The Cambridge IGCSE Art & Design syllabus aims to encourage a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. Learners 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 and tactile forms. They also learn how to develop ideas from initial attempts to final solutions. An ideal foundation for further study, Cambridge IGCSE Art & 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. 

The syllabus helps equip learners with lifelong skills including: 

• confidence and enthusiasm as they develop technical skills in two- and/or three-dimensional form and composition 
• the ability to identify and solve problems in visual and tactile forms 
• the ability to develop ideas from initial attempts to outcomes. 

Main aims of IGCSE Art and design 

The aims are to enable students to develop: 

• an ability to record from direct observation and personal experience 
• an ability to identify and solve problems in visual and/or other forms 
• creativity, visual awareness, critical and cultural understanding 

• an imaginative, creative and personal response 
• confidence, enthusiasm and a sense of achievement in the practice of art and design 
• growing independence in the refinement and development of ideas and personal outcomes 
• engagement and experimentation with a range of media, materials and techniques, including new media and technologies, where appropriate 
• experience of working in relevant frameworks and exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions 
• a working vocabulary relevant to the subject and an interest in, and a critical awareness of, other practitioners, environments and cultures 
• investigative, analytical, experimental, interpretative, practical, technical and expressive skills which aid effective and independent learning. 

Main objectives of IGCSE Art and Design 

• Record ideas, observations and insights relevant to intentions as work progresses 
• Explore and select appropriate resources, media, materials, techniques and processes 
• Develop ideas through investigation, demonstrating critical understanding 
• Present a personal and coherent response that realises intentions and demonstrates an understanding of visual language 

IGCSE Computer Science course allows students to gain a better understanding of the fundamentals of computer-assisted problem solving. They can use their knowledge of algorithms and a high-level programming language to create computer-based solutions to problems. Learners gain a variety of technical abilities, as well as the ability to test and evaluate computing solutions efficiently. 

Main aims of IGCSE Computer Science: 

• computational thinking, that is to say thinking about what can be computed and how, and includes consideration of the data required, 
• understanding of the main principles of solving problems by using computers, 
• understanding that every computer system is made up of sub-systems, which in turn consist of further sub-systems, 
• understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people, 
• skills necessary to apply understanding to solve computer-based problems using a high-level programming language. 

Main Objectives of IGCSE Computer Science 

• Recall, select and communicate knowledge and understanding of computer technology. 
• Apply knowledge, understanding and skills to solve computing or programming problems. 
• Analyse, evaluate, make reasoned judgements and present conclusions. 

Cambridge IGCSE DT provides opportunities for learners to recall, select and communicate knowledge and demonstrate understanding in design & technology, including its wider effects. Learners will apply knowledge, understanding and skills in a variety of contexts and in designing and making products. Learners will analyse and evaluate products, including their design and production. (Cambridge, IGCSE Syllabus) 

Main aims of IGCSE Design and Technology 

• develop creative thinking in areas relevant to design and technology 
• apply problem-solving skills to practical and technological problems 
• develop the communication skills central to design, realisation and evaluation 
• gain knowledge and understanding of design and technology 
• develop skills in research and investigation 
• design and make products, taking into consideration sustainability and the wider impact on society 
• develop the ability to make aesthetic, economic, ethical and technical value judgements. 

Main Objectives of IGCSE Design and Technology 

Learners develop an understanding and enjoyment of design and technology through practical and theoretical study. Students will study:  

• How to observe a need or requirement to develop a design brief and specification. 
• How to identify and research existing products to generate possible ideas. 
• How to select and organise the final design. 
• How to implement and realise the final product. 
• How to apply testing and evaluating the product. 
• How to develop the skills that designers use within the context of their design activities in the design studio. 
• How to develop an awareness of the importance of communication and modelling techniques concerned with promotion and illustration of ideas and their interrelationship with all stages in commercial manufacture and promotion. 

Cambridge IGCSE Drama provides opportunities for learners to develop practical skills in performance, both as an individual and within a group. Learners will understand the artistic choices made by actors, directors and designers in presenting performances for an audience. They will also learn about theatrical styles and genres. Learners will explore how to develop their own ideas in creating original drama. (Cambridge, IGCSE Syllabus)  

Main aims of IGCSE Drama 

The aims are to enable students to develop: 

• an interest in and enjoyment of drama and theatre 
• an understanding of the dramatic process of moving from script to performance 
• skills in devising original drama 
• practical performance skills as individuals and within a group 
• an understanding of, and engagement with, the role of actor, director and designer in creating a piece of drama 
• an understanding of how performers communicate with an audience. 

Main Objectives of IGCSE Drama 

Learners develop an understanding and enjoyment of drama through practical and theoretical study. Students will study: 

• the elements of practical drama 
• how to work with extracts from published plays as an actor, director and designer 
• how to devise, develop and structure their own original dramatic material from stimuli such as short titles, poems, pictures, songs, historical events and stories 
• how to evaluate their contribution to the devising process and the success of the final piece 
• how to use staging and design as part of a dramatic performance 
• individual and group performance skills and how they are applied to create character and communicate meaning to an audience. 

Content overview:

1. The basic economic problem -The first section of the syllabus introduces the fundamental ideas and concepts that underpin the study of economics including the basic economic problem, factors of production, opportunity cost and production possibility curves.
2. The allocation of resources- The fundamental principles of resource allocation are considered through the price mechanism in a market economy. The market forces of demand and supply, market equilibrium and disequilibrium, and elasticity form the core of this section. 
3. Microeconomic decision makers -The microeconomy is an important area of study, and the approach to learning taken here is through the role of the major decision makers: banks, households, workers, trade unions and firms. 
4. Government and the macroeconomy -Governments have different macroeconomic aims, and conflicts often arise between the choice of measures used to achieve them. Variables must be measured to consider the causes and consequences of change, and appropriate policies applied.
5. Economic development- As an economy develops there will be changes in population, living standards, poverty and income redistribution. Therefore, the effects of changes in the size and structure of population and of other influences on development in a variety of countries are explored. 
6. International trade and globalisation -The importance of trade between countries and the growth of globalisation is explored. Principles such as specialisation, the role of free trade, the role of multinational companies, foreign exchange rates and balance of payments stability are considered.

An introduction to the subject/s on offer in this group.

Main aims of CAIE Economics course:

The aims are to enable students to: 

• know and understand economic terminology, concepts and theories 
• use basic economic numeracy and interpret economic data 
• use the tools of economic analysis 
• express economic ideas logically and clearly in a written form 
• apply economic understanding to current economic issues.

Main objectives of CAIE Economics course: 

Students should be able to demonstrate the following skills:

1.Knowledge and understanding- Candidates should be able to: 

• show knowledge and understanding of economic definitions, formulas, concepts and theories 
• use economic terminology. 

2.Analysis -Candidates should be able to: 

• select, organise and interpret data 
• use economic information and data to recognise patterns and to deduce relationships 
• apply economic analysis to written, numerical, diagrammatic and graphical data 
• analyse economic issues and situations, identifying and developing links.

3.Evaluation -Candidates should be able to: 

• evaluate economic information and data 
• distinguish between economic analysis and unreasoned statements 
• recognise the uncertainties of the outcomes of economic decisions and events 
• communicate economic thinking in a logical manner.

Structure of the course

Teachers and students are encouraged to focus learning of the following subject content around real, relevant and up-to-date economic events that affect the whole world and students’ own countries. Such events might include but are certainly not limited to: (a) how large immigration movements may impact on economic growth/living standards in countries affected (b) the impact that changes in oil prices and the effect that drilling/fracking may have on world trade (c) the impact that a significant recession in one country may have on its trading partners (d) how changes in corporation tax between countries may impact on where multinational companies (MNCs) locate their head office.

The syllabus is designed to teach learners about sustainable development in a world where the security of resources and life-sustaining systems is endangered by human impact. It draws upon disciplines such as biology, Earth science, geography and economics.

Learners gain an understanding of the Earth’s natural systems and how people use natural resources; they then investigate the impact of human development on the environment and learn how the environment can be managed sustainably in the future, from a local as well as a global perspective.

Environmental Management is concerned not only with the impact of humans on the planet but also with the patterns of human behaviour necessary to preserve and manage the environment in a self-sustaining way. Environmental Management recognises that human behaviour towards the environment is guided by the survival needs, perceptions and values of people. Underlying the syllabus there is a recognition that cultural, social and political attitudes directly influence the economy of nature. A core principle of the syllabus is that sustainability will only be achieved by changes in the ways in which people think and make decisions.

A course in Environmental Management therefore calls upon learners to be participants in defining the future of their world.

Main aims of IGCSE Environmental Management:

The aims are to enable students to acquire:

• knowledge of natural systems which make life possible on Earth
• an understanding that humans are part of these systems and depend on them
• an appreciation of the diverse influences of human activity on natural systems
• an awareness of the need to manage natural systems
• an understanding of sustainable development to meet the needs of the present, without compromising the ability of future generations to meet their own needs
• a sense of responsibility and concern for the welfare of the environment and all organisms
• an awareness of their own values concerning environmental issues
• an awareness of the values of others
• a willingness to review their own attitudes in the light of new knowledge and experiences
• a sound basis for further study, personal development and participation in local and global environmental concerns.

Main Objectives of IGCSE Environmental Management:

The assessment objectives (AOs) are:

AO1 Knowledge with understanding

Candidates should be able to demonstrate knowledge and understanding, in familiar and unfamiliar contexts, of:

• phenomena, facts, definitions, concepts and theories
• vocabulary, terminology and conventions
• technological applications with their social, economic and environmental implications

AO2 Information handling and analysis

Candidates should be able, in words or using other forms of presentation (e.g. graphical or numerical), in familiar

and unfamiliar contexts, to:

• locate, select, organise and present information from a variety of sources
• translate information and evidence from one form to another
• manipulate numerical data
• interpret and evaluate data, report trends and draw inferences.

AO3 Investigating skills and making judgements

Candidates should be able, in familiar and unfamiliar contexts, to:

• plan investigations
• identify limitations of methods and suggest possible improvements
• present reasoned explanations for phenomena, patterns and relationships
• make reasoned judgements and reach conclusions based on qualitative and quantitative information.

Syllabus component

The syllabus is divided into nine topics which have been designed to develop an understanding of both the natural  and the human environment:

1. Rocks and minerals and their exploitation
2. Energy and the environment
3. Agriculture and the environment
4. Water and its management
5. Oceans and fisheries
6. Managing natural hazards
7. The atmosphere and human activities
8. Human population
9. Natural ecosystems and human activities.

This course is on core-level only, and no extended options are available. Students have access to an online textbook via Kognity, as well as several different reference books and revision guides that are accessible in the school library. 

Cambridge IGCSE Geography  enables candidates to  develop lifelong skills, including: 

• an understanding of the processes which affect physical and human environments 
• an understanding of location on a local, regional and global scale 
• the ability to use and understand geographical data and information 
• an understanding of how communities around the world are affected and constrained by different environments. 

The whole Geography curriculum balance a thorough knowledge and understanding of a subject and help to develop the skills learners need for their next steps in education or employment. 

Aims of the subject

The aims describe the purposes of a course based on this syllabus. The aims are to enable students to: 

• an understanding of location on a local, regional and global scale 
• an awareness of the characteristics, distribution and processes affecting contrasting physical and human environments 
• an understanding of the ways in which people interact with each other and with their environment 
• an awareness of the contrasting opportunities and constraints presented by different environments 
• an appreciation of and concern for the environment 
• an appreciation of the earth including its people, places, landscapes, natural processes and phenomena. 

Objectives of the subject

The assessment objectives (AOs) are: 

AO1 Knowledge with understanding 

Candidates should be able to demonstrate knowledge and understanding of: 

• the wide range of processes, including human actions, contributing to the development of (a) physical, economic and social environments and their effects on the landscape
  (b) spatial patterns and interactions which are important within these environments 
• the relationships between human activity and the environment 
• the importance of scale (whether local, regional or global) 
• the changes which occur through time in places, landscapes and spatial distribution. 

AO2 Skills and analysis 

Candidates should be able to: 

• interpret and analyse geographical data 
• use and apply geographical knowledge and understanding to maps and in numerical, diagrammatic, pictorial, photographic and graphical form 
• use geographical data to recognise patterns in such data and to deduce relationships 
• select and show understanding of techniques for observing and collecting data 
• select and use techniques for organising and presenting data. 

AO3 Judgement and decision-making 

Through their geographical training, candidates should be able to: 

• reason and make judgements and decisions, including evaluation and conclusions, which demonstrate, where appropriate 

1. an appreciation of the attitudes, values and beliefs of others in issues which have a geographical dimension 
2. an awareness of the contrasting opportunities and constraints of people living in different places and under different physical and human conditions 
3. a willingness to review their own attitudes in the light of the views of others and new knowledge acquired 

• make judgements and decisions and recognise how these are made within a geographical context as affected and constrained by 

1. the physical and human contexts in which decisions are made
2. the values and perceptions of differing groups or individuals
3. the choices available to decision-makers
4. the increasing level of global interdependence and the need for sustainable development. 

Topics taught in Year 10 to 11

The syllabus is divided into three themes: 

Theme 1: Population and settlement 

Theme 2: The natural environment 

Theme 3: Economic development. 

The themes are designed to develop an understanding of natural and human environments. 

All candidates take three papers. All candidates take Paper 1 and Paper 2, and either Component 3 or Paper 4.

The subject offers the opportunity to study world history from the nineteenth century to the beginning of the twenty-first century. We wish to highlight that we offer the 20th century option to our students. It encourages learners to raise questions and to develop and deploy historical skills, knowledge and understanding in order to provide historical explanations. Learners will explore history from a diversity of perspectives, including social, economical, cultural and political, and are given the opportunity to: 

• develop an interest in and enthusiasm for learning about and understanding the past 
• explore historical concepts such as cause and consequence, change and continuity, and similarity and difference
•  appreciate historical evidence and how to use it
•  gain a greater understanding of international issues and inter-relationships 
• learn how to present clear, logical arguments. The programmes balance a thorough knowledge and understanding of a subject and help to develop the skills learners need for their next steps in education or employment. The approach encourages learners to be: confident, responsible, reflective, innovative and engaged.

Aims of the subject

The aims describe the purposes of a course based on this syllabus. The aims are to: 

• stimulate an interest in and enthusiasm for learning about the past 
• promote the acquisition of knowledge and understanding of individuals, people and societies in the past 
• ensure that learners’ knowledge is rooted in an understanding of the nature and use of historical evidence 
• promote an understanding of key historical concepts: cause and consequence, change and continuity, and similarity and difference 
• provide a sound basis for further study and the pursuit of personal interest 
• encourage international understanding 
• encourage the development of historical skills, including investigation, analysis, evaluation and communication skills.

Objectives of the subject

Assessment objectives The assessment objectives (AOs) are:

 AO1 An ability to recall, select, organise and deploy knowledge of the syllabus content.

 AO2 An ability to construct historical explanations using an understanding of:

• cause and consequence, change and continuity, similarity and difference 
• the motives, emotions, intentions and beliefs of people in the past.

 AO3 An ability to understand, interpret, evaluate and use a range of sources as evidence, in their historical context.

Topics taught in Year 10 to 11

Option B The twentieth century:
International relations since 1919 The content focuses on the following Key Questions:

• Were the peace treaties of 1919–23 fair? 
• To what extent was the League of Nations a success? 
• Why had international peace collapsed by 1939? 
• Who was to blame for the Cold War? 
• How effectively did the United States contain the spread of Communism? 
• How secure was the USSR’s control over Eastern Europe, 1948–c.1989?
• Why did events in the Gulf matter, c.1970–2000?

In addition, out of the Depth Studies that we have as options in the syllabus. The History department offers the following depth study:

• Germany, 1918-1945

IGCSE ICT provides students with the ability to use a broad range of ICT skills and encourages knowledge and understanding of the development of ICT systems, networks, and their safe use. It allows students to gain a better understanding of the rapid change of ICT in a technology-based world and the impact ICT has on the world. Learners also gain the ability to gather, process and manipulate data and the skills that learners in a modern ICT based world need to have.  

Main aims of IGCSE ICT: 

• Understanding of the basic components, use and application of different ICT systems and networks. 
• Develop the skills to analyse, design, implement, test and evaluate ICT systems. 
• Develop the skills to understand the impact of current and new technologies on methods of working in the outside world. 
• Ability to recognise potential risks when using ICT, and use safe, secure and responsible practice. 

Main Objectives of IGCSE ICT 

• Recall, select and communicate knowledge and understanding of ICT. 
• Apply knowledge, understanding and skills to produce ICT-based solutions 

• Analyse, evaluate, make reasoned judgements and present conclusions. 

First Language English

The Cambridge IGCSE syllabus for English First Language is a two- year programme. The aims and objectives are the same for both years as specified in the syllabus provided by the University of Cambridge International Examination Syndicate. The course aims to enable students to communicate accurately, appropriately and effectively in speech and writing, to understand and respond appropriately to what they hear, read and experience. It also encourages students to enjoy and appreciate variety of language and complement students’ other areas of study by developing skills of a more general application. The course also promotes students’ personal development and an understanding of themselves and others.  At the end of the two-year course, students are assessed through a Reading passages paper and a Directed writing and composition paper.

World Literature- English

Cambridge IGCSE World Literature encourages learners to explore literature from different countries and cultures. Through study of great novelists, poets and dramatists from around the world, learners acquire lifelong skills in interpreting and evaluating texts. They learn how to develop and communicate an informed personal response to literature. The syllabus has been designed to be flexible: The students will study texts such as The Bonesetter’s daughter by Amy Tan as well as The sound of waves by Yukio Mishima among many other texts. The aims of the syllabus are to develop learners’ ability to enjoy, understand and respond to literature written in English or in English translation from different countries and cultures.

First Language French 

Cambridge First Language French offers candidates the opportunity to respond knowledgeably to a range of reading texts during the course as a whole. Candidates will use some of these texts to inform and inspire their own writing and write in a range of text types for different purposes and audiences. The reading texts cover a range of genres and types, including fiction and non-fiction, and may also include other forms of writing, such as plays, essays, reviews and articles. Candidates are encouraged to become appreciative and critical readers and writers of French. At the end of the two-year course, students are assessed through Paper 1 (Reading and Directed Writing) and Paper 2 (Writing).

Cambridge IGCSE Mathematics supports learners in building competency, confidence, and fluency in their use of techniques and mathematical understanding. This course helps learners to develop a feel for quantity, patterns, and relationships. Learners will develop their reasoning, problem-solving and analytical skills in a variety of abstract and real-life contexts. Cambridge IGCSE Mathematics provides a strong foundation of mathematical knowledge both for candidates studying mathematics at a higher level and those who will require mathematics to support skills in other subjects. The course is tiered to allow all candidates to achieve and progress in their mathematical studies.

Main aims of IGCSE Mathematics

• The aims are to enable students to: • develop an understanding of mathematical principles, concepts and methods in a way which encourages confidence, provides satisfaction and enjoyment, and develops a positive attitude towards mathematics 

• develop a feel for number and understand the significance of the results obtained

•  apply mathematics in everyday situations and develop an understanding of the part that mathematics plays in learners’ own lives and the world around them 

• analyse and solve problems, present the solutions clearly, and check and interpret the results

• recognise when and how a situation may be represented mathematically, identify and interpret relevant factors, select an appropriate mathematical method to solve the problem, and evaluate the method used 

• use mathematics as a means of communication with emphasis on the use of clear expression and structured argument 

• develop an ability to apply mathematics in other subjects, particularly science and technology 

• develop the ability to reason logically, make deductions and inferences, and draw conclusions 

• appreciate patterns and relationships in mathematics and make generalisations

• appreciate the interdependence of different areas of mathematics 
• acquire a foundation for further study of mathematics or for other disciplines.

Main Objectives of IGCSE Maths

The assessment objectives (AOs) are: AO1 Demonstrate knowledge and understanding of mathematical techniques Candidates should be able to recall and apply mathematical knowledge, terminology and definitions to carry out routine procedures or straightforward tasks requiring single or multi-step solutions in mathematical or everyday situations including: 

• organising, processing and presenting information accurately in written, tabular, graphical and diagrammatic forms 
• using and interpreting mathematical notation correctly 
• performing calculations and procedures by suitable methods, including using a calculator 
• understanding systems of measurement in everyday use and making use of these 
• estimating, approximating and working to degrees of accuracy appropriate to the context and converting between equivalent numerical forms 
• using geometrical instruments to measure and to draw to an acceptable degree of accuracy
• recognising and using spatial relationships in two and three dimensions. AO2 Reason, interpret and communicate mathematically when solving problems Candidates should be able to analyse a problem, select a suitable strategy and apply appropriate techniques to obtain its solution, including: • making logical deductions, making inferences and drawing conclusions from given mathematical data • recognising patterns and structures in a variety of situations, and forming generalisations
• presenting arguments and chains of reasoning in a logical and structured way 
• interpreting and communicating information accurately and changing from one form of presentation to another 
• assessing the validity of an argument and critically evaluating a given way of presenting information
• solving unstructured problems by putting them into a structured form involving a series of processes 
• applying combinations of mathematical skills and techniques using connections between different areas of mathematics in problem solving 
• interpreting results in the context of a given problem and evaluating the methods used and solutions obtained.

What it looks like in practice?

Depending on their level, students will be either doing Mathematics core or extended.  The maximum grade a student can get at Core level is a C grade.  Extended students sit papers 2 and 4 and Core students sit papers 1 and 3.  Papers 1 and 2 consists of short answer questions while papers 3 and 4 consist of extended questions.  The students will be studying the following units:  Numbers, Algebra, Graphs, Coordinate Geometry, Geometry, Mensuration, Trigonometry, Vectors and transformation, Probability and Statistics.  Students use an online platform called Kognity to study Mathematics.  Work is submitted online most of the time and tests are done under examination conditions in the classroom.

The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of Physical Education. It is also designed to foster enjoyment in physical activity. The knowledge gained should enable candidates to develop an understanding of effective and safe physical performance.

Candidates will study all of the following topics:

1. Anatomy and physiology
2. Health, fitness and training
3. Skill acquisition and psychology
4. Social, cultural and ethical influences

Candidates will also undertake four different physical activities chosen from at least two of the seven categories listed. Physical activities make a significant contribution to syllabus aims and objectives, serving as a source of material to facilitate learning.

Main aims of IGCSE Physical Education:

• The aims describe the purposes of a course based on this syllabus. The aims are to enable candidates to:
• develop their knowledge and understanding of the theory underpinning physical performance in a modern world
• use and apply this knowledge and understanding to improve their performance
• perform in a range of physical activities, developing skills and techniques, and selecting and using tactics, strategies and/or compositional ideas
• understand and appreciate safe practice in physical activity and sport
• understand and appreciate the benefit of physical activity and sport for health, fitness and well-being
• gain a sound basis for further study in the field of Physical Education.

Main objectives of IGCSE Physical Education:

• Demonstrate knowledge and understanding of the theoretical principles that underpin performance in physical activity / sport 
• Apply knowledge and understanding of the theoretical principles to a variety of physical activities / sports, including the analysis and evaluation of performance 
• Demonstrate the ability to select and perform appropriate skills to produce effective performance in practical activities