Key Stage 4
Options Booklet
Education for Life
‘What do you want to do when you leave school?’ is a question that all students are asked at one time or
another. For most, it is a question that they find hard to answer. At The British School Manila we have to
provide the scope for young people to realise all of their future ambitions.
The aim of this booklet is to provide you, the parent, with an overview of what your child is being taught. It is not
possible to give details of all the finer points of the entire curriculum, nor is this booklet intended to replace the
good personal communication that we have between parents and teachers. Ultimately, both teachers and parents
care about the same thing – the progress and well-being of the child. This is best done through regular dialogue.
Years 10 and 11 provide a wealth of opportunities for students with a wide range of abilities and aspirations not only
to build a solid foundation of qualifications but also to prepare themselves for further study either here at BSM or
at any other school in the world. Our challenge is to ensure that we provide all students with a curriculum, which
will enable them to gain internationally recognised and respected qualifications in a wide range of subjects that will
prepare them for whatever the future may hold.
The great strength of our Year 10 and 11 curriculum that is broad, balanced, differentiated and relevant:
• Broad, in that a wide range of subjects across all of the academic disciplines are studied.
• Balanced by an appropriate amount of time being given to each subject area.
• Differentiated, so that each student can reach his/her potential.
• Relevant to students having a wide range of educational backgrounds, abilities and aspirations.
Taken together, we consider that the two-year IGCSE examination programme offers an educational experience that
is second to none and an ideal preparation for further study either at BSM or at any other school in the world.
Yours sincerely,
Helen Olds
Head of Senior School
British School Manila
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General Information
Introduction
The British School Manila utilises GCSE and IGCSE examinations from both Edexcel and the University of Cambridge
International Examinations (CIE). These are internationally recognised and highly respected examination systems,
which allow students to achieve formal externally accredited qualifications at the end of Year 11. CIE is the world’s
largest provider of international qualifications. Around 1.5 million students from 150 countries enter Cambridge
examinations every year. Edexcel is the UK’s largest examining board and is owned by Pearson, the world’s largest
education publishing and technology company.
The curriculum consists of a two-year course of study leading to an examination, which is typically taken at age 16.
It is suitable for students of all nationalities and all levels of ability. It provides an ideal preparation for higher-level
courses such as the International Baccalaureate or A Levels, as well as for vocational training and employment.
As well as preparing students for more advanced academic study, the curriculum offers a valuable educational
experience to students of differing abilities and aspirations. The IGCSE/GCSE curriculum at BSM is broad and
balanced, avoiding over-specialisation at an early age.
The IGCSE/GCSE examination allows for a range of achievement from grade A* to grade G. A* is the highest grade.
Whilst students should aspire to achieve the higher level A*-C grades, the D-G grade range allows students of all
academic abilities to succeed in their studies.
Examinations for IGCSE/GCSE take place in May and June of Year 11. Many IGCSE/GCSE subjects have a coursework
component, which contributes between 25% and 60% to the total mark. It is therefore very important that students
keep up to date with coursework and meet deadlines.
Timeline of events for the options process
Monday 3rd November – Wednesday 3rd December: Careers interviews for all Year 9 students
Week beginning Monday 17th November: Subject talks
Friday 28th November: Initial subject survey
Wednesday 28th January: Year 9 Options evening. Options form online sent to students’ email.
Thursday 12th February: Deadline for completion of options form.
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The Stucture of the Curriculum
Compulsory Subjects
Students in Years 10 and 11 study a core of compulsory IGCSE/GCSE subjects, which are listed below:
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•
•
•
•
•
•
English Language and English Literature
Mathematics
Sciences – Co-ordinated (Double Award) or Triple award*
Physical Education – The BSM Leadership Award
Personal Social and Health Education
The Project
Theory of Knowledge
* Triple award science is offered to those students who meet the requirements of the course and are invited by the
curriculum leader.
Optional Subjects
Students also choose four option subjects from those shown below. It is currently compulsory to choose one of the
foreign languages and a combination of two Humanities subjects and a creative/physical subject or two creative/
physical and one Humanities subject:
Modern Foreign Language (MFL)
Visual and Performing Arts (VPA)
French IGCSE
Spanish IGCSE
Mandarin IGCSE
French GCSE
Spanish GCSE
Art and Design
Drama
Music
Other subjects with a
more practical element
Humanities
Physical Education (full and short course)
Information and Communications Technology
Computer Science
Business Studies
Economics
Geography
History
Psychology
Some students may be advised to study fewer subjects than the maximum on offer. For these
students supervised study will be made available to support other subjects.
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The Stucture of the Curriculum
Option choices
Naturally our aim is to give every student exactly what they want, but there may be occasions when this becomes
impossible. Certain combinations of subjects are not always possible, and courses may become oversubscribed.
If this does occur, the students’ reserve choices will be looked at and they may be asked to re-consider their
choices in consultation with their teachers. If that does not resolve the problem, then a pupil’s performance in a
particular subject may be taken into account when allocating places for it. Please also be aware that the school
reserves the right to cancel courses if not enough students opt for them to make them feasible to timetable.
Students and parents are given extensive advice on (I) GCSE courses before students choose their options. Students
should be aware that their choices should be taken after much thought and consultation and not simply ‘on a whim’.
We have a Careers and University Counsellor and an Examinations Officer, as well as many experienced teachers who
will provide considered and honest advice.
Sitting the final examination
Once enrolled on a (I) GCSE course it is the expectation that the student completes it and sits the terminal examination.
Only in exceptional circumstances will a student be withdrawn from sitting a particular examination. Such circumstances
may include the student not completing the prerequisite coursework, struggling to such an extent in a particular
subject that it is having a detrimental effect on the rest of their studies, or consistently failing to attain a pass grade (G)
throughout the course. The decision to withdraw a student will be discussed between the student, parent, Curriculum
Leader and Student Coordinator, and will be sanctioned by the Deputy Head teacher responsible for Key Stage 4.
Setting
For most subjects there is no setting on ability, however for those subjects that do ‘set’, this decision will be
made by the appropriate Curriculum Leader. Subsequently, the teacher shall decide in which terminal paper
(core/foundation or extended/higher) the student will sit whereby they will achieve the very best grade they
are capable of. The Curriculum Leader will base their decisions on continuous assessment and their professional
judgment. If a parent or student is unhappy with a Curriculum Leader’s decision then they should contact
the Curriculum Leader in writing. BSM prides itself in the close relationships that are forged with parents in
providing the very best care and education for their children and should always feel able to approach staff
for evidence and explanations on any decision. The Curriculum Leader will then contact the relevant Deputy
Head teacher and the evidence will be evaluated. The final decision on which terminal examinations a
student will sit will rest with the Curriculum Leader and Deputy Head teacher responsible for Key Stage 4.
Changing option subjects
There are cases when a student, after a few lessons, has realised they have made a mistake in their option choices. If
there is space, a student may change courses up until four weeks from the start of the course.
The student must first approach the deputy head teacher in charge of Key Stage 4 to find out whether there is space
in the alternate course and to get a subject change request form. They must then see the teacher whose course they
would like to take and the teacher from whose subject they are leaving. The form will require a parental signature
as they will obviously discuss this change with their parents. The student must also provide a convincing argument
as to why the change is needed in the form of a paragraph on the subject change form. The Deputy Head teacher
will assess the situation and if they believe it is in the best interests of the pupil then the move shall be sanctioned.
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Section 1: Compulsory Subjects
Section 1:
Compulsory Subjects
English
Physical Education
IGCSE English Language and Literature
The BSM Sports Leader’s Award
Mathematics
Cross-curricular
IGCSE Mathematics
The Project
Theory of Knowledge (ToK)
Science
IGCSE Biology Triple and Co-ordinated (Double Award)
IGCSE Chemistry Triple and Co-ordinated (Double Award)
IGCSE Physics Triple and Co-ordinated (Double Award)
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IGCSE English Language and Literature
Studying Language and Literature at IGCSE
English Language and English Literature are compulsory subjects at GCSE. Not only do students need to be
able to use English effectively to access all areas of the curriculum at IGCSE/GCSE, but the study of language
and literature will also help develop the reading, writing and speaking skills students need for success at
IB. Studying language and literature at GCSE will ensure that students develop the life skills that enable
them to communicate their ideas effectively and understand, analyse and evaluate the ideas of others.
Course Breakdown
Although assessed as two separate IGCSE subjects, the teaching of Language and Literature is integrated at BSM, in
order to highlight the important connections between the two disciplines.
In Language students will be working to improve their reading, writing, listening and speaking skills, and the course
is designed to engage them with a variety of text types. These include texts like newspaper articles, magazine
articles, interviews, letters and reports. Students will need to be able to read and respond to these text types, as well
as produce them themselves.
Skills in Literature include being able to respond to the implicit and the explicit meaning of texts, being able to analyse
the writer’s effects and being able to respond analytically and empathically to prose, poetry and drama. Students
study a range of literature, covering a variety of periods and will be encouraged to develop their independent
reading skills.
Assessment
Language
Literature
Paper 1
Reading Passage (Core)
OR
Paper 2
Reading Passages (Extended)
Weighting 50%
Paper 3
Directed Writing and Composition
OR
Component 4
Coursework Portfolio
Weighting 50%
1 hr 45 mins Component 1
1hr 30mins
Poetry and Prose
Closed Book exam. Choice of two questions – one passage2hrs based and one essay. Answer one question on each text.
Weighting 50%
Component 3
45mins
Drama
Open book exam. Choice of two questions – one passagebased and one essay. Answer one on one text.
Weighting 25%
2hrs
Component 5
Coursework
Submit two assignments, each on a different text (internally
assessed)
Weighting 25%
The entry for this is decided upon student attainment by
teaching staff, allowing the student to be viewed in the best
light.
Course Information: Language
Syllabus Code: 0500
Specification: CIE IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=852
Course Information: Literature
Syllabus Code: 0486
Specification: CIE IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=853
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British School Manila
IGCSE Mathematics
Mathematics at IGCSE
IGCSE mathematics aims to build on the firm foundation laid down in Key Stage 3. Previously studied areas are
revisited adding depth and breadth to students’ existing knowledge.
The IGCSE course assesses not only the performance of skills and techniques, but also understanding of mathematical
processes to reason mathematically and to perform investigations.
The aims of the course are to acquire mathematical skills that can be applied to further study and the real world; to
appreciate the importance, beauty and power of mathematics; and to foster confidence in mathematical ability in a
way that will promote further study.
Course Breakdown
Currently two versions of the Cambridge course are offered at IGCSE: the core curriculum and the extended
curriculum. The core curriculum is intended to provide a more accessible course to those who have difficulty in the
subject. Student access to each course is dependent on prior achievement but may be altered based on internal
assessment during the course.
Topics covered: Number, Algebra, Functions, Geometry, Transformations in 2D, Mensuration, Coordinate Geometry,
Trigonometry, Sets and Probability.
Assessment
Students sit three papers in the June exam period of Year 11.
Core Curriculum
Grades available C-G
Paper 1
Short-answer questions.
Weighting 25%
Paper 3
Medium to extended response questions.
Weighting: 60%
Paper 5
One investigation question.
Weighting: 15%
Extended Curriculum
Grades available A*-E
Paper 2
Short-answer questions.
Weighting 20%
45mins
Paper 4
Medium to extended response questions.
Weighting: 60%
1hr 45mins
45mins
2hrs 15mins
Paper 6
1hr 30mins
One investigation and one modelling question.
Weighting: 20%
1hr
Course Information
Syllabus Code: 0607
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=999
British School Manila
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IGCSE Biology Triple and Co-ordinated (Double Award)
Studying Biology at IGCSE
The course aims to build on student’s prior skills and knowledge from key stage 3, as well as to provide students
with an understanding of the scientific skills essential for further studies at IB. It develops relevant attitudes, such as
a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness.
Students will also learn and recognise the usefulness and limitations of scientific method, and how to apply this to
other disciplines and in everyday life. They will have a better understanding of the influence and limitations placed
on scientific study by society, economy, technology, ethics, the community and the environment.
Course Breakdown
Whilst the course breakdown for triple and coordinated award is the same, triple award will cover some modules in
more depth.
Module 1: Organised Cells and
Enzymes
Module 2: Transport in Humans
Module 3: Ecosystems and Human
Impact
Module 4: Animal Nutrition
Module 5: Digestion
Module 6: Plant Nutrition and
Transport
Module 7: Gas Exchange and
Respiration
Module 8: Nervous and Endocrine
System
Module 9: Plant Reproduction
Module 10: Reproduction and
Inheritance
Revision
Assessment
Three examinations are sat at the end of Year 11. All students complete papers 1 and 6. Students are then entered
for either paper 2 or 3 based on their likely attainment.
Paper 1
40 multiple choice questions.
Weighting 30%
Paper 6 (experimental techniques)
A 40 mark question paper designed to test student’s
familiarity with laboratory based procedures.
Weighting 20%
45mins
Paper 2 (core)
1hr 15mins
80 marks of short-answer and structured questions.
OR
Grades attainable C to G
Weighting 50%
1hr
Paper 3 (extended)
1hr 15mins
80 marks of short-answer and structured questions.
Grades attainable A* to G
Weighting 50%
Internal assessment will take place throughout the course utilising previous exam papers to develop students’
examination technique.
Course Information: Triple
Triple award science is offered to those students who meet the requirements of the course and are invited
by the curriculum leader.
Syllabus Code: 0610
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=837
Course Information: Coordinated
Syllabus Code: 0654
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=885
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British School Manila
IGCSE Chemistry Triple and Co-ordinated (Double Award)
Studying Chemistry at IGCSE
The course aims to build on student’s prior skills and knowledge from key stage 3 as well as to provide a worthwhile
education experience for students through well designed studies of experimental and practical science. Students
will develop abilities and skills that are relevant to the study and practice of Chemistry and encourage efficient and
safe practice.
Chemistry develops relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry,
initiative and inventiveness. The course promotes awareness that the applications of science may be both beneficial
and detrimental to the individual, the community and the environment.
Course Breakdown
Whilst the course breakdown for triple and coordinated award is the same, triple award will cover some modules in
more depth.
Module 1: The particulate nature
of matter. Atoms, Elements and
Compounds
Module 2: Chemical Energetics
Module 3: Chemical Reactions
Module 4: Periodic Table
Module 5: Stoichiometry
Module 6: Electrochemistry
Module 7: Acids, Bases and Metals
Module 8: Equilibrium, Sulphur and
Carbonates
Module 9: Air and Water
Module 10: Organic Chemistry
Revision
Assessment
Three examinations are sat at the end of Year 11. All students complete papers 1 and 6. Students are then entered
for either paper 2 or 3 based on their likely attainment.
Paper 1
40 multiple choice questions.
Weighting 30%
Paper 6 (experimental techniques)
A 40 mark question paper designed to test student’s
familiarity with laboratory based procedures.
Weighting 20%
45mins
Paper 2 (core)
1hr 15mins
80 marks of short-answer and structured questions.
OR
Grades attainable C to G
Weighting 50%
1hr
Paper 3 (extended)
1hr 15mins
80 marks of short-answer and structured questions.
Grades attainable A* to G
Weighting 50%
Internal assessment will take place throughout the course utilising previous exam papers to develop students’
examination technique.
Course Information: Triple
Triple award science is offered to those students who meet the requirements of the course and are invited
by the curriculum leader.
Syllabus Code: 0620
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=840
Course Information: Coordinated
Syllabus Code: 0654
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=885
British School Manila
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IGCSE Physics Triple and Co-ordinated (Double Award)
Studying Physics at IGCSE
This course aims to build on the concepts and skills learnt at key stage 3. Students continue to develop their enquiry
skills and an understanding of the usefulness of scientific methods, and its application in other subjects in everyday
life.
Students gain lifelong skills including building their confidence in a technological world, an understanding of the
importance of safe and accurate practice and an interest in, and care for, the environment.
Course Breakdown
Whilst the course breakdown for triple and coordinated award is the same, triple award will cover some modules in
more depth.
Module 1: Measurements and Units
Module 2: Motion
Module 3: Forces and Pressure
Module 4: Thermal Energy
Module 5: Electromagnetic Spectrum
Module 6: EMS Project
Module 7: Radioactivity
Module 8: Revision
Module 9: Electronics
Module 10: Masterclasses
Revision
Assessment
Three examinations are sat at the end of Year 11. All students complete papers 1 and 6. Students are then entered
for either paper 2 or 3 based on their likely attainment.
Paper 1
40 multiple choice questions.
Weighting 30%
Paper 6 (experimental techniques)
A 40 mark question paper designed to test student’s
familiarity with laboratory based procedures.
Weighting 20%
45mins
Paper 2 (core)
1hr 15mins
80 marks of short-answer and structured questions.
OR
Grades attainable C to G
Weighting 50%
1hr
Paper 3 (extended)
1hr 15mins
80 marks of short-answer and structured questions.
Grades attainable A* to G
Weighting 50%
Internal assessment will take place throughout the course utilising previous exam papers to develop students’
examination technique.
Course Information: Triple
Triple award science is offered to those students who meet the requirements of the course and are invited
by the curriculum leader.
Syllabus Code: 0625
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=879
Course Information: Coordinated
Syllabus Code: 0654
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=885
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British School Manila
The BSM Sports Leader’s Award
What is the BSM Sports Leader’s Award?
This is a compulsory part of the curriculum for all Key Stage 4 students. It has been designed to provide students
with the opportunity to develop leadership and team working skills through sport.
Course Breakdown
Unit 1
Unit 2
Planning, Delivering and Evaluating a Structure Sports
Activity Session
Planning, Delivering and Evaluating a Structure Sports
Tournament
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•
•
• Key components of organising a structured sports
•
Key leadership skills
Key components of a structured sports activity session
How to plan a structured sports activity session
How to use key leadership skills to deliver a structured
sports activity
How to evaluate a structured sports activity session
tournament
• How to plan a structured sports tournament as part of a
small group
• How to use key leadership skills to deliver a structured
sports tournament as part of a small group
• How to evaluate a structured sports tournament as part
of a small group
Assessment
Students are internally assessed on Unit 1 between November and March; they will be given an overall
ATL grade based on the level of creativity, independent effort and thoughtful reflection of their leadership.
Students are internally assessed on Unit 2 in April; they will be given an overall ATL grade based on the level of
collaboration with other and their reflections of the event.
Course Information
This course tests students’ independent/ creative/ reflective and collaborative skills.
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The Project
It is an exciting qualification that suits students of all interests and abilities. It provides students a means of acquiring
independent learning skills by carrying out their own research projects. One of its major benefits is how it assists
students in preparing for the extended essay section of their IB and also for the demands of higher education and
the wider world. The qualification is worth half a GCSE. Grades are awarded from A* to G.
Course Breakdown
Year 10
Year 11
Term 1
Training and Research
Students are taught about research methods and how to
formulate interesting questions for investigation. They learn
to identify reliable sources and then, after creating their own
question to investigate, carry out their research.
Term 1
Training and Research
Students are taught about collaborative research and design.
They then have to create their own collaborative project
proposal (from designing masks to choreographing a dance
or performing a short play!).
Term 2
Writing up and Presenting
Students use their research to write up their project. They
will also present their findings to the group.
Term 2
Formulating and Presenting
Students work together in their groups to refine through
research and produce their collaborative product.
Term 3
Reflection
Students use feedback from their draft write up and
presentation to improve and refine their project.
Term 3
Revision for other subjects.
Assessment
Year 10
Year 11
Students write a report throughout the year based on an
investigative question of their choice. Approx. 2,500 words.
Students are also required to complete a log of their research
process and have completed a question proposal document.
Students are assessed on both their collaborative product
and on an individual write up that describes the design
process. Approx. 1,200 words.
Students are also required to complete a log of their process
and a proposal document.
Each project is marked out of 40 based on the student’s ability to achieve the project’s objectives, their use of
resources, their ability to develop and realise ideas, and finally their ability to evaluate their own project’s outcomes
and their own learning performance.
Course Information
Syllabus Code: ZPJ20
Specification: Edexcel (Level 2 – Higher)
Website: http://www.edexcel.com/quals/project/level1and2/
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British School Manila
Theory of Knowledge (ToK)
What is Theory of Knowledge?
TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a
specific body of knowledge, although it also covers some of the ‘big ideas’ from the history of philosophy. Students
will debate, evaluate and justify knowledge claims, evolving arguments while developing a balanced approach
to these issues. The course is designed to prepare students for the IB diploma where Theory of Knowledge is an
essential part.
Course Breakdown
The ToK course will begin with an introduction to philosophy, particularly epistemology, the branch of philosophy
that deals with the nature and scope of knowledge. The course will then consider different ‘ways of knowing’:
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•
•
•
•
•
•
•
Language
Sense perception
Emotion
Reason
Imagination
Faith
Intuition
Memory
Finally, the course will offer students an opportunity to make connections between the different ways of knowing
when analysing real-world knowledge issues.
Assessment
Students are not formally assessed for Theory of Knowledge, although they will practise both the essay and the
presentation-style assessments that are a requirement of the ToK course at IB level.
Course Information
This is a non-assessed part of the curriculum
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Section 2: Optional Subjects
Section 2:
Optional Subjects
Modern Foreign Language (MFL)
Visual and Performing Arts (VPA)
IGCSE French
IGCSE Spanish
IGCSE Mandarin
GCSE French
GCSE Spanish
GCSE Art and Design
IGCSE Drama
IGCSE Music
Other subjects with a
more practical element
GCSE Physical Education
IGCSE Communication and Information Technology
IGCSE Computer Science
Humanities
IGCSE Business Studies
IGCSE Economics
IGCSE Geography
GCSE History
GCSE Psychology
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British School Manila
IGCSE French
Why study French at IGCSE?
The IGCSE syllabus aims to build on the topics studied at Key Stage Three in more detail. The course also comprises
of new topics and internationalism is a very important part of it. Students develop the ability to discuss and debate
issues studied in more depth.
By studying French at IGCSE students should form a sound base of the skills, language and attitudes required
for further study, work and leisure. The IGCSE also offers insight into the culture of the countries where French
is spoken encouraging fuller integration into the local community. It also encourages positive attitudes towards
foreign language learning and towards speakers of foreign languages. On top of this, language study is enjoyable
and provides intellectual stimulation.
Course Breakdown
There are five areas of study.
Area A: Everyday Activities - Home life and school; food, health and fitness.
Area B: Personal and Social Life - Self, family and personal relationships; holidays and special occasions.
Area C: The World Around Us - Home town and local area; natural and man-made environment; people, places and customs.
Area D: The World of Work - Continuing education; careers and employment; language and communication in the work
place.
Area E: The International World - Tourism at home and abroad; life in other countries and communities; world events and
issues.
Assessment
All students entered for the same examination. Differentiation is done by outcome.
Extended Curriculum (Grades available A*-G)
Paper 1
Listening
Weighting 25%
35mins
Paper 2
Reading
Weighting 25%
1hr
Paper 3
Speaking
Weighting 25%
15mins
Paper 4
Continuous Writing
Weighting 25%
1hr 15mins
Course Information
Syllabus Code: 0520
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=857
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IGCSE Spanish
Why study Spanish at IGCSE?
The IGCSE syllabus aims to build on the topics studied at Key Stage Three in more detail. The course also comprises
of new topics and internationalism is a very important part of it. Students develop the ability to discuss and debate
issues studied in more depth.
By studying Spanish at IGCSE students should form a sound base of the skills, language and attitudes required
for further study, work and leisure. The IGCSE also offers insight into the culture of the countries where Spanish
is spoken encouraging fuller integration into the local community. It also encourages positive attitudes towards
foreign language learning and towards speakers of foreign languages. On top of this, language study is enjoyable
and provides intellectual stimulation.
Course Breakdown
There are five areas of study.
Area A: Everyday Activities - Home life and school; food, health and fitness.
Area B: Personal and Social Life - Self, family and personal relationships; holidays and special occasions.
Area C: The World Around Us - Home town and local area; natural and man-made environment; people, places and customs.
Area D: The World of Work - Continuing education; careers and employment; language and communication in the work
place.
Area E: The International World - Tourism at home and abroad; life in other countries and communities; world events and
issues.
Assessment
All students entered for the same examination. Differentiation is done by outcome.
Extended Curriculum (Grades available A*-G)
Paper 1
Listening
Weighting 25%
35mins
Paper 2
Reading
Weighting 25%
1hr
Paper 3
Speaking
Weighting 25%
15mins
Paper 4
Continuous Writing
Weighting 25%
1hr 15mins
Course Information
Syllabus Code: 0530
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=887
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British School Manila
IGCSE Mandarin
Why study Mandarin at IGCSE?
The IGCSE syllabus aims to build on the topics studied at Key Stage Three in more detail. The course also comprises
of new topics and internationalism is a very important part of it. Students develop the ability to discuss and debate
issues studied in more depth.
By studying Mandarin at IGCSE students should form a sound base of the skills, language and attitudes required
for further study, work and leisure. The IGCSE also offers insight into Chinese culture encouraging fuller integration
into the local community. It also encourages positive attitudes towards foreign language learning and towards
speakers of foreign languages. On top of this, language study is enjoyable and provides intellectual stimulation.
Course Breakdown
There are five areas of study.
Area A: Everyday Activities - Home life and school; food, health and fitness.
Area B: Personal and Social Life - Self, family and personal relationships; holidays and special occasions.
Area C: The World Around Us - Home town and local area; natural and man-made environment; people, places and customs.
Area D: The World of Work - Continuing education; careers and employment; language and communication in the work
place.
Area E: The International World - Tourism at home and abroad; life in other countries and communities; world events and
issues.
Assessment
All students entered for the same examination. Differentiation is done by outcome.
Extended Curriculum (Grades available A*-G)
Paper 1
Listening
Weighting 25%
35mins
Paper 2
Reading
Weighting 25%
1hr 15mins
Paper 3
Speaking
Weighting 25%
15mins
Paper 4
Continuous Writing
Weighting 25%
1hr 15mins
Course Information
Syllabus Code: 0547
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=843
British School Manila
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GCSE French
Why study French at GCSE?
The GCSE option for French is a lively and accessible but intensive course aimed at students who have little or
no experience of the language. Students should only decide upon an appropriate language GCSE option after
consulting with their current teacher.
By studying French at GCSE students should form an understanding of the language in a variety of authentic contexts
and be knowledgeable of practical and advanced vocabulary and structures. The course will provide students with
transferable cross-curricular learning skills and provide students with a keen awareness and a sound understanding
of French speaking communities and cultures.
Course Breakdown
The course consists of four units based on the skills of speaking, listening, reading and writing. A short course is
available (worth half a GCSE) where two units only are studied, either Speaking and Listening or Reading and Writing.
Please note: two short courses cannot be combined to create a full GCSE.
Topics covered include:
Out and About: weather, accommodation, transport and directions.
Customer Service and Transactions: cafes, shops, restaurants.
Personal Information: interests, leisure activities, friends and family.
Future Plans, Education and Work: school and college, internet language, job advertisements and applications.
Assessment
Students are assessed throughout the two years of the GCSE course. There are both Foundation and Higher Tiers
of entry available, at the discretion of both student and teacher alike. The Higher Tier is graded A*-E, whereas the
Foundation Tier caters for grades C-G. Please note that taking the Full Course Edexcel GCSE is equivalent in value to
the IGCSE and will entitle you to take on IB at either Standard or Higher Level in the subject.
GCSE Short Course
GCSE Full Course
Unit1
Listening
Weighting 40%
Core
30mins
Unit 2
Speaking
Weighting 60%
Controlled
Assessment
Unit 3
Reading
Weighting 40%
Core
35mins
Unit 4
Writing
Weighting 60%
Controlled
Assessment
Extended
40mins
Extended
50mins
Unit1
Listening
Weighting 20%
Core
30mins
Unit 2
Speaking
Weighting 30%
Controlled
Assessment
Unit 3
Reading
Weighting 20%
Core
35mins
Unit 4
Writing
Weighting 30%
Controlled
Assessment
18
Extended
40mins
Extended
50mins
British School Manila
GCSE Spanish
Why study Spanish at GCSE?
The GCSE option for Spanish is a lively and accessible but intensive course aimed at students who have little or
no experience of the language. Students should only decide upon an appropriate language GCSE option after
consulting with their current teacher.
By studying Spanish at GCSE students should form an understanding of the language in a variety of authentic
contexts and be knowledgeable of practical and advanced vocabulary and structures. The course will provide
students with transferable cross-curricular learning skills and provide students with a keen awareness and a sound
understanding of Spanish speaking communities and cultures.
Course Breakdown
The course consists of four units based on the skills of speaking, listening, reading and writing. A short course is
available (worth half a GCSE) where two units only are studied, either Speaking and Listening or Reading and Writing.
Please note: two short courses cannot be combined to create a full GCSE.
Topics covered include:
Out and About: weather, accommodation, transport and directions.
Customer Service and Transactions: cafes, shops, restaurants.
Personal Information: interests, leisure activities, friends and family.
Future Plans, Education and Work: school and college, internet language, job advertisements and applications.
Assessment
Students are assessed throughout the two years of the GCSE course. There are both Foundation and Higher Tiers
of entry available, at the discretion of both student and teacher alike. The Higher Tier is graded A*-E, whereas the
Foundation Tier caters for grades C-G. Please note that taking the Full Course Edexcel GCSE is equivalent in value to
the IGCSE and will entitle you to take on IB at either Standard or Higher Level in the subject.
GCSE Short Course
GCSE Full Course
Unit1
Listening
Weighting 40%
Core
30mins
Unit 2
Speaking
Weighting 60%
Controlled
Assessment
Unit 3
Reading
Weighting 40%
Core
35mins
Unit 4
Writing
Weighting 60%
Controlled
Assessment
British School Manila
Extended
40mins
Extended
50mins
Unit1
Listening
Weighting 20%
Core
30mins
Unit 2
Speaking
Weighting 30%
Controlled
Assessment
Unit 3
Reading
Weighting 20%
Core
35mins
Unit 4
Writing
Weighting 30%
Controlled
Assessment
19
Extended
40mins
Extended
50mins
IGCSE Business Studies
Why study Business Studies at IGCSE?
In the modern world, business is omnipresent and cannot be ignored. By studying Business Studies at IGCSE,
students will be more equipped to: make sense of the world around them, understand themselves as consumers and
learn valuable skills for a successful future. It is theoretical, it is practical and it is happening every second of every
day! The IGCSE course is comprehensive and covers topics ranging from ‘Marketing’ to ‘Production’ to ‘Business in a
Global Marketplace’. The course gives students the chance to learn a completely new subject whilst complementing
and enhancing their skills learnt across a wide range of disciplines. In short, Business Studies is a subject which
develops skills for a rapidly changing world and one that is becoming increasingly more relevant in a fast paced
global environment.
Course Breakdown
Term 1
Year 10
Year 11
Topic 1: Understanding Business Activity –
students investigate entrepreneurship, different
types of businesses and their objectives.
Topic 3: Marketing: students investigate methods of
market research and how firms manage their marketing
mix in order to sell their products.
Topic 4: Operations management - students learn about
how businesses produce goods and services in the most
profitable way.
Term 2
Topic 2: People in Business - students investigate
the structure of businesses and how they recruit,
train and motivate their workers.
Topic 6: External Influences on Business Activity –
students are introduced to the legislative and economic
factors that impact businesses.
Term 3
Topic 5: Financial information and decisionsstudents investigate how businesses raise finance
and how they use financial information to inform
and report.
Revision – students will recap topics covered and receive
extensive exam practice prior to May/June exams.
Assessment
Paper 1 and Paper 2 examinations are taken at the end of Year 11. Each paper carries 50% of the overall grade and
both are 1 hour 30 minutes in duration. Paper 1 is shorter answer questions and Paper 2 is longer answer questions
linked to an unseen case study. The examinations cover all elements of the IGCSE Business Studies course. Numerous
internal assessments will take place throughout the course utilising previous exam questions to develop exam
technique and to nurture the necessary skills required for success.
Course Information
Syllabus Code: 0450
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=839
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British School Manila
IGCSE Economics
Why study Economics at IGCSE?
The Economics syllabus develops an understanding of economic terminology and principles, and of basic economic
theory. Students gain an awareness of the economics of developed and developing nations and how these
interrelate. They learn to handle simple data and carry out economic analysis, evaluate information and discriminate
between facts and value judgements in economic issues.
The Economics course promotes in students a greater understanding of the world in which they live, and encourages
them to play a full part in the decision-making process as consumers, producers and citizens of the local, national
and international community.
Course Breakdown
Term 1
Term 2
Term 3
Year 10
Year 11
Topic 1 - The Basic Economic Problem Students consider the problem of scarcity of
resources and limitless needs and wants.
Topic 5 - The Role of Government in an Economy Students look at how governments use fiscal, monetary and
supply side policies to control the economy.
Topic 2 - The Allocation of Resources/ How the
Market Works/ Market Failure - Students learn
about supply and demand, price elasticity and
how markets can fail.
Topic 6 - Economic Indicators - This unit looks at the key
economic objectives of economic growth, employment and
low inflation.
Topic 3 - The Individual as Producer, Consumer
& Borrower - Students consider incentives to
work, spend and save. They also learn about the
role banks, stock markets and central banks play
in an economy.
Topic 7 - Developed & Developing Economies This unit considers why some countries are more developed
than others.
Topic 4 - The Private Firm as Producer &
Employer - Students explore different types of
businesses and market structures and how firms
make a profit.
Revision – students will recap topics covered and receive
extensive exam practice prior to May/June exams.
Topic 8 - International Aspects Students learn about the Balance of Payments and how this
can be affected by exchange rates and trade protection.
Assessment
Students will be examined by 2 exam papers sat at the end of Year 11.
Paper 1
30 Multiple Choice questions.
All questions are compulsory.
Weighting 30%
Paper 2
2hrs 15mins
1 compulsory data-response question
based on a previously unseen case study
and 3 structured questions from a choice of 6.
Weighting 70%
45mins
Internal assessment is on-going and takes a variety of forms including peer, self and teacher assessment. Students
receive a variety homework tasks including exam questions which are comment marked to allow students to gain a
higher standard. At the end of each topic students usually complete a test, under exam conditions.
Course Information
Syllabus Code: 0455
Specification: CIE IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=851
British School Manila
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IGCSE Geography
Why study Geography at IGCSE?
Geography helps you to make sense of the world around you. It is hands on, it is relevant and it is a guide to the future of
the world.The IGCSE course provides a good mix of topics ranging from globalisation to the use of water; urban poverty to
changing economic landscapes.The course gives students the chance to get to grips with some of the big questions which
affect our worldand understandthesocial, economic andphysicalforces andprocesses whichshapeandchange ourworld.
Geography is multi-disciplinary and supports learning in almost all other subjects making it a great complementary
choice to your other options. It will help students refine their literacy skills, graphical analysis and ICT skills to name
but a few.
Course Breakdown
Year 10
Year 11
Terms 1 and 2
Topic A: Hazardous Environments – we look at various
natural hazards, how they are exasperated by human action,
impacts and mitigation. A field trip to a volcano is utilised to
enhance and consolidate learning.
Term 1
Topic D: Economic Activity and Energy – the study of
changing global economic patterns and the impacts of this
upon resource use.
Term 2
Topic B: Fragile Environments – we look at the various ways Topic E: River Environments – we study water features and
in which people are changing and damaging the earth and
evolve towards the study of managing flood events and the
look at possible solution to these problems. Issues include:
use of safe water globally.
global warming, deforestation and desertification.
Term 3
Term 3
Fieldwork followed by revision
Topic C: Urban Environments – students look at the issues
facing the 50% of the world’s population that live in cities.
We especially focus on the management of low income
residential area. Students visit three areas of Manila and
evaluate the problems of living there.
Assessment
One examination is sat at the end of Year 11. The three hour paper includes a variety of question types from multiplechoice to both short and extended answers. The examination covers all elements of the course. Internal assessment
will take place throughout the course utilising previous exam papers to develop students’ examination technique.
Course Information
Syllabus Code: 4GEO
Specification: Edexcel IGCSE
Website: http://www.edexcel.com/quals/igcse/edexcel-certificate/geography
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British School Manila
GCSE History
Why study History at GCSE?
History at GCSE aims to encourage pupils to become more critical and reflective thinkers. Pupils will develop their
awareness of how the past has been represented, interpreted and accorded significance for different reasons and
purposes. Skills of independent research are developed through the controlled assessment, and a source enquiry
enables students to evaluate a range of evidence in order to construct arguments and reach judgements. Furthermore,
students’ historical knowledge, understanding and skills help them understand the present, and provide them with
a basis for their role as responsible citizens, as well as allowing further study of history.
Course Breakdown
The History GCSE covers four main elements:
A study in development: Peace and War. International
Relations 1943-1991.
Focuses on the outbreak and development of the Cold War.
Pupils study three Cold War crises and consider why the Cold
War ended. It includes the Soviet invasion of Afghanistan and
the eventual fall of the Soviet Union.
Depth Study: Germany
An in-depth study of Germany 1919-1945. This examines
post First World War Germany, looks at the rise of the Nazi
party, the role of Hitler, Hitler in control and what it was like
to live under Nazi control.
Source Enquiry: War and the Transformation of British
Society c1931-1951
Examines the effects of the Great Depression on Britain in the
1930s and studies the British experience in the Second World
War. Students consider the electorate’s rejection of Churchill
in 1945, and the success and failures of the post-war Labour
Government.
Representations of History: Vietnam 1960-1975
(Controlled Assessment)
Pupils study reasons for US involvement in Vietnam, the
nature of the conflict, impact of and growing opposition
to the war. Pupils then conduct research to complete an
enquiry question and analyse three representations of the
war. A fieldtrip to Vietnam supports this element of the
course.
Assessment
Three examinations are sat at the end of Year 11. All questions are medium to extended answer. There is also a
piece of controlled assessment completed in school at the beginning of Year 11.
Paper 1
1hr 15mins
Peace and War: International Relations 1943-1911.
Weighting 25%
Paper 2
Depth Study: Germany
Weighting 25%
Paper 3
1hr 15mins
War and Transformation of British Society c1931-1951
Weighting 25%
Controlled Assessment
2hr 30mins
Representations of History: Vietnam 1960-1975
Weighting 25%
1hr 15mins
Internal assessment will take place throughout the course utilising previous exam papers to develop students’
examination technique.
Course Information
Syllabus Code: 2HA01
Specification: Edexcel GCSE
Website: http://www.edexcel.com/quals/gcse/gcse09/history/a
British School Manila
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GCSE Psychology
Why study Psychology at GCSE?
The study of GCSE psychology provides the opportunity for students to develop a variety of skills including clear
description and explanation, as well as detailed and broad analyses. Although these skills are developed in the
very interesting context of examining psychological theories and research studies they also complement well skills
essential to success in other subjects, particularly in the humanities and the sciences.
The GCSE Psychology course aims to enable students to develop a critical approach to scientific evidence and
methods. Students should acquire knowledge and understanding of how psychology works. They will develop an
understanding of the relationship between psychology and social, cultural, scientific and contemporary issues.
Course Breakdown
Year 10
Year 11
Term 1
Topic A: How do we see our world? This topic focuses on
perception and illusions, drawing on biological and cognitive
psychology.
Term 1
Topic D: Why do we have phobias? This topic considers
social learning, conditioning and evolutionary causes of
phobias.
Term 2
Topic B: Is dreaming meaningful?
This topic addresses Freud’s dream theory and the theory of
activation synthesis.
Term 2
Topic E: Are criminals born or made? This topic considers
proposed biological and social causes of criminality.
Term 3
Revision
Term 3
Topic C: Do TV and video games affect young people’s
behaviour?
This topic covers the causes of aggression including
biological and social learning causes.
Assessment
Two examinations are sat at the end of Year 11.
Paper 1
1hr 15mins
Multiple choice and short answer questions on Topics A and B.
Weighting 40%
Paper 2
1hr 45mins
Multiple choice, short answer and some extended writing
questions on Topics C to E.
Weighting 60%
Internal assessment will take place throughout the course utilising previous exam papers to develop students’
examination technique.
Course Information
Syllabus Code: 2PS01
Specification: Edexcel GCSE
Website: http://www.edexcel.com/quals/gcse/gcse09/psychology
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British School Manila
GCSE Art and Design
Why study Art and Design at GCSE?
The GCSE course in Art and Design will appeal to students who want to develop their creativity and wish to actively
engage with art and design culture. During the course you will develop skills in not only producing art and/or design
work, but also in thinking critically and reflectively about it. You will get the opportunity to experience working in
a broad range of media, materials and techniques, including traditional and new technologies. You will develop a
variety of skills including being interpretive, expressive and experimental, as well as developing personal attributes
such as self-confidence, resilience, discipline and commitment. You will have significant control over your own
creativity and the direction, media and subtopics which you choose to pursue.
Course Breakdown
During the course students are taught a range of artistic skills and techniques and learn to engage with images and
artworks in a critical and analytical manner. They are expected to develop individual projects based on the following
themes for the Personal Portfolio:
• Identity
• Surfaces
Assessment
The course is based on two coursework projects (the Personal Portfolio) and one exam project (the Externally Set
Assignment).
Personal Portfolio
Identity
Externally Set Assignment
Surfaces
These two projects are done as coursework and are marked
together.
Weighting 60%
This project is set by the exam board, preparation is done
over roughly eight school weeks (20 hours of class time) and
the final piece is undertaken during a ten hours exam over
two days.
Weighting 40%
Both the Personal Portfolio and the Externally Set Assignment are marked under four assessment objectives graded
from 0-20 for a total of 80 marks. Students are expected to fulfil all four assessment objectives in each project.
The four assessment objectives are:
AO1: Develop their ideas through investigations informed by context and other sources, demonstrating analytical and cultural
understanding.
AO2: Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and
processes.
AO3: Record ideas, observations and insights relevant to their intentions in visual and/or other forms.
AO4: Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realizing
intentions and, where appropriate, making connections between visual, written, oral or other elements.
Course Information
Syllabus Code: 2AD01
Specification: Edexcel GCSE
Website: http://www.edexcel.com/quals/gcse/gcse09/Art
British School Manila
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IGCSE Drama
Why study Drama at IGCSE?
Through practical and theoretical study, students develop an understanding and enjoyment of drama. They obtain
group and individual skills and study ways to communicate ideas and feelings to an audience. Students learn how
to discover the performance possibilities of a text and other stimuli, and devise dramatic material of their own.
Students also develop their acting skills, the demonstration of which will form part of the final assessment.
Course Breakdown
Year 10
Year 11
Terms 1 and 2
Term 1
Topic A: Approaches to Script – Focuses on approaches to
interpreting, de-coding and shaping the performance of a
script. Students experiment with rehearsing and preparing a
polished piece, developing a sense of audience and learning
to make technical and design decisions in order to present
their work.
Topic D: Monologues – Over the summer, students each
work on preparing a scripted monologue. This will be
refined in class. A final performance is filmed as part of their
practical coursework portfolios.
Topic B: Devising Drama – Examines how original drama can
be created out of a range of stimulus material, considering
structure, genre, audience and intention. The final group
performance piece is filmed for their practical coursework
portfolio. Alongside the practical work, students are
prepared in the technical skills required for the written exam.
Term 3
Topic C: Writing about Drama - Students will have prepared
for the written examination throughout the year alongside
their coursework. This term they create the practical work
necessary to complete the written paper during Exams Week
and then reflect upon their technique and responses.
Topic E: Scripted Group Scenes – Students prepare their
final piece of coursework, rehearsing and then performing a
fifteen minute piece of scripted work in small groups.
Term 2
Preparation for the Written Exam– Students work on the
official pre-release material sent by the exam board. This is
comprised of an extract of script and a selection of stimulus
material. Students explore the material in a practical way,
ready to write about their dramatic, directorial and design
choices in the final written examination.
Term 3
Preparation for the written examination in which revision
and practice papers are undertaken.
Assessment
One written examination is sat at the end of Year 11. The two and a half hour paper is worth 40% of the final marks
and includes both short and extended answers. The coursework element (worth 60% of the final marks) is purely
practical, with each student compiling a portfolio of three performances which are internally marked and externally
moderated. The portfolio is comprised of: one group scripted piece, one group devised piece and one individual
scripted monologue. Students are able to select their best work from a range.
Course Information
Syllabus Code: 0411
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=848
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British School Manila
IGCSE Music
Why study Music at IGCSE?
Music is a very relaxing and enjoyable subject and not only helps to develop academic studies but also equips
students with the confidence to explore their creative and imaginative intelligence.
Course Breakdown
During their Music IGSCE students will learn about:
Musical Rudiments/ Theory: Students learn to recognise chords, keys and cadences. They will also learn to follow a musical
score and recognise simple rhythmic dictation.
General World Music: Students learn about music from Latin America, China, India, Japan, Africa, Arabia and Indonesia and
identify the structure, texture, instrumentation and style of each region.
Western Classical Music: Students learn about music from 1600 to present day. For example: The Baroque, Classical and
Romantic periods, and the Twentieth Century. Students also learn about the composers and how the music styles have
changed over the years.
Set Pieces: Students will study two pieces of music in depth, one from the Western Classical Era, the other from music around
the world and then be asked questions about them in the written exam.
Assessment
Students are examined in three ways: written exam, performance and composition.
Component 1
c.1hr 15mins
Written examination based on a CD of music provided by the
examining board.
Component 2
Performance
Two prepared performance: one individual, one ensemble
Weighting 30%
70 marks composed of multiple choice and short-answer
questions
Weighting 40%
Component 3
Composition
Students create two contrasting compositions.
Weighting 30%
Internal assessment will take place throughout the course based on both performance and the utilising previous
exam papers to develop students’ examination technique.
As 30% of their grade is coming from performance, it is essential that all students choose voice or
learn to play a musical instrument as part of their coursework.
Course Information
Syllabus Code: 0410
Specification: Cambridge IGCSE
Website: http://www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=875
British School Manila
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IGCSE Information and Communication Technology
Why study Information and Communication Technology at IGCSE?
Students who study ICT are able to apply knowledge, skills and understanding of ICT to a range of situations. They
can also analyse, design, and document ICT systems for others to use, developing understanding of the wider
implications of the use of ICT. Students reflect critically on the way they and others use ICT, discussing the impact of
ICT applications in the wider world.
Course Breakdown
The ICT course comprises of practical components and theoretical components. The practical components are
taught across the two years.
Practical components: Spreadsheets, Databases, Graphics Software, Desktop Publishing, Word Processing, Audio
and Video Editing, and Multimedia Presentation.
Theoretical components:
Year 10
Year 11
Term 1
• Impact of ICT on individuals and society (ICT and Medicine,
Education, Retail, Engineering and Manufacturing, Banks,
and Logistics)
• Teleworking
• Health and Safety
• Computer Crime
Term 1
• Hardware (different types of computer, processors,
monitors, printers)
• Backing storage and Memory (Hard disks, CDs, DVDs, BluRay, magnetic tapes, back-up, Flash Memory).
Term 2
• Software (Applications software, web browser and
communication software, project management software,
customised software)
• Operating systems and graphical user interfaces
Term 2
• Communications and Networks (Lan and Wan, Data
transmission)
• The Internet (Internet, Web, Intranet, Web broadcasting,
email)
• Threats from the Internet and security
• The digital divide, information rich versus information poor.
Term 3
• Revision
Term 3
• Data Input and Output
• Revision
Assessment
Final assessment takes place at the end of year 11 in the form of two examinations.
Paper 1
1hr 30mins
Written exam consisting of multiple-choice and short answer
questions.
Weighting 50%
Paper 2
3hrs
Practical computed based exam under controlled
conditions consisting of structured activities. Time
provided includes printing time.
Weighting 50%
Course Information
Syllabus Code: 4ITO
Specification: Edexcel IGCSE
Website: http://www.edexcel.com/quals/igcse/igcse09/ict/Pages/default.aspx
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British School Manila
GCSE Physical Education
Why study Physical Education at GCSE?
The GCSE in Physical Education encourages students to be inspired, moved and changed by following a broad,
coherent, satisfying and worthwhile course of study. It develops awareness and appreciation of the culture of
themselves and others in relation to physical education. The course encourages creativity and decision-making skills
enabling students to plan effectively for performances and respond to changing situations. It enables students to
become increasingly physically competent through being actively engaged in a range of physical activities. It will
also improve their performance in different types of physical activity and roles such as player/participant, leader and
official. As part of the course students develop an ability to engage independently and successfully in different types
of physical activity, and develop and maintain their involvement in physical activity as part of a healthy, active lifestyle.
Course Breakdown
Unit 1
Unit 2
The Theory of Physical Education
(90 Minute Theory Exam)
Performance in Physical Education
(Moderated Practical Controlled Assessment)
Section 1.1: Healthy, active lifestyles
Section 1.2: Your healthy, active body
Section 2.1: Practical performance in four chosen sports
Section 2.2: Analysis of performance
Assessment
Assessment Unit 1
Students are assessed with one examination and one controlled internal assessment. The examination is sat at the
end of Year 11. The hour and a half paper includes a variety of question types from multiple-choice to both short
and extended answers. The examination covers Unit 1 of the course. The examination is worth 40% of the total GCSE.
Assessment Unit 2
The internal controlled assessment focuses on Unit 2 of the course. The internal controlled assessment is worth 60%
of the overall GCSE and is moderated by an external exam moderator.
Students choose 4 sports to be assessed in terms of performance/ leadership and/or officiating (each out of ten marks).
Students will be asked to produce a 6 week Personal Exercise Plan to work towards SMART goals and try to improve
performance in their chosen sport. An ‘Analysis of Performance’ is also completed by all students – this involves
identifying examples of a perfect sporting model and suggesting how yourself and others can improve.
Course Information
Syllabus Code: 2PE01 (full)
Specification: Edexcel GCSE
Website: http://www.edexcel.com/quals/gcse/gcse09/pe/
British School Manila
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IGCSE Computer Science
What is Computer Science and why study Computer Science at IGCSE?
Computer science is the study of the foundational principles and practices of computation and computational
thinking and their application in the design and development of computer systems. Learning computational
thinking involves learning to program/code.
Students apply their understanding to develop computer-based solutions to problems using algorithms and a highlevel programming language. They also develop a range of technical skills, as well as the ability to test effectively and
to evaluate computing solutions.
Understanding the principles of Computer Science provides learners with the underpinning knowledge required for
many other subjects in science and engineering in particular, and the skills learnt can also be used in everyday life.
Syllabus content at a glance
Section
Topics
Section
Topics
Section 1: Theory of
Computer Science
• Data representation
• Communication and Internet
technologies
• Hardware and software
• Security
• Ethics
Section 2: Practical
Problem-solving
and Programming
• Algorithm design and problem-solving
• Programming
• Database
Syllabus Aims
Cambridge IGCSE Computer Science syllabus aims are to develop:
•
•
•
•
Understanding of the main principles of solving problems by using computers
Understanding that every computer system is made up of sub-systems.
Understanding of the component parts of computer systems and how they interrelate, including software, data,
hardware, communications and people
Skills necessary to apply understanding to solve computer-based problems using a high-level programming
language.
Assessment
For Cambridge IGCSE Computer Science , candidates take two components: Paper 1 and Paper 2:
Paper 1 Theory
1 hr 45 mins
This written paper contains short-answer and structured questions.
All questions are cumpolsory. No calculators are permitted in this
paper.
Paper 2 Problem-solving and Programming
1 hr 45 mins
This written paper contains short-answer and
structured questions. All questions are compulsory. 20
of the marks for this paper are from questions set on
the pre-release material. No calculators are permitted
in this paper.
75 Marks
50 Marks
Weighting 60%
Externally assessed
Weighting 40% Externally assessed
Course Information
Specification: Cambridge IGCSE Computer Science
Please note that this is a new course and that the syllabus and/or the choice of exam board may
be subject to change.
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British School Manila
36th Street, University Park, Bonifacio Global City
1634 Taguig, Metro Manila, Philippines
Tel: (632) 860 4800 • Fax: (632) 860 4900
Email: enquiries@britishschoolmanila.org
www.britishschoolmanila.org
Accredited by CIS