IGCSE OPTIONS

2024-2025

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 TABLE OF CONTENTS
3 Introduction to IGCSE

5 Options Advice & Recommendations

7 Year 9 IGCSE Options Process September 2024

9 English: First Language, Second Language & Literature

11 Mathematics

15 Science

15 Coordinated Science: Dual Award Specification

17 Separate Sciences

18 Art & Design

20 Business Studies

21 Computer Science

23 Design & Technology

25 Drama

26 Economics

27 Geography

28 History

30 Information & Communications Technology (ICT)

32 Modern Foreign Language: French/Spanish/Chinese

34 Music

36 Physical Education

37 Vietnamese: First Language

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INTRODUCTION TO IGCSE

A NOTE TO PARENTS and offer them some of your wisdom and experience.
We talk to students about the best possible curriculum
The style in which we have written this guide is to
choices for them, so that they start out on courses that
address everything directly to your child. This is an
they will greatly enjoy and be highly successful in. We
exciting time in their educational experience as, for
understand that you’ll want to be reassured about the
the first time, they are having the opportunity to make
choices made, and we’re very happy to talk about them
significant decisions about what they study. This is, for
at any point. If you have any questions, suggestions or
most, the first of many academic decisions that will
concerns in the options process, please don’t hesitate to
define their own distinctive path through life. Experience
contact us and we’ll do what we can to listen and help.
tells us that education works best and that students get
the most from it when they are fully engaged, and we
like to think that your son or daughter will make their WELCOME TO IGCSE: THE GATEWAY TO YOUR
own choices and truly embrace them. Nonetheless, the FUTURE!
best choices come after listening to good advice; we very
IGCSEs are an internationally recognised set of
much hope that you will read this guide with your child
qualifications based around the British education
system which focuses more on content than English
language. The benefit of this is that you can still obtain
maximum grades even though English is not your native
language. It does, however, require a certain proficiency
of English. .

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 IGCSE stands for International General Certificate of Secondary Education. It builds on the English National
Curriculum work covered in Years 7 – 9 (ages 11-14) and prepares students for examinations at the end of a two year
course at age 16 (Year 11), as well as for the post-16 International Baccalaureate (IB) courses in the 6th Form. It is worth
noting that the IGCSEs are globally transferable and enable study in American Colleges or schools offering GCE A
levels. It is a course which countless independent schools in England offer, as many consider it a better preparation
for the IB style of study.

The grades are awarded based on a variety of assessments and include, but are not limited to, conventional written
papers. Assessments in many subjects include the option of coursework, oral or practical work which may be
assessed by the students’ own teachers.

Subjects available and compulsory subjects:

COMPULSORY English (First Language) Vietnamese (for Vietnamese

SUBJECTS passport holders only)
English Literature
Core PE (no IGCSE)
Co-ordinated Science
Wellbeing (no IGCSE)
Mathematics

OPTIONS Art Information & Communications

SUBJECTS Technology (ICT)
Business Studies
Music
Computer Science
MFL: Chinese, French or Spanish
Design Technology
PE IGCSE
Drama
Separate Sciences
Economics
· Biology
Geography
· Chemistry
History
· Physics

NON-ENGLISH NATIVE LANGUAGE EXAMINATIONSt

Students can also sit an IGCSE examination in their native (first) language such as Mandarin Chinese, German, French
and Urdu. A home tutor should normally prepare the student. Syllabus content and past examination papers will be
provided by the school. Students and parents will be informed of subject availability by letter in October 2025. We
encourage students to sit these examinations in Year 10.

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OPTIONS ADVICE
& RECOMMENDATIONS
The following information is to help you make informed OPTIONS
decisions about the choices you make for your IGCSE
Students can then choose up to 4 subjects from the
subjects in Year 10, and in planning ahead for the IBDP in
selection available.
Year 12.
Languages
COMPULSORY SUBJECTS
• Our language subjects are second language
Everyone at BIS has to study the following subjects:
subjects; first language speakers of these languages
• English Language (first or second language) cannot opt to do these subjects and should choose
(decided by the Head of EAL and Academic English). another language from those offered. For example,
For students who study the second language English a native French speaker cannot choose French and
Language course, additional time is allocated to should choose either Spanish or Chinese (Mandarin)
support their development and progress. Should the if they have studied this prior to Year 10.
decision be taken that a student follows the second
• It is highly recommended that you choose a
language IGCSE, their chosen options will be reduced
language at IGCSE, as this widens your options
from 4 to 3 to support their language development
pathways for the IB Diploma Programme in Years 12
through this additional time.
and 13.
• English Literature

• Mathematics
GENERAL ADVICE
• Science
• Choose subjects you enjoy;
• Either Coordinated Science (where you study all
• Choose subjects you are already doing well in;
three sciences – Biology, Chemistry, and Physics.
This is worth 2 IGCSE qualifications); • If making good progress in French, Chinese or
Spanish in Year 9, and wanting to study IBDP in
• Or Separate Sciences (where you study all three
Years 12 and 13, continue with your MFL option at
sciences – Biology, Chemistry, and Physics – at a
IGCSE.
higher level. This is worth 3 IGCSE qualifications).
• Don’t choose subjects just because your friends are
• Wellbeing – a non-examined course.
doing them;
• Physical Education – this is non-examined course
• Don’t choose subjects because you like your current
and is NOT the same as the IGCSE PE subject
teacher - whilst this helps, you may not have the
(offered as an option)
same teacher next year;
• Vietnamese – if you are a Vietnamese national
• If you have an idea about the direction your future
(only holding a Vietnamese passport), you have to
career might take, speak to the College and
continue your Vietnamese studies until the end of
University Guidance Team before you make your
Year 11 and therefore take IGCSE Vietnamese. Native-
final choices – they are based in the Sixth Form
speakers of Vietnamese who hold a foreign passport
Office on the Mezzanine floor.
are eligible to elect Vietnamese IGCSE as an option
subject if they wish.

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 THINKING AHEAD TOWARDS IB

Students at BIS will study the IB Diploma Programme in Years 12 and 13. This requires them to follow a broad and
balanced curriculum. To qualify for the full diploma, they must study across five areas of knowledge: Studies in
Language and Literature, Language Acquisition, Individuals and Societies, Science and Mathematics. They may also
study a subject from the Arts or a second elective subject from the other areas of knowledge. When students are
selecting their IGCSE subject choices, they should be considering how their choices facilitate a smooth transition
into their IB Diploma.

If students wish to find out further information regarding the IB Diploma Programme and the subjects we offer,
they should speak with our IBDP Coordinator, MRS DANIELLE FOUNTAIN ([email protected]).

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YEAR 9 IGCSE OPTIONS PROCESS 2024

1 OPTIONS ASSEMBLY
Students have an assembly to support them in understanding and completing the IGCSE
Option Process.

2 YEAR 9 IGCSE OPTIONS INFORMATION EVENING: TUESDAY 10TH

SEPTEMBER 2024 6PM-7:30PM
This provides an overview of the options process, highlighting the subjects available and how
you can help your child to make the best choices. This is combined with additional information
from the Deputy Head Teacher: Curriculum & Learning. Students and parents also benefit
from an open-floor session with Heads of Department, allowing all to fully understand what
is involved in each subject. Students are then asked to discuss their options with their parents
before submitting their first choices.

3 THURSDAY 19TH SEPTEMBER: YEAR 9 PTSC

This is purposefully scheduled after the IGCSE Options Information Evening to ensure students
and parents are able to ask subject teachers informed questions about possible IGCSE
pathways.

4 FIRST THOUGHTS FORMS AND OPTION BLOCKS FORMS

This process begins on Monday 23rd September; the deadline for return is Monday 7th October.
From these first thoughts, the Option Blocks are formed. Students are then issued with a
second form which shows the subjects they have chosen in the relevant blocks.

5 FINAL SUBMISSION OF OPTION BLOCKS FORM AND OPTION

CONFIRMATION
This form should be signed by the student and parents, and returned to form tutors by Friday
22nd November. In March 2025, students are given a final confirmation of their option choices.
These should not be changed again.

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8
ENGLISH: FIRST LANGUAGE, SECOND
LANGUAGE & LITERATURE

ENGLISH LANGUAGE

Aims and Objectives

The aims are to enable students to:

• Read a wide range of texts, fluently and with good understanding, enjoying and appreciating a variety of language;

• Read critically, and use the knowledge gained from wide reading to inform and improve their own writing;

• Write accurately and effectively, using standard english appropriately;

• Work with information and with ideas in language by developing skills of evaluation, analysis, use and inference;

• Listen to, understand, and use spoken language effectively;

• Acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and
linguistic conventions.

COURSE CONTENT

Cambridge IGCSE First Language English offers candidates the opportunity to respond with understanding to a rich
array of reading texts during the course as a whole. Candidates will use these texts to inform and inspire their own
writing, and write in a range of text types for different purposes and audiences. This will inform their preparation for
Paper 2.

Candidates will develop both their speaking and their listening skills, delivering presentations, and responding to
questions and engaging in conversations.

Candidates are encouraged to become appreciative and critical readers, writers, speakers and listeners.

ASSESSMENT

100% examination. Two papers:

PAPER DESCRIPTION

Paper 1 Reading

Paper 2 Directed Writing & Composition

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 ENGLISH AS A SECOND LANGUAGE (ESL)

Aims and Objectives

The syllabus is suitable for learners whose first language is not English, but who study through the English-medium.

The aims are to:

• Develop learners’ ability to use english effectively for the purpose of practical communication

• Develop learners’ awareness of the nature of language and language-learning skills

• Develop transferable skills to complement other areas of the curriculum

• Promote learners’ personal development and enjoyment.

COURSE CONTENT

Cambridge IGCSE English as a Second Language offers learners the opportunity to develop practical communication
skills in reading, writing, listening and speaking.

Learners will be presented with a variety of texts that will build up their skills in reading and writing. They will learn to
select relevant details, understand the difference between what is directly stated and implied, and practise writing for
different purposes and audiences.

Learners will listen to a range of spoken material, including talks and conversations, to develop listening skills. Learners
will engage in conversations on a variety of topics and develop their skills in responding to different situations and
audiences with a degree of accuracy and clarity.

Cambridge IGCSE English as a Second Language will enable learners to become independent users of English both to
support further study and to communicate effectively in a variety of practical contexts.

ASSESSMENT

All candidates take three components. Candidates will be eligible for grades A* to G.

PAPER 1 PAPER 2 PAPER 3

READING & WRITING LISTENING SPEAKING

2 hours 2 hours 2 hours

60 marks - 50% 60 marks - 50% 60 marks - 50%

Candidates respond to six Candidates listen to five Candidates take part in an

exercises: four reading and exercises of short and longer interview, short talk and
two writing. texts. discussion.
Structured and essay style Multiple-choice style Internally assessed and
questions. questions. externally moderated.
Externally assessed. Externally assessed.

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ENGLISH LITERATURE

Aims and Objectives

The aims are 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.

COURSE CONTENT

This course enables learners to read, interpret and evaluate texts through the study of literature in English.

Learners 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 learners’ better understanding of
themselves and of the world around them.

ASSESSMENT

100% Examination:

PAPER DESCRIPTION WEIGHTING

Paper 1 Poetry & Prose (1 hour 30 minutes) 50%

Paper 3 Drama (45 minutes) 25%

Paper 4 Unseen (1 hour 15 minutes) 25%

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 MATHEMATICS
“Number rules the universe” – Pythagoras

Number does indeed rule the universe. The study of Mathematics is as ancient as man himself. It has been
developed in all cultures at all times in history and is at the root of all technological developments.

AIMS AND OBJECTIVES

Modern society, with its emphasis on technology, demands that students should leave school equipped with a
wide range of mathematical knowledge and skills. Many areas of further education, business, finance and social
sciences require sophisticated mathematical skills.

The aim of the Mathematics course at Key Stage 4 is to enable students to:

• Develop their mathematical knowledge and skills.

• Apply mathematics in everyday situations and also to apply mathematics in other subjects, particularly science
and technology.

• Recognise a situation which may be presented mathematically, construct a mathematical model and solve the
problem.

• Develop the abilities to think logically, to classify, to generalize and to prove.

• Acquire a mathematical foundation appropriate to their further studies

• Be fully prepared for the cambridge igcse examination (code 0580).

COURSE CONTENT

When students enter Key Stage 4 they follow one of three strands.

The Core Curriculum is for students who have a target of a ‘C’.

The Extended Curriculum is for students who have a target from A* to C.

The Accelerated Curriculum is for the most mathematically gifted students. They complete the IGCSE Extended
Mathematics in year 10 followed by IGCSE Additional Mathematics in year 11.

The curriculum topics for Core students are:

Positive and negative integers, fractions and decimal fractions,

NUMBER percentages, reasonable approximations, standard form, powers of
10, simple and compound interest.

ALGEBRA Formulae, algebraic manipulation, equations, inequalities, functions.

Geometrical constructions, angle properties, trigonometry,

SHAPE & SPACE
transformations, mensuration.

STATISTICS & Statistical diagrams, averages, cumulative frequency, probability of

PROBABILITY single and combined events.

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In addition to the topics within the Core curriculum, students within the Extended programme will study the following
topics:

NUMBER Bounds of intervals, direct and inverse proportion, percentage change.

Simplification of algebraic fractions, algebraic manipulation, use

positive, negative and fractional indices in both numerical and
ALGEBRA
algebraic work, surds, use algebraic formulae and equations, graphs
of algebraic functions.

Scale factors to two and three dimensions and applied to

calculating lengths, areas and volumes between actual values and
SHAPE & SPACE
scale models, trigonometry knowledge including non-right-angled
triangles, use of vectors.

STATISTICS & Process data, discriminating between necessary and redundant

PROBABILITY information, use distance/time and speed/time graphs, use of sets.

In addition to the topics within the Extended Curriculum students within the accelerated programme will study the
following topics within the IGCSE Additional course:

Set language and notation Circular measure

Functions Trigonometry

Quadratic functions Permutations and combinations

Factors of polynomials Binomial expansions

Simultaneous equations Coordinate geometry of a circle

Logarithmic and exponential functions Vectors in two dimensions

Straight line graphs Differentiation and integration

SETTING IN MATHEMATICS

It is the policy of the faculty to ‘set’ students by ability. Setting decisions are based on each student’s levels of attainment
and effort whilst also considering their results in both assessments and homework. Students new to the school are
tested on arrival, then allocated a set accordingly. Every student is monitored carefully to ensure they are appropriately
challenged and supported in their current set. Students who are not already in set 1 by the start of January in Year 9
cannot be moved up into set 1 after this date, including when they are in Year 10 and 11.

Those students who have followed the Core IGCSE course are eligible for an award of grades C to G only. Students who
have followed the Extended IGCSE course are eligible for an award of grades A* to E only. Students taking the IGCSE
Additional Mathematics course are eligible for an award of grades A*-E.

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 ASSESSMENT

All students will take 2 written papers as follows:

Examinations From 2025 Onwards

CORE CURRICULUM EXTENDED CURRICULUM ADDITIONAL CURRICULUM

(GRADES C – G) (GRADES A* - E) (GRADES A* - E)

Paper 1 (1.5 hours) Paper 2 (2 hours) Paper 1 (2 hours)

Non-calculator questions Non-calculator questions Non-calculator questions

Paper 3 (1.5 hours) Paper 4 (2 hours) Paper 2 (2 hours)

Calculator questions Calculator questions Calculator questions

CALCULATORS

Calculators are essential for Key Stage 4. Candidates should have an electronic calculator for all of the calculator papers.
Algebraic or graphical calculators are not permitted for IGCSE papers. The model we currently recommend is the Casio
fx-570VN.

Where the use of calculators is allowed in examinations, calculators used must not be able to manipulate algebra; they
must be purely numerical. Calculators with any of the following facilities are prohibited:

• Graphic display • Built-in symbolic algebraic manipulations

• Data banks • Symbolic differentiation or integration

• Dictionaries or language translators • Capability of remote communication with other

machines.
• Retrieval or manipulation of text or formulae

• Qwerty keyboards

RESOURCES

All students are issued with a textbook, either a hard copy or an online version. The textbooks will be supplemented
by material from a variety of sources. Technology in the form of software and subscription websites will be frequently
integrated into learning. Students will be given their own profile login to “mymaths.co.uk.” and Kognity.

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15
 SCIENCE
There are two different routes for students in Science:

Option 1: Separate Sciences in Biology, Chemistry and Physics which results in 3 IGCSE’s.

Option 2: Coordinated Science, a Dual Award Specification which combines all three Sciences into two IGCSE’s;

As an IGCSE option, students may also elect to take Separate Sciences. This consists of one IGCSE each in Biology,
Chemistry and Physics. The students in this programme will study the sciences to a greater depth; consequently,
this is a more challenging option. For those considering taking two sciences in the IB diploma programme
this may be beneficial to them as it reduces the knowledge and skills gap between IGCSE and the Diploma
Programme and to ensure that fundamental topics have been covered in sufficient depth to facilitate likely success
at IB. However, students will need to be able to thrive when working at a greater pace and depth.

Many students in Year 10 and 11 will undertake the IGCSE Coordinated Science, Dual Award Specification. At the
end of this two year programme students will attain two IGCSEs, which are graded on the average of the three
Sciences studied: Biology, Chemistry and Physics. By taking this course, students are able to complete any of the
three Science subjects as part of their IB Diploma Programme, at Standard Level or Higher Level, dependent on
achieving the required grades. For nearly all students this is an excellent route and in no way limits the option
of studying Sciences in IB, or further education. However, due to the reduced content involved for Coordinated
Science, there would be additional bridging work set by to help ensure there any areas not covered are done so in
sufficient detail to ensure a successful start and positive trajectory to IB Biology, Chemistry or Physics.

Students should engage with the Science department further for more information.

COORDINATED SCIENCE:
DUAL AWARD SPECIFICATION

AIMS AND OBJECTIVES:

The Coordinated Science syllabus is split into Biology, Chemistry and Physics sections, with the students having
separate Biology, Chemistry and Physics lessons with relevant specialist teachers.

The aims and objectives are to:

• Provide insight into the Sciences through well-designed studies of experimental and practical Science. 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 import;

• Recognise the usefulness, and limitations, of the scientific method and appreciate its applicability in other
disciplines and in everyday life;

• Be suitably prepared to embark upon certain post-16 Science-dependent vocational courses and studies in
any of the pure Sciences and applied Sciences.

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• 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;

COURSE CONTENT

BIOLOGY CHEMISTRY PHYSICS

Characteristics of Living States of matter Motion, Force and Energy

Organisms, Cells
Atoms, elements, compounds Thermal Physics
Movement into and out of cells
Stoichiometry Waves
Biological molecules
Electrochemistry Electricity and Magnetism
Enzymes
Chemical energetics Nuclear Physics
Plant and Human Nutrition
Chemical reactions Space Physics
Transport in Plants & Humans
Acids, bases and salts
Diseases and Immunity
The Periodic Table
Respiration & Gas Exchange
Metals
Coordination & Response
Chemistry of the environment
Drugs
Organic chemistry
Reproduction
Experimental techniques and
Inheritance chemical analysis

Variation and Selection

Organisms and their

environment

Human Influences on
Ecosystems

ASSESSMENT

For each of the Science areas, (Biology, Chemistry and Physics) all students will be continually assessed to help
track their progress against their personal targets and to enable students to reflect upon their learning. Progress
will be checked by assessing many aspects of the students work including: classwork, homework, end of unit
tests, summative assessments such as mid-year examinations and end of Year examinations. Effort grades will be
determined by the student’s effort both in lessons and homework. Final examinations will comprise a Multiple Choice
Question paper, a written exam paper and an alternative to coursework, investigation skills, exam paper. Each paper is
made up of Biology, Chemistry and Physics sections combined together.

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 SEPARATE SCIENCES
AIMS AND OBJECTIVES

The Separate Science syllabi are split into Biology, Chemistry and Physics IGCSEs, with the students having
additional lessons for each subject. The depth and breadth of study in each subject area is greater than for the
Coordinated Science programme.

The aims and objectives, in addition to those of Coordinated Science Dual Award, are to:

• Develop a broader understanding of Physics, Chemistry and Biology through providing a more challenging
course content and more opportunities for exploration of scientific ideas;

• Challenge and stimulate high achieving Science students who have a passion for Science.

COURSE CONTENT

BIOLOGY CHEMISTRY PHYSICS

Characteristics and Respiration States of matter Motion, Force and

classification of Energy
Excretion in humans Atoms, elements,
Living Organisms
compounds Thermal Physics
Coordination and
Organisation of the
response Stoichiometry Waves
organism
Drugs Electrochemistry Electricity and
Movement in and
Magnetism
out of cells Reproduction Chemical energetics
Nuclear Physics
Biological molecules Inheritance Chemical reactions
Space Physics
Enzymes Variation and Acids, bases and salts
selection
Nutrition in plants The Periodic Table

and animals Organisms and their

Metals
environment
Transport in plants Chemistry of the
and animals Biotechnology and
environment
genetic modification
Disease and Organic chemistry
immunity Human Influence on
the ecosystem Experimental
Gas exchange in techniques and
humans chemical analysis

ASSESSMENT

Within each of the Science subjects (Biology, Chemistry and Physics), all students will be continually assessed to help
track their progress against their personal targets and to enable students to reflect upon their learning. Progress
will be checked by assessing many aspects of the students work, including: classwork, homework, end of unit tests,
summative assessments such as mid-year examinations, and end of Year examinations. Final examinations will
comprise a Multiple Choice Question paper, a written exam paper and an alternative to coursework, investigation
skills, exam paper for each Science subject.

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ART & DESIGN
Studying Art and Design at IGCSE level is an excellent ASSESSMENT
foundation for any direction within the creative
The assessment objectives for IGCSE inform our ARE’s
industries. The transferable skills you’ll gain, such as
for KS3 and therefore there should be some familiarity
critical thinking, organisation, analysis and problem
with the students.
solving, complement a range of other subjects and
careers.

Students with a preference for a future career ASSESSMENT OBJECTIVES

within ANY of the creative industries, including AO1: Record Record ideas, observations and insights
Architecture,should study Art and Design. relevant to intentions as work progresses

Art and Design complements literary, mathematical, AO2: Explore Explore and select appropriate resources,
scientific and factual subjects. It is especially media, materials, techniques and processes
concerned with the development of visual perception
AO3: Develop Develop ideas through investigation,
and aesthetics. The subject encourages visual
demonstrating critical understanding
communication, independence and a high level of
critical thinking. AO4: Present Present a personal and coherent
response that realises intentions and demonstrates an
understanding of visual language
AIMS AND OBJECTIVES

The aims of an IGCSE in Art and Design are to

COURSE CONTENT
encourage and develop:
Throughout Year 10, students are encouraged to
• An interest in, and a critical awareness of
work with as diverse a range of media as possible.
environments and cultures;
There is a strong focus on developing drawing skills
• An ability to identify and solve problems in a visual from direct observation and working on a variety of
and tactile form; different surfaces. They will be experimenting with a

• Confidence, enthusiasm and a sense of range of different drawing, painting and printmaking

achievement; techniques. They will also be given the option to work

with ceramics, printing, painting, sculpture, collage,
• The technical competence and manipulative skills
and mixed media alongside learning critical, contextual
necessary to form, compose and communicate in
and analytical skills. In Year 11 they will be working more
two and three dimensions;
independently choosing their theme from a range of
• An ability to record from direct observation and selected starting points.
personal experience;
The course is assessed through two components,each
• Knowledge of a working vocabulary relevant to the of which is worth 50% of the total marks awarded:
subject;
1. A Coursework Portfolio, which is completed by the
• Experimentation and innovation through the end of Term One in Year 11.
inventive use of materials and techniques;
2. An External Assignment which takes place in
• The ability to organize and relate abstract ideas to Term Two of Year 11.
practical outcomes;

• Intuitive and imaginative responses showing

critical and analytical faculties.

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 COURSEWORK • The examination is 8 hours and runs over 2 school
days with normal morning breaks and lunch.
Students will learn to work thematically and
conceptually using a wide variety of materials and • Students may produce 2D or 3D work for their final
technical skills. piece.

• One coursework project can be submitted with • The external assignment including the examined 8
supporting preparatory work which consists hours is worth 50% of the final grade.
of up to eight A2 panels of investigation and
• All examination work and preparation is externally
observational studies, plus multiple final outcomes
assessed by Cambridge International Examinations.
which are linked thematically.
Students will work independently with teacher support
• Coursework is worth 50% of the final grade.
as needed.
• All Coursework is externally assessed.

EXTERNAL ASSIGNMENT

Candidates have a minimum of 8 weeks in Term 2 of

Year 11 to investigate and develop ideas and images
based on their choice of theme from an external paper.
They are encouraged to interpret the theme in any way
they wish. Examples of externally set themes may be
‘Compression’, ‘Pathways’, ‘Merging Forms’. The external
assignment concludes with an 8 hour final piece.

• Students are given the examination question paper

at least 8 weeks before the 8 hour piece is to be
completed and must use that time to prepare.

• Students are expected to submit preparatory

work which consists of up to four A2 panels of
investigation and observational studies.

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BUSINESS STUDIES

WHY STUDY IGCSE BUSINESS STUDIES? COURSE STRUCTURE

Are you curious about how businesses operate and This comprehensive two-year course culminates in two
succeed? Do you want to learn the skills that can open exams, each accounting for 50% of your final grade.
doors to numerous career opportunities? If so, IGCSE Both exams are 1 hour and 30 minutes long.
Business Studies is the perfect course for you!

WHO SHOULD ENROLL?

WHAT WILL YOU LEARN?
IGCSE Business Studies is ideal for students who:
The Business Studies course brings business
• Are fascinated by the inner workings of businesses.
management theory to life by applying it to real-world
scenarios. You’ll step into the shoes of a business • Enjoy studying subjects that relate directly to real-

manager, making decisions and solving problems just life experiences.

like in the real world. Here’s what you can expect to • Are considering a future career in business or
explore: entrepreneurship.

Understanding Business Activity • Want to develop decision-making and problem-

Discover the different types of businesses and what solving skills.
drives them to succeed.
• Wish to keep their future career and study options
People in Business open.
Learn about the roles, relationships, and management
of people within organizations.
WHY CHOOSE BUSINESS STUDIES?
Financial Information and Decisions
Understand how accounting and financial data guide • Relevant and Practical: Gain knowledge that
business decisions. applies to everyday life and a wide range of careers.

Marketing • Versatile Skills: Develop critical thinking, problem-

Explore how businesses identify and satisfy customer solving, and decision-making skills.
needs in a competitive market.
• Career Opportunities: Open doors to various fields
Operations Management such as marketing, finance, management, and
See how businesses manage resources to produce entrepreneurship.
goods and services efficiently.

External Influences on Business Activity

Examine how external factors like government policies
and environmental issues impact businesses.

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 COMPUTER SCIENCE

WHY STUDY COMPUTER SCIENCE? • Digital currency

Learners following the Computer Science syllabus • Cyber security

develop their understanding of the main principles
Topic 6: Automated and emerging technologies
of problem solving using computers. They can apply
their understanding to develop computer-based • Automated systems

solutions to problems using algorithms and a high-level • Robotics

programming language. Learners also develop a range
• Artificial intelligence
of technical skills, as well as being able to effectively test
and evaluate computing solutions. Studying Computer
Science will help learners appreciate current and
Paper 2: Algorithms, programming and logic
emerging computing technologies, the benefits of their
• Topic 7: Algorithm design and problem-solving
use and recognise their potential risks. During the course,
students will be encouraged to develop computational • Topic 8: Programming
thinking; that is, thinking about what can be computed
• Topic 9: Databases
and how, and includes consideration of the data required.
• Topic 10: Boolean logic

COURSE CONTENT
ASSESSMENT
Paper 1: Computer Systems
The assessment is by written papers, but the learning
Topic 1: Data representation
should be done in a mainly practical way: problem solving
• Number systems and programming. Questions will require the candidate

• Test, sound and images to think, use knowledge with understanding and
demonstrate understanding gained through practising
• Data storage and compression
practical skills. Questions will not revolve around pure
Topic 2: Data Transmission recall.

• Types and methods of data transmission Paper 1: Computer Systems - 1 hour 45 minutes (50%)

• Methods of error detection This written paper contains short-answer and structured
questions from topics 1 to 6. There is no choice of
• Encryption
questions. No calculators are permitted in this paper
Topic 3: Hardware (75 marks).

• Computer architecture Paper 2: Algorithms, Programming and Logic- 1 hour 45

minutes (50%)
• Input and output devices
This written paper contains short-answer and structured
• Data storage
questions and a scenario based question based on topics
• Network hardware 7 to 10. There is no choice of questions. No calculators are
permitted in this paper (75 marks).
Topic 4: Software

• Types of software and interrupts

ADMINISTRATIVE INFORMATION
• Types of programming language, translators and
integrated development environments (IDEs) To ensure students undertake a broad and balanced
range of subjects at IGCSE level, students should not
Topic 5: The Internet and its uses
select both Computer Science and ICT.
• The internet and the world wide web

22
23
 DESIGN & TECHNOLOGY

WHY STUDY DESIGN AND TECHNOLOGY? Students learn how different manufacturing techniques
are used in industrial situations including printing
Design and Technology allows students to develop their
techniques, plastic forming and automation. They
ability to solve real life design problems creatively with
consider the social, moral and environmental issues
the innovation of products, systems and environments,
associated with design and technological activity and
leading to solutions that will enhance and improve the
consider how to minimize its negative impact.
lives of others. Design and Technology covers a wide
range of skills and disciplines including Engineering, They learn to use a range of different drawing techniques
Product Design, Graphic Design, Interior Design, that include geometry, orthographic and isometric
Illustration, Architecture, Marketing, etc. The study of projection, perspective, annotated freehand sketching
Design and Technology encourages students to use skills and colour rendering. They use industry standard
and knowledge learnt in complementary subjects which software including Adobe Photoshop and Illustrator.
include Science, Mathematics, Art, Business Studies/
Students are given the opportunity to demonstrate
Economics and Geography. Design and Technology
their skills in a self-directed coursework project. With
supports their understanding of the world around them,
teacher guidance they choose their own area of study
and how they can make a positive impact through
and develop a design brief that encourages creativity,
innovative design.
innovation and the solution of a real life design problem.
They learn to overcome technical problems in the pursuit
of design excellence.
COURSE DESCRIPTION

Students use high order thinking skills and through

analysis, synthesis and evaluation they learn to ASSESSMENT
investigate opportunities for design and development.
The assessment for Design and Technology also includes
Throughout the course students develop their design
two examinations. Paper 1 – Product Design, tests
capability through detailed research, drawing and
the students design capability and understanding of
modelling. They learn how to manufacture products
materials and processes. Paper 5 – Graphic Products,
with skill and accuracy using a wide range of techniques
focuses on technical drawing and knowledge of industrial
including Computer Aided Design and Computer Aided
processes.processes.
Manufacture (CAD/CAM).

PAPER DESCRIPTION WEIGHTING

Coursework (approx 45 hours) Design and Make Project 50%

Paper 1 (1 hour 15 minutes) Product Design 25%

Paper 5 (1 hour) Graphic Products 25%

24
25
 DRAMA

WHY STUDY DRAMA? Component 2: Performing (60%)

Drama at IGCSE builds on the skills and experiences of Students will prepare three practical performances during

KS3 Drama and is accessible to all. Studying Drama will the course, two of these will be created in groups of

develop your communication as well as acting skills; it will between 2 and 6 and the third will be a monologue from

make you more aware of body language and vocal tones. a published play. Students are marked not only on their

Studying Drama is not just about becoming a star actor; performance skills but also in their understanding of the

it is about developing the way that you present yourself characters and scenes that they are portraying as well as

and understanding how theatre and presentation can their use of technique in both performance and rehearsal.

have a huge impact on an audience (Although we will try

and make you stars too).
ENTRY REQUIREMENTS
A Drama IGCSE can demonstrate to universities and
There are no formal entry requirements to take IGCSE
future employers that you are able to adapt, be creative,
Drama at BIS.
work with others and present yourself confidently
whether that is in a meeting, consultation, presentation We would encourage involvement in at least one of

or negotiation. Drama skills are truly transferable and our extensive extra-curricular activities in order to allow

widely demanded in the world today. scope for further development outside of the classroom
environment if you decide to take this course.

COURSE DESCRIPTION

The IGCSE Drama course aims to develop students’

knowledge of theatrical techniques and styles, whilst
also developing their physical and vocal skills. It provides
students with the tools to reflect on and evaluate both
their own work and that of others allowing them to
develop their understanding and proficiency further.

ASSESSMENT

The IGCSE Drama course is assessed in two components:

Component 1: Written examination (40%)

This is a 2 hour and 30 minute exam at the end of the

course. Questions will be based on the pre-released
material that the students will have been studying
throughout year 11, and their devised piece of coursework.
The pre-released material is extracts from two different
published plays.

In the exam students answer both short and long

questions on these materials focusing on areas such as
characterisation, design, use of props, and delivery.

26
ECONOMICS

WHY STUDY ECONOMICS?

The Economics course is designed to develop an understanding of economic principles in relation to the world in which
we live. Economics provides students with an analytical challenge since it seeks answers to difficult questions such as:

• What can we do about poverty?

• What is the best way to allocate resources in society?

• Should governments tax businesses that pollute?

• Is the free market the best way to produce goods and services?

The subject will help students to participate more fully in decision-making processes, as consumers and producers
and as citizens of the local, national and international community. Students will also develop an understanding of the
economies of developed and developing nations and of the relationships between them.

WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?

Students, who have an interest in why and how economies exist and how they can be managed and developed.

Those students,who have an interest in economic numeracy and literacy and have the ability to handle simple data
including graphs and diagrams.

CONTENT OVERVIEW

The first section of the syllabus introduces the fundamental ideas and concepts that
THE BASIC ECONOMIC
underpin the study of economics including the basic economic problem, factors of
PROBLEM
production, opportunity cost and production possibility curves.

The fundamental principles of resource allocation are considered through the price
THE ALLOCATION
mechanism in a market economy. The market forces of demand and supply, market
OF RESOURCES
equilibrium and disequilibrium, and elasticity form the core of this section.

The microeconomy is an important area of study, and the approach to learning taken
MICROECONOMIC
here is through the role of the major decision makers: banks, households, workers, trade
DECISION MAKERS
unions and firms.

GOVERNMENT AND Governments have different macroeconomic aims, and conflicts often arise between the
THE MACRO choice of measures used to achieve them. Variables must be measured to consider the
ECONOMY causes and consequences of change, and appropriate policies applied.

As an economy develops there will be changes in population, living standards, poverty

ECONOMIC
and income redistribution. Therefore, the effects of changes in the size and structure of
DEVELOPMENT
population and of other influences on development in a variety of countries are explored.

INTERNATIONAL The importance of trade between countries and the growth of globalisation is explored.
TRADE AND Principles such as specialisation, the role of free trade, the role of multinational
GLOBALISATION companies, foreign exchange rates and balance of payments stability are considered.

ASSESSMENT

Assessment at the end of the course students will be required to take two external examination papers:

Paper 1: 45 minute multiple choice paper worth 30%.

Paper 2: 2 hour 15 minute paper with structured written questions worth 70%.

27
 GEOGRAPHY
“Simply put, Geography is our future. When we look at any issue with the balance and scrutiny that
geographical study offers, we move beyond the media hype or political spin. Geography allows us to see the
world more clearly.” – Tom Biebrach

WHY STUDY GEOGRAPHY?

IGCSE Geography involves the study of both natural and human environments and the interactions between them.
Students will study the key geographical patterns, processes and ideas which are fundamental to the future of the
planet and its inhabitants. As globalization brings us all closer together, it is more important than ever to understand
the dynamic world we are all a part of.

Although IGCSE Geography can be split into human and physical topics; it is the interactions between these which are
crucial to the contemporary study of Geography.

THEME 1: POPULATION THEME 2: THE NATURAL THEME 3: ECONOMIC

& SETTLEMENT ENVIRONMENT DEVELOPMENT

• Population processes of • Tectonic hazards • Development processes

change
• River processes, impacts and • Tourism
• Population management management
• Industry and food production
possibilities
• Coastal processes, impacts
• Energy and water
• Settlement and service and management
provision • Environmental risks and
• Weather, climate and natural
management of economic
• Urban environments and vegetation
development
urban change

GEOGRAPHICAL SKILLS
These are integrated throughout the course and allow students opportunities to develop application,
interpretation and analysis through graphical and mathematical skills.

FIELDWORK
All students will attend a series of expeditions (around HCMC and a weekend in Mui Ne) over the course to
explore the geographical enquiry process through hypothesis development, testing, methodologies and
data collection, data presentation and analysis of data in the field.

ASSESSMENT

Geography is assessed 100% through externally assessed examinations. All students will take three papers:

PAPER 1: GEOGRAPHICAL PAPER 2: GEOGRAPHICAL PAPER 4: ALTERNATIVE TO

THEMES SKILLS COURSEWORK

1 hour 45 minutes 1 hour 30 minutes 1 hour 30 minutes

45% of overall grade 27.5% of overall grade 27.5% of overall grade

28
HISTORY
“Those who cannot remember the past are condemned to repeat it”

WHY STUDY HISTORY?

Everyone has their own perspective on why events happen and if they are dealt with effectively by their government
or the global community. To understand political, social and economic issues in the present day it is essential to
understand and learn about History. If you have an inquisitive mind and want to understand the world around you
more, then History is an excellent option to choose. Not only will the course help you to make sense of significant social
and political events, but it will also give you the opportunity to discuss what happened and why it happened, whilst
encouraging you to argue a point of view.

IGCSE History will also help you to develop many new and valuable skills that will benefit you in whatever you do in
life. It will help you to write and argue more coherently, organise your work so that your ideas are clearly explained and
evaluate source material more critically. The transferable nature of these skills means it is highly regarded in universities
in Europe and the USA and is a great choice for a wide range of careers such as; journalism, law, politics, business, the
public sector, broadcasting, NGO’s, archaeology and anthropology.

WHAT SKILLS DO YOU NEED TO STUDY HISTORY?

History is not just about memorising facts. At IGCSE, candidates will have to apply their knowledge to a variety of
different questions and describe, explain and evaluate certain topics. Source analysis also makes up an important
part of the course. Students will have to answer questions analysing a number of sources of historical evidence, from
newspapers, photographs, speeches and political cartoons, and draw conclusions as to their usefulness and reliability.
The ability to make balanced judgments, on the evidence available, is a skill required in every walk of life, not just History.

COURSE DESCRIPTION - THE TWENTIETH CENTURY: INTERNATIONAL RELATIONS SINCE 1919

There are 2 exam papers and one written coursework.

Paper 1: This paper is 2 hours long and is worth 40%. In the paper, you will be given choices from the core content topics
below. You must answer 2 of these choices. You will study them all in lessons.

• How fair was the Treaty of Versailles?

• Why had international peace collapsed by 1939?

• Who was to blame for the Cold War?

• How effectively did the USA contain the spread of Communism?

You will also answer 1 question on the Germany Depth Study (see below for content description).

Paper 2: This is a source analysis paper, which is worth 33% and lasts for 2 hours. You will answer six source questions
on one of the nominated topics above. Each year students are made aware of which topic has been selected by the
examiner. For examinations in June 2022, the source paper will be on KQ6: How secure was the USSR’s control over
Eastern Europe, 1948–c.1989? For examinations in June 2023, the source paper will be on KQ3: Why had international
peace collapsed by 1939? For examinations in the summer of 2024, the source paper will be on KQ5: How effectively
did the USA contain the spread of Communism?

29
 DEPTH STUDY: GERMANY, 1918-45

Students will also examine the History of Germany in greater depth for Paper 1 and the coursework. The Depth Study is
divided into the four main themes below:

• Was the Weimar Republic doomed from the start?

• Why was Hitler able to dominate Germany by 1934?

• The Nazi regime – how effectively did the Nazis control Germany 1933-45?

• What was it like to live in Nazi Germany?

COMPONENT 3 – COURSEWORK

Candidates produce one piece of extended writing, of 2,000 words in length, based on content taken from the Germany
Depth Study. It is worth 27% of the final mark. The coursework is a single question, focused on the issue of significance.
The coursework component is internally assessed and externally moderated. We will complete the coursework in class,
with teacher guidance.

ASSESSMENT

Candidates will be assessed using a mixture of coursework and exams. The coursework will normally be completed in
Year 11, with some focus on building the necessary research skills in Year 10. At the end of the two years, students will be
entered for two exam papers. As the papers are not tiered according to ability, all students will be assessed using the
same criteria.

30
INFORMATION & COMMUNICATIONS
TECHNOLOGY (ICT)

WHY STUDY ICT? • Skills to consider the impact of current and new
technologies on methods of working in the outside
ICT is everywhere! The increasing use of technology
world and on social, economic, ethical and moral
in all aspects of society makes confident, creative
issues.
and productive use of ICT an essential skill for life. ICT
capability encompasses not only the mastery of technical • ICT-based solutions to solve problems;
skills and techniques, but also the understanding to
• The ability to recognise potential risks when using
apply these skills purposefully, safely and responsibly in
ICT, and use safe, secure and responsible practice.
learning, everyday life and employment. ICT capability
is fundamental to participation and engagement in Lessons will involve a combination of theory and practical

modern society. ICT can be used to find, develop, analyse work. Students need to be able to follow instructions

and present information, as well as to model situations precisely for the practical exams; class activities will

and solve problems. encourage students to broaden their skills and be able to
justify and explain their use of hardware and software. As
During this course students will learn how organisations
ICT is a subject that is constantly developing, marks will
use information communications technology to
be awarded for relevant answers which relate to new or
help them achieve their objectives and, in doing so,
emerging technology that has not been specified in the
students develop skills in using a range of software
syllabus.
as tools for solving problems. Students will explore
the transformational effect of technology on people
and communities and find out about components of COURSE CONTENT
technology systems – what they do and how they work.
• Types and components of computer systems

• Input and output devices

COURSE DESCRIPTION
• Storage devices and media
The course provides students with the opportunity to
• Networks and the effects of using them
develop a range of life long skills, including:
• The effects of using IT
• Knowledge of ict including new and emerging
technologies; • ICT applications

• Autonomous and discerning use of ICT; • The systems life cycle

• Skills to enhance work produced in a range of • Safety and security

contexts;
• Audience
• Skills to analyse, design, implement, test and evaluate
• Communication
ICT systems;

31
 • File management Paper 2 – Document Production, Data Manipulation
and Presentations (30%). This practical test assesses the
• Images
practical skills needed to use the applications covered in
• Layout sections 17, 18 and 19 of the syllabus content. All tasks are

• Styles compulsory.

• Proofing

• Graphs and charts Paper 3 – Data Analysis and Website Authoring (30%).
This practical test assesses the practical skills needed to
• Document production
use the applications covered in sections 20 and 21 of the
• Data manipulation syllabus content. All tasks are compulsory.

• Presentations

• Data analysis Papers 2 and 3 may also assess some core knowledge
and understanding from the theory section of the
• Website authoring
syllabus.

ASSESSMENT
ADMINISTRATIVE INFORMATION
Paper 1 – Theory (40%). This written paper tests sections
To ensure students undertake a broad and balanced
1–21 of the syllabus content. All questions are compulsory,
range of subjects at IGCSE level, students should not
mostly multiple choice or short answer questions, but also
select both ICT and Computer Science.
some require longer answers.

32
MODERN FOREIGN LANGUAGES: CHINESE
(MANDARIN), FRENCH AND SPANISH

OUR MISSION STATEMENT COURSE DESCRIPTION - MANDARIN FOREIGN

To foster a love of learning languages, be curious about LANGUAGE (0547), FRENCH FOREIGN LANGUAGE
other cultures, become a confident communicator, and (0520) AND SPANISH FOREIGN LANGUAGE (0530):

develop an international mindset. The aim is to develop an ability to use the language
effectively for practical communication. The course is
based on the linked language skills of listening, reading,
WHY STUDY MFL AT IGCSE? speaking and writing, and these are built on as learners

Studying a language will open the doors to a world of progress through their studies.

possibilities. Through languages, you will build desirable The syllabus also aims to offer insights into the culture
skills both in professional and personal life such as self of countries where the target language is spoken, thus
esteem, strong sense of identity, deeper understanding of encouraging positive attitudes towards language learning
cultural diversity and appreciation of the world. and towards speakers of other languages.

The subject content is organised in five broad topic areas

For many universities a foreign language qualification (A–E below). These provide contexts for the acquisition

is either required for entry or highly recommended. of vocabulary and the study of grammar and structures.

This applies to universities in Europe, America and Asia, The study of these topic areas enables students to gain an

especially for international programmes. The IB Diploma insight into countries and communities where the target

programme also requires a second foreign language – a language is spoken.

good grade at IGCSE will prepare students to continue

their studies in the Chinese, French, or Spanish B course. A. Everyday activities

Being able to communicate in a variety of languages will B. Personal and social life
enhance your career and mobility prospects, whether
C. The world around us
you want a career in business, engineering, teaching, law,
tourism, fashion or sport. Moreover, the social value of D. The world of work
being able to communicate in more than one language is
E. The international world
enormous, as it opens up many opportunities throughout
the world.

If you are studying Chinese, French, or Spanish at KS3, you

are strongly advised to continue with that same language
at IGCSE, in order to to study this language at IBDP.

33
34
MUSIC

WHY STUDY MUSIC? • Innovative, in creating original music in a style of their

own choice.
Music at IGCSE is a direct extension of the work covered in
Key Stage 3 at BIS. Any student who plays any instrument • Engaged, by participating in a variety of musical
in or out of school, or who has studied music on the BIS activities.
band, choral or string programme can opt for IGCSE
music confidently and achieve a high grade. Music IGCSE
ASSESSMENT OVERVIEW
is not just for superstar violinists and pianists!
All students complete the following components:
Music as an academic subject provides a unique set of
skills which are acknowledged to be excellent preparation Component 1: Listening (examination)
for a range of careers and vocations. Music enhances 1 hour 15 minutes listening exam organised into seven
creativity, communication, and self-expression and as a areas of study: Western Classical Music; Vocal Music; Music
result learners have a deeper appreciation for Music in for Dance; World Music for Ensembles; and Music for
a global context. Music combines Arts, Maths, Science, Stage and Screen (40% of the IGCSE).
Humanities, Languages and Sociology which creates
Component 2: Performing (coursework)
a well-rounded education admired by universities and
employers. Two prepared performances, one individual and one
performing with others. (30% of the IGCSE) Component 3:
Composing (30%).
COURSE DESCRIPTION
Component 3: Composing (coursework)
Cambridge IGCSE Music is accepted by universities
Two contrasting compositions, one in traditional notation
and employers worldwide as providing proof of musical
and one to a design brief (30% of the IGCSE).
skills, knowledge and understanding. This syllabus offers
students the opportunity to develop their practical
musical skills through performing and composing. They WHAT KIND OF STUDENT IS THIS COURSE SUITABLE
further develop their listening skills by studying music FOR?
from a diverse range of world cultures and from historical
All students are welcome to apply for IGCSE Music as
periods to the present day. The emphasis of the syllabus is
long as they can play at least one instrument to a good
on enabling students to take part in an active musical life,
standard (equivalent to ABRSM Grade 1 and above) or are
whether as a performer, composer or listener.
a competent and confident singer. Students should have
The IGCSE Music course encourages learners to be: a passion and interest in the subject and should have
enjoyed studying Music at Key Stage 3.
• Confident, in performing music, both individually and
with other musicians Cambridge IGCSE Music can prepare you for further
Music study as well as developing transferable skills
• Responsible, in developing effective time
such as self-confidence, teamwork, problem solving and
management skills through coursework, and a sense
creative thinking.
of shared responsibility when working collaboratively
with others.

• Reflective, in evaluating their own compositions and

performances and in understanding music from
diverse traditions, time and places.

35
 PHYSICAL EDUCATION

COURSE DESCRIPTION

Students follow a syllabus which gives them the opportunity to study both practical sports and theoretical aspects of
the human body and sports participation.

There are two components to the examination:

Component 1 is a written paper comprising two sections. Section A consists of short answer questions and Section B
has longer structured questions, covering the four topic areas of; Anatomy and physiology; Health, fitness and training;
Skill acquisition and psychology; Social, cultural and ethical influences in sport.

Component 2 gives students the opportunity to take part in a variety of physical activities, including individual or
team games, outdoor and adventurous activities, gymnastics, dance, athletics and swimming. Students choose four
sports in which they are assessed. They learn to analyse their own performance in their chosen activities and plan for
improvement throughout the course.

COURSE CONTENT

Component 1: Sports Science Theory

SECTION A - ANATOMY AND PHYSIOLOGY SECTION B - HEALTH, FITNESS AND TRAINING

• The Skeletal • Energy Systems • Health and • Methods of

System Wellbeing. Training
• Simple
• The Muscular Biomechanics • Components of • Principles of
System fitness Training

• The Cardiovascular • Fitness Testing

System

SECTION C - SKILL ACQUISITION AND PSYCHOLOGY SECTION D - SOCIAL, CULTURAL AND ETHICAL

• Skill v Ability • Stages of learning • Leisure and • Global Events

Recreation
• Skill classification • Anxiety, • Technology and
Motivation, • Sports Drugs
• Information
Personality Development
Processing
• Sponsorship and
Media

ASSESSMENT

At the end of the two year course students will be assessed in their four practical activities, as well as one written theory
exam paper.

PAPER DESCRIPTION WEIGHTING

Component 1 (1hr 45 mins) Structured questions in the four topic

50%
areas

Practical assessment of four chosen main

Component 2 50%
sports (video moderation)

36
VIETNAMESE: FIRST LANGUAGE

WHY STUDY VIETNAMESE? DETAILS OF THE ASSESSMENT

Cambridge IGCSE First language Vietnamese Paper 1 – Reading and Directed Writing
encourages Vietnamese native-speakers to read a Written paper, 2 hours, 50 marks
variety of texts and improve their use and style of Candidates answer all the questions in two compulsory
language in a range of contexts. Learners develop sections.
the ability to understand and respond to what they
Dictionaries may not be used.
read and to communicate effectively in writing. These
skills equip them for progression to further IB study • Section A: Comprehension and Use of Language
in Vietnamese. Please note that Vietnamese is a (25 marks)
compulsory subject that is required by the Department
• Question 1: Comprehension task ( 16 marks)
of Education & Training of HCMC for all Vietnamese
passport holders. • Question 2: use of language task ( 9 marks)

The course will develop students’ ability to: • Section B: Direct writing ( 25 marks)

• Explore and evaluate ideas and arguments in a • Question 3: Directed writing task
structured, critical and analytical way.
Paper 2: Writing
• Understand how to use the Vietnamese language Written paper, 2 hours, 50 marks
in different contexts for different purposes to Candidates answer two questions, one from each
influence and affect the world around them. section. Dictionaries may not be used.

• Review and reflect on their own work and identify • Section A Discursive/Argumentative Writing (25
ways to improve. marks)

• Innovate and apply their knowledge and Candidates answer one question from a choice of
understanding to engage with a range of texts two titles: one discursive and one argumentative.
and styles of writing. Students are able to adapt Candidates use the title to develop and write a
their skills in order to respond to tasks in different response.
contexts.
• Section B Descriptive/Narrative Writing (25
• Take inspiration from and be interested in, the marks)
variety of languages around them. Candidates answer one question from a choice

• Read critically, learn from others and understand of two titles: one descriptive and one narrative.

how their learning fits within the wider contexts. Candidates use the title to develop and write a
response.

ASSESSMENT OVERVIEW
CONTENT OVERVIEW
All candidates take two components.
Cambridge IGCSE First Language Vietnamese offers
All candidates take:
candidates the opportunity to respond knowledgeably
Paper 1: 2 hours to a range of reading texts during the course as a whole.

Reading and Directed Writing 50% Candidates will use some of these texts to inform and
inspire their own writing and write in a range of text
Structured and extended writing questions Questions
types for different purposes and audiences.
are based on three reading texts Externally assessed.
The reading texts cover a range of genres and types,
Paper 2:2 hours
including fiction and non-fiction, and may also include
Writing 50% other forms of writing, such as plays, essays, reviews
Composition tasks and articles.

Externally assessed
37
 EARLY YEARS & INFANT CAMPUS
101 Thao Dien Street, Thao Dien Ward,
Thu Duc City, Ho Chi Minh City, Vietnam
Tel: +84 (0) 28 3636 0055

JUNIOR CAMPUS
225 Nguyen Van Huong Street,
Thao Dien Ward, Thu Duc City,
Ho Chi Minh City, Vietnam
Tel: +84 (0) 28 3744 4551

SECONDARY CAMPUS
246 Nguyen Van Huong Street,
Thao Dien Ward, Thu Duc City,
Ho Chi Minh City, Vietnam
Tel: +84 (0) 28 3744 2335

bisvietnam.com
Updated version 6th September 2024
38