SECONDARY SCHOOL IGCSE - The ABCIStheabcis.com/IGCSE Information Booklet 2014-15.pdfOPTION BOOKLET . SECONDARY SCHOOL . ... of Cambridge International Examinations Board ... In terms

The ABC

International

School

Providing The British

National Curriculum

For An International Future

WWW.THEABCIS.COM

IGCSE

OPTION BOOKLET

SECONDARY SCHOOL

INTERNATIONAL GENERAL CERTIFICATE

OF SECONDARY EDUCATION

Printed: August 2014

IGCSE International General Certificate of Secondary Education

Contents

Message ………………………… 5

Why do IGCSE Matter? ………………………… 6

Recognition of Cambridge IGCSEs and A Levels ………………………… 7

Grading Systems ………………………… 8

Choosing the right subject combinations ………………………… 9

English Language ………………………… 10

English Literature ………………………… 12

Mathematics ………………………… 14

Further Mathematics ………………………… 16

Information & Communication Technology ………………………… 18

Computer Science ………………………… 20

Science - Biology ………………………… 22

Science - Chemistry ………………………… 24

Science - Physics ………………………… 26

Language - Mandarin Chinese ………………………… 28

Language - French ………………………… 30

Business Studies ………………………… 32

Economics ………………………… 34

Geography ………………………… 36

History ………………………… 38

Art and Design ………………………… 40

Design Technology ………………………… 42

Drama ………………………… 44

Music ………………………… 46

Physical Education (PE) ………………………… 48

Additional Info. - PSHE ………………………… 50

Additional Info. - Careers Interview ………………………… 50

Additional Info. - Work Experience ………………………… 51

Additional Info. – International Award ………………………… 52

Additional Info. - Secondary Assessment Tests (SATs) ………………………… 54

Additional Info. - Student Voice ………………………… 56

Additional Info. - Model United Nations (MUN) ………………………… 57

Additional Info. - Scholarship Grant ………………………… 58

Message Mr Steve Shaw - Head of Secondary School

Welcome to the Options Booklet for Key Stage 4. Inside this brochure you

will find information about the subjects that your child can study at the

ABC International School as well as get a flavour of the other

opportunities that are available in Years 10 and 11.

Entering Year 10 marks an important point in the development of our

students because it is the point at which they embark on a new and

exciting phase on their educational journey. It is the point at which they

seriously consider what they want from their future as well as becoming

more actively involved in the school community through roles such as

being a House Captain, Student counsellors, mentors or similar.

This is therefore an important point in your child‘s education and so it is

important to ask as many questions as you need before making your

decision about subject choices. Staff are available to both you and your

parents at the Options Information Evening and if you contact them

through the school office. In addition to this I and Mr Paul are available to

provide careers guidance information both on the Options Information

Evening and during individual interviews.

5

IGCSE

The ABC International School offers a broad curriculum at IGCSE level. The school is accredited by the University of Cambridge International Examinations Board (CIE), which is the world’s largest provider of international qualifications for 14–19 year olds.

Why do IGCSEs Matter?

As a result of choices made in Year 9 as to

which subjects are to be studied in Key

Stage 4, students are beginning to start to

plan their future. The options chosen for

Years 10 and 11 will affect how students

spend their time at school for the next two

years. The choices may also influence what

A level courses and university courses are

chosen.

In terms of making applications to join the

Sixth Form at the ABC International School,

as well as making university applications,

IGCSE grades are important. Admissions

Tutors at all universities, be they in Britain,

America, Canada or Australia place a great

deal of importance on what students do in

Years 10 and 11. This is because the grades

that students achieve provide an indication

as to work ethic, ability and commitment to

academic study. This is particularly true on

competitive courses such as Medicine,

Engineering, Dentistry and Law. This is

because these courses of study attract the

most able students who are all predicted

high grades for A Level and whose school

reference is impeccable. This means that the

next way to reduce the number of applicants

is to compare IGSCE results.

6

Recognition of Cambridge IGCSEs and A Levels

Cambridge IGCSEs and International A Levels are designed for international students. They are

recognised worldwide by both universities and by employers.

Cambridge international qualifications are recognised and welcomed by universities in Britain,

America, Europe, Australia, Canada, Singapore and Hong Kong. The list below is of countries where

their universities have published their recognition of CIE qualifications, but many more individual

institutions accept Cambridge qualifications on an individual basis:

To find out whether the university that students wish to apply to accept CIE qualifications, students

should contact the university admissions office.

It is also possible to look up specific universities on the CIE recognitions database. The database is

online at www.cie.org.uk/qualifications/recognition

Albania Czech Republic Jordan Norway Switzerland

Argentina Denmark Kazakhstan Pakistan Tajikistan

Armenia Egypt Latvia Portugal Trinidad & Tobago

Australia Estonia Lebanon Romania Turkey

Azerbayan Finland Lichtenstein Russia UAE

Bahrain France Lithuania Republic of Macedonia Ukraine

Bangladesh Georgia Luxembourg Serbia United Kingdom

Belarus Germany Malawi Singapore United States of America

Belgium Guyana Mauritius Slovakia Vietnam

Botswana Hong Kong Moldova Slovenia Zimbabwe

Bulgaria Hungary Montenegro South Africa

Canada Iceland Nepal South Korea

Croatia India Netherlands Swaziland

Cyprus Israel New Zealand Sweden

7

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

IGCSE

Cambridge IGCSE are available

in an extensive range of sub-

jects, covering the whole cur-

riculum. They are intended to

provide students with a recog-

nised qualification with an in-

ternational perspective. IGCSEs

are not only taken in interna-

tional schools but also in large

numbers of both public and

private schools. Since its first

examination in 1988, Cam-

bridge IGCSE has grown to an

annual candidate entry of over

100,000 and almost 400,000

subject entries.

Cambridge IGCSE is equivalent

in standard to the British GCSE

and it provides a foundation

for higher level courses such as

GCE A and AS Levels.

Grading System

Passing grades for IGCSE exams range from

A* to G, with A* being the highest. In order

to secure a place in the Sixth Form at The

ABC International School, students must

achieve at least 5 A* to C grades including

English and Mathematics.

All students should aim to achieve A* to C

grade passes in all subjects that they sit to

ensure that they have the greatest choice

of subjects at A level. In addition to this

IGCSEs are an important part of any

university application.

8

Choosing the right subject combination

It is important to think carefully about the subject combination that you are

going to choose. At the ABC International School there are compulsory subjects

and then optional subjects

Compulsory Subjects

It is compulsory for students to complete IGCSE courses in the

following subjects:

English Language (First Language) and Literature

Mathematics

At least one Science chosen from Biology, Chemistry and Physics.

Information and Communication Technology (ICT) or Computer Science

One Modern Foreign Language chosen from French or Mandarin Chinese

It is important that students complete a core programme of study so that they

can achieve the basic requirements for entry into university.

Optional Subjects

There are a number of optional subjects from which students must choose five.

The subjects that students can choose from are:

PE

Drama

Music

Art and Design

Design Technology

Geography

History

Business Studies

Economics

9

At the ABCIS, we offer the University of Cambridge

IGCSE English Language and Literature courses.

Students take the route which is most appropriate

for them and their aspirations based on their

progress, effort and attainment at Key Stage 3.

There are two routes within the IGCSE English as a

First Language course: core and extended. The

extended papers are for all those students able to

achieve grade B and above. Additional information

outlining the context, content and assessment

criteria of each assignment will be provided for

students at the beginning of the course.

In English, students are encouraged to develop a

keen interest in reading a range of texts from prose

and poetry to non-fiction and web-based media

texts with the intention of further developing their

aesthetic and imaginative lives, and also their ability

to think independently.

What are the aims of IGCSE First Language

English?

The aims of the IGCSE course are to:

enable students to communicate accurately,

appropriately and effectively in speech and writing;

enable students to understand and respond

appropriately to what they hear, read and

experience;

encourage students to enjoy and appreciate

variety of language;

complement students‘ other areas of study by

developing skills of a more general nature.

application (e.g. analysis, synthesis, drawing of

inferences);

promote students‘ personal development and an

understanding of themselves and others.

Year 10 Year 11

Term 1: Language paper practice, Coursework assignment 1:

Inform/analyse/argue

Term 2: Coursework assignment 2:Imaginative/descriptive/

narrative

Term 3: Literature paper: Poetry anthology ‗Songs of Ourselves‘

Term 4: As above

Term 1: Coursework assignment 3

Term 2: Literature paper: Prose

Term 3:Literature revision / Mock exams

Term 4: Language revision and unseen practice

Term 5: Exams

Curriculum Contents:

Throughout all courses, students will continue to

develop their core skills in all three areas of English

assessment: reading, writing and speaking and

listening while exploring, analysing and evaluating a

wide variety of increasingly challenging texts.

Students will learn the key transferable study,

drafting and proofing skills necessary to meet the

requirements of all assessments. They will also be

given explicit opportunities to develop and

demonstrate their personal, learning and thinking

skills as they become more reflective, creative and

independent learners; in other words, global citizens

who exhibit strong teamwork, self-management and

leadership skills.

Why Study English Language?

10

How is the subject assessed?

How the subject could be used in

the future (Careers)

English is the key to professional and personal

success in an increasingly competitive global

market. As such, it is central to our core provision

at Key Stage 4. In order to gain entry to colleges

and universities worldwide and progress onwards

in such esteemed professions as law, business,

education, medicine and the new media

technologies, high levels of proficiency and

confidence in all aspects of English are essential.

Extended

Paper 2: Time: Weighting:

Reading 2 hours 50%

Coursework portfolio: Weighting:

3 assignments 50%

Core


Reading 1 hour 45 50%


Reading 2 hours 50%

English Language

At the ABCIS, we offer both the University of

Cambridge IGCSE English Language and Literature

courses and students take the route which is most

appropriate for them and their aspirations based

on their progress, effort and attainment at Key

Stage 3.

Even more so than in English Language, the

studying of great Literature is the most effective

way of developing such sought after qualities as

empathy, creativity and innovation. Indeed, it is

through a thorough appreciation of the layers of

meaning within texts and their respective contexts

that we can begin to reach a greater

understanding of ourselves each other and the

complex, ever-changing world in which we all live.

What are the aims of IGCSE English Literature?

The aims of this IGCSE course are to encourage

and develop students‘ ability to: 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.

Year 10 Year 11

Term 1: Language paper practice, Coursework assignment 1:

Inform/analyse/argue

Term 2: Coursework assignment 2:

Imaginative/descriptive/narrative

Term 3: Literature paper: Poetry anthology ‗Songs of Ourselves‘

Term 4: As above

Term 5: Literature paper: Drama

Term 1: Coursework assignment 3

Term 2: Literature paper: Prose

Term 3:Literature revision / Mock exams

Term 4: Language revision and unseen

practice

Term 5: Exams


Throughout all courses, students will continue to

develop their core skills in all three areas of

English assessment: reading, writing and speaking

and listening while exploring, analysing and

evaluating a wide variety of increasingly

challenging texts.

Literature can be further divided into three key

areas: poetry, prose and drama. However, wider

reading is essential to fully appreciate and

evaluate both a writer‘s craft and a text‘s context.

Why Study English Literature?

12




English Literature, when taught alongside English

as a First Language, allows students to benefit from

a range of perspectives, strategies and key

transferable skills; all of which can enhance

performance and progress across the range of

subjects selected.

As a vital subject at IGCSE, Literature effectively

combines creativity with an appreciation of

research, analysis and context. Indeed, students

are actively enabled and encouraged to research

and review a texts‘ impact and significance on

history, culture and the wider world. Ultimately,

Literature is the key to becoming a successful and

independent lifelong learner.

IGCSE English Literature

Paper 1—Set texts

(open books)

2 hours

15 mins 75%

Paper 3—Unseen text 1 hour 15

mins 25%

There is no coursework for the Literature

specification. This pathway gives the

opportunity for students to gain grades

A* - G

English Literature

Mathematics develops student‘s abilities in

calculation, logical reasoning, problem

solving and data handling. In Key Stage 4 a

variety of topics are studied from number,

algebra, geometry and statistics.

Topics previously covered in Key Stage 3 are

revisited in order to add depth to the

students‘ knowledge and new subjects are

introduced such as matrices and vectors.

Year 10 Year 11

Topics covered in Year 10 include number, directed

numbers, squares and cubes, standard form,

estimation, ratio, fractions, decimals, percentages,

linear graphs, quadratic graphs, algebraic

representation and formulae, algebraic manipulation,

solutions of equations and inequalities, linear

programming, geometric terms, relationships and

constructions, symmetry, angle properties, locus,

statistics and measurement.

Topics covered in Year 11 include functions, index

numbers, vectors in two dimensions, matrices,

transformations, trigonometry, probability,

mensuration and graphs in practical situations.

All of the topics covered in Year 10 are also revisited

with the remaining time being devoted to practising

exam questions.


Why Study Mathematics?


Year 10 Year 11

Students are tested regularly throughout the year to

assess their knowledge and understanding.

Some students with a very high attainment level in

key stage 3 will sit the IGCSE Mathematics in Year 10

followed by a further Mathematics qualification in

Year 11. This course introduces some of the topics

covered in AS Mathematics.

All courses are assessed by exams.

IGCSE Mathematics has two papers both covering all

areas. The second paper has longer extended

questions which combine different topic areas within

one question.

14



Mathematics is compulsory in Key Stage 4 and

is a requirement for many university courses at

this level. The problem solving skills developed

by studying mathematical techniques are trans-

ferable across many subject areas especially sci-

ence, business and economics. .

Mathematics

The Further Mathematics level 2 AQA course

is taken by students who have already

completed IGCSE Mathematics in year 10.

This course introduces some of the topics

covered in AS and A2 level while extending

the work contained in IGCSE Mathematics.

Students will also study some extra topics

which will benefit them in Years 12 and 13.

Year 11 Year 11

Topics covered in Pure Mathematics include

functions, quadratic functions, indices and

surds, factors of polynomials, simultaneous

equations, further equations, proof,

sequences, coordinate geometry, equations

of circles, matrices and further trigonometry.

Students are also introduced to calculus

learning how to differentiate polynomials,

find equations of tangent and normals, find

stationary points, recognize increasing and

decreasing functions and identify turning

points and their nature.

In addition to the above students also study

logarithms and basic integration in

preparation for their AS course in year 12.


Why Study Further Mathematics?


Year 11

Students are tested regularly throughout the year to assess their knowledge and under-

standing.

Paper 1 is a non calculator exam worth 40% of the final mark while Paper 2 is a calculator

exam worth 60%.

16



Mathematics is compulsory in key stage 4 and is

a requirement for many university courses at

this level. The problem solving skills developed

by studying mathematical techniques are trans-

ferable across many subject areas especially

science, business and economics. .

Further Mathematics

Both ICT courses aim to help you extend and develop your knowledge and understanding of IT. It allows

you to become a confident and autonomous user of IT and encourages further development of practical

skills which allow you to enhance your work in a variety of subjects. In addition the courses allow you to

analyse the impact of IT use on individuals and societies with respect to social, economic and moral

issues.

Year 10 Year 11

Components of a Computer System

Input and Output Devices

Storage Devices and Media

Data Types

Systems Analysis and Design

Spreadsheet Modelling

Data Manipulation

Website Authoring

Presentation Production

Communication & Documentation Design

The effects of using IT

The ways in which IT is used

Computer Networks

From Term 3 you will revisit the topics delivered

in Year 10 and practice practical elements in

preparation for your final exams.



Why Study Information & Communication Technology (ICT)?

Year 10+11

You will be externally assessed at the end of the two years by the use of ONE theory examination

(Paper 1) together with TWO practical papers (Paper 2 and Paper 3). The practical papers will be

administered at various stages during the two year course. Theory paper (1) is 2 hours in duration.

Practical papers (2 and 3) are 2 hours and 30 minutes in duration.

There is a wide range of internal assessments which include written tests, quizzes, project work,

presentations and practical work.

18

ICT



Systems Analyst, Project Management,

Business Administration, Business Analyst,

Systems Manager, ICT Manager and ICT

Administration, Information Management

The Computer Science course enables learners to develop an interest in computing and gain the

confidence in computational thinking and programming. It consists of the theory behind computer

science and looks at practical problem solving and programming. The Computer Science course is an

ideal foundation course for further study onto the Computer Science A Level.

Year 10 Year 11

Section 1 - Theory of Computer Science

Data Representation

Binary systems, Hexadecimal, Data storage

Hardware and Software

Logic gates, Input & Output devices, Operat-

ing systems

Security

Ethics

Section 2 - Practical Problem Solving and

Programming

Algorithm design and problem solving

Programming

Databases

From Term 3 you will revisit the topics delivered

in Year 10 and practice in preparation for your

final exams.



Why Study Computer Science?

Year 10+11

You will be externally assessed at the end of the two years by the use of TWO written examination

(Paper 1 and 2 ) Both papers are 1 hour and 45 minutes in duration. And contain short-answer and

structured questions.

There is a wide range of internal assessments which include written tests, quizzes, project work,

presentations and practical work.

20



Database administrator, Games developer

Information systems manager, IT consultant

Multimedia programmer, Network engineer

Systems analyst, Systems developer

Computer Science

http://www.prospects.ac.uk/database_administrator.htm

http://www.prospects.ac.uk/games_developer.htm

http://www.prospects.ac.uk/information_systems_manager.htm

http://www.prospects.ac.uk/it_consultant.htm

http://www.prospects.ac.uk/multimedia_programmer.htm

http://www.prospects.ac.uk/network_engineer.htm

http://www.prospects.ac.uk/systems_analyst.htm

http://www.prospects.ac.uk/systems_developer.htm

Biology is the scientific exploration of the vast

and diverse world of living organisms. It strives

to tell us about the natural world around us.

Biology can tell us about the physical makeup of

our bodies and those of other animals and

plants. It enables us to produce cures and

treatments for many diseases. The study of

biology has an immediate relevance to our daily

lives. Are you intrigued with the incredible variety

of organisms that inhabit our planet?

Have you wondered about their origin and how

they have evolved? Have you asked yourself if we

can reverse the destruction of ecosystems? Do

you wonder where genetic engineering will lead?

Are you interested in how the human brain

functions to articulate, comprehend and pursue

these problems? Then Biology is the subject for

you.

Remember: the continual pursuit of biological

understanding is essential if societies are to make

informed choices to safeguard the future of the

human race.

Year 10 Year 11

Characteristics and Classification of Living Organisms:

Classification and adaptation

Organisation and Maintenance of the Organism:

Structure and function of different human and plant

systems.

Development of the Organism and the Continuity of

Life: Reproduction, development, inheritance and

selection.

Relationships of Organisms With One Another and

With Their Environment: Ecosystems and the effects

of human activities.



Year 10 Year 11

Continual formative and summative assessment

The three assessment objectives in Biology are:

A. Knowledge with understanding

50% of the examination marks

B. Handling information and solving problems


C. Experimental skills and investigations


22

Why Study Biology?

Biology



One of the major growth industries is

Biotechnology; some industrialists even refer

to this as the Biotechnological Age.

Knowledge of Biology can lead to careers in

the following areas: Research; Health care;

Environmental management and

Conservation; Education; Biotechnology;

Forensic science; Politics and policy; Business

and industry; Economics; Mathematics;

Science writing and communication; Art.

For more details see:

http://www.aibs.org/careers/

Chemistry provides important understanding of

our world and how it works. It is an extremely

practical science that greatly impacts our daily

living. Realise it or not, deep down we are all

chemists. Every time we light a match, boil an egg

or simply breathe in and out, we perform a

chemical reaction. Our bodies grow, develop and

function as a result of chemical processes.

Our clothes and nearly all the objects of our

everyday life are manufactured by the chemical

transformation of raw materials like oil or iron ore,

or by the chemical treatment of natural

products like wood or wool.

If we are to protect the planet from the harmful

effects of human activity, we need to understand

as clearly as possible the complex chemical

systems which make up our environment of land,

sea and air.

Have you ever wondered why leaves turn colours

in the autumn and how a battery generates

electricity? Chemistry supplies answers to these

questions and countless others like them. If you

enjoy seeing how chemical principles operate in all

aspects of our lives, from everyday activities to

far-reaching matters then this is the subject for

you .

Year 10 Year 11

Atoms, Elements, Compounds and the Periodic Table:

Atomic structure, bonding, the Periodic Table and

periodic groups.

Stoichiometry: The formula of compounds and

balanced chemical equations.

Electricity and Chemistry: Electrolysis and its use in

industry.

Acids, Bases and Salts: Acids and bases, types of

oxides and the preparation of salts.

Metals: Properties, extraction, uses and reactivity.

Organic Chemistry: Fractional distillation and the

uses of hydrocarbons including the formation, uses

and problems of plastics and man-made fibres.



Year 10 Year 11


The three assessment objectives in Chemistry are:







Why Study Chemistry?

24



Knowledge of Chemistry can lead to careers

in the following fields: Education; Finance;

Forensics; Health and Safety; Finance;

Laboratory work; Law; Consultancy; Media;

Sales and marketing.


http://www.rsc.org/Education/

SchoolStudents/profiles/index.asp

Chemistry

Physics is at the heart of everything and is crucial

to understanding the world around us, the world

inside us, and the world beyond us. It is the most

basic and fundamental science. Physics

challenges our imaginations with concepts like

relativity and string theory, and it leads to great

discoveries, like computers and lasers, that

change our lives.

Physics encompasses the study of the universe

from the largest galaxies to the smallest

subatomic particles. It explores questions like

how did the universe begin? How will it end?

What is a black hole? Is time travel possible? If

you have an enquiring mind, always asking why

things happen, then physics will help you find the

answers. It forms the basis of most modern

technologies and holds the future to global well

being.

Year 10 Year 11

General Physics: Length, time, speed, velocity,

acceleration, mass, weight , density, forces,

energy and pressure.

Thermal Physics: Kinetic molecular models of

matter, thermal properties of matter and transfer

of thermal energy.

Properties of waves: General wave properties,

light and sound.

Electricity and Magnetism: Simple phenomena

of magnetism, electrical quantities, electrical

circuits, dangers of electricity and

electromagnetic effects.

Atomic Physics: Radioactivity and the nuclear

atom.



Why Study Physics?

Year 10 Year 11


The three assessment objectives in Chemistry

are:







26

Physics



Knowledge of Physics can lead to careers in

the following fields: Astronomy; Education;

Meteorology; Research; Leisure; IT; Industry;

Engineering; Finance; Marketing.


http://www.physics.org/article-careers.asp?

contentid=404.

Why Study Mandarin Chinese

Year 10 Year 11

Personal information

Daily Life

Life at school

Leisure activities

Life at home and in China

Holidays

Food & Drinks

Everyday activities

Personal and social life

The world around us

The world of work

The international world


Year 10 Year 11

Paper 1 Listening (35 mins)

Paper 2 Reading

(1 hour and 15 mins)

Paper 3 Speaking

(15 mins preparation + 15 mins recording)

Paper 4 Writing



Paper 2 Reading


Paper 3 Speaking


Paper 4 Writing



中文班

The IGCSE Chinese course consists of 4 language areas: Listening, Reading, Speaking, and

Writing. The aims are to:

Develop the ability to use the language effectively for purposes of practical communication

within the country of residence, where appropriate, and in all the countries where the

language is spoken.

Form a sound basis of skills, language and attitudes required for further study , work and

leisure.

Provide enjoyment and intellectual stimulation.

28



Students who study Chinese can work in

many industries as interpreters. They can

also work in hospitality, travel and tourism.

It is a subject which is also complementary

to business and management because of

the globalisation of the

market place.In addition to this it can be

useful to the study of law, history,

geography and many other subjects.

Mandarin Chinese

The IGCSE French course consists of 4

language areas: Listening, reading, speaking and

writing. It is a two year course designed to enable

students to develop and expand their linguistic,

grammatical, and cultural knowledge of the tar-

get language.

This is done through a variety of topics, skills, and

activities. In order to cater for every individual‘s

needs and ability, the IGCSE provides both a

core and an extended curriculum. It is aimed at

students who are already familiar with the subject

and it allows them to make a progressive

transition towards an A-level. course.



Year 10 Year 11


Paper 2 Reading

(1 hour)

Paper 3 Speaking


Paper 4 Writing

(1 hour)


Paper 2 Reading

(1 hour)

Paper 3 Speaking


Paper 4 Writing

(1 hour)

Why Study French Language?

30

Year 10 Year 11

Personal information

Relationships

Life at home and in different French speaking countries

Towns and countryside

Life at school

Holidays

Everyday activities

Personal and social life

The world around us

The world of work

The international world

How the subject could be used in the

future (Careers)

Studying French offers a wide range of career

opportunities. Here is a list of jobs which will

require the knowledge of at least one language:

Teacher

Translator/Interpreter

Editor/Proofreader

French is also used in a variety of branches,

such as:

Travel

Foreign/Diplomatic service

International organizations ( governmental,

Nonprofit charitable, non-governmental)

French

Why Study Business Studies?

Everyday we are exposed to thousands of

businesses, whether it is walking down the street,

surfing the Internet or simply watching TV. IGCSE

Business Studies equips learners with the

necessary skills to be informed and responsible

consumers and prepares them for being the

workforce and business leaders of tomorrow. The

IGCSE Business Studies syllabus builds on the work

carried out in Key Stage 3 and develops students'

understanding of business activity in the public

and private sectors, and the importance of

innovation and change. Students learn how the

major types of business organisation are

established, financed and run, and how their

activities are regulated. Factors influencing

business decision-making are also considered, as

are the essential values of cooperation and

interdependence.

What are the aims and purpose of Business

Studies?


Learn about business concepts and techniques

Enhance related skills such as numeracy and

enquiry

Apply key skills and critical thinking to a wide

range of international business situations

Gain insight into how the main types of

business organisations are financed, managed

and operated

Develop informed consumers and future

entrepreneurs and leaders of the organisations

of tomorrow and promote students‘ personal

development.

Year 10 Year 11

Business and the environments it operates in

Organisational structure and control

Marketing

Government intervention and

business objectives

Business finance and accounts

Production and operations management

People in businesses


Students will study a wide range of international

business organisations and learn to identify how

they influence, and are influenced by, other

organisations and governments. They will build

knowledge and understanding of the world of

work and be able to advise, evaluate and critically

think about business decisions. They will gain a

vocabulary of terms and theories which they can

apply to problem solving and develop the

knowledge and insight necessary to make them

informed consumers and appreciate the objectives

of a wide range of stakeholders.

32




An IGCSE in Business Studies provides a firm

foundation for further study in the subject and

related courses such as Accountancy,

Management, Marketing or Human Resources

and can move you towards careers in the

following areas: business management;

government; entrepreneurship; marketing;

banking and finance; management consultancy

and teaching. It also provides a sound grounding

in becoming a more informed and responsible

consumer.

Paper Weighting

Paper 1 (1 ¾ hours) Students answer

a series of short answer questions and

structured data responses which test

their theoretical knowledge and

vocabulary. All questions are

attempted.

50%

Paper 2 Application, analysis and

evaluation are the main skills tested in

paper two. Students are presented with

case studies replicating real business

issues and are required to present

solutions, evaluations and

recommendations in the context of the

curriculum studied. All questions are

attempted.

50%

TOTAL 100%

Business Studies

Through the medium of the Economics curriculum

it is hoped that students will develop effective

study skills, be able to exercise critical, coherent

and independent thought. It is also intended that

students will develop the capacity to solve

problems effectively and make decisions.

Economics is a subject which encourages students

to form reasoned arguments and to present them

clearly. By working both independently and

cooperatively students develop research skills,

learn to organise their work effectively, and to use

a variety of media and technologies to research

and to present data.

Year 10 Year 11

Basic economic problem

The allocation of resources

The individual as consumer and borrower

The individual as producer

The private firm as producer and employer

The macroeconomy and economic indicators

Role of government in an economy

International trade

Developed and developing economies


Students will study different economic concepts and relate them to the real world. The course looks at

government strategies to control economic variable such as inflation, interest rates and employment. In

addition, the basic economic problem of resource allocation supply, demand ,economic development and

international trade. The curriculum is outlined below:

Why Study Economics?

Paper Weighting

Paper 1 (45 minutes) 30 multiple choice questions 20%

Paper 2 (2 hours) Structured questions. Students must answer 1 compulsory question

and them select an additional 3 from a choice of 6.

50%

Paper 3 (1 hour 30 minutes) Analysis and critical evaluation.

Students must answer two compulsory questions and are required to interpret and analyse

previously unseen data relevant to a real economic situation.

30%

TOTAL 100%

What are the aims and purpose of Economics?


Provide students with a core of knowledge of

Economics.

Encourage students to think critically about

Economics.

Promote an awareness and understanding of

internationalism in Economics.

Encourage students‘ development as inde-

pendent learners.

Enable students to distinguish between posi-

tive and normative Economics.

Enable students to recognise their own

tendencies for bias.


34

How the subject could be used

in the future (Careers)

An IGCSE in Economics provides a firm

foundation for further study in the subject

and can move you towards careers in the

following areas, business management;

government; economic and market

research; banking and finance; management

consultancy; teaching and retail.

Economics

‘Geography inspires pupils to become global

citizens by exploring their place in the world,

their values and responsibilities to other peo-

ple, to the environment and to sustainability

of the planet’

‘If you are interested in that which

shapes our planet and you are wor-

ried about the future of our planet,

then Geography is the right choice

for you.’

Why Study Geography?

What are the aims and purpose of Geography?

The aims are to encourage students to develop:

a sense of place and an understanding of relative location

on a local, regional and global scale;

an awareness of the characteristics and distribution of a

selection of contrasting physical and human environments;

an understanding of some of the processes affecting the

development of such environments;

an understanding of the spatial effects of the ways in which

people interact with each other and with their environment

an understanding of different communities and cultures

throughout the world and an awareness of the contrasting

opportunities and constraints presented by different

environments.

Year 10 Year 11

Plate Tectonics

Landforms and Processes

Weather, Climate & Vegetation

Agricultural Systems

Industrial Systems

Paper 2 and Paper 4 Skills

Population Dynamics

Settlement

Leisure Activities & Tourism

Energy and Water Resources

Resource Conservation and Management


The curriculum is divided into three themes which are collectively designed to develop an understanding of

both the natural and the human environment: Population and Settlement; The Natural Environment;

and Economic Development and the Use of Resources.

Paper Weighting

Paper 1 (1 hour 45 minutes) Candidates will be required to answer three questions (3 x 25

marks), two on each of the three themes.

45%

Paper 2 (1 hour 30 minutes) This paper will be mainly skills-based and will test a candidate's

ability to handle various ways of depicting geographical information. (60 marks)

27.5%

Paper 4, Alternative to Coursework (1 hour 30 minutes) candidates will be set a series of tasks in

a written examination on issues relating to one or more of the syllabus themes. 27.5%

TOTAL 100%


36



Geography graduates have one of the

highest rates of graduate employment and

studying geography can provide you with

good skills and a firm base for life-long

learning.

Possible career paths with geography

include: Town and transport planning,

chartered surveying, land and water

management, environmental consultancy,

development, tourism, conservation,

demography, housing and social welfare,

information technology, administration

and management, the financial sector,

marketing, research, industry and

manufacturing and many many more.

Geography

History is an important subject not just

for the content that students learn but

also for the skills that are develop.

Through the study of various events in

the Twentieth Century, students will

learn to analyse and evaluate motiva-

tions, people and events. In addition to

this, they will gain skills which can be

applied to the world which they live in

today. What are the aims and purpose

of History?

Year 10 Year 11

The end of World War I and the peace treaties

The League of Nations in the 1920s and 1930s

Nazi foreign policy and the causes of World War II

The origins of the Cold War

Nazi Germany Depth Study .

Nazi Germany Depth Study

The Cold War in Europe

The Cold War in Asia

The collapse of the Soviet Union


Students will study different historical periods and events, largely drawing on twentieth century

international relations. The curriculum is outlined below:

Why Study History?

Paper Weighting

Paper 1(2 hours) Candidates answer two questions on the core content one question on

a Depth Study (selected from questions on all eight Depth Studies)

40%

Paper 2 (2 hours) Candidates answer a series of questions on one Prescribed Topic taken

from the Twentieth Century core content. These questions are based on source analysis.

33%

Paper 3 (1 hour) Candidates answer one question on a Depth Study (from a choice of

eight Depth Studies – one question will be set on each Depth Study). The questions will be source-based and structured into several parts.

27%

TOTAL 100%


stimulate interest in and enthusiasm about the past

promote the acquisition of knowledge and

understanding of human activity in the past

ensure that the candidates‘ knowledge is rooted in an

understanding of the nature and use of historical

evidence

promote an understanding of the nature of cause and

consequence, continuity and change, and similarity

and difference

provide a sound basis for further study and the pursuit

of personal interest

encourage international understanding

encourage the development of linguistic and commu-

nication skills.


38



An IGCSE in History provides a firm foundation

for further study in the subject and can move

you towards careers in the following areas : Law,

teaching, working in business and finance,

management.

History

The IGCSE Art and Design syllabus aims to

encourage a personal response by stimulating

imagination, sensitivity, conceptual thinking,

powers of observation and analytical ability.

Students gain confidence and enthusiasm as

they develop technical skills in two and three

dimensional form and composition, and are able

to identify and solve problems in visual forms.

Students also learn how to develop ideas from

initial attempts in sketchbooks to final outcomes.

An ideal foundation for further study, IGCSE Art

and Design also develops a greater awareness of

the role played by the visual arts in society and

in history, broadening cultural horizons and

individual experience.

Year 10 Year 11

Up to 3 projects/ themes

Drawings, paintings, printmaking, sculpture,

photography

ICT work including Photoshop

Sketchbook work

Large scale work

Developing ideas

Experimenting with materials

Visits to galleries

Artist research

Exam project at end of year 11

2 projects/ themes in each year

Drawings, paintings, printmaking, sculpture,

photography

ICT work including Photoshop

Sketchbook work

Large scale work

Extensive development of ideas

Experimenting with relevant materials

Visits to galleries

Extensive artist research

Thorough visual and written analysis



Year 11

50% coursework

50% exam (practical based)

40

Why Study Art and Design?

Art and Design



Fine Art, Creative advisor, Architecture,

Photography, Graphic Design,

Illustration, Animation, Interior Design,

Industrial Design, Art Education, Art

Therapy, Art History, Gallery Direction,

Museum Curator, Art Conservation,

Product Design, Fashion Design,

Professional painter, Printmaker,

Professional Sculptor, Professional

Photographer, Installation Artist,

Performance Artist, Artist in residence.

Why Study Design Technology?

The IGCSE Design and Technology syllabus

enables students to identify, consider and

solve problems through creative thinking,

planning and design, and by working with

different media, materials and tools. As a

result, students gain greater technical and

design awareness, while developing skills

such as initiative, resourcefulness, enquiry

and ingenuity.

They also develop the communication skills

central to design making and evaluation.

IGCSE Design and Technology provides an

ideal basis for further study, and prepares

students for their future within a rapidly

changing technological society

Year 10 Year 11

1. Design

Area of study which is concerned with drawing.

Design Brief specifications

Health and safety

Aesthetics

Implementation and realization

Evaluation

Design Technology in society

2. Graphic Products

This area of study is concerned with developing skills

used by designers within the content of design activi-

ties in the design studio.

Formal Drawings

Orthographic projection

Isometric

Planometric

Two point perspectives

Sectional views

Exploded views

Free hand drawing

3. Project

Projects bases assessment based on an area of

interest to students.

Anthropometrics and Ergonomics

Energy

Control

Mechanical Control (static)

Mechanical Control( Dynamic)

Permanent fastenings

Assembly Drawings

Ellipses

Use of instruments

Drafting equipment

Data Graphics

Reprographics

Modelling

A school based assessment typically in the form of

an A3 size folder which contains all preliminary

design work with the ‗made product‘ being in the

form of 2 dimensions work and models.


42




As well as equipping students with skills in

graphic presentation and practical

knowledge in construction. A qualification

in Design Technology could lead into many

careers such as Architecture, Landscape

architecture, fashion design, product

design, computer design, town planners,

teaching, interior design and construction.

Year 10

All Students will complete 2 written internal

papers worth 25% of their mark at the end of

Year 10 and a school project worth 50% which is

done during the school year.

Year 11

Each Student will complete 2 written external

papers worth 25% of their mark at the end of

Year 11 and a school project worth 50% which is

done during the school year. The project will be

internally marked and externally moderated over

the final two terms of the course.

Design Technology

Why Study Drama?

Drama is useful to students in a number of ways.

The subject strikes a successful balance between

the practical and theoretical as students learn

how to analyse and evaluate a range of classic

and contemporary texts. With clear structure,

support and guidance, students are also required

to explore and experiment with different styles

and forms.

Indeed, they must develop original material

based on their own experiences, interests and

independent study of how to best communicate

ideas and feelings to an audience.

This is essential as they work towards their final

coursework piece; a combination of solo and

group-based performances.

Year 10 Year 11

Term 1: Introduction to drama

Term 2: Devised course work from own stimuli

Term 3: Short scripted scenes

( both group and solo)

Term 4: Devised plays from poetry.

Term 5: Scripted scenes from classic texts.

Term 1: Introduction to advanced drama skills.

Devised group piece from visual stimuli

Term 2: Monologue work

Scripted group piece modern play.

Term 3: Devised play from musical stimuli.

Term 4: Written examination preparation.



Paper Duration: Weighting

Paper 1: Written examination 2 hours 30 40%

Paper 2: Practical Course work 60%

TOTAL 100%

44



Drama at Key Stage 4 naturally lends itself to a

wide variety of career opportunities. In

addition to a career and further experiences in

both drama and the performing arts, the

subject can also be taken at both A level and

as a single or joint Honours Bachelor of Arts

Degree. Through Drama, students are actively

encouraged to take on leadership roles and

become better, more independent learners

with the confidence, initiative and creativity to

succeed. Furthermore, Drama plays a vital

part in enabling students to become more

confident, successful and well-rounded

individuals. Indeed, the key transferable skills

cultivated and nurtured through the study of

drama allow them to fully develop the

necessary empathy (by putting themselves ―in

other people‘s shoes‖) to succeed in an

international environment and make an

effective contribution as truly global citizens.

Drama

When studying the IGCSE Music syllabus,

students will listen to, perform and compose

music, encouraging emotional development,

self-discipline and creativity. As a result, students

develop their appreciation and enjoyment of

music, an achievement that forms an ideal

foundation for future study and gives the

opportunity for life-long musical enjoyment.

Students study music of all styles; each style is

placed in its historical and cultural context, and

students are encouraged to be perceptive,

sensitive and critical when listening. The syllabus

concentrates on both Western Classical Music

and musical cultures from the world.

Year 10 Year 11

Students are required to study three areas of Music.

Listening - Where they develop an aural awareness

of music from the Baroque, Classical, Romantic and

20th Century styles of Music.. Identify and comment

on arrange of music from cultures in different

countries. Develop knowledge of one Western

Prescribed Work and one Prescribed Focus from a

non-Western culture.

Performing – develop technical competence on one

or more instruments. Demonstrate interpretative

understanding of the music performed.

Composition – display discrimination and

imagination in free composition. Use staff notation

and, if appropriate, other suitable systems.


Why Study Music?


Year 10 Year 11

Candidates are assessed in the areas of Listening,

Performance, and Composition by formal

examinations and classroom tests. Assessment in

Year 10 is school based and is to prepare the

students for formal CIE assessment in Year 11.

Students will sit CIE examinations in three

compulsory components:

Component 1 Listening Paper (40%)

Component 2 Performing (30%)

Component 3 Composing (30%)

Component 1 is externally assessed.

Components 2 and 3 are internally assessed and

externally moderated.

46



Today, music is a major industry with a wide

range of opportunities, employing an estimated

130,000 full-time in the UK alone. Students may

want to study music for the love of it, or to

pursue a career as a singer, instrumentalist, or

composer, but the possibilities don't stop there.

There are numerous career paths open, with a

range of jobs in teaching or music therapy,

production, promotion, management, as well as

performance.

Music

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

by providing students with an opportunity to take

part in a range of physical activities. By following

the course students will be able to develop

understanding of effective and safe physical

performance and to appreciate the necessity for

sound understanding of the principles, practices

and training that underpin improved

performance, better health and well-being.

Year 10 Year 11

Theory

UNIT 1. Factors Affecting Performance

UNIT 2. Health, Safety and Training

Practical

Students will take a look at Basketball, Swim-

ming, Personal Survival, Volleyball, Athletics, Life

Saving, Rounders, Badminton and Football.

Theory

UNIT 3. Reasons and opportunities for participation

in physical activity

Practical

Having chosen their four activities for assessment at

the end of Year 10, students will focus on these.



Why Study Physical Education (PE)?

Year 10 Year 11

Theory

End of Unit Tests

Begin coursework based on the four activities students

will chose for assessment in Year 11.

Practical

Continual assessment in all sports covered, this takes

the form of teacher, self and peer assessment. The

purpose of this is to enable the students to make an

informed decision on the four activities they choose for

assessment in Year 11, and to set specific achievable

targets for improvement in their four chosen sports.

Theory

End of Unit Tests

Completion of coursework which is based on the

four activities the students have chosen.

Completion of exam which covers two years of

theory work.

Practical

Continual assessment in the four chosen practical

activities. The assessment is based on the CIE

assessment guidelines for each activity. Students‘

performances are videotaped and are internally and

externally moderated.

Attendance of at least 3 additional sports clubs is a compulsory part of the course

48



Post IGCSE - Access onto a physical education A

-Level course

Post A-Level - Employment or Degree Study:

Sports Science, Sports Development, Sport and

Recreation Management, Physiotherapy

Post Degree - Sports Management, Professional

Coach, Physiotherapist, Sports Development,

Sports Psychologist, Personal Trainer, Dietician

or even a Physical Education Teacher

Physical Education

Add

itio

nal

In

form

atio

n

Personal, Social and Health Education (PSHE)

All students in Years 10 and 11 have one period of PSHE a week.

As part of this students explore issues such as:

Study Skills

Personal Development and Responsibility

Careers

Health

Economic well being

The areas of study are intended to further develop the students

understanding of themselves and of the world around them.

P SHE C areers

Careers Interview

As part of the programme to help students make decisions about

their future courses of study, the school offers all students in Year

9 and Year 11 careers interviews. These are intended to give

students valuable one to one time discussing their subject

choices at IGCSE or A Level. The interviews allow students to

discuss their ambitions, where they would like to go to university

and how to get there. For those students who are unsure as to

their future direction, it gives them a chance to talk through their

interests and what they enjoy.

The careers interviews are an important part of the process of

making option choices and so parents are always welcome to

attend. The involvement of parents in their son or daughter‘s

option choices means that all three parties – parents, students

and the staff of The ABC International School are united to find

the right path for each and every individual student.

50

Work Experience Work experience is an important part of the curriculum in Key Stage 4. After the

examinations in May and June, Year 11 students complete one week of work

experience with an employer that they have selected. The aim behind work

experience is to give students the opportunity to find out about the world of work.

It is an excellent way for students to explore an occupation that they aspire to, it

can also be a way to find out what they most definitely don‘t want to do in the

future. In addition to this it provides an opportunity to develop skills outside of the

classroom, and enhance future university and job applications

As part of the work experience programme, students complete a diary of their time

at work which includes a number of careers orientated tasks. This document, along

with their supervisors report is then submitted to the work experience coordinator.

At the awards ceremony at the end of the year, one student receives an award for

the best Work Experience Diary.

Overall, work experience is an extremely valuable part of a student‘s education and

it is one which is valued by prospective universities and employers.

51

Add

itio

nal

In

form

atio

n

I nternational Award

What is it?

The Award is known by different names in different countries and

indeed, around the world. In England it is named the Duke of

Edinburgh‘s Award. Whatever the name, the purpose is the same – to

develop, challenge and motivate young people everywhere to be the

best they can be and to achieve more, both for and by themselves, than

they ever thought possible. Over 6 million young people from over 120

countries have already undertaken the Award. It helps equip young

people with life skills to make a difference to themselves and for others.

It is a very prestigious Award and is held in very high esteem by

universities and colleges around the world and also by top international

employers.

What does it do?

Through a non-competitive scheme, participants are helped to plan

and develop their own programme of activities to develop mentally,

physically, emotionally and spiritually. The Award helps young people

become more motivated, disciplined and balanced and helps provide

important skills for use in later life. These include reliability,

independence, teamwork, responsibility, self-confidence and time

management.

52

How does it do it?

At each level of the Award, Bronze, Silver and Gold, students have to make a regular time

commitment to taking part in each of four specific areas – Service, Skills, Physical Recreation and

Adventurous Journey. Participants must spend a minimum of one hour a week working on each

area. The purpose of these sections is to challenge the individual personally and as a member

of the greater community, whether school, their neighbourhood and beyond.

Service – the aim is for students to give service to others, whether through community service

projects, conservation work, voluntary service or more specialised training.

Skills – the aim is to encourage the development of personal interests and practical skills. There

is an almost unlimited choice here, but the requirement is that the skill development is sustained

over a period of time.

Physical Recreation – aims to encourage participation and improvement of physical

performance. Participants should enjoy the experience, regardless of physical ability.

Adventurous Journey – aims to encourage a spirit of adventure and discovery. It provides a

unique, challenging and memorable experience whilst undertaking a journey in a group. Other

important skills such as First Aid, are taught as part of the training. Students will partake in a

residential trip to an area that is out of their comfort zone, to complete adventurous activities

and community services.

At Gold level, there is an additional requirement, a Residential Project, which aims to broaden

experiences by working with new people.

How long does it take?

The minimum time requirement for Bronze level is six months. For Silver, the minimum time

required is one year and for Gold, the minimum is eighteen months.

Who can do it?

The Award is open to all, regardless of background, physical fitness, ability or existing skill levels.

The only requirement is that participants must be aged between 14-25. However, although

everyone can do it, not everyone will, as it‘s a challenge and like all challenges, it can be tough.

If it was easy, it wouldn‘t be worth doing. What you do need is commitment and determination.

What do I get out of it?

Fun, enjoyment, new friends, new activities and new challenges! Confidence, self-esteem,

self-respect and the satisfaction of knowing you have challenged yourself and have done more

than you thought you could. It also shows that you can manage your time well and it will really

help you stand out from the crowd when you apply to universities or for jobs.

53

Add

itio

nal

In

form

atio

n

S ATs

The SAT Reasoning Test

The SAT is a prerequisite for all students applying to study at American Universities.

As part of the ECA programme students in Years 10 to 13 have the opportunity to

gain practical experience of all components of SAT 1.

The SAT consists of three sections and when students sit the exam it last for 3 hours

and 45 minutes.

Critical Reading Section – 70 minutes

The Critical Reading Section consists of 67 questions in three sections. There are

two 25 minute sections and one 20 minutes section.

These sections measure the students‘ ability to identify genre, relationships

among parts of a text, cause and effect, rhetorical devices and comparative ar-

guments.

Questions assess such reading skills as identifying main and supporting ideas,

determining the meaning of words, understanding authors‘ purposes, and un-

derstanding the structure and function of sentences.

Reading passages are taken from different fields, including Natural Sciences,

Humanities, Social Sciences and Literary Fiction.

Maths Section – 70 minutes

This consists of 54 questions in two 25-minute sections and one 20 minute sec-

tion. It includes topic such as numbers and operations; Algebra and functions;

Geometry and measurement; and data analysis, statistics and probability and it

paces emphasis on topics such as linear functions, manipulations with expo-

nents, and properties of tangent lines. Students are asked to apply concepts

they have learned to solve problems in flexible ways, often in real world applica-

tions.

Writing Section – 60 minutes

The writing section consists of one essay question (25 minutes) and 49 multiple

choice questions (2 parts totalling 35 minutes). It measures a student‘s mastery

of developing and expressing ideas effectively. The essay, which is always the

first question on the SAT, measures a student‘s skill in developing a point of

view on an issue. The multiple choice section assesses a student‘s ability to use

language in a clear, consistent manner an to improve a piece of writing through

revision and editing. Questions ask students to recognise sentence errors, to

choose the best version of a piece of writing and to improve paragraphs.

54

SATs Subject Tests

Depending upon the college that students wish to apply to they will have to sit SAT subject tests. Some colleges do

not require a subject test, however colleges such as Harvard requires three subject tests.

Tests are available in:

Literature German

US History German with Listening

World History Spanish

Math Level 1 Spanish with Listening

Math Level 2 Modern Hebrew

Biology/EM Italian

Chemistry Latin

Physics Chinese with Listening

French Japanese with Listening

French with Listening Korean with Listening

Choosing SAT Subjects

Many colleges use the SAT Subject Tests for admissions, for course placement, and to advise students about course

selection. Some colleges specify the SAT Subject Tests that they require for admission or placement, others allow

applicants to choose which tests to take.

Student should consider taking Subject Tests in subjects that they are interested in and have completed course work

for, particularly if students are thinking they might concentrate on in college. The best way to decide whether

students need to sit SAT Subject Tests and which ones to sit is by checking the individual college requirements.

Registering for SATs

To register for any SAT Exam it is quickest to do so online. Through this method students can choose their test date

and centre, getting immediate confirmation. This is something that students must do themselves and credit card

payment will be required.

When registering for the SAT students can also agree to becoming part of the student search service. By doing this,

students allow college board to send information to colleges, universities, scholarship programs and non profit edu-

cational opportunity organisation, giving them the opportunity to reach out to a potential new student.

Scoring

Once they have sat the SAT 1 or Subject Tests students will receive their scores in about 5 weeks. It is possible to

reset SATs as often as the student wishes and they can elect which colleges receive them. Most colleges and

universities consider a students best score when assessing applications.

SATs scores are reported on a scale from 200-800 with additional sub-scores reported for the essay (ranging from 2-

12) and for the multiple choice writing questions on a scale of 20-80. The scores achieved tell the admissions staff

how an individual student compares with other students who took the test. The average score is about 50 on the SAT

Critical Reading and 500 on SAT Mathematics.

SAT Subject Test scores are reported on a scale of 200-800.

55

Add

itio

nal

In

form

atio

n

S tudent Voice S

As students move into Years 10 to Year 13 there are an increasing

number of opportunities to take on leadership roles. The two main

areas where there are leadership opportunities are as part of the

student council and as either a House Captain or Vice House Captain.

The Student Council

All year groups in Senior School are represented on the Student Council

by two Representatives As part of the Student Council various positions

are available, they are:

President of the Student Council

Vice President

Secretary

Within these positions students get to help develop their ideas in

consultation with the other members of the council. They are also able

to improve on their organisation skills through putting on various

events, such as a school disco.

The House System

The school has four houses, the Hanoi Hornets, the Mekong Monsters,

the Dalat Dragons and the Saigon Serpents. Each of the houses has an

elected Captain and Vice Captain. Any member of the student body can

stand for election, although it is usually students in Key Stages 4 and 5

who secure these positions.

As a House Captain or Vice Captain, students develop both their

leadership and team working skills. The main focus of the work is on

fostering a team spirit and organising the House for whole-school

events such as Sports Day and Spirit Week as well as smaller events

throughout the year.

Involvement in both the Student Council and the House system offer

students the chance to develop their inter-personal and intra-personal

skills. Also, by taking up roles of responsibility within the school

community students are able to make stronger university applications.

56

MUN Model United Nations

Model United Nations (MUN) is part of The ABC International School‘s ECA programme.

It is a simulation in which students assume the roles of countries and organisation

represented in the United Nations in specific committees and debate about issues

concerning the world. Through the MUN ECA and it is intended that students can engage

in debate about world issues. Students from different schools and countries can share

their views of what they perceive to be the important issues of the day. The ultimate aim

of the MUN and the associated conferences is to promote awareness of international

relations and issues in young people; to inspire global mindedness and an understanding

of the problems of the world and how to combat them. The school runs a practice

internal conference in November as well as attending the SAIMUN conference in Ho Chi

Minh City and the UNIS MUN in Hanoi during March. This year we also intend to host

our first FOBISIA MUN conference in January, when approximately 170 pupils from other

FOBISIA schools will join us for a weekend of challenging and constructive debates.

The MUN can provide students with opportunities to improve their communication skills

and their ability to work with others to find solutions to important issues. Involvement in

MUN is something which is highly thought of by

admissions tutors because it develops many of the key

characteristics that they hold in high regard – leadership

and team working skills, an analytical approach to problem

solving and debating skills, as well as developing an

awareness and greater knowledge of world issues in a time of increasing

globalisation. Lastly, it is extremely enjoyable and rewarding!

57

Add

itio

nal

In

form

atio

n

S scholarship Grant

The ABC International School believes in promoting and

rewarding success. Consequently there are a number of

scholarships that students can apply for. There are up to three

awards made for tuition fee remission during Years 12 and 13, and

there is also a scholarship available for students who leave the

ABC International School to attend university after completing

their A Levels. The information below sets out the criteria for the

scholarships that we offer.

Sixth Form scholarships (for entry into the Sixth Form)

Three awards will be available to those students who get the best

grade totals at IGCSE in a minimum of at least eight subjects:

Award 1 (equivalent to 50% of the tuition fees in Years 12 & 13)

will afford the recipient full tuition fee remission during their

course of study in Year 13 at the school.

Award 2 (equivalent to 33.33% of the tuition fees in Years 12 &

13) will afford the recipient full tuition fee remission during the

final two terms of their Yr 13 study at the school.

Award 3 (equivalent to 16.66% of the tuition fees in Years 12 &

13) will afford the recipient full tuition fee remission during the

final term of their Yr 13 study at the school.

58

Conditions;

1. To qualify for an award a student must have studied at the ABC International School for the two

successive previous years, before entering the Sixth Form.

2. In the event of two or more students achieving the same points totals then the school reserves the

right to amalgamate and divide the awards in the manner that it considers to be most fair to the

families concerned.

3. Throughout their course of their Sixth Form study, the recipients of awards will be expected to

maintain a grade average that is equivalent to two A grades and two B grades in their chosen subjects.

In the event of a student‘s performance falling below this standard then the school reserves the right,

after due warning, to withhold the award.

4. The recipients of awards will be expected to be good ambassadors for the school and to uphold and

promote its‘ good name at all times. This may include being available for future public relations events

or activities. In the unlikely event of a recipient being involved in a serious breach of school rules or

any other act which brings the school into disrepute then the school reserves the right to withhold the

award.

5. The school retains the right to be the sole arbiter in judgments about the granting of any award and

expects all applicants to respect the confidentiality of such information. Any breach in confidentiality

may result in an award being withheld.

Sixth Form Graduation Grants for Travel and Equipment expenses at College or University

Two awards will be available to those students who get the best grade totals in the A2 pre-university

examinations and successfully gain entry to a leading university or college of their choice.

Award 1 which will repay to the student or their family the equivalent of US$5,000.00 upon the

submission of receipts for travel and/or purchases related to the recipients tertiary education during their

first year of study after leaving the ABCIS.

Award 2 which will repay to the student or their family the equivalent of US$3,000.00 upon the

submission of receipts for travel and/or purchases related to the recipients tertiary education during their

first year of study after leaving the ABCIS.

Conditions:

Conditions 1-5 as for the above awards.

The recipient is to be a full-time member of the existing Sixth Form and have gained a confirmed place

at a recognized and leading University or College.

Recipients will be expected to furnish the school with documentary evidence endorsed by their

personal tutor that evidences their continued application and attainment.

Recipients of these grants may only claim payment upon the submission of accredited receipts for

travel or purchases which are clearly linked to their further education

59

#2, 1E Street, Khu Dan Cu Trung Son

Binh Hung, Binh Chanh District

Ho Chi Minh City, Vietnam

Tel: (84) 8 5431 1833

Fax: (84) 8 5431 7214

Email: [email protected]

#4, 1E Street, Khu Dan Cu Trung Son

Binh Hung, Binh Chanh District

Ho Chi Minh City, Vietnam

Tel: (84) 8 5431 8050

Fax: (84) 8 5431 8051

Email: [email protected]

Saigon South Campus 1 Primary & Secondary (Year 3 – Year 13)

Saigon South Campus 2 Foundation Stage & Early Primary

Printed: August 2014

the ABC International School

Documents

SECONDARY SCHOOL IGCSE - The ABCIStheabcis.com/IGCSE Information Booklet 2014-15.pdfOPTION BOOKLET . SECONDARY SCHOOL . ... of Cambridge International Examinations Board ... In terms