice of six.
Paper 2 is worth 70% of the total marks
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Per 1 Multiple Ce 45 minutPaper 2 Structured
Introduction to IGCSE Geography
Why choose Cambridge IGCSE Geography?
Successful Cambridge IGCSE Geography students develop lifelong skills, including:
• An understanding of the processes which affect physical and human environments;
• An understanding of location on a local, regional and global scale;
• The ability to use and understand geographical data and information;
• An understanding of how communities around the world are affected and constrained by
different environments.
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Overview of IGCSE Geography
Prior learning
Students who are beginning this course should normally have followed the Key Stage 3
programme of study. Other candidates beginning this course should have achieved an
equivalent level of general education.
Syllabus aims
The aims of IGCSE Geography are to encourage students to develop:
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an understanding of location on a local, regional and global scale
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an awareness of the characteristics, distribution and processes affecting contrasting
physical and human environments
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an understanding of the ways in which people interact with each other and with their
environment
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an awareness of the contrasting opportunities and constraints presented by different
environments
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an appreciation of and concern for the environment
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an appreciation of the earth including its people, places, landscapes, natural processes
and phenomena.
Content of IGCSE Geography
The syllabus 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
2 The natural environment
3 Economic development
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5.4 Theme 1: Population and settlement
1. Population and
settlement
1.1
Population dynamics
Students should be able to:
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1.2 Settlement
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Describe the growth of the world’s population and
associated problems and show an understanding of the
causes and consequences of over-population and underpopulation.
Identify and suggest reasons for contrasting patterns of
population growth (or decline) as influenced by
migration, birth rate and death rate, especially the
impact of HIV/AIDS.
Describe the consequences (benefits and problems) of
different patterns of population growth.
Identify and suggest reasons for different types of
population structure as shown by age/sex pyramids.
Describe the factors influencing the density and
distribution of population and population migration.
Describe and explain the factors influencing the size,
development and function of urban and rural
settlements and their spheres of influence.
Describe and give reasons for characteristics of land-use
zones of urban areas in less economically developed
countries (LEDCs) and more economically developed
countries (MEDCs).
Describe the problems of urban areas in LEDCs and
MEDCs, their causes and possible solutions.
Describe the impact on the environment resulting from
urbanisation and possible solutions to reduce this
impact.
5.5 Theme 2: The natural environment
2. The natural
environemnt
2.1
Plate tectonics
Students should be able to:
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2.2 Landforms and
landscape processes
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2.3 Weather, climate and
Natural vegetation
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Describe the distribution of earthquake, volcanoes and
fold mountains in relation to plate margins.
Describe the causes and effects of earthquakes and
volcanic eruptions.
Describe weathering, river and marine processes.
Describe and explain the landforms associated with these
processes.
Describe the methods of collecting and measuring
meteorological data.
Decribe and explain the characteristics of the climate and
natural vegetation of two ecosystems:
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2.4 Inter-relationships
between the natural
environment and
human activities
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- Tropical rainforest
- Tropical desert
Describe and explain the relationship between the
climate and natural vegetation in these two ecosystems.
Demonstrate the interaction between the natural
environment and human activities with reference to
natural hazards, landscape processes, climate and two
named ecosystems.
5.6 Theme 3: Economics development and the use of resources
1. Population and
settlement
3.1 Agricultural systems
Students should be able to:
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3.2 Settlement
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3.3 Leisure activities and
tourism
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3.4 Energy and water
resources
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Describe and identify the influence of inputs (natural and
human) on the processes and outputs of each of the
following agricultural systems:
- A large-scale system of commercial farming
- A small-scale subsistence farming.
Recognise the causes and effects of shortages of food and
describe the possible solutions to this problems.
Classify industries into primary, secondary and tertiary.
Describe and explain how the proportions employed in
primary, secondary and tertiary industries differ in
LEDCs and MEDCs and may change with time and level
of development.
Describe and identify the influence of inputs on the
processes and outputs (products and waste) of industrial
systems.
Describe and explain the factors influencing the
distribution and location of high technology industries
and one other manufacturing/processing industry.
Distribution should be studied on a global/national scale.
Study should also be made of particular zones and/ or
industrial plants with respect to locational and siting
factors.
Describe and account for the growth of leisure facilities
and tourism in relation to the main attractions of the
physical and human landscape.
Assess the benefits and disadvantages of tourism to
receiving areas.
Describe the significance of fuelwood, non-renewable
fossil fuels (coal, oil and natural gas), renewable energy
suppliers (geothermal, wind, running water, solar and
biofuels)
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3.5 Environment risks and
benefits resource
conservation and
management
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Describe the factors influencing the development and
siting of power stations (thermal, hyro-electric and
nuclear).
Decribe the uses, provision and competition for water
resources and the impact of water shortages.
Describe how human activities (agriculture, mining and
quarrying, energy production, manufacturing industries,
transport and tourism) may improve the quality of life
and/or pose threats to the environment in terms of:
- Soil erosion
- Global warming
- Pollution (water, air, noise, visual)
Demonstrate the need for sustainable development,
resource conservation and management in different
environments.
Identify areas at risk and describe attempts to maintain,
conserve or improve the quality of the environment.
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Assessment of IGCSE Geography
Paper 1
1 hour 45 minutes
Geographical Themes
Students answer three questions. The paper has three sections and each section will be based
on Themes 1, 2 or 3. Students must answer one question from each section:
Theme 1: Population and settlement
Theme 2: The natural environment
Theme 3: Economic development
Paper 1 is worth 45% of the total mark.
Paper 1
1 hour 30 minutes
Geographical Skills
Students answer all the questions. The paper is based on testing the interpretation and
analysis of geographical information, decision making and the application of graphical and
other techniques as appropriate. The questions will not require specific information about
places but will require the use of a 1:25 000 or 1:50 000 map with a key.
Paper 2 is worth 27.5% of the total marks.
Paper 4
1 hour 30 minutes
Alternative to Coursework
Students answer two compulsory questions, completing a series of written tasks. The field
work scenarios for the two questions will be taken from different aspects of the syllabus
content. The questions involve an appreciation of a range of techniques used in fieldwork
studies.
Paper 4 is worth 27.5% of the total marks.
Questions in all written papers are resource based. The resources may be photographic, map
extracts, satellite images, drawings, diagrams, graphs, text extracts, statistics and tables of
data.
Resource materials come from various world areas in order to match the aims of an
international syllabus and examination. Students may be dealing with world areas with which
they are not familiar. The resources used in questions do not require specific regional
knowledge and are designed to prompt students to use general principles they have studied.
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Assessment objectives
The assessment objectives in IGCSE Geography are:
AO1 Knowledge with understanding
AO2 Skills and analysis
AO3 Judgement and decision making
AO1 Knowledge with understanding
Students 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 and social environments and their effects on the landscape
(b) spatial patterns and interactions which are important within these environments
2. the relationships between human activity and the environment
3. the importance of scale (whether local, regional or global)
4. the changes which occur through time in places, landscapes and spatial distribution
AO2 Skills and analysis
Students should be able to:
5. interpret and analyse geographical data
6. use and apply geographical knowledge and understanding to maps and in 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.
AO3 Judgement and decision making
Through their geographical training, students should be able to:
10. reason and make judgements and decisions, including evaluation and conclusions, which
demonstrate, where appropriate:
(a) an appreciation of the attitudes, values and beliefs of others in issues which have a
geographical dimension
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(b) an awareness of the contrasting opportunities and constraints of people living in
different places and under different physical and human conditions
(c) a willingness to review their own attitudes in the light of the views of others and
new knowledge acquired
11. Make judgements and decisions and recognise how these are made within a geographical
context as affected and constrained by:
(a) the physical and human contexts in which decisions are made
(b) the values and perceptions of differing groups or individuals
(c) the choices available to decision makers
(d) the increasing level of global interdependence and the need for sustainable
development
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Introduction to IGCSE History
Overview of IGCSE History
History is a social science. This means that it develops and requires a mix of skills. You will be
asked to look at evidence and investigate how reliable and useful it is. You will also be asked
to write about what you know. Yes, there are essays to be written and you will have to practise
this, but learning how to can be enjoyable if you are interested in the topics.
You will be given course materials like textbooks and worksheets but in class History is taught
in many different ways. Assignments range from essays to debates, and lessons include a wide
range of activities.
Where do you want to go?
History is widely recognised as an academic subject that develops a mix of skills. This means
that studying History can develop many abilities that can be used for many different jobs.
Traditionally it’s been seen as a subject that can help you on your way to becoming a journalist
or lawyer. Shakira, Gordon Brown and Sacha Baron Cohen (Ali G) all have History degrees
but work in very different fields!
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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
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promote the acquisition of knowledge and understanding of individuals, people and
societies in the past
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ensure that students’ knowledge is rooted in an understanding of the nature and use of
historical evidence
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promote an understanding of key historical concepts: cause and consequence, change
and continuity, and similarity and difference
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provide a sound basis for further study and the pursuit of personal interest
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encourage international understanding
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encourage the development of historical skills, including investigation, analysis,
evaluation and communication skills.
Content of IGCSE History
This IGCSE syllabus has four main sections, as listed below. The different units of work
certainly overlap and they often relate to each other, but they do cover different aspects of
certain events.
A BREADTH STUDY = 20th Century International Relations
This includes the Interwar Years, the Cold War the War in
Paper 1
Vietnam, the Cuban Revolution and the United Nations
A DEPTH STUDY = The First World War, OR Germany, 1918-45
OR Russia, 1905-41 OR USA 20’s
Paper 1
A CASE STUDY = Why had international peace collapsed by
Paper 2
1939?
SOURCE WORK SKILLS = The First World War, 1914-18 OR
Germany, 1918-45 OR Russia, 1905-41 OR USA 20’s
Paper 4
(replaces coursework paper 3)
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Topics that make up the four components include:
All students study either:
Option A
The 19th century: The Development of Modern Nation States, 1848-1914
The content focuses on the following Key Questions:
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Were the Revolutions of 1848
important?
How was Germany unified?
Why, and with what effects, did
Europeans expand their overseas
empires in the 19th century?
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How was Italy unified?
Why was there a civil war in the
United States and what was its result?
What caused the First World War?
At Uplands we usually do
Option B, though we may
OR
also look at ‘What caused
the First World War?’
Option B
The 20th century: International Relations since 1919
The content focuses on the following Key Questions:
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Were the peace treaties of 1919-23 fair?
Why had international peace collapsed
by 1939?
How effectively did the USA contain
the spread of Communism?
Why did events in the Gulf matter,
c. 1970 – 2000?
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To what extent was the League of
Nations a success?
Who was to blame for the Cold War?
How secure was the USSR’s control
over Eastern Europe, 1948 – c. 1989?
In addition, all students must also study at least one of the following Depth Studies:
• 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
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• Israelis and Palestinians since 1945
As well as the International Studies listed your class can choose to learn about one of the
following:
Modern World History
Modern World History
Modern World History
Section B, Depth Study 1
Section A, Topic 2
Section B, Depth Study 1
WW1 1914-18
GERMANY 1918-45
USA 1917-29
Option B: International Relations in detail
1. The First World War
What Caused The First World War?
Focus Points
• Did the Alliance System make war more likely or less likely?
• How far did colonial problems create tensions between the Great Powers?
• Why were problems in the Balkans so difficult for the Great Powers to solve?
• How did the assassination of Franz Ferdinand lead to war?
Specified Content
• The origins of the First World War, 1890–1914:
– the Alliance System
– the arms race
– colonial rivalries
– developments in the Balkans
– the crisis of June–July 1914 and the outbreak of war
WALSH
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2. The Versailles Settlement
Were the treaties of 1919-23 fair?
Focus Points
• What were the motives and aims of the Big Three at Versailles?
• Why did all the victors not get everything they wanted?
• What was the impact of the peace treaty on Germany up to 1923?
• Could the treaties be justified at the time?
Specified Content
• The peace treaties of 1919–23:
– the roles of individuals such as Wilson, Clemenceau and Lloyd George in the peacemaking
process
– the impact of the treaties on the defeated countries
– contemporary opinions about the treaties
3. International Co-operation in the 1920s
To what extent was the League of Nations a success?
Focus Points
CULPIN
• How successful was the League in the 1920s?
• How far did weaknesses in the League’s organisation make failure inevitable?
• How far did the Depression make the work of the League more difficult?
• How successful was the League in the 1930s?
Specified Content
• The League of Nations:
– strengths and weaknesses in its structure and organisation: work of the League’s
agencies/humanitarian work
– successes and failures in peacekeeping during the 1920s
– the impact of the World Depression on the work of the League after 1929
– the failures of the League in the 1930s, including Manchuria and Abyssinia
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4. The Breakdown of Co-operation in the 1930s
Why had International peace collapsed by 1939?
Focus Points
• What were the long-term consequences of the peace treaties of 1919–23?
• What were the consequences of the failures of the League in the 1930s?
• How far was Hitler’s foreign policy to blame for the outbreak of war in 1939?
• Was the policy of appeasement justified?
• How important was the Nazi–Soviet Pact?
• Why did Britain and France declare war on Germany in September 1939?
Specified Content
• The collapse of international order in the 1930s
• The increasing militarism of Germany, Italy and Japan
• Hitler’s foreign policy to 1939:
– the Saar
– remilitarisation of the Rhineland
– involvement in the Spanish Civil War
– Anschluss with Austria
– appeasement
– crises over Czechoslovakia and Poland
– the outbreak of war
MURPHY
5. The Cold War
Who was to blame for the Cold War?
Focus Points
• Why did the USA–USSR alliance begin to break down in 1945?
• How had the USSR gained control of Eastern Europe by 1948?
McALEAVY
• How did the USA react to Soviet expansionism?
• What were the consequences of the Berlin Blockade?
• Who was the more to blame for starting the Cold War: the USA or the USSR?
Specified Content
• The origins of the Cold War:
– the 1945 summit conferences and the breakdown of the USA–USSR alliance in 1945–46
– Soviet expansion into Eastern Europe to 1948, and American reactions to it
– the occupation of Germany and the Berlin Blockade
– NATO and the Warsaw Pact
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6. The War in Vietnam and the Cuban Revolution
How effectively did the USA contain the spread of Communism?
Focus Points
This Key Question will be explored through case studies of the following:
• America and events in Korea, 1950–53
• America and events in Cuba, 1959–62
• American involvement in Vietnam.
Specified Content
• Events of the Cold War
• Case studies of:
– American reactions to the Cuban revolution, including the missile crisis and its aftermath
– American involvement in the Vietnam War, e.g. reasons for involvement, tactics/strategy,
reasons for withdrawal
– American reactions to North Korea’s invasion of South Korea, involvement of the UN,
course of the war to 1953.
Final Optional Units – Time Dependant!
If time allows and there are resources available either or both of the following can be
examined:
7. The USSR and Eastern Europe
How secure was the USSR’s control over Eastern Europe, 1948 – c. 1989?
Focus Points
• Why was there opposition to Soviet control in Hungary in 1956 and Czechoslovakia in 1968,
and how did the USSR react to this opposition?
• How similar were events in Hungary in 1956 and in Czechoslovakia in 1968?
• Why was the Berlin Wall built in 1961?
• What was the significance of ‘Solidarity’ in Poland for the decline of Soviet influence in
Eastern Europe?
• How far was Gorbachev personally responsible for the collapse of Soviet control over
Eastern Europe?
26
Specified Content
• Soviet power in Eastern Europe:
– resistance to Soviet power in Hungary (1956) and Czechoslovakia (1968)
– the Berlin Wall
– ‘Solidarity’ in Poland
– Gorbachev and the collapse of Soviet control over Eastern Europe
8. The Gulf War
Why did events in the Gulf matter, c. 1970 – 2000?
Focus Points
• Why was Saddam Hussein able to come to power in Iraq?
• What was the nature of Saddam Hussein’s rule in Iraq?
• Why was there a revolution in Iran in 1979?
• What were the causes and consequences of the Iran-Iraq War, 1980–88?
• Why did the First Gulf War take place?
Specified Content
• The rise to power of Saddam Hussein in Iraq
• The rule of Saddam Hussein up to 2000, and the consequences of his rule for different
groups in Iraq
• The nature of the Shah’s rule in Iran and the Iranian Revolution of 1979
• The causes and consequences of the Iran-Iraq War, 1980–88; Western involvement in the war
• The causes, course and consequences of the Gulf War, 1990–91
Assessment of IGCSE History
Assessment objectives
The assessment objectives in IGCSE History are:
AO1 Knowledge
AO2 Concepts/Opinions
AO3 Skills
27
AO1 Knowledge
Students should be able to demonstrate knowledge and understanding of:

selected periods and/or aspects of History, exploring the significance of historical
events, people, changes and issues.
AO2 Concepts/Opinions
Through their training in History, students should be able to:

understand change and continuity, cause and consequence.

understand past people’s motives, emotions, intentions and beliefs.

draw conclusions and make historical judgements.
AO3 Skills

use historical sources critically, in context, recording significant information and reaching
conclusions.
28
The examination will consist of three papers.
Length of time
Paper 1
What’s it
Description
worth?
2 HOURS
Students are required to answer three questions
Two questions from Section A (Core Content) and
one question from Section B (Depth Study).
WRITTEN
EXAM PAPER
Section A
20th WORLD (two questions)
40%
Section B
DEPTH STUDY (one question)
All questions are in the form of structured essays,
split into three parts: (a), (b) and (c).
Paper 2
Externally marked
Students answer source questions on a case study
2 HOURS
Students answer questions on one prescribed topic
taken from the Core Content. There is a range of
source material relating to each topic.
33%
Paper 4
(instead of
coursework)
For the examination in 2016, the prescribed topics
are:
19th century Core Content (Option A):
• What caused the First World War?
20th century Core Content (Option B):
• Why had international peace collapsed by 1939?
Externally marked
Students answer source questions on a depth study
1 HOUR
27%
Externally marked
29
THE ARTS
Introduction to IGCSE Art and Design
At Uplands, Art is continuous from the lower primary years through to the senior secondary
years. In Years 10 and 11, Art follows the Cambridge IGCSE course syllabus.
Cambridge IGCSE Art and Design will appeal to students who wish to explore practical work
through a range of two- and/or three-dimensional processes and include new media and
technologies in addition to traditional media and processes.
Cambridge IGCSE Art and Design encourages personal expression, imagination, sensitivity,
conceptual thinking, powers of observation, an analytical ability and practical attitudes.
Students will have opportunities to gain a greater understanding of the role of the visual arts
in the history of civilisations, and so widen and enrich their cultural horizons. The syllabus has
been designed to combine a breadth and depth of study, to accommodate a wide range of
abilities and individual resources, and to provide opportunities for students to explore both
practical and critical/contextual work.
Cambridge IGCSE Art and Design complements literary, mathematical, scientific and factual
subjects. It is especially concerned with the development of visual perception and aesthetics
and is a form of communication and a means of expressing ideas and feelings.
30
Overview of IGCSE Art and Design
Syllabus aims
Cambridge IGCSE Art and Design encourages students to develop:
• an ability to record from direct observation and personal experience
• an ability to identify and solve problems in visual and/or other forms
• creativity, visual awareness, critical and cultural understanding
• an imaginative, creative and personal response
• confidence, enthusiasm and a sense of achievement in the practice of art and design
• growing independence in the refinement and development of ideas and personal outcomes
• engagement and experimentation with a range of media, materials and techniques,
including new media and technologies, where appropriate
• experience of working in relevant frameworks and exploration of manipulative skills
necessary to form, compose and communicate in two and/or three dimensions
• knowledge of a working vocabulary relevant to the subject and an interest in, and a critical
awareness of, other practitioners, environments and cultures
• investigative, analytical, experimental, interpretative, practical, technical and expressive
skills which aid effective and independent learning
Content of IGCSE Art and Design
Painting and related media
Students can submit work in any of the media outlined below for any of the four components.
In response to studies within this area, students are expected to demonstrate skills in either a
representational or descriptive manner, or they may be more imaginative and interpretative.
In any case, work will evolve through investigation and development by the student.
Responses may be based upon a directly observed starting point or subject, or they may be the
student’s personal response to a theme.
Subjects could include:
• landscapes
• figure studies
• portraits
• the natural or man-made environment
• still-life
• artefacts
• abstract notions or feelings
• personal experiences
• visual ideas inspired by literary sources
31
Students should learn to use a sketchbook to make visual and/or other appropriate research
and develop their ideas. They should also show knowledge of art and design from other
cultures or history and relate it to their own studies.
Painting and drawing
Students should be encouraged to work from direct observation and to explore the use of tone,
colour and composition, materials and context. This can be shown through the use of
processes and use of media such as charcoal, pencil, pastels, acrylic, water colour, oil and inks.
Graphic media
Students should be encouraged to demonstrate the communication of visual and/or other
meaning through images. Candidates should explore an expressive and personal response in
their work.
Printmaking
Students should be encouraged to explore image-making rather than the specific design for
industrial design processes such as repeat fabric design. Ideas and development will evolve
through investigation, development and experience that could be gained from direct
observation or a personal response to a theme.
Non-traditional media
Students should be encouraged to explore using traditional or new media or a combination of
both. Students can also produce work for assessment in any two-dimensional form such as
collage or textiles. The use of mixed media or waste materials for collage is acceptable.
New media
Students may wish to explore using installation art, animation audio or moving image in their
work. The design process should include research, ideas development, review and creation,
and this should be evidenced in the supporting work. For site-specific works or works using
found objects, visual images should be supplied in the most relevant format with a clear
evaluation of the processes and materials used and what the creative intentions were for the
piece.
32
Component 1:
This component is compulsory for all students. This is an externally set assignment which is
marked by Cambridge. This component gives students the opportunity to explore any of the
areas of study in response to the selected questions. It could be observational, interpretative or
a combination of both. Alternatively, students may interpret any question as a design brief. All
responses should be submitted on paper; these could be continued into other media or threedimensional structures but these should then be recorded through photographic or digital
means. First-hand studies from primary sources must be used as the starting point for the
development of ideas.
There are two parts to this component: the supporting studies and the final eight-hour test.
Cambridge will assess both parts together and award a single holistic mark..
Students should be reminded that although the supporting studies and the controlled test are
marked together against all the assessment objectives, assessment objective AO1 is concerned
with gathering, recording and research and investigation, and assessment objective AO2 is
concerned with exploration and development of ideas. Students should take this into account
when preparing their supporting studies. The supporting studies will act as the students’
reference material to inform the controlled eight-hour test.
Supporting studies
During the preparatory period, students may have produced a significant body of work in a
number of different formats such as sketchbooks, notebooks, digital media, models, maquettes
and other means. This material must be edited and submitted for assessment on no more than
two sheets of A2 (this may or may not be double-sided, i.e. a maximum of four sides). Quality
of work is more important than the amount of work. The supporting studies must be taken
into the controlled test in order to inform the eight-hour controlled test.
Supporting work comprises work that is the Student’s own work/photographs, and should be
selected and organised in a manner that shows research, exploration of ideas, development of
theme and experiments with media and materials.
Controlled eight-hour test
Students will be expected to select and organise their supporting studies in order to support
the controlled eight-hour test. The controlled test will form the culmination of the research and
evaluation that the student has undertaken during the preparatory period. Students are
expected to produce evidence that all of the assessment objectives have been met in response
to the chosen question. Any media may be used during the controlled test from the broad
areas of study listed in the syllabus content.
33
Component 4:
This is an internally set assignment which is marked by the accredited teacher at the School
and moderated by Cambridge. There are two parts to this component: the supporting portfolio
and the final outcome. The accredited teacher will assess both parts. Cambridge will moderate
both parts. In a course of at least one year, students are expected to have concentrated on one
of the areas listed in the syllabus content. From their course of study, they should select, for
assessment by the School, a supporting portfolio of work that directly relates to the final
outcome.
Supporting portfolio
This should contain work which shows the research, exploration, development and evaluation
relevant to the one final outcome. The maximum size is A2, and no more than four sheets –
eight sides in total. The supporting portfolio should directly relate to the final outcome and the
quality of work is more important than the amount of work.
Final outcome
The final outcome should be a resolved piece of work that has been developed from the
supporting studies. This can be in any chosen medium studied and could be a series of works,
if the intention from the outset was always to produce several related items: for example, a
series of photographic prints, sculptures, paintings (triptych) or artefacts. The final outcome
should offer breadth and depth of exploration and inquiry, stimulated by the content set by
the School. It must be the student’s individual response from conception to the completion of
the final outcome.
Work submitted should demonstrate evidence of:
• informed and personal exploration within the chosen area
• recording, analysis, organisation and collection of observations, expressions and insights
relative to ideas and intentions
• experimentation with ideas, concepts, materials, techniques and processes
• reflection, review and refinement
Work for this component should also include evidence of study and exploration of the practice
of other related practitioners who inform the student’s own work. The student’s work should
display an understanding of cultural and historical contexts in which the work of others is
created.
The accredited teacher will assess both the supporting portfolio and the final outcome together
for each student and award a single mark out of 100. This will then be externally moderated
by Cambridge.
34
Assessment of IGCSE Art and Design
As described in the previous section, assessment in IGCSE Art and Design is both internal,
carried out by staff registered and certified by Cambridge International Examinations, and
external by the examiners of that examination syndicate.
At Uplands we currently follow Option C which is a combination of Component 1 and
Component 4 as described below:
Component 1





Broad-based assignment
Externally assessed
Supporting Studies
Unlimited preparatory period
during which time students
produce their supporting studies
Controlled test
Students take an eight-hour test.
50%
Component 4





Coursework assignment
Internally marked by teachers and
externally moderated
Supporting Portfolio
Students produce a portfolio of up
to four sheets (eight sides) of A2
Final Outcome
Students produce a final outcome
in a chosen medium
50%
Assessment objectives
Cambridge IGCSE Art and Design has five assessment objectives, which apply to all
components.
AO1 Gathering, recording, research and investigation
• investigate and research a variety of appropriate sources
• record and analyse information from direct observation and/or other sources and personal
experience
AO2 Exploration and development of ideas
• explore a range of visual and/or other ideas by manipulating images
• show a development of ideas through appropriate processes
AO3 Organisation and relationships of visual and/or other forms
• organise and use visual and/or other forms effectively to express ideas
• make informed aesthetic judgements by recognising the effect of relationships between
visual and/or other forms
35
AO4 Selection and control of materials, media and processes
• show exploration and experimentation with appropriate materials
• select and control appropriate media and processes, demonstrating practical, technical and
expressive skills and intentions
AO5 Personal vision and presentation
• show personal vision and commitment through an interpretative and creative response
• present an informed response through personal evaluation, reflection and critical thinking
36
Introduction to IGCSE Drama
Overview of IGCSE Drama
Who does well at IGCSE Drama?
Who enjoys the subject?
Is it for me?
Students who do well are curious about theatre and performance; they enjoy creating scenes
and have a good imagination, and they enjoy ‘playing’. They want to learn a craft, how actors
and other performers create a role on stage or in film and TV. They like visualising scripts,
telling stories and ‘being other people’.
Don’t worry if you are a bit shy to begin with. In the Drama class we all work hard at the very
beginning, through games, ensemble work and trust exercises to feel comfortable with
everyone else so you can enjoy working in groups, can learn from others and value their
opinions on how you can improve your work.
Some people are better at performing, some at making and some at evaluating and being the
eyes of the audience, saying what works well in performance. We all have our strengths and
you may discover something you didn’t know you were very good at. Drama students all gain
new skills, increase their creative capabilities and develop confidence in expressing
themselves.
Essential ingredients are: being interested in the subject, willing to try and having an
enjoyment of regularly using your imagination.
37
Syllabus aims

To encourage an enjoyment of Drama and develop your understanding of the subject
through practical and theoretical study.

To enable you to realise the performance possibilities of scripts, different texts and
other stimuli.

To help you acquire and develop skills in Drama, both individually and in groups.

To develop an understanding of the processes leading to a performance, the elements
involved in creating a performance and how to evaluate the various stages of
performance work.

To encourage you to use dramatic forms to communicate feelings and ideas to an
audience
Content of IGCSE Drama
Over the 2 years you will explore different dramatic forms and styles of theatre. You may look
at topics such as physical theatre, naturalism and ‘Theatre of the Absurd’. You will also study
different playwrights and theatre traditions throughout history and from different countries.
You will examine plays and script extracts and experiment with acting them out. You might
take on the role of the director, designer or actor or consider how lights and sound could be
used to bring the play to life on stage. You will take a piece of music, a poem or a piece of art
and devise a play around this stimulus. You will also look at a contemporary issue or an
important event in history or a cultural phenomenon and discover ways that you can use
Drama to explore it, maybe by taking on different roles or devising scenes to enact certain
situations. Finally, you will learn how to organise your practical work, collaborate effectively
with others in any group, develop trust to take risks and push your creative ideas forward.
Assessment of IGCSE Drama
You will be assessed on your ability to demonstrate understanding:

of the performance possibilities of text and other stimuli

of the differing roles of actor, stage manager, director and technician in bringing a
performance to life
You will be assessed on your ability to devise dramatic material and reflect on its effectiveness
You will be assessed on your performing skills in Drama
38
Paper 1: Written Exam
40% of the assessment will be in the form of a written examination.
Several months before the written exam you will be given 1 stimulus (a title, scenario, phrase
or quote) and will create a piece of drama based on this stimulus. You will work in groups and
create a piece lasting 10-15 minutes.
The class will also receive an extended extract from a play, which we will study and perform
in class. The questions on the paper will require candidates to have engaged with the prerelease material from the perspective of actor, director and designer.
It is about these experiences that you will write in the exam.
The question paper is structured as follows:
• Section A Candidates answer 6–8 short-answer questions on the extract from the and 2–4
questions on the drama devised from their chosen stimulus (10 marks).
• Section B Candidates answer one longer-answer question from a choice of three on the
extract from the play.
• Section C Candidates answer one longer-answer question from a choice of three on the
drama devised from their chosen stimulus.
Paper 2: Coursework (practical work)
The coursework counts for 60% of the final mark. You will prepare 3 pieces of practical work.


One individual piece (3–5 minutes): one performance of an extract from a play.
Two group pieces (maximum 15 minutes each): one performance of an extract from a
play and one original devised piece.
Internally assessed and externally moderated. 60%
39
Assessment objectives
AO1 Understanding repertoire
Students will be assessed on their ability to demonstrate knowledge and understanding of the
possibilities of repertoire, and how to interpret and realise it in a live performance. This
assessment objective applies to the individual piece and the group performance of an extract
from a play. The assessment criteria cover three strands:
• The ability to bring a character to life based on understanding of the role and its function in
the play from which it is taken.
• The ability to interpret this role in a manner that demonstrates understanding of the
style/genre of the play.
• Understanding of the process of moving from page to stage and contribution to the working
process in order to craft and shape the performance.
AO2 Devising
Students will be assessed on their ability to devise dramatic material and reflect on its
effectiveness. This assessment objective applies to the group devised piece. The assessment
criteria cover three strands:
• The quality of the individual role that the student has devised within the ensemble piece,
and the ideas that underpin it.
• The integrity of the individual role and its contribution to the overall piece.
• The ability to engage with the devising process in order to craft and shape the role.
AO3 Acting skills
Students will be assessed on their acting skills and their ability to communicate effectively to
an audience. This assessment objective applies to all three pieces. The assessment criteria
cover four strands:
• The quality of the student’s vocal and physical technique and use of the performance
space.
• The ability to pace the performance and vary levels of emotional intensity.
• The confidence and consistency of the performance.
• The nature of the student’s rapport with the audience.
40
The approximate weightings allocated to each of the assessment objectives are summarised
below.1
Assessment
Objectives
AO1:
Understanding
repertoire
AO2:
Devising
AO3:
Acting Skills
Total
Component 1
(Written Exam)
Component 2
(Coursework)
Weighting for
qualification
22%
15%
37%
18%
15%
33%
-
30%
30%
40%
60%
100%
Written work and Homework
To help you prepare for the IGCSE exam you will keep a journal. This is like a diary where
you reflect on practical work you have done in class, what works well and how you can
improve, so you will know good techniques next time. You may also write about work you
liked from other groups as this may give you ideas for your own future work. You will write
‘in role’ as a character, write director’s notes or annotate a script. You will write about plays
we go and see, as part of the course, and about interesting playwrights you may have
researched, or plays you have read. Learning how to write about drama over the two years
will make the written exam much easier, as you would have had lots of practice.
41
Introduction to GCSE Media Studies
The Media Studies GCSE course is an exciting subject which helps develop a student’s
appreciation and critical understanding of the media and its role in our daily lives. Students
will consider how the media communicates with an audience, through the use of films,
television, advertising, news, magazines, internet, video games, music and more.
In order to engage fully with the subject, students will undertake a variety of theoretical and
practical tasks where they will consider how the media constructs texts in order to represent
the world to us as, an audience. These tasks will be tackled in diverse ways, ranging from
class discussions, essay writing, script writing, creative design to film making. Students will
be required to work with cameras and use video and picture editing software to complete
different stages of the course.
To do this, the course will be split into two sections. It will be assessed through an exam at the
end of Year 11, which is 40% of the GCSE grade. The other 60% will be internally assessed and
is made up of 3 pieces of work, consisting of two textual analyses and a practical production.
42
Overview of GCSE Media Studies
Unit B 321: The Individual Media Studies Portfolio
This is a controlled assessment unit, 25-30 hours, internally assessed and externally
moderated.
30% of the total GCSE marks
Students produce an individual portfolio containing a comparative analytical assignment, a
production exercise and a planning and evaluative commentary, The comparative analytical
assignment is based on at least two media texts from a selection of set topics produced by
OCR.
+
Unit B322: Textual Analysis and
Media Studies Topic (Moving Image)
Unit B323: Textual Analysis and
40% of the total GCSE
1hour 45 minutes written paper
This is an examined unit where students in
Section A analyse and respond to a short,
unseen moving image extract. In Section B,
students answer questions based on
Institution and Audience through the
study of Television Comedy and/or Radio
Comedy texts chosen by centres.
40% of the total GCSE
1 hour 45 minutes written paper
This is an examined unit where students
in Section A analyse and respond to an
unseen print extract. In Section B,
students answer questions based on
Institution and Audience through the
study of Television Comedy and/or Radio
Comedy texts chose by centres.
Media Studies Topic (Print)
OR
+
Unit B324: Production Portfolio in Media Studies
This is a controlled assessment unit, 25-30 hours, internally assessed and externally
moderated.
120 marks, 30% of the total GCSE marks
Students can either work individually or in groups to produce a major practical production
from a selection of set briefs, Within this, each individual produces their own evidence of
research and planning alongside an individual evaluation of their finished products.
NB Students must demonstrate knowledge and understanding of a minimum of three
different media areas, including one print and one audio-visual based medium across the
specification.
43
Content of GCSE Media Studies
Unit B321: The Individual Media Studies Portfolio
This unit focuses on comparative analysis and enables the students to demonstrate their
understanding of the following media key concepts:
Media language
Representation
It also offers students the opportunity to demonstrate their skills in planning, construction and
evaluation through the production exercise. The following topics are offered:
Documentaries
Popular music
Talk radio
Sport and media
Advertising
Film genre
Celebrity
Soap opera
News
Video games
The purpose of this unit it to assess:


Students’ knowledge and understanding of media products and contexts
Students’ understanding of how meanings are created through analysis of media
products, using media key concepts and appropriate terminology
The accompanying production exercise requires students to:


Demonstrates and ability to research, plan and construct media products using
appropriate presentation skills
Demonstrate and ability to construct and evaluate their own products using creative
and technical skills
This is a controlled assessment unit, internally assessed and externally moderated.
Students will produce an individual portfolio containing:



A comparative analytical assignment (60 marks)
A production exercise (4 marks)
An evaluative commentary (20 marks)
The assignment will focus on the following media key concepts:
Media language
Representation
44
Unit B322: Textual Analysis and Media Studies Topic (Moving Image)
There are two section to this unit.
The following topic is offered for Section A:
Action, adventure films
By analysing and responding to a short, unseen moving image extract, students demonstrate
their understanding of the following media key concepts:
Genre
Media language
Representation
Section B is based on a media topic and tests students’ understanding of the following media
key concepts:
Institutions
Audiences
The following topic is offered for Section B:
TV Comedy and/or Radio Comedy
Unit B322: Textual Analysis and Media Studies Topic (Print)
There are two sections to this unit.
The following topic is offered for Section A:
Lifestyle magazines
By analysing and responding to a short, unseen moving image extract, students demonstrate
their understanding of the following media key concepts:
Genre
Media language
Representation
Section B is based on a media topic and tests students’ understanding of the following media
key concepts:
Institutions
Audiences
The following topic is offered for Section B:
TV Comedy and or Radio Comedy
45
Unit B324: Production Portfolio in Media Studies
The Production Portfolio offers students the opportunity to demonstrate their skills in
research, planning, production and evaluation and their understanding of the following media
key concepts:




audience
institutions
media language
genre
Briefs are offered in the following areas:




print
video
audio
website
The purpose of this unit is to assess:


students’ skills of research, planning and presentation and planning through the
construction of their practical production
students’ ability to construct and evaluate their own products using creative and
technical skills
This is a controlled assessment unit, internally assessed and externally moderated. Students
can either work individually or as part of a group (maximum size five) to produce a major
practical production in response to briefs set by OCR. They must also produce individual
evidence of research and planning and an individual evaluation of their finished work.
Centres must choose from twelve set briefs that will be available for at least two years. The
twelve set briefs in this unit must be followed as set out in the specification.
The Production Portfolio
The Production Portfolio will consist of the following:




the Production Log
the Production itself
the Evaluation
the Appendix – to include a range of additional material appropriate to the product,
such as: first drafts of storyboards and scripts, rejected photographs and graphics, and
mock-up of magazines, advertisements and websites.
46
Assessment of GCSE Media Studies
For GCSE in Media Studies candidates must take three of the following four units.
GCSE Media Studies (J526)
Unit B321: The Individual Media Studies Portfolio
30% of the total GCSE
Controlled assessment
120 marks
25-30 hours
Students produce an individual portfolio containing a
comparative analytical assignment based on at least two
media texts, a production exercise and planning and
evaluative commentary.
This unit is internally assessed and externally moderated.
Either Unit B322: Textual Analysis and Media Studies Topic (Moving Image)
This examination has two sections.
40% of the total GCSE1 hour
45 minutes written paper
80 marks
Section A: students answer three questions to examine Genre,
Media Language and Representation.
Section B: students answer one question on TV and/or Radio
Comedy relating to Institution and Audience.
This unit is externally assessed.
Or Unit B323: Textual Analysis and Media Studies Topic (Print)
40% of the total GCSE
This examination has two sections.
1 hour 45 minutes written
Section A: students answer three questions to examine Genre,
paper
Media Language and Representation.
80 marks
Section B: students answer one questions on TV and/or Radio
Comedy relating to Institution and Audience.
This unit is externally assessed.
Or Unit B323: Textual Analysis and Media Studies Topic (Print)
30% of the total GCSE marks
Students produce a major practical production portfolio in
Controlled assessment
response to briefs set by OCR, together with an evaluation.
120 marks
This unit is internally assessed and externally moderated.
25-30 hours
47
Introduction to IGCSE Music
Overview of IGCSE Music
At Uplands, Music is continuous from the lower primary years through to the senior
secondary years. When studying the Cambridge IGCSE Music syllabus, learners listen to,
perform and compose music, encouraging aesthetic and emotional development, selfdiscipline and, importantly, creativity. As a result, learners enhance their appreciation and
enjoyment of music, an achievement that forms an ideal foundation for future study and
enhances life-long musical enjoyment.
Learners study music of all styles; each style is placed in its historical and cultural context, and
they are encouraged to be perceptive, sensitive and critical when listening. Although the
majority of the syllabus examines Western European music, the music of other cultures is
always represented.
Syllabus aims

Enable students to acquire and consolidate a range of basic musical skills, knowledge
and understanding, through the activities of listening, performing and composing

Help students develop a perceptive and critical response to the main historical periods
and styles of Western music

Help students to recognise and understand the music of selected non-Western
traditions, and thus to form an appreciation of cultural similarities and differences

Provide a foundation for the development of an informed appreciation of music

Provide a foundation for further study in music at a higher level
48
Content of IGCSE Music
There are three central components of the course related to the assessment:
 Listening
 Performing
 Composing
Listening
This component is based on CD recordings supplied by Cambridge. The extracts or pieces
played will be from a wide range of styles and traditions. The questions test understanding
and perception of the music. Students are expected to follow any complete or skeleton scores
or diagrams provided. They may be asked questions relating to rudiments, melody and
rhythm, harmony (including recognition of chords, keys and cadences), ensembles,
instruments and instrumental effects, structure, compositional devices, texture, style or genre,
as appropriate to the music.
Section A: Unprepared Western Repertoire
Extracts from two works which may be instrumental and/or vocal selected from the Baroque,
Classical and Romantic periods and the Twentieth Century. In addition to questions on the
areas listed above, students may also be required to identify the period and/or suggest a
possible composer.
Section B: World Music
Extracts from three pieces of music. Two of the pieces will be selected from African and Arab,
Latin American, Chinese, Indian and Indonesian traditions. In addition to questions on the
areas listed above, students will also be required to identify the possible continent/country or
origin. The third piece will be taken from the World Focus prescribed each year from the nonWestern music traditions. World Focus for examination in 2016 – Japanese Instrumental
Music The purpose of setting a World Focus is to allow students to study the music of one
non-Western culture in greater detail.
Section C: Skeleton Score
A single extract with skeleton score. In addition to questions on the areas listed above,
students will be expected to undertake simple rhythmic and/or melodic dictation. They will
also be required to identify the period of the music and/or to suggest the name of a likely
composer.
Section D: Set Work
Students are expected to have prepared one Set Work. For their chosen work, students will
hear two Set Works for examination in 2016: EITHER Vivaldi: ‘Spring’ from The Four Seasons
OR Rodrigo: Concierto de Aranjuez (Movements 1 and 3).
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Performing
Component 2 consists of prepared performances of the student’s own choice, all of
which must be recorded. The student must: (i) sing or play individually – either one piece
or two short contrasting pieces (which should be on the same instrument) AND (ii) sing
or play in an ensemble – either one piece or two short contrasting pieces (which should be
on the same instrument – but this does not need to be the same instrument as that
offered for individual performing).
The total playing time should be between four and ten minutes. The music performed should
be appropriate, in its technical and musical demands, to the student’s stage of development at
the time of the examination. Positive credit is given for the following: (a) the range of technical
and musical skills demonstrated (b) accuracy of playing the notes and rhythm (in notated
music) OR quality of improvisation (in music that is not notated) (c) choice and control of
tempo (in an individual performance) OR ensemble co-ordination (in an ensemble
performance) (d) sensitivity to phrasing and expression (e) technical control of the instrument.
An individual performance may either be unaccompanied or accompanied (but the
accompaniment should be played if the composer wrote one and a suitable accompanist is
available). Any accompaniment may be live or through a backing track. Singers who choose
to accompany themselves (e.g. on the guitar) should be assessed for their singing only.
An ensemble should consist of two or more live performers, and the student’s part may not be
consistently doubled by any other performer. Pianists may offer accompaniment; duos are
allowed provided the student’s part demonstrates genuine ensemble skills and could not also
be counted as a solo. Students should ensure that they do not offer as an ensemble any piece
that could be presented as their individual performance, e.g. a flautist playing with piano
accompaniment would count as an individual performance for the flautist. The other
musicians in an ensemble do not also have to be candidates for the examination. Backing
tracks and/or multi-tracking must not be used in any part of the ensemble performance.
Composing
Students submit two compositions, written for different instruments and/or voices,
which must be recorded on cassette tape or CD.
Composition 1 must be written in a Western, tonal style and must demonstrate familiarity
with the basic principles of traditional harmonic language; this composition must be fully
notated using staff notation and the score must be submitted with the recording.
Composition 2 may be in any style of the student’s choice and may be notated in whatever
form of notation is appropriate to the music. If staff notation is not used, the intentions of
the notation must be clearly explained in an accompanying commentary. The score and
commentary (if applicable) must be submitted with the recording.
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Notation may be either handwritten or computer generated, but all scores must be accurately
edited. If notations other than staff notation are submitted, they must be accurately designed
to show the duration of the sounds represented by whatever symbols are used (e.g. guitar
chord symbols on their own do not show duration). Alternative notation should not be used
for any piece which is capable of being notated in staff notation.
Teachers must certify that the compositions are the individual work of the student who claims
authorship. Students will be given positive credit for: (a) their ideas (b) the structure of their
compositions (c) their use of the chosen medium (d) compositional technique (e) score
presentation/notation.
Assessment of IGCSE Music
Cambridge IGCSE Music students take three compulsory components:
Components
Approx.
weighting
1 Listening c.1 hour 15 minutes - written examination based on CD
recordings supplied by Cambridge. Externally assessed.
40%
2 Performing Coursework - two prepared performances, one individual
and one ensemble. Internally marked/externally moderated.
30%
3 Composing Coursework - two contrasting compositions.
Internally marked/externally moderated.
30%
Assessment objectives
The examination rewards students for positive achievement in the following areas:
AO1 Listening
 Aural awareness, perception and discrimination in relation to Western music.

Identifying and commenting on a range of music from cultures in different countries.

Knowledge and understanding of one World Focus from a non-Western culture and
one Western Set Work
AO2 Performing
Technical competence on one or more instruments.

Interpretative understanding of the music performed
AO3 Composing

Discrimination and imagination in free composition.

Notation, using staff notation and, if appropriate, other suitable systems
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TECHNOLOGY
Introduction to IGCSE Design and Technology
RESISTANT
MATERIALS
GRAPHIC
PRODUCTS
The Cambridge IGCSE Design and Technology syllabus enables learners to identify, consider
and solve problems through creative thinking, planning and design, and by working with
different media, materials and tools. Students gain technical and design awareness as a result,
and develop skills such as initiative, resourcefulness, enquiry and ingenuity. They also
develop the communication skills central to design making and evaluation. The course
provides an ideal basis for further study, and prepares learners for their future within a
rapidly changing technological society.
At Uplands, we offer both Graphic Products and Resistant Materials.
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Syllabus aims
The Cambridge IGCSE Design and Technology syllabus aims to:
• develop creative thinking in areas relevant to design and technology
• apply problem solving skills to practical and technological problems
• develop the communication skills central to design, making and evaluation
• apply knowledge and understanding to the design and making of products, taking into
consideration sustainability and the wider impact on society
• encourage candidates to apply learning to areas of personal interest
• develop a range of transferable skills and the attributes of the Cambridge learner
• develop the ability to make aesthetic, economic, moral and technical value judgements.
Content of IGCSE Design and Technology
Part 1: Product design
Study of Part 1 is compulsory. Paper 1 (Product design) and Paper 5 (Project) specifically
assess this content. During the two years, students will develop and practise the following
skills that are applicable to both Graphic Products and Resistant Materials.
Skills
Descriptor
Observe need/requirement
Identify and describe needs and opportunities
for design and technological improvement.
Design brief/specification
Analyse and produce design specification for
problems which they, or others, have
identified.
Identify the constraints imposed by
knowledge, resource availability and/or
external sources which influence proposed
solutions - gather, order and assess
information relevant to the solution of
practical/technological problems - produce
and/or interpret data (e.g. diagrams, flow
charts, graphs, experimental and test results)
Generate and record ideas as potential
solutions to problems using a range of
techniques – identify what resources they
need for solving practical/technological
problems – use a variety of media and
equipment to produce models and mock-ups
as a means of exploring a problem and as a
means of testing the feasibility of a solution –
Indentification/ research
Generation of possible ideas
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Selection/Organisation
Evaluation
Implementation and realisation
Health and Safety
Implementation and realisation
recognize the need for continuous appraisal
of their own progress, thinking and decision
making, in order to provide themselves with
opportunitues for review – relate these
judgements to the purpose of their study, in
particular the specification which they set
themselves.
Select and develop a solution after
consideration of time, cost, skill and resources
- organise and plan in detail the production of
the selected solution.
Evaluate existing products/systems, the work
of others and their own work - test the
performance of the product/solution against
the original specification use different
methods and sources to assess the
effectiveness of a product (e.g. sampling,
questionnaires, interviews) suggest any
possible modification and improvements
(consideration to include functional, safety,
aesthetic, ergonomic and economic factors).
Show an awareness of correct procedures for
their preparation -show an awareness of the
correct and accurate methods of drawing,
marking out and testing - select appropriate
processes for shaping, forming, cutting,
joining, fitting, assembling and finishing a
variety of materials.
Show an awareness of the correct use of hand
and machine tools and equipment show a
proper regard for all mandatory and other
necessary safety precautions relevant to the
use of a variety of tools, machines, materials
and other resources. Understand the
responsibilities of designers to ensure that
products are safe to use understand the
importance of personal safety and the safety
of others when designing and making
products. Recognise basic safety symbols
used in the workshop.
Show an awareness of correct procedures for
their preparation -show an awareness of the
correct and accurate methods of drawing,
marking out and testing - select appropriate
processes for shaping, forming, cutting,
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Health and safety
Initiation and development of ideas, and
recording of data
Communication of design ideas
Use of technology in design and making
Design and technology in society
joining, fitting, assembling and finishing a
variety of material.
Show an awareness of the correct use of hand
and machine tools and equipment show a
proper regard for all mandatory and other
necessary safety precautions relevant to the
use of a variety of tools, machines, materials
and other resources. Understand the
responsibilities of designers to ensure that
products are safe to use understand the
importance of personal safety and the safety
of others when designing and making
products. Recognise basic safety symbols
used in the workshop.
Extract relevant information from sources,
interpret and record information and data.
Use technical vocabulary, number skills,
colour, shading and other media to produce
sketches, models, diagrams, drawings and
written materials, which communicate their
ideas with precision and clarity.
Research existing products (Internet.)
Understand the benefits of CAD/CAM when
designing and manufacturing one-off or batch
production. Understand how CAD can be
used to generate 2D and 3D images.
Understand how CAD/CAM is used in
industry. Be aware of a variety of machines
that can be controlled by computer, including
miller/router/engraver, CNC lathe, milling
machine, router, laser cutter. Have an
awareness and understanding of how
computers can enhance stock control and
quality control.
Show awareness of the effect of design and
technology activity on social, environmental
and economic issues. Demonstrate awareness
of the role of designers, craftsmen and
technologists in industry and society. Take a
range of human needs into account.
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Practical design application
Environment and sustainability
Control
Consider how existing products meet the
needs of the users. Consider production
manufacturing as: one-off, batch and mass
production. Generate design proposals:
 identify the resources needed
 plan the stages of manufacture
 evaluate proposals against a
specification
 understand the relevance of function
and aesthetics (in terms of the
appreciation of the use of line, shape,
form, proportion, space, colour and
texture as appropriate to their
designed solutions and the work of
others)
 understand the importance of
anthropometrics and ergonomics
 use modelling to test proposals
Recognise that different forms of energy
sources exist, namely, fossil fuels, nuclear,
renewable. Understand the difference
between the finite and almost infinite nature
of energy sources and how design can help to
conserve all energy sources. Use energy
sources effectively and efficiently. Be aware of
the responsibilities of designers towards
sustainability of materials and other
resources. Select materials based on
environmental and sustainable
considerations. Understand the need for
recycling. Identify materials that can be
recycled and those that cannot. Understand
the importance of disassembly of products
and the reuse of parts. Understand that
products may be designed with a limited
lifetime.
Identify the features of a control system in
terms of input devices, processing elements,
output devices, feedback.
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Part 2: Graphic products
Graphic products is a Part 2 option. At Uplands, students can choose to study either Graphic
Products or Resistant Materials. The following objectives are taught in a practical way,
wherever possible, and integrated with the content of Part 1.
Graphic Products aims to develop the skills that designers use within the context of their design
activities in the design studio. It also aims to develop an awareness of the importance of
communication and modelling techniques concerned with promotion and illustration of ideas
and their interrelationship with all stages in commercial manufacture and promotion. Students
come to appreciate the role that graphic products have in one
or more of the following or similar areas:
• Packaging
• Display
• Manuals
• Architectural modelling
• Interior design
• Promotional design
• Product design
• Transport
• Corporate identity
Resistant Materials aims to develop the skills which designers use within the context of
materials and their processing. Students need practical experience so that they can get a broad
understanding of materials and their processing rather than an in-depth knowledge of any
particular material, technology or process.
This practical experience includes:
• the general physical and working properties of common construction materials (plastics,
woods and metals) in relation to specific designing and making tasks
• simple comparative testing
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Assessment of IGCSE Design Technology
Components
Weighting
Student take:
Paper 1 Product Design
1 hour 15
minutes
25%
This is a compulsory written paper. It tests design thinking.
Externally marked
and either
Paper 2
or:
1
Paper 3
or:
1
Paper 4
1
hour
hour
hour
Graphic Products
Resistant Materials
Systems and control
This is an optional
This is an optional
This is an optional
written / drawing paper.
written paper.
written paper.
Externally marked
Externally marked
Externally marked
and:
25%
Weighting
Paper 5 Project
This project is compulsory and is a school-based assessment.
50%
Internally marked/externally moderated.
Assessment objectives
There are three assessment objectives
AO1
Recall, select and communicate knowledge and demonstrate understanding in design and
technology including their wider effects.
AO2
Apply knowledge, understanding and skills in a variety of contexts and in designing and
making products.
AO3
Analyse and evaluate products, including their design and production.
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Introduction to IGCSE Information and Communication Technology
At Uplands, ICT is continuous from Year 7 through to the senior secondary years. In Years 10
and 11, ICT follows the Cambridge IGCSE course syllabus.
The Cambridge IGCSE Information and Communication Technology syllabus encourages
students to develop lifelong skills including:
• understanding and using applications
• using ICT to solve problems
• analysing, designing, implementing, testing and evaluating ICT systems, ensuring that they
are fit for purpose
• understanding the implications of technology in society, including social, economic and
ethical uses
• awareness of the ways ICT can help in home, learning and work environments.
59
Syllabus aims






help students develop and consolidate their knowledge, skills and understanding in
ICT and be aware of new and emerging technologies.
encourage students to develop further as autonomous users of ICT.
encourage students to continue to develop their ICT skills in order to enhance their
work in a variety of subject areas.
provide opportunities for students to analyse, design, implement, test and evaluate ICT
systems.
encourage students to consider the impact of new technologies on methods of working
in the outside world and on social, economic, ethical and moral issues.
help students to improve their skills and increase their awareness of the ways in which
ICT is used in practical and work-related situations.
The practical skills contained in the syllabus are directly applicable to the study of other
subjects; students are encouraged to take up opportunities to apply their ICT skills to a
range of contexts.
Content of IGCSE Information and Communication Technology
All students study the following topics.
Types and components of computer systems
- hardware and software, the main components of computer systems, operating
systems,
types of computer, impact of emerging technologies
Input and output devices
- input devices and their uses, direct data entry and associated devices, output
devices and their uses
Storage devices and media
Networks and the effects of using them
- networks, network issues and communication
The effects of using IT
- effects of IT on employment, effects of IT on working patterns within organisations,
microprocessor-controlled devices in the home, potential health problems related to
the prolonged use of IT equipment
ICT applications
- communication applications, data handling applications, measurement applications,
microprocessors in control applications, modelling applications, applications in
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manufacturing industry, school management systems, booking systems, banking
applications, computers in medicine, computers in libraries, expert systems,
computers in the retail industry, recognition systems, monitoring and tracking
systems, satellite systems
The systems life cycle
- analysis, design, development and testing, implementation, documentation,
evaluation
Safety and security
- physical safety, e-safety, security of data
Audience
- audience appreciation; legal, moral, ethical and cultural appreciation
Communication
- communicate with other ICT users using email, effective use of the internet
File management
- Manage files effectively, reduce file sizes for storage or transmission
Images
Layout
Styles
Proofing
- software tools, proofing techniques
Graphs and charts
Document production
Data manipulation
- create a database structure, manipulate data, present data
Presentations
Data analysis
- create a data model, test the data model, manipulate data, present data
Website authoring
- web development layers, create a web page, use stylesheets, test and publish a
website
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Assessment of IGCSE Information and Communication Technology
For Cambridge IGCSE Information and Communication Technology, students take three
components:
Paper 1 Theory
Paper 2 Document Production, Data Manipulation and Presentations
Paper 3 Data Analysis and Website Authoring
Components
Weighting
Paper 1 Theory
2 hours
This written paper tests sections 1–21 of the syllabus content. All
questions are compulsory, mostly multiple choice or short answer
questions, but also some require longer answers.
External assessment
Paper 2 Document Production, Data Manipulation and Presentations
2 hours 30 minutes
This test assesses the practical skills needed to use the applications
covered in sections 17, 18 and 19 of the syllabus content.
All tasks are compulsory.
External assessment
Paper 3 Data Analysis and Website Authoring
2 hours 30 minutes
This test assesses the practical skills needed to use the applications
covered in sections 20 and 21 of the syllabus content.
All tasks are compulsory.
External assessment
40%
30%
30%
Assessment objectives
The two assessment objectives in ICT are:
AO1 Practical skills (60% of total mark)
Students should be able to demonstrate their ability to use a range of software packages in
practical and work-related contexts.
AO2 Knowledge and understanding (40% of total mark)
Students should be able to demonstrate their knowledge and understanding of the structure of
ICT systems, the roles of these systems in organisations and their impact on socie
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PHYSICAL EDUCATION
Introduction to IGCSE Physical Education
At Uplands we believe that sport is for everyone. Sport is not specifically for the more active;
every child should be encouraged to find an activity that they are interested in. Within our
programme we aim to develop;
Physical
Skills
General
Fitness
Self-Esteem
Cooperation
Teamwork
Confidence
We aspire to promote healthy decision-making, and to develop and maintain student interest
for Physical Education throughout their school years; more importantly, beyond the school
gates and into their adult life. At the Year 10/11 level this means that we offer two distinct
pathways. All students have 4 lessons (usually 2x80 minute sessions) of Physical Education
per week, either following the IGCSE Course (with exam) or the Core Course (non-examined).
63
Overview and Content of IGCSE Physical Education
Students are able to select their own programme and can opt to specialise in certain activities
or follow a broader range of activities depending on their strengths and/or personal choice.
Through the programme, students are provided with opportunities to develop organisation
and leadership skills, coaching and management skills at a basic level.
Options offered for 2015/2016;
Term 1 – Football, Netball, Badminton, Table Tennis, Basketball, Softball
Term 2 – Ultimate Frisbee, Table Tennis, Touch Rugby, Volleyball
Term 3 - Football, Netball, Beach Volleyball
Unit 2: Performance in Physical Education
Section 2.1: Practical performance 26
2.1.1: Player/participant 26
2.1.2: Official 27
2.1.3: Leader 27
2.1.1: Player/participant 28
2.1.2: Official 31
2.1.3: Leader 34
Section 2.2: Analysis of performance 44
For the practical component, students are required to complete up to 4 activities. These may
come from activities that are studied in school or a specialist activity that a student studies
outside of school. Students are assessed at the end of each activity to give a coursework grade.
Students are now also able to choose to be assessed in a number of different roles other than a
participate and these are as an official or a coach. For the final practical assessment students
are moderated by an external Edexcel recognised assessor. This usually takes place during
February/March, which then allows for students to switch their focus and concentrate on the
Theory side of the course.
Examples of activities students have been assessed in during recent years include; Football,
Basketball, Fitness, Athletics, Competitive Swimming, Personal Survival and Judo.
The theory aspect investigates a number of different areas that include: factors affecting
participation and performance; injuries and safety; basic anatomy and physiology; training
methods and drugs.
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Over the two-year course, students will complete the following Theory Units;
Section 1.1 Healthy, active lifestyles
This includes: healthy, active lifestyles and how they could benefit you; influences on your
healthy, active lifestyle; exercise and fitness as part of your healthy, active lifestyle; physical
activity as part of your healthy, active lifestyle; your personal health and wellbeing.
Section 1.2 Your healthy, active body
This includes: physical activity and your healthy mind and body; a healthy, active lifestyle and
your cardiovascular system; a healthy, active lifestyle and your respiratory system; a healthy,
active lifestyle and your muscular system; a healthy, active lifestyle and your skeletal system.
Term 2 of the Year 11 course is dedicated to Theory Revision, Exam Preparation and Final
Practical Moderation.
Syllabus aims

encourage students to be inspired, moved and changed by following a broad, coherent,
satisfying and worthwhile course of study and to develop an awareness and
appreciation of their own and others’ cultures in relation to physical education

encourage creativity and decision-making skills to enable students to plan effectively
for performances and to respond to changing situations

prepare students to make informed decisions about further learning opportunities and
career choices

enable students to become increasingly physically competent through being actively
engaged in a range of physical activities, and to become increasingly effective in their
performance in different types of physical activity and roles such as player/participant,
leader and official

enable students to develop their ability to engage independently and successfully in
different types of physical activity, and to develop and maintain their involvement in
physical activity as part of a healthy, active lifestyle
65
Assessment of IGCSE Physical Education
The objectives of the course are determined by the syllabus of the Edexcel (UK) Examination
Board. In Years 10 & 11, as core Physical Education is a compulsory, non-examined subject,
students are assessed based on their effort. Assessment
The course in Physical Education is comprised of three components:
• Theory 40%
• Practical 50%
• Analysis of Performance 10%
Assessment objectives
AO1 Recall, select and communicate their knowledge and understanding of physical activity.
AO2 Apply skills, knowledge and understanding in physical activity.
AO3 Analyse and evaluate physical activity, and identify action to bring about improvement.
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COORDINATED SCIENCES
Introduction to IGCSE Coordinated Sciences
Cambridge IGCSE Co-ordinated Sciences gives learners the opportunity to study Biology,
Chemistry and Physics within a cross-referenced, scientifically coherent syllabus. It is a double
award, earning two grades. Learners gain an understanding of the basic principles of each
subject through a mix of theoretical and practical studies, while also developing an
understanding of the scientific skills essential for further study.
They 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. As well as focusing on the individual sciences, the syllabus helps learners to
understand the technological world in which they live, and take an informed interest in
science and scientific developments.
Overview of IGCSE Coordinated Sciences
In Years 10 and 11 (key stage 4), our students have nine lessons of science per week, split into
three lessons each of Biology, Chemistry and Physics. Each subject is delivered by a specialist
teacher and the students are not set on ability but are taught in tutor groups.
The scheme that we follow is geared towards the IGCSE Coordinated Sciences (double award)
0654 syllabus, set by the Cambridge exam board. This gives our students two IGCSE grades
(A*A*, AA, BB etc) and we are rightly proud of how well they do every year. The Science team
feel that it is important that Uplands students take all three Sciences to Year 11 and that the
Coordinated Sciences course is an excellent preparation for IB Diploma, ‘A’ level, HSC or the
AP science courses. Our fantastic IB Diploma results and the number of students going on to
science-related courses at University (55% last year) attest to this.
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Syllabus aims
The aims are:

To provide a worthwhile educational experience for all students, through welldesigned studies of experimental and practical science, whether or not they go on to
study science beyond this level. In particular, students’ 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
- be suitably prepared in everyday life for studies beyond Cambridge IGCSE in pure
science, in applied sciences or in science-dependent vocational courses

To 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

To stimulate:
- curiosity, interest and enjoyment in science and its methods of enquiry
- interest in, and care for, the environment

To 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, Cambridge IGCSE Coordinated Sciences seeks:
-
To 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
To promote interdisciplinary enquiry through practical investigations and through
the co-ordination of the subject matter of the three separate sciences
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Content of IGCSE Coordinated Sciences
During Years 10 and 11, students study eleven units in Biology (B1 to B11), fourteen in
Chemistry (C1 to C14) and fifteen in Physics (P1 to P15). The full details can be found on our
blog – Science Faculty @ Uplands. We finish most, if not all, of these units before the second
term in Year 11, leaving plenty of time for revision of more difficult concepts, improving exam
techniques and past exam paper practice.
Assessment of IGCSE Coordinated Sciences
Students are assessed regularly by topic tests and practical investigations (the frequency is
determined by their teacher). Report grades are informed by these results (with some 70%
coming from topic tests and 30% from any practical investigations) together with the teacher’s
professional judgement. In addition, at the end of Year 10 (in June), students sit end-of-year
exams consisting of three papers that follow the same format as the final examinations. At the
start of Term 2 (in January), Year 11 students sit mock exams consisting of the same format.
Assessment objectives
The three assessment objectives in Coordinated Sciences are:
A Knowledge with understanding
B Handling information and problem solving
C Experimental skills and investigations
A description of each assessment objective follows.
Knowledge with understanding
Students should be able to demonstrate knowledge and understanding in relation to:
• 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
69
Handling information and problem solving
Students should be able, using words or other written forms of presentation (i.e. symbolic,
graphical and numerical), to:
• locate, select, organise and present information from a variety of sources
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and draw inferences
• present reasoned explanations for phenomena, patterns and relationships
• make predictions and hypotheses
• solve problems
These skills cannot be precisely specified in the curriculum content, because questions testing
such skills are often based on information which is unfamiliar to the student. In answering
such questions, students are required to use principles and concepts in the syllabus and apply
them in a logical, deductive manner to a new situation. Questions testing these skills will often
begin with one of the following words: discuss, predict, suggest, calculate or determine.
Experimental skills and investigations
Students should be able to:
 use techniques, apparatus and materials (including the following of a sequence of
instructions where appropriate)
 make and record observations, measurements and estimates
 interpret and evaluate experimental observations and data
 plan investigations and/or evaluate methods, and suggest possible improvements
(including the selection of techniques, apparatus and materials)
Examinations
All students must enter for three papers - Paper 1; either Paper 2 or Paper 3; and one from
Papers 4, 5 or 6. The majority of students at Uplands study the extended syllabus content and
are entered for Paper 3. All students are entered for Paper 6 – Alternative to Practical.
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Candidates take:
Paper 1
(30% of total marks)
(45 minutes)
A multiple choice paper consisting of 40 items of the four-choice type.
The questions will be based on the core syllabus content, will be of a difficulty appropriate to
grades C to G, and will test skills mainly in Assessment Objectives A and B.
and either:
or:
Paper 2
(50% of total marks) Paper 3
(50% of total marks)
(2 hours)
(2 hours)
Core curriculum – Grades C to G available
Extended curriculum – Grades A* to G available
Core theory paper consisting of short-answer Extended theory paper consisting of shortand structured questions, based on the core
answer and structured questions, The
curriculum.
questions will be based on all of the material,
from both the core and supplement, and will
allow students to demonstrate their
knowledge and understanding.
The questions will be a difficulty appropriate The questions will be of a difficulty
to grades C to G and will test skills mainly in
appropriate to the higher grades and will test
Assessment Objectives A and B.
skills mainly in Assessment Objectives A and
B.
and
Practical assessment*
either:
Paper 4
or:
Paper 5
or:
Paper 6
(20% of total marks)
Coursework – a school-based assessment of practical skills**
Practical Test (2 hours) – with questions covering experimental and
observational skills.
Alternative to Practical (1 hours) – a written paper designed to test
familiarity with laboratory based procedures.
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MATHEMATICS
Introduction to IGCSE Mathematics
Cambridge IGCSE Mathematics is accepted by universities and employers as proof of
mathematical knowledge and understanding. Successful Cambridge IGCSE Mathematics
candidates gain lifelong skills, including:





the development of their mathematical knowledge
confidence by developing a feel for numbers, patterns and relationship
an ability to consider and solve problems and present and interpret results
communication and reason using mathematical concepts
a solid foundation for further study.
An essential subject for all learners, Cambridge IGCSE Mathematics encourages the
development of mathematical knowledge as a key life skill, and as a basis for more advanced
study. The syllabus aims to build learners' confidence by helping them develop a feel for
numbers, patterns and relationships, and places a strong emphasis on solving problems and
presenting and interpreting results. Learners also gain an understanding of how to
communicate and reason using mathematical concepts.
At Uplands, students are placed into sets based on a grading assessment at the beginning of
Year 10. Placement in set 1 and set 2 will close after the first half of Term 1 to enable the
students to prepare for the IGCSE examination and to start on the Additional Mathematics
course.
Movements between set 3 to 5 are based on formative assessments throughout Year 10.
Placements within these sets will close after the mock examination in term 2 of Year 11.
72
Overview and Content of IGCSE Mathematics
NB: Students may follow either the Core curriculum or the Extended curriculum. Students aiming for
grades A* to C should take the Extended course. The maximum grade a student can achieve in the Core
course is a C.
Core and Extended Mathematics Courses
Set 1 to 4 Extended Mathematics will cover the following topics at a different pace:
Number, Algebra, Geometry, Mensuration, Trigonometry, Graphs, Sets, Vectors, Functions,
Matrices, Transformations, Statistics and Probability.
Set 5 Core Mathematics will cover these topics:
Number, Algebra, Geometry, Mensuration, Trigonometry, Graphs, Vectors, Transformations,
Statistics and Probability.
Additional Mathematics Course
Set 1 and 2 students that go on to take Additional Mathematics will cover these topics:
Sets, Simultaneous equations, Indices, Surds, Logarithms, Quadratic expressions and
equations, Remainder and factor theorems, Matrices, Coordinate geometry, Linear law,
Functions, Trigonometric functions, Trigonometric identities and equations, Circular measure,
Permutations and combinations, Binomial theorem, Differentiation, Integration, Vectors and
Relative velocity.
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The Additional Mathematics syllabus is intended for high ability students who have achieved,
or are likely to achieve, Grade A*, A or B in the Cambridge IGCSE Mathematics examination.
Successful Cambridge IGCSE Additional Mathematics students gain lifelong skills, including:




the further development of mathematical concepts and principles
the extension of mathematical skills and their use in more advanced techniques
an ability to solve problems, present solutions logically and interpret results
a solid foundation for further study.
Syllabus aims
The aims are to enable students to:















develop their mathematical knowledge and oral, written and practical skills in a way
which encourages confidence and provides satisfaction and enjoyment
read mathematics, and write and talk about the subject in a variety of ways
develop a feel for number, carry out calculations and understand the significance of the
results obtained
apply mathematics in everyday situations and develop an understanding of the part
which mathematics plays in the world around them
solve problems, present the solutions clearly, check and interpret the results
develop an understanding of mathematical principles
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
use mathematics as a means of communication with emphasis on the use of clear
expression
develop an ability to apply mathematics in other subjects, particularly science and
technology
develop the abilities to reason logically, to classify, to generalise and to prove
appreciate patterns and relationships in mathematics
produce and appreciate imaginative and creative work arising from mathematical ideas
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
appreciate the interdependence of different branches of mathematics
acquire a foundation appropriate to their further study of mathematics and of other
disciplines
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Assessment of IGCSE Mathematics
Core and Extended Courses
Cambridge IGCSE Mathematics is assessed via two components. All students take two written
papers. Students who follow the Core curriculum take Papers 1 and 3 and are eligible for
grades C to G. Students who follow the Extended curriculum take Papers 2 and 4 and are
eligible for grades A* to E.
Component
Paper 1 (Core)
Weighting
1 hour
35%
Short-answer questions based on the Core curriculum
Externally marked
Paper 2 (Extended)
1 hour 30 minutes
35%
Short-answer questions based on the Extended curriculum
Externally marked
Paper 3 (Core)
2
hours
Structured questions based on the Core curriculum
65%
Externally marked
Paper 4 (Extended)
Structured questions based on the Extended curriculum
2 hours 30 minutes
65%
Externally marked
Assessment objectives
AO1 Mathematical techniques
Students should be able to:
 organise, interpret and present information accurately in writing, tabular, graphical and
diagrammatic forms
 perform calculations by suitable methods
 use an electronic calculator and also perform some straightforward calculations without
a calculator
 understand systems of measurement in everyday use and make use of them in the
solution of problems
 estimate, approximate and work to degrees of accuracy appropriate to the context and
convert between equivalent numerical forms
 use mathematical and other instruments to measure and to draw to an acceptable
degree of accuracy
 interpret, transform and make appropriate use of mathematical statements expressed in
words or symbols
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

recognise and use spatial relationships in two and three dimensions, particularly in
solving problems
recall, apply and interpret mathematical knowledge in the context of everyday
situations
AO2 Applying mathematical techniques to solve problems
In questions which are set in context and/or which require a sequence of steps to solve,
students should be able to:






make logical deductions from given mathematical data
recognise patterns and structures in a variety of situations, and form generalisations
respond to a problem relating to a relatively unstructured situation by translating it into
an appropriately structured form
analyse a problem, select a suitable strategy and apply an appropriate technique to
obtain its solution
apply combinations of mathematical skills and techniques in problem solving
set out mathematical work, including the solution of problems, in a logical and clear
form using appropriate symbols and terminology
Relationship between assessment objectives and components
Core and Extended Mathematics Courses
Paper 1
Paper 3
(marks)
(marks)
AO1: Mathematical techniques
42-88
78-88
75-85%
AO2: Applying mathematical techniques to solve
problems
8-14
16-26
15-25%
Paper 2
Paper 4
Extended
(marks)
(marks)
assessment
AO1: Mathematical techniques
28-35
52-65
40-50%
AO2: Applying mathematical techniques to solve
problems
35-42
65-78
50-60%
Assessment objective
Assessment objective
Core assessment
The weightings of the main topic areas of Mathematics are shown in the table below.
Components
Space &
Statistics &
Shape
Probability
20-25%
30-35%
10-15%
35-40%
30-35%
10-15%
Number
Algebra
Core (Papers 1 and 3)
30-35%
Extended (Papers 2 and 4
15-20%
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Additional Mathematics Course
All candidates will take two written papers.
The syllabus content will be assessed by Paper 1 and Paper 2.
Paper
Paper 1
10-12 questions of various lengths
No choice of question
Paper 2
10-12 questions of various lengths
No choice of question
Duration
Marks
2 hours
80
2 hours
80
Grades A* to E will be available for students who achieve the required standards. Since there
is no Core Curriculum for this syllabus. Grade F and G will not be available. Therefore,
students who do not achieve the minimum mark for Grade E will be unclassified.
The examination will test the ability of students to:





recall and use manipulative technique
interpret and use mathematical date, symbols and terminology
comprehend numerical, algebraic and spatial concepts and relationships
recognise the appropriate mathematical procedure for a given situation
formulate problems into mathematical terms and select and apply appropriate
techniques of solution.
Any of the above objectives can be assessed in any question in Paper 1 and 2.
77
ENGLISH
Introduction to IGCSE English First Language, English Literature and English
Second Language
At the end of Year 9, all students at Uplands sit an end-of-year examination in English. The
examination papers are taken from key sections of past IGCSE exams, and are intended to give
teachers an indication of each student’s ability to be successful in the courses they will take in
Year 10 and Year 11. The results of these examinations, in conjunction with the marks students
have received for their work over the course of Year 9, will determine which course students
will follow at IGCSE level.
The vast majority of students will be entered for two Cambridge IGCSE English courses: First
Language English and English Literature. These are two separate and discrete IGCSE
qualifications.
A small number of students will be entered for Cambridge English as a Second Language.
The level of English for these students will have been deemed more appropriate to the
challenges of this course rather than the First Language or English Literature options.
Overview of IGCSE First Language English
Cambridge IGCSE First Language English is designed for students whose first language is
English. Students develop the ability to communicate clearly, accurately and effectively in
both speech and writing. They 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.
Cambridge 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.
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Syllabus aims

enable students to understand and respond to what they hear, read and experience

enable students to communicate accurately, appropriately, confidently and effectively

encourage students to enjoy and appreciate a variety of language

complement students’ ability to work with information and ideas in other areas of
study, for example, by developing skills of analysis, synthesis and the drawing of
inferences

promote students’ personal development and an understanding of themselves and
others
Assessment of IGCSE First Language English
Students may follow either the Core Curriculum only or the Extended Curriculum, which
includes both the Core and Extended content. Students aiming for grades A* to B must follow the
Extended Curriculum.
Components:
Students will sit either Paper 1 (Core) or Paper 2 (Extended). This represents 50% of the final
mark.
All students will produce a Coursework Portfolio. This represents 50% of the final mark.
The details of these components are set out below:
Paper 1 (Core)
1 hour 45 minutes
(Students taking this component are eligible for grades C–G)
Students answer three questions on two passages which may be on a similar topic. Passage A
will be 500–600 words and Passage B will be 300–350 words in length. Students should spend
approximately 10 minutes reading the passages. Dictionaries may not be used.
Question 1: Comprehension questions
This is a series of sub-questions in response to
Passage A, requiring answers of different
lengths and testing the following reading
assessment objectives:




demonstrate understanding of explicit
meanings
demonstrate understanding of implicit
meanings and attitudes
analyse , evaluate and develop facts,
ideas and opinions
demonstrate understanding of how
writers achieve effects
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Question 2: Extended response
This question, in response to Passage A, may
be sub-divided. Students write about 200-300
words, responding in one of the following
text types: letter, report, journal, speech,
interview, newspaper report or magazine
article. This question tests the following
reading assessment objectives:
The question also tests the following writing
assessment objectives:



demonstrate understanding of explicit
meanings
demonstrate understanding of implicit
meanings and attitudes
analyse, evaluate and develop facts,
ideas and opinions



sequence facts, ideas and opinions
use a range of appropriate vocabulary
use register appropriate to audience
and context.
Articulate experience and express what
is thought, felt and imagined.
This question, in response to Passage B, may
be sub-divided. Students write their content
points in note form and then their summary
as continuous writing of 100–150 words. This
question tests the following reading
assessment objectives:


demonstrate understanding of explicit
meanings
demonstrate understanding of implicit
meanings and attitudes
select for specific purposes
The question also tests the following writing
assessment objectives:

articulate experience and express what
Question 3: Summary question

is thought, felt and imagined

sequence facts, ideas and opinions

use a range of appropriate vocabulary
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Paper 2 (Extended)
2 hours
Students answer three questions on two passages which may be on a similar topic. Passage A
will be 650–750 words and Passage B will be 550–650 words in length. Students should spend
approximately 15 minutes reading the passages. Dictionaries may not be used.
Students taking this component are eligible for grades A–E (and A* at syllabus level).
Question 1: Extended
This question, in response to Passage A, may
be sub-divided. Students write about 250–350
words, responding in one of the following
text types: letter, report, journal,speech,
interview, newspaper report or magazine
article. This question tests the following
reading assessment objectives:
The question also tests the following writing
assessment objectives:




demonstrate understanding of explicit
meanings
demonstrate understanding of implicit
meanings and attitudes
analyse, evaluate and develop facts,
ideas and opinions



articulate experience and express what
is thought, felt and imagined
sequence facts, ideas and opinions
use a range of appropriate vocabulary
use register appropriate to audience
and context

demonstrate understanding of how
Question 2: Language question
This question, in response to Passage A, may
be sub-divided. Students write about 200–300
words.
This question tests the following reading
assessment objective:
writers achieve effect
Question 3: Summary question
This question in response to Passage B may
be sub-divided. Students write their content
points in note form and then their summary
as continuous writing of 200–250 words.
This question tests the following reading
assessment objectives:
The question also tests the following writing
assessment objectives:






demonstrate understanding of explicit
meanings
demonstrate understanding of implicit
meanings and attitudes
select for specific purposes
articulate experience and express what
is thought, felt and imagined
sequence facts, ideas and opinions
use a range of appropriate vocabulary
81
Coursework Portfolio
Students are eligible for grades A–G on this component (and A* at syllabus level if the
Extended route is followed).
Students submit a coursework portfolio of
three assignments, each of about 500–800
words. The assignments may be conducted in
any order, and are:



Assignment 1: informative, analytical
and/or argumentative
Assignment 2: descriptive and/or
narrative
Assignment 3: a response to a text or
texts of approximately two sides of A4
in total, chosen by the School
The text(s) should contain facts, opinions and arguments. Students respond by selecting,
analysing and evaluating the content of the text(s). They may write in any appropriate form
they wish. Different students in the same teaching set may choose to respond to different
text(s) and/or in different forms. Work may be handwritten or word-processed.
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Assessment objectives
Cambridge IGCSE First Language English has three assessment objectives (AOs).
AO1 Reading: Students will be assessed on their ability to:





demonstrate understanding of explicit meanings
demonstrate understanding of implicit meanings and attitudes
analyse, evaluate and develop facts, ideas and opinions
demonstrate understanding of how writers achieve effects
select for specific purposes
AO2 Writing: Students will be assessed on their ability to:





articulate experience and express what is thought, felt and imagined
sequence facts, ideas and opinions
use a range of appropriate vocabulary
use register appropriate to audience and context
make accurate use of spelling, punctuation and grammar
AO3 Speaking and Listening: Students will be assessed on their ability to:





articulate experience and express what is thought, felt and imagined
present facts, ideas and opinions in a sustained, cohesive order
communicate clearly, fluently and purposefully as an individual and in dialogue with
other speakers
use register appropriate to audience and context
listen to and respond appropriately to the contributions of others
83
Overview of IGCSE English Literature
The syllabus enables students to read, interpret and evaluate texts through the study of
literature in English. Students develop an understanding of literal meaning, relevant contexts
and of the deeper themes or attitudes that may be expressed. Through their studies, they 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 of IGCSE English Literature
Students sit three written examination papers. There is no Core and Extended. Grades
available are from A* - U. There is no Coursework Portfolio for Literature.
84
Component
Paper 1: Poetry and Prose
(1 hour 30 minutes)
Students 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. Externally marked.
Component
Paper 3 - Drama (Open Text)
(45 minutes)
Students answer one question on one text. There is a choice of two questions (one passagebased and one essay) on each text. Externally marked.
Component
Paper 4 - Unseen
(1 hour 15 minutes)
Students 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).
Externally marked.
Set Texts:
Students will study a selection of poetry, a prose text (novel or selection of short stories) and a
drama text (a play). The set texts change from year to year. The texts below are a selection
from the set texts 2016:
Poetry:
From Jo Phillips, ed. Poems Deep & Dangerous
The following 14 poems (from Section 4 ‘One Another’):
John Clare, ‘First Love’
Matthew Arnold, ‘To Marguerite’
Elizabeth Jennings, ‘One Flesh’
Christina Rossetti, ‘Sonnet’ (‘I wish I could remember that first day’)
William Shakespeare, ‘Shall I Compare Thee…?’
Elma Mitchell, ‘People Etcetera’
Simon Armitage, ‘In Our Tenth Year’
William Shakespeare, ‘The Marriage of True Minds’
Seamus Heaney, ‘Follower’
Michael Laskey, ‘Registers’
Chris Banks, ‘The Gift’
Liz Lochhead, ‘Laundrette’
85
Prose:
Jane Austen, Northanger Abbey
-George Eliot Silas Marner (note this will now stay on the syllabus until 2017)
-Susan Hill I’m the King of the Castle
-Robert Louis Stevenson The Strange Case of Dr Jekyll and Mr Hyde
-Chinua Achebe No Longer at Ease
-Michael Frayn Spies
-R.K. Narayan The English Teacher
from Stories of Ourselves The following 10 stories:
no. 10 Saki (Hector Hugo Munro), ‘Sredni Vashtar’
no. 17 Sylvia Townsend Warner, ‘The Phoenix’
no. 19 Bernard Malamud, ‘The Prison’
no. 22 J G Ballard, ‘Billenium’
no. 24 Maurice Shadbolt, ‘The People Before’
no. 30 Patricia Highsmith, ‘Ming’s Biggest Prey’
no. 34 Anita Desai, ‘Games at Twilight’
no. 39 Paule Marshall, ‘To Da-duh, in Memoriam’
no. 40 Rohinton Mistry, ‘Of White Hairs and Cricket’
no. 45 Adam Thorpe, ‘Tyres’
Drama:
Arthur Miller All My Sons
J.B. Priestley An Inspector Calls
William Shakespeare The Merchant of Venice
William Shakespeare Henry V
J Lawrence/R Lee Inherit The Wind
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
AO4
Communicate a sensitive and informed personal response to literary texts
86
Overview of IGCSE English Second Language
Cambridge IGCSE English as a Second Language is designed for learners 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 English in education and commerce, and also in entertainment. 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.
The course offers students the opportunity to gain lifelong skills and knowledge including:




better communicative ability in English
improved ability to understand English in a range of everyday situations and in a
variety of social registers and styles
greater awareness of the nature of language and language-learning skills
wider international perspective
Syllabus aims
The aims of Cambridge IGCSE English as a Second Language are to:




develop students’ ability to use English effectively for the purpose of practical
communication
form a solid foundation for the skills required for further study or employment using
English as the medium
develop students’ awareness of the nature of language and language-learning skills
promote students’ personal development
87
Assessment of IGCSE English Literature
Cambridge IGCSE English as a Second Language students take three components:

Reading and writing (Component 1 or Component 2),

Listening (Component 3 or Component 4)

Speaking (Component 5 or Component 6)
Students who study the Core curriculum take Components 1 and 3, and students who study
the Extended curriculum take Components 2 and 4. It is not possible for students to combine
Component 1 with Component 4 or Component 2 with Component 3.
Students at Uplands generally take the Extended Components 2 and 4 in combination with
Component 5 for Speaking.
Components Weightingidates taeither: or:
Component 1 Reading and writing (Core)
Written paper
(1 hour 30 minutes)
There are seven tasks in the paper, testing a range of reading and writing skills.
Students who take this component are eligible for grades C–G. Externally marked.
Component 2 Reading and writing (Extended)
Written paper
(2 hours)
There are seven tasks in the paper, testing a range of reading and writing skills.
Students who take this component are eligible for grades A*–E. Externally marked.
Component 3 Listening (Core)
Approximately 30–40 minutes
Students listen to several short extracts and longer texts, and complete a range of task types,
including short-answer questions, gap filling, matching and multiple choice.
Students who take this component are eligible for grades C–G. Externally marked.
Component 4 Listening (Extended)
Approximately 45 minutes
Students listen to several short extracts and longer texts, and complete a range of task types,
including short-answer questions, gap filling, matching, multiple choice and note taking.
Students who take this component are eligible for grades A*–E. Externally marked.
Component 5 Speaking
Approximately 10–15 minutes
Following a 2–3 minute warm-up conversation, students engage in a 6–9 minute discussion
with the examiner on a given topic. Internally marked and externally moderated.
88
Assessment objectives
Students must demonstrate ability in the following areas:
AO1 Reading

identify and retrieve facts and details

understand and select relevant information

recognise and understand ideas, opinions and attitudes and the connections between
related ideas understand what is implied but not actually written, e.g. gist,
relationships, writer’s purpose/intention, writer’s feelings, situation or place
AO2 Writing

communicate clearly, accurately and appropriately

convey information and express opinions effectively

employ and control a variety of grammatical structures

demonstrate knowledge and understanding of a range of appropriate vocabulary

observe conventions of paragraphing, punctuation and spelling

employ appropriate register/style
AO3 Listening

identify and retrieve facts and details

understand and select relevant information

recognise and understand ideas, opinions and attitudes and the connections between
related ideas understand what is implied but not actually stated, e.g. gist, relationships
between speakers, speaker’s purpose/intention, speaker’s feelings, situation or place
AO4 Speaking

communicate clearly, accurately and appropriately

convey information and express opinions effectively

employ and control a variety of grammatical structures

demonstrate knowledge of a range of appropriate vocabulary

engage in and influence the direction of conversation

employ suitable pronunciation and stress patterns
89
FOREIGN LANGUAGES
Introduction to IGCSE Foreign Languages
Pre-IGCSE
In Years 7 to 9 students are encouraged to be communicators of Modern Languages and are
developing the ability to communicate in the target languages, through both the spoken and
written word. The programmes focus on the language skills of speaking, listening, reading
and writing. The courses are topic based and themes are relevant to the age of students. An
understanding of target language grammar is set in context and given a practical application.
Students are also encouraged to be independent learners and to develop an appreciation of the
culture of the language being studied. Languages offered include; Mandarin, Japanese,
French, German, Spanish, Malay, and Malay for expatriates.
Teachers in Years 7-11 ensure that all levels of ability and experience in the language are
catered for. The Bahasa Malaysia Department and Admissions will place new arrivals in
appropriate Bahasa classes. In Year 8, and particularly in Year 9, incoming students should
have some prior knowledge of the language chosen. If a student arrives in Year 9 without a
language, then an ab initio language is offered.
Our language classes are both dynamic and stimulating, aiming to foster positive attitudes
towards foreign language learning, which continues into further study at IGCSE/GCSE and
the IB Diploma. Using a variety of media we aim to encourage students to communicate
effectively in the target language. Language classes involve many teaching strategies such as
role-play, pair work, group work, individual assignments, oral presentations, drama
presentations and a host of games and activities to motivate and challenge learners of the
modern language.
90
Overview of IGCSE Foreign Languages
At upper secondary level, students will continue with their chosen language and undertake
the Cambridge International Examinations (CIE) IGCSE syllabus (Years 10 & 11), a two-year
course, taught by experienced international teachers, leading to external examinations. The
Edexcel GCSE syllabus is followed by the Japanese department only. Malaysian citizens are
expected by law to follow the Bahasa Malaysia course.
Students can also opt to be entered for IGCSE in their First Language or a privately tutored
language in Year 11 and sometimes Year 10, though they will not receive any timetabled
tuition in school. Students need to inform the Head of Faculty and Head of Assessment well
in advance with regard to this.
If a student arrives in Year 10 then an ab initio language is offered, though the student should
be aware that it will be challenging to achieve a strong IGCSE grade with just two years of
study. Entry for the examination is at the discretion of the teacher and parent.
It is compulsory to study a language in Years 10 and 11 at Uplands; this guarantees an
education that equips students with language knowledge, widens their horizons, develops
their awareness of other cultures and is a unique part of student life-long learning.
Languages offered include; Malay, Mandarin, Japanese, French, German, and Spanish.
Resources
• Mandarin: Easy Steps to Chinese. Book 7.
• Japanese: Obento Deluxe and Obento Supreme.
• French: Tricolore 4.
• German: Edexcel Higher Level; Logo4.
• Malay: Resources prepared wholly by teachers.
• Spanish: Edexcel Higher Level.
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Syllabus aims
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develop the ability to communicate effectively using the target language
offer insights into the culture and civilisation of countries where the language is spoken
encourage fuller integration into the local community, where relevant
develop awareness of the nature of language and language learning
encourage positive attitudes towards speakers of other languages and a sympathetic
approach to other cultures and civilisations
provide enjoyment and intellectual stimulation
develop transferable skills (e.g. analysis, memorising, drawing of inferences) to
complement other areas of the curriculum
form a sound base of the skills, language and attitudes required for progression to work
or further study, either in the target language or another subject area
Content of IGCSE Foreign Languages
Topic Areas
Area A Everyday activities
Home life and school
Food, health and fitness
Examination Topics
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Topic Areas
Area B: Personal and social life
Self, family and personal
relationships
Holidays and special occasions
A1
A2
A3
A4
Examination Topics
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Topic Areas
Area C: The world around us
Home town and local area
Natural and made environment
People, places and customs
Home life
School routine
Eating and drinking
Health and fitness
Self, family, personal relationships,
pet
House and home
Leisure, entertainments, invitations
Eating out
Festivals and special occasions
Holidays, getting around
Accomodation
B1
B2
B3
B4
B5
B6
B7
Examination Topics
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Home town and geographical
surroundings
Shopping
Public services
Natural environment
Weather
Finding the way
Meeting people
Places and customs
Travel and transport
C1
C2
C3
C4
C5
C6
C7
C8
C9
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Topic Areas
Examination Topics
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Area D: The world of work
Continuing education
Careers and employment
Language and communication in the
work place
Further education and training
Future career plans
Employment
Communication
Language at work
Topic Areas
Area E: The international world
Tourism at home and abroad
Life in other countries and
communities
World events and issues
D1
D2
D3
D4
D5
Examination Topics
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Holiday travel and transport (see
also C9)
Geographical surroundings (see also
C1)
Weather (see also C5)
Places and customs (see also C8)
Food and drinks (see also A3)
Meeting people (see also C7)
Issues according to available
resources and individual interest
E1
E1
E4
E5
E6
E7
Assessment of IGCSE Foreign Languages
All students take the following four components:
Grades available: A*, A, B, C, D, E, F, G Weighting
Paper 1 Listening
Approximately 45 minutes
Students listen to a number of recordings and answer questions testing comprehension.
Externally assessed.
Paper 2 Reading
(1 hour)
Students read a number of texts and answer questions testing comprehension.
Externally assessed
Paper 3 Speaking
Approximately 15 minutes
Students complete two role plays, a topic presentation/conversation and a general
conversation. Internally assessed/externally moderated.
Paper 4 Writing
(1 hour)
Students respond in the target language to three tasks. Externally assessed.
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Assessment objectives
Students will be assessed on their ability to:
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
Post-IGCSE
The IGCSE prepares students for IB Diploma studies at Language B level. In Year 12, students
who have achieved a strong grade at IGCSE may opt to continue their language studies at IB
Language B level or choose a new language at ab initio level, in which they have no prior
experience. (Refer to the Uplands IB Diploma Handbook and IBO Guidelines.)
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Website: www.cie.org
Website: www.edexcel.com
Website: www.ocr.org.uk
The International School of Penang (Uplands)
Jalan Sungai Satu, Batu Ferringhi, 11100, Penang,
Malaysia.
Tel: (6)04-8819777 Fax: (6)04-8819778
Website: www.uplands.org Email: info@uplands.org
Contacts:
Admissions: admissions@uplands.org
Head of Curriculum & Assessment: paul.rose@uplands.org
Head of Secondary: craig.skinner@uplands.org
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