The subjects offered in Group II are English Literature, History, Geography, Global Perspectives and Economics. Click on the + icons below to view more information.
Because there are many areas of overlap in the two syllabi, this subject is taught alongside the First Language course. This also ensures that students are well prepared for the IB diploma.
The aims of the English Literature course are as follows:
|To promote the enjoyment of the experience of reading literature.|
|To develop learners’ understanding and response to literary texts in different forms and from different periods
|To enable learners to communicate informed personal responses appropriately and effectively.|
|To enable learners to appreciate different ways in which writers achieve their effect.|
|To allow learners to experience literature’s contribution to aesthetic, imaginative and intellectual growth.|
|To enable learners to explore the contribution of literature to an understanding of areas of human concern.|
The assessment objectives for the English Literature course are as follows:
|Show detailed knowledge of the content of literary texts in the three main forms (drama, poetry and prose).|
|Understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes.|
|Recognise and appreciate ways in which writers use language, structure and form to create and shape meanings and effects.|
|Communicate a sensitive and informed personal response to literary texts.|
Assessment is based on the following 3 components:
|Component 1||Poetry and Prose 1 hour 30 minutes. Externally marked 50%.|
|Component 2||Drama (Open Text) 45 minutes. Externally marked 25%.|
|Component 3||Unseen 1 hour 15 minutes. Externally marked 25%.|
The IGCSE History Syllabus offers students the opportunity to study some of the major international issues of the 19th and 20th centuries, as well as looking in greater depth at the history of a particular region. The emphasis within the syllabus is as much on developing lifelong historical skills as on acquiring knowledge. Students are exposed to valuable skills that enable them to gain a greater understanding of international issues and inter-relationships as well as develop critical thinking skills that help them to present clear and logical arguments.
The curriculum covers the topic International Relations since 1919, (this component covers the Peace Treaties signed after World War 1 and The League of Nations), the Causes of World War 11 and finally the Origins and Development of the Cold War (including the formation of the United Nations). A unit on a particular Depth Study topic which might be Germany, Russia or The USA is introduced and studied in greater depth.
The aims of the History course are as follows:
|Stimulate interest in and enthusiasm about the past.|
|Promote the acquisition of knowledge and understanding of human activity in the past.|
|Ensure that the candidates’ knowledge is rooted in an understanding of the nature and use of historical evidence.|
|Promote an understanding of the nature of cause and consequence, continuity and change, and similarity and difference.|
|Provide a sound basis for further study and the pursuit of personal interest.|
|Encourage international understanding.|
|Encourage the development of linguistic and communication skills.|
Candidates must be entered for the following papers. Note that three questions will be set on Depth Study E, Southern Africa in the 20th Century. All questions on Paper 1 will be structured into three parts and will include stimulus material. This stimulus material will be of assistance in answering at least one of the sub-questions, but not necessary to the answering of any of them.
In any given session, no question is set on Paper 1 which is on the same topics tested in Paper 2. This paper will have two options: a 19th century Prescribed Topic and a 20th century Prescribed Topic. Candidates answer the questions on one option.
|Paper 1||2 sections 2 hours Section A: 8 questions. 4 questions on the 19th century selected from the 6 topics in core content. Option A, 4 questions on the 20th century selected from 7 topics in core content and Option B, 2 questions. Section B: 2 questions on each of the 8 Depth Studies. Candidates must answer 1 question.|
|Paper 2||This paper will have 2 options, a 19th century Prescribed Topic and a 20th century Prescribed Topic. Candidates answer the questions on 1 option.|
|Paper 3 or 4||Paper 3 (Coursework) or Paper 4 (Alternative to Coursework)|
The course is designed to encourage students to understand the natural and human processes and how the two affect each other and have an impact on the environment. Besides, students should understand that the natural environments have different resources, constraints and opportunities for development. Students are introduced to research techniques in social science. All this is covered under three themes: Population and Settlement, The natural environment and Economic development and the use of resources. As each theme is covered the emphasis is on knowledge with understanding; skills and analysis; judgment and decision making.
The aims of the Geography course are as follows:
|A sense of place and an understanding of relative location on a local, regional and global scale.|
|An awareness of the characteristics and distribution of a selection of contrasting physical and human environments.|
|An understanding of some of the processes affecting the development of such environments.|
|An understanding of the spatial effects of the ways in which people interact with each other and with their
|An understanding of different communities and cultures throughout the world and an awareness of the
contrasting opportunities and constraints presented by different environments.
Assessment for the Geography course is as follows:
|Paper 1||1 hour 45 minutes. Candidates answer any 3 questions out of 6. Questions are structured with gradients of difficulty and are resource based, involving problem solving and free response writing. 75 marks 45% of total marks|
|Paper 2||1 hour 30 minutes. Candidates answer all questions based on testing the interpretation and analysis of geographical information and on the application of graphical and other techniques as appropriate. One question is based on a topographical map of a tropical area such as Zimbabwe, the Caribbean or Mauritius. 60 marks 27.5% of total marks|
|Paper 3 or 4||Paper 3 Coursework (Centre based assessment). Teachers set one school based assignment of up to 2000 words. 60 marks 27.5% of total marks Paper 4 1 hour 30 minute Alternative to Coursework. Candidates answer 2 compulsory questions. The questions involve an appreciation of a range of techniques used in fieldwork studies. Questions test the methodology of questionnaires, observation, counts, measurement techniques and may involve developing hypotheses. The processing, presentation and analysis of data will be tested. 60 marks 27.5% of total marks|
Cambridge IGCSE Global Perspectives provides opportunities for enquiry into, and reflection on, key global issues from a personal, local/national and global perspective.
Globally, young people face unprecedented challenges in an interconnected and information-heavy world, not least in how they will gain a sense of their own active place in the world and cope with changes that will impact on their life chances and life choices.
Students will have opportunities to acquire and apply a range of lifelong skills, including: gathering, synthesising and communicating information, collaborating with others to achieve a common outcome, analysing and evaluating planning, processes and outcomes and developing and justifying a line of reasoning
Students will explore stimulating topics that have global significance. They will assess information critically and explore lines of reasoning. They will learn to collaborate with others from another culture, community or country, directing much of their own learning and developing an independence of thought.
Cambridge IGCSE Global Perspectives emphasizes the development and application of skills rather than the acquisition of knowledge. Candidates develop transferable skills that will be useful for further study and for young people as active citizens of the future.
This course provides students with an excellent foundation for the IB Diploma Programme’s Theory of Knowledge (TOK) and the Extended Essay (EE).
The 4 Areas of Assessment
The 4 areas of Assessment in the Global Perspectives course are as follows :
|Research, understand and present global issues from different perspectives including personal, local/national and global as well as cross-cultural perspectives.
20% of Grade.
|Analyse and evaluate issues and sources. Explore the current situation, their causes and effects and suggest possible consequences and courses of action.
30% of Grade.
|Explore and reflect on personal perspectives and on the perspectives of others on a variety of global issues. Develop a line of reasoning to support a view, decision or course of action.
25% of Grade.
|Collaborate with others to plan and carry out a project leading to a clear outcome. Evaluate the project, personal contributions to the project and learning from the project.
25% of Grade.
|1 hour 15 minutes. Candidates answer 4 compulsory questions based on a range of sources provided with the paper. Questions 1–4 are worth 12, 14, 20 and 24 marks.
Sources will present a global issue from a range of perspectives, personal, local and/or national or global and will be drawn from a list of 8 topics. This component is externally assessed.
|Candidates research 1 topic area (from a choice of 8) of personal, local and/or national and global significance and submit 1 report based on their research. The title is devised by candidates themselves and the report must be 1500–2000 words and written in continuous prose. This component is internally set and externally marked.|
|Candidates devise and develop a collaborative project into an aspect of 1 topic (from a choice of 8). This choice of project must allow for the exploration of different cultural perspectives.
The Team Project comprises 2 elements:
Team Element: Candidates collaborate as a team to produce 1 Outcome and 1 Explanation of 200–300 words.
Personal Element: Candidates each write a Reflective Paper (750-1000 words) on their research, contribution and personal learning. This component is internally assessed and externally moderated.
The Cambridge IGCSE Economics syllabus develops an understanding of economic terminology and principles and of basic economic theory. Learners study the economics of developed and developing nations and how these interrelate. They also learn to handle simple data and undertake economic analysis, evaluate information and discriminate between facts and value judgements in economic issues.
A foundation for further study in the IB Diploma Programme, the syllabus supports an understanding of the world in which learners live, and helps them play an active part in the decision-making process, whether as consumers, producers or citizens of the local, national and international community.
Some of the lifelong skills students will acquire through this course are; an understanding of economic theory, terminology and principles, the ability to apply the tools of economic analysis, the ability to distinguish between facts and value judgements in economic issues, an understanding of, and an ability to use, basic economic numeracy and literacy, the ability to take a greater part in decision-making processes in everyday life, and an understanding of the economies of developed and developing nations
|1Basic economic problem: choice and the allocation of resources.|
|The allocation of resources: how the market works and market failure.|
|The individual as producer, consumer and borrower.|
|The private firm as producer and employer.|
|Role of government in the economy.|
|Developed and developing economies: trends in production, population and living standards.|
|45 minutes. Candidates answer 30 multiple choice questions. 30% of marks.
|2 hours 15 minutes. Candidates answer 1 compulsory question which requires them to interpret and analyse previously unseen data relevant to a real economic situation and 3 optional questions from a choice of 6. 70% of total marks.|