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
As part of the options process, pupils have already received guidance from the Heads of Department to support them in choosing the subjects that are right for them.
At the Academic Parents’ Evenings on the 10th and 11th of February 2026, parents and pupils will have a chance to discuss their options. Your GCSE Options Forms must be completed and returned to the school before 4:00pm on 26th February 2026.
Whilst we will aim to be as flexible as possible, next year’s timetable will be based on the choices made in February, 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.
ENGLISH LANGUAGE
Pearson Edexcel IGCSE English Language
60% of the total International GSCE (Modular) Mr. I Tra ord
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
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 e ects
• 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 open-response 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
Content overview
40% of the total IGCSE (Modular)
• 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 e ects
• 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 Tra ord
ENGLISH LITERATURE
Pearson Edexcel IGCSE English Literature
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
Content overview
60% of the total IGSCE (Modular)
• 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 e ects
• 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 e ects 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
Content overview
40% of the total IGCSE (Modular)
• 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 e ect
• 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.
Miss A Bennett Head of Mathematics abennett@uppinghamcairo.com
Pearson Edexcel Mathematics IGCSE
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
• Each strand is weighted di erently with 20% number, 40% algebra, 25% geometry and 15% statistics.
• A Higher Tier formulae sheet will be included in the written examinations
• A calculator may be used in the examinations.
Selected pupils will be invited to study Further Pure Mathematics alongside GCSE Mathematics. This invitation will be based on attainment, pace of learning, and teacher recommendation.
Mr. A Yussuf Head of Arabic ayussef@uppinghamcairo.com
Arabic Language
Cambridge IGCSE (9–1) Arabic
The Cambridge IGCSE (9–1) Arabic qualification is designed to develop confident, accurate and independent users of Arabic. It supports pupils of a wide range of abilities and encourages a deep understanding of the language through meaningful reading and extended writing tasks. The course equips students with strong communication skills and prepares them well for further study, including Cambridge International AS & A Level Arabic, as well as future academic and professional pathways.
Content and Assessment Overview
The Cambridge IGCSE Arabic qualification consists of two externally assessed written papers, focusing on Writing and Reading and Grammar. There is no speaking or listening examination for this qualification.
Students are assessed on their ability to:
• communicate ideas, opinions and experiences clearly in writing
• understand and respond to a variety of fiction and non-fiction texts
• use a wide range of vocabulary and accurate grammar
• adapt their writing for di erent purposes and audiences
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: Writing
Written Examination
1 hour 30 minutes
50% of the total qualification
Students answer two extended writing tasks:
• Section A: one task (letter, speech or report) from a choice of two
• Section B: one task (descriptive, narrative or discursive) from a choice of three
This paper assesses students’ ability to organise ideas clearly, write accurately and use appropriate style and register.
Paper 2: Reading
Written Examination
1 hour 30 minutes
50% of the total qualification
Students complete a range of tasks testing:
• reading comprehension
• grammatical accuracy in context
• short-answer responses
• a summary task
All questions are compulsory. Responses are written in Arabic.
Miss C Ortiz Arguelles Senior School Spanish Teacher carguelles@uppinghamcairo.com
SPANISH
Pearson Edexcel International GCSE Spanish
The Pearson Edexcel International GCSE in Spanish is designed to support pupils of all abilities and to develop confident, practical language users. Through engaging and culturally rich content, students build strong communication and grammar skills and a solid foundation in Spanish. The course prepares learners e ectively for further study, including A Level Spanish and supports future academic and career pathways where languages are an advantage.
The Examination
The International GCSE examination consists of three papers:
Listening (35 minutes)
Understanding spoken Spanish in a range of everyday and authentic contexts.
Reading and Writing (1 hour 45 minutes)
Reading comprehension tasks based on a variety of texts as well as explicit grammar.
Speaking (8–10 minutes)
A role play, a picture-based discussion, and a conversation based on studied topic areas.
Miss M Simon Senior School French Teacher msimon@uppinghamcairo.com
FRENCH
Pearson Edexcel International GCSE French
The Pearson Edexcel International GCSE in French is designed to support pupils of all abilities and to develop confident, practical language users. Through engaging and culturally rich content, students build strong communication and grammar skills and a solid foundation in French. The course prepares learners e ectively for further study, including A Level French, and supports future academic and career pathways where languages are an advantage.
The examination
The International GCSE examination consists of three papers:
Listening (35 minutes)
Understanding spoken French in a range of everyday and authentic contexts.
Reading and Writing (1 hour 45 minutes)
Reading comprehension tasks based on a variety of texts as well as explicit grammar.
Speaking (8–10 minutes)
A role play, a picture-based discussion, and a conversation based on studied topic areas.
Mr. M Thompson
Head of Science
mthompson@uppinghamcairo.com
2.1 Subject content
• Cell biology
• Organisation
• Infection and response
• Bioenergetics
• Homeostasis and response
• Inheritance, variation and evolution
• Ecology
• Key ideas
2.2 Assessments
Paper 1
What's assessed
Topics: Cell biology; Organisation; Infection and response; and Bioenergetics.
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: 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
Chemistry
2.1 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
• Organic chemistry
• Chemical analysis
• Chemistry of the atmosphere
2.2 Assessments
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 Head of Science mthompson@uppinghamcairo.com
2.1 Subject content
• Energy
• Electricity
• Particle model of matter
• Atomic structure
• Forces
• Waves
• Magnetism and electromagnetism
• Space physics (physics only)
2.2 Assessments
Paper 1
What's assessed
Topics: Energy; Electricity; Particle model of matter; and Atomic structure.
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: 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 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 Head of Science mthompson@uppinghamcairo.com
COMBINED SCIENCE
CIE IGCSE Combined Science
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 e ectively 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
Physics
P1 Motion, forces and energy
P2 Thermal physics
P3 Waves
P4 Electricity
P5 Space physics
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
Miss. C Alexander-Watson Head of Humanities
cwatson@uppinghamcairo.com
GEOGRAPHY
Pearson Edexcel IGCSE Geography
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 di erences and inequalities within the human world, focusing on economic, social, and political causes of inequality and development.
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, short-answer, data-response, and open-ended questions.
Miss. C Alexander-Watson Head of Humanities cwatson@uppinghamcairo.com
Pearson Edexcel IGCSE History
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 e ectively. 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 quali cation
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.
Roberto Ciucciovè
GCSE Ancient History (OCR Cambridge)
Aims and learning outcomes
OCR’s GCSE in Ancient History will enable learners to:
• develop and extend their knowledge and understanding of the military, political, religious, social and cultural history of the ancient world, allowing students to be able to consider the events studied within the context of the history of the ancient world.
• develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of ancient sources in their historical context.
• understand that ancient historians today rely on fewer sources than are available for modern history, meaning that our version of events often relies on very scarce evidence, and the resulting di culties in reconstructing the history of the ancient world.
Content Overview
The Persian Empire, 559–465 BC
This is a compulsory period study focusing on the Persian Empire under Cyrus the Great, Cambyses II, Darius I and Xerxes I.
Depth study
One from:
From Tyranny to Democracy, 546–483 BC
Athens in the Age of Pericles, 462–429 BC
Alexander the Great, 356–323 BC
The foundations of Rome: from kingship to republic, 753–440 BC
This is a compulsory longer period study focusing on the kings of Rome and the early Roman Republic, with an emphasis on the most exciting and interesting events and characters.
Depth study
One from:
• Hannibal and the Second Punic War, 218–201 BC
• Cleopatra: Rome and Egypt, 69–30 BC
• Britannia: from conquest to province, AD 43–c.84
Roberto Ciucciovè
GCSE Latin (OCR Cambridge)
Aims and learning outcomes
OCR’s GCSE in Latin will enable learners to:
• develop and deploy their knowledge of vocabulary, morphology and syntax in order to read, understand and interpret Latin.
• develop their knowledge and understanding of ancient literature, values and society through the study of original texts, adapted and abridged as appropriate.
• select, analyse and evaluate evidence to draw informed conclusions from the literature studied.
Content Overview
Language
Language Learners study texts and stories in Latin to build knowledge and understanding of Latin vocabulary, accidence, and syntax.
Prose and Verse Literature
Learners study Latin set texts and answer questions in English on aspects of content and analyse, evaluate, and respond to the ancient literature they have studied.
Literature and Culture
Learners study two topics on Roman Civilisation and Culture using the sources in the Prescribed Sources Booklet and answer questions in English on aspects of content, culture, social practices, and values.
Mr R Self
Head of Computer Science and ICT
rself@uppinghamcairo.com
INFORMATION AND COMMUNICATION
Pearson Edexcel IGCSE ICT
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 e ective 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
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
Pearson Edexcel IGCSE Art & Design: Fine Art
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 e ects and creative potential of combining and manipulating di erent 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 broad-based 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
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 e ects and creative potential of combining and manipulating di erent 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 broad-based 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
This IGCSE enables pupils to identify, consider and solve problems through creative thinking, planning and design, and by working with di erent 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
Common content – study all topics
Observe need/ requirement
Design brief / specification
Identification/ research
Generation of possible ideas
Selection / organisation
Evaluation
Implementation and realisation
Health and safety
Initiation and development of ideas, and recording data
Communication of design ideas
Use of technology in design and making
Design and technology in society
Practical design application
Environment and sustainability
Specialist option – Resistant Materials
Types of materials
Preparation of materials
Setting, measuring, marking out, testing
Shaping
Joining and assembly
Finishing
Mrs J Howell Head of Design and Technology jhowell@uppinghamcairo.com
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 e ective 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 di erent 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.
Component 2: Externally-set Assignment
Internally set and externally marked
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. 50% of the total IGCSE
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 R McKechnie Deputy Director of Sport and Enrichment rmckechnie@uppinghamcairo.com
PHYSICAL EDUCATION
Cambridge IGCSE Physical Education
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 e ective 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 e ective 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 e ective 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 di erent categories.
Internally assessed and externally moderated
50% of the total IGCSE
• Minimum total time of three minutes. Mr I Hockley
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 di erent 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
Component 3 Appraising Music
• 40% externally assessed written exam
• Four areas of study with two set works each: - Instrumental Music 1700-1820, - Vocal Music
- Music for Stage and Screen - 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 di erent 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 o er at Uppingham Cairo.
Mrs A Lawson
Head of Drama
Content Overview
Learners develop an understanding and enjoyment of drama through practical and theoretical study.
Candidates will study:
• the elements of practical drama
• how to work with extracts from published plays as an actor, director and designer
• how to devise, develop and structure their own original dramatic material from stimuli such as short titles, poems, pictures, songs, historical events and stories
• how to evaluate their contribution to the devising process and the success of the final piece
• how to use staging and design as part of a dramatic performance
• individual and group performance skills and how they are applied to create character and communicate meaning to an audience.
Assessment Overview
All candidates take two components.
Component 1
2 hours 30 minutes Written examination 40%
Candidates answer:
• all questions in Section A
• two questions in Section B (one compulsory question and one question from a choice of two)
• both questions in Section C.
Component 2
Coursework 60%
Candidates submit three pieces of practical work:
• individual performance based on an extract from a play
• group performance based on an extract from a play
• group performance based on an original devised piece.
