alternatively, you can download a pdf of the booklet

ST JOSEPH’S INSTITUTION

INTERNATIONAL

2017 IGCSE

CURRICULUM BOOKLET

Contents Page

Welcome 1 The Values of SJI International 2 The IGCSE Course 3 The IGCSE Programme at SJI International for 2017 4 Teaching and Learning at SJI International 6 Mathematics 7 English Language and Literature 9 Asian Languages 11 French 15 Spanish 17 Co-ordinated Science 19 Biology 21 Chemistry 23 Physics 24 Economics 25 Geography 27 History 30 Art & Design 32 Drama 34 Music 36 Physical Education (IGCSE) 39 Physical Education (Core) 41 Wellbeing Education (WE) 43 Religious Education (RE) 45

1

Welcome from Heads of Grade

Welcome to Grades 9 and 10 at SJII. It is our sincere hope that all members of our community find their time at

our school stimulating and rewarding. In Grades 9 and 10 at SJII, students are offered diverse learning

experiences, an engaging and challenging curriculum, an extensive co-curricular program and the opportunity to

serve others in the community. Students are also offered a rich variety of opportunities to develop their

leadership skills, a positive sense of identity and respect for the environment through involvement in initiatives

such as expeditions, peer support, work experience and the National Youth Achievement Award.

Each student in Grades 9 and 10 is a member of a tutor group. A tutor group consists of around 25 students and

groups will usually have the same form tutor through Grade 9 and 10. The form tutor meets and registers the

students every morning and looks after the welfare of the students. The form tutor is the first point of contact if

a student has any concerns.

One of our main aims in Grades 9 and 10 is to develop the “whole person”. In these pivotal years, students are

developing their independence, self-awareness and are preparing for the rigours of examinations. Students will

participate in at least one co-curricular activity, with many wonderful choices on offer, including Drama, Hip Hop

dance, Model United Nations and sports such as soccer, netball and rock-climbing. The Activities programme is

central to the life of the school, where students make new friends, develop skills, face new challenges and enjoy

enriching experiences.

In Grade 9, students are empowered to make a difference in the lives of others through our weekly service

programme. They work closely with members of the community in need, such as the aged and disadvantaged.

On top of this, there are opportunities for both Grades 9 and 10 students to take part in international service

trips to countries such as Thailand, Cambodia and Vietnam.

Grade 10 offers students the opportunity to start thinking seriously about their career options through the Work

Experience Program. In the past, students have been placed in law firms, hospitals, art galleries, hotels,

investment banks, and veterinarian clinics, engineering firms and retail businesses. This is a fantastic opportunity

for students to gain an insight into the world of work, to learn about and reflect on their strengths, weaknesses

and abilities and to find out if a career or job is what they had imagined.

In a similar vein, G10’s Foundation Creativity Action and Service programme allows students to begin preparing

for the rigours of IB, encouraging them to plan, document and reflect upon their extracurricular activities in a

methodical and purposeful fashion. It’s most obvious focus is in Service Week, an opportunity for all G10

students to undertake a service project in and around Singapore during the Easter break.

SJII offers a unique opportunity for students of all backgrounds to develop friendships across cultural boundaries

for the mutual enrichment of all. It is our hope that each student experiences great learning and personal

growth and we are looking forward to the journey with all members of the Grade 9 and 10 community.

Mr Stephen Fantom Mr Gary Crumbie Head of Grade 9 Head of Grade 10

2

The Values of SJI International

The educational philosophy of the IGCSE programme in Grades 9 & 10 is entirely consistent with SJII’s SMILES

values.

Values

We should:

S

Spirituality

- learn what is true, just, beautiful and good guided by faith as well as reason

- take full advantage of the opportunities provided for prayer and reflection consistent with the SJI motto of ‘Ora et Labora’ (Prayer and Work)

- follow one’s own faith whatever it might be

M

Mutual Respect

- treat each other with respect, fairness and kindness - communicate openly and frankly - be sensitive to other people’s opinions and aspirations - make compromises with respect to our own preferences for the sake of the

community - as leaders make decisions as democratically as possible

I

Internationalism

- seek to find out about and understand the cultures of other community members

- sustain an interest in our own languages and cultures - develop a perspective as global citizens through talks, discussions and

curriculum activities - avoid prejudice and ensure that our opinions about other communities are based upon evidence

L

Leadership

- be willing and equipped to take responsibility and to lead others, especially in the service of the less fortunate

- develop the capacity to lead through inspiration rather than by exercising authority

E

Experiences

- be willing to be taken out of our physical and psychological ‘comfort zone’ through challenging, character building experiences

- expect, as we get older, that the challenges will be more demanding - integrate aspects of the formal curriculum into adventurous and physically

stretching expeditions so that we learn in a holistic, cross curricular and unforgettable way

S

Service

- be generally helpful to everyone around us - develop skills and habits that will enable us to serve the school, nation and

global community - offer practical support to the less fortunate members of these

communities - reduce and recycle to preserve the environment for future generations

3

The IGCSE Course

At SJII subjects follow the Cambridge IGCSE (International General Certificate of Education) curriculum. At the

Cambridge website http://www.cie.org.uk , the IGCSE is described as follows:

“Cambridge IGCSE [is] the world's most popular international curriculum for 14 -16 year olds.”

Cambridge IGCSE is an international curriculum that develops students' skills in creative thinking, enquiry and

problem solving, and gives them excellent preparation for the next stage in their education.

Schools worldwide have helped develop Cambridge IGCSE. It incorporates the best in international education for

students at this level. It develops in line with changing needs, and is regularly updated and extended. Cambridge

IGCSE teachers can draw on excellent resources, training and advice from subject experts. Cambridge IGCSE has

wide recognition from higher education institutions and employers around the world as evidence of academic

ability.”

The IGCSE course is externally examined. At the end of two years of study, students sit examinations in each of

their subjects. These examination scripts are then sent off to be marked. The range of Grades awarded to

students in each subject is: A*, A, B, C, D, E, F, G and U (where U means ungraded). The top Grade A* denotes

exceptional performance. There is no “pass” grade, but many subjects will require a student to have reached at

least ‘C’ standard if they wish to pursue the subject at IB level.

Experience over many years has shown that IGCSE is a solid preparation for IB, as well as providing well-

recognised certification.

http://www.cie.org.uk/






4

The IGCSE Programme at SJI International for 2017

Students will generally take a total of 8 or 9 IGCSEs, comprised as follows:

A non-English language

English Language English Literature Mathematics (with a possibility of Additional Mathematics) and Three Sciences (Physics, Chemistry & Biology) and one Humanity or Aesthetic subject or Co-ordinated Science (equivalent to two IGCSEs) and two Humanity or Aesthetic subjects (it is not possible

to take two Aesthetic subjects)

Option route A –

Co-ordinated Science

Option route B – Single Sciences

Compulsory

Mathematics (Extended Maths plus Additional Maths, if appropriate)

English Literature

English Language

Non-English Language

Mathematics (Extended Maths plus Additional Maths, if appropriate)

English Literature

English Language

Non-English Language

Science options

Co-ordinated Science (equivalent to two

IGCSEs)

Biology, Chemistry & Physics (all three are studied and examined as separate subjects)

Other options

Two choices * from

Humanities – Economics, Geography and History

Aesthetics – Art, Drama, Music and Physical Education (IGCSE)

* Possible to have 2 Humanities

subjects but not 2 Aesthetics subjects

One choice from

Humanities – Economics, Geography and History

Aesthetics – Art, Drama, Music and Physical Education (IGCSE)

Non –

examinable

(compulsory)

Physical Education (Core)

Wellbeing Education (WE) Religious Education (RE)

Physical Education (Core)

Wellbeing Education (WE) Religious Education (RE)

5

In 2017, the options for the Non-English Language are: Chinese, Spanish, Indonesian/ Malay, Tamil, Hindi

In addition, students have a double lesson (80 minutes) of Physical Education per week and a combination of RE

(Religious Education) and WE (Wellbeing Education) for 80 minutes.

SJII adheres to the principle of continuous assessment. Homework is set and marked on a regular basis. Twice in

the year, parents will receive reports for their child, with grades for Attainment and Attitudes towards Learning

for each subject. Once a year, parents have the opportunity to discuss their child’s academic progress at the

relevant parent teacher conference. An online markbook is maintained for all subjects where parents can access

grades for major assessment pieces throughout the year.

Students will additionally take the final IGCSEs examinations at the end of Grade 10, which are externally set and

marked.

6

Teaching and Learning at SJI International

The teaching and learning at SJII is aimed at producing curious, independent and confident learners from Grade

7 right through to Grade 12; principles that underpin the IB learner profile.

The most important principle within the school’s educational philosophy is that of active learning. This is based

upon the fact the students learn and, above all, understand best when information and concepts are processed.

This processing best takes place through varying sorts of activities. It is even more powerful when students first

discover for themselves the information or concept and then process it.

Crucially active learning is about students doing. This involves a wide range of activities, which will vary

according to the subject: research, role plays, simulations, thinking exercises, decision making exercises,

debates, presentations and so on. This provides a very stimulating educational environment and one which is

intellectually more challenging for the students.

With a greater emphasis on the students’ learning there also comes greater demand for participation from the

students. It is not a matter of putting questions to the teacher, but of the students expressing their own

opinions; being able to debate, defend, challenge, deduce, analyse and synthesize.

This type of learning is facilitated by smaller more interactive classes which rely on a blend of teacher led

activities, group work and class activities which may well be led by students. This means that lecture or lecture-

style lessons are an extremely rare method of delivery at SJII.

7

MATHEMATICS

What is the nature of Mathematics at IGCSE level?

IGCSE Mathematics at SJII is a curriculum that challenges students at all levels. Our goals include preparing

students for whatever mathematics subject they choose in the IB and to give students the opportunity to extend

themselves in developing a deeper appreciation of the discipline. Students are also introduced to Additional

Mathematics as this will enhance their understanding of their E Mathematics (International Course) as well as

prepare the more able students for the Additional Mathematics exam.

What is the approach to learning?

Learning is student-centered. Students will learn through different teaching methods and styles, including pair

and group work, activities which promote thinking skills and creativity and IT-based lessons.

The emphasis is on building skills in mathematics based on a thorough understanding of mathematical principles

and their application. Students will also be encouraged to undertake their own mathematical investigations

under the guidance of their teacher, devise their own strategies for problem-solving and to raise questions

relating to mathematical concepts and methods.

What is the subject content?

The following content will be used as a basis to help students achieve the outcomes described above. In this

way, although students will become familiar with traditional topics in mathematics, these are seen as a vehicle

for promoting mathematical thinking rather than being laboured over for their own sake.

Extended Mathematics (International Mathematics)

Area Topics

Number Number types; Operations; Absolute values; Ratios; Patterns

Shape

Angles; Plane figures; Circles; Similarity; Scale; Pythagoras; Perimeter, Area, Volume calculations; Transformations; Trigonometry; Locus; Geometrical constructions; 3D geometry

Algebra Factorizing; Linear equations; Inequalities; Operations with polynomials; Exponent laws; Quadratics; Functions; Compound inequalities

Statistics and Probability

Discrete, continuous and grouped data; Central tendency; Measures of spread; Probability - simple and compound events; Listing procedures

Co-ordinate Geometry Linear equations; Quadratics and non-linear functions; Functions & Transformations; Linear Programming; Mathematical modelling

Set Theory Definitions; Notation and set operations; Venn Diagrams

Trigonometry Solution of triangles; Bearings; Transformations of circular functions; Inverse trigonometrical functions; Trigonometrical identities

Applied Mathematics and Vectors

Graphical representations of vectors; Basic mathematical operations with vectors; Physical applications of vectors

8

Additional Mathematics (as appropriate)

Area Topics

Calculus Differentiation

Differentiation of various functions including integer, fractional and negative indices; Differentiation of composite functions; products and quotients, trigonometrical functions, logarithmic and exponential functions; Investigating gradients; Higher derivatives and their use in determining turning points

Calculus Integration

Integration of polynomials, trigonometrical functions, selected composite, quotients and exponential functions. Definite Integrals – areas under curves

Trigonometry Derivatives of trigonometrical functions, multiple angles, Solution of Triangles, Circular Measure, Graphs of Trigonometric functions, Trigonometric Identities, Trigonometric equations

Co-ordinate Geometry

Use of differentiation to determine equations of tangents; Use of differentiation to determine shape of curves, including turning points

Applied Mathematics

Application of differentiation and integration toanalyze motion and to solve equations of motion

Set Theory Definitions; Notation and set operations; Venn Diagrams

Algebra Simultaneous Equations; Inequalities; Operations with polynomials; Exponent laws; Quadratics; Functions; Compound inequalities

Functions The language and notation of functions, absolute functions, inverse functions, composite functions; Quadratic functions; Logarithmic functions; Exponential functions

Stand-alone topics

Permutations and Combinations, Binomial Expansions, Matrices, Vectors

What is the nature of assessment?

Both the International Mathematics and the Additional Mathematics courses are assessed by external exams at

the end of Grade 10. Throughout the course, students will sit for topic tests, end-of-year exams, complete

extended tasks for homework, as well as a number of mathematical investigations and modelling projects to

develop their mathematical skills as well as their mathematical initiative and problem-solving skills. Students

may also be required to make oral presentations.

9

ENGLISH LANGUAGE AND LITERATURE

What is the nature of English at IGCSE level?

The IGCSE courses in English Language and English Literature are taught concurrently. The emphasis for

Literature is on the understanding and appreciation of a variety of genres: Prose, Poetry, and Drama. In English

Language the focus is on developing students’ understanding of how language works in a range of texts. Skills of

analysis and evaluation are also developed alongside the ability to think independently. In order to prepare

students for the rigorous demands of IB English, the Department aims to instil in students the importance of

wider reading. Homework is an integral part of the course.

Cambridge programmes and qualifications are designed to support learners in becoming:

• confident in working with information and ideas – their own and those of others

• responsible for themselves, responsive to and respectful of others

• reflective as learners, developing their ability to learn

• innovative and equipped for new and future challenges

• engaged intellectually and socially, ready to make a difference


In English Language, students are taught to communicate accurately and effectively in both speech and writing.

A range of skills are developed:

• Enable candidates to understand and respond to what they hear, read and experience.

• Enable candidates to communicate accurately, appropriately, confidently and effectively

• Encourage candidates to enjoy and appreciate a variety of language

• Complement candidates’ ability to work with information and ideas in other areas of study, for

example, by developing skills of analysis, synthesis and the drawing of inferences

• Promote candidates’ personal development and an understanding of themselves and others.

In English Literature, students are encouraged to enjoy the experience of reading and to develop the following:

• An understanding of, and the ability to respond to, a range of literary texts from different periods in

literary history.

• The ability to produce an informed personal response that is appropriate and effective.

• An appreciation of the ways in which writers use language to achieve specific effects.

• An understanding of the contribution of Literature to areas of human concern.

10


English Literature:

Prose - Dr Jekyll and Mr Hyde by Robert Louis Stevenson

Poetry - Fourteen poems from the Deep and Dangerous Anthology

Drama - The Merchant of Venice by William Shakespeare

English Language:

Text transformation

Report writing

Summary writing

Textual analysis

Argumentative writing

Narrative writing

Descriptive writing


Assessment is by final examination.

English Language:

Paper 2 Reading Passages (2hrs)

Paper 3 Directed Writing and Composition (2hrs)

English Literature:

Paper 1 Poetry and Prose (Closed Book) (1hr 30 mins)

Paper 2 Drama (Open Book) (45 mins)

Paper 3 Unseen (1hr 15 mins)

11

ASIAN LANGUAGES

What is the nature of Asian Languages at IGCSE level?

Students will develop the ability to communicate effectively with the users of the language in listening, speaking,

reading and writing. They will use the language whenever and wherever possible. Students will also learn the

culture of the countries where the language is spoken so that they have a better understanding of the

similarities and differences between their own culture and the culture of the language they are learning. In this

way, students will have a positive attitude towards the culture of their own and that of others.


In the Asian Languages courses, students will improve their skills in listening, speaking, reading and writing using

the integrated and communicative approach. It is a learner centered approach, which is not restricted to

textbooks. Instead, students will be exposed to various types of texts taken from a range of materials. Students

will learn the language through diverse activities such as role-play, oral presentations and language games.

Assignments and assessments are varied so that students are aware of their strengths and areas to be improved.


Please note:

1. The following lists of topics are not exhaustive and may be changed according to students’ level of ability

and interest. The topics may not be taught in the order as they appear on the lists.

2. Most of the IGCSE Asian Languages examinations take place in the earlier part of Grade 10- oral

examination in the month of March, and written examination in the month of May.

3. Because of the small class size, Grade 7 to 10 Malay/Indonesian/Tamil will only be conducted four

periods per week instead of six. For the remaining 2 periods, students will report to the school library to

do self-study. Subject teachers will set work for the students.

4. Grade 7 to 10 Hindi classes are under a different arrangement. There are six periods Hindi lessons per

week. Parents have to pay the Hindi teacher separately and get 1/3 of the paid Hindi lessons fees

reimbursed by the school.

A. Advanced Chinese

The Advanced Chinese course is designed for students who have attained a higher level of Chinese. Students will

be prepared to take the IGCSE First Language Chinese examination and the I.B. Chinese Language A: Language &

Literature (Higher/ Standard Level) OR Chinese-Mandarin B (Higher Level) in Grade 11 and 12.

Grade 9

Occupations, Pets, Preserve our culture, Shopping, Hometown, Education, Food & Drink, Beauty

Grade 10

Challenge, Time, Privacy, Computer & Internet, Health, Luck

12

B. Intermediate Chinese

The Intermediate Chinese course is designed for students who have learned the language for some years and

have attained a satisfactory level of competency. Students will be prepared to take the IGCSE Chinese as a

Second Language examination and the I.B. Chinese-Mandarin B (Standard Level) in Grade 11 and 12.

[Basic Text: Easy Steps to Chinese 7]

Grade 9

Education, School Activities, Holiday Job, Chinese Family, Chinese Movies, Differences and Similarities between

Chinese and Western Culture, Internet and Communication, Modern Technology and Life Style

Grade 10

Health related to Food and Drink, Fast Food Culture, Travelling, Leisure, Teenagers’ New Challenges, Life-style

and Related Illness, Environmental Issues

C. Foreign Language Chinese

The Foreign Language Chinese course is designed for students learning Chinese as a foreign language. Students

will be prepared to take the IGCSE Chinese as a Second Language examination and the I.B. Chinese-Mandarin B

(Standard Level) in Grade 11 and 12. Students who are unable to manage the IGCSE Chinese as a Second

Language examination, are able to take IGCSE Chinese (Mandarin) - Foreign Language examination.

[Basic Text: Easy Steps to Chinese 5]

Grade 9

Family, Hobbies, Making Friends, Weather, Booking Air Tickets, Shopping, Learning Chinese, Holiday Job

Grade 10

Party, Food & Drink, Accidents, Volunteer, China, Spring Festival, Reunion Dinner

D. Malay/ Indonesian

In Grade 9 and 10, Malay/ Indonesian students are prepared to sit for the IGCSE Malay/ Indonesian as a Foreign

Language examination in which they will be examined on their ability in listening, speaking, reading and

writing. For all students of Grades 9 and 10, their language (Malay/Indonesian) ability will be consolidated

and developed further to prepare them to join a suitable language course in the IB Diploma.

Grade 9

World of Youth, Eating and Drinking, Lifestyle, Global Warming, Life in other countries and communities,

Custom and Tradition, Inventions & Inventors

Grade 10

Culture, Social Issues, Drug, Value, Perception, Important People, Literature

13

E. Tamil

Students will be prepared to sit for the G.C.E. ‘O’ Level Higher Tamil, Tamil or B Syllabus Tamil examination, and the I.B. Tamil B (Standard Level) in Grade 11 and 12.

Grade 9

Relations (Family and Friends), Community and Country (Historical Moments), Tradition and Culture (Harvest

Festival), Imaginary World (Olden stories), Tradition and Culture (Tamilnadu), The World and Us (Sports),

Tradition and Culture (Courageous Women)

Grade 10

Relationship (Responsibilities in a family), Community and Country (Total Defence), Tradition and Culture

(Lifestyles of Tamil people), Community and Country (Challenges and Achievements), The World and Us

(Economics), Community and Country (Singapore in the Global Stage), The World and Us (International Days-

Water day etc.), Tradition and Culture (Literary Works)

F. Hindi

Students will be prepared to sit for the IGCSE Hindi as a Second Language examination and the I.B. Hindi B

(Standard Level) in Grade 11 and 12.

Grade 9

Personalities, Pollution & Health, Environment, Sports, Safety & Health. Science & Technology, Cyber-space.

Art & Craft, Cinema & Television, Challenges & Experiences, Gadgets

Grade 10

Music Entertainment, Current Affairs, Singapore in my eyes, Travel & Tourism, Culture & Society, Leisure, Family relationships


Assessment throughout the course will be based on class activities, class work, homework and tests.

External Assessment:

Examinations Papers Weighting

IGCSE First Language Chinese Paper 1 Reading

Paper 2 Writing

60%

40%

IGCSE Chinese as a Second Language Paper 1 Reading & Writing

Paper 2 Speaking

70%

30%

IGCSE Chinese( Mandarin)- Foreign Language

Paper 1 Listening

Paper 2 Reading

Paper 3 Speaking

Paper 4 Writing

25%

25%

25%

25%

IGCSE Malay as a Foreign Language

Paper 2 Reading & Directed Writing

Paper 3 Speaking

Paper 4 Continuous Writing

35%

30%

35%

14

IGCSE Indonesian as a Foreign Language

Paper 2 Reading & Directed Writing

Paper 3 Speaking

Paper 4 Continuous Writing

35%

30%

35%

GCE ‘O’ Level Higher Tamil Paper 1 Essay

Paper 2 Language Usage & Comprehension

45%

55%

GCE ‘O’ Level Tamil

Paper 1 Essay

Paper 2 Language Usage & Comprehension

Paper 3 Oral & Listening

30%

35%

35%

GCE ‘O’ Level B Syllabus Tamil

Paper 1 Essay

Paper 2 Comprehension

Paper 3 Oral & Listening

20%

30%

50%

IGCSE Hindi as a Second Language Paper 1 Reading & Writing

Paper 2 Listening

67%

33%

15

FRENCH

The IGCSE French fast-track course followed at SJII is designed for beginner students in Grade 9 learning French as a foreign language, who will take the IGCSE exam at the end of Grade 10. Over the two years students will further develop their ability to use the language effectively for purposes of practical communication. Note that this course will only run if there are sufficient students who opt for it. What is the nature of French at IGCSE level?

The course aims to form a sound base of the skills, language and attitudes required for further study, work and

leisure:

Offer insights into the culture and civilisation of the countries where the language is spoken;

Develop a fuller awareness of the nature of language and language learning;

Encourage positive attitudes toward language learning and towards speakers of other languages and a sympathetic approach to other cultures and civilisations;

Provide enjoyment and intellectual stimulation;

Complement other areas of study by encouraging skills of a more general application (e.g. analysis, memorising, drawing of inferences).


As IGCSE foreign language teachers we encourage students to develop lifelong skills, including:

the ability to use a foreign language as a means of practical communication

insight into the culture and civilisation of countries where the language is spoken

a positive attitude towards language learning, towards the speakers of other languages, and towards other cultures and civilisations

techniques which can be applied to other areas of learning, such as analysis and memory skills

a sound foundation for progression to employment or further study.

to take advantage of learning technologies in lessons and at home.


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

16

Area E: The International World Tourism at home and abroad Life in other countries and communities World events and issues


Students will be assessed by final examination on their ability in the four skills;

Paper 1 (45 minutes) Listening 25%

Paper 2 (1 hour) Reading 25%

Paper 3 (15 minutes) Speaking 25%

Paper 4 (1 hour) Writing 25%

Students and parents can get further information from the CIE website: http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-french-foreign-language-0520/

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-french-foreign-language-0520/

17

SPANISH

There are more than 300 million native speakers of Spanish throughout the world – being the fourth most spoken language and the second most important one in international communication. The IGCSE Spanish course followed at SJII is designed for students learning Spanish as a foreign language. Over the two years students will further develop their ability to use the language effectively for purposes of practical communication.

What is the nature of Spanish at IGCSE level?

The course aims to form a sound base of the skills, language and attitudes required for further study, work and

leisure:

● Offer insights into the culture and civilisation of the countries where the language is spoken ● Develop a fuller awareness of the nature of language and language learning; ● Encourage positive attitudes toward language learning and towards speakers of other languages and a

sympathetic approach to other cultures and civilisations; ● Provide enjoyment and intellectual stimulation; ● Complement other areas of study by encouraging skills of a more general application (e.g. analysis,

memorising, drawing of inferences).


As IGCSE foreign language teachers we encourage students to develop lifelong skills, including:

● the ability to use a foreign language as a means of practical communication ● insight into the culture and civilisation of countries where the language is spoken ● a positive attitude towards language learning, towards the speakers of other languages, and towards other

cultures and civilisations ● techniques which can be applied to other areas of learning, such as analysis and memory skills ● a sound foundation for progression to employment or further study.

to take advantage of learning technologies in lessons and at home.


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

18

Area E: The International World Tourism at home and abroad Life in other countries and communities World events and issues


Students will be assessed by final examination on their ability in the four skills;

Paper 1 (45 minutes) Listening 25%

Paper 2 (1 hour) Reading 25%

Paper 3 (15 minutes) Speaking 25%

Paper 4 (1 hour) Writing 25%

Students and parents can get further information from the CIE website:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-spanish-foreign-language-0530/

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-spanish-foreign-language-0530/

19

CO-ORDINATED SCIENCE

What is the nature of Co-ordinated Science at IGCSE level?

Co-ordinated Science is a double award subject (equivalent to two IGCSEs only) that sets the content, ideas,

skills, processes and applications of science in the broadest possible contexts. Students are taught by the same

two Science teachers who will cover the Biology, Chemistry and Physics elements of the course. It will lead to

examinations in the second year.

This subject sets out to make students continuously aware of the interrelationships between the main areas of

Biology, Chemistry and Physics. This co-ordination is the feature that distinguishes this syllabus from

independent, self-supporting syllabuses in the separate sciences. Students are provided with a core base from

which to launch their IBDP study of any science discipline if they choose to do so. Students wishing to pursue a

HL Biology, Chemistry or Physics course at IBDP may wish to consider the separate science course which covers

each science discipline in greater breadth and depth.


Like all IGCSE science courses the course aims to provide students with a range of skills that will enhance their

ability to understand the world from a scientific viewpoint. These skills include: the knowledge and

understanding of scientific principles, theory and phenomena; competence with experimental methods and

apparatus; and an ability to interpret, analyse, make inferences from experimental results; effective

communication and to recognise the place of science in today’s world. Activities in class are varied to cater to

different learning styles but we aim to develop in students a desire to learn more about the world around them.

Competency in these skills will be achieved from a variety of approaches including: practical classes, student

developed investigations, field trips, project work, use of computers and the Internet including data loggers, as

well as other student-centred classroom activities.


The following table lists the topics studied in each of the major disciplines.

20

Biology Chemistry Physics

B1. Characteristics of living organisms B2. Cells B3. Enzymes B4. Nutrition B5. Transportation B6. Respiration B7. Co-ordination and response B8. Reproduction B9. Inheritance B10. Energy flow in ecosystems B11. Human influences on the ecosystem

C1. The particulate nature of matter C2. Experimental techniques C3. Atoms, elements and compounds C4. Stoichiometry C5. Electricity and chemistry C6. Energy changes in chemical reactions C7. Chemical reactions C8. Acids, bases and salts C9. The Periodic Table C10. Metals C11. Air and water C12. Sulphur C13. Carbonates C14. Organic chemistry

P1. Motion P2. Matter and forces P3. Energy, work and power P4. Simple kinetic molecular model of matter P5. Matter and thermal properties P6. Transfer of thermal energy P7. Waves P8. Light P9. Electromagnetic spectrum P10. Sound P11. Magnetism P12. Electricity P13. Electric circuits P14. Electromagnetic effects P15. Radioactivity


There are two aspects to the assessment of this subject. The first is SJII’s own continuous assessment of student performance throughout the two year course which aligns itself with the aims of the course and the standard students are expected to meet. These types of assessment are frequent and varied and may be based on: end of topic tests, answers to set questions, assessment of homework, prepared posters, class presentations and an end of G9 examination. The second aspect of assessment is the requirement of the CIE and forms the student’s final grade for the subject. This is based on three examinations in November of the second year.

Paper 2: Multiple choice question paper

(Core and Supplement Material) (30% of final grade)

Paper 4: Extended response paper (Core and Supplement Material)

(50% of final grade)

Paper 6: Alternative to practical (20% of final grade)

21

BIOLOGY

Students who choose to follow the separate sciences pathway will study each of the three science disciplines

outlined below leading to three IGCSEs (one each in Biology, Chemistry and Physics). The course is taught by

specialist subject teachers and students cover each of the three sciences in greater breadth and depth than

the co-ordinated double award science qualification. What is the nature of Biology at IGCSE level?

Biology is the study of living things. The IGCSE Biology course is a single award subject that leads to examinations

in the second year. The course will allow students with a particular interest in Biology to study this subject to a

greater degree. It aims to equip students with knowledge and understanding of the biological world. The course

examines how common biological principles apply at various levels in the living world. For example, from the

structure of DNA at the micro level, to the structure of ecosystems and biomes at the macro level. The course

examines all the biological processes that occur in living things to ensure life is maintained on Earth and how

humans impact these processes. Students are provided with a solid base from which to launch their IBDP study

of Biology if they choose to do so.


Students will learn how to analyse experimental results and information in various ways, develop their problem

solving abilities and improve their practical, experimental and investigative skills. In common with the

other IGCSE science courses, it aims to further develop abilities such as evaluation, interpretation, and effective

communication and to recognise the place of science in today’s world. Activities in class are varied to cater to

different learning styles but we aim to develop in students a desire to learn more about the living world around

them.


The specific topics of study are:

1. Characteristics and classification of living organisms 2. Organisation of organisms 3. Movement in and out of cells 4. Biological Molecules 5. Enzymes 6. Plant Nutrition 7. Human Nutrition 8. Transport in Plants 9. Transport in Animals 10. Diseases and Immunity 11. Gaseous exchange in humans 12. Respiration 13. Excretion in humans 14. Coordination and response in plants and animals 15. Drugs 16. Reproduction (including birth control and STDs) 17. Inheritance 18. Variation and Selection

22

19. Organisms and their Environment 20. Biotechnology and Genetic Engineering 21. Human Influences on Ecosystems


There are two aspects to the assessment of this subject. The first is SJII’s own continuous assessment of student

performance throughout the two year course which aligns itself with the aims of the course and the standard

students are expected to meet. These types of assessment are frequent and varied and may be based on: end of

topic tests, answers to set questions, assessment of homework, prepared posters, class presentations and an

end of Grade 9 examination.

The second aspect of assessment is the requirement of the CIE and forms the student’s final grade for the subject. This is based on three examinations in November of the second year.

Paper 2

Multiple choice questions 30%

Paper 4

Short and extended answer questions 50%

Paper 6

Questions based on experimental processes and techniques 20%

23

CHEMISTRY

What is the nature of Chemistry at IGCSE level?

IGCSE Chemistry is a two year course that will allow students to acquire chemical knowledge, understand

concepts, learn to process information in various ways, solve problems and develop their practical experimental

and investigative skills. In common with the other IGCSE Sciences courses it aims to further develop abilities

such as evaluation, interpretation and effective communication; enabling students to recognise the place of

Science in today’s world.


All of the chemical concepts studied will be placed into a ‘real world’ context to allow students an

understanding of the work undertaken by chemists and the impact of chemistry on people’s lives. The course

aims to provide a broad range of teaching and learning activities to encourage student development in all areas

of scientific study.


Grade 9 Topics

The particulate nature of matter / Experimental techniques

Atoms, elements and compounds / Chemical changes / Chemical reactions

Acids, bases and salts / Carbonates / The Periodic Table

Stoichiometry

Grade 10 Topics

Electricity and chemistry / Metals / Air and water / Sulphur / Organic Chemistry


All candidates must complete three exam papers at the end of the two year course. These are summarized in

the table below.

Paper 2 Multiple choice (Extended) 30%

Paper 4 Theory (Extended) extended answer questions 50%

Paper 6 Questions based on experimental processes and techniques 20%

24

PHYSICS

What is the nature of Physics at IGCSE level?

Physics is the study of the properties and nature of matter, the different forms of energy and the ways in which

matter and energy interact in the world around us. The aims of the IGCSE Physics course are to enable students

to acquire sufficient understanding and knowledge to become confident citizens in a technological world; to

develop an informed interest in matters of scientific importance; to recognise the usefulness, and limitations, of

scientific method; to appreciate its applicability in other disciplines and in everyday life and to be suitably

prepared for studies beyond IGCSE such as the IB Diploma.

The course also aims to develop abilities and skills that are relevant to the study and practice of Physics and to

develop relevant attitudes, such as concern accuracy and precision, objectivity, integrity, enquiry, initiative and

inventiveness.


Physics is taught in a way that incorporates practical and theoretical understanding of the subject.


Grade 9 Topics

● General Physics

● Thermal Physics

● Mechanics

● The Properties of Waves

Grade 10 Topics

● Light and Sound

● Electricity and magnetism

● Radioactivity


Paper 1 Multiple choice questions 30%

Paper 3 Extended answer questions 50%

Paper 6 Questions based on experimental processes and techniques 20%

25

ECONOMICS

What is the nature of Economics at IGCSE level?

Economics is for those students who want to understand how the world really works. It is primarily concerned

with how resources are allocated at present on a local, national and global scale and how they might be

allocated in the future. Economics considers who has the resources and who should get the resources. It

considers how markets allocate resources, how markets fail to allocate resources and then it considers

whether governments can do a better job!

Economics is for ordinary students who want to learn why it is said that “money makes the world go round”

but it is also for those extraordinary students who want to make a real difference. Economics is not about

what was or what is but about what will be. Economics is for those students who consider themselves “game-

changers”. However, in order to get into the game students have to know the rules and IGCSE introduces a

broad range of economics topics to do that.

Everybody is affected by and makes economic decisions everyday. Every occupation depends on the quality of

those decisions. Hence, whether you are lobbying for funds for research and development, raising money for a

charity or even demanding higher wages as a professional footballer, an understanding of Economics will help

you.

What is the approach to learning? Economics is dynamic. Every time an economist believes they know how the economy works it morphs into

something else. Hence, in class we constantly draw on real-life examples to stay in touch with those changes

and do simulations to explore the outcomes from the mundane to the far-fetched.

The aim of the course is that, appropriate to this level, students should gain an understanding of basic micro-

and macro-economic topics, acquire the necessary skills for elementary economic analysis, practice the

presentation of arguments clearly and effectively both orally and in writing, and develop an interest in

economics issues locally and internationally.

Economics teaches students to consider problems and appraise their solutions. In the end, we expect our

students to be able to give an intelligent critique of economies.

26

What is the subject content? The basic economic problem: choice and the allocation of resources

The allocation of resources: how markets works; market failure

The individual as producer, consumer and borrower

The private firm as producer and employer

The role of government in an economy

Economic indicators: prices, employment, output

Developed and developing economies: trends in production, population, and living standards

International aspects: exchange rates, exports and imports

At SJII, all sections will involve a study of relevant elements of the economy of Singapore and other countries.


Paper 1: 45 minutes multiple-choice questions equating to 30% of total marks. Paper 2: 2 hours 15 minutes

structured questions equating to 70% of total marks.

27

GEOGRAPHY

What is the nature of Geography at IGCSE level?

Geography at IGCSE is exciting, dynamic and relevant. It is a practical subject that will enable students to

understand change, conflict and the key issues which impact on our lives today and which affect our

futures tomorrow. The world in which we live is likely to change more in the next 50 years than it has ever done

before. Geography explains why, and helps to prepare you for those changes. If you enjoy studying geography –

carry on studying it! You are more likely to obtain your best results in a subject you enjoy. You will learn how

the transferable skills which geography fosters are an asset in the complex world of employment today.

Geography is about the future and encourages flexible thinking. It is less likely that you will spend all your

life with one company or organisation (the 'job for life'); so flexible thinking is a great attribute. Geographical

study fosters these qualities and provides a firm basis for life-long learning.

IGCSE Geography is not simply about content; it plays a large part in preparing students for life after school by

equipping them with skills of enquiry, questioning, analysis, decision-making, appreciation of a sense of place,

and a passion for diversity. This is developed through an awareness of societies and interactions between

people and their environments. It is about encouraging pupils to understand and engage with the world, which

will empower them to develop real global understanding and citizenship, thus becoming active and well-

rounded citizens. The syllabus content has recently been revised to include more material on 21st-

century/global issues including globalisation, development and disparities and climate change.


Geography IGCSE appeals to all learners due to the opportunities to engage everyone from the most intra-

personal to the most kinesthetic of learners. It teaches us to look at the bigger picture and provides a

bridge between the arts and the sciences.

Geography teaches students to make concise reports, to handle data, to ask questions and find answers. It forces us to organise ourselves, to analyse material, to think creatively and independently and to make decisions about an issue we may not ordinarily have thought about. Geographers are: good communicators, spatially aware, socially, economically and environmentally aware. They are problem solvers, good team players, computer literate and well-rounded, flexible thinkers.

Geography also gives us the opportunity to learn through fieldwork, for first hand investigation of places,

environments and human behaviour. It builds a knowledge and understanding of current events, from a local to

global scale. It helps develop skills for the future, including literacy, numeracy, ICT, problem solving, teamwork,

thinking skills and enquiry. Above all it values your views when making decisions about difficult issues.


In the Geography IGCSE course we investigate places (knowing and understanding their interdependence

and connectivity), explore spaces (interactions between occupiers of space and the space itself), discover

landscapes (as a function of the physical forces that value it), scrutinize systems (human, physical, political and

environmental), understand difference and recognise similarities and celebrate diversity.

28

Summary of topics studied:

Population dynamics

Why do populations change? How do they change? What policies do governments use to influence the

population? Why do people migrate? Where do people migrate?

Settlement

What factors influence how settlements are developed? What problems are there in urban environments?

What can we do to solve these problems?

Earthquakes and Volcanoes

Where are they located and why do they happen? What effects do they have on people and the environment?

What can we do about the effects?

Rivers

What are their characteristics? How do they work and what landforms do they produce? What can we do

to manage the impacts of river flooding?

Coasts

What are their characteristics? What landforms do we find at the coast? How did they occur? Why are

they where they are? What hazards do they pose to us and how can we manage them?

Weather, climate and natural vegetation

How do we know what the weather is going to be like? How do we measure weather and climate? What are

tropical rainforests and hot desert ecosystems? Where are they located? How are climate and the two

ecosystems related?

Development

How do we measure it? What indicators do we use? What disparities are there between countries? How does Globalization fit in to this and what are its impacts? What is a TNC and what are its global links?

Food Production

What are the main systems of food production? What are the causes and effects of food shortages and possible solutions?

Industrial systems What kind of jobs do we undertake and why? What effects do these jobs have on people and the environment?

How have the classifications of these jobs changed over the years and which part of the world will provide us

with the next Einstein?

Leisure activities and tourism

What has led to the growth of tourism and what effects does this have on the people and environment? What

are the benefits and disadvantages of tourism? What do we need to consider to ensure tourism is sustainable?

29

Energy and water resources

What is the significance of using fuel wood, non-renewable fossil fuels (coal, oil and natural gas) and climate

change? What role will renewable energy supplies (Geothermal, wind, running water, solar and biogas) have in

the future? What methods of water supply and proportions of water are used for agriculture, domestic and

industrial purposes in countries at different levels of economic development? Why there are water shortages in

some areas and what do we need to do, to ensure the careful management of water to ensure future supplies?


Paper 1 Geographical Themes: 1 hour 45 minutes equating to 45% of total marks. Candidates answer three

questions, each worth 25 marks. The paper has three sections and each section will be based on Themes 1, 2 or

3. Candidates must answer one question from each section:

Theme 1: Population and settlement

Theme 2: The natural environment

Theme 3: Economic development

(75 marks, weighted to 100 marks)

Paper 2 Geographical Skills: 1 hour 30 minutes equating to 27.5% of total marks. Candidates answer all the

questions. The paper is based on testing the interpretation and analysis of geographical information, decision-

making and the application of graphical and other techniques as appropriate. The questions will not require

specific information about places but will require the use of a 1:25 000 or 1:50 000 map with a key. (60 marks)

Paper 4 Alternative to coursework: 1 hour 30 minutes equating to 27.5% of total marks. Candidates answer two

compulsory questions, completing a series of written tasks. The fieldwork scenarios for the two questions will

be taken from different aspects of the Syllabus content (see section 5). The questions involve an appreciation of

a range of techniques used in fieldwork studies. (60 marks)

Fieldwork: During Grade 9 there will be a residential trip, which will take place over 5 or 6 days. The location and content of

fieldwork will be discussed with students and an appropriate area of study will be decided. Within that area,

students will be guided through the skills necessary to help them successfully answer questions on Paper 4. This

trip will also enable student input and interest. Students will work in groups to collect primary information. The

cost of the field trip will amount to approximately S$1000.00.

30

HISTORY

What is the nature of History at IGCSE level?

History at SJII is not a matter of learning names and dates, nor a matter of spending long periods taking notes

from the teacher or the text book. It is rather a wide range of activities through which students experience,

understand and analyse the events they are studying. Above all, it is a process of thinking and developing a

range of skills. Naturally, in the case of Grades 9 and 10 there is a focus upon the analytical skills required in the

examination at the end of the course.

What is the approach to learning in History?

The student’s experience of History at SJII will be active, diverse and engaging. It will challenge them in their

skills of judgment, evaluation and reasoning, and it will strengthen their values as they study real world

dilemmas. They will be given opportunity to be original and creative, to communicate to small and large

audiences, to be persuasive, to lead and to follow.

What is the nature of assessment in History?

Students will be assessed throughout the two years with IGCSE style exams leading up to the main external

examinations at the end of the course. Students will sit three papers in History:

Paper 1

This is a short essay based paper of two sections. Students will complete two questions from section A and one

question from section B. Students will have a choice of questions based on the course outline below for section

A. Section B will be based on their ‘Depth Study’, the USA between the wars. Students are taught the need for

specific detailed knowledge and how to explain the significance of events.

Paper 2

This is the source based question paper. The topic of study changes annually and is based on one of the topics of

the twentieth century. Students are taught to analyse and evaluate sources for information and reliability.

Paper 4

This is the second of the essay based exams. This paper is the alternative to coursework. It is the ‘Depth Study’ which is also based on the USA between the wars.

There is one essay question worth 40 marks. Students are taught how to create an argument and how to write in

essay form.

31


The IGCSE course is a study in modern world history. In Grade 9 we study the following:

● International Relations 1919-39

I. The Peace Settlement remaking Europe after World War I – how the peace was made.

II. How the peace was lost – following the pattern of international relations after 1919, we chart how the

optimism of the 1920’s turned into the slide towards war after the accession of Hitler to power. Along

the way we also consider in detail:

III. The Great Depression

IV. The rise and fall of the League of Nations

● The USA 1919-41

I. The 1920’s – we look at the boom years in the United States, examining how the thriving economy was

created and what weaknesses it contained.

II. The ‘Roaring Twenties’: American society possessed many remarkably features in the 1920’s and we

examine them all – the ‘Jazz Age’, the birth of the cinema, prohibition and gangsters, and the sinister Ku Klux Klan.

III. The Wall Street Crash: How the boom turned into bust, how the Wall Street Crash turn into a depression

which spread across America and the rest of the world.

IV. Roosevelt and the New Deal: In 1933 Franklin Roosevelt was elected President, promising the Americans

a ‘New Deal’ which would end the Depression. We examine what Roosevelt did – and how well it worked.

In grade 10 we continue our study of international relations this time focusing on the Cold War, studying the

following topics:

1. The origins of the Cold War.

We look at the breakdown of the USA-USSR alliance in 1945-6; Soviet expansion into Eastern Europe to 1948,

and American reactions to it; occupation of Germany and the Berlin Blockade.

2. The US A’s att empts to contain the spread of communism .

We focus upon two case studies: American reactions to the Cuban revolution, including the missile crisis and its

aftermath, and American involvement in the Vietnam War.

3. An analysis of the US SR’s control over Eastern Europe 19 48 – c.1989

We will look at Soviet power in Eastern Europe: including resistance to Soviet power in Hungary (1956) and

Czechoslovakia (1968); the Berlin Wall; 'Solidarity' in Poland; Gorbachev and the collapse of the Soviet Empire.

In addition to covering and completing the syllabus content, a significant amount of time will be spent

developing the essay and document skills required by this course and practicing examination questions.

32

ART & DESIGN

What is the nature of Art at IGCSE level?

IGCSE Art and Design is a two year course that encourages students to think creatively through visual

investigation and technical practice. We follow the Cambridge course that offers one year to develop

understanding and technique, and one year to complete all assessed coursework and timed exam. What is the approach to learning?

Students learn a wide variety of materials and techniques during the first year, through demonstration,

workshop, practice, individual and group work. All homework is to support and enrich the class work. Students

learn about a large number of artists, art movements and art from different cultures, and learn how to apply

these techniques and processes to their own work in the second year. All this knowledge is applied to the

coursework and exam assignments, which the students work on individually. Students will visit different areas of

Singapore to make observational drawings through a number of field trips. Galleries will also be visited when

required for the course. What is the subject content?

The projects during the first year encourage personal expression, imagination, sensitivity, conceptual thinking,

powers of observation, an analytical ability and practical attitudes. Students will learn how to use and

understand a wide variety of materials, techniques and processes, and will create a diverse portfolio of work.

During the second year, students will create their assessed coursework portfolio and their externally set exam

portfolio, ending with a timed piece of work undertaken in exam conditions. Students who choose art usually

spend a large amount of their free time working either in the art room or at home in their spare time.

33

Exact course content may vary slightly from year to year.

Project Subjects Skills

Grade 9

The Natural

world

Drawing, painting and mixed media,

experimentation.

Observational drawing in a variety of

drawing materials

Painting- watercolour, acrylic, dye and ink

Collage techniques

Urban and

Rural Asia

Drawing, painting, mixed media, resolved

works.

Observational drawing through site visits.

Photography.

Refined drawing and painting skills in a

variety of mediums.

End of

Grade 9

and

Grade

10

Coursework

assignment

(50% of grade)

A choice of themes will be given to the

student.

One final outcome plus supporting

portfolio (maximum size of outcome and

portfolio is A2, up to 4 sheets (8 sides) of

work in portfolio). Skills are chosen by the

Student.

Observational/

Interpretative

Assignment

(50% of grade)

8 hour practical

exam

An examination paper will be given to the

student 8 weeks before the exam which

they will chose a question from and then

respond to during lessons and at home.

Examination piece plus up to two sheets

(four sides) of supporting studies

(maximum size A2). Skills are chosen by

the student.


In the first year students are assessed according to the IGCSE grading criteria for each of the projects, although

these marks do not count towards their final grade, they show the students the progress they are making and

what they need to do to improve. Towards the end of the first year and in the second year the coursework is

assessed internally with the same criteria, and moderated externally, and the exam work is assessed externally.

34

DRAMA

What is the nature of Drama at IGCSE level?

It aims to develop candidates’ understanding of Drama through practical and theoretical study enabling

candidates to realise the performance possibilities of text and other stimuli. It encourages the use of dramatic

forms and structures to communicate feelings and ideas to an audience. Candidates are not required to have

prior formal academic experience. However, an enjoyment of collaborative work, creative expressions and

enthusiasm for watching and analysing performance will be useful.


It fosters the acquisition and development of skills in Drama, both individually and in groups. It also develops

understanding of the processes leading to performance and the elements involved in creating a performance

and to develop evaluative ability across the various stages of performance work. It stimulates an enjoyment of

drama.


A. Understanding

Candidates should be able to demonstrate understanding of the performance possibilities of text and other

stimuli and the differing roles of actor, director, stage manager and technician in their realisation.

B. Devising

Candidates should be able to demonstrate the ability to devise dramatic material and reflect on its effectiveness.

C. Performing Skills

Candidates should be able to demonstrate performing skills in Drama.


1. Written examination paper. 40%

The questions on this paper relate to pre-release material which is sent to Centres in advance of the

examination. This material consists of three stimuli and an extended extract from a play (or an abridged version

of an entire play). Candidates devise a piece of drama based on one of the three stimuli and study the extract

from the play.

The questions on the paper will require candidates to have engaged with the pre-release material from the

perspective of actor, director and designer.

The question paper is structured as follows:

• Section A (30 marks) Candidates answer 6–8 short-answer questions on the extract from the play (20 marks) and 2–4 questions on the drama devised from their chosen stimulus (10 marks).

35

• Section B (25 marks) Candidates answer one longer-answer question from a choice of three on the extract

from the play.

• Section C (25 marks) Candidates answer one longer-answer question from a choice of three on the drama

devised from their chosen stimulus.

2. Coursework. 60%

Candidates submit three pieces of practical work.

• One individual piece (3–5 minutes): one performance of an extract from a play.

• Two group pieces (maximum 15 minutes each): one performance of an extract from a play and one original

devised piece.

36

MUSIC

What is the nature of Music at IGCSE level?

A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds.

Through learning and participating in the study of music we are able to explore the similarities, differences and

links in music from within our own culture and that of others across time. At SJI International student’s learning

and active musical engagement allows them to become informed, reflective and critical practitioners in music, to

explore and value the diversity of the music across time, place and cultures and develop confidence and

experience as a performer.


IGCSE Music occurs twice a week and the lessons are divided into an Analysis & Context class and a Composition

class. Students will learn how to identify all the musical elements of a piece of music by both listening to it as

well as reading and analysing a score. The IGCSE course enables students to acquire and consolidate a range of

basic musical skills, knowledge and understanding, through the activities of listening, performing and composing.

It will:

• Help candidates develop a perceptive, sensitive and critical response to the main historical periods and

styles of Western music

• Help candidates to recognise and understand the music of various non-Western traditions, and thus to form

an appreciation of cultural similarities and differences

• Provide a foundation for the development of an informed appreciation of music

• Provide a foundation for further study in music at a higher level

Because the course is also performance based, students are expected to have a tutor for their chosen

instrument (this can be either an instrumental teacher from the ITP program run at school, or a music teacher

outside of school) and should practise on their instrument/voice independently and regularly outside of school.


Students will follow the Cambridge IGCSE course, which is subdivided into the following three basic components:

Listening, Performing, and Composing.

37

1. Component 1: Listening

i) Unprepared listening: aural awareness, perception and discrimination in relation to Western Art

music of the Baroque, Classical, Romantic and 20th-Century periods, and Identifying and

commenting on a range of music from cultures in different countries. To give an example, in

2016 the unprepared World Music was from African & Arabic, Latin American, Chinese, Indian,

Indonesian and Japanese traditions.

ii) Prepared listening: The prepared listening, knowledge and understanding of one Western art

music set work and one Prescribed Focus from a non-Western culture (traditional Japanese

music 2016). For 2016, Candidates will study Rodrigo: Concierto de Aranjuez (Movements 1 and

3) as their Western art music set work.

2. Performance Candidates must offer (i) and (ii):

(i) singing or playing individually (either one piece or two short contrasting pieces, which may be on

the same or on different instruments); and

(ii) singing or playing in an ensemble

Some performance will take place in school time. However, the learning of an instrument/voice by personal

tuition until the prescribed grade III or IV standard is attained is the responsibility of the students. It is a

requirement at SJII that the pupil is involved in at least one extra-curricular musical ensemble at school.

3. Composition Candidates must submit two compositions. These compositions should be either contrasting in

character or written for different forces. One composition must be written in a Western, tonal style and must

demonstrate familiarity with the basic principles of traditional harmonic language. This composition must be

fully notated using staff notation and the score must be submitted with a recording. The second composition

may be notated in whatever form of notation is appropriate to the music. Music students at SJII have access to

one of the most comprehensive Music Technology facilities in Singapore.


Component 1 Listening - 40%

This Component is based on CD recordings supplied by Cambridge. The extracts or pieces played will be from a

wide range of styles and traditions. The questions test understanding and perception of the music. Candidates

are expected to follow any complete or skeleton scores or diagrams provided. All questions are compulsory and

will require either short answers or will be in a multiple-choice format.

Extracts in Sections A, B, C and D will be played four times, extracts in Section E will be played twice.

38

In Sections A, B and C, candidates may be asked questions relating to rudiments, melody and rhythm, harmony

(including recognition of chords, keys and cadences), ensembles, instruments and instrumental effects,

structure, compositional devices, texture, style or genre, as appropriate to the music.

Component 2 Performing - 30%

Component 2 consists of prepared performances of the candidate’s own choice, all of which must be recorded.

Component 3 Composing - 30%

Candidates submit two compositions, contrasting in either character or written for different forces, which must

be recorded onto CD.

Notation may be either handwritten or computer generated, but all scores must be accurately edited.

39

PHYSICAL EDUCATION (IGCSE)

What is the nature of IGCSE Physical Education in Grades 9 & 10?

The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of

physical education. It is designed to foster enjoyment in physical activity and provide an insight into the issues

and science involved in sport. By following the course students will develop an understanding of effective and

safe physical performance and to appreciate the necessity for sound understanding of the principles and

practices that underpin improved performance, better health and well-being.


Students will take one theory lesson and one practical lesson per week. Lessons will be delivered in a variety of

mediums and will of course draw on practical examples from modern sports science in order to facilitate

learning. In addition there is a strong emphasis on student leadership. The course provides students with an

opportunity to use a range of technology; video recordings, digital images and movement analysis software to

record and analyse performance.


The following table states the three Units covered in the theory element of the course and lists the topics

covered.

Factors affecting performance Health, safety and

training

Reasons and opportunities to participate in

physical activity

Skill analysis and evaluation

Motivation and mental

preparation

Skeleton and joints

Muscles and tendons

Circulatory and respiratory

systems

Fitness & physique

Drugs in sport

Health

Diet

Games: Safe practice

Injuries

Exercise and training

Leisure and recreation

Facilities, participation, excellence

Global events

Media

Access to sport

40

The subject also has a strong practical element. Students will have the opportunity to work on a variety of

sports and activities, and will be assessed in a minimum of four sports or activities from two of the seven

categories. The practical sports and activities are:

Category 1: Games – Association football, Badminton, Basketball, Cricket, Golf, Hockey, Netball, Rounders, Rugby

Union, Softball, Squash, Table Tennis, Tennis, Volleyball

Category 2: Gymnastic Activities –Artistic Gymnastics (Floor and Vaulting), Figure Skating, Rhythmic Gymnastics,

Trampolining

Category 3: Dance – Educational Dance, Folk Dance, Historical Dance, Social Dance, Theatrical Dance

Category 4: Athletic Activities – Cross Country running, Cycling, Track and Field, weight training for fitness

Category 5: Outdoor and Adventurous Activities – Canoeing, Hill Walking and Campcraft or Hostelling, Horse

riding, Orienteering, Rock Climbing, Rowing, Sailing, Skiing, Snowboarding, Wind Surfing

Category 6: Swimming – Competitive Swimming, Life Saving, Personal Survival

Category 7: Combat Activities – Judo, Karate


There are two components to assessment:

Component 1 (40% of total marks) Exam paper, which has two sections. Section A, students answer short

questions on the three theory units they have covered. Section B, students answer three structured questions,

one from each of the three theory units they have studied.

Component 2 (60 % of total marks) Students undertake four practical activities or sports from at least

two of the seven categories listed (50% total marks). Students must also show the ability to analyse and

improve practical performance in one of their four chosen practical activities or sports (10% of marks).

Who is the course suited to?

Being a top class athlete is not a requirement; the all rounder with a genuine interest in all things sporting is the

ideal student. S t u d e n t s a r e e x p e c t e d t o r e p r e s e n t t h e s c h o o l i n a t l e a s t o n e s p o r t s

t e a m w h i l e s t u d y i n g t h e c o u r s e . The course will provide a great grounding for those students thinking

about careers in Sport Science, Sport Coaching, PE Teaching, Physiotherapy, and Sports Business.

41

PHYSICAL EDUCATION (CORE)

What is the nature of Physical Education in Grades 9 & 10? Physical Education in grades 9 & 10 continues to develop the key attributes of cohesion, friendship, social interaction and skill development from grades 7 & 8 with an additional emphasis on independent learning and leadership. Students work towards enhancing their communication skills through leading their peers in small group and whole group activities. What is the approach to learning? The whole Physical Education curriculum is designed to allow the students to learn, apply and appreciate a range of sports and games in school and as recreational pursuits for life. Activities are varied to cater for a wide range of abilities and have an emphasis on healthy living. Students are always encouraged to better themselves and to learn to be part of a team. What is the subject content?

Students learn to:

Explain the relationship of PE to health, for example how to avoid injuries, or the benefits of cardio- vascular fitness

Develop social skills and a strong sense of fair play, enthusiasm and commitment, especially in teamwork and encouraging their peers

Identify and work to their optimal level of physical fitness Appreciate the use of creative and expressive aspects of movement

Refine the motor skills necessary for a variety of activities

Understand and apply theories, techniques, rules and training principles of different games

Reflect on and evaluate their own and others performances in order to develop strategies for improvement.


Students are assessed both formatively each lesson and are also given a summative level at the end of

each unit of work against a criteria. The criteria, looks at student’s understanding of principles and

strategies as well as their competence demonstrating skills and techniques in a range of activities.

Students are exposed to the criteria on a regular basis and can work together to identify areas for

improvement based upon this criteria.

42

There are three possible strands from which the teacher may assess a student. These allow all students

(including those medically exempt from lessons) the opportunity to progress and be assessed. These

are of not course not stand alone strands and all are considered when making summative assessments. Strand 1 - Use of knowledge

Students are expected to have a knowledge and understanding of the physical activities or topics

studied. They are expected to be able to use this knowledge and understanding critically, and apply it to analyse situations and solve problems.

Strand 2 –Performance

Assessment will focus mainly on the performance strand.

Students are expected to perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group situations.

Strand 3 – Movement composition

The third strand refers to student performance with precision, synchronization or energy, and will apply for movement composition activities such as dance, gymnastics, trampolining, cheerleading and exercise to music.

Students are expected to be able to compose sequences of aesthetic movement, through exploring

movement possibilities and variations in accordance with the principles and concepts of a particular

aesthetic activity and using this as inspiration.

43

WELLBEING EDUCATION What is the nature of Wellbeing Education in Grades 9 & 10? Wellbeing Education aims to equip students with the knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. Wellbeing Education encourages them to be enterprising and supports them in making effective transitions and positive learning and career choices. It also enables students to reflect on and clarify their own values and attitudes in our multicultural society. The aim of Wellbeing Education is to:

consider a range of ethical, social and personal issues.

equip students with the tools to deal with issues that affect them.

allow students to engage with big questions about moving forward in life and how choices they make affect their life outcome.

afford students the time to reflect on their place in their community from a local, national and global

perspective and how they can be active citizens.

give students the knowledge and skills needed to lead healthy and responsible lives as confident individuals and members of society.

What is the approach to learning? The whole curriculum is designed to link learning to life outside school and make connections between subjects and cross-curricular themes and dimensions. Of utmost importance, is the aim to provide a safe and secure environment through which students can explore life issues with openness and confidence. Activities are varied to cater for a wide range of learning styles but there is an emphasis on group discussion and rigorous debate. Newspaper articles, web materials etc. are constantly sourced by teachers to provide the students with up to date resources from the world around them. What is the subject content? The Wellbeing programme of study at SJI International is based on our school ethos which is broken down into four main units of study:

Learning to Learn Growth mind set, independent learning, research skills, recognising bias, reflection and self-analysis

Learning to Live Personal and social health and development

Character Education Decision making, values and virtues, cultural awareness, inclusion, recognising strengths, gratitude

Service

44

Positive purpose and meaning, global and local citizenship, communities and rights and responsibilities

The specific topics of study are modified yearly in accordance with world issues that arise as well as the particular needs of the year group. However, these can be broadly classified into the following: Grade 9 WE

● Decision making ● Social dynamics, human sexuality and relationships ● Drug and alcohol awareness ● Self image and the media ● Prejudice and Discrimination ● Careers ● Study skills

Grade 10 WE

● Careers, study skills and work related education ● Preparation for IGCSE and Beyond: study, research and revision skills ● Citizenship, community and social responsibility ● Current affairs ● Personal and social development

What is the nature of assessment? Wellbeing Education is a non-examination subject taught at grades 7-10 for two periods per lesson (1hr 20mins). Wellbeing Education shares this timetable slot with Religious Education and so, students study Wellbeing Education on a biweekly basis. The students are assessed through SJI International’s own continuous monitoring of student performance, which aligns itself with the aims of the course and the standards students are expected to meet. The skills they are assessed for are cross-curricular skills, thus the continual assessment of these skills is designed to help them progress in all areas of academic and pastoral life.

45

RELIGIOUS EDUCATION What is the nature of RE in Grades 9 & 10? Religious Education (RE) aims to help students develop and deepen their awareness of the connection between their interior life (psychological, emotional and spiritual) and the world around them. RE encourages them to reflect on and critically evaluate their experiences and responses to the different events of their life and happenings of the world. Through the study of different religions and Lasallian heritage, RE aims to help the students build for themselves a framework of values and guiding principles. The aim of RE is to:

discover the meaning of being and life after;

viewing the reality of life and empower them to make choices as responsible Lasallians

develop and enhance the students’ ability to take a critical look at their thought processes

actions, emotions and values and thereby to make them moral decisions as a Lasallian

develop respect for individuals and responsible for the Society

growing appreciation and respect for the richness of religious traditions and cultures in the areas of Morality, conscience, stewardship, commitment to the growth of building community

help students gain a good understanding of faith and how the different religions have evolved throughout the years in response to man’s need to connect with the transcendent

develop attitude towards Lasallian way of life particularly in the area of Leadership, discipleship and association

give students the time and guidance to integrate the ideas and concepts learned in class with their own reflections and their lives

help students take a more active role in the larger community as they come to a better understanding of their identity

What is the approach to learning? The whole curriculum is designed to accompany the students as they make sense of their own development at this critical stage of their lives. The aim is to offer faith and religion as one of the options that provide meaning, purpose and clarity. A variety of activities have been compiled to cater to a wide range of individuals but there is an emphasis on individual reflection, group discussion and sharing. Popular culture, current events and technology are important components that are constantly added into the curriculum. What is the subject content?

The RE programme of study at St Joseph’s Institute International is broadly structured into 3 main units of study:

46

● Interior Life Values, Journaling, Prayer, Meditation,

● Religions of the world Christianity, Judaism, Islam, Buddhism, Hinduism, Sikhism, other faiths

● Lasallian Heritage

The Life of the Founder and other outstanding Lasallians throughout history; the Lasallian Mission in Singapore, Asia and the rest of the World; Lasallian core principles (Faith in the presence of God, Respect for individuals, inclusive community, leadership and concern for the poor and social justice)

The specific topics of study are modified yearly in accordance with issues that arise as well as the particular needs of the year group. However, these can be broadly classified into the following: Grade 9 RE:

● Being vs Living: Truth and Spirituality

● Religion and Ethics:

Importance of law within religion,

Morality and conscience

Conflict and authority

● The Role of Conscience:

Freedom and Responsibility,

Making moral decisions as LaSallians.

● Lasallian project (Outstanding Lasallians)

Grade 10 RE:

● Concept of Lasallian Leadership and discipleship

● Authority and leadership; emphasis on servant leadership and stewardship

● Concept of beatitudes and role of Religion and Society

● War and facts: Conflict and crime

● Justice and Forgiveness

● Individual Morality and Social Issues

● Vocation choices: CALLed and SENT What is the nature of assessment? RE is non-examination subject which is taught at Grades 7-10 for two periods per week (1hr 20mins). PSE shares this timetable slot with Personal Social Education and so, throughout the year, students switch between the two subjects in 8 week unit blocks. Whilst there is no formal examination the students are assessed through SJII’s own continuous monitoring of student performance which aligns itself with the aims of the course and the standards students are expected to meet. These types of assessment take place at the end of each unit and can take a variety of forms such as project based assessment, oral presentations, examination style questions, group debate etc.

alternatively, you can download a pdf of the booklet

Documents