Lower-Secondary-Curriculum-Handbook-1 IGCSE
Lower-Secondary-Curriculum-Handbook-1 IGCSE
Lower-Secondary-Curriculum-Handbook-1 IGCSE
International
School
“Leading to a Bright Future”
lower secondary
Curriculum Handbook
(years 7-10 and igcse)
Contents
INTRODUCTION......................................................................................... 5
SUBJECT ALLOCATIONS.......................................................................... 5
YEARS 7, 8 and 9........................................................................................................................................... 5
YEAR 10.......................................................................................................................................................... 6
YEAR 11.......................................................................................................................................................... 6
HOMEWORK.............................................................................................. 8
HOMEWORK GUIDELINES............................................................................................................................... 8
YEAR LEVEL HOMEWORK............................................................................................................................... 8
Preferences
IGCSE Art and Design............................................................................................................................... 26
IGCSE Biology............................................................................................................................................ 28
IGCSE Chemistry....................................................................................................................................... 29
IGCSE Design and Technology.............................................................................................................. 30
IGCSE Economics...................................................................................................................................... 31
IGCSE Geography..................................................................................................................................... 32
IGCSE Music................................................................................................................................................ 33
IGCSE Physics............................................................................................................................................ 34
Australian International School "Leading to a Bright Future"
INTRODUCTION
Year 7 - 10 programmes at the Australian International School (AIS) reflect our culturally diverse student body and
extend the inquiry-based approach that the IB Primary Years Programme offers while also preparing the students for
the rigours, challenges and demands of the Cambridge International Lower Secondary curriculum, the Cambridge
Checkpoint assessment and ultimately the IGCSE external examinations. Because IGCSE is delivered as 1 year
programme at AIS, the Middle School Programme effectively extends from Year 7 to Year 10.
AIS operates within a culture that combines a positive, caring and supportive learning environment with a climate
of high quality expectations and self-accountability. We recognise the special qualities and needs of each student
as an individual. In partnership with parents and students, we seek to provide a rigorous programme to enhance
and extend understanding, skills and attitudes. The education of the ‘whole student’ is the central mission, and the
students are also provided with opportunities to both explore and enrich their artistic, physical and social skills in an
English speaking environment.
The School Vision and Values form the foundation of our curriculum. This is enriched by a wide range of resources
to allow opportunities in all fields for our students in our changing and challenging global environment.
We value greatly the unique opportunities that living in Vietnam and Ho Chi Minh City provide. We also value
the positive and special relationships that develop in a school with students and families from many different
nationalities. Our students are able to experience the unique interaction of a truly multinational community and
celebrate their own culture as well as the cultures of others. We encourage understanding and awareness of the rich
cultures and traditions of Vietnam through numerous programmes.
SUBJECT ALLOCATIONS
YEARS 7, 8 and 9
Major Core
Languages:
Minor Core
YEAR 10
Major Core
Languages:
Minor Core
YEAR 11
Compulsory Subjects
Note: Vietnamese students who opt not to study IB Foundation Vietnamese must attend Vietnamese National
Studies after school.
Preferences:
• A variety of assessment practices provide information so that learning can be evaluated and next steps can be
appropriately developed.
• Standardised and non-standardised assessments are used to determine the potential, status and progress of
students.
• Assessment benchmarks are based on the school’s curriculum and the standards set by those external
programmes to which the school subscribes.
• Families receive written information about their son / daughter’s progress through a regular formal reporting
cycle.
Assessment is a continuous process throughout the school year. The process informs the planning cycle (assess,
plan, teach, assess). It also provides all stakeholders with information about each student’s strengths and needs.
PROGRESS REPORTS
Progress Reports are sent home to parents and students at the end of Term One and Term Three. The grade on the
report will reflect the work completed by the student throughout the term.
CHECKPOINT TESTS
In Term 3, Year 9 students sit Checkpoint tests in English, Mathematics and Science. Checkpoint is not a formal
qualification with a certificate, although a Statement of Achievement is produced. Cambridge Checkpoint is ideal for
those beginning courses leading to Cambridge IGCSE examinations in English, Mathematics and Science. They also
provide benchmark for students and teachers with regards to a student’s overall ability.
• Are valued and accepted throughout the world for their high standards of assessment
• Are delivered worldwide through a network of schools, colleges and training providers
• Provide a good indication of potential Cambridge IGCSE results
• Were created with an international audience in mind so they are suitable for students of all cultural and
language backgrounds
• Provide teachers with detailed information about the strengths and weaknesses of their pupils in order to focus
on their teaching
All the questions have been tested by Cambridge to ensure they are suitable for 14 year olds and provide useful
information and feedback. Marks are carefully analysed and a report is produced on students’ work. This process
takes about 4 weeks.
Each student will receive a Statement of Achievement and a report that provides more detail about their individual
performance. Results are given as Checkpoint scores between 0.0 (weakest) and 6.0 (strongest). The average score
is between 3.0 and 4.0. The report gives a score for the subject as a whole and for the main topics. Teachers can
then identify any important strengths or weaknesses.
ACADEMIC PROBATION
If a student consistently experiences serious academic difficulties coupled with motivation problems, he/she will be
placed on Academic Probation. If this happens, the student’s parents and the School will agree on a specific plan
of action for the probation period. This plan may include specialised testing at parental expense, conferences or a
learning support programme. At the conclusion of each semester, the student, parents, teachers, and Deputy Head
of School will review the probation plan. A decision based on what is best for the student will be made for
the following semester. On rare occasions, the decision may result in a request for parents to find more appropriate
educational services for their son / daughter. This action is taken only when existing resources have been exhausted
and the student’s needs demand another school situation. Recommendations regarding a particular student’s
education are made keeping the best interests of that student in mind.
HOMEWORK
At AIS we believe homework is an integral part of the learning experience. Homework reinforces the knowledge
and skills acquired throughout the school day and is an important means to keeping families informed about their
children’s progress and the School’s instructional programme. Homework promotes the development of good study
habits, effective time management and prepares students for the requirements of homework in Middle and Senior
school.
HOMEWORK GUIDELINES
• Homework will reinforce skills and knowledge already learned and therefore can be completed independently
by the student.
• Teachers will modify homework expectations for students who receive assistance from the EAL staff.
• Homework will be assigned from Monday to Friday. Weekend homework will be set when daily classroom
assignments have not been completed.
• Homework times are given as ‘approximates’ as students work at different speeds and will find tasks to be of
varying difficulty.
• All questions and issues regarding student homework should be discussed directly with the Year Level or
subject teacher.
• Teachers will use ManageBac to communicate daily homework tasks and expectations.
• Students are required to complete all homework set.
EAL Programme
The EAL programme aims to support the students who may have difficulty in accessing the mainstream curriculum.
The focus is to develop their English language skills; reading, writing, speaking and listening. The EAL lessons also
focus on the students’ understanding of the vocabulary from subject areas such as Science and Humanities. The
lessons are in Period 9 of the School day and students are required to attend 3 periods per week.
IELP Programme
The IELP aims to develop the students’ English skills to a level so they can access the mainstream curriculum. This
means the students will be in English lessons for twenty or more periods per week with an EAL specialist teacher.
The lessons are very structured and follow the Cambridge Second Language Course. The programme enables
students to have a solid foundation of English literacy skills. The students do not attend Science or Humanities
during the time they are in the IELP class.
Assessment
The EAL students are assessed at the end of Terms 2 and 4. Parents will receive a report of the student progress
and a notice stating whether their son/daughter will exit EAL or need to continue to be supported.
The IELP students are assessed at the end of Terms 2, 3 and 4. Parents will receive a progress report at the end of
Terms 2 and 3. If the students successfully pass the benchmarks they will join their mainstream Science class and
the following term their Humanities class.
Students need to take risks and learn making mistakes are a means of learning more about English. Encouragement
and praising small successes will lead students to a positive learning attitude.
The length of time a student is in a English Language Support Programme will vary and a key factor will be their
motivation.
The AIS English Language Programme is offered to students in Years 7 – 9. The programme provides explicit
English Language instruction through the study of International topics and themes. The aim of the programme is to
improve the English language proficiency and academic skill level of students through the development of the four
key strands of reading, writing, speaking and listening.
Students further their study of the English Language Syllabus in Years 10-11. Here they develop the ability to
communicate accurately, appropriately and effectively in speech and writing. While there is a strong emphasis on
reading and writing skills, speaking and listening will also be a key focus to promote effective communication across
the curriculum and beyond into the global community.
The syllabus will help students to understand and respond appropriately to what they see, hear and experience,
and to enjoy the full variety of the English language. Students will be encouraged to use relevant vocabulary, to
employ correct grammar, spelling and punctuation, and to display a sense of style and audience. In addition, it
will complement their other studies by developing general skills such as the ability to analyse, make inferences,
order facts and present opinions. Students will develop the ability to respond to texts in the three main forms
(Prose, Poetry and Drama) and understand the ways in which writers’ choices of form, structure and language
shape meaning. The ability to produce informed, independent opinions and judgments on literary texts, and to
communicate clearly the knowledge, understanding and insight relating to literary study is also promoted.
Through the study of literature students are encouraged to read, interpret and evaluate literary texts. They will
develop an understanding of texts in terms of literary meaning, relevant contexts and deeper themes or attitudes.
This study of literature allows students to explore areas of universal human concern, thus leading to a greater
understanding of themselves and others.
MATHEMATICS
"The mathematician does not study mathematics because it is useful, he studies it because he delights in it, and he
delights in it because it is beautiful" – J. H. Poincare
The study of Mathematics has a rich and varied 4000 year history. No education would be complete without this
time honoured discipline of the mind, which is considered a language in its own right. While there are many practical
applications of mathematics, it also contains elements of philosophy and the skills that students learn can be utilised
in a variety of situations. Such skills include the ability to analyse logically; to recognise when and how a situation
may be represented mathematically; identify and interpret relevant factors; and, where necessary, select appropriate
strategies. Students will also learn to use mathematics as a means of communication with emphasis on the use
of clear and correct expression. They will acquire the mathematical foundation necessary for further study in
this or related subjects. Students are encouraged to develop their mathematical knowledge and skills in a way
which encourages confidence and provides satisfaction and enjoyment. They will develop a feel and appreciation
for numbers and for patterns and relationships in Mathematics. There will be an emphasis on solving problems,
conducting investigation and modelling tasks and presenting and interpreting results.
The Year 10 Mathematics programme provides the foundation for IGCSE Mathematics which most students sit at
the end of Year 11. Able Year 10 students are accelerated and sit the IGCSE Mathematics examination at the end of
the year. In Year 11 they can then progress to the challenging IGCSE Additional Mathematics programme.
SCIENCE
(Biology, Chemistry, Physics)
"Science is nothing but developed perception, interpreted intent, common sense rounded out and minutely
articulate" – George Santayana.
Students in Years 7-10 follow a combined science program which exposes them to all the major disciplines but also
shows their interdependency. This program also develops their practical scientific skills in parallel with their scientific
analysis and thinking skills in preparation for specialization in Year 11 and beyond.
Biology
The study of Biology offers a combination of theoretical and practical studies leading to an understanding of
the concerns and basic principles of biology, with emphasis on human biology. Students will develop scientific
abilities and skills relevant to the study of biology in relation to the four main areas of syllabus content. These are:
characteristics and classification of living organisms, organisation and maintenance of the organism, development of
the organism and continuity of life, and relationships of organisms with one another and with their environment.
The course will stimulate an interest in, and concern for, the environment. It will prepare students to become
confident citizens in a technological world, and to take an informed interest in scientific matters; it will also form
a basis for more advanced study. Biology places considerable emphasis on understanding and use of scientific
ideas and principles in a variety of situations, including those which are well-known to the learner and those which
are new to them. The programme features a variety of learning experiences designed to enhance the development
of skill and comprehension. Learners develop transferable life-long skills relevant to the increasingly technological
environment in which people find themselves.
Chemistry
In 1886, John Wesley Hyatt, synthesised the first plastic created in the USA. He was trying to win the $10,000 first
prize for a substitute for the fast vanishing ivory used in the manufacture of billiard balls. Today, tens of thousands of
synthetic materials influence the quality of our lives – most for our benefit although there are unfortunately, notorious
exceptions. It would be difficult to imagine life without medicines, fuels, plastics and antiseptics, to name just a few
commodities vital to our lifestyles. Chemistry is a fundamental branch of science that enables us to understand
materials that are an essential part of our everyday lives and leisure. Through the study of Chemistry we are able
to appreciate and explain the basic make-up of matter and how substances interact. The study of Chemistry
can lead to careers in a wide variety of fields including medicine, geology, environmental studies, engineering,
food science, forestry, teaching at secondary or tertiary levels, forensic science, dentistry, agricultural science and
analytical chemistry. While Chemistry is an academic subject, it is intrinsically based on laboratory work. Theory
is complemented by experiments in which you develop practical skills such as the use of modern laboratory
equipment, powers of observation and the ability to communicate results and conclusions.
Physics
The Physics syllabus offers a combination of theoretical and practical studies leading to an understanding of the
basic principles of Physics. Students will gain awareness of the study and practice of science and will understand
that scientific applications have both beneficial and detrimental effects on the individual and the environment. The
course will prepare students to become confident citizens in a technological world, and to take informed interest
in scientific matters. Students will develop abilities and skills that are useful in everyday life and develop relevant
scientific attitudes such as concern of accuracy and precision, objectivity, enquiry, initiative and inventiveness. The
course develops an interest in, and care for, the environment in relation to the environmental impact of Physics and
its applications. It promotes awareness that the study and practice of Physics are co-operative and cumulative
activities, and are subject to social, economic, technological and cultural influences and limitations. The use of IT is
promoted as an aid to experiments and as a tool for the interpretation of experimental and theoretical results.
HUMANITIES
Geography, History
"The calling of the humanities is to make us truly human in the best sense of the word" – J. Irwin Miller
The study of Humanities in years 7-10 allows students to develop their knowledge and experience of societies and
our planet. The study of Humanities is designed to engage students in learning about societies and the environment
both in the past and the present. A student develop a sense of their place in the world and enables them to extend
their knowledge, skills and experiences so that they can effectively participate and contribute in local and global
communities as informed, confident and responsible citizens. Humanities promotes an understanding of culture
and heritage, continuity and change, cause and consequence, similarity and difference, resources and economic
activity, the environment, and social organisation. Students will further develop their inquiry, values exploration
and social decision making skills. The course will also facilitate the development of cross curricula skills, such as
communication, co-operation, numeracy, literacy, study and self-management.
At AIS we believe that Visual Arts is an essential part of a broad and balanced education providing experiences that
promote creativity, self-expression, communication, aesthetic awareness and the development of problem solving.
The study of Visual Arts focuses on both the development of personal ideas and responses as well as skills and
processes. Experiences in the Visual Arts stimulate risk taking, creative potential and an awareness of other cultures
and the world in which we live.
There has been an exponential increase computer created and manipulated of images in recent years. Students
learn how to make sensible and creative use of internet access for investigation in Art. Students learn how to use
creatively image-viewing and image-manipulation software to develop their artworks.
At the end of Year 9, successful students are offered the option of higher art studies in Year 10 onwards. These
studies can lead to internationally recognised qualifications in art studies: the IGCSE and IBDP.
MUSIC
"Music washes away from the soul the dust of everyday life" – Berthold Auerbach
Listening, performing and composing fosters students' aesthetic and emotional development, self-discipline and
creative skills. Students are encouraged to appreciate and enjoy music in local and world- wide contexts as they
develop a perceptive, sensitive and critical response to the music of high art, folk and popular styles. Each style is
placed in its historical and cultural context.
The major part of the IGCSE examination in Year 11 is related to both the Western European musical tradition and
the music of other cultures is always represented. Students will develop a deeper understanding of music in its
wider cultural context and be able to communicate understanding, supporting judgments by argument based on
evidence.
The study of Design and Technology offers students the opportunity to utilise creative thinking in combination
with practical and technological skills to design and make products that meet human needs. Stimulating contexts
provide a range of opportunities for students to identify real needs and opportunities and to respond with ideas and
products/solutions that consider and develop their understanding of aesthetic, technical, cultural, social, industrial
and environmental issues. Students have the opportunity to explore a range of materials, tools, equipment and
innovative technologies, including CAD and CAM, both as individuals and as members of a team. Through the study
of Design and Technology students learn to innovate, are able to apply creative thinking, develop confidence in
using practical skills and gain awareness of the impacts of current and future technologies.
LANGUAGES
"One language sets you in a corridor for life. Two languages open every door along the way". – Frank Smith
The study of a foreign language complements other areas of study by encouraging the use of skills with a more
general application. Research has shown that mathematical and verbal skills improve with each additional year of
foreign language study. Studying a foreign language can also improve analytic and interpretive capacities.
Students will deepen their knowledge of vocabulary, grammar, culture, and literature. Students obtain an insider's
view of another culture and a new view of their own. Studying a new language, reading other peoples stories, and
connecting with people in their own language can be a source of pleasure and surprise.
CHINESE MANDARIN
The aim for students learning Mandarin Chinese as a foreign language is to develop an ability to use the language
effectively for purposes of practical communication. The courses are based on the linked language skills of listening,
reading, speaking and writing, and these are built on as students’ progress through their studies. The courses at
a Middle School level offer insights into the culture and civilization of countries where the language is spoken, thus
encouraging positive attitudes towards language learning and towards speakers of foreign languages.
KOREAN LITERATURE
Korean Literature is taught to all Korean students in Years 7 – 9 in mixed ability classes. Students cover four key
areas of study throughout an academic year including: Literature, Reading, Writing and Cultural Studies. The
language of instruction is Korean.
The aims of the Computing course are to develop an understanding of the main principles of solving problems
using computers, the range of applications of computers and the effects of their use, the organisation of computer
systems including software, data, hardware, communications and people, and to acquire the skills necessary to
apply this understanding to developing computer-based solutions to problems.
Through the study of ICT students will grow in their awareness of how applications are used in the workplace, and
will consider the impact of new technologies on methods of working and on social, economic, ethical, and moral
issues. Students will find their developing skills are useful to them in their work across the curriculum. The ICT
syllabus contains a combination of theoretical and practical studies focusing on the ability to use common software
applications, including word processing, spreadsheets, databases, interactive presentation software, electronic mail,
web browsers and website design. Assessment of practical tasks is hardware and software independent.
PHYSICAL EDUCATION
"Exercise alone provides psychological and physical benefits. However, if you also adopt a strategy that engages
your mind while you exercise, you can get a whole host of psychological benefits fairly quickly" – James Rippe, M.D.
Physical Education is an integral part of the educational process, where concepts and activities contribute to the
physical, intellectual, socio-emotional and spiritual development of every student. The aim of physical education
is the development of autonomous, life-long learners who readily participate in physical activity on a regular basis.
Every participant will develop characteristics commonly associated with goal setting, social responsibility, and
personal achievement. The aim of the physical education program is to engender life-long physical participation.
SWIMMING
All students from Years 7 – 10 participate in the Swimming Programme. The swimming programme focuses on
water confidence, participation, stroke development, teamwork and water enjoyment. The programme caters to
all individual needs, from basic independent swimmers to those able to swim multiple laps of multiple strokes. The
aim is to refine basic strokes and develop correct technique while enhancing general endurance and fitness. The
students will also learn water safety and rescue techniques that can be used in various aquatic environments.
Beginning in Year 10, IGCSE Global Perspectives is a course that is cross-curricular, stretching across traditional
subject boundaries. It taps into the way today’s students enjoy learning − including group work, seminars, projects,
and working with other students around the world. The emphasis is on developing the ability to think critically about
a range of global issues where there is always more than one point of view. IGCSE Global Perspectives encourages
awareness of global problems and offers opportunities to explore possible solutions through cooperation and
collaboration. The course values, supported, divergent thinking and opens minds to the great complexity of the
world and of human thought and emotion. Topics may include: Belief systems, biodiversity and ecosystem loss,
climate change, conflict and peace, disease and health, education for all, employment, family and demographic
change, fuel and energy, humans and other species, language and communication, law and criminality, poverty and
inequality, sport and recreation, technology and the economic divide, trade and aid, tradition, culture and identity,
transport and infrastructure, urbanisation, water, food and agriculture.
The handbook provides information on the different subjects and an explanation of which subjects are compulsory
and optional. Students who join the school after the start of the school year may find that some classes are full and
that all their subject preferences are not available.
The information that follows is the handbook for students in Year 11 in 2017-18. While it can be used as a guide for
students in later years, the combinations of subjects available may change.
CORE SUBJECTS
• IGCSE English (Literature or 1st Language or 2nd Language)
• IGSCE Mathematics
• One of Vietnamese* or Korean* or Chinese 2nd Language* (all IB Foundation) OR IGCSE Global Perspectives
• Physical Education (Non-IGCSE)
• Vietnamese National Studies (Literature, Vietnamese History and Geography) is compulsory for Vietnamese
students.
• If Vietnamese isn’t taken as a language preference in the school day, then that student will automatically be
entered for classes after school. (Non-IGCSE)
OPTIONS
• IGCSE Art
• IGCSE Biology *
• IGCSE Chemistry *
• IGCSE Design Technology *
• IGCSE Economics *
• IGCSE Geography
• IGCSE Information and Communications Technology ( ICT )
• IGCSE Music
• IGCSE Physics *
CONSIDERATIONS
• Some subjects MUST be taken at IGCSE to be taken in Year 12 at IBDP. These are shown with an asterix*
• It is always better to take a subject at IGCSE if a student wishes to take it at IBDP, even if it isn’t compulsory
% Coursework 0%
% Oral assessment 0%
Course description Cambridge IGCSE First Language English is designed for students whose
mother tongue is English. The course allows students to:
What do students need to This course is a demanding, 100% examination based course. Students study
know about this course language topics for two exam papers:
before they take it for
IGCSE? Paper 2: Reading 2 hours 50%
What types of students do Students planning to sit IGCSE English Language should be avid readers, able
well in this course? to engage in debate, be well-informed about their world and be open to ideas
that challenge their current position. They must be prepared to source and
study extra material and to prepare practice essays on an on-going basis.
What types of students Students who do not receive C grade or higher for Year 10 English
struggle with this course
What kind of activities Regular activities include: individual Oral Presentations, essay writing, internet
are done in class research, peer and self-assessment, brainstorms, group projects and
regularly? presentations, essay writing and reading comprehension.
What kind of activities are Quizzes, drama performances, viewing media, debate
done in class occasionally?
What do students like the It is thought-provoking and relevant with regard to current world-wide societal,
most about this course? cultural and political issues.
What do students like the The course is run as a one year course at AIS and material covered across one
least about this course? year makes the course very demanding in terms of the amount of content to
be covered. Reading often has to be completed independently to keep up with
the demands of the course.
Other information Entry for this course is at the recommendation of the English Coordinator.
% Coursework 0%
30% Listening
Some topics covered Reading Comprehension, writing formal and informal letters, writing articles,
writing summaries, taking notes, listening comprehension, oral communication,
completing forms.
Course description This course teaches the productive skills of writing and speaking, and the
receptive skills of reading and listening for the purpose of communicative
English.
What do students need to Course work comes from a range of contexts relating to student needs, where
know about this course they may use English as a Second Language. These include education, the
before they take it for world of work, current affairs, health and welfare, and travel.
IGCSE?
What types of students do Students for whom English is their second language, who wish to pursue
well in this course? English as their Language B option for the IB Diploma Programme. Students
need some prior experience speaking, reading and writing English.
What types of students Students who gain less than a C grade at Year 10 may struggle with this
struggle with this course course.
What kind of activities are Taking notes, answering questions orally, small group discussion, grammar
done in class regularly? drills, practice examination exercises for reading and writing, listening practice,
speaking practice.
% Coursework 0%
% Oral assessment 0%
Some topics covered The course includes the study of selected classic and contemporary novels,
plays and poetry.
Course description Skills include in-depth analysis of classic and contemporary Literature texts
studied in class, planning and developing coherent arguments, reader-
response theory and the relationship between literature and society. Oral
expression is emphasised as students are required to articulately express
their thinking about texts using appropriate language. Students also need to
demonstrate an ability to write within strict timed conditions.
What do students need to This course is a demanding, 100% examination based course. Students study
know about this course literature topics for two exam papers:
before they take it for
IGCSE? • Paper 4: Set Texts – three essays: 2 hours 15 mins 75%
• Paper 5: Set Texts – one essay: 45 mins 25%
What types of students do Students planning to sit IGCSE English Literature should be avid readers, able
well in this course? to engage in debate, be well-informed about their world and be open to ideas
that challenge their current position. They must be prepared to source and
study extra material and to prepare practice essays on an on-going basis.
What types of students Students who do not receive C grade or higher for Year 10 English
struggle with this course
What kind of activities Regular activities include: individual Oral Presentations, essay writing, internet
are done in class research, peer and self-assessment, brainstorms, textual annotations,
regularly? character role-play, group projects and presentations.
What kind of activities are Quizzes, drama performances, viewing media performances of texts studied.
done in class occasionally?
What do students like the It is thought-provoking and relevant with regard to current world-wide societal,
most about this course? cultural and political issues.
What do students like the The course is run as a one year course at AIS and material covered across one
least about this course? year makes the course very demanding in terms of the amount of content to
be covered. Reading of texts often has to be completed independently to keep
up with the demands of the course.
Other information Entry for this course is at the recommendation of the English Coordinator.
IGCSE Mathematics
Full subject title IGCSE Mathematics
% Coursework 0%
% Oral assessment 0%
Some topics covered Number, algebra, space & shape, statistics & probability
Course description IGCSE Mathematics is a fully examined course which encourages the
development of mathematical knowledge as a key life skill, and as a basis
for more advanced study. The syllabus aims to build students' confidence
by helping them develop a feel for numbers, patterns and relationships, and
places a strong emphasis on solving problems, presenting and interpreting
results.
There are two options at this level: extended and core. All the material in the
core curriculum is covered within the extended scheme. The extended Maths
course prepares students for the IBDP higher and standard Mathematics. The
core Mathematics course prepares students for the IBDP studies Mathematics.
What do students need to Mathematics is compulsory. Students will be placed into either the Core or
know about this course Extended class depending on their previous performance in Mathematics.
before they take it for
IGCSE?
What kind of activities are Text book problems, solving puzzles, graphing, worksheets, starter activities
done in class regularly?
What do students like the Using the calculator, algebra, measuring angles
most about this course?
What do students like the Trigonometry, 3 dimensional questions, scale drawing, mensuration
least about this course?
Other information Students wanting to take IBDP higher level Mathematics must take the higher
Mathematics IGCSE paper and achieve a grade A minimum.
% Coursework N/A
Some topics covered Invasion sports, striking sports, team and individual games, traditional and
non-traditional sports and activities.
Course description This course is designed to give students the opportunity to participate in
periods of physical activity at least two times a week.
What types of students do Students who have an enthusiastic approach to physical activity, and possess
well in this course? practical sporting and aquatic skills.
What types of students Students who either have limited sporting skills and/or who limit their
struggle with this course involvement in practical classes.
What kind of activities are Students participate in a variety of practical activities and sports that aim to
done in class regularly? improve students physical, social and tactical skills. Activities involve working
in team and individual environments, communicating with others, leading other
students and improving practical and social skills.
What kind of activities are A leadership based component will be linked to some of the practical units
done in class occasionally?
What do students like the The opportunity to participate in practical, physically active lessons at school.
most about this course?
What do students like the If tired, students can often struggle to participate fully in the lessons.
least about this course?
Other information Year 11 Physical Education classes are compulsory and will consist of two
practical classes each week – one ‘sports’ class and one swimming lesson.
% Oral assessment 0%
Some topics covered Belief systems, biodiversity and ecosystem loss, climate change, conflict
and peace, disease and health, education for all, employment, family and
demographic change, fuel and energy, humans and other species, language
and communication, law and criminality, poverty and inequality, sport and
recreation, technology and the economic divide, trade and aid, tradition,
culture and identity, transport and infrastructure, urbanisation, water, food and
agriculture
Course description IGCSE Global Perspectives is a groundbreaking new course that is cross-
curricular, stretching across traditional subject boundaries. It taps into the way
today’s students enjoy learning − including group work, seminars, projects,
and working with other students around the world. The emphasis is on
developing the ability to think critically about a range of global issues where
there is always more than one point of view.
What do students need to IGCSE Global Perspectives encourages awareness of global problems and
know about this course offers opportunities to explore possible solutions through cooperation and
before they take it for collaboration. The course is not about getting everybody to think identically;
IGCSE? rather it is a matter of opening minds to the great complexity of the world and
of human thought, and opening hearts to the diversity of human experience
and feeling.
What types of students do Open, internationally minded students who enjoy vigorous discussion and
well in this course? debate and learning about other people’s perspectives on the world.
What types of students Students who struggle to appreciate other people’s points of view, and who
struggle with this course are very set in their ideas of right and wrong.
What kind of activities are Discussion, debate, research projects, oral presentations
done in class regularly?
What kind of activities are Interacting with other students in Ho Chi Minh City, in Vietnam and around the
done in class occasionally? world.
What do students like the Learning about the world and how they can be a force for good in changing
most about this course? the destiny of our planet and societies.
Other information This subject is compulsory for all students. It is excellent preparation for IBDP
Theory of Knowledge.
% Coursework N/A
Course description This course is compulsory for all students who are registered with the school
under a Vietnamese passport. It is also available after school. The course
encourages students to be confident when making a speech in class,
expressing fluently, being imaginative and sensitive.
What do students need to How to analyse a work, reason a work, and demonstrate a work.
know about this course
before they take it for
IGCSE?
What types of students do Students who enjoy learning about their heritage and who value their language
well in this course? as part of their identity. Also students who are willing to work hard at the
complexities of written Vietnamese.
What types of students Students who don’t value their language as a world language often struggle to
struggle with this course stay motivated on this course. Students who do not work at completing their
homework to a high standard also struggle.
What kind of activities are Discussion, essays, reading Literature, group work, pair work, individual work,
done in class regularly? presentations
What kind of activities are Research projects and presentations, role plays, films and excursions
done in class occasionally?
What do students like the Activities and knowledge of culture, heroes, and history. Learning about their
most about this course? heritage.
What do students like the Language techniques. Studying Vietnamese formal grammar and written
least about this course? accuracy.
Other information This course can be taken during the school day, which means students will
study one IGCSE less than other non-Vietnamese students, or it can be taken
after school.
% Coursework 0%
% Oral assessment 0%
Writing 50%
Some topics covered Topics are different every year because students discuss current issues. For
literary texts, they read a variety of works because the exam papers have
unseen texts only.
Course description This course is for first language Korean speakers. The course trains students in
formal essay writing and text analysis and provides a qualification for students
in their native language.
What do students need to Students should read a variety of texts and know how to analyse them.
know about this course This must not be limited to what is taught in class. The course involves lots
before they take it for of writing tasks because the most part of the exam is writing. This course
IGCSE? is strongly recommended for any student who intends to take Language A
Korean at IBDP level next year.
What types of students do Students who do their best, complete all the work and refer to teacher’s
well in this course? feedback and the marking scheme for improvement
What types of students Students who do not spend sufficient time preparing their assignments.
struggle with this course
What kind of activities are Analysing texts, written comparisons, argumentative, descriptive and narrative
done in class regularly? essays.
What do students like the The atmosphere, relationship with the teacher, speaking Korean.
most about this course?
Other information Students will need to take this course to ensure success at IBDP Korean next
year.
% Coursework 0%
% Oral assessment 0%
Some topics covered Self, family, home, neighbourhood and region, everyday life, school facilities,
future career planning, daily essentials, shopping, food and beverages, health,
weather and climate.
Course description Students will be able to express personal meaning by studying about 30
topics. Students will also have better understanding of China at the same time
by developing Chinese communication skills. Students will leave with a better
understanding of the Chinese language, habit and grammar.
What do students need to Students will do better if they have learned Chinese for 2-3 years and therefore
know about this course? have a good foundation.
What types of students do Hard working students who are willing to speak and read different topics on
well in this course? Chinese culture.
What types of students Students who struggle with speaking and essay writing without enough
struggle with this course vocabulary.
What kind of activities are Word cards, sentence cards, watch video, group work and pair work, lots of
done in class regularly? speaking, listening, reading and writing exercises.
What do students like the Speaking and writing an essay over 150 words as exam practice.
least about this course?
Other information Students are advised not to take this subject if they have no prior experience
of the Chinese language.
% Coursework 50%
Some topics covered Media and technical skills, composition, meaning making in Art, genres, styles,
approaches of Art, critical analysis
Course description The Cambridge IGCSE Art & Design encourages a range of skills, stimulates
aesthetic awareness, knowledge and critical understanding of art and provides
opportunities for learners to develop a range of skills. Crucially, a personal and
independent perspective is encouraged at all times. The course helps equip
students with life-long skills including: confidence, responsibility, reflection,
sustained engagement, and the ability to identify and solve problems in
visual and tactile form. An ideal foundation for further study, IGCSE Art and
Design also develops a greater awareness of the role played by the visual
arts in society and history, broadening cultural understanding and individual
experience. This course is internationally recognized and prepares students for
IBDP Art and Design, particularly with regard to technical skills.
What do students need to This is a time-consuming and demanding course that requires commitment
know about this course and the ability to devote time and energy outside of regular classes. Emphasis
before they take it for is placed on the processes involved in art making, developing the ability to take
IGCSE? initial ideas through to resolved outcomes.
What types of students do Students who have a passion for Art. Also, students who have prior experience
well in this course? and have developed a range of art skills and attitudes. These students are
usually independent, motivated and hard working.
What types of students Students with little background/ experience in Art or those who find the subject
struggle with this course technically challenging. Also students who underestimate the demands of the
course and chose it for the wrong reasons.
What kind of activities are Development of technical skills, including drawing from direct observation
done in class regularly? and experience and developing the ability to experiment with a wide range of
materials and media. Investigating and researching the work of other artists
and developing a growing understanding of other practitioners and cultures.
What kind of activities are Analysis of artworks (as a class/ group), group critiques
done in class occasionally?
What do students like the Students have a lot of choice about the direction they want to pursue for the
most about this course? coursework component.
What do students like the Not all students are prepared for the amount of time they should be spending
least about this course? in the studio.
Other information The coursework component of the course in particular, prepares students very
well for IBDP Visual Arts. There are no entry requirements, but students should
be careful not to take this course as an ‘easy option’, as the coursework
requirements are substantial.
IGCSE Biology
Full subject title IGCSE Biology
% Coursework Students sit a 1 hour Alternative to Practical Paper which is weighted at 20%
of the total available marks
% Final exam Paper 1 45 minutes, multiple choice question paper weighted at 30% of total
available marks
Some topics covered Cells and cell processes, animal nutrition, plant nutrition and transport,
respiration and transport in humans, coordination and homeostasis, plant
reproduction, human reproduction, inheritance and evolution, organisms and
the environment, human influences on the environment.
Course description As well as a focus on Biology, and with an emphasis on human Biology,
the IGCSE Biology syllabus enables students to better understand the
technological world in which they live, and take an informed interest in Science
and scientific developments. Students learn about the basic principles of
Biology through a mixture of theoretical and practical studies. Students also
develop an understanding of the scientific skills essential for further study
at IB Diploma level, which are useful in everyday life. As they progress,
students learn how Science is studied and practiced, and become aware
that the results of scientific research can have both good and bad effects on
individuals, communities and the environment.
What do students need to An understanding of scientific methodology, how experiments are conducted
know about this course fairly, what variables are and how they affect an experiment. Basic
before they take it for understanding of human body systems and function, such as the circulatory,
IGCSE? respiratory, digestive and reproductive systems. How plants produce their own
food by photosynthesis and how living things are linked to one another in their
environment.
What types of students do Students with a good command of English. Biology is a very descriptive
well in this course? Science. Students need to be able to explain biological processes in great
detail using very scientific language. Students with good Maths skills. All of
the Sciences require students to record, present and manipulate numerical
data. Students with an interest in how their body works and how living things
interact. Students who want to go on and study biological or medical sciences
at IB Diploma level or at University.
What types of students Students who lack good reading and writing skills in English will struggle with
struggle with this course all of the new vocabulary and the lengthy explanations required to answer
exam questions effectively. Students who aren’t prepared to spend time
learning the definitions and theory well. Students who struggle to apply their
knowledge to new situations. Students who think Biology is the easy Science.
What kind of activities are We use videos and animations to engage students and show biological
done in class regularly? principles in action. We use presentations to deliver key theory and practical
experimental work to learn the skills for paper 6. Students regularly use the
internet for research and produce presentations and leaflets/posters for
display. We play games to reinforce learning and use past papers to develop
effective examination skills.
What kind of activities are Role plays, virtual experiments and demonstrations. Biological drawing.
done in class occasionally?
What do students like the Human Biology, especially the heart, lungs and eye as they dissect these
most about this course? organs.
Other information Entry recommendation for this course: C grade or higher for Year 10 Science.
This course prepares students for IBDP Biology. Candidates study the
Extended Curriculum, which comprises the core and supplement curriculums.
These candidates are eligible for all grades from A* to G.
IGCSE Chemistry
Full subject title IGCSE Chemistry
% Coursework 0%
% Oral assessment 0%
Some topics covered Introduction and basic atomic structure, bonding and the periodic table,
chemical calculations, physical Chemistry, chemical reactions, nature’s
materials, organic Chemistry
Course description Cambridge IGCSE Chemistry will help students gain knowledge and
understanding of the subject, learn how to handle information and solve
problems, and learn experimental skills and techniques of investigation.
Together, these will help students both develop a deep understanding of
Chemistry, and prepare them to become confident citizens of an increasingly
technical world.
What do students need to This is a demanding and fast paced course which requires a lot of personal
know about this course study. There is a significant amount of practical work. This course is essential
before they take it for for any students considering taking IB DP Chemistry.
IGCSE?
Careers: the study of Chemistry can lead to careers in a wide variety of fields
including medicine, geology, environmental studies, engineering, food science,
forestry, teaching at secondary or tertiary levels, forensic science, dentistry,
agricultural science and analytical chemistry. While Chemistry is an academic
subject, it is intrinsically based on laboratory work. Theory is complemented by
experiments in which you develop practical skills such as the use of modern
laboratory equipment, powers of observation and the ability to communicate
results and conclusions.
What types of students do Students who have a genuine interest in Science and are willing to work hard
well in this course? in their own time. In addition to having strong mathematical and numerical
ability students who would have a good chance at success in the course
would have, or want to develop, the following skills: analytical and problem-
solving skills, abstract thinking, time management and organizational skills,
written and oral communication, monitoring and maintaining records and data,
teamwork, IT and technology skills, practical laboratory skills.
What types of students Students who find it difficult to spot patterns, struggle with analytical or
struggle with this course abstract thinking, very weak mathematic or numerical skills and disorganised
students would find this course very challenging.
% Final exam Paper 1 Design. 25% of total available marks. 1 hour and 15 minutes.
Some topics covered Observe and identify needs, research, idea generation, health and safety,
development of ideas, communicating with others, Design and Technology
in society, aesthetics, anthropometrics and ergonomics, energy, control,
mechanical control (static and dynamic), permanent fastenings.
Course description Design and Technology prepares students for their future within a rapidly
changing technological society. In the course students identify, consider and
solve problems. Students gain technical and design awareness and develop
skills such as initiative, resourcefulness, enquiry and ingenuity whilst also
developing communication skills central to design, making and evaluation.
What do students need to This is a demanding course in terms of the assessment requirements through
know about this course both examinations and project work. Creativity, independent thinking and
before they take it for organisation skills are key elements to success in the written components.
IGCSE? Confidence, combined with the ability to work safely and accurately is key to
success in the practical elements.
What types of students do Students who have a good command of English and who are able to apply
well in this course? technological terminology correctly and appropriately. Students who are able to
think creatively and who are confident in conveying ideas graphically. Students
who are confident in working with a range of materials, tools and equipment in
a practical setting.
What types of students Students who have the expectation that the course primarily involves “making
struggle with this course things” find it difficult. While there are practical elements to the course, a
substantial amount of theory is covered, culminating in two examinations.
Students who are unable to manage their time and meet deadlines will struggle
to complete the Design Project components.
What kind of activities are Group discussion, brainstorming, graphical communication, portfolio
done in class regularly? development, research, practical demonstrations, practical workshop activities.
What do students like the Students enjoy utilising various forms of technology in the development of
most about this course? solutions to various design situations.
What do students like the Design Technology is run as a one year course requiring students to be able to
least about this course? manage and schedule their independent study time to include Project Portfolio
and practical work.
Other information Students who do not achieve a C grade or higher at Year 10 level will struggle
to achieve at the IGCSE level. In addition, students should be aware that, like
Art and Design, this option requires a considerable time commitment.
IGCSE Economics
Full subject title IGCSE Economics
% Coursework 0%
% Oral assessment 0%
Some topics covered Basic economic terminology, principles and theories, simple data handling
including graphs and diagrams, how both consumers and producers and
as citizens of the local, national and international community interact, an
understanding of the economies of developed and developing nations and of
the relationships between them.
Course description The IGCSE Economics syllabus will develop an understanding of economic
terminology and principles and of basic economic theory. Students will
learn about the economics of developed and developing nations and how
these interrelate. They will also learn to handle simple data and undertake
economic analysis, evaluate information and discriminate between facts and
value judgments in economic issues. A foundation for further study at IBDP,
the syllabus also encourages a better understanding of the world in which
students live, and helps them play an active part in the decision-making
process, whether as consumers, producers or citizens of the local, national
and international community.
What types of students do Literacy and numeracy skills are important in the study of Economics.
well in this course?
What types of students Students with poor literacy and numeracy skills often struggle to understand
struggle with this course some areas of the course.
What kind of activities are Cases Studies, classroom experiments, class individual response systems,
done in class regularly? computer simulations, context-rich problems, cooperative learning,
documented problem solving, interactive lectures, interactive lecture
demonstrations, interdisciplinary approaches to teaching, writing, student
research, using media to enhance teaching and learning.
What do students like the This course gives students an increased understanding of real world events
most about this course?
What do students like the At times the pace of an IGCSE course can be a little overwhelming.
least about this course?
IGCSE Geography
Full subject title IGCSE Geography
% Coursework 0%
% Oral assessment 0%
Some topics covered Population and settlement, the natural environment, economic development
and the use of resources.
Course description IGCSE Geography is course that teaches about the world in which we live.
The study of Geography is unique in that it is a link between the Sciences;
History, Business, Economics, Biology, Physics and Chemistry. This course
teaches skills that can be used in the Sciences and the course content
complements other courses e.g. renewable energy in Physics, weathering in
Chemistry, ecosystems in Biology, migration in History and industry, tourism
and agriculture in Business and Economics.
What do students need to Students need to know the interests they have about the world in which we
know about this course all live. Students considering taking the course should only really choose to
before they take it for study the subject if they have an interest in it and enjoy studying it. Geography
IGCSE? looks at both human and physical Geography and their interactions, so there is
something for everyone to enjoy.
What types of students do Students who have a genuine curiosity of how the world works. A student of
well in this course? this calibre will perform well because their own interests and curiosity will drive
them to learn more about our world and our responsibility in preserving it.
What types of students Because the topics of the course cover a wide variety of topics, students rarely
struggle with this course struggle with this course. If students do struggle it is usually because of a lack
of English proficiency.
What kind of activities are Activities range from group/pair work presentations, individual presentations,
done in class regularly? personal research an investigation.
What do students like the Students like that there are multiple topics within the content that interest
most about this course? them. There are foreign concepts/ideas, different from other classes because
we have to study about faraway places and things.
What do students like the Given the amount of new content, students least like the amount of reading
least about this course? and independent research required for the course.
Other information It is recommended that your take IGSCE Geography if you wish to study it later
at IBDP level.
IGCSE Music
Full subject title IGCSE Music
30% Composing
Some topics covered Western classical music, music in the twentieth century, popular music in
context, world music
Course description Music provides students with an opportunity for self-expression and creativity.
It develops students’ aural awareness and perception, promoting problem-
solving skills through performing and composing as well as listening critically
and reflecting upon music they hear, create and perform.
What do students need to Prior experience in Music is not necessary. However, students with little or no
know about this course experience performing an instrument will be required to take individual lessons.
before they take it for
IGCSE?
What types of students do Experimentalists – students who listen widely to different genres and are
well in this course? curious about the intersection between these styles. Traditionalists – students
with a strong background in one genre, such as classical music. Performers –
students with strong inclinations and motivation to perform, either individually,
or with an ensemble. Arrangers – students with a keen aural sense, who are
interested in the relationship between musical parts and instrumentation.
Writers – students who are motivated to create pieces of music for a variety of
purposes such as film, choirs, orchestras, or solo performers.
What types of students The subject of Music revolves around creation and interpretation of works.
struggle with this course Students, who do little to create performances, compositions, or listen to a
range of music, will find it difficult to succeed in this course.
What kind of activities are Aural training, music theory exercises, music composition.
done in class regularly?
What kind of activities are Individual and group performances, music history and culture.
done in class occasionally?
What do students like the Students tend to enjoy when connections are made between the study of
most about this course? Music and other topics such as politics, travel, history and culture, as well as
understanding the underlying significance of such works.
What do students like the Students find music theory the least interesting of all the topics in Music.
least about this course?
Other information There are no entry requirements, but it is an advantage to study a musical
instrument or to have prior knowledge of music.
IGCSE Physics
Full subject title IGCSE Physics
% Coursework 0%
% Oral assessment 0%
% Final exam 100%. Students will need to sit for three papers: a multiple choice paper,
extended response, and an alternative to practical paper.
Some topics covered Forces and motion, waves and sounds, energy, thermal effects, rays and
waves, electricity, electrons and electronics, magnets and currents, atoms and
radioactivity
Course description The IGCSE Physics course consists of a basic treatment of kinematics,
mechanical energy, thermal Physics, electricity and magnetism, electronics
and elementary nuclear Physics. These topics serve as a foundation for those
wishing to continue with Physics beyond Year 11. To be successful in this
course, students will need to have a degree of competence with Year 10
Mathematics methods.
What do students need to This subject relies on understanding, not memorising. A competence in basic
know about this course Mathematics methods should be a prerequisite.
before they take it for
IGCSE?
What types of students do Students that are good at Maths and/or genuinely like Physics
well in this course?
What types of students Students who cannot think logically and who lack the ability to do basic
struggle with this course Mathematics with competence.
What do students like the The logical, sequential nature of Physics, practical experiments
most about this course?
Other information It is essential to do Physics IGCSE if you wish to do Physics at IBDP next year.
Physics is essential for students who may wish to study Engineering.
More information about the IGCSE programs can be found on the CIE
public website by at http://www.cie.org.uk/programmes-and-qualifications/
cambridge-secondary-2/cambridge-igcse/subjects/
enrolments@aisvietnam.com
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