Options Guide
To all pupils due to enter Fourth Form at Uppingham Cairo, and their parents
Uppingham Cairo offers a broad range of GCSE options, enabling you to choose courses that suit your interests, aptitudes and aspirations. Options subjects are offered in addition to the core subjects that you must study at Uppingham Cairo. GCSEs give you the opportunity to expand your capabilities, develop skills and advance your knowledge while providing the foundations for a lifetime of learning, exploration and discovery.
We have compiled this prospectus to help you choose your GCSE subjects. Your teachers have compiled information from the examinations boards to help you make your choices of the subjects you will study at GCSE. You will also be having conversations with your teachers and personal tutors to help you make the right choices for you.
Some pupils have no difficulty with this choice. For other pupils, the choice can be less obvious. If this is the case for you, we hope that this prospectus will be helpful and that it will encourage you to seek advice from your teachers and others.
The Fourth Form is essentially the entry point to the major public examination phase of your academic career. The good working habits developed in the Third Form will be more important than ever before. However, motivation is even more important to a successful academic outcome. For this reason, it is essential that pupils are happy with their options choices.
So, please read this prospectus carefully and engage with your teachers before making your GCSE choices.
We refer to ‘GCSE’ throughout this process but for many subjects we prepare pupils for IGCSE examinations rather than for GCSE examinations. Where chosen, these courses are considered by the academic department concerned to be the most suitable courses for study. We tend to use the term ‘GCSE’ even when referring to an IGCSE course.
Each Uppingham Cairo pupil will study 10 GCSEs. Whilst it is possible for more exams to be taken, our experience is that this is detrimental to the pupils and to their results, which can suffer.
Iain Trafford Head of Upper School
January 2025
The GCSE Curriculum at Uppingham Cairo
Fourth and Fifth Form pupils at Uppingham Cairo will study the following compulsory subjects at GCSE:
• English Language
A pupil may be withdrawn from English Language and/or Literature
• English Literature and entered for English as a Second Language if this is in the pupil’s best interests.
• Mathematics
• One Modern Foreign Language from a choice of Arabic, French or Spanish
• One Humanities subject from a choice of Geography or History
• Science
Either Physics, Chemistry and Biology as discrete subjects (3 GCSEs), or Combined Science (2 GCSEs)
In addition, all pupils will also have regular PE and Games lessons.
In addition, all pupils who study three individual sciences may choose two subjects from the following list and pupils who study Combined Science may choose three subjects from the following list:
Art (Fine Art or Photography)
Music
Drama
Physical Education
History or Geography
ICT or Computer Science
Textiles or DT/ Resistant Materials
Please note that we do not offer Business Studies or Economics GCSE as we do not believe these to be suitably academic subjects for our pupils at GCSE level. Both Business Studies and Economics A Levels will be offered, and neither require or need previous study at GCSE Level.
How To Choose Your Options Subjects
When considering which options subjects to choose, it is important for pupils to balance the following factors:
1. Interest and enjoyment
2. Ability and progress
3. Sensible combinations for a broad education
We stress that at this stage it is important to remember that:
• A choice of career at this stage may be premature, and experience shows that a large proportion of pupils will change their minds many times about careers between Third Form and the end of Sixth Form.
• Pupils should avoid choosing an options subject if, in the opinion of their teacher, they are unlikely to achieve a good GCSE grade. GCSE results are important evidence upon which Universities will place reliance when they consider their admissions.
Above all, we recommend that pupils study the subjects that they enjoy the most and at which they perform best. It is likely that these are the subjects that will earn them the best grades at GCSE and that they will be among the subjects from which the pupils will select their Sixth Form subjects.
Timetable
Pupils will be given advice about choosing their options subjects between now and March.
At the Academic Parents’ Evenings on the 16th and 19th March 2025, parents and pupils will have a final chance to discuss their options. Your GCSE Options Form must be completed and returned to the school before 4:00pm on Thursday 20th March 2025.
Whilst we will aim to be as flexible as possible, next year’s timetable will be based on the choices made in March, so careful consideration must be given when completing the GCSE Options Form. It is likely that changes can only be made after March if spaces are available in the relevant teaching class.
Please seek further help beyond this prospectus. Talk to your subject teachers, tutors, housemasters/housemistresses and Heads of School. We will all be happy to answer any questions.
Mr. I Trafford Head of English itrafford@uppinghamcairo.com
SUBJECTS STUDIED BY ALL PUPILS
ENGLISH LANGUAGE
Pearson Edexcel IGCSE English Language A (Modular) (4XEA1)
The Pearson Edexcel IGCSE in English Language (Specification A) (Modular) consists of two mandatory units. It is a modular qualification in which unit assessments can be sat and resat in any order, subject to the teacher’s guidance and the school’s approval.
In addition, pupils at Uppingham Cairo will be entered for an optional spoken language endorsement.
Content and assessment overview
Unit 1: Non-fiction Texts and Transactional Writing
Written examination: 2 hours 15 minutes
90 marks 60% of the total International GSCE (Modular)
Content overview
• The contemporary non-fiction texts from Part 1 of the Pearson Edexcel IGSCE English Anthology
• Develop skills to analyse how writers use linguistic and structural devices to achieve their effects
• Explore links and connections between writers’ ideas and perspectives
• Develop transactional writing skills for a variety of purposes and audiences
• Use spelling, punctuation and grammar accurately
Assessment overview
Section A: Reading - a combination of short and extended openresponse questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GSCE English Anthology and one previously unseen extract.
Section B: Transactional Writing - one writing task, from a choice of two involving a given audience, form or purpose.
Pupils will be provided with the anthology text in the examination.
Unit 2: Poetry and Prose Texts and Imaginative Writing
Written examination: 1 hour 30 minutes 40% of the total IGCSE (Modular)
Content overview
• The poetry and prose texts from Part 2 of the Pearson Edexcel IGCSE English Anthology
• Develop skills to analyse how writers use linguistic and structural devices to achieve their effects
• Develop imaginative writing skills to engage the reader
• Use spelling, punctuation and grammar accurately
Assessment overview
Section A: Reading: one essay question on a poetry or prose text from Part 2 of the Pearson Edexcel IGCSE English Anthology.
Section B: Imaginative Writing - one imaginative writing task from a choice of three.
Pupils will be provided with the anthology text in the examination.
Spoken language endorsement
Internally assessed under controlled conditions
Oral examination: maximum 10 minutes
Grades available: Not Classified, Pass, Merit, Distinction
Overview
Endorsed separately
The spoken language presentation may take a variety of forms, including:
a) a speech or talk by a pupil, followed by questions from the audience
b) a formal debate or dialogue, such as an interview where the pupil is able to prepare extended responses to questions or prompts which have been shared in advance, followed by questions from the audience.
In all cases, the presentation should be pre-prepared and last no longer than 10 minutes.
Mr. I Trafford Head of English itrafford@uppinghamcairo.com
ENGLISH LITERATURE
Pearson Edexcel IGCSE English Literature (Modular) (4XET1)
The Pearson Edexcel IGCSE in English Literature (Modular) consists of two mandatory units. It is a modular qualification in which unit assessments can be sat and resat in any order, subject to the teacher’s guidance and the school’s approval.
Content and Assessment Overview
Unit 1: Non-fiction Texts and Transactional Writing
Written examination: 2 hours
90 marks
60% of the total IGSCE (Modular)
Content overview
• The poetry collection from Part 3 of the Pearson Edexcel IGCSE English Anthology
• One modern prose text from the list of set texts in this specification
• Develop skills to analyse unseen poetry
• Develop skills to analyse how language, form, structure and contextual factors can be used to create meanings and effects
• Develop skills to maintain a critical style and informed personal response
• Develop comparison skills
Assessment overview
Section A - Unseen Poetry: one essay question exploring the meaning and effects created in an unseen poem. The poem will be reproduced in the question paper.
Section B - Anthology Poetry: one essay question from a choice of two, comparing two poems from Part 3 of the Pearson Edexcel IGCSE English Anthology.
Section C - Modern Prose: one essay question from a choice of two on each of the set texts.
Closed book examination: texts are not allowed in the examination. However, pupils will be provided with the anthology poems in the examination.
Unit 2: Modern Drama and Literary Heritage Texts
Written examination: 1 hour 30 minutes
60 marks 40% of the total IGCSE (Modular)
Content overview
• One modern drama text from the list of set texts in this specification
• One literary heritage text from the list of set texts in this specification
• Develop skills to analyse how language, form, structure and Contextual factors can be used to create meaning and effect
• Develop skills to maintain a critical style and informed personal response
Assessment overview
Section A - Modern Drama: one essay question from a choice of two on each of the set texts.
Section B - Literary Heritage Texts: one essay question from a choice of two on each of the set texts.
Open book examination: prescribed editions of set texts are allowed in the examination and must be completely unmarked.
Mr. R Rix Head of Mathematics rrix@uppinghamcairo.com
MATHEMATICS
Pearson Edexcel Mathematics IGCSE (4MA1)
Higher Tier
Externally assessed
Two papers: 1H and 2H
Content overview
• Number
• Algebra
• Geometry
• Statistics Assessment
Each paper is 50% of the total IGCSE
• Each paper is assessed through a 2-hour examination set and marked by Pearson
• The total number of marks for each paper is 100
• Questions will assume knowledge from the Foundation Tier subject content
• Each paper will assess the full range of targeted grades at Higher Tier (9-4)
• Each paper will have approximately 40% of the marks distributedevenly over grades 4 and 5 and approximately 60% of the marks distributed evenly over grades 6, 7, 8 and 9
• There will be approximately 40% of questions targeted at grades 5 and 4, across papers 2F and 2H, to aid standardisation and comparability of award between tiers
• A Higher Tier formulae sheet will be included in the written examinations
• A calculator may be used in the examinations
Mr. A Yussuf Head of Arabic ayussef@uppinghamcairo.com
ARABIC
Pearson Edexcel GCSE Arabic (1AA0)
The Pearson Edexcel GCSE in Arabic has been specifically chosen to support pupils of all abilities, enabling them to progress and develop a passion for languages through engaging and culturally rich content. By studying this course, pupils will gain a strong foundation, providing them with the skills to continue their studies at A Level or pursue future employment opportunities.
Content and Assessment Overview
The Pearson Edexcel GCSE in Arabic consists of four externally-examined papers based on the following skills: listening, speaking, reading and writing.
The use of dictionaries is not permitted. For Paper 2 this includes during the preparation time.
Vocalisation
Vocalisation has been used in the questions and rubrics of the reading, listening, speaking and writing papers only where it is necessary for ease of reading and to clarify meaning.
Pupils are not expected to use vocalisation in their writing.
Paper 1: Listening and understanding in Arabic
Written Examination
45 minutes, including 5 minutes' reading time 50 marks 25% of the total qualification
Content Overview
This paper draws on vocabulary and structures across all the themes and topics.
Assessment Overview
Pupils are assessed on their understanding of standard spoken Arabic by one or more speakers in a range of public and social settings. Pupils will respond to multiple-response and short-answer open-response questions based on a recording featuring male and female Arabic speakers.
Pupils must answer all questions in both sections.
There is no requirement for pupils to produce written responses in Arabic.
• Section A is set in Arabic. The instructions to pupils are in Arabic
• Section B is set in English. The instructions to pupils are in English
Paper 2: Speaking in Arabic
Internally conducted and externally assessed 10-12 minutes plus 12 minutes' preparation time 70 marks 25% of the total qualification
Content Overview
This paper draws on vocabulary and structures across all the themes and topics.
Assessment Overview
Pupils are assessed on their ability to communicate and interact effectively through speaking in Arabic for different purposes and in different settings.
There are three tasks, which must be conducted in the following order:
• Task 1 - a role play based on one topic that is allocated by Pearson
• Task 2 - questions based on a picture stimulus based on one topic that is allocated by Pearson
• Task 3 - conversation based on two themes. The first theme is based on the topic chosen by the pupil in advance of the assessment. The second theme is allocated by Pearson.
The assessments are conducted by teachers in one session within a prescribed assessment window, the recordings are then submitted to Pearson for external marking.
Paper 3: Reading and Understanding in Arabic
Written Examination
1 hour 5 minutes; 50 marks 25% of the total qualification
Content Overview
This paper draws on vocabulary and structures across all the themes and topics.
Assessment Overview
Pupils are assessed on their understanding of written Arabic across a range of different types of texts, including advertisements, emails, letters, articles and literary texts. Pupils are required to respond to multiple-response and short-answer questions based on these texts.
Pupils must answer all questions in each of the three sections:
• Section A is set in English. The instructions to pupils are in English
• Section B is set in Arabic. The instructions to pupils are in Arabic
• Section C includes a translation passage from Arabic into English with instructions in English
Paper 4: Writing in Arabic
Written examination
1 hour 25 minutes; 60 marks 25% of the total qualification
Content Overview
This paper draws on vocabulary and structures across all the themes and topics.
Assessment Overview
Pupils are assessed on their ability to communicate effectively through writing in Arabic for different purposes and audiences. Pupils are required to produce responses of varying lengths and types to express ideas and opinions in Arabic.
The instructions to pupils are in Arabic. Word counts are specified for each question. Pupils must answer two open-response questions and one translation into Arabic.
Mrs. L Lavoipierre
Senior School Spanish Teacher llavoipierre@uppinghamcairo.com
SPANISH
Pearson Edexcel GCSE Spanish (4SP1)
Spanish is the third most commonly spoken language in the world with some 480 million speakers. It is the second world language as a vehicle of international communication and the third as an international language of politics, economics and culture. Latin America is the second fastest growing region in the world, accounting for nearly 10% of the World Trade. There are 46 million Spanish speakers in Europe; it is the lingua franca of 16 Central and South American countries and 45 million people in the USA can speak Spanish (35% of the population). In addition, Spain is becoming an economically significant member of the European Union. Spanish is, therefore, becoming an essential language in today's world.
The Course
The main aims are to develop the ability to understand and communicate effectively in Spanish, to develop knowledge of the grammar and syntax of the language, to increase understanding of the Spanish-speaking countries, their people and way of life, and to provide a basis for A level study.
The course builds on the basics laid during this academic year. As we move on, similar topics are dealt with but at a more advanced level.
We hope that pupils will spend some time in a Spanish-speaking country either through a possible future school trip that is in planning stages for next year or through personal contacts.
All sets will take the IGCSE exams at the end of the Fifth Form. The Speaking examination will be taken in March of the Fifth Form, and the rest during the main examination period.
The Examination
The GCSE examination consists of three papers:
• Listening (35 minutes)
• Reading, Writing and Grammar (1h and 45 minutes): reading comprehension exercises, one short writing task of 60-75 words, one long writing task of 130-150 words, and one grammar gap-fill exercise.
• Speaking (8-10 minutes): a discussion based on a picture-card, followed by conversation based on studied topics.
Miss M Simone Senior School French Teacher msimone@uppinghamcairo.com
FRENCH
Pearson Edexcel GCSE French (4FR1)
With 130 million speakers worldwide and 110 million foreign pupils, French is the second most commonly taught second language in the world (after English).
Along with English, it is the only language spoken as a native language on five continents and it plays an important role in many countries, either as an administrative, commercial or international language or simply due to the significant French-speaking population. It is also an important working language in dozens of organisations, including the European Union, NATO, The United Nations and The World Trade Organisation.
The Course
Whilst many of the areas studied during the two academic years will be familiar to the pupils (some time will be spent consolidating previously taught grammar and vocabulary), an emphasis is placed on rekindling interest and stretching the more able. The textbook used is Pearson Edexcel GCSE (9-1) French. All pupils also have regular exposure to the language through work in lessons and will practise oral skills and prepare for the Speaking exam.
We hope that pupils will spend some time in a French-speaking country either through a possible future school trip that is in planning stages for next year or through personal contacts.
All pupils will take the GCSE exams at the end of the Fifth Form. The Speaking examination will be taken in March of the Fifth Form, and the rest during the main examination period; the Reading and Listening are based on everyday materials pupils will encounter in the foreign country.
The examination
The GCSE examination consists of four papers:
Paper 1: Speaking
50 marks - 25%
Preparation time: 15 mins
10-12 mins
Task 1: Read aloud and 2 short unprepared questions
Task 2: Role play in a transactional setting
Task 3: Picture description, 2 short unprepared questions and follow-on conversation
Paper 2: Listening and Understanding
50 marks - 25%
60 mins
5 mins reading time included
Section A: Listening multiple-choice, multiple-response and short-answer open response questions. All questions set in English.
Section B: Dictation
Paper 3: Reading and Understanding
50 marks - 25%
60 mins
Section A: Reading multiple-choice, multiple-response and shortanswer open response questions. All questions set in English. Section B: Translation into English
Paper 4: Writing
50 marks - 25%
1 hour 20 mins
Two writing responses
Translation into French
Thematic contexts
Pupils will be studying engaging and relatable thematic contexts, which are relevant to their current and future needs:
• My personal world
• Lifestyle and wellbeing
• My neighbourhood
• Media and technology
• Studying and my future
• Travel and tourism
Pupils will use the specified vocabulary and grammar to listen to, read, speak and write about the following subjects:
Family, friends, relationships, equality, physical well-being, mental wellbeing, food and drink, sports, places in town, shopping, transport, the natural world, environmental issues, social media and gaming, future opportunities (e.g. work, travel), school, music, TV and film, accommodation, tourist attractions
Mr M Thompson (from August 2025) Head of Science mthompson@uppinghamcairo.com
BIOLOGY
AQA GCSE Biology (8461)
Subject Content
• Cell biology
• Organisation
• Infection and response
• Bioenergetics
• Homeostasis and response
• Inheritance, variation and evolution
• Ecology
Assessment
Paper 1
What is assessed
Topics: Cell biology; Organisation; Infection and response; and Bioenergetics.
How it is assessed
Written exam: 1 hour 45 minutes
100 marks
50% of GCSE
Questions
Multiple choice, structured, closed short answer and open response.
Paper 2
What's assessed
Topics: Homeostasis and response; Inheritance, variation and evolution; and Ecology.
How it's assessed
Written exam: 1 hour 45 minutes
100 marks
50% of GCSE
Questions
Multiple choice, structured, closed short answer and open response.
Mr M Thompson (from
August 2025)
Head of Science mthompson@uppinghamcairo.com
CHEMISTRY
AQA GCSE Chemistry (8462)
Subject Content
• Atomic structure and the periodic table
• Bonding, structure, and the properties of matter
• Quantitative chemistry
• Chemical changes
• Energy changes
• The rate and extent of chemical change
• Organic chemistry
• Chemical analysis
• Chemistry of the atmosphere
• Using resources
Assessment
Paper 1
What's assessed
Topics: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry, Chemical changes; and Energy changes.
How it's assessed
Written exam: 1 hour 45 minutes
100 marks
50% of GCSE
Questions
Multiple choice, structured, closed short answer and open response.
Paper 2:
What's assessed
Topics: The rate and extent of chemical change; Organic chemistry; Chemical analysis, Chemistry of the atmosphere; and Using resources. Questions in Paper 2 may draw on fundamental concepts and principles from sections 4.1 to 4.3.
How it's assessed
Written exam: 1 hour 45 minutes
100 marks
50% of GCSE
Questions
Multiple choice, structured, closed short answer and open response.
Mr M Thompson (from August 2025) Head of Science
mthompson@uppinghamcairo.com
PHYSICS
AQA GCSE Physics (8463)
Subject Content
• Energy
• Electricity
• Particle model of matter
• Atomic structure
• Forces
• Waves
• Magnetism and electromagnetism
• Space physics (physics only)
Assessment
Paper 1
What is assessed
Topics: Energy; Electricity; Particle model of matter; and Atomic structure.
How is it assessed
Written exam: 1 hour 45 minutes
100 marks
50% of GCSE
Questions
Multiple choice, structured, closed short answer and open response.
Paper 2
What is assessed
Topics: Forces; Waves; Magnetism and electromagnetism; and Space physics.
Questions in paper 2 may draw on an understanding of energy changes and transfers due to heating, mechanical and electrical work and the concept of energy conservation from Energy and Electricity .
How is it assessed
Written exam: 1 hour 45 minutes
100 marks
50% of GCSE
Questions
Multiple choice, structured, closed short answer and open response.
Mr M Thompson (from August 2025)
Head of Science mthompson@uppinghamcairo.com
COMBINED SCIENCE
CIE IGCSE Combined Science (0653)
Pupils studying combined science will receive an award worth two GCSEs.
Aims
This IGCSE course aims to enable pupils to:
• acquire scientific knowledge and understanding of scientific theories and practice
• develop a range of experimental skills, including handling variables and working safely
• use scientific data and evidence to solve problems and discuss the limitations of scientific methods
• communicate effectively and clearly, using scientific terminology, notation and conventions
• understand that the application of scientific knowledge can benefit people and the environment
• enjoy science and develop an informed interest in scientific matters which support further study.
Content Overview
The subject content is divided into three sections: Biology (B1-B16), Chemistry (C1-C12) and Physics (P1-P5).
Pupils must study all three sections.
Biology
B1 Characteristics of living organisms
B2 Cells
B3 Movement into and out of cells
B4 Biological molecules
B5 Enzymes
B6 Plant nutrition
B7 Human nutrition
B8 Transport in plants
B9 Transport in animals
B10 Diseases and immunity
B11 Gas exchange in humans
B12 Respiration
B13 Drugs
B14 Reproduction
B15 Organisms and their environment
B16 Human influences on ecosystems
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
P5 Space physics
Miss N Alexander Head of Humanities nalexander@uppinghamcairo.com
GEOGRAPHY
Pearson Edexcel IGCSE Geography (4GE1)
The IGCSE syllabus includes neither coursework nor controlled assessment.
There has never been a better or more important time to study Geography. With growing interest in issues such as climate change, migration, development, environmental degradation, and social cohesion, Geography enables pupils to understand the world we live in and our relationship with it.
Studying Geography provides pupils with knowledge and transferable skills. Over the course of the IGCSE, pupils will learn to be inquisitive, think critically, problem-solve, and make informed judgements. They will also develop a variety of geographical skills, including map work, fieldwork, IT, numeracy, and literacy. Pupils will gain a better understanding of their role within the world, becoming knowledgeable, responsible, and active global citizens.
Course Aims
IGCSE Geography enables pupils to explore people and their societies, economies, cultures, and the environment. As the pace of global change accelerates and the world becomes increasingly interconnected, Geography equips pupils with timeless and transferable skills to navigate the world’s complexity.
We teach Geography through enquiry-based learning and embrace collaborative approaches through fieldwork and practical investigations. This allows pupils to understand the challenges of moving towards a sustainable future.
Core Content Areas
Paper 1 – Physical Geography
This paper develops a broad spectrum of knowledge and understanding. Pupils will discover why human and physical landscapes appear as they do, how they form, and how they interrelate at various scales.
Written Examination: 1 hour 10 minutes
Weighting: 40% of the qualification
Section A choose two topics from a choice of:
• River Environments
• Coastal Environments
• Hazardous Environments
Section B: Fieldwork investigation
• Practical and cognitive enquiry skills such as map skills and analysis of findings
Example Topics:
1. River Environments – Global hydrological cycles, physical processes shaping river landforms, and case studies of river management in both developed and developing countries.
2. Coastal Environments – Coastal landforms, threats to ecosystems, and management strategies in developed and developing countries.
3. Hazardous Environments – Natural hazards, their measurement and impacts, and management strategies with case studies.
Paper 2 – Human Geography
From a human perspective, pupils will study differences and inequalities within the human world, focusing on economic, social, and political causes of inequality and development.
Written Examination: 1 hour 45 minutes Weighting: 60% of the qualification
Section A (choose two topics):
• Economic Activity and Energy
• Rural Environments
• Urban Environments
Section B: Geographical investigation in a human environment
Section C choose one topic from a choice of:
• Fragile Environments and Climate Change
• Globalisation and Migration
• Development and Human Welfare
Assessment
Both Paper 1 and Paper 2 are assessed through multiple-choice, shortanswer, data-response, and open-ended questions.
Miss N Alexander Head of Humanities nalexander@uppinghamcairo.com
HISTORY
Pearson Edexcel IGCSE History (4HI1)
History is not just about the past; it is the foundation for understanding the present and shaping the future. It helps pupils develop critical thinking, analytical skills, and an understanding of how societies evolve, enabling them to make informed decisions and contribute meaningfully to the world around them.
At Uppingham Cairo, we want pupils to develop convincing arguments using a range of evidence and communicate them effectively. In this way, History teaches invaluable transferable skills that are highly useful after school and in many walks of life, including business, law, journalism, and other career paths.
Course Aims
IGCSE History supports pupils in learning about the history of the wider world. It aims to inspire them to deepen their understanding of the people, periods, and events studied.
The course encourages pupils to think critically, weigh evidence, consider arguments, make informed decisions, and develop judgements. This prepares them to become informed, thoughtful, and active citizens.
The discipline of history and the knowledge and understanding of the past also help pupils better understand their own communities, significant aspects of the modern world, and provide a foundation for further learning and study.
Core Content Areas
Paper 1 – Depth Studies
In Paper 1, we study relatively recent history, focusing on the dynamic events of the turbulent 20th century.
Written Examination: 1 hour 30 minutes
Weighting: 50% of the qualification
We study two depth studies:
1. Germany: Development of Dictatorship, 1918–45
• Establishment of the Weimar Republic
• Recovery of Germany, 1924–29
• The rise of Hitler and the Nazis
• Nazi Germany, 1933–39
• Germany and the occupied territories
2. A World Divided: Superpower Relations, 1943-72
• Reasons for the Cold War
• Early developments in the Cold War 1945-49
• The Cold War in the 1950s
• Three Crises: Berlin, Cuba, and Czechoslovakia
• The Thaw and moves towards Détente, 1963–72
Paper 2 – Historical Investigation and Breadth Study
Paper 2 involves one historical investigation from the 20th century and one breadth study, requiring pupils to examine extended periods and develop an understanding of causation, perspectives, and the process of change over time.
Written Examination: 1 hour 30 minutes
Weighting: 50% of the qualification
1. Historical Investigation (choose one):
• Origins and Course of the First World War, 1905–18
• The USA, 1918–41
• The Vietnam Conflict, 1945–75
• East Germany, 1958–90
2. Breadth Study in Change (choose one):
• Changes in Medicine, c1848–1948
• The Changing Role of International Organisations: The League of Nations and the UN, 1919–c2011
• The Changing Nature of Warfare and International Conflict, 1919–2011
• Middle East: Conflict, Crisis, and Change, 1917–2010
Assessment
Both Paper 1 and Paper 2 are assessed through a combination of extended writing and essay-based questions.
At Uppingham Cairo, the History department aims to create independent thinkers capable of interrogating historical themes with rigour and intelligence. We encourage pupils to stretch themselves, be inquisitive, and think independently. By connecting past events to the present, pupils can identify common themes and trends that shape our world.
Mr R Self Head of Computer Science and ICT rself@uppinghamcairo.com
INFORMATION AND COMMUNICATION TECHNOLOGY
Pearson Edexcel IGCSE ICT (4IT1)
Qualification Aims and Objectives
The aims and objectives of this qualification are to enable pupils to:
• explore how digital technology impacts on the lives of individuals, organisations and society
• learn about current and emerging digital technologies and the issues raised by their use in a range of contexts by individuals and organisations
• develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice
• broaden and enhance their ICT skills and capability
• work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts
• learn how to reflect critically on their own and others’ use of ICT and how to adopt safe, secure and responsible practice.
Assessment Overview
Paper 1: Written Paper
50% of the total IGCSE
Content Summary
Pupils must study all of the following topics:
• Digital Devices
• Connectivity
• Operating Online
• Online Goods and Services.
Pupils will:
• gain knowledge and understanding of Information and Communication Technology
• develop skills to apply knowledge and understanding to produce ICT-based solutions
• develop skills of analysis and evaluation, making reasoned judgements and presenting conclusions.
Assessment
• Pupils are assessed through a 1-hour and 30-minute written examination.
• The examination comprises a mixture of multiple-choice, short- and long-answer questions.
• The total number of marks available for the examination paper is 100.
Paper 2: Practical Paper
50% of the total IGCSE
Content summary
Pupils must study both of the following topics:
• Applying Information and Communication Technology
• Software Skills
Pupils will:
• gain knowledge and understanding of Information and Communication Technology
• develop skills to apply the knowledge and understanding they acquire to produce ICT-based solutions
• develop skills of analysis and evaluation, making reasoned judgements and presenting conclusions
Assessment
• Pupils are assessed through a three-hour practical examination
• The examination window takes place during one week in May/June.
• The total number of marks available for the examination paper is 100.
Mr R Self Head of Computer Science and ICT rself@uppinghamcairo.com
COMPUTER SCIENCE
Pearson Edexcel IGCSE Computer Science (4CP0)
Aims and Objectives
The aims and objectives of this qualification are to enable pupils to:
• understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms and data representation
• analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs
• think creatively, innovatively, analytically, logically and critically
• understand the components that make up digital systems, and how they communicate with one another and with other systems
• understand the impacts of digital technology to the individual and to wider society
• apply mathematical skills relevant to computer science.
Assessment Overview
Paper 1: Principles of Computer Science
50% of the total IGCSE
Content summary
This paper will primarily assess knowledge and understanding of the basic principles of computer science, including some coverage of how these principles are applied when solving problems that relate to a particular situation.
This paper will assess all of the following topics:
• Understanding of what algorithms are, what they are used for and how they work; ability to interpret, amend and create algorithms
• Understanding the requirements for writing program code
• Understanding how to develop program code and constructs, data types, structures, input/output, operators and subprograms
• Understanding of binary representation, data representation, data storage and compression, and encryption
• Understanding of components of computer systems; ability to construct truth tables, produce logic statements and read and interpret pseudocode
• Understanding of computer networks, the internet and the world wide web
• Awareness of emerging trends in computing technologies, the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues.
Assessment
• Assessment is through a 2-hour examination
• The examination consists of multiple-choice, short open-response, open-response and extended open-response answer questions
• The total number of marks available for the examination is 80
Paper 2: Application of Computational Thinking
50% of the total IGCSE
Content Summary
This paper will primarily assess the practical application of computational thinking, whereby pupils will create, use and adapt existing algorithms to solve problems in a particular situation. This paper will also test pupils’ knowledge and understanding of the topics.
This paper will draw on:
• understanding of what algorithms are, what they are used for and how they work; ability to interpret, amend and create algorithms
• developing and testing program code and constructs, data types, structures, input/output, operators and subprograms
• connecting and using data sources when developing program code
• understanding of binary representation, data representation, data storage and compression, and encryption
• ability to construct truth tables, produce logic statements and read and interpret pseudocode
Assessment
• Assessment is through a 3-hour practical examination
• A choice of three programming languages will be available (Python, C# or Java)
• The examination consists of multiple-choice, short open-response, open-response, extended-open response answer and task-based questions
• The task-based questions will be carried out using a computer system under supervision. All other questions requiring a written response will be answered in the examination
• The total number of marks available for the examination is 80
• All questions are mandatory
• A pseudocode reference document will be available for pupils to reference during the assessment
Mr T von Broen Head of Art
tvonbroen@uppinghamcairo.com
ART AND DESIGN FINE ART
Pearson Edexcel IGCSE Art & Design: Fine Art (4FA1)
Areas of study
Work must demonstrate integrated knowledge, understanding and skills. Work is not limited to one area of study and pupils could develop work in at least one of the following areas of study:
• Drawing
• Installation
• Lens-/light-based media
• Mixed media
• Land art
• Printing
• Painting
• Sculpture
Knowledge and understanding
Pupils are required to develop the knowledge, understanding and skills when undertaking work in Fine Art. All knowledge, understanding and skills will be assessed in both components. There are many skills, techniques, materials, processes and concepts that are essential to all areas of study in Fine Art. In addition to any specialist requirements listed under the chosen area(s) of study, pupils should develop a practical knowledge and understanding of:
• the use of formal elements and visual communication through a variety of approaches
• the use of observational skills to record from sources and communicate ideas
• characteristics of media and materials such as wet and dry, malleable, resistant and digital
• properties of colour and light such as hue, tint, saturation and tone
• the effects and creative potential of combining and manipulating different two-dimensional and three-dimensional materials and media
• the use of digital and/or non-digital applications
Component 1: Personal Portfolio
Content Overview
This component allows pupils opportunities to:
• develop and explore ideas
• research primary and contextual sources
• experiment with media, materials, techniques and processes
• present personal response(s) to theme(s) set by the centre.
The proportion of the 120 guided learning hours spent on this component reflect its 60% weighting.
Assessment overview
• Pupils’ work must comprise supporting studies and personal response(s)
• Pupils’ work must show evidence of all four Assessment Objectives
• All work is internally set and is internally marked
• A sample of work is externally moderated by a visiting moderator
Component 2: Externally set assignment
Content overview
• The Externally Set Assignment (ESA) represents the culmination of the GCSE course as it draws together all the knowledge, understanding and skills developed in Component 1
• Pupils continue to work in the same title as they did for the Personal Portfolio
• Pupils present personal response(s) to an externally set broadbased thematic starting point, set by Pearson in the ESA paper.
This component allows pupils opportunities to:
• develop and explore ideas
• research primary and contextual sources
• experiment with media, materials, techniques and processes present personal response(s) to the externally-set theme.
Assessment overview
• The 10-hour sustained focus period under examination conditions take place over multiple sessions (a maximum of four within three consecutive weeks)
• Pupils’ work comprises preparatory studies and personal response(s)
• Preparatory studies comprise a portfolio of development work based on the ESA broad-based thematic starting point
• During the 10-hour period of sustained focus under examination conditions, pupils will work unaided to produce personal response(s), with reference to their preparatory studies, in response to the ESA broad-based thematic starting point
• Pupils’ work must show evidence of all four Assessment Objectives
• All work is internally marked
• A sample of work is externally moderated by a visiting moderator
Mr T von Broen Head of Art
tvonbroen@uppinghamcairo.com
ART AND DESIGN PHOTOGRAPHY
Pearson Edexcel IGCSE Art & Design: Photography (4PY1)
Areas of Study
Pupils must demonstrate integrated knowledge, understanding and skills. Work is not limited to one area of study and pupils can develop work in at least one of the following areas of study:
• Documentary photography
• Photo-journalism
• Studio photography
• Location photography
• Experimental imagery
• Installation
• Moving image: film, video and animation
Knowledge and Understanding
Pupils are required to develop knowledge, understanding and skills when undertaking work in Photography. All knowledge, understanding and skills will be assessed in both components.
There are many skills, techniques, materials, processes and concepts that are essential to all areas of study in Photography. In addition to any specialist requirements listed under the chosen area(s) of study, pupils should develop a practical knowledge and understanding of:
• the use of formal elements to communicate a variety of approaches
• the camera and its functions, including depth of field, shutter speed, focal points and viewpoints
• the application of observational skills to record from sources and communicate ideas
• the effects and creative potential of combining and manipulating different two-dimensional and three-dimensional materials and media
• the use of digital and/or non-digital applications
Component 1: Personal Portfolio
Content Overview
This component allows pupils opportunities to:
• develop and explore ideas
• research primary and contextual sources
• experiment with media, materials, techniques and processes
• present personal response(s) to theme(s) set by the centre.
The proportion of the 120 guided learning hours spent on this component reflects its 60% weighting.
Assessment Overview
• Pupils’ work must comprise supporting studies and personal response(s)
• Pupils’ work must show evidence of all four Assessment Objectives
• All work is internally set and is internally marked
• A sample of work is externally moderated by a visiting moderator.
Component 2: Externally Set Assignment
Content overview
• The Externally Set Assignment (ESA) represents the culmination of the GCSE course as it draws together all the knowledge, understanding and skills developed in Component 1
• Pupils continue to work in the same title as they did for the Personal Portfolio
• Pupils present personal response(s) to an externally set broadbased thematic starting point, set by Pearson in the ESA paper.
This component allows pupils opportunities to:
• develop and explore ideas
• research primary and contextual sources
• experiment with media, materials, techniques and processes o present personal response(s) to the externally-set theme.
Assessment Overview
• The 10-hour sustained focus period under examination conditions takes place over multiple sessions (a maximum of four within three consecutive weeks)
• Pupils’ work must comprise preparatory studies and personal response(s)
• Preparatory studies will comprise a portfolio of development work based on the ESA broad-based thematic starting point
• During the 10-hour period of sustained focus under examination conditions, pupils will work unaided to produce personal response(s), with reference to their preparatory studies, in response to the ESA broad-based thematic starting point
• Pupils’ work must show evidence of all four Assessment Objectives
• All work is internally marked using the assessment grid
• A sample of work is externally moderated by a visiting moderator.
Mrs J Howell Head of Design and Technology
jhowell@uppinghamcairo.com
DESIGN AND TECHNOLOGY
Cambrige IGCSE Design and Technology (0979)
This IGCSE enables pupils to identify, consider and solve problems through creative thinking, planning and design, and by working with different media, materials and tools to produce a made product.
Pupils gain technical and design awareness and develop skills such as initiative, resourcefulness, enquiry and ingenuity. They also develop the communication skills central to the design process. The Design & Technology IGCSE provides an ideal basis for further study and equips pupils with technical knowledge and practical designing and making skills for the world of work. The syllabus is designed to accommodate a wide range of interests, materials and resources.
Aims
The aims are to enable pupils to:
• develop creative thinking in areas relevant to design and technology
• apply problem-solving skills to practical and technological problems
• develop the communication skills central to design, realisation and evaluation
• gain knowledge and understanding of design and technology develop skills in research and investigation
• design and make products, taking into consideration sustainability and the wider impact on society
• develop the ability to make aesthetic, economic, ethical and technical value judgements
Assessment Overview
All pupils complete three assessments:
Paper 1 Product Design (25%)
Written/drawing paper externally assessed (1 hour 15 minutes)
Questions are based on the common content: Product Design.
Component Two: Project (50%)
School-based assessment. Internally assessed and externally moderated.
Paper 3: Resistant Materials (25%)
Written paper externally assessed (1 hour)
Questions will be based on the Specialist option: Resistant Materials content and the Common content: Product Design
Health and safety
Observe need/ requiremen t
Design brief / specification
Initiation and development of ideas, and recording data
Common content – study all topics
Types of materials
o f materials
Preparation
Communication of design ideas
Identification/ research
Generation of possible ideas
Use of tech nol ogy in design and making
Specialist option –
Design and technology in society
Selection / organisation
Evalu a tion
Practical design application
Resistant Materials
Setting, measuring, marking out, testing
Shaping
Joinin g an d assembly
Finishing
Enviro n ment and sust ain ability
Implementation and realisation
Mrs J Howell Head of Design and Technology
jhowell@uppinghamcairo.com
TEXTILES
Pearson Edexcel IGCSE Textile Design (4TE1)
Aims
The aims and objectives of this qualification are to enable pupils to:
• actively engage in the creative process of art, craft and design in order to develop as effective and independent pupils, and as critical and reflective thinkers with enquiring minds
• develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
• become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
• develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
• develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
• acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
• develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures
• develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries
• develop an awareness of the purposes, intentions and functions of art, craft and design in a variety of contexts and as appropriate to pupils’ own work
• demonstrate safe working practices in art, craft and design.
Assessment Overview
Component One Personal Portfolio
Internally set and externally marked 50% of the total IGCSE
Content Summary
Textile Design
Pupils create a personal portfolio of work that demonstrates the knowledge, understanding and skills for the selected endorsed titles.
This component gives pupils opportunities to:
• develop and explore ideas
• research primary and contextual sources
• experiment with media, materials, techniques and processes
• present personal response(s) to theme(s) set by the centre
Assessment
Pupils must submit:
• three sheets of supporting studies
• one sheet of final outcome/s
• Pupils’ work must show evidence of all four Assessment Objectives in response to the internally set theme(s), project(s) or task(s).
All work is internally set and is externally marked.
The total number of marks available for the Personal Portfolio is 72.
Component 2: Externally-set Assignment
Internally set and externally marked 50% of the total IGCSE
Content Summary
Pupils must present personal response(s) to an externally set broad-based thematic starting point, set by Pearson in the Externally Set Assignment.
This component allows pupils opportunities to:
• develop and explore ideas
• research primary and contextual sources
• experiment with media, materials, techniques and processes
• present personal response(s) to the externally-set theme.
Assessment
Pupils must submit:
• three sheets of supporting studies
• one sheet of final outcome/s
All work is externally set and is externally marked.
The total number of marks available for the Personal Portfolio is 72.
Mr L Hucknall Director of Sport & Enrichment lhucknall@uppinghamcairo.com
PHYSICAL EDUCATION
Cambridge IGCSE Physical Education (0413)
Syllabus overview
The syllabus provides pupils with an opportunity to study both the practical and theoretical aspects of physical education.
It is designed to encourage enjoyment in physical activity by providing pupils with an opportunity to take part in a range of physical activities and develop an understanding of effective and safe physical performance.
This helps pupils to develop an appreciation of the necessity for sound understanding of the principles, practices and training that underpin improved performance, better health and well-being
IGCSE Physical Education encourages pupils to develop:
• knowledge, skills and understanding of a range of relevant physical activities
• An ability to plan, perform and evaluate physical activities
• An understanding of effective and safe performance
• An understanding of the role of sport and physical activity in society and in the wider world
• An excellent foundation for advanced study
• An enjoyment of physical activity
The syllabus provides pupils with an opportunity to study both the practical and theoretical aspects of Physical Education. It is also designed to foster enjoyment in physical activity. The knowledge gained should enable pupils to develop an understanding of effective and safe physical performance.
Pupils will study all the following topics:
• Anatomy and Physiology
• Health, Fitness and Training
• Skill Acquisition and Psychology
• Social, Cultural and Ethical influences
ASSESSMENT OVERVIEW
All pupils take two components.
Component 1: Paper 1
1 hour 45 minutes examination Theory 50%
100 marks
Short and structured questions. Pupils answer all questions. Externally assessed
50% of the total IGCSE
Component 2: Coursework
100 marks
Pupils undertake four physical activities from at least two different categories.
Internally assessed and externally moderated
50% of the total IGCSE
Mr I Hockley Head of Music
ihockley@uppinghamcairo.com
MUSIC
Pearson Edexcel GCSE Music (1MU0)
Am I suited to this course?
A very keen interest in music of all styles is the most essential ingredient for an aspiring GCSE musician. Whilst it is not necessarily a prerequisite to be receiving instrumental lessons in order to begin studying Music at GCSE, it is expected that pupils will be able to read music (conventional and/or drum or Guitar tablature) as pupils will be expected to perform on an instrument (or voice) as part of the course assessment.
Support will be given to further develop music reading skills should this be necessary. Pupils who are interested in studying GCSE Music are encouraged to discuss this with the Head of Music.
What can I do after this course?
Music is a universal art. As a communication skill it transcends language and culture. It develops practical team skills that are highly valued by universities and employers alike. After GCSE, there are many possibilities to study the subject at A level and beyond. There are many varied courses available at Universities and Music Colleges which would give access to many different careers including performing, teaching, working in the music industry (recording, marketing, publishing, entertainment etc.).
Equally, it might just enable you to enjoy performing and listening to music in later life. The broad range of skills gained in the study of Music is widely recognised as enhancing general academic progress and provides musicians with a wide range of transferable skills.
Aims
To further the enjoyment and appreciation of music through developing a greater artistic and academic understanding of the subject. This is achieved through performing, composing and appraising (understanding) music.
Course Content
The course is divided into three components:
Component 1. Performing Music
• 30% internally assessed and externally moderated
• Minimum one solo piece and one ensemble piece
• Minimum total performance time of four minutes
Component 2 Composing Music
• 30% internally assessed and externally moderated
• Two compositions, one to a set brief and one free composition
• Minimum total time of three minutes.
Component 3 Appraising Music
• 40% externally assessed written exam
• Four areas of study with two set works each:
o Instrumental Music 1700-1820,
o Vocal Music
o Music for Stage and Screen
o Fusions
Current set works include music by Bach, Beethoven, John Williams and Queen.
Pupils will be encouraged to engage critically and creatively with a wide range of music, develop an understanding of the place of music in different cultures and contexts, and reflect on how music is used in the expression of personal and collective identities. There will be regular opportunities to perform music throughout the course.
GCSE Music is not limited to musicians of a classical background, and those with an interest in popular music and Music Technology are also encouraged to study the subject.
GCSE Music pupils are expected and encouraged to be involved in the relevant co-curricular music ensembles on offer at Uppingham Cairo.
Mrs A Lawson Head of Drama alawson@uppinghamcairo.com
DRAMA
Pearson
Edexcel GCSE Drama (1DR0)
Content and Assessment Overview
The Pearson Edexcel Drama GCSE Drama consists of two nonexamination assessment components and one externally examined paper.
Component 1: Devising
Non-examination assessment 40% of the qualification – 60 marks
Content Overview
• Create and develop a devised piece from a stimulus chosen by the school
• Performance of this devised piece or design realisation for this performance
• Analyse and evaluate the devising process and performance
• Performer or designer routes available.
Assessment Overview
• Internally assessed and externally moderated
• There are two parts to the assessment:
o a portfolio covering the creating and developing process and analysis and evaluation of this process. The portfolio submission can be handwritten/typed evidence between 1500–2000 words or - can be recorded/verbal evidence between 8–10 minutes or - can be a combination of handwritten/typed evidence (between 750–1000 words) and recorded/verbal evidence (between 4–5 minutes)
o a devised performance/design realisation (15 marks, assessing AO2).
Component 2: Performance from Text
Non-examination assessment 20% of the qualification – 48 marks
Content Overview
• Pupils will either perform in and/or design for two key extracts from a performance text.
• The school will choose the performance text
• Performer or designer routes are available
Assessment Overview
• Externally assessed either by visiting examiner or by examiner assessing the recorded live performance.
• Group, solo and/or partner based routes will be selected by the Head of Drama for assessment
• Performance/design realisation covering both key extracts is worth 48 marks
• If two separate performances are done covering two key extracts, then each performance/design realisation is worth 24 marks.
Component 3: Theatre Makers in Practice
Written examination: 1 hour 45 minutes 40% of the qualification – 60 marks
Content overview
• Practical exploration and study of one complete performance text
• The School will choose the performance text from the list provided by the exam board
• Live theatre evaluation
Assessment overview
Section A: Bringing Texts to Life, 45 marks
This section consists of one question broken into five parts (short and extended responses) based on an unseen extract from the chosen performance text. Performance texts are not allowed in the examination as the extracts will be provided.
Section B: Live Theatre Evaluation, 15 marks
This section consists of two questions requiring pupils to analyse and evaluate a live theatre performance they have seen. Pupils are allowed to bring in theatre evaluation notes of up to a maximum of 500 words.