{"id":31833,"date":"2022-03-08T12:29:23","date_gmt":"2022-03-08T11:29:23","guid":{"rendered":"https:\/\/www.ranumefterskole.dk\/?page_id=31833"},"modified":"2023-03-09T11:56:14","modified_gmt":"2023-03-09T10:56:14","slug":"ig-fag-overblik","status":"publish","type":"page","link":"https:\/\/www.ranumefterskole.dk\/en\/ig-fag-overblik\/","title":{"rendered":"Cambridge IGCSE"},"content":{"rendered":"
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Cambridge IGCSE<\/h1>\n\n\t\t<\/div>\n\t<\/div>\n\t
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Go back to the overview of teaching subject<\/a>.<\/strong><\/p>\n\n\t\t<\/div>\n\t<\/div><\/div><\/div><\/div><\/div><\/div><\/div>

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Cambridge IGCSE<\/span><\/h3>\n\n\t\t<\/div>\n\t<\/div>
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\n\n\t \n Biology <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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IGCSE Biology is a biology course mainly concerned with the physiological structure of animals and plants and the ecological and environmental effects of human activity. The syllabus covers a wide range of functions in animals and plants and focuses mostly on mammals and seed plants.
\nThere is a large amount of practical work and focus on local and global ecosystems. Human health is covered in detail, and health effects of poverty and malnutrition are included.
\nPractical examples from students' travels are included in the lessons. Primary teaching covers UN SDGs 2,3, 6, 12,13,14 and 15.
\nThe Cambridge curriculum places a strong emphasis on students developing scientific thinking and using the skills they learn to work on future problems in science. The impact of technology on people and people's relationship with nature is also explored.<\/p>\n

Planning:
\nThe class is taught at IGCSE level
\nWork with the class is a combination of work with textbooks, practical and theoretical work and oral and written assignments.
\nStudents who have other subjects that cover the same UN goals are also asked to use these skills in the subject.<\/p>\n

Exam:
\nThe exam is 3 written tests without aids. Students can choose between the basic and the extended exam and the syllabus will be adjusted according to these choices.<\/p>\n

Practical:
\n4 lessons per week
\nThere will be 4 major written assignments during the year
\nThe final exam will be a combination of Cambridge tests type 1 & 2 and 3 for the extended level.<\/p>\n

Teachers: PFA<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Business A <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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For the student who wants to understand business activities in both the public and private sectors, and the impact of innovation and change on this industry.<\/p>\n

Students will learn about how major companies have been established, how they are governed, how they are financed and how they are regulated. In addition to learning about business concepts and techniques, students will also increase their understanding of numbers and inquiry.<\/p>\n

We will also include the UN SDGs when working on the chapters 'External influences on business' and 'Operation Management' with a focus on learning about Fair Trade and how we contribute to helping 3rd world countries.<\/p>\n

Teachers<\/strong>: TV, RIB<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Business B <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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For the student who wants to understand business activities in both the public and private sectors, and the impact of innovation and change on this industry.<\/p>\n

Students will learn about how major companies have been established, how they are governed, how they are financed and how they are regulated. In addition to learning about business concepts and techniques, students will also increase their understanding of numbers and inquiry.<\/p>\n

We will also include the UN SDGs when working on the chapters 'External influences on business' and 'Operation Management' with a focus on learning about Fair Trade and how we contribute to helping 3rd world countries.<\/p>\n

Teachers<\/strong>: TV, RIB<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Chemistry <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Cambridge IGCSE Chemistry is accepted by universities and employers alike as proof of essential knowledge and skills in chemistry.<\/p>\n

During the course, students will acquire knowledge of measurement methods used in chemistry, different techniques for purification of products (filtration, evaporation, distillation, etc.), the periodic table and the relevance of the elements in chemistry, titration, ions and their bonds (covalent, ionic, metal), acid-base reactions, the molar concept and calculations in molar concentrations, chemical reactions and their balancing (stoichiometry), quantitative chemistry, systematic organic chemistry, petro-organic chemistry and biochemistry.<\/p>\n

In addition to the basic focus on inorganic and organic chemistry, the course also targets the following concepts:
\n- A better understanding of the technological world and how it works in tandem with chemistry, whereby the student should gain a basic interest in science
\n- recognise the usefulness (and limitations) of the scientific method and how it is applied in other disciplines as well as in everyday life.
\n- develop attitudes of accuracy, objectivity, integrity, curiosity, initiative and resourcefulness.
\n- develop an interest and attitude towards the environment.
\n- a better understanding of society's impact and constraints on science in relation to economics, technology, ethics and the environment.
\n- develop an understanding of the necessary scientific skills essential for further education and in everyday life.<\/p>\n

As part of the continued development of Ranum Efterskole College's programme, we have chosen to focus on the UN's climate and environment goals and how they may be relevant to the content students will be studying in each subject. For IGCSE Chemistry, as a subject teacher I have chosen to focus on the following three goals and their relevance to chemistry:<\/p>\n

Objective 6 - Clean Water and Sanitation,
\nObjective 7 - Affordable and Clean Energy
\nGoal 13 - Climate Action.<\/p>\n

Teachers: HCK<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Combined Science <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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For the student who wants to learn about biology, chemistry and physics. The student will gain an understanding of fundamental principles in each subject through both practical and theoretical study, as well as developing an understanding of the skills required if one wishes to pursue studies in these subject areas.
\nThe student will learn about methods and how science is studied and practiced. They will gain an understanding of how scientific research is used in society. In addition, students will gain an understanding of the technological world in which we live and be encouraged to take an interest in science and scientific development.<\/p>\n

We will also focus on developing students' interest in accuracy, objectivity, integrity, curiosity, initiative, resourcefulness - to develop their interest in the environment. The aim is to better understand the influences and constraints of society, economy, technology, ethics and the environment on science and scientific study - in order to develop students' understanding of how important science and scientific literacy are for both the future and everyday life.<\/p>\n

We have chosen to focus on the following SDGs: Goal 6 - Clean Water and Sanitation, Goal 7 - Affordable and Clean Energy, Goal 13 - Climate Action, Goal 14 - Life Below Water and Goal 15 - Life on Land.<\/p>\n

Teachers: HCK<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Danish as a second language <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Mandatory subject for international students at Ranum Efterskole College, whose mothertongue is not Danish. The goal is to develop the communicative abilities of the students and give them an insight into Danish language, culture and heritage.<\/p>\n

FYI<\/strong> Danish as a second language is not an IGCSE subject.<\/p>\n

Teachers: MSA<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Environmental Management <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Cambridge IGCSE Environmental Management is accepted by universities as well as employers as proof of essential knowledge and skills in specific branches of biological and geological science.<\/p>\n

In the course, students will gain knowledge of measurement methods used in biology as well as geology, environmental monitoring, ecology, soils essential in natural disasters, seismics, engineering essential in geological events (earthquakes, floods, etc.), biogeography, population biology (human and species), concepts of ecosystem services, nature restoration, species loss (natural as well as anthropomorphically driven), rewilding and community perspectives.<\/p>\n

In addition to the basic focus on species biology, ecology, geology and social science, the course also targets the following concepts:
\n- A better understanding of the technological world and how it works in tandem with chemistry, whereby the student should gain a basic interest in science
\n- recognise the usefulness (and limitations) of the scientific method and how it is applied in other disciplines as well as in everyday life.
\n- develop attitudes of accuracy, objectivity, integrity, curiosity, initiative and resourcefulness.
\n- develop an interest and attitude towards the environment.
\n- a better understanding of society's impact and constraints on science in relation to economics, technology, ethics and the environment.
\n- develop an understanding of the necessary scientific skills essential for further education and in everyday life.<\/p>\n

As part of the continued development of Ranum Efterskole College's programme, we have chosen to focus on the UN's climate and environment goals and how they may be relevant to the content students will be studying in each subject. For IGCSE Environmental Management, as a subject teacher I have chosen to focus on the following three goals and their relevance to Chemistry:
\nGoal 13 - Climate Action
\nGoal 14 - Life under water
\nObjective 15 - Life on land<\/p>\n

Teachers: HCK<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n French <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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The aim of teaching IGCSE French is for students to acquire the knowledge and skills to understand spoken and written French and to express themselves orally and in writing. It also aims to develop students' awareness of French language and usage, to give them an insight into the cultural and social context of French-speaking countries and to strengthen their international understanding.<\/p>\n

Organisation<\/strong>
\nEmphasis will be placed on the use of the Cambridge IGCSE and International Certificate French Foreign Language book system by Yvette Grime and Jayn Witt, published by Hodder Education (latest edition). The five subject areas of the textbook help to structure the teaching.<\/p>\n

Workbooks that closely follow the textbook are used and offered if the grammar exercises and review in the textbook are not sufficient. Relevant texts from other sources are included. Work with feature films is included, as well as Internet-based news media and film clips that relate to the topics touched upon during the school year. The teaching emphasises the communicative approach and the active participation of the pupil. Grammar is taught both in a structured way and when grammatical issues arise in daily class. Conversation practice and pronunciation practice take place in every lesson.<\/p>\n

Students complete four assignments during the year. These assignments can be either written or oral or a mixture of the two. The ultimate aim of the course is for students to take all parts of the final Cambridge IGCSE examination. In preparation for this, students will have the opportunity throughout the year to sample previous exam papers. The teaching follows the Cambridge IGCSE syllabus for the 2021 exam. The assessment of the student is continuous by assessing all his\/her language achievements as well as the four formal papers.<\/p>\n

Teacher: LUC<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Geography <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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IGCSE Geography examines the physical and human characteristics of the Earth, including natural resources, climate, population and economic development. It also teaches geographical techniques and research methods to investigate and analyse these features. The course focuses on developing students' ability to understand and describe geographical patterns and processes, and to evaluate their impact on human life and the environment. Students will also learn about global challenges such as climate change and sustainable development and how to work towards solving these problems.<\/span><\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n German as a Foreign Language <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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For students who would like to learn Chinese (mandarin). The goal is to develop communicative competences, such as listening, reading, speaking and writing Chinese. The students will gain knowledge about the culture and civilisation of the Chinese speaking countries.<\/p>\n

In Cambridge German we are working with the Global Goal 3 \"Health and Well-being\", which fits well with our Chapter 9 \"Health\", where we learn about healthy lifestyles, what is healthy food, but also what to do if you get sick and how to avoid it.<\/p>\n

SDG 13 \"climate action\" and SDG 15 \"life on land\" fit well with our chapter 14 \"nature and nature conservation\", where we are working, among other things, on how to ensure sustainable use of natural resources. We should not destroy nature, but instead respect and protect it. Another goal is to slow down climate change and what can be done to protect it.
\nGlobal Goal 4 \"Quality Education\" will of course also be the name of our teaching, for example in Chapter 4 \"School\" and Chapter 5 \"Education\". Our pupils get a good education and what are the benefits of being privileged to have the opportunity for a good education.<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n History <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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For the learner who wants to develop their learning and understanding of history. The student will gain an understanding of historical themes and the tools to research, analyse and interpret in a historical context. At IGCSE level, the student will be able to choose to focus on different main topics - International History 1919 - 1990 and Germany 1918-1945.<\/p>\n

In the classroom, we will use the historical themes and contexts to further work on the UN Sustainable Development Goals - in particular Goal 16 - Peace, Justice and Strong Institutions, Goal 10 - Reduced Inequalities and Goal 4 - Quality Education will be our focus areas.<\/p>\n

Teachers: IP<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Mandarin as a Foreign Language <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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For the student who wants to learn Chinese (Mandarin). The aim is to develop communicative skills such as listening, reading, speaking and writing Chinese. The student will gain a knowledge of the culture and civilization of Chinese-speaking countries. We will be working on the themes of: environmental protection, energy conservation, sustainable cities and communities as part of our focus on the United Nations Sustainable Development Goals.<\/p>\n

Teachers: XN<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Marine Science <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Purpose: The class is taught the AS part of the curriculum for AS \/ A Level Marine Science Cambridge International AS and A Level Marine Science provides a coherent introduction to the science of the marine environment. The AS part of the course concentrates on the scientific study of the sea and its ecosystems<\/p>\n

The syllabus covers basic scientific theory, marine ecosystems, energy sources and nutrients in marine ecosystems, physical and chemical oceanography, weather systems and the impact of the marine environment on coastal communities.
\nThere will be hands-on work with model ecosystems.<\/p>\n

Work in the subject will primarily cover UN SDGs 12, 13, 14
\nTeaching is in English and the focus is on scientific English.<\/p>\n

School objectives:
\nWorking with the marine environment and the consequences of human actions in relation to the sea educates students, develops global literacy and enables them to better understand the choices facing humanity in the 21st century.<\/p>\n

Working at a high professional level contributes to a great professional development.
\nWorking together on science projects teaches students to contribute to a committed community.<\/p>\n

Planning:
\nThe class is taught at AS level. Work with the class is a combination of textbook work, practical and theoretical work and oral and written assignments.
\nThe practical work on ecosystems covers UN SDG 13. Students participating in sailing or diving are asked to use these skills in class. Collaboration with Coral Restoration will take place.<\/p>\n

Exam:
\nThe exam is 2 written tests without aids.
\nPractical:
\n2 1 \u00bd hour lessons per week There will be 4 major written assignments during the year. The termly exam is a combination of Cambridge test types 1 & 2 for the AS level syllabus. A greater amount of homework and homework can be expected due to the high academic demands of AS level.<\/p>\n

Teachers: PFA<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Physics <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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In IGCSE Physics, you will learn about basic physical principles, including forces, motion, energy, electricity and magnetism. You will also learn about atoms, waves, thermal physics and astronomy. The subject will give you an understanding of the application of physics in the real world and provide you with practical skills through laboratory work and experiments. The exam will evaluate your ability to apply your knowledge to solve problems and communicate physical concepts and principles.<\/span><\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Spanish as a Foreign Language <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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For students who would like to learn Chinese (mandarin). The goal is to develop communicative competences, such as listening, reading, speaking and writing Chinese. The students will gain knowledge about the culture and civilisation of the Chinese speaking countries.<\/p>\n

Teaching, materials and tests<\/strong>
\nStudents will do both practical and theoretical tasks with the aim of strengthening their Spanish skills. We use the exercises from the Cambridge recommended book Spanish as a Foreign Language by Manuel Capelo, V\u00edctor Gonz\u00e1lez and Francisco Lara, Cambridge University Press 2017.<\/p>\n

The lesson will include grammatical and linguistic exercises from the assignment book. In addition, online exercises, board games, pictures etc. will be important parts of the teaching. Last but not least, students are expected to take all parts of the final Cambridge IGCSE test, which consists of an oral, listening, reading and written test. In preparation for these, students will have the opportunity throughout the year to attempt previous tests.<\/p>\n

UN SDGs<\/strong>
\nThe subject IGCSE Spanish as a Second Language will incorporate several of the UN's Sustainable Development Goals, which aim to protect our world. Teaching will include relevant development goals as part of the teaching strategy. Specifically, Quality Education, Sustainable Consumption and Production, and Reduced Inequalities will be addressed.<\/p>\n

Teachers: LH<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Travel and Tourism <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Cambridge IGCSE Travel and Tourism (0471) was created with the aim of meeting the demand for skilled and competent individuals within the tourism industry. The syllabus helps to develop practical skills in the learner across the different roles and work tasks the tourism industry can offer, and gives the learner an insight into tourism on a national and global level. Students will gain an overview of the industry in general and learn about popular destinations, customer service, working procedures, tourism products and services and marketing. In their learning, students will gain an understanding of the concepts, models and theories used in the industry, thereby improving their ability to investigate, analyse, interpret and evaluate.<\/p>\n

The teaching and classroom work will also cover several of the UN goals:
\nObjective: 9 Industry, innovation and infrastructure
\nGoal: 13 Climate action Goal: 12 Responsible consumption and production<\/p>\n

Teacher: BP<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n IGCSE Sociology <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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For the student interested in how to analyse and understand society in different ways through the use of sociological methods including the collection, analysis and interpretation of data. In addition, the student is encouraged to learn to critically engage with social, economic and political processes and their impact. The student also develops skills to critically engage with different forms of information and evidence, and there is a focus on promoting the student's appreciation and understanding of individual, social and cultural diversity. The subject is based on a two-year programme covering seven different topics, which will be covered in the examinations at the end of the school year:<\/p>\n

1. Theory and Method
\n2. Culture, Identity and Socialisation
\n3. Social Inequality
\n4. Family
\n5. Education
\n6. Crime, Deviance and Social Control
\n7. Media<\/p>\n

Teaching, materials and tests<\/strong>
\nTeaching will cover practical work for students to gain knowledge and understanding of different sociological topics and approaches to identify, interpret and conclude on relevant evidence in sociology as a field of study. There will be a thorough introduction to the major sociological approaches to understanding society as well as contemporary issues such as gender studies, family structures, the media, etc. To cover the syllabus requirements, we will use the book Sociology Coursebook by Jonathan Blundell, Cambridge University Press, 3rd Edition, 2015. In addition, the course will also attempt to cover relevant local case studies,students' own experiences, etc. in order to understand the key id\u00e9e rog themes in sociology in contemporary industrial societies.<\/p>\n

The student is expected to take both exam components, Paper 1 and 2, which are taken at the end of the school year. In further preparation for taking these components, the student will review exams from previous school years.<\/p>\n

UN SDGs: The IGCSE Sociology subject will incorporate several of the UN SDGs, which aim to transform and protect our world. Teaching will include relevant development goals which are part of the school's overall teaching strategy. Specifically, work will be done on:<\/p>\n

Goal 4: Quality Education
\nGoal 5: Gender Equality
\nGoal 10: Reduced Inequality<\/p>\n

Teachers: LH<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div><\/div><\/div><\/div><\/div>

<\/div><\/div><\/div><\/div><\/div><\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"Cambridge IGCSE Go back to the list of subjects. Cambridge IGCSE Biology IGCSE Biology is a biology syllabus concerned mainly with the physiological structure of animals and plants and the ecological and environmental effects of human activity. The syllabus covers a wide range of functions in animals and plants and focuses...","protected":false},"author":7,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"full_width.php","meta":{"footnotes":""},"class_list":["post-31833","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/pages\/31833","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/comments?post=31833"}],"version-history":[{"count":0,"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/pages\/31833\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/media?parent=31833"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}