{"id":52904,"date":"2025-09-25T08:33:36","date_gmt":"2025-09-25T06:33:36","guid":{"rendered":"https:\/\/www.ranumefterskole.dk\/?page_id=52904"},"modified":"2025-09-30T14:36:01","modified_gmt":"2025-09-30T12:36:01","slug":"international-program","status":"publish","type":"page","link":"https:\/\/www.ranumefterskole.dk\/en\/international-program\/","title":{"rendered":"International Programme"},"content":{"rendered":"
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In the International Programme you can challenge yourself, strengthen your language skills and experience new cultures - together with young people from all over the world. <\/span><\/p>\n

An international programme <\/b>The International Programme (IP) is primarily aimed at academically interested students with a desire for challenges at high school level. The programme has many international students preparing for Pre-IB, 2-year IB DP and international school placements. IP is taught in English following the Cambridge IGCSE syllabus. IP students finish the year with Cambridge IGCSE exams.<\/span><\/p>\n

Levelling & expat programmes <\/b>In the first few weeks, we assess your academic level to ensure that you receive teaching that suits your abilities and supports your professional development. In IP, we divide your level into Danish, Maths and English. In Danish, we offer three tracks: 10th grade Danish (with final FP10 exam), expat Danish and Danish as a second language. This way we ensure that you receive instruction at the level that best suits your needs.<\/span><\/p>\n\n\t\t<\/div>\n\t<\/div><\/div><\/div><\/div>

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International Programme<\/span><\/h3>\n\n\t\t<\/div>\n\t<\/div>
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\n\n\t \n Dansk 1st \/ 2nd \/ Expats <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Danish 1st<\/strong>
\nSubject purpose for the subject Danish:<\/strong> In Danish, students will develop their experience and understanding of literature and other aesthetic texts, specialised texts, language and communication as sources for the development of personal and cultural identity. The subject shall promote students' empathy and their aesthetic, ethical and historical understanding. Paragraph 2. In Danish, students should strengthen their mastery of the language and promote their desire to use the language personally and diversely in interaction with others. Students should develop an open and analytical attitude towards contemporary and other periods and cultures' forms of expression. In Danish, students should develop their joy of expression and reading and improve their empathy and insight into literature and other aesthetic texts, specialised texts, language and communication. Paragraph 3. In Danish, students should have access to the Scandinavian languages and the Nordic cultural community. <\/span><\/p>\n

Skills and knowledge objectives<\/strong> For a complete description of the subject's skills and knowledge objectives, please refer to the Ministry of Education's website: https:\/\/emu.dk\/grundskole\/dansk<\/a> <\/span><\/p>\n

This year <\/span><\/strong><\/p>\n

Organisation:<\/strong> Learning and conceptual content is based on differentiated teaching, taking into account the students' competences and thereby promoting the individual student's abilities and opportunities as much as possible. Danish lessons are divided into 3 levels, providing appropriate challenges for all students. The main emphasis in teaching is on the interplay between analytical approach, assessment and choice of action - individually and collectively. The daily learning processes are based on education and democracy, in which students engage critically and constructively with the subject matter and, not least, with each other. We work with broader and more complex contexts in connection with sound, texts, and other forms of expression. <\/span><\/p>\n

Professional fabric:<\/strong> During the school year, we will introduce the student to a wide selection of older and newer prose, poetry and non-fiction texts. In 9th grade, we work with 3 main works; 2 Danish novels and a Danish feature film. In 10th grade we will work with 2 main works; 1 Danish novel and 1 Danish feature film. In addition, we will work with other multimodal forms of expression such as short films, documentaries, podcasts, webdocs, etc. <\/span><\/p>\n

Interdisciplinary topics:<\/strong> At the beginning of the year, we will teach the same texts and films in all 9th and 10th grades, so we can find the right level for each student. We will start by working with the theme \"SoMe - see me!\". The purpose of this theme is to focus on the students' critical and ethical perspective in relation to reflecting on the actions behind making a choice and thereby help develop the students' democratic education. After level division, the individual Danish teacher, together with the students, will organise the teaching to reflect the level and composition of the class. The organisation of the teaching will focus on life education, popular education and democratic education. We aim for students to experience and understand themselves as part of a multicultural society by challenging them to see themselves in relation to the global world. <\/span><\/p>\n

In the spring, the students will be travelling on a cultural studies trip. As a prelude to the trip, we are working with the genre of reportage. All students will present their journey in a travel report focussing on the UN's Sustainable Development Goals and, not least, life education. Throughout the year, we will work with many different topics and genres, such as Romanticism, short films, reality, literary history, reportage, authorship, Danishness, making a choice, etc. By working with many different topics and genres, students gain insight into how to understand the world through texts and expand that understanding through different perspectives. In class, we will work with several different approaches to topics and genres, such as group work, presentations, debates, preparation of own productions, etc. In the interplay between teaching approaches and topics\/genres, we aim to encourage students in the Danish subject to become democratically educated and to gain understanding and insight into popular enlightenment and life education. At the end of April, we will have an academic review of the year and focus on the upcoming exams. <\/span><\/p>\n

End of the year:<\/strong> At the end of the period, the students will start writing synopses and here the actual teaching of Danish is therefore replaced by guidance. <\/span><\/p>\n

Test form:<\/strong> Written and oral exams in Danish are taken in 9th grade. The preparation takes place in the last part of the teaching period. The student chooses an area of specialisation based on the given texts that have been worked on during the school year. Then, in consultation with the teacher, the student chooses their test paper. For preparation, there are 10 counselling hours per class, which are scheduled. There is a written and oral exam in Danish in 10th grade. The student chooses an area of specialisation based on the given texts. Then, in consultation with the teacher, the student chooses their test paper. For preparation, there are 10 counselling hours per class, which are scheduled.<\/span><\/p>\n

Trainers: AS, LE, LR, MPM, MS, MSP, SF, SMT, KM, CA, JG, LH, MBJ, MSA, NAS<\/strong>
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Danish 2nd<\/strong>
\nA large group of students come to Ranum Efterskole with no knowledge of the Danish language, including students from Thailand, Mexico, USA and others. These students are taught Danish from scratch with a focus on being able to use the Danish language at an everyday level and gaining an understanding of Danish culture and traditions. The goal is that by the end of the school year, these students can understand parts of both written and spoken Danish. Students in this class do not take a Danish exam. <\/span><\/p>\n

Teacher: CA, JG<\/strong>
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Expats<\/strong>
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The purpose of the course:<\/strong> Since Danish expat should equip students to be able to take exams in Danish, if they choose to do so, we follow the Ministry of Education's indicative skills and knowledge objectives for the subject Danish. In addition to gaining knowledge of the various genres and models of analysis in Danish, students will gain an insight into Danish culture and society through the fictional, academic and other aesthetic texts that we will be working with. Students will also be equipped to understand and participate in Danish society with knowledge of rules, norms and unwritten rules, having lived most of their lives abroad. <\/span><\/p>\n

The teaching is organised in such a way that 2 out of 3 lessons per week are devoted to preparing the student for the Danish exam through teaching and immersion in the different genres of Danish. Here we will analyse texts, films, articles, etc. In 1 out of 3 lessons, we focus on improving the students' Danish language skills. This is done in the form of reading and writing exercises, reading aloud, grammar exercises, etc. <\/span><\/p>\n

Sample form<\/strong> For those students who choose to take the exam, we follow the Ministry of Education's school leaving exam for Danish in 10th grade.
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Teacher: MSA<\/strong><\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n IGCSE English 1st \/ 2nd <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Cambridge IGCSE First Language English<\/strong> is for learners whose first language is English. The course enables students to:<\/p>\n

\u00a0- develop the ability to communicate clearly, accurately and effectively when speaking and writing<\/p>\n

\u00a0- use a wide vocabulary and correct grammar, spelling and punctuation<\/p>\n

\u00a0- Develop a personal style and an awareness of the audience being addressed<\/p>\n

\u00a0- Develop more general analysis and communication skills such as drawing inferences and the ability to organise facts and present opinions effectively.<\/p>\n

Students are also encouraged to read widely, both for their own enjoyment and to increase their awareness of the ways in which English can be used.<\/p>\n

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Cambridge IGCSE English as a Second Language<\/strong> is for learners who already have a working knowledge of the language.<\/p>\n

The curriculum:
\n<\/strong>\u00a0- is suitable for learners whose first language is not English but who study in English<\/p>\n

\u00a0- develop learners' ability to understand and use English in different situations<\/p>\n

\u00a0- builds students' awareness of the nature of language and the four language skills: reading, writing, listening and speaking<\/p>\n

\u00a0- Focuses on practical communication for everyday use, which can also form the basis for further, more in-depth language studies<\/p>\n

\u00a0- Develop transferable skills that complement other areas of the curriculum.<\/p>\n

Grades for the oral component contribute to the overall grade. An oral assessment component is offered in Cambridge IGCSE English as a Second Language (0510)<\/strong>.<\/p>\n

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\n\n\t \n IGCSE Mathematics <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Cambridge IGCSE International Mathematics<\/strong> Encourages students to develop their maths skills as an important life skill and as a solid foundation for further study in mathematics or to support skills in other subjects.<\/p>\n

The curriculum:
\n<\/strong>\u00a0- Develops students' competence, confidence and security in using techniques with and without the use of a graphing calculator, while promoting mathematical understanding<\/p>\n

\u00a0- Develops students' sense of size, patterns and relationships, and encourages students' reasoning and analytical skills<\/p>\n

\u00a0- places a strong emphasis on problem solving in maths and real-world contexts<\/p>\n

\u00a0- Promotes appropriate presentation and interpretation of results and encourages students' understanding of how to communicate and reason mathematically<\/p>\n

\u00a0- develop students' skills in mathematical investigations and\/or modelling, building both conceptual understanding and the ability to apply techniques and methods<\/p>\n

\u00a0- is divided into levels so that candidates of all abilities can succeed and progress in their maths studies.<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n IGCSE Global Perspectives <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Cambridge IGCSE Global Perspectives<\/strong> Encourages students to reflect on and explore solutions to significant global issues.<\/p>\n

The curriculum:
\n<\/strong>\u00a0- Develops students' ability to consider significant global issues from different perspectives<\/p>\n

\u00a0- Encourages students to work both collaboratively and individually and to apply their knowledge in different contexts<\/p>\n

\u00a0- Develop transferable skills that complement learning in other subject areas<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div><\/div><\/div><\/div><\/div>

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IGCSE electives\u00a0\u00a0<\/span><\/h3>\n\n\t\t<\/div>\n\t<\/div>
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\n\n\t \n IGCSE 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 IGCSE Business <\/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 Sustainable Development Goals when working with 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 IGCSE 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

Goal 6 - Clean Water and Sanitation,
\nGoal 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 IGCSE 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 pupils' interest in precision, objectivity, integrity, curiosity, initiative, ingenuity - in order to develop their interest in the environment. The aim is to better understand the influence and constraints of society, economy, technology, ethics and the environment on science and scientific studies - in order to develop students' understanding of how important science and scientific competences 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 IGCSE 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 below water
\nGoal 15 - Life on land<\/p>\n

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

\n\n\t \n IGCSE 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 IGCSE 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 IGCSE German <\/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 IGCSE 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 knowledge and understanding of history. The learner will gain an understanding of historical themes and gain the tools to research, analyse and interpret in a historical context. At IGCSE level, learners can choose to focus on different main topics - International History 1919 - 1990 and Germany 1918-1945.<\/p>\n

In our teaching, we will use the historical themes and contexts to work further with the UN Sustainable Development Goals - especially 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 IGCSE Mandarin <\/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 IGCSE Marine Science <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Cambridge IGCSE Marine Science stimulates students' interest in marine science and increases their understanding of its relevance to society. The syllabus builds knowledge of scientific concepts and theories fundamental to the subject and engages students in applying them in a new context.<\/p>\n

It helps students understand the complex nature of the marine environment and its ecosystem, fosters a sense of responsibility for the environment and develops a range of practical skills that are essential to the subject and can be developed in any future scientific programme.<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n IGCSE 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 IGCSE Psychology <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Cambridge IGCSE Psychology provides students with an understanding of psychological concepts, theories and research methods. It provides an ideal foundation for further study, particularly in psychology.<\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n IGCSE Spanish <\/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 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>

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Profile subjects, Cultural subjects & Activity subjects<\/span><\/h3>\n\n\t\t<\/div>\n\t<\/div>
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\n\n\t \n About Profile & Culture <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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You must choose 2 profile subjects and 1 culture subject.<\/strong><\/p>\n

The school year is divided into four periods. Every 3 months you choose a new profile or cultural subject. Each profile and culture subject<\/p>\n

ends with a journey. We travel to learn and experience through new shared experiences<\/span>creating and encountering other cultures.<\/p>\n

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Read more under Profile and Culture subjects<\/a><\/span><\/strong><\/p>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n About Activity Sciences <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Choose from 25+ different<\/b><\/span><\/p>\n

Activity subjects, <\/span>1 time per week, 4 times during the year.<\/span><\/p>\n

In the activity subjects, we focus on play, joy and the desire to express yourself in a community. As a 9th grade student, you'll use these subjects as a practical part of your PE lessons. The selection of subjects changes throughout the year with the seasons and different periods of the year, so you'll always have new opportunities to explore. <\/span><\/p>\n

During the school year, you will have the opportunity to try four different experience more sides of the community and your own interests. There are more than 50 different subjects on offer and below is a selection of those that will be available at some point during the year. Activity classes participate in friendly matches, go on inspirational trips and make boats <\/span>performances and exhibitions.<\/p>\n

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Read more under Extracurricular<\/a><\/span><\/strong><\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\t\t<\/div>\n\t<\/div> <\/div>\n<\/div>

\n\n\t \n Your idea! <\/span>\n<\/span>\n\n \n <\/span>\n <\/span>\n <\/span>\n<\/span>\n<\/h3>\n
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Help create new subjects<\/b><\/p>\n

It is a core value at Ranum that students can suggest activity subjects that they are passionate about and that they can try many different subjects. This ensures that students are motivated to be active and form strong communities of interest across the entire school. Activity classes change several times throughout the year and take up one to two afternoons a week.<\/span><\/p>\n

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Read more under Extracurricular<\/a><\/span><\/strong><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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\n\t\n\t\t<\/span>\n\t<\/span>\n<\/div><\/div><\/div><\/div><\/div><\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"In the International Programme you can challenge yourself, strengthen your language skills and experience new cultures - together with young people from all over the world. An international programme The International Programme (IP) is primarily aimed at academically interested students who want challenges at upper secondary school level. The programme has...","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"full_width.php","meta":{"footnotes":""},"class_list":["post-52904","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/pages\/52904","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\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/comments?post=52904"}],"version-history":[{"count":5,"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/pages\/52904\/revisions"}],"predecessor-version":[{"id":53290,"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/pages\/52904\/revisions\/53290"}],"wp:attachment":[{"href":"https:\/\/www.ranumefterskole.dk\/en\/wp-json\/wp\/v2\/media?parent=52904"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}