At Key Stage 4 students prepare to take examinations for the IGCSE (International General Certificate of Secondary Education). Students in this key stage in Great Britain are usually between 14 and 16 years old. Students who transfer to TIPS without the adequate preparation to do IGCSEs, will be prepared for these examinations before proceeding on to higher level examinations such as AS (Advanced Subsidiary level) or A-levels (Advanced levels). In addition to the courses required at this level - English, Mathematics, a foreign language and science (Physics, Biology and/or Chemistry) - students may also choose History and/or Geography and Music, Art or Design and Technology.
The International Preparatory School is authorized by the University of Cambridge to administer examinations for the International Certificate of Secondary Education (IGCSE), AS and A-Levels, which are accepted for admission to U.K. universities as well as many other universities around the world. For more information about external examinations please go to Cambridge International Examinations.
For more information about the key stages see Key Stage Chart and/or Year Equivalents.
English
In English students learn to use language confidently, both in their academic studies and for the world beyond school. They use and analyse complex features of language. They are keen readers who can read many kinds of text and make articulate and perceptive comments about them.
In Speaking and listening emphasis is placed on speaking and listening confidently in a wide variety of contexts. Students learn to be flexible, adapting what they say and how they say it to different situations and people. When they speak formally or to people they do not know, they are articulate and fluent in their use of spoken standard English. They learn how to evaluate the contributions they, and others, have made to discussions and drama activities.
Reinforcement continues for students working with English as a second or other language.
Mathematics
Students may work at a foundation or higher level depending on their background knowledge and future plans.
In the foundation level students consolidate their understanding of basic mathematics, which will help them to tackle unfamiliar problems in the workplace and everyday life and develop the knowledge and skills they need in the future. They become more fluent in making connections between different areas of mathematics and its application in the world around them. They become increasingly proficient in calculating fractions, percentages and decimals, and use proportional reasoning in simple contexts. Building on their understanding of numbers, they make generalisations using letters, manipulate simple algebraic expressions and apply basic algebraic techniques to solve problems. They extend their use of mathematical vocabulary to talk about numbers and geometrical objects. They begin to understand and follow a short proof, and use geometrical properties to find missing angles and lengths, explaining their reasoning with increasing confidence. They collect data, learn statistical techniques to analyse data and use ICT to present and interpret the results.
At the higher level students take increasing responsibility for planning and executing their work. They refine their calculating skills to include powers, roots and numbers expressed in standard form. They learn the importance of precision and rigour in mathematics. They use proportional reasoning with fluency and develop skills of algebraic manipulation and simplification. They extend their knowledge of functions and related graphs and solve a range of equations, including those with noninteger coefficients. They use short chains of deductive reasoning, develop their own proofs, and begin to understand the importance of proof in mathematics. Pupils use definitions and formal reasoning to describe and understand geometrical figures and the logical relationships between them. They learn to handle data through practical activities, using a broader range of skills and techniques, including sampling. Pupils develop the confidence and flexibility to solve unfamiliar problems and to use ICT appropriately. By seeing the importance of mathematics as an analytical tool for solving problems, they learn to appreciate its unique power.
Science
Students learn about a wider range of scientific ideas and consider them in greater depth, laying the foundations for further study. They explore how technological advances relate to the scientific ideas underpinning them. They consider the power and limitations of science in addressing industrial, ethical and environmental issues, and how different groups have different views about the role of science. When they carry out investigations they use a range of approaches and select appropriate reference sources, working on their own and with others. They do more quantitative work and evaluate critically the evidence collected and conclusions drawn. They communicate their ideas clearly and precisely in a variety of ways. They see how scientists work together to develop new ideas, how new theories may, at first, give rise to controversy and how social and cultural contexts may affect the extent to which theories are accepted.
ICT
Students become more responsible for choosing and using ICT tools and information sources. They use a wide range of ICT applications confidently and effectively, and are able to work independently much of the time. They choose and design ICT systems to suit particular needs and may design and implement systems for other people to use. They work with others to carry out and evaluate their work.
P.E.
Students tackle complex and demanding activities applying their knowledge of skills, techniques and effective performance. They decide whether to get involved in physical activity that is mainly focused on competing or performing, promoting health and wellbeing, or developing personal fitness. The view they have of their skillfulness and physical competence gives them the confidence to get involved in exercise and activity out of school and in later life.
