HANDBOOK

Cambridge IGCSE
Years 10-11

RIS IGCSE HANDBOOK

 CONTENTS

What is the IGCSE Curriculum? 4

A Guide for Parents 6

Past Results 8

Subjects at RIS 9

Compulsory Subjects 10

Option Block 1 16

Option Block 2 19

Option Block 3 23

Option Block 4 26

The Duke of Edinburgh Award Scheme 30

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 The four-year high school experience at RIS commences with the Cambridge
IGCSE in the first two years and culminates with the globally recognised
IB Diploma.

RIS is accredited as a Cambridge International School and examination centre. The Cambridge IGCSE
programme is designed to provide a well recognised academic education for the first stage of High
School and also prepares students for the rigorous and demanding International Baccalaureate Diploma
Programme offered in Years 12 and 13.

CIE IGCSE stands for ‘Cambridge International Examinations’ ‘International General Certificate of
Secondary Education’ and is an internationally renowned set of international public examinations taken at
about the age of 16 years old. The CIE IGCSE has been running for over 30 years and is currently
“the world’s most popular qualification for 14 to 16 year olds” (cambridgeinternational.org)

For learners, Cambridge IGCSE helps improve performance by developing skills in creative thinking,
enquiry and problem solving. It is the perfect springboard to advanced study
(cambridgeinternational.org), especially the International Baccalaureate Diploma Programme as provid-
ed here at Rome International School.

There is an emphasis on learning additional languages, a key skill in today’s world and some subjects are
offered at two separate levels Core and Extended in order to support students to achieve their full
potential. Not only do students learn academic skills, but also skills such as communication, adaptability
to change, flexibility and cultural awareness, all of which help to prepare them for the 21st Century.

Our Staff:

Our highly qualified international staff, who represent 19 different nationalities, are committed to our
students' education and are there to support, inspire and motivate students. They are fully qualified to
teach the CIE IGCSE programme and aspire to equip our students with the skills needed to become
life-long learners, so that every child is able to realise their unique gifts and achieve their full potential.
As educators, they aim to guide our children in the process of ‘learning to learn’, facilitating their
development into inquisitive, active and openminded students, capable of working independently and in
a spirit of harmony and cooperation alongside others. They believe that such an education is needed to
meet the challenges of the future and will produce individuals who are self-confident, resourceful
and enterprising.

WHAT IS THE IGCSE

CURRICULUM?
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 Cambridge IGCSETM
A guide for parents
Cambridge IGCSE®
has widened my Cambridge International prepares school students for life, helping them develop an informed curiosity
and a lasting passion for learning. We are part of the University of Cambridge. Our Cambridge Pathway
horizons and enhanced gives students a clear path for educational success from age 5 to 19. Schools can shape the curriculum
around how they want students to learn – with a wide range of subjects and flexible ways to offer
my thinking them. It helps students discover new abilities and a wider world, and gives them the skills they need
for life, so they can achieve at school, university and work.

Your child’s needs as a learner are at What is Cambridge IGCSE?

the heart of our approach to education. Cambridge IGCSE is the world’s most popular international qualification for
Cambridge IGCSE is the world’s Our Cambridge Pathway gives your 14 to 16 year olds. It is taken in over 140 countries and in more than 4500 schools
child a love of learning that will stay around the world.
most popular international with them through school, university
qualification for 14 to 16 year olds. It and beyond. Our approach supports
builds skills in creative thinking, enquiry schools to develop learners who are: A clear path for educational success from age 5 to 19

and problem solving, giving learners • confident in working with

excellent preparation for further study. information and ideas – their own Cambridge Primary Cambridge Lower Secondary Cambridge Upper Secondary Cambridge Advanced
Age 5 + Age 11 + Age 14 + Age 16 +
and those of others
Curriculum and assessment for Curriculum and assessment for Cambridge IGCSETM (70+ subjects) Cambridge International
Learn more at • responsible for themselves, 10 subjects (including English,
Maths and Science)
10 subjects (including English,
Maths and Science)
Cambridge O Level (40+ subjects)
Cambridge ICE Certificate
AS & A Level (55+ subjects)
Cambridge AICE Diploma

cambridgeinternational.org/igcse responsive to and respectful Cambridge IPQ

of others Cambridge CEM baseline assessments to measure potential and progress

• reflective and developing their

Cambridge Professional Development for teachers and school leaders
ability to learn
• innovative and equipped for new
and future challenges
• engaged intellectually and socially,
ready to make a difference.

RIS IGCSE HANDBOOK RIS IGCSE HANDBOOK 7

 Past Results Subjects at RIS
The IGCSE grades at Rome International School show consistent improvement over the years The IGCSE programme stipulates that there are certain subjects which are compulsory for all students
which presents our commitment to continuing to provide quality education in order to ensure to study and undertake final exams in. These are complimented by a number of optional subjects from
that our students have the most opportunities post-IGCSE. which students choose a designated number. As Rome International School is an IB school, the
compulsory subjects are inline with the International Baccalaureate Diploma Programme (IBDP)
Not only do our staff work hard to support students to achieve their potential but we are proud in order to ensure that our students are successful not only at IGCSE but also in their further studies at
that our students demonstrate the commitment and resilience required to achieve top grades. IBDP. Students will study all of the compulsory subjects as outlined below:

Some highlights from 2021-2022:

COMPULSORY SUBJECTS:
. 90% of the total grades achieved were A* to C
. 25% of all grades were A* Coordinated Science
. 100% pass rate in 10 subjects At Extended level
English Language
The IGCSE is part of a continuum of education at RIS leading to the acclaimed IB Diploma which, At either First Language or Second Language as determined by the Head of English and EAL.
together with our personalised counselling service, facilitates access to universities worldwide. English Literature
This is only compulsory for students taking First Language English.
Italian
All students take Italian as an Additional Language as there is no First Language option at CIE.
Maths
At Extended level

OPTIONAL SUBJECTS:
In order to ensure a balanced range of subjects and the greatest choice, Rome International School offers
optional subjects in four Option Blocks. Each Option Block is grouped by subject type.
Students will choose one subject from each of the four option blocks below. The blocks may be subject
to change.

OPTION BLOCK 1: OPTION BLOCK 2:

Modern Foreign Languages Humanities
Arabic, Chinese, French, Spanish Economics, Geography, History

Plus: OPTION BLOCK 4:

OPTION BLOCK 3:
Politecnico di Milano, Politecnico di Torino, Bocconi University, John Cabot Rome, Penn State University, Additional Subjects
Arts
University of Prince Edward, University of British Columbia, University of Miami…and many more! Information, Communication
Drama, Music, Visual Arts
Technology (ICT), Physical Education (PE)

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 Questions will be based on the experimental skills in section 4 for students doing the core and extended
content.

Compulsory Subjects WHERE DOES IT LEAD?

Students develop a systemic approach to problem solving and develop attitudes like integrity, objectivity,
enquiry and concern for accuracy and precision. They also recognise that science is evidence based and
comprehend the usefulness and limitations of the scientific method. They also gain sufficient knowledge
and understanding to be suitably prepared for studies beyond the Cambridge IGCSE programme.
COORDINATED SCIENCE Thus, students who have successfully completed the course will have a solid foundation in each
scientific discipline so could IGCSE forward into any of the single sciences, Biology, Chemistry or Physics
at IB. Achieving a BB grade at iGCSE is considered a prerequisite for a Higher Level Science course.
COURSE DESCRIPTION AND AIMS: This might also play part in the decision as to whether or not to pursue the Core pathway.

Pathway choice is determined by ongoing student performance and in discussion with teachers, parents
and students. Cambridge IGCSE Coordinated Sciences (Double Award) enables learners to: ENGLISH LANGUAGE - FIRST LANGUAGE ENGLISH
• increase their understanding of the technological world
• take an informed interest in scientific matters
• recognise the usefulness (and limitations) of scientific method, and how to apply this to other disciplines COURSE DESCRIPTION AND AIMS:
and in everyday life
Cambridge IGCSE First Language English is designed for learners whose first language is English.
• develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry,
The course enables learners to:
initiative and inventiveness
• develop an interest in, and care for, the environment
• develop the ability to communicate clearly, accurately and effectively when speaking and writing
• better understand the influence and limitations placed on scientific study by society, economy,
• use a wide range of vocabulary, and the correct grammar, spelling and punctuation
technology, ethics, the community and the environment
• develop a personal style and an awareness of the audience being addressed
• develop an understanding of the scientific skills essential for both further study and everyday life

(Source: Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Syllabus) Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness
of the ways in which English can be used. Cambridge IGCSE First Language English also develops more
The subject is divided into three sections Biology, Chemistry and Physics and students will have 10 hours general analysis and communication skills such as inference, and the ability to order facts and present
of science every two weeks; 4 hours of Biology and 3 hours of Chemistry and 3 hours of Physics. opinions effectively.
Each component is taught by a teacher with expertise in the specific science.
Cambridge IGCSE First Language English offers candidates the opportunity to respond with
ASSESSMENT SPECIFICS: understanding to a rich array of reading texts during the course as a whole. Candidates will use these
texts to inform and inspire their own writing, and write in a range of text types for different purposes and
The IGCSE Coordinated Sciences exam consists of the following three components:
audiences. Candidates will develop both their speaking and their listening skills, delivering a presentation,
and responding to questions and engaging in conversations. Candidates are encouraged to become
A multiple choice paper worth 30% of the overall grade extended.
appreciative and critical readers, writers, speakers and listeners.
40 four option multiple choice questions based on the core content (for students doing core) or based on
the extended content (for students doing extend- ed).
ASSESSMENT SPECIFICS:
A theory paper worth 50% of the overall grade.
AO1 Reading 50%
Short-answer and structured questions based on the core content (for students doing core) and based on
AO2 Writing 50%
the extended content (for students doing extended).
AO3 Speaking and listening Separately endorsed

A skill based paper worth 20% of the overall grade.

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 WHERE DOES IT LEAD? LITERATURE IN ENGLISH
This course allows students to have a First Language (IE: fluent) level of the English language, it’s study
and how to use and manipulate it. The key skills that are taught are reading skills; allowing students to
read not only for knowledge and understanding, but also to infer; and the ability to write in a a large varie- *Please note that this subject is only compulsory for students taking First Language English.
ty of forms and styles, as well as for a variety of purposes. Who students who take English as a Second Language will not take this course.
A grade C in this course is a requirement for nearly any further education in the international system and
COURSE DESCRIPTION AND AIMS:
therefore is of huge importance. It also shows that pupils have a high level of English for any future stud-
ies and/or employment.
The aims of this course are to enable students to:

ENGLISH LANGUAGE - ENGLISH AS A SECOND LANGUAGE • enjoy the experience of reading literature
• understand and respond to literary texts in different forms and from different periods and cultures
• communicate an informed personal response appropriately and effectively
• appreciate different ways in which writers achieve their effects
COURSE DESCRIPTION AND AIMS: • experience literature’s contribution to aesthetic, imaginative and intellectual growth
• explore the contribution of literature to an understanding of areas of human concern
Cambridge IGCSE English as a Second Language offers learners the opportunity to develop practical
communication skills in listening, speaking, reading and writing. The syllabus enables learners to read, interpret and evaluate texts through the study of literature in
Learners will be presented with a variety of stimuli that will build up their skills in reading and writing. English. Learners develop an understanding of literal meaning, relevant contexts and of the deeper
They will learn to select relevant details, understand the difference between what is directly stated and themes or attitudes that may be expressed. Through their studies, they learn to recognise and appreciate
implied, and practice writing for different purposes and audiences. Learners will listen to a range of spo- the ways in which writers use English to achieve a range of effects, and will be able to present an
ken material, including talks and conversations, in order to develop listening skills. Learners will engage informed, personal response to the material they have studied. The syllabus also encourages the explo-
in conversations on a variety of topics, and develop their skills in responding to different situations and ration of wider and universal issues, promoting learners’ better understanding of themselves and of the
audiences with a degree of accuracy and clarity. world around them.
Cambridge IGCSE English as a Second Language will enable learners to become independent users of
English, and to be able to use English to communicate effectively in a variety of practical contexts. (From: Literature in English (0475) 2022 Syllabus, CIE. Pg 5)

(From: Syllabus Cambridge IGCSE English as a Second Language 0510, 2022 -2023) Students will spend the entirety of the course not only studying the three set texts, but also learning how
to closely analyse, to present a clear and coherent argument and the basics of academic writing.
ASSESSMENT SPECIFICS:
ASSESSMENT SPECIFICS:
• Reading and Writing Exam 70% (paper 1 core and paper 2 extended)
• Listening Exam 30% (paper 3 core and paper 4 extended) Students prepare for Paper 1 - Poetry and Prose, Paper 3 - Drama (Open Text) and Paper 4 - Unseen.
• Speaking Exam (which is a separate certificate and does not contribute to the overall grade candidates Each paper requires pupils to write an analytical essay (two essays for Paper 1) showing their quality of
receive for the written components) close literary analysis. Each essay is marked against a skill rubric out of 25.

WHERE DOES IT LEAD?

. Paper 1: 50 marks - 50%
The aims describe the purposes of a course based on this syllabus. The aims are to: . Paper 3: 25 marks - 25%
. Paper 4: 25 marks - 25%
• develop learners’ ability to use English effectively for the purpose of practical communication
WHERE DOES IT LEAD?
• form a solid foundation for the skills required for further study or employment using English as
the medium
This course not only prepares pupils for the close analysis required by both IGCSE Literature and IBDP
• develop learners’ awareness of the nature of language and language-learning skills
Language and Literature, it also teaches students to become critical thinkers which is a necessary skill for
• promote learners’ personal development
both life and to prepare students for IBDP.
(From: Syllabus Cambridge IGCSE English as a Second Language 0510, 2022 -2023) Whilst Literature in English is not a ‘core’ subject, it is a necessary one for any pupil that wishes to

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 complete the IBDP programme. It is also a course that is looked on favourably by higher education ASSESSMENT SPECIFICS:
institutions because of its critical thinking aspect. Literature in English will help prepare pupils for further
education in any language based course as well as courses based around law, psychology, history, classics • Paper 1 - Listening 25%
or any course which requires close analysis of sources. • Paper 2 - Reading 25%
• Paper 3 - Speaking 25%
• Paper 4 - Writing 25%

ITALIAN WHERE DOES IT LEAD?

As with any Language qualification, this course will support and grow students’ communication skills and
will make students a more desirable candidate for further study and future employment. It is well
* Please note that CIE IGCSE does not offer First Language Italian, so all students - including Italian
recognised that people who speak multiple languages are more likely to be resilient and flexible both
nationals - are entered for this Foreign Language option.
characteristics that are looked for by further education establishments and employers, it also shows
evidence of an individual’s broad cultural capital.
COURSE DESCRIPTION AND AIMS:

The subject content is organised in five broad topic areas (A–E below).
These provide contexts for the acquisition of vocabulary and the study of grammar and structures. MATHEMATICS
A. Everyday activities
B. Personal and social life
C. The world around us (Cambridge International)
D. The world of work
E. The international world COURSE DESCRIPTION AND AIMS:

Candidates will be expected to read and understand a variety of written and spoken texts on familiar Students study the following topics in the Mathematics course: Number, Algebra,
topics. Candidates will be required to demonstrate understanding of the main ideas, opinions and Functions, Coordinate geometry, Geometry, Vectors and transformations,
attitudes, as well as select and extract relevant details and deduce the meaning of occasional unknown Mensuration, Trigonometry, Sets, Probability, and Statistics.
words from context.
The aims are to enable students to:
The aims are to enable students to:
• develop mathematical skills and apply them to other subjects and to the real world
• develop the language proficiency required to communicate effectively in Italian at level A2 (CEFR Basic • develop methods of problem-solving
User), with elements of level B1 (CEFR Independent User) • interpret mathematical results and understand their significance
• offer insights into the culture and society of countries and communities where Italian is spoken • develop patience and persistence in solving problems
• develop awareness of the nature of language and language learning • develop a positive attitude towards mathematics which encourages enjoyment, fosters confidence and
• encourage positive attitudes towards speakers of other languages and a sympathetic approach to promotes enquiry and further learning
other cultures • appreciate the elegance of mathematics
• provide enjoyment and intellectual stimulation • appreciate the difference between mathematical proof and pattern spotting
• develop transferable skills (e.g. memorising, drawing of inferences) to complement other areas of • appreciate the interdependence of different branches of mathematics and the links with other
the curriculum disciplines
• form a sound base of the skills, language and attitudes required for progression to work or • appreciate the international aspect of mathematics, its cultural and historical significance and its role in
• further study, either in Italian or another subject area the real world
• read mathematics and communicate the subject in a variety of ways
(From: Syllabus Cambridge IGCSE Italian 0535, 2022 -2024)
• acquire a foundation of mathematical skills appropriate to further study and continued learning in
mathematics

(Source: Cambridge IGCSE Mathematics 0607 Syllabus)

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 Extended: The five topics are are:

. Paper 2: Short-answer questions - 20% (45 minutes) A. Everyday activities

. Paper 4: Structured questions - 60% (2 hours & 15 minutes) B. Personal and social life
. Paper 6: Investigation & Modelling - 20% (1 hour & 40 minutes) C. The world around us
These candidates will be eligible for grades A* to E D. The world of work
E. The international world
WHERE DOES IT LEAD?
ASSESSMENT SPECIFICS:
IGCSE Mathematics is an essential component in preparing for success at the IB where all pupils must
take a mathematics course. The Extended course prepares students for success in the HL subjects All candidates take all four papers. Candidates will be eligible for grades A* to G. All candidates take:
at IBDP.
. Paper 1: Listening out of 40 marks. Candidates listen to a number of recordings and answer multiple
choice and matching questions. Externally assessed.

. Paper 2: Reading out of 45 marks. Candidates read a number of texts and answer multiple choice and
matching questions as well as questions requiring short answers. Externally assessed.

Option Block 1 . Paper 3: Speaking out of 40 marks. Candidates complete one role play and conversations on two topics.
Internally assessed and externally moderated.

. Paper 4: Writing out of 45 marks. Candidates complete one form filling task, one directed writing task
and one task in the format of an email/letter or article/blog. Externally assessed.
MODERN FOREIGN LANGUAGES
WHERE DOES IT LEAD?

Qualifications in a Modern Foreign Language can lead to employment in the following areas
At Rome International School, we offer the following languages as part of our Modern Foreign (non exhaustive list):
Languages programme:
• Academic researcher
• Arabic • Interpreter
• Chinese • Political risk analyst
• French • Translator
• Spanish • Broadcast journalist
• Diplomatic service officer
All of these subjects adhere to the information provided below. • International aid/development worker
• Logistics and distribution manager
COURSE DESCRIPTION AND AIMS:
• Marketing executive
• Publishing rights manager
The aim is to develop an ability to use the language effectively for practical communication. The course is
• Sales executive
based on the linked language skills of listening, reading, speaking and writing, and these are built on as
• Tour manager
learners progress through their studies.
The syllabus also aims to offer insights into the culture of countries where French is spoken, thus
encouraging positive attitudes towards language learning and towards speakers of other languages.
The subject content is organised in five broad topic areas (A–E below). These provide contexts for the
acquisition of vocabulary and the study of grammar and structures. The study of these topic areas
enables students to gain an insight into countries and communities where French is spoken.

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 FIRST LANGUAGE CHINESE
WHERE DOES IT LEAD?

The aims are to enable students to:

COURSE DESCRIPTION AND AIMS:
• read a wide range of texts, fluently and with good understanding, enjoying and appreciating a variety of
language
Cambridge IGCSE First Language Chinese is designed for learners whose mother tongue is Chinese.
• read critically and use knowledge gained from wide reading to inform and improve their own writing
• write accurately and effectively using appropriate standard language
The course allows learners to:
• work with information and ideas in Chinese by developing skills of critical evaluation, analysis, synthesis
and inference
• develop the ability to communicate clearly, accurately and effectively when writing
• acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical
• learn how to use a wide range of vocabulary and correct grammar, character formation and punctuation
terminology and linguistic conventions
• develop a personal style and an awareness of the audience being addressed
• deepen understanding and appreciation of Chinese culture and classical texts

Learners are also encouraged to read widely, including classical texts, both for their own enjoyment and
to further their awareness of the ways in which Chinese can be used. Cambridge IGCSE First Language
Chinese also develops more general analysis and communication skills such as synthesis, inference and
the ability to order facts and present opinions effectively. Cambridge IGCSE First Language Chinese offers
candidates the opportunity to respond knowledgeably to a range of reading passages. Candidates will
use some of these passages to inform and inspire their own writing and write in a range of text types for
Option Block 2
different audiences.

The passages cover a range of genres and types, including fiction and nonfiction, and may also include
other forms of writing, such as essays, reviews and articles. Learners will have the opportunity to read
Classical Chinese prose texts to help to deepen their knowledge of Chinese culture. ECONOMICS
ASSESSMENT SPECIFICS:

All candidates take two papers. COURSE DESCRIPTION AND AIMS:

. Paper 1: 50%, 2 hours 15 minutes, 60 marks Reading, Directed Writing and Classical Chinese Questions
There are six key areas that are studied during the course:
will be based on syllabus content. Externally assessed
1. The basic economic problem
. Paper 2: 50%, 2 hours, 50 marks Writing Questions will be based on syllabus content: Externally assessed
The first section of the syllabus introduces the fundamental ideas and concepts that underpin the study
of economics including the basic economic problem, factors of production, opportunity cost and
production possibility curves.

2. The allocation of resources

The fundamental principles of resource allocation are considered through the price mechanism in a
market economy. The market forces of demand and supply, market equilibrium and disequilibrium,
and elasticity form the core of this section.

3. Microeconomic decision makers

The micro economy is an important area of study, and the approach to learning taken here is through the
role of the major decision makers: banks, households, workers, trade unions and firms.

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 4. Government and the macro economy GEOGRAPHY
Governments have different macroeconomic aims, and conflicts often arise between the choice of
measures used to achieve them. Variables must be measured to consider the causes and consequences
of change, and appropriate policies applied.
COURSE DESCRIPTION AND AIMS:
5. Economic development
As an economy develops there will be changes in population, living standards, poverty and income The syllabus is divided into three themes:
redistribution. Therefore, the effects of changes in the size and structure of population and of other
influences on development in a variety of countries are explored. Theme 1: Population and settlement
Theme 2: The natural environment
6. International trade and globalisation Theme 3: Economic development
The importance of trade between countries and the growth of globalisation is explored. Principles such
as specialisation, the role of free trade, the role of multinational companies, foreign exchange rates and The themes are designed to develop an understanding of natural and human environments.
balance of payments stability are considered.
ASSESSMENT SPECIFICS:
ASSESSMENT SPECIFICS:
Candidates take three papers in the final exams:
There are two papers in the final exams:
Paper 1:
Paper 1:
• Geographical themes (45%)
• Multiple Choice (30%) • 75 marks available
• 30 marks available • Students must answer three questions worth 25 marks each, one question from each section
• Students must answer all the questions on the paper
Paper 2:
Paper 2:
• Geographical skills (27.5%)
• Structured questions (70%) • 60 marks available
• 90 marks available • Students must answer all the questions
• Students answer one compulsory questions plus three additional questions from a choice of four
Paper 4:
WHERE DOES IT LEAD?
• Alternative to coursework (27.5%)
The aims of this course are to enable students to: • 60 marks available
• Students answer two compulsory questions.
• know and understand economic terminology, concepts and theories
• use basic economic numeracy and interpret economic data WHERE DOES IT LEAD?
• use the tools of economic analysis
• express economic ideas logically and clearly in a written form The aims of this course are to enable students to:
• apply economic understanding to current economic issues
• an understanding of location on a local, regional and global scale
• an awareness of the characteristics, distribution and processes affecting contrasting physical and
human environments
• an understanding of the ways in which people interact with each other and with their environment
• an awareness of the contrasting opportunities and constraints presented by different environments
• an appreciation of and concern for the environment
• an appreciation of the earth including its people, places, landscapes, natural processes and phenomena

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 HISTORY

COURSE DESCRIPTION AND AIMS:

Option Block 3
All IGCSE candidates study all the Core Content in either:

Option A
The nineteenth century: the development of modern nation states, 1848–1914
DRAMA
or:
COURSE DESCRIPTION AND AIMS:
Option B
Through practical and theoretical study, learners develop an understanding and enjoyment of drama,
The twentieth century: international relations since 1919 developing group and individual skills and studying ways to communicate ideas and feelings to an
In addition, all candidates must also study at least one Depth Studies audience. They learn how to discover the performance possibilities of a text and other stimuli, and devise
dramatic material of their own. Learners also develop their performance skills, the demonstration of which
All candidates study all the Core Content in Option B (The twentieth century: international relations since will form part of the final assessment.
1919). This section covers modern international relations including attempts to make peace in the wake of
the First World War, the Second World War, and the progress of the Cold War around the globe. Learners develop an understanding and enjoyment of drama through practical and theoretical study.
In addition, all candidates study at least one Depth Study. In this section students cover the Interwar Candidates will study:
period: Weimar and Nazi Germany, the Russian Revolutions and Stalin 1905-1941, and the 1920s Jazz Age in
• elements of practical drama
the United States.
• how to work with extracts from published plays as an actor, director ad designer
ASSESSMENT SPECIFICS: • how to devise, develop and structure their own original dramatic material from stimuli
• how to evaluate their contribution to the devising process and success of the final piece
Candidates take three papers in the final exams: • 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
Paper 1 communicate meaning to an audience
• A 2 hour written paper (40%)
• 60 marks available ASSESSMENT SPECIFICS:
• Students answer three structured essay questions
two from section A (Core Content) and one from section B (Depth Study) Component 1
Written examination worth 40%
Paper 2 Students answer questions on set texts studied.
• A 2 hour written paper (33%)
• 50 marks available Component 2
• Students answer six questions based on the Core Content, using sources provided in the examroom Coursework worth 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

This work is internally assessed and externally moderated.

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 WHERE DOES IT LEAD? VISUAL ART
IB Drama not currently available at RIS but universities are very keen on students who have IGCSE
drama as they feel that students who have studied Drama are self-confident creative and team players.
COURSE DESCRIPTION AND AIMS:

MUSIC The aims are to enable students to develop:

• an ability to record from direct observation and personal experience

• an ability to identify and solve problems in visual and/or other forms
COURSE DESCRIPTION AND AIMS:
• creativity, visual awareness, critical and cultural understanding
• an imaginative, creative and personal response
The aims are to:
• confidence, enthusiasm and a sense of achievement in the practice of art and design
• growing independence in the refinement and development of ideas and personal outcomes
• enable candidates to acquire and consolidate a range of basic musical skills, knowledge and
• engagement and experimentation with a range of media, materials and techniques, including new me-
under- standing, through the activities of listening, performing and composing
dia and technologies, where appropriate
• help candidates develop a perceptive and critical response to the main historical periods and styles of
• experience of working in relevant frameworks and exploration of manipulative skills necessary to form,
Western music
compose and communicate in two and/or three dimensions
• help candidates to recognise and understand the music of selected non-Western traditions and thus to
• a working vocabulary relevant to the subject and an interest in, and a critical awareness of, other practi-
form an appreciation of cultural similarities and differences
tioners, environments and cultures
• provide a foundation for the development of an informed appreciation of music
• investigative, analytical, experimental, interpretative, practical, technical and expressive skills which aid
• provide a foundation for further study in music at a higher level
effective and independent learning.
ASSESSMENT SPECIFICS:
The broad areas of study are:
All candidates take three components.
• painting and related media
Component 1 • print-making
. 1 hour 15 minutes exam, • three-dimensional design and sculpture
. Listening 40% • photography, digital and lens-based media
. 70 marks
. Written examination based on CD recordings supplied by Cambridge International Externally assessed ASSESSMENT SPECIFICS:

Component 2
All candidates take the following two components:
. Coursework
. Performing 30% Component 1
. 50 marks Coursework is made up of a portfolio and final out come worth 50% of final exam grade.
. Two prepared performances, one individual and one ensemble, Internally marked/externally moderated Marked out of 100. Candidates research, develop and realise a project which over the course will evidence
a specialism in one area of study for 2D or 3D processes. The theme is set by the teacher.
Component 3
Externally assessed.
. Coursework
. Composing 30% Component 2
. 100 marks scaled to 50 marks Externally assessed and set assignment worth 50% of final exam grade.
. Two contrasting compositions Internally marked/externally moderated Marked out of 100. 8 hours to produce final outcome.
Candidates respond to one starting point set by Cambridge International. Candidates may produce work
WHERE DOES IT LEAD?
from the same area of study as Component 1, but they do not have to. There are two parts to the
Ideally to IB Music. Music graduates have a wide range of opportunities available to them both inside and
assignment: supporting studies and a final out come, produced during a supervised test of 8
outside the industry. There are also more jobs than ever in music business related areas, such
hours’ total duration.
as: careers in digital marketing, social media, PR.

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 WHERE DOES IT LEAD? WHERE DOES IT LEAD?

IB Visual Arts Course. 2 Year Foundation course in Art (if no IB or A Level experience). Cambridge AS level Psychology enables students to develop:
Also useful on CV for those intending at a later stage to work in the areas of engineering, design, architec-
ture, town planning, psychology, film industries, work which involves presentations. • knowledge and understanding of psychological concepts, theories and research findings
• an understanding of psychological approaches, issues and debates and research methodology
• an awareness of the scientific method and range and limitations of psychological theory and practice
• improved skills in data analysis, evaluation and drawing conclusions
• an awareness of the relationships between psychological findings and everyday life

Option Block 4 • an understanding of ethical issues in psychology

• an appreciation and understanding of individual, social and cultural diversity.

INFORMATION COMMUNICATION TECHNOLOGY

PSYCHOLOGY
COURSE DESCRIPTION AND AIMS:

Cambridge IGCSE Information and Communication Technology encourages learners to develop lifelong
COURSE DESCRIPTION AND AIMS: skills, including:

This syllabus aims to encourage an interest in and appreciation of psychology

• understanding and using applications
through an exploration of the ways in which psychology is conducted.
• using Information and Communication

The syllabus focuses on the following areas of investigation:

Technology (ICT) to solve problems

. Research Methods in Psychology

• analysing, designing, implementing, testing and evaluating ICT systems, ensuring that they are fit for
. Biological Psychology
purpose
. Cognitive Psychology
• understanding the implications of technolo- gy in society, including social, economic and ethical uses
. Psychology of Learning
• awareness of the ways ICT can help in home, learning and work environments.
. Social Psychology
. Issues, Ethics and Debates in Psychology
ASSESSMENT SPECIFICS:

ASSESSMENT SPECIFICS: This course requires students to sit one theory paper and two practical papers as outlined below:

Candidates take two papers in their AS exam: Paper 1:

Paper 1: Approaches issues and Debates • Theory (40%)

. Short answers and essays (50%) • 100 marks available
Paper 2 - Research Methods • Students must answer all questions
. Short answers, scenario-based questions, and a planning question (50%)
Paper 2:

• Document production, data manipulation and presentations (30%)

• 80 marks available
• Students demonstrate their practical understanding via a series of compulsory tasks

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 Paper 3: ASSESSMENT SPECIFICS:

• Data analysis and website authoring (30%) The assessment objectives (AOs) are:
• 80 marks available
• Students demonstrate their practical understanding via a series of compulsory tasks AO1:
Demonstrate knowledge and understanding of the theoretical principles that underpin performance in
WHERE DOES IT LEAD?
physical activity / sport (25% Weighting in IGCSE).
The aims are to develop:
AO2:
• knowledge of ICT including new and emerging technologies Apply knowledge and understanding of the theoretical principles to a variety of physical activities / sports,
• autonomous and discerning use of ICT including the analysis and evaluation of performance (25% Weighting in IGCSE).
• skills to enhance work produced in a range of contexts
• skills to analyse, design, implement, test and evaluate ICT systems AO3:
• skills to consider the impact of current and new technologies on methods of working in the out side Demonstrate the ability to select and perform appropriate skills to produce effective performance in prac-
world and on social, economic, ethical and moral issues tical activities (50% Weighting in IGCSE).
• ICT-based solutions to solve problems
• the ability to recognise potential risks when using ICT, and use safe, secure and responsible practice. [Cambridge IGCSE Physical Education 0413 sylla- bus for 2022, 2023 and 2024]

WHERE DOES IT LEAD?

PHYSICAL EDUCATION Potentially to apply for Sport Science studies.

COURSE DESCRIPTION AND AIMS:

The course provides candidates 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 candidates to develop an understanding of effective and safe physical performance.

Candidates will study all of the following topics:

• Anatomy and physiology

• Health, fitness and training
• Skill acquisition and psychology
• Social, cultural and ethical influences
Candidates will also undertake four different physical activities.

[Cambridge IGCSE Physical Education 0413 syllabus for 2022, 2023 and 2024.]

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 BEYOND THE CLASSROOM

The Duke of Edinburgh Award Scheme

The DofE is the world’s leading youth achievement award, giving young people the opportunity to be the
very best they can be by developing the skills and attitudes they need to become well-rounded, confident
adults. These are qualities that universities and employers are attracted to.
The award requires those taking part to complete four sections:

• Skill (learning a skill at least once a week)

• Physical(participatinginaphysicalactivityatleast once a week)
• Volunteering (being involved in an activity that benefits others once a week)
• Expedition (completing a training and assessed two day hike with an overnight camp)

The Skill, Physical and Volunteer sections must be completed once a week with two of these sections to
be completed over three months and one over six months. In addition, students will take part in a practice
and an assessed expedition in the spring of 2023. Completion of the award requires commitment from
participants not only to the activities but also to the on going training.

The DofE is many things to many people, supporting generations to successfully navigate adult life.

Students in Year 10 can take part in the DofE programme at Bronze level. When successfully completed,
this will lead to Silver and Gold Duke of Edinburgh’s Award.

There are four sections to complete at Bronze and Silver level and five at Gold. They involve helping the
community/environment, becoming fitter, developing new skills, planning, training for and completion an
expedition and for Gold only, working a team on a residential activity.

Any young person can do their DofE – regardless of ability, gender, background or location. Achieving
an Award isn’t competition or about being first. It’s all about setting personal challenges and pushing
personal boundaries. Through a DofE programme young people have fun, make friends, improve their
self-esteem and build confidence. They gain essential skills and attributes for work and life such as
resilience, problem solving, team working, communication and drive, enhancing CVs and university and
job applications.

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www.romeinternationalschool.it

Rome International School

Via Guglielmo Pecori Giraldi, 137
00135 - Rome, Italy