2024 IGCSE Curriculum Booklet

ST. JOSEPH’S INSTITUTION INTERNATIONAL

Welcome from Heads of Grade

Welcome to Grades 9 and 10 at SJI International. It is our sincere hope that all members of our community find their time at our school stimulating and rewarding. In Grades 9 and 10 at SJI International, students are offered diverse learning experiences, an engaging and challenging curriculum, an extensive co-curricular program and the opportunity to serve others in the community. Students are also offered a rich variety of opportunities to develop their leadership skills, a positive sense of identity and respect for the environment through involvement in initiatives such as expeditions, peer support, work experience and the National Youth Achievement Award.

Each student in Grades 9 and 10 is a member of a tutor group. A tutor group consists of around 25 students and groups will usually have the same form tutor through Grade 9 and 10 The form tutor meets and registers the students every morning and looks after their welfare. The form tutor is the first point of contact if a student has any concerns

One of our main aims in Grades 9 and 10 is to develop the “whole person” In these pivotal years, students are developing their independence, self-awareness and are preparing for the rigours of examinations. Students will participate in at least one co-curricular activity, with many wonderful choices on offer, including Drama, Hip Hop dance, Model United Nations and sports such as soccer, netball and rock-climbing The Activities programme is central to the life of the school, where students make new friends, develop skills, face new challenges and enjoy enriching experiences.

In Grade 9, students are empowered to make a difference in the lives of others through our weekly service programme. They work closely with members of the community in need, such as the aged and disadvantaged On top of this, there are opportunities for both Grades 9 and 10 students to take part in international service trips to countries such as Thailand, Cambodia, Vietnam and Australia.

Grade 10 offers students the opportunity to start thinking seriously about their career options through the Work Experience Program. In the past, students have been placed in law firms, hospitals, art galleries, hotels, investment banks, and veterinarian clinics, engineering firms and retail businesses. This is a fantastic opportunity for students to gain an insight into the world of work, to learn about and reflect on their strengths, weaknesses and abilities and to find out if a career or job is what they had imagined.

In a similar vein, G10’s Foundation Creativity Action and Service programme allows students to begin preparing for the rigours of IB, encouraging them to plan, document and reflect upon their extracurricular activities in a methodical and purposeful fashion Its most obvious focus is in Service Week, an opportunity for all G10 students to undertake a service project in and around Singapore during the Easter break.

SJII offers a unique opportunity for students of all backgrounds to develop friendships across cultural boundaries for the mutual enrichment of all. It is our hope that each student experiences great learning and personal growth and we are looking forward to the journey with all members of the Grade 9 and 10 communities

Ms Nuria Costa Mr Amandio Cipriano Mr Karl How Head of Grade 9 Head of Grade 10 Learning Coord G9 & 10

The Mission & Values of SJI International

Established in 2007, St. Joseph’s Institution International (SJI International) is a Catholic school in the Lasallian tradition offering education from Preparatory 1 to Grade 12. It is a privately funded school under the auspices of St. Joseph’s Institution, a Catholic secondary school in the Lasallian tradition founded in Singapore by the De La Salle Christian Brothers in 1852

Although relatively young, we have drawn on the best practices from leading international schools around the world We also tap freely on the experience of the original St. Joseph’s Institution, with its 160 years of tradition in the field of education in Singapore and its distinguished and thriving alumni. Underpinning everything that we do is the ethos of the 330-year Catholic educational tradition of the De La Salle Brothers – named after St. John Baptist de La Salle, the Patron Saint of Teachers – with its network of over 900 Lasallian educational institutions in more than 80 countries, including almost 70 universities.

Mission & Values of SJI International

Our Vision

To Learn, Inspire and Serve

Our School Mission

Enabling students to learn how to learn and learn how to live as Lasallian people for others

The IGCSE Course

At SJI International, a great majority of subjects follow the Cambridge IGCSE (International General Certificate of Education) curriculum, with a few subjects following the Pearson Edexcel IGCSE curriculum.

The IGCSE courses are an international curriculum that develops students' skills in creative thinking, enquiry and problem solving, and gives them excellent preparation for the next stage in their education.

Schools worldwide have helped develop IGCSE courses. It incorporates the best in international education for students at this level. It develops in line with changing needs, and is regularly updated and extended. IGCSE teachers can draw on excellent resources, training and advice from subject experts. IGCSE courses have wide recognition from higher education institutions and employers around the world as evidence of academic ability.

The IGCSE courses are externally examined. At the end of the study, students sit examinations in each of their subjects. These examination scripts are then sent off to be marked The range of Grades awarded to students in each subject is: A*, A, B, C, D, E, F, G and U (where U means ungraded). The top Grade A* denotes exceptional performance. There is no “pass” grade, but many subjects will require a student to have reached at least ‘C’ standard if they wish to pursue the subject at IB level.

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

IGCSE

International General Certificate of Secondary Education

Grades 9 and 10

The IGCSE courses are the world’s most popular international curriculum for 14 to 16 year-olds. It is an international curriculum that develops students’ skills in creative thinking, enquiry and problem solving, and provides excellent preparation for the next stage in their education.

The IGCSE course is externally examined at the end of two years of study. Students sit examinations in each of their chosen subjects.

2024 High School Curriculum

Students are also required to participate in

Students choose 2 additional subjects to study

First choice must be one of the following Humanities subjects:

Students choose 3 additional subjects to study

First choice must be one of the following Humanities subjects:

Second choice can be an additional Humanities subject or one of the following:

Second and third choice can be additional Humanities subjects or any of the following:

• The Service Programme

• The Activity and Sports Programme (over 100 options available each week)

• A compulsory one-week NYAA Expedition in Grade 9 (voluntary in Grade 10)

*For those with a MOE-approved Mother Tongue Language-in-lieu OR a home language not listed above, our Home Languages Programme allows students to build the learning of that language into their schedule. More details are available on request. Additional fees apply.

Teaching and Learning at SJI International

The teaching and learning at SJII is aimed at producing curious, independent and confident learners from Grade 7 right through to Grade 12; principles that underpin the IB learner profile.

The most important principle within the school’s educational philosophy is that of active learning This is based upon the fact the students learn and, above all, understand best when information and concepts are processed. This processing best takes place through varying sorts of activities. It is even more powerful when students first discover for themselves the information or concept and then process it.

Crucially active learning is about students doing. This involves a wide range of activities, which will vary according to the subject: research, role plays, simulations, thinking exercises, decision making exercises, debates, presentations and so on. This provides a very stimulating educational environment and one which is intellectually more challenging for the students.

With a greater emphasis on the students’ learning there also comes greater demand for participation from the students. It is not a matter of putting questions to the teacher, but of the students expressing their own opinions; being able to debate, defend, challenge, deduce, analyse and synthesize.

This type of learning is facilitated by smaller more interactive classes which rely on a blend of teacher led activities, group work and class activities which may well be led by students. This means that lecture or lecture- style lessons are an extremely rare method of delivery at SJII

MATHEMATICS

What is the nature of Mathematics at IGCSE level?

IGCSE Mathematics at SJII is a curriculum that challenges students at all levels. Our goals include preparing students for whatever mathematics subject they choose in the IB and to give students the opportunity to extend themselves in developing a deeper appreciation of the discipline. Some of the more able students are also introduced to Additional Mathematics, a course that prepares them well for the rigours of higher-level Mathematics at IB level.

What is the approach to learning?

Learning is student-centered. Students will learn through different teaching methods and styles, including pair and group work, activities which promote thinking skills and creativity and IT-based lessons.

The emphasis is on building skills in mathematics based on a thorough understanding of mathematical principles and their application. Students will also be encouraged to undertake their own mathematical investigations under the guidance of their teacher, devise their own strategies for problem-solving and to raise questions relating to mathematical concepts and methods.

What is the subject content?

The following content will be used as a basis to help students achieve the outcomes described above. In this way, although students will become familiar with traditional topics in mathematics, these are seen as a vehicle for promoting mathematical thinking rather than being laboured over for their own sake.

Extended Mathematics (International Mathematics)

Area Topics

Number decimals, fractions, ratio, rounding, exponents, surds; Patterns

Algebra expansion, factorisation, algebraic fractions, linear & quadratic equations & inequalities, simultaneous equations

Functions notation, composite, inverse, modulus,; graphs of functions

Geometry lines, angles, polygons, symmetry, circle geometry, Pythagoras

Transformations transformation of graphs and geometric figures

Mensuration perimeter, area, volume, surface area

Coordinate Geometry equation of a straight line, graphs of linear inequalities

Statistics and Probability

Set Theory notation and set operations; Venn Diagrams

discrete, continuous and grouped data; measures of central tendency; measures of spread; nrobability - simple and compound events; Listing procedures

Trigonometry solution of triangles; Bearings; trigonometric ratios; trigonometric graphs; trigonometric equations

Vectors graphical representations of vectors; basic mathematical operations with vectors; physical applications of vectors

Additional Mathematics (as appropriate)

Area Topics

Functions language and notation of functions, absolute functions, inverse functions, composite functions; transformation of functions

Algebra simultaneous equations; quadratics; exponents; logarithms; polynomials, sequence & series

Straight Line Graphs

Equation of a straight line; linearization

Calculus Differentiation differentiation of various functions including integer, fractional and negative indices; differentiation of composite functions; products and quotients, trigonometric functions, logarithmic and exponential functions; investigating gradients; higher derivatives and their use in determining turning points; applications of differentiation

Calculus Integration integration of polynomials, trigonometrical functions, selected composite, quotients and exponential functions. definite integrals – areas under curves

Applied Mathematics application of differentiation and integration to analyse motion and to solve equations of motion

Trigonometry solution of triangles, circular measure, graphs of trigonometric functions, trigonometric identities, trigonometric equations

Permutations & Combinations permutations and combinations, binomial expansions

Vectors Vectors in two dimensions

What is the nature of assessment?

Both the International Mathematics and the Additional Mathematics courses are assessed by external exams at the end of Grade 10. Throughout the course, students will sit for topic tests, end-of-year exams, complete extended tasks for homework, as well as a number of mathematical investigations and modelling projects to develop their mathematical skills as well as their mathematical initiative and problem-solving skills. Students may also be required to make oral presentations.

ENGLISH LANGUAGE AND LITERATURE

What is the nature of English at IGCSE level?

The IGCSE courses in English Language and English Literature are taught concurrently. The emphasis for Literature is on the understanding and appreciation of a variety of genres: Prose, Poetry, and Drama. In English Language the focus is on developing students’ understanding of how language works in a range of texts. Skills of analysis and evaluation are also developed alongside the ability to think independently. In order to prepare students for the rigorous demands of IB English, the Department aims to instil in students the importance of wider reading. Homework is an integral part of the course.

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

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

• responsible for themselves, responsive to and respectful of others

• reflective as learners, developing their ability to learn

• innovative and equipped for new and future challenges

• engaged intellectually and socially, ready to make a difference

What is the approach to learning?

In English Language, students are taught to communicate accurately and effectively in both speech and writing. A range of skills are developed:

• Understanding and responding to what they hear, read and experience.

• Communicating accurately, appropriately, confidently and effectively

• Enjoying and appreciating a variety of styles of language

• Working with information and ideas in other areas of study, for example, by developing skills of analysis, synthesis and the drawing of inferences

• Personal development and an understanding of themselves and others.

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

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

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

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

• Understanding of the contribution of Literature to areas of human concern.

What is the subject content? English Literature:

Prose - Life of Pi by Yann Martel (This text will change for the 2025 examinations)

Poetry - The poetry of Ted Hughes

Drama - Othello by William Shakespeare (This text will change for the 2025 examinations)

English Language:

Text transformation

Report writing

Summary writing

Textual analysis

Argumentative writing

Narrative writing

Descriptive writing

What is the nature of assessment? Assessment is by final examination

Paper 1 Reading Passages (2hrs)

Paper 2 Directed Writing and Composition (2hrs)

English Literature:

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

Paper 3 Drama (Open Book) (45 mins)

Paper 4 Unseen (1hr 15 mins)

English Language:

Languages are part of the cultural richness of our society and the world in which we live. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment.

For our Singaporean Citizens and Permanent Residents, we comply with the Singapore Ministry of Education’s Mother Tongue Language (MTL) Requirements. Please click here to access the school policy on MTL Requirements

What is the nature of Languages at IGCSE level?

Students will develop their listening, speaking, reading and writing skills in order to communicate effectively using the language they are studying. They will use the language whenever and wherever possible. Students will also learn the culture of the countries where the language is spoken so that they have a better understanding of the similarities and differences between their own culture and the culture of the language they are learning. In this way, students will develop critical thinking around culture and intercultural connections.

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

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

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

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

● Provide enjoyment and intellectual stimulation;

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

What is the approach to learning?

In Languages, students will improve their listening, speaking, reading and writing skills using a learner-centered approach that is not restricted to textbooks. Instead, students will be exposed to various types of texts taken from a range of materials. Students will learn the language through diverse activities such as role-plays, oral presentations and language games. Assignments and assessments are varied so that students are aware of their strengths and areas to be improved.

Home Language Programme

The Home Language Programme is a specialised programme offered to students who have a linguistic or cultural connection to a language other than English. Depending on their level of language, the student’s Home Language can either be studied at a first or foreign language level. Language courses in the Home Language Programme are specifically tailored to the needs of the students, and therefore the examination will be based on their ability. Students will be given an appropriate benchmark assessment at the end of Grade 10. Past examinations have included the Foreign Language IGCSE French examination, the JLPT (Japanese Language Proficiency Test) level, and TOPIK (Test Of Proficiency in Korean). Additional fees apply for this programme.

Further details:

1. IGCSE Chinese (1st, 2nd and Foreign Language) and Malay (First Language, GCE O level Malay and Foreign Language examinations) take place in Semester 1 of Grade 10: the oral examination is in March, and the written

examination occurs in May. Express Tamil O Level examinations take place in November in Grade 9 or in June in Grade 10, depending on the student’s Tamil pathway.

2. Because of the small class sizes, Indonesian, Malay and Tamil will be taught for two periods per week instead of three. For the remaining one period, students will report to the school library to do self-study. Subject teachers will set meaningful work for the students.

Language Pathways:

Chinese

English Grades 7 to 8

IGCSE IB Diploma (Grades 11 and 12)

English Language

Acquisition

English as an Additional Language

English Language Acquisition (ELA) programmeIn-class support for selected lessons only

IGCSE English - First Language

English A: Literature SL/HL or

English A: language and literature SL/HL

English as an Additional Language (EAL) programme, withdrawal from English and History lessons and in-class support for selected lessons

IGCSE English - First Language

English A: Literature SL/HL or English A: language and literature SL/HL and, if required, IB study support tutorials

English as an Additional Language

English as an Additional Language (EAL) programme, withdrawal from English and History lessons and in-class support for selected lessons

Hindi (students who have learned the language for some years and have attained a satisfactory level of competency)

Second Language

Indonesian Grades 7 to 10

First Language

Grades 7 to 10

Hindi

G10 examination

Indonesian IGCSE Bahasa Indonesia

IGCSE English as a Second Language and in-class support for selected lessons

English B HL And IB study support tutorials

G10 examination

IB Diploma (Grades 11 and 12)

IGCSE Hindi as a

Second Language

Hindi B SL / HL (exam in May in G12)

IB Diploma (Grades 11 and 12)

Indonesian A: language and Literature SL/HL (May exam)

Indonesian A: literature SL/HL

Foreign Language

Indonesian (There is no IGCSE Indonesian exam)

Indonesian B SL/HL (Little or no exposure to Indonesian.)

Indonesian ab initio

Malay Grades 7 to 10

G10 examination

First Language Malay IGCSE Malay - First Language (exam in May in Grade 10)

Second Language Malay - Express Syllabus GCE O Level Express Malay (exam in May in Grade 10)

Foreign Language Malay IGCSE Malay - Foreign Language (exam in May in Grade 10)

Spanish Grades 7 to 10

Foreign Language

Spanish (for beginners as well as non-beginners)

IB Diploma (Grades 11 and 12)

Malay A: Literature SL/HL (exam in May in G12)

Malay B SL

Malay B SL

G10 examination IB Diploma (Grades 11 and 12)

IGCSE Spanish - Foreign Language

Spanish B SL / HL

(Little or no exposure to Spanish) Spanish ab initio

What is the nature of the assessment? Internal Assessment throughout the course will be based on class activities, class work, homework, tests and end of unit tests.

CO-ORDINATED SCIENCE

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

Co-ordinated Science is a double award subject (equivalent to two IGCSEs only) that sets the content, ideas, skills, processes and applications of science in the broadest possible contexts. Students will be taught by specialist Biology, Chemistry and Physics teachers and will also have Science skills lessons that will cover all three of subjects. It will lead to examinations in the second year.

This subject sets out to make students continuously aware of the interrelationships between the main areas of Biology, Chemistry and Physics. This co-ordination is the feature that distinguishes this syllabus from independent, self-supporting syllabuses in the separate sciences. Students are provided with a core base from which to launch their IBDP study of any science discipline if they choose to do so. Eligibility to take HL science courses in the IB Diploma is equivalent from either a coordinated or separate sciences background.

What is the approach to learning?

Like all IGCSE science courses the course aims to provide students with a range of skills that will enhance their ability to understand the world from a scientific viewpoint. These skills include: the knowledge and understanding of scientific principles, theory and phenomena; competence with experimental methods and apparatus; and an ability to interpret, analyse, make inferences from experimental results; effective communication and to recognise the place of science in today’s world. Activities in class are varied to cater to different learning styles but we aim to develop in students a desire to learn more about the world around them.

Competency in these skills will be achieved from a variety of approaches including: practical classes, student developed investigations, field trips, project work, use of computers and the Internet including data loggers, as well as other student-centred classroom activities.

What is the subject content?

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

Biology Chemistry Physics

B1. Characteristics of living organisms

B2. Cells

B3. Biological molecules

B4. Enzymes

B5. Plant Nutrition

B6. Animal Nutrition

B7. Transport

B8. Gas Exchange and Respiration

B9. Co-ordination and response

B10. Reproduction

B11. Inheritance

B12. Organisms and their environments

B11. Human influences on the ecosystem

C1. The particulate nature of matter

C2. Experimental techniques

C3. Atoms, elements and compounds

C4. Stoichiometry

C5. Electricity and chemistry

C6. Energy changes in chemical reactions

C7. Chemical reactions

C8. Acids, bases and salts

C9. The Periodic Table

C10. Metals

C11. Air and water

C12. Sulphur

C13. Carbonates

C14. Organic chemistry

P1. Motion

P2. Energy, work and power

P3. Thermal physics

P4. Properties of Waves, including light and sound

P5. Electricity and Magnetism

P12. Electric circuits

P14. Electromagnetic effects

P15. Atomic Physics

What is the nature of assessment?

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

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

Paper 2: Multiple choice question paper (Core and Supplement Material)

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

Paper 6: Alternative to practical

(30% of final grade)

(50% of final grade)

(20% of final grade)

Students who choose to follow the separate sciences pathway will study each of the three science disciplines leading to three IGCSEs (one each in Biology, Chemistry and Physics). The course is taught by specialist subject teachers and students cover each of the three sciences in greater breadth and depth than the co-ordinated double award science qualification

What is the nature of Biology at IGCSE level?

Biology is the study of living things. The IGCSE Biology course is a single award subject that leads to examinations in the second year. The course will allow students with a particular interest in Biology to study this subject to a greater degree. It aims to equip students with knowledge and understanding of the biological world. The course examines how common biological principles apply at various levels in the living world. For example, from the structure of DNA at the micro level, to the structure of ecosystems and biomes at the macro level. The course examines all the biological processes that occur in living things to ensure life is maintained on Earth and how humans impact these processes. Students are provided with a solid base from which to launch their IBDP study of Biology if they choose to do so.

What is the approach to learning?

Students will learn how to analyse experimental results and information in various ways, develop their problem solving abilities and improve their practical, experimental and investigative skills. In common with the other IGCSE science courses, it aims to further develop abilities such as evaluation, interpretation, and effective communication and to recognise the place of science in today’s world. Activities in class are varied to cater to different learning styles but we aim to develop in students a desire to learn more about the living world around them.

What is the subject content?

What is the nature of assessment?

There are two aspects to the assessment of this subject The first is SJII’s own continuous assessment of student performance throughout the two year course which aligns itself with the aims of the course and the standard students are expected to meet. These types of assessment are frequent and varied and may be based on: end of topic tests, answers to set questions, assessment of homework, prepared posters, class presentations and an end of Grade 9 examination

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

CHEMISTRY

What is the nature of Chemistry at IGCSE level?

IGCSE Chemistry is a two year course that will allow students to acquire chemical knowledge, understand concepts, learn to process information in various ways, solve problems and develop their practical experimental and investigative skills. In common with the other IGCSE Sciences courses it aims to further develop abilities such as evaluation, interpretation and effective communication; enabling students to recognise the place of Science in today’s world.

What is the approach to learning?

The chemical concepts studied will be placed into a ‘real world’ context to allow students an understanding of the work undertaken by chemists and the impact of chemistry on people’s lives. The course aims to provide a broad range of teaching and learning activities to encourage student development in all areas of scientific study Students will be exposed to scientific procedure and learn how to analyse and evaluate data, including looking at the strengths and limitations of scientific claims. Activities in the lessons will be varied and students will learn Chemistry through set practicals, investigations and theory.

What is the subject content?

The specific topics studied are:

11. Organic chemistry

12. Experimental techniques and chemical analysis

What is the nature of assessment?

Throughout the two years the students will be assessed by a variety of methods. Each of the modules will have an End of Unit Examination which will be composed like their final examination. As well as this formative assessment the students will also be continuous assessed by completing assessed task. This will be varied and include activities such as posters, presentations, investigation reports and assessed past paper questions.

The final assessment and grade awarded by CIE will involve candidates completing three exam papers at the end of the two year course. These are summarised in the table below.

Paper 2 Multiple choice (Extended)

Paper 4 Theory (Extended) extended answer questions

30%

50%

Paper 6 Questions based on experimental processes and techniques 20%

PHYSICS

What is the nature of Physics at IGCSE level?

Physics is the study of the properties and nature of matter, the different forms of energy and the ways in which matter and energy interact in the world around us. The aims of the IGCSE Physics course are to enable students to acquire sufficient understanding and knowledge to become confident citizens in a technological world; to develop an informed interest in matters of scientific importance; to recognise the usefulness, and limitations, of scientific method; to appreciate its applicability in other disciplines and in everyday life and to be suitably prepared for studies beyond IGCSE such as the IB Diploma.

The course also aims to develop abilities and skills that are relevant to the study and practice of Physics and to develop relevant attitudes, such as concern accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness.

What is the approach to learning?

Physics is taught in a way that incorporates practical and theoretical understanding of the subject. We focus a lot on the application of Physics and problem solving.

What is the subject content?

Grade 9 Topics

P1. Measurement and Units

P2. Forces and Motion

P3. Forces and Pressure

P4. Forces and Energy

P5. Thermal Effects

P6. Waves and Sound

P7. Rays and Waves

Grade 10 Topics

P8. Electricity

P9. Magnets and Currents

P10. Atoms and Radioactivity

P11. The Earth in Space.

What is the nature of assessment?

There are two aspects to the assessment of this subject. The first is SJII’s own continuous assessment of student performance throughout the two year course which aligns itself with the aims of the course and the standard students are expected to meet. These types of assessment are frequent and varied and may be based on: end of topic tests, answers to set questions, assessment of homework, prepared posters, class presentations and an end of Grade 9 examination.

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

COMPUTER SCIENCE

What is the nature of Computer Science at IGCSE level?

Computer Science has become vitally important in all our lives. Computer systems affect most of the things that we do, for example data analysis, controlling machinery, navigating planes, supporting administration and communication. In this context, Computer Science refers to the holistic understanding of what computer systems are and develops a student’s ability to use algorithmic thinking to solve problems using technology.

Students will gain experience in planning, designing & developing coded solutions to a range of problems using the Python programming language and a variety of theoretical concepts they have studied. It is important to recognise how creativity is an important aspect of algorithmic thinking, and problem solving does not always involve developing code; students will however develop significant coding skills over the duration of the course.

The subject requires students to employ fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The iGCSE Computer Science course is engaging, inspiring and rigorous. It has the following characteristics:

• draws on a wide spectrum of knowledge.

• enables and empowers innovation, exploration and the acquisition of further knowledge.

• interacts with and influences cultures, society and how individuals and societies behave.

• raises ethical issues.

• is underpinned by a computational thinking methodology of problem-solving.

What is the approach to learning?

The course enables students to develop algorithmic problem-solving skills in a high-level programming language and using a variety of practical and non-practical methods. The content covered at IGCSE level will prepare students for progression towards the IB Diploma Computer Science courses. Resources will be made available via a supportive and interactive Computer Science E-Learning platform.

What is the subject content?

Section 1 - Theory of Computer Science

1. Data Representation and Data Transmission

Using binary & hexadecimal number systems, data storage and transmission principles and technologies.

2. The Internet and its uses

Understanding internet protocols, network security, online data transfer and encryption.

3. Hardware & software

Developing an appreciation for key internal hardware & the role of the operating system.

4. Automated and emerging technologies

Explore issues relating to automation, robotics, artificial intelligence and digital currencies.

Section 2 - Practical Problem-Solving & Programming

5. Algorithm design and problem-solving

Learning how to approach problem solving in a computational way using decomposition, pseudocode & flow diagrams.

6. Programming

Developing an understanding of algorithms, including variables, conditions, iteration and arrays.

7. Databases

Develop an understanding of query languages and entity relationships.

8. Boolean logic

Develop an understanding of logical problem statements, expressions, circuits and truth tables.

What is the nature of assessment?

During the period of the course, students will experience a wide range of tasks, including:

• Analysing and developing algorithms to solve problems

• Exploring computing concepts, system components and design using appropriate terminology

• End of topic tests

• End of year and mock examinations

• Theoretical & practical problem solving and programming tasks that develop student’s ability to put computational thinking into practice

At the end of the course, students will sit an examination consisting of two papers. Students will be required to make reference to pre-release materials provided and will involve some practical preparation in lesson time.

This question paper consists of short-answer and structured questions set on Section 1 of the Subject content.

This paper consists of short-answer and structured questions set on Section 2 of the Subject content. All questions are compulsory. 20% of the marks in this paper are in relation to a scenario-based question.

Design & Technology

What is the nature of Design & Technology at IGCSE level?

IGCSE in Design & Technology is a two year course that encourages students to think creatively, problem solve and build their capacity for imagination, innovative thinking, creativity and independence. We follow the Cambridge course that offers one year to develop knowledge, understanding and practical skills, and one year to complete all assessed coursework and prepare for the final IGCSE exam.

What is the approach to learning?

Students will develop the skills which designers use within the context of materials and their processing. Students will gain practical experience so they can get a broad understanding of materials, processes and technology, in order to become competent in using resistant materials. Students will solve real life problems by applying their design skills to practical situations. They will utilise the skills learned in Math, Science and Art and Design to produce solutions that meet the needs of people. All homework is to support and enrich the class work.

What is the subject content?

The projects during the first year encourage students to identify, consider and solve problems through creative thinking, planning and design, and by working with different media, materials and tools to produce made products. Students gain technical knowledge, design awareness and develop skills such as initiative, resourcefulness, enquiry and ingenuity. They also develop the communication skills central to the design process. Students who choose Design & Technology usually spend additional free time working outside of normal class time using the Facilities. e.g. 3D printing, laser cutting etc. In the second half of the first year, students will begin their assessed coursework component.

WHAT DOES THE COURSE LOOK LIKE…

Grade 9 – Non assessed (for the final IGCSE Grade) part of the course.

Students will work with different materials such as wood, metal, plastic, textiles, paper and boards, improving practical skills through a range of focused practical tasks. As the students gain confidence they will develop interdisciplinary skills and their capacity for imaginative and innovative thinking. The students will design and manufacture projects based on real life situations. Students will be introduced to advanced Computer Aided Design software packages. They will learn a foundation of key skills before building on them to produce a range of challenging 3D models.

COURSEWORK

Component 2: Project (50% of final grade)

In Grade 10, the students will begin their coursework. This is an individual project. The students will produce a folder of work and a made product. This is a School based assessment. This is internally assessed and externally moderated. Students will work through the following assessment criteria:

1. Identify a need or opportunity

2. Analyse research leading to a design brief

3. Research into the design brief resulting in a specification.

4. Generation and exploration of design ideas

5. Development of proposed solution

6. Planning for production

7. Product realisation

8. Testing and evaluation.

Component 2 (the individual Project) forms a significant part of the teaching assessment requirement of this syllabus. It is important that students select a project by which they are really inspired. Examples of these are: Lighting, storage, and furniture.

EXTERNALLY ASSESSED EXAM

During the IGCSE exam period students will have two examinations which are externally assessed:

Component 1

Paper 1 (25% of the final grade)

1 hour 15 minutes

Product Design Exam

This is a written and drawing paper. Paper 1 tests the Common content: Product Design and also knowledge of the specialist option: Resistant Materials

Component 3

Paper 3 (25% of the final grade)

1 hour

Section A contains 10 compulsory questions, worth 25 marks. In Section B candidates choose one out of three questions, each worth 25 marks. Resistant Materials content and Common content may be assessed in either section of the examination paper. Candidates may use a calculator in the examination.

ECONOMICS

What is the nature of Economics at IGCSE level?

Economics is for those students who want to understand how the world really works. It is primarily concerned with how resources are allocated at present on a local, national and global scale and how they might be allocated in the future. Economics considers who has the resources and who should get the resources. It considers how markets allocate resources, how markets fail to allocate resources and then it considers whether governments can do a better job!

Economics is for ordinary students who want to learn why it is said that “money makes the world go round” but it is also for those extraordinary students who want to make a real difference. Economics is not about what was or what is but about what will be. Economics is for those students who consider themselves “game-changers” However, in order to get into the game students, have to know the rules and IGCSE introduces a broad range of economics topics to do that.

Everybody is affected by and makes economic decisions every day. Every occupation depends on the quality of those decisions. Hence, whether you are lobbying for funds for research and development, raising money for a charity or even demanding higher wages as a professional footballer, an understanding of Economics will help you.

What is the approach to learning?

Economics is dynamic. Every time an economist believes they know how the economy works it morphs into something else. Hence, in class we constantly draw on real-life examples to stay in touch with those changes and do simulations to explore the outcomes from the mundane to the far-fetched.

The aim of the course is that, appropriate to this level, students should gain an understanding of basic microand macro-economic topics, acquire the necessary skills for elementary economic analysis, practice the presentation of arguments clearly and effectively both orally and in writing, and develop an interest in economics issues locally and internationally

Economics teaches students to consider problems and appraise their solutions. In the end, we expect our students to be able to give an intelligent critique of economies.

What is the subject content?

▪ The basic economic problem

▪ The allocation of resources

▪ Microeconomic decision makers

▪ Government and the macroeconomy

▪ Economic development

▪ International trade and globalisation

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

What is the nature of assessment?

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

Paper 2: 2 hours 15 minutes structured questions equating to 70% of total marks.

What is the nature of Geography at IGCSE level?

Geography is a diverse discipline, which bridges the arts, social and natural sciences. It is concerned with developing a balanced understanding of the dynamic, interdependent world we live in, and through this understanding, helping us respond to complex and current issues. It is distinctive in its spatial dimension, and it takes advantage of its position to draw on a wide range of disciplines to examine issues and concepts.

Because of the nature of the subject, geographers are necessarily international-minded and adaptable, Geography at IGCSE offers students the opportunity to develop and strengthen a range of transferable skills, which equip students for a world, which is constantly changing.

What is the approach to learning?

IGCSE Geography lessons are dynamic and engaging. Students are introduced to a range of different contemporary issues such as changes in demographic structures in different countries, migration flows between places and globalisation. All units draw on real world situations, and students are able to apply their understanding of theory and critically consider the effectiveness of management responses to issues in different places.

Fieldwork is an important element within IGCSE Geography as it allows students to interact with their environment directly, and allows students to develop and strengthen their skills planning and investigating geographical issues in authentic contexts. Students also learn to handle data, both in terms of presentation and interpretation, and evaluate data collection methods.

Students further develop and strengthen learning skills related to for example, research and synthesis, collaboration, effective communication and self-management. Students also continue to develop their information and literacy skills as well as media literacy skills.

What is the subject content?

The IGCSE Geography course aims to enable to students to develop:

• an understanding of location (place) and scale

• an awareness of characteristics, distribution and processes affecting contrasting physical and human environments

• an understanding of the ways in which people interact with each other and their environments

• an awareness of the contrasting opportunities and constraints presented by different environments

• an overall appreciation of and concern for the earth and the diversity within

The syllabus is divided into three themes:

• Theme 1 – Population and settlement (including population dynamics, migration, urbanisation and urban problems and solutions)

• Theme 2 – The natural environment (including earthquakes and volcanoes, weather and climate, rivers and coasts)

• Theme 3 – Economic development (including development and globalisation, industrial systems, agricultural systems, tourism, energy and water security and the environmental risks of economic development)

All topics within these themes draw on current case studies of real-world situations. Students also learn to interact with and/or produce a range of resources such as photographs, map extracts, satellite images, drawings, diagrams, graphs, statistics and tables of data.

In Grade 9, to support the teaching of Paper 4, which focuses on fieldwork, there is a compulsory residential field trip to teach students how to design and successfully conduct geographical enquiries across the different themes. Students will also learn how to present, analyse and evaluate their data. The location of this fieldwork is Vietnam.

What is the nature of assessment?

Formative and summative assessments will be used through the two-year course to determine student progress and introduce students to exam skills.

The final examinations are externally assessed and are structured as follows:

• Paper 1 Geographical Themes (45% of the final grade) – 1 hour 45 minutes

The paper has three sections based on the themes, and students answer three questions, one from each section.

• Paper 2 Geographical Skills (27.5% of the final grade) – 1 hour 30 minutes

This paper tests the skills of application, interpretation and analysis of geographical information (such as topographical maps, graphs, tables of data and diagrams). Students answer all questions,

• Paper 4 Alternative to Coursework (27.5% of the final grade) – 1 hour 30 minutes

This paper tests skills related to the route to geographical enquiry. Candidates answer two questions. Fieldwork scenarios for each question are drawn from the three themes.

What is the nature of History at IGCSE level?

History at SJII is not a matter of learning names and dates, nor a matter of spending long periods taking notes from the teacher or the text book. It is rather a wide range of activities through which students experience, understand and analyse the events they are studying. Above all, it is a process of thinking and developing a range of skills. Naturally, in the case of Grades 9 and 10 there is a focus upon the analytical skills required in the examination at the end of the course

What is the approach to learning in History?

The student’s experience of History at SJII will be active, diverse and engaging. It will challenge them in their skills of judgment, evaluation and reasoning, and it will strengthen their values as they study real world dilemmas. They will be given the opportunity to be original and creative, to communicate to small and large audiences, to be persuasive, to lead and to follow.

What is the nature of assessment in History?

Students will be assessed throughout the two years with IGCSE style exams leading up to the main external examinations at the end of the course. Students will sit three papers in History:

Paper 1

Students will explore 2 Depth Studies to gain knowledge and understanding of the key features and characteristics of these historical periods. They will develop skills to analyse and evaluate historical interpretations in the context of historical events studied. They will enhance skills to explain, analyse and make judgements about historical events and periods studied, using second-order historical concepts.

The 2 Depth Studies are: Germany 1918-1945 and Superpower Relations 1943-1972

Paper 2

Building on the skills developed for Paper 1, Paper 2 aims to develop the learning of how to use a range of source material to comprehend, interpret and cross-reference sources. This together with developing skills to analyse and evaluate historical interpretations in the context of historical events studied.

The investigation for Paper 2 is the USA 1918-1941 and the Breadth Study encompasses a study of the Changing Nature of Warfare 1919-2011.

What is the subject content?

Depth Studies

Germany 1919-1945

1 The establishment of the Weimar Republic and its early problems

The Abdication of the Kaiser and the German Revolution of 1918–19. The strengths and weaknesses of the new Republic and its Constitution. Reactions to the Treaty of Versailles. Challenges from Right and Left, including the Kapp Putsch and the Spartacist uprising. French occupation of the Ruhr. Causes and effects of hyperinflation.

2 The recovery of Germany, 1924–29

The work of Stresemann. Rentenmark, Dawes and Young Plans, US loans and the recovery of the German economy. Successes abroad – League of Nations, Locarno Treaties and Kellogg-Briand Pact.

3 The rise of Hitler and the Nazis to January 1933

Hitler and the German Workers’ Party. Changes to the party (1920–22). Causes, events and results of Munich Putsch, (1923). Reorganisation of the Party (1924–28). Impact of the Great Depression. Nazi methods to win support. The role of the SA. Events of 1932 to January 1933, including the role of von Papen, von Schleicher and von Hindenburg.

4 Nazi Germany 1933–39

Setting up the Nazi dictatorship through the Reichstag Fire, Enabling Act, Night of the Long Knives and Hitler as Führer. The methods of Nazi control and the extent to which they were successful, including the police state, censorship and propaganda. Nazi policies towards education, women, the young, the Churches and their impact. Nazi racial policies and increasing persecution of Jews. Policies to reduce unemployment and their impact. The Labour Service, the Labour Front and Strength Through Joy.

5 Germany and the occupied territories during the Second World War

Nazi policies towards the Jews, including ghettos, death squads and the Final Solution. The Home Front, including changing role of women, ‘total war’, rationing and the effects of allied bombing. The growth of opposition to Hitler, including the Edelweiss Pirates, the White Rose Group and the July Bomb Plot (1944). Hitler’s death and the end of the Third Reich.

Superpower Relations 1943-1972

1 Reasons for the Cold War

Long-term rivalry between the Soviet Union and the West and the ideological differences between Communism and Capitalism. Tensions and disagreements during the Second World War. Key features of the conferences at Tehran, Yalta and Potsdam. The Soviet Union and Eastern Europe. The attitudes of Truman and Stalin.

2 Early developments in the Cold War, 1945–49

Soviet expansion in Eastern Europe. Churchill and the ‘iron curtain’. The Truman Doctrine and the Marshall Plan. Cominform and Comecon. Disagreements over Germany including Bizonia. Causes, events and results of the Berlin Crisis (1948–49), including the setting up of NATO and the creation of two Germanys: the Federal Republic (FRG) and the Democratic Republic (GDR).

3 The Cold War in the 1950s

The impact of the Korean War and the formation of the Warsaw Pact. Khrushchev and peaceful co-existence. The impact of Soviet rule on Hungary, Rakosi, de-Stalinisation, Nagy and his demands. Reasons for the Soviet invasion of Hungary, its effects and the international reaction. The nuclear arms race and its impact on superpower relations.

4 Three crises: Berlin, Cuba and Czechoslovakia

The U2 incident (1960) and its effects on the Paris Summit Conference. Reasons for the construction of the Berlin Wall in 1961, including the refugee problem. The effects of the Berlin Wall on relations between East and West Germany and between the Superpowers. The Bay of Pigs invasion, the causes and key events of the Cuban

Missile Crisis and the reasons for its outcome. The Soviet invasion of Czechoslovakia – its causes, events and impact, including the Brezhnev Doctrine.

5 The Thaw and moves towards Détente, 1963–72

The thaw: ‘Hotline’, Test Ban Treaty, Outer Space Treaty and Nuclear Non-proliferation Treaty. Reasons for Détente. SALT talks and treaty. The extent of Détente in 1972.

Investigation USA 1918-1941

1 The Roaring Twenties

The economic benefits of the First World War. Reasons for economic boom in the 1920s, Henry Ford and mass production, hire purchase, advertising, consumerism and the popularity of the stock market. Problems in farming, including over-production and mechanisation. The decline of older industries. The leisure industry, cinema, jazz, dancing, sport, radio, advertising and motoring. The changing position of women, including the flappers.

2 Increased social tensions in the 1920s

Attitudes and policies towards immigration. The Palmer Raids and the ‘Red Scare’. The Sacco and Vanzetti Case. Attitudes towards black Americans. The Ku Klux Klan. Morals and values and the ‘Monkey Trial’. Prohibition and the gangsters.

3 The USA in Depression, 1929–33

The causes and consequences of the Wall Street Crash (1929–30). Hoover’s reaction to the Great Depression: intervention and volunteerism. The impact of the Depression on banking, agriculture, industry and on people’s lives: Hoovervilles and the Bonus Marchers, unemployment and homelessness.

4 Roosevelt and the New Deal, 1933–41 Roosevelt’s aims. The Hundred Days, the Alphabet Agencies, including the TVA and policies to deal with agriculture industry and unemployment. The second New Deal, including the Works Progress Administration, welfare for the poor, the old and farmers. The impact of the Social Security Act, the National Labor Relations Act ("Wagner Act") and the Banking Act of 1935. Rural electrification. The achievements and shortcomings of the New Deal.

5 The Opposition to the New Deal

The opposition of the Supreme Court, Republicans, business interests, the Liberty League; radical criticism such as Huey Long’s Share Our Wealth programme and Father Coughlin’s Social Justice campaign.

Breadth Study

The Changing nature of Warfare 1919-2011

1 The changing nature of warfare, 1919–39

Changes in the nature of warfare, including gas, tanks and heavy artillery. Emergence of submarines and military aircraft – fighter and bomber planes in conflicts in East Asia and Abyssinia. Use of guerrilla tactics in the Spanish Civil War.

2 Changing methods of warfare by land, air and sea, 1939–45

Blitzkrieg in Europe. The Battle of Britain, the Blitz, V weapons and the allied bombing of Germany. Developments in U-boat warfare in the Atlantic. Amphibious and paratrooper operations such as D-Day and Arnhem (1944–45). Civilian resistance movements, especially in France. The importance of aircraft carriers in the Pacific War.

3 New forms of conflict – nuclear and guerrilla war versus conventional war, 1945–75

Reasons for dropping atom bombs in 1945. Key developments in the nuclear arms race (1945–75), the development and means of delivering other weapons of mass destruction, MAD theory and nuclear proliferation.

Arms limitation and reduction talks. Continuing importance of conventional warfare, especially in Arab-Israeli conflicts. Superpowers and asymmetric guerrilla warfare, especially in Vietnam.

4 Conventional war and the development of ‘new’ wars, 1976–2000

Continuing importance of conventional warfare, especially in the first Gulf War. The Falklands War and developments in aircraft carrier warfare. Nuclear submarines and first Gulf War. Superpowers and guerrilla warfare, especially in Afghanistan. Further developments in nuclear warfare – ‘Star Wars’ and the end of the nuclear arms race.

ART AND DESIGN

What is the nature of Art at IGCSE level?

IGCSE Art and Design is a two year course that encourages students to think creatively through visual investigation and technical practice. We follow the Cambridge course that offers one year to develop understanding and technique, and one year to complete all assessed coursework and a timed exam.

What is the approach to learning?

Students will learn to use a wide variety of materials and techniques during the first year, through demonstration, workshop, practice, individual and group work. All homework is to support and enrich the class work. Students learn about a large number of artists, artistic movements and art from different cultures, and learn how to apply these techniques and processes to their own work. All this knowledge is applied to the coursework and exam assignments, which the students work on individually. Students will visit different areas of Singapore to make observational drawings through a number of field trips. Galleries will also be visited when required for the course.

What is the subject content?

The projects during the first year encourage personal expression, imagination, sensitivity, conceptual thinking, powers of observation, an analytical ability and practical attitudes. Students will learn how to use and communicate with a wide variety of materials, techniques and processes, and will create a diverse portfolio of work In the second half of the first year, students will create their assessed coursework portfolio and their externally set exam portfolio, ending with a timed piece of work undertaken in exam conditions. Students who choose art usually spend a large amount of their free time working either in the art room or at home in their spare time.

WHAT DOES THE COURSE LOOK LIKE…

Grade 9 Jan – Sept – Non assessed (for the final IGCSE Grade) part of the course.

UNITS OF WORK in Grade 9:

Unit 1 – Architecture and structures

Unit 2 – The Natural world

In these units, the students learn many of the skills, techniques and critical thinking techniques that they will need for their coursework and exam later in Grade 9 and in Grade 10.

In Architecture and Structures they will:

-Record local architecture from direct observation and personal experience, using a range of drawing, painting and photographic skills.

-Show engagement and experimentation with a range of media, materials and techniques, including new media and technologies, where appropriate.

-Show exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions making work based on various architectural stimuli, when working in carefully selected artistic styles.

-Show they can think creatively and critically, and create a number of different possible compositions when planning their final piece.

-Produce an imaginative, creative and personal response as a final outcome or outcomes to the project.

In the Natural World they will:

- Record various natural forms from direct observation and personal experience, using a wide range of drawing, painting and photographic skills, selected and used to a high level of technical ability.

- Show increasing self-motivation, engagement and experimentation with a wide range of appropriate media, materials and techniques, including new media and technologies, where appropriate, taking risks and making daring connections between styles.

- Show a high level of exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions making work based on various natural forms as stimulus.

- Work in carefully selected artistic styles, chosen independently to suit the subject matter.

COURSEWORK (50% OF THE COURSE AND FINAL GRADE)

In September, the students will receive their coursework paper where they will choose from 3 different themes or questions to base their coursework on. The coursework goes on until June of Grade 10 so it is important they select a theme by which they are really inspired.

Examples Of These Are: Face to Face, Tangled, Decay, Food, Local Buildings, Rainforest.

When they have selected a theme, students will work through the project ensuring they cover the assessment criteria.

1. *Students need to work through an extensive range of drawing media to record from direct observation the subject matter they have chosen.

2. Students will experiment with a variety of different compositions as the plan and develop their work.

3. Students will analyse how different artists Styles have been used, comparing and making connections between artists from the same and different artistic movements.

4. Students will select appropriate materials and try to use them to a high technical standard.

5. Students will plan and prepare to make a personal and unique final piece which shown an accumulation of all of their knowledge attained through the coursework process.

EXAM (50% OF THE COURSE AND FINAL GRADE)

In July, the students will receive their exam paper. This has 10 themes or questions for them to choose from. These range from very literal questions like ‘a person sitting on a stool holding a ball’, to more conceptual themes like ‘distorted’ or ‘old and new’. Once they have selected their question they have 10 weeks to complete all of the research and preparation, then they finish their final piece in an 8-hour exam (with breaks!).

*They are assessed on the same 5 criteria as the coursework above

What is the nature of Drama at IGCSE level?

The IGCSE Drama course aims to develop students’ understanding of Drama through practical and theoretical study, enabling students to realise the performance possibilities of text and other stimuli. It encourages the use of dramatic forms and structures to communicate feelings and ideas to an audience. Students are not required to have prior formal academic experience in Drama. However, an enjoyment of collaborative work, creative expressions and enthusiasm for creating and analysing performance is essential.

What is the approach to learning?

The IGCSE Drama curriculum fosters the acquisition and development of performance skills specific to the subject along with transferable skills through individual and group work. The curriculum also aims to develop an understanding of the processes leading to performance and the various elements involved in creating a performance. Students will also develop their ability to reflect across the various stages of performance work, setting goals that enable them to achieve their intended impact.

As part of their studies, students will be given the opportunity to watch several performances, engage with visiting practitioners through workshops and attend International Schools Theatre Association (ISTA) events and festivals.

What is the subject content?

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.

Due to the performative nature of the subject, the content of the course centres around performance related activities. Through practical and theoretical study, students develop an understanding and enjoyment of drama, developing group and individual skills and studying ways to communicate ideas and feelings to an audience. Students work with extended extracts from published plays, stimuli such as short titles, poems, pictures, songs, historical events and stories for devising dramatic pieces and their own choice of dramatic repertoire. Students will also work with dramatic material for their own devising work. Students will develop their individual and group performance skills, the demonstration of which forms part of the final assessment.

What is the nature of assessment?

There are two final assessment components:

• A written examination:

o Section A and B: Questions related to the pre-release material provided by the examination board. Questions will cover a variety of aspects of acting, devising, directing and design (costume and make-up, lighting, props, scenography, set, sound).

o Section C: Questions related to the original devised performance piece that is created as part of the coursework (listed below).

• Coursework:

o An individual performance that is based on an extract from a play.

o A group performance that is based on an extract from a play. A group performance of an original devised piece.

What is the nature of Music at IGCSE level?

A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through learning and participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. At SJI International students’ learning and active musical engagement allows them to become informed, reflective and critical practitioners in music, to explore and value the diversity of the music across time, place and cultures and develop confidence and experience as a performer.

What is the approach to learning?

IGCSE Music occurs twice a week and the lessons are divided into an Analysis & Context class and a Composition class. Students will learn how to identify all the musical elements of a piece of music by both listening to it as well as reading and analysing a score. The IGCSE course enables students to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the activities of listening, performing and composing. It will:

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

• Help candidates to recognise and understand the music of various non-Western traditions, and thus to form an appreciation of cultural similarities and differences

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

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

Because the course is also performance based, students are expected to have a tutor for their chosen instrument (this can be either an instrumental teacher from the ITP program run at school, or a music teacher outside of school) and should practise on their instrument/voice independently and regularly outside of school.

What is the subject content?

Students will follow the Cambridge IGCSE course, which is subdivided into the following three basic components: Listening, Performing, and Composing.

1. Component 1: Listening

i) Unprepared listening: aural awareness, perception and discrimination in relation to Western Art music of the Baroque, Classical, Romantic and 20th-Century periods, and Identifying and commenting on a range of music from cultures in different countries. To give an example, in 2019 the unprepared World Music was from African & Arabic, Latin American, Indian, Indonesian and Japanese traditions.

ii) Prepared listening: The prepared listening, knowledge and understanding of one Western art music set work and one Prescribed Focus from a non-Western culture (Carribean Music - for 2020). For 2020, Candidates will study Mozart’s Piano Concerto No. 21 in C Major, K467.

2. Component 2: Performance

Candidates must offer (i) and (ii):

(i) Singing or playing individually (either one piece or two short contrasting pieces, which may be on the same or on different instruments); and

(ii) Singing or playing in an ensemble

Some performances will take place in school time. However, the learning of an instrument/voice by personal tuition until the prescribed grade III or IV standard is attained is the responsibility of the students. It is a requirement at SJII that the pupil is involved in at least one extra-curricular musical ensemble at school.

3. Component 3: Composition

Candidates must submit two compositions. These compositions should be either contrasting in character or written for different forces. One composition must be written in a Western, tonal style and must demonstrate familiarity with the basic principles of traditional harmonic language. This composition must be fully notated using staff notation and the score must be submitted with a recording. The second composition may be notated in whatever form of notation is appropriate to the music. Music students at SJII have access to one of the most comprehensive Music Technology facilities in Singapore.

What is the nature of assessment?

Component 1 Listening - 40%

This Component is based on CD recordings supplied by Cambridge. The extracts or pieces played will be from a wide range of styles and traditions. The questions test understanding and perception of the music. Candidates are expected to follow any complete or skeleton scores or diagrams provided. All questions are compulsory and will require either short answers or will be in a multiple-choice format.

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

In Sections A, B and C, candidates may be asked questions relating to rudiments, melody and rhythm, harmony (including recognition of chords, keys and cadences), ensembles, instruments and instrumental effects, structure, compositional devices, texture, style or genre, as appropriate to the music.

Component 2

Performing - 30%

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

Component 3 Composing - 30%

Candidates submit two compositions, contrasting in either character or written for different forces, which must be recorded onto CD.

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

PHYSICAL EDUCATION (IGCSE)

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

The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of physical education. It is designed to foster enjoyment in physical activity and provide an insight into the issues and science involved in sport. By following the course students will develop an understanding of effective and safe physical performance and learn to appreciate the necessity for a sound understanding of the principles and practices that underpin improved performance, better health and well-being.

What is the approach to learning?

Students will take one theory lesson and one practical lesson per week. Lessons will be delivered in a variety of mediums and will of course draw on practical examples from modern sports science in order to facilitate learning. In addition, there is a strong emphasis on student leadership. The course provides students with an opportunity to use a range of technology; video recordings, digital images and movement analysis software to record and analyse performance.

What is the subject content?

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

Anatomy and physiology

Skeletal and muscular system

Respiratory system

Circulatory system

Energy supply and the effects of exercise on the body

Simple biomechanics

Health,

fitness and training

Health & well-being

Fitness

Relationship between health and fitness

Diet

Components of fitness

Principles of training

Methods of training

Warm up & cool down

Skill acquisition and psychology

Skill & ability

Skilled performance

Skill classification continua

Information processing

Stages of learning

Feedback

Guidance

Goal setting

Motivation

Arousal

Anxiety

Relaxation techniques

Personality types

Social, cultural and ethical influences

Leisure & recreation

Sports development

pyramid

Sponsorship

Media

Global events

Professions and amateur performers

Technology

Performance enhancing drugs

Risk & risk assessment

Injuries

The subject also has a strong practical element. Students will have the opportunity to work on a variety of sports and activities, and will be assessed in a minimum of four sports or activities from two of the seven categories. The practical sports and activities are:

Category 1: Games – Association football, Badminton, Basketball, Cricket, Golf, Handball, Hockey, Netball, Baseball Rounders or softball, Rugby League or Union, Squash, Table Tennis, Tennis, Volleyball, Lacrosse

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

Category 3: Dance

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

Category 5: Outdoor and Adventurous Activities – Canoeing, Hill Walking or Orienteering, Horse riding, Mountain biking, Rock Climbing, Rowing, Sailing, Skiing or Snowboarding, Wind Surfing

Category 6: Swimming – Competitive Swimming, Life Saving or Personal Survival, water polo

Category 7: Combat Activities – Judo or Taekwondo

What is the nature of assessment?

There are two components to assessment:

Component 1 (50% of total marks) The exam paper uses a mix of short answer questions and structured answer questions.

Component 2 (50 % of total marks) Students undertake four practical activities or sports from at least two of the seven categories list.

Who is the course suited to?

Being a top class athlete is not the sole requirement; the all-rounder with a genuine interest in all things sporting is the ideal student. Students are expected to represent the school in at least one sports team while studying the course. The course will provide a great grounding for those students thinking about careers in Sport Science, Sport Coaching, PE Teaching, Physiotherapy and Sports Business.

PHYSICAL EDUCATION (CORE)

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

Physical Education in grades 9 & 10 continues to develop the key attributes of cohesion, friendship, social interaction and skill development from grades 7 & 8 with an additional emphasis on independent learning and leadership Students work towards enhancing their communication skills through leading their peers in small group and whole group activities.

What is the approach to learning?

The whole Physical Education curriculum is designed to allow the students to learn, apply and appreciate a range of sports and games in school and as recreational pursuits for life.

Activities are varied to cater for a wide range of abilities and have an emphasis on healthy living. Students are always encouraged to better themselves and to learn to be part of a team.

What is the subject content?

Students learn to:

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

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

• Identify and work to their optimal level of physical fitness

• Appreciate the use of creative and expressive aspects of movement

• Refine the motor skills necessary for a variety of activities

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

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

What is the nature of assessment?

Students are assessed formatively each lesson and are also given a summative level at the end of each unit of work against a criteria The criteria, look at a student’s understanding of principles and strategies as well as their competence demonstrating skills and techniques in a range of activities. Students are exposed to the criteria on a regular basis and can work together to identify areas for improvement based upon these criteria

There are two main strands from which the teacher may assess a student These allow all students (including those medically exempt from lessons) the opportunity to progress and be assessed.

Strand 1 - Use of knowledge

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

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

Strand 2 –Performance

Assessment will focus mainly on the performance strand.

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

Students are also assessed on their understanding of how to prepare for exercise and how to lead a warm up. All lessons have a focus on a number of character strengths that students could display which link to a number of key concepts covered in lessons.

What is the nature of Well-being Education in Grades 9 & 10?

Well-being Education aims to equip students with the knowledge and understanding of holistic health (Physical, Mental & Emotional, Social and Spiritual). Students will develop positive attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. Well-being Education encourages them to be enterprising and supports them in making effective transitions. It also enables students to reflect on and clarify their own values and attitudes in our multicultural society.

The aims of Well-being Education are to:

Examine influences (socio-cultural factors) and consequences (positive and negative) and debate choices that students experience in life. We support the development and implementation of strategies (personal, interpersonal and societal) to enhance their own well-being and the well-being of others.

What is the approach to learning?

The whole curriculum is designed to link learning to life outside school and make connections between subjects and cross-curricular themes and dimensions. Of utmost importance is the aim to provide a safe and secure environment through which students can explore life issues with openness and confidence. Activities are varied to cater for a wide range of learning styles but there is an emphasis on group discussion and critical debate. Students need to be active learners by participating in discussions and exploring their views on personal, social and cultural issues. Newspaper articles, web materials, etc are constantly sourced by teachers to provide the students with up-to-date resources from the world around them.

What is the subject content?

The Well-being programme of study at SJII is based on students developing an understanding of how influences, consequences and strategies affect the well-being of self, others and society.

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

Grade 9 Well-being Education

● Mindfulness

● Resilience

● Mental Health

● Drug and alcohol awareness

● Relationships and Sexuality

Grade 10 Well-being Education

● Mindfulness

● Careers, choices and work-related education

● Relationships and Sexuality

What is the nature of assessment?

Well-being Education is taught in Grades 7-10 for one period a week for half of the year. The students are assessed through SJI International’s own continuous monitoring of student performance.

What is the nature of RE in IGCSE Religious Education?

Religious Education (RE) introduces students to a broader and more in-depth exploration of religion and ethics and how they contribute to holistic human development. Religious Education (RE) aims to help students develop and deepen their awareness of the world around them. RE encourages students to think critically and evaluate pertinent religious, philosophical and moral issues. Through the study of religion and ethics, RE aims to help the students to begin to build for themselves a framework of values and guiding principles which will help them to grow and serve as citizens of the world.

The aims of RE are to develop the following transferable skills which are highly valued by higher level institutions:

● Critical thinking

● Problem solving

● Analysis

● Reasoning (structure arguments)

● Independent learning

● Ethical thinking

● Communication

● Interpersonal Skills

● Intellectual interest and curiosity

What is the subject content?

The topics in the course will be studied from a religious (mainly Christian) perspective. The key concepts within the other major world religions will also be studied. Each topic is also explored from the position of a non-religious person. There is no requirement to be Christian or indeed come from any faith background as the topics are studied from an academic viewpoint and not from a faith perspective.

Paper 1: Beliefs and Values

Section 1: The Universe, Creation and the Place of Human Beings. Religious and non-religious beliefs about:

● the origin of the universe and the place of human beings in it.

● the nature of human beings.

● human selfishness, greed, ignorance and sin.

● free-will, determinism and predestination.

● the nature of the ultimate reality.

● the nature of the ultimate reality.

● arguments for the existence of God, agnosticism and atheism.

● The existence of evil and suffering in the world.

Section 2: Life and Death

Religious and non-religious beliefs about:

● death and life after death

● the meaning and purpose of life

● sanctity of life, abortion and euthanasia

● human relationships

● marriage and partnership

● divorce and remarriage

● family structures and responsibilities

● childlessness and celibacy

Section 3: Peace and Conflict

Religious and non-religious beliefs about:

● conflict and war

● peace, reconciliation and forgiveness

● bullying

● sin and crime

● types of punishment

● capital punishment

Section 4: Rights, Equality and Social Justice

Religious and non-religious beliefs about:

● human rights

● equal rights and equal opportunities

● the multi-ethnic society and racial harmony

● the multi-faith society and interfaith relationships

● Relationships between rich and poor

Course Content: Paper 2: The Religious Community

Section 1: Origins and their impact on the community.

The following topics will be studied:

● Christian religious texts and sources of authority

● Christian founders and leaders

Section 2: Celebration and Pilgrimage

The following topics will be studied:

● Christian festivals and celebrations

● Christian places of pilgrimage

Section 3: Worship and Practice

The following topics will be studied:

● Christian places of worship

● Christian forms of worship

What is the nature of assessment?

The examination takes place in June, giving time for students to focus on their other examinations that take place later in the year.

1 hour and 45 minutes

Beliefs and Values

This paper assesses knowledge and understanding of four key topic areas.

● The Universe, Creation and the Place of Human Beings

● Life and Death

● Peace and Conflict

● Rights, Equality and Social Justice

1 hour 30 minutes

The Religious Community

This paper assesses knowledge and understanding of three key topic areas from Christianity.

● Origins and their Impact on the Community

● Celebration and Pilgrimage

● Worship and Practice

Paper 1 (60%)

Paper 2 (40%)

RELIGIOUS EDUCATION

What is the nature of RE in Grades 9 & 10?

Religious Education (RE) introduces students to a broader and more in-depth exploration of religion, philosophy and ethics and how they contribute to holistic human development. Religious Education (RE) aims to help students develop and deepen their awareness of the world around them. RE encourages students to think critically and evaluate pertinent religious, philosophical and moral issues. Through the study of different religions, philosophy and ethics, RE aims to help the students to begin to build for themselves a framework of values and guiding principles which will help them to grow and serve as citizens of the world.

The aims of RE are to:

The aim of RE is to:

· To think critically and approach religious, philosophical and ethical issues in an academically robust manner.

· To foster open-mindedness

· Devote mental and emotional energy to appreciating their own and others’ religion, beliefs and culture

· Effectively observe, reflect and commit to serving their community

· Embrace human dignity

· Feel a sense of wonder, valuing all forms of life as a gift to be shared with others

What is the approach to learning?

The whole curriculum is designed to ensure that students have an understanding of the fundamental beliefs of each of the major world religions and are able to articulate an ethical position regarding ethical issues relevant to society today. Students also explore a number of Philosophical issues. A variety of activities has been compiled to cater to a wide range of individuals but there is an emphasis on individual reflection , interactive and independent learning, group discussion and academic rigour. Popular culture, current events and technology are important components that are constantly referred to in the curriculum

What is the subject content?

The RE programme of study at St Joseph’s Institution International is structured into two units of study in each grade:

Grade 9

Unit 1: Grade 9 students study the main beliefs and practices of Judaism and Christianity.

Unit 2: Students study ethical issues contained within the topics of “Wealth and Poverty” and “War

Grade 10

Unit 1: Students study Philosophy of Religion which includes “Arguments for the Existence of God”, “The Problem of Evil”, “Religious Experience” and “Attributes of God”

Unit 2: Students study ethical systems which include Natural Law, Situation Ethics and Utilitarianism.

What is the nature of assessment?

Students are assessed through SJI International’s own continuous monitoring of student performance which aligns itself with the aims of the course and the standards students are expected to meet Awritten assessment takes place at the end of each unit and tests students on three key skills; Knowledge, Understanding and Evaluation.