Pre-Sixth Form - Year 11 (Grade 10) Subject Guide for 2024-2025

PRE-SIXTH FORM YEAR 11 (GRADE 10)

SUBJECT GUIDE 2024 - 2025

INTRODUCTION

Your future starts here!

Welcome to the Year 11 (Grade 10) Upper Secondary subject guide! This is an exciting milestone in your educational development as you move to Reigate Grammar School Vietnam. A time you begin to think about what you want from your future and what subjects you need to study to help you on your journey.

Moving to a new school is a big transition. At RGSV, there is an ever increasing expectation from teachers of a more mature approach to study and a more organised and independent attitude to learning. That is why it’s vital to begin this stage of education with a good understanding of what makes a successful RGSV Upper Secondary student. Our expectations are high but we believe that you can and will reach and exceed your potential with the right support, attitude and work ethic.

This Booklet is your guide to information about your Pre-Sixth Form subjects, including Cambridge IGCSEs. Here you will find information about all the Year 11 Pre-Sixth Form subjects which can be studied at RGSV, as well as get a flavour of the full breadth of the curriculum for you.

Mr Patrick Glennon Acting Headmaster

OUR PROGRAMME

Reigate Grammar School Vietnam’s one-year programme for Year 11 (Grade 10) starters gives students excellent breadth and challenge as a first-rate preparation for their post-16 studies with us by combining some external IGCSE-inspired syllabi with the skills and knowledge needed for an international education environment.

Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds. Developed over 25 years ago, it is tried, tested and trusted by schools worldwide. IGCSEs are usually accepted as an entrance standard to many High schools o ering IB Diploma Programmes (DP), A- levels, or Advanced Placement (AP) and they are recognised by leading universities and employers worldwide and is an international passport to progression and success.

All students will take the following:

• IGCSE-inspired English (First Language) or English as an Additional Language

• IGCSE Mathematics (with some students taking IGCSE Additional Mathematics)

• Science - Chemistry & Physics

• Humanities - Business

• Physical Education

• Another language: Vietnamese Language & Literature for students with Vietnamese nationality, Korean Language & Literature or IGCSE French (Foreign Language)

• Electives / Extracurricular activities

For optional subjects, you must choose one of the following options below:

• Computing

• Art

• Music

• Additional English as a Second Language

RGSV’s compulsory IGCSE-inspired & school-based subjects (English as a First/Additional Language, Mathematics, Science, Humanities, Additional Language, PE, plus their Option choice) ensure that upon completion of these examinations and the IB Diploma/A-Level examinations, our students exceed minimum subject requirements for most universities around the world. To that end, we recommend that students choose subjects they enjoy. If they enjoy the subject they will work hard, if they work hard they will do well.

Please be advised, however, that universities in the United States of America have additional subject requirements. If you are considering applying to universities in America, you are strongly advised to choose at least one of the following subjects from Humanities and Arts.

Arts: Art or Music

IGCSE / Pre-Sixth Form Diploma

Progression in Secondary School:

Over the Year 11 Pre-Sixth form course, students may prepare for the International General Certificate of School Education (IGCSE) in a number of subjects. This externally-set and assessed qualification is an essential requirement for all students in such a school system; the quality of grades achieved will determine the individual’s options for subsequent study, and may inform students about their own potential, strengths and preferences. Our Year 10 and 11 (Grade 9 and 10) programmes are specifically designed to prepare students for our IB Diploma & A-Level Programmes in Year 12 (Grade 11).

Attendance:

Attendance must be a priority for Year 10 & 11 (Grade 9 & 10) students throughout the years of their Pre-Sixth Form and IGCSE courses. They are constantly involved in preparing for and completing internal controlled assessments. They are also involved in essential practical work in some subjects which cannot be recuperated if a lesson is missed, during both on Campus and online instruction .

Studying within a small class is an invaluable advantage for any student; we have also been able to o er certain options, and the number of subjects available will naturally increase as the Secondary School expands. Some of our Year 10 and 11 (Grade 9 and 10) students may also enjoy an hour of supervised Independent Study Time, when they have an opportunity to study quietly.

Curriculum:

RGSV IGCSE and Pre-Sixth Form programmes are specifically designed to prepare students for our IB Diploma & A-Level Programmes in Years 12 and 13 (Grades 11 and 12). The majority of our students will be studying for IGCSE awards. Specific details of each course vary for each subject: as new initiatives are introduced, changes arise which impact the structure of a particular syllabus. This Pre-Sixth Form subject guide incorporating each subject shows the combined weighting of internal controlled assessments and external examinations, along with any other relevant details regarding assessment.

Resources for IGCSE/Pre-Sixth Form: Most subjects follow a core course textbook, published by the examination board. Many will use Google classroom. In addition, students will study texts, including novels and play scripts; they will complete research assignments using the Internet; they may also be required to complete practical projects as part of their course, such as 3-dimensional models, or keeping a sketchbook for Art. We expect each student to have all items on the Yr. 10-11 (G9-10) Stationery List such as: pens, pencils, ruler, eraser for every class, a scientific calculator, mathematical equipment (compasses, protractor, etc.) for use at home and school.

Homework: At this level, students are expected to demonstrate a mature and responsible attitude to homework. Many tasks may require several days’ preparation, whether it is a research assignment or an essay, or preparation for assessed coursework (see below). Deadlines are given and must be observed. Homework tasks are posted on the Managebac learning platform and should follow the Homework schedule. Catch-up work for students who are absent can be requested for an absence of 3 days or more, and will be given at the teacher’s discretion. Although some absences are unavoidable, we strongly discourage unnecessary absenteeism, since students soon discover that participation in the lesson is an essential part of e ective learning.

Assessment: Assessment is generally based on a combination of grades received for assessed coursework, in some subjects, and terminal external examination, in all subjects. Marked coursework Assessment is the replacement for traditional coursework; the main di erence is that students may produce their work in school, under direct supervision, within a specified amount of time. The examination board provides specific guidelines for setting the task, how it should be completed, resources available, and the marking criteria. Details for each subject vary, and can be found in the specific subject leaflets. Summative assessment grades should appear in the subject’s gradebook on the Managebac learning platform. Students are expected to make adequate progress; and letters of excelling and underachieving are sent by the Head of Secondary after each reporting session. Underachievement may result in the withdrawal of school funding.

for 2024-2025 cohort

Mathematics

Sciences

Humanities

Languages

Creative & Professional

Physical Education

IGCSE Mathematics (compulsory)

IGCSE Additional Mathematics

Chemistry (compulsory)

Physics (compulsory)

Business Studies

IGCSE-inspired English First Language (compulsory for some)

English as an Additional Language (compulsory for some)

Vietnamese First Language (compulsory if Vietnamese)

Korean First Language

IGCSE French Foreign Language

Visual Art

Music

Computing

Physical & Health Education (compulsory)

What follows are the details of what each subject will cover over the one-year course. English, Maths, Combined Science, Humanities and a language are compulsory, leaving a choice for the Creative & Professional option subject. Students will also have PE as a compulsory subject but this is not an IGCSE subject.

Mathematics

Course Details: Mathematics

Cambridge IGCSE 0580 (Compulsory)

“To me, the Maths course is quite fun and relieving because most of the information in the course is [what] I've known before.”

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.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-0580/

Aims

The aims describe the purposes of a course based on this syllabus. 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 di erent areas of mathematics

• acquire a foundation for further study of mathematics or for other disciplines.

Content overview

The course is tiered to enable e ective di erentiation for learners. The Core content is intended for learners targeting grades G–C, and the Extended content is intended for learners targeting grades D–A*. All of the Core content is in the Extended content.

The subject content is organised by topic: number, algebra, shape and space, and probability and statistics. The content is not presented in a teaching order.

This content structure and the use of tiering allows flexibility for teachers to plan delivery appropriately for their learners.

Learners should be able to both use techniques listed in the content and apply them to solve problems.

Calculators are allowed throughout the assessment. Learners should know when and how to use their calculator, how to check their answers and how to apply rounding appropriately when solving a problem.

Learners should be able to show their working and be able to communicate mathematically, using appropriate notation and structure to communicate their reasoning within a problem.

Passing the entrance test.

This course is compulsory for students who have not yet written their 0580 exams.

Additional Mathematics

Course Details: Additional Mathematics Cambridge IGCSE 0606

Students who have completed the 0580 Mathematics exams or equivalent course with a minimum score of an A.

Students who are interested in taking Higher Level / Further mathematics in Years 12 and 13 (Grades 11 and 12). This course is very challenging and is an excellent preview to Higher Level / Further mathematics.

Cambridge IGCSE Additional 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 contexts.

Cambridge IGCSE Additional 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. It is designed to stretch the most able candidates and provides a smooth transition to further studies.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-additional-0606/

Aims

The aims describe the purposes of a course based on this syllabus. They are not listed in order of priority. The aims are to:

• consolidate and extend their mathematical skills, and use these in the context of more advanced techniques

• further develop their knowledge of mathematical concepts and principles, and use this knowledge for problem solving

• appreciate the interconnectedness of mathematical knowledge

• acquire a suitable foundation in mathematics for further study in the subject or in mathematics-related subjects

• devise mathematical arguments and use and present them precisely and logically

• integrate information technology (IT) to enhance the mathematical experience

“It is challenging. But, [it’s] good that it will prepare us for DP next year.”

• develop the confidence to apply their mathematical skills and knowledge in appropriate situations

• develop creativity and perseverance in the approach to problem solving

• derive enjoyment and satisfaction from engaging in mathematical pursuits, and gain an appreciation of the elegance and usefulness of mathematics

• provide foundation for AS Level/Higher study.

Content overview

All candidates will study the following topics:

1. Functions

2. Quadratic functions

3. Equations, inequalities and graphs

4. Indices and surds

5. Factors of polynomials

6. Simultaneous equations

7. Logarithmic and exponential functions

8. Straight line graphs

9. Circular measure

10. Trigonometry

11. Permutations and combinations

12. Series

13. Vectors in two dimensions

14. Di erentiation and integration

The content of Cambridge IGCSE Mathematics is assumed as prerequisite knowledge for this qualification.

Chemistry and Physics: Bespoke Courses

Passing the entrance test.

Aims

These courses are compulsory at RGSV. “I think it’s good and helpful for us to review topics in preparation for the A-level programme.”

The aims of the Chemistry and Physics bespoke courses are to:

• provide an enjoyable and worthwhile educational experience for all learners, whether or not they go on to study science beyond this level

• enable learners to acquire su cient knowledge and understanding to:

• become confident citizens in a technological world and develop an informed interest in scientific matters

• be suitably prepared for further studies in Chemistry and Physics

• allow learners to recognise that science is evidence-based and understand the usefulness, and the limitations, of scientific method

• develop skills that:

• are relevant to the study and practice of science

• are useful in everyday life

• encourage a systematic approach to problem-solving

• encourage e cient and safe practice

• encourage e ective communication through the language of science

• develop attitudes relevant to science such as:

• concern for accuracy and precision

• objectivity

• integrity

• enquiry

• initiative

• inventiveness

• enable learners to appreciate that:

• science is subject to social, economic, technological, ethical and cultural influences and limitations

• the applications of science may be both beneficial and detrimental to the individual, the community and the environment

Content Overview

The subject content is divided into two sections:

Content overview

Chemistry

C1 States of matter

C2 Atoms, elements and compounds

C3 Stoichiometry

C4 Electrochemistry

C5 Chemical energetics

C6 Chemical reactions

C7 Acids, bases and salts

C8 The Periodic Table

C9 Metals

C10 Chemistry of the environment

C11 Organic chemistry

C12 Experimental techniques and chemical analysis

Physics

P1 Motion, forces and energy

P2 Thermal physics

P3 Waves

P4 Electricity and magnetism

P5 Nuclear physics

P6 Space physics

Business Studies

Students should have a good grasp of the English language, both in reading and writing.

Everybody who is interested in what is happening around them since Business is everywhere and touches everything

Students will read articles, listen to podcasts and view other sources related to current events that a ect Businesses and the Business environment

Business Studies is accepted by universities and employers as proof of an understanding of business concepts and techniques across a range of di erent types of businesses.

Learners will be able to:

• understand di erent forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance

• appreciate the role of people in business success

They will also gain lifelong skills, including:

• the ability to calculate and interpret business data

• communication skills needed to support arguments with reasons

• the ability to analyse business situations and reach decisions or judgements

Aims

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

• apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts

• make e ective use of relevant terminology, concepts and methods, and recognise the strengths and limitations of the ideas used in business

• distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements

• appreciate the perspectives of a range of stakeholders in relation to the business environment, individuals, society, government and enterprise

• develop knowledge and understanding of the major groups and organisations within and outside business, and consider ways in which they are able to influence objectives, decisions and activities

• develop knowledge and understanding of how the main types of businesses are organised, financed and operated, and how their relations with other organisations, consumers, employees, owners and society are regulated

• develop skills of numeracy, literacy, enquiry, selection and use of relevant sources of information, presentation and interpretation

• develop an awareness of the nature and significance of innovation and change within the context of business activities

• acquire a foundation for further study of business or other subjects

Content overview

‘I can no longer walk into a supermarket or convenience store without thinking business’

‘Some of the articles we read are about issues I have never thought about before’

‘I am learning about so many interesting topics’

‘I did not realise how naive I was about what supermarkets do to entice me to buy from them’

1) Understanding business activity

This section introduces the underlying ideas and concepts of business and includes the purpose and nature of business activity and how businesses can be classified. Enterprise and entrepreneurs, and why some businesses grow while others remain small are further impor tant issues. How business size can be measured, types of business organisation, business objectives and stakeholder objectives are the concluding topics.

2) People in business

The focus is the functional area of human resources and includes the importance and methods of motivating a workforce. How businesses are organised and managed and the methods of recruitment, selection and training of employees are also considered. Finally, the section covers the importance and methods of e ective internal and external communication.

3) Marketing

This section includes the role of marketing, the distinctions between niche and mass markets and the techniques of market segmentation. The methods and importance of market research are covered. The central role of the marketing mix, i.e. the four Ps, is made clear. Marketing strategies to influence consumer decisions at home and in new foreign markets are the final topics in this section.

4) Operations management

The focus is the functional area of production and includes the meaning and methods of production and how productivity can be increased. The di erent costs of production and break-even analysis are covered. The section concludes with the importance and methods of achieving quality in the production process and location decisions of businesses.

5) Financial information and decisions

This finance and accounting section covers the need for and sources of business finance, cash-flow forecasting and working capital. Simple income statements are covered as well as statements of financial position and the analysis of accounts including why and how accounts are used.

6) External influences on business activity

This section focuses on di erent external influences on business activity and how these impact on a business. It includes government influences on economic, environmental and ethical issues and how they impact on the functional areas of businesses. In addition, the interna tional economy including globalisation and its e ects on businesses and governments, multinational businesses and exchange rates are important issues. Legal constraints are an external influence to be considered but these influences are covered in the relevant functional areas above, as well as in this last section.

First Language English 0500 (Compulsory for some)

Passing the entrance test.

“The programme appears rushed but it isn’t. The skills taught are spread evenly across the year allowing you to complete a two year course in one year.”

Cambridge IGCSE-inspired First Language English allows learners to:

• develop the ability to communicate clearly, accurately and e ectively when speaking and writing

• learn how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation

• develop a personal style and an awareness of the audience being addressed.

Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge IGCSE-inspired First Language English also develops more general analysis and communication skills such as inference, and the ability to order facts and present opinions e ectively.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-english-first-language-0500/

Aims

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

The aims are to enable students to:

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

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

• write accurately and e ectively, using Standard English appropriately

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

• listen to, understand, and use spoken language e ectively

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

Content overview

Cambridge IGCSE-inspired First Language English o ers candidates the opportunity to respond with understanding to a rich array of reading texts during the course as a whole. Candidates will use these texts to inform and inspire their own writing, and write in a range of text types for di erent purposes and audiences.

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

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

This course is compulsory for some at RGSV.

English

Course Details: First Language English Cambridge IGCSE-inspired (Compulsory for some)

Vietnamese is compulsory for all Vietnamese students.

Passing the entrance test.

This course is compulsory for some at RGSV.

Cambridge IGCSE First Language English allows learners to:

• develop the ability to communicate clearly, accurately and e ectively when speaking and writing

• learn how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation

• develop a personal style and an awareness of the audience being addressed.

Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge IGCSE First Language English also develops more general analysis and communication skills such as inference, and the ability to order facts and present opinions e ectively.

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-english-first-language-0500/

Aims

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

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

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

• write accurately and e ectively, using Standard English appropriately

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

• listen to, understand, and use spoken language e ectively

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

Content overview

“The programme appears rushed but it isn’t. The skills taught are spread evenly across the year allowing you to complete a two year course in one year.”

Cambridge IGCSE-inspired First Language English o ers candidates the opportunity to respond with understanding to a rich array of reading texts during the course as a whole. Candidates will use these texts to inform and inspire their own writing, and write in a range of text types for di erent purposes and audiences.

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

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

English

Course Details: Additional Language English (Compulsory for some)

English as a Additional Language is for learners who already have a working knowledge of the language.

The course:

• is suitable for learners whose first language is not English

• develops learners’ ability to understand and use English in a range of situations

• builds learners’ awareness of the nature of language and the four language-learning skills: reading, writing, listening and speaking

• focuses on practical communication for everyday use, which can also form the basis for further, more in-depth language study

• develops transferable skills to complement other areas of the curriculum

Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Our Additional Language English course also develops more general analysis and communication skills such as inference, and the ability to order facts and present opinions e ectively.

Aims

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

• develop learners’ ability to use English e ectively for the purpose of practical communication

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

• develop transferable skills to complement other areas of the curriculum

• promote learners’ personal development and enjoyment

Content overview

Our English as a Additional Language course o ers learners the opportunity to develop practical communication skills in reading, writing, listening and speaking.

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

Students will listen to a range of spoken material, including talks and conversations, to develop listening skills. They will engage in conversa tions on a variety of topics and develop their skills in responding to di erent situations and audiences with a degree of accuracy and clarity.

Our English as a Additional Language course will enable learners to become independent users of English both to support further study and to communicate e ectively in a variety of practical contexts.

Passing the entrance test.

This course is compulsory for some at RGSV.

Vietnamese / Vietnamese Studies

Course Details: First Language Vietnamese

Vietnamese is compulsory for all Vietnamese students. There will be an in-house exam at the end of Year 11 (Grade 10).

Passing the entrance test.

This course is compulsory for Vietnamese passport holders.

The Year 11 (Grade 10) Vietnamese Language and Literature subject was designated to bring opportunities to develop student's understanding of Vietnamese language and literature in a variety of media and forms, from di erent periods and styles. It is considered as a preparation step for the IBDP course as well. Also, in an international setting, our syllabus is to nurture, maintain and develop students’ understanding and pride of Vietnamese history, geography and culture. Through various learning activities, students develop a wide range of skills which are not only necessary in learning the subject, but also to help them become a better communicator in their mother tongue language. The syllabus also fosters the interest and enjoyment of learning language and literature.

Aims

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

• listen to, understand and respond in appropriate and e ective spoken language

• read and understand a range of texts in various forms with enjoyment and appreciation of the Mother tongue language

• develop interpretation, analysis, evaluation skills and apply these skills when reading and writing

• understand the historical, cultural context and the connection between the context and the literature work

• widen their vocabulary and develop the ability of choosing appropriate language to express ideas in various contexts

• to write accurately and e ectively with good degree of accuracy in grammar, vocabulary and sentence construction

• to write a range of text types with an understanding of the characteristics and the requirements of particular text type

• to organise oral and written presentation in a coherent and focused manner

Content

overview

“The programme allows us to dig deeper into our literary culture and historical knowledge relating to each period.”

“We also got to look at many di erent perspectives & stories around the literature works that we have learned, which are very interesting.”

The syllabus is organised in 4 Units throughout the school year which aims to provide the knowledge of Vietnamese Language and Literature in di erent periods of time from the Folk Literature to Modern Literature. The syllabus also provides general, basic and systematic knowledge about Vietnam's history, geography, culture, traditions, customs and practices.

Students will have opportunities to explore the features of various text types and extend their understanding of language used in di erent contexts and styles.

Students will develop their skills in interpreting, analysing and evaluating texts as well as connecting features across and within genres and texts. They will learn to use appropriate and varied vocabulary, sentence structures and forms of expression to write and speak in a register and style that serve the context and intention.

Korean

Course Details: First Language Korean

Korean is compulsory for all Korean students. There will be an in-house exam at the end of Year 11 (Grade 10).

Passing the entrance test. This course is compulsory for Korean passport holders. "Logical thinking and communication are harder than I thought. However, the Korean class helped me a lot. I feel I've become a better person than before."

The course encourages learners to develop lifelong skills, including: improving writing/reading/speaking/listening skills. develop personal language style.

• as an individual, an understanding of the relationship with the community.

• a broad understanding of various perspectives.

• ability to reasonably explain, analyse, and evaluate literature works and non-literary texts.

• the ability to express his/her thoughts convincingly in a logical form.

Aims

The aims are to:

• understand about himself/herself as an individual.

• develop the ability to communicate skillfully in Korean.

• develop an insight into individual-local-global relationship.

• develop positive perceptions and attitudes toward other perspectives and cultures.

• develop the ability to reasonably coordinate di erent arguments.

• develop the ability to analyse and critically accept media.

• prepare the necessary abilities in the IBDP/A-Level process.

Content overview

The subject content is to understand the nature of communication and to develop writing/reading/speaking/listening skills for excellent communication. Through this course, students gain insight into personal, local, and the global.

• sharing knowledge

• analysis and understanding of media

• argument and persuasion

• relationship among individual-region-world

• critical and creative acceptance.

French

Course Details: French Foreign language Cambridge IGCSE 0520

Studied French for at least one year in IGCSE (Yr. 10 / G9) or equivalent.

Anyone wishing to expand their knowledge of the French language.

The course encourages learners to develop lifelong skills, including:

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

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

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

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

• a sound foundation for progression to employment or further study

Click on the Link to the o cial Cambridge website to read the full syllabus and look at some past examination papers: www.cambridgeinternational.org

Aims

The aims are to:

• develop the ability to communicate e ectively using the target language

• o er insights into the culture and society of countries where the language is spoken

• develop awareness of the nature of language and language learning

• encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures and civilisations

• provide enjoyment and intellectual stimulation

• develop transferable skills (e.g. analysis, memorising, drawing of inferences) to complement other areas of the curriculum

• form a sound base of the skills, language and attitudes required for progression to work or further study, either in the target language or another subject area.

Content overview

“The IGCSE helped me develop my fluency further and I now feel ready to learn even more at DP level.”

The subject content is organised around five broad Topic areas which provide contexts for the acquisition of vocabulary and the study of grammar and structures. Through the study of these topic areas, candidates gain insight into target language countries and communities.

The Topic areas are:

• I introduce myself and my daily life

• My family and my friends, at home and abroad

• Where I live and what it’s like

• Studying and working

• The international perspective

Creative & Professional

Visual Arts

A natural interest in visual art is important and having previous success in drawing and painting is an advantage.

Preferably students will have lower secondary (Yr. 7-9 / G6-8) Art experience.

Visual Arts is aimed at students who have an interest in visual art and want to build their foundation skills for studying IBDP Visual Art.

Visual Arts is ideal for students who want to develop essential skills like how to make decisions, how to persevere, and how to research and find inspiration from the world around us.

The Pre-Sixth Form visual arts course introduces students to key assessment components for IB DP Art, enabling students to practise assessment components whilst developing art literacy in an inclusive environment. It encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from di erent perspectives and in di erent contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

The aims of arts are to encourage and enable students to:

• enjoy lifelong engagement with the arts

• become informed, reflective and critical practitioners in the arts

• understand the dynamic and changing nature of the arts

• explore and value the diversity of the arts across time, place and cultures

• express ideas with confidence and competence

• develop perceptual and analytical skills.

“I am learning how to communicate my ideas.”

“Art challenges me to develop and change what I am thinking.”

“When I do Art I see the world di erently.”

Content overview

This subject is based around the three parts of the IB DP Visual Art curriculum

Part 1: Process portfolio

Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the course of the year. Through the school year students will present two units of study from for Process Portfolio purposes, which will follow the art-making cycle from initial brainstorming, to exploring ideas and experimentation, to reflecting on a final artwork.

Part 2: Comparative study

The comparative study enables students to carry-out and in-depth research where students analyse and compare two di erent artworks by two artists. This independent critical and contextual investigation explores artworks, objects and artefacts from di ering cultural contexts. This unit of work will be a formal written assessment that will enable students to develop the research skills required at DP level.

Part 3: Exhibition

At the end of the school year students will submit two of resolved artworks from their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication.

Music

3 years dedicated study on any instrument or Singing technique. Ability to read Music. Music Theory knowledge to ABRSM/ Trinity Grade 3 Commitment to improve!

Those keen to understand how music works.

Those who wish to make their own music.

Year 11 (Grade 10) Pre-Sixth Form music prepares students to consider taking Music at IB Diploma Level, in Year 12 (Grade 11), by providing the theoretical and practical foundation on which the next level is built. Students will develop Music theory knowledge and contextual understanding through their music studies. They will also improve performing skills and develop compositional technique through practical work.

Learners studying Pre-Sixth Form Music are given the opportunity to:

• listen to and learn about music from a wide range of historical periods and major world cultures

• develop their skills in performing music, both individually and in a group with other musicians

• develop their skills in composing music in a style of their own choice

Aims

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

• enable candidates to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the activities of listening, performing and composing

• help candidates develop a perceptive and critical response to the main historical periods and styles of Western music

• help candidates to recognise and understand the music of selected non-Western traditions, and thus to form an appreciation of cultural similarities and di erences

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

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

Content

overview

“‘Music is one of the most challenging subjects, because you are also assessed through performing, creating and not only through exams.”

“You must be good in all areas to get high grades in Music! It’s not easy!”

Aural Perception and Music Theory

Western Art Music Aural perception of the features and characteristics of the music of the four Major periods Baroque, Classical, Romantic and Modern Periods. Assessed in Section A and B of the listening exam.

The theory knowledge developed for this assessment is also applicable to composition and notational work.

Performing

Solo Students perform pieces as soloists throughout the course. O ering a recording for final assessment.

Ensemble Students collaborate to perform pieces as members of a group throughout the course. O ering a recording of their best work for final assessment.

Composition

Students applying theoretical knowledge and their creativity to produce original pieces of music. The students also learn to notate their own work in conventional Western music notation. Students submit two notated pieces written in di erent styles and for di erent audiences for assessment.

When studying the Music syllabus, learners listen to, perform and compose music, encouraging aesthetic and emotional development, self-discipline and, importantly, creativity . As a result, learners enhance their appreciation and enjoyment of music, an achievement that forms an ideal foundation for future study and enhances lifelong musical enjoyment.

Dedicated Musicians- Performers and Composers of Music.

Computing

A general interest in Computer technology.

No coding experience is necessary.

Computing is aimed at students who wish to study IB Computer Science or Digital Society (Information Technology).

Pre-Sixth Form Computing will give students a solid understanding of Computing and Computational Thinking in preparation for taking IB Computer Science or Digital Society (Information Technology).

Our Computing course encourages learners to develop lifelong skills, including:

• understanding and using applications

• using Information and Communication Technology (ICT) to solve problems

• analysing, designing, implementing, testing and evaluating ICT systems, ensuring that they are fit for purpose

• understanding the implications of technology in society, including social, economic and ethical uses

• awareness of the ways ICT can help in home, learning and work environments.

• study the principles and practices of computing and gain confidence in computational thinking and programming

• learn to program by writing computer code and develop understanding of the main principles of problem-solving using computers

a• pply understanding to develop computer-based solutions to problems using algorithms and a high-level programming language

• develop a range of technical skills, as well as the ability to test e ectively and to evaluate computing solutions

• appreciate current and emerging computing technologies and the benefits of their use

• learn to recognise the ethical issues and potential risks when using computers

Aims

The aims are to develop:

• knowledge of ICT including new and emerging technologies

• autonomous and discerning use of ICT

• skills to enhance work produced in a range of contexts

• skills to analyse, design, implement, test and evaluate ICT systems

• skills to consider the impact of current and new technologies on methods of working in the outside world and on social, economic, ethical and moral issues

• ICT-based solutions to solve problems

• the ability to recognise potential risks when using ICT, and use safe, secure and responsible practice

• computational thinking, that is thinking about what can be computed and how, and includes consideration of the data required

“Computer Science is about solving problems using coding.”

“Pre-Sixth Form Computing gave me excellent experience that I will use at university.”

• understanding of the main principles of solving problems by using computers

• understanding that every computer system is made up of subsystems, 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.

Content overview

1 Types and components of computer systems

2 Input and output devices

3 Storage devices and media

4 Networks and the e ects of using them

5 The e ects of using IT

6 ICT applications

7 The systems life cycle

8 Safety and security

9 Audience

10 Communication

11 File management

12 Images

13 Layout

14 Styles

15 Proofing

16 Graphs and charts

17 Document production

18 Data manipulation

19 Presentations

20 Data analysis

21 Website authoring

Physical Education

Physical and Health Education

PHE is compulsory for all students. There will be in-house assessments for this course,

Having completed the Year 10 (Grade 9) PHE, or equivalent course.

This course is compulsory at RGSV.

Aims

RGSV physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empow ering them to make informed decisions and promoting positive social interaction.

Content overview

Students will develop knowledge and understanding about health and physical activity in order to identify and solve problems, through inquiry design, analyse, evaluate and perform a plan in order to improve performance in physical and health education. Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities and enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others.

Students will be involved in the following activities to develop the above-mentioned skill sets. Physical and Health Education is an important part of any school curriculum. At RGSV, we strive to give the students a bespoke curriculum linking the IB and the skill sets of our teachers to provide a rich range of topics. It is our goal to give students at RGSV the skills to be lifelong learners of physical skills, have the knowledge to guide them in maintaining a healthy lifestyle and promote the need to self-advocate within interpersonal contexts.

Students will be involved in

• Basketball

• Football

• Fitness

• Sports exploration

Assessment

Students will be assessed by practical, written, performance and reflective assessments throughout the year. The student's best grade in a particular component will be awarded as their final grade.

“PHE is all about working together with other students to reach our goals.”

“In PHE our teachers show us how to create our own fitness plans.”

“We get to spend time learning to swim!”

Knowledge and Understanding

Students develop knowledge and understanding about health and physical activity in order to identify and solve problems.

In order to reach the aims of physical and health education, students should be able to:

• explain physical and health education factual, procedural and conceptual knowledge

• apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations

• apply physical and health terminology e ectively to communicate understanding

Applying and Performing

Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities.

In order to reach the aims of physical and health education, students should be able to:

• demonstrate and apply a range of skills and techniques e ectively

• demonstrate and apply a range of strategies and movement concepts e ectively

• analyse and apply information to perform e ectively

Reflecting and Improving Performance

Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others.

In order to reach the aims of physical and health education, students should be able to:

• explain and demonstrate strategies to enhance interpersonal skills

• analyse and evaluate performance