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CONTENTS

Principal's welcome…………………………………………………………………. 3

Results …………………………………………………………………………………….. 4-6

Subject Choices………………………………………..…………………………… 7

How to Choose Options……………………………………………………….. 8-9

English (First Language) ……………………………………………………… 10

English (Second Language) ……………………………………………….. 10-11

Economics ……………………………………………………… 13

Mathematics ………………………………………………………………….… 14

Accounting …………………………………………………………………… 15

Arabic ……………………………………………………………………………..… 16

Art & Design …………………………………………………………………… 17-20

Biology ………………………………………………………………..… 21

Business Studies ……………………………………………………..… 22

Chemistry ………………………………………………………………..… 23

French ……………………………………………………………………………. 24

Geography ……………………………………………………………….. 25

History …………………………………………………………………..……… 26

Information and Communication Technology …………. 27

Music ………………………………………………………………………..… 28

Physical Education …………………………………………………….… 29-31

Physics ……………………………………………………………………….… 32

Computer Science……………..……………………………………….… 33-34

GL Test …………………………………………………………………………… 35

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PRINCIPAL'S WELCOME

We hope that students will make the most of the opportunities on offer. We have a proven track

record of supporting students to help them fulfill their potential. As High School students they have

a key role to play in maintaining our school ethos and reputation. They are an example for the rest

Primary students to follow.

Students in the High School must have a responsible attitude towards their studies. They will need

to balance their work demands with their personal life, but they will be supported to ensure they

reach their full potential. We have high expectations of our students to develop their academic and

personal strengths to help them succeed in the future.

Our school’s success is driven by our philosophy on learning. Students’ happiness and wellbeing are

central and the school is a happy place. We work as a community with a common purpose of

reaching academic goals, but enjoying ourselves as we do so. Our school is about educating the

whole child and this is reflected in our support of students with learning needs or special gifts.

As our Executive Principal, Julia Jefferson says:

“Our young people’s success as adults will be down to their character at least as much as their

qualifications. We want our students to be known for their creativity, imagination, resilience and

people skills, the things that will make them great men and women.”

PETER HERON

HIGH SCHOOL PRINCIPAL

The Multinational School Riyadh aims to offer its students an educational

experience that will equip them with all the lifelong learning skills they

would need to become successful citizens in the 21st Century. Entering

the High School brings with it many different opportunities and

challenges. The courses on offer will help our students prepare for the

next level of their education.

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This booklet has been prepared to inform parents and students about the courses offered by the school

in Years 9 and 10 at IGCSE Level. For questions about individual subjects the relevant teachers should

be approached.

Results At IGCSE our school outperforms the UK national average by a significant margin. We decided last

year to introduce the Cambridge Checkpoint examinations as a preparatory stage for the IGCSE

examinations and were very pleased with the results, as essentially three years’ work was done in one

year to launch the assessments.

The table below shows the success for the last two years across the range of IGCSE subjects.

50

55

60

65

70

75

80

85

90

School UK Average

% of 2016 Cohort with 5A*-C IGCSE or Higher

20

30

40

50

60

70

80

90

100

% o

f gr

ades

in a

su

bje

ct

A*-C Grades per IGCSE SubjectBlue= 2015 Red=2016 Cohort

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You will note that for many of our IGCSE subjects we have achieved a 100% pass rate for the last two

years. This is in the context of our 70 different nationalities and an admissions policy where we accept

students with a range of academic abilities and challenges.

Our A-level results for the last four years have shown a steady increase in achievement at the highest

levels and this is mirrored by the number of students achieving Outstanding Cambridge Learner

Awards.

Individual Success

The school celebrates good outcomes as a result of good learning. We have steadily improving

results in the MNS-R Sixth Form of which we, and our students, are very proud.

Outstanding Cambridge Learner Awards- 2014

Joanna Shiacola Highest Mark in Saudi Arabia for Foreign Language Greek

Dena Alhesan Highest Mark in Saudi Arabia for Business Studies

Zeyana Musthafa Joint Second Highest Mark in Saudi Arabia for Best Across Eight

Cambridge IGCSEs

Wajiha Yousuf Highest Mark in Riyadh for Mathematics


Alanood Al Sudairi Top Student in A/S Art and Design in Riyadh

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A*/A B C

A & A2 A-C Results 2013-16Blue=2013 red=2014 Green- 2015 Purple = 2016

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Zeyana Musthafa Top Student in the Middle East at AS Mathematics and best overall

AS results in Riyadh. She has been offered a place at Clare College,

Cambridge University.

Ahmed Hussain Top Student in Accounting in the Middle East


Siddhant Tandon Best Across three A/S levels in Central Province

Amro Thabet High Achievement A-Level Computing

Andrew Soubra Top IGCSE French in Central Region

Dana Nofal High Achievement at AS Art and Design

Zeyana Musthafa Top in Region A-Level Mathematics

Aleezae Rashid Top in Country First Language IGCSE

Our entire 2016 cohort who wished to move into further education gained places at universities; the

only student who did not, took a ‘Gap-Year’ in the Merchant Navy.

Duke of Edinburgh International Award High School Ski Trip

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The MNS-R offers a range of IGCSE Level courses that should appeal to the majority of students. These

are British qualifications that are internationally recognised and accepted around the world due to their

rigour.

THE CORE SUBJECTS THE OPTIONAL SUBJECTS

All students study the Core Subjects which are: ▪ English

Language and Literature or English Second Language

▪ Mathematics

You will need to use the Option Table to help you choose five of the below- you must include at least one science:

▪ Accounting ▪ Art ▪ Art (Design and technology) ▪ Arabic ▪ Biology ▪ Business ▪ Chemistry ▪ Computer Science ▪ Economics ▪ French ▪ Geography ▪ History ▪ ICT ▪ Music ▪ PE ▪ Physics

Compulsory Subjects

Kingdom History and Geography/Islamic Studies- 1x 30 minute Lesson Kingdom Arabic (Qur’an for Saudi Nationals)- 1x 30 minute lesson Personal and Social Education- 1 x 60 minute lesson

SUBJECT CHOICES

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Course details for all the above subjects form the bulk of this booklet, but a real flavour of each subject

will only be gained by talking to the relevant subject teachers.

IGCSE exams follow a two-year programme. The option blocks are designed to provide a broad and

balanced curriculum to develop a good mix of knowledge and skills. Certain subjects offer Extended

and Core entry levels. Subject teachers will use assessment data, together with the Curriculum Manager

and High School Coordinators, to decide which entry level is most appropriate for you.

Year 09: This is the first year of IGCSE Levels. Most students will study 7 subjects at this level and take

internal exams in June 2018 with pass grades ranging from A* to G.

Year 10: This is the second year of IGCSE Levels. The external exams will be taken in June 2019 with

pass grades ranging from A* to G.

The following subjects are available this year following extended feedback from parents and students:

YEAR 9 OPTIONS 2017/18

OPTION A Biology Computer Science Art (Design & Technology)

OPTION B Chemistry Economics MFL - Arabic

OPTION C Physics Business

OPTION D Geography Accounting ICT Music

OPTION E PE ART History MFL- French

OPTION F English Lan/ Lit English 2ND L

Our students select one subject from each option line; however, certain subjects, for example Art,

Music, Physical Education and Languages will have particular entry requirements. We ask our students

to discuss these with the subject teacher before making choices.

OPTIONS

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There are no such things as easy IGCSEs; many of our less academic students choose PE thinking it is

easy. Instead, they find there is a lot of theory and science. Students should research what they will

need for their chosen career pathway and make sure they have the required qualifications. They are

more likely to succeed at subjects they enjoy and also should be careful not to over-specialise, in case

they change their minds later about their first career after University, if they follow the tertiary route.

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Examination Board: Cambridge (0500/0486)

Staff contact: Mrs Z. Obaid, Mr L. Muller, Mr S. Thani

Students who take English as a First Language in Years 9 and 10 follow a combined course in both English Language and English Literature, which leads to TWO separate certificates at IGCSE. Both are traditional academic subjects of high status, valued by employers and Universities. At the end of year 9, students will be able to choose whether to continue with both English Language and Literature or just focus on English Language.

• WHAT DOES THE COURSE INVOLVE?

Our aim is to create and shape passionate, creative, analytical and articulate English learners for the real world. We use a variety of resources including plays, novels, poetry, non-fiction and media texts to give students experience in speaking, reading and writing about a wide range of materials.

● In lessons, we encourage a variety of viewpoints to be shared in discussions and use a range of materials and activities to extend understanding and develop key skills

● Varied homework tasks include reading, research, learning spelling, grammar exercises, preparing oral work and drafting essays.

• WHAT SKILLS WILL I DEVELOP?

• Speaking and listening: the ability to communicate clearly and with confidence in different situations; listening and responding; discussion; and analysing how speech works.

• Reading: following arguments and collating material from various sources; understanding how writers and speakers achieve their effects.

• Writing: communicating fluently for different purposes and audiences; improving grammatical accuracy and extending vocabulary.

• HOW ARE ENGLISH AND ENGLISH LITERATURE ASSESSED?

The English Language examination tests reading and writing skills with two external exams; the Literature papers assess understanding of a novel, a play and poetry through three external exams.

ENGLISH (FIRST LANGUAGE)

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Examination Board: Cambridge (0511)

Staff contact: Mrs N. El-Beheiry

Students in Years 9 and 10 follow a course in English Language, which leads to one IGCSE certificate

with a possible separate grade for Speaking. English is a traditional academic subject of high status,

valued by employers and Universities.

➢ WHAT DOES THE COURSE INVOLVE?

We use a variety of resources including non-fiction and media texts to give students experience in

listening, speaking, reading and writing about a wide range of materials.

● In lessons, we encourage a variety of viewpoints to be shared in discussions, and use oral presentations, improvisation, group work, audio, videos and research sessions to extend understanding and develop key skills.

● Varied homework tasks include reading, research, learning spelling, grammar exercises, preparing oral work and drafting articles and letters.

➢ WHAT SKILLS WILL I DEVELOP?

● Speaking and listening: the ability to communicate clearly and with confidence in different situations; listening and responding

● Reading: understanding how writers and speakers achieve various styles from formal to informal.

● Writing: communicating fluently for different purposes and audiences; improving grammatical accuracy and extending vocabulary

➢ HOW IS ENGLISH SECOND LANGUAGE ASSESSED?

The English Language examination tests reading, writing and listening skills with two external exams.

There is also an oral component to assess speaking skills with the choice of the student of either

including or excluding it as a separate component.

ENGLISH (SECOND LANGUAGE)

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Examination Board: CIE (9708)

Staff Contact: Mr Mason

➢ COURSE AIM AND OBJECTIVES:

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 judgments in economic issues

• An understanding of and ability to use basic economic numeracy and literacy

• The ability to take a greater part in decision-making processes in everyday life

• An understanding of the economies of developed and developing nations

• An excellent foundation for advanced study in economics.

➢ COURSE CONTENT IGCSE LEVEL:

1. Basic economic problem: choice and the allocation of resource

2. The allocation of resources: how the market works; market failure

3. The individual as producer, consumer and borrower

4. The private firm as producer and employer

5. Role of government in economy

6. Economic indicators

7. Developed and developing economies: trends in production, population and living

standards

8. International aspects

➢ ASSESSMENT

Continuous internal assessment as well as external assessment comprising of two papers.

Paper 1 Multiple choice (45 minutes) Candidates answer 30 multiple choice questions.

Paper 2 Structured questions (2 hours 15 minutes) Candidates answer one compulsory

question, which requires them to interpret and analyse previously unseen data relevant to a

real economic situation, and three optional questions from a choice of six.

➢ CAREER OPPORTUNITIES

• The Corporate World & the MBA

• Economic Consulting

• Government and Not-for-profits

• Professors, Teachers and Researchers of Economics

• Law and Other Professions

•

ECONOMICS

https://www.aeaweb.org/students/Careers.php#corporate_world

https://www.aeaweb.org/students/Careers.php#consulting

https://www.aeaweb.org/students/Careers.php#government

https://www.aeaweb.org/students/Careers.php#professors

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Staff Contact: Mrs A. Philip, Mrs P. Leander, Mrs D. Najjar, Mrs. H. Kharboutli, Mrs. S.D’Silva

➢ THE COURSE:

An essential subject for all learners, IGCSE Mathematics is a fully examined course, which encourages

the development of mathematical knowledge as a key life skill, and as a basis for more advanced study.

The course consists of many topics which aim to develop basic competence in the areas of number,

algebra, shape and handling data. Within each topic opportunities arise for students to demonstrate

their understanding of the concepts involved, problem solving capabilities, ability to use correct

mathematical language and notation, accuracy and skill in presentation of their work.

➢ A TIERED APPROACH:

The examination board offers two tiers of entry: The core and extended. Students will be entered for

their respective tier based on their performance in Grade 8 and indicative data from the UK. Core

curriculum students are eligible for grades C to G. Extended curriculum students are eligible for grades

A* to E. Students may need to change level during the course based on their progress.

➢ ASSESSMENT:

External: The students will answer two examination papers at the end of the two-year course. Each

paper will assess the students’ ability to recall, select and apply their knowledge of mathematics and

to interpret, analyse and solve problems.

Internal: Assessment of all the concepts taught will be done at regular intervals through tests, quizzes,

and assignments. There will also be two examinations each year to inform students of their progress.

➢ ORGANISATION OF WORK

Homework is usually organised on a daily basis to cover current teaching topics together with

consolidation, revision and practise of previous work. The aim is to build up a thorough understanding

of the principles involved in the subject.

➢ CAREERS

The importance of Mathematics in many careers cannot be over-stressed. Studying mathematics

develops analytical skills and the ability to work in a problem-solving environment. Nowadays most

employers look for evidence of at least some form of attainment in Mathematics whether for direct

use in the job, or as a guide to ability. Mathematics is a key subject in the areas of science, technology

and engineering. It is indispensable in the business world. Other areas of employment with a significant

mathematical content include accountancy, banking, actuarial work, electronic data processing,

operational research and teaching.

MATHEMATICS

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Staff Contact: Mrs H. Chakraborty

➢ WHAT DO I NEED TO KNOW, OR BE ABLE TO DO, BEFORE TAKING THIS COURSE?

There is a misconception among learners that Accounting is

similar to Maths, but it is not. Another idea is that the subject

is very tough, but it is not. However, like any other subject,

Accounting demands a lot of hard work in the form of daily

practice and understanding. You need not be creative to take

Accounting, but you do need to understand the concepts.

➢ WHAT WILL I LEARN?

You will learn how business accounts for its incomes and expenses based on the principle of the double

entry concept, comparisons of businesses using ratios, conversion of the single entry system into

double entry, how to account for non trading organisations such as Clubs and Societies, evaluating the

cost of producing the product (which will help the students to get specialised in Cost and Works

Accounting), the income statement of a sole trader, partnership and company forms of business

organisations and preparation of the financial statements for the same.

➢ ASSESSMENT

For the Cambridge IGCSE in Accounting, candidates take two compulsory components:

Paper 1 (1 hour 45 minutes) (120 Marks)

This is a structured question paper with 8–12 multiple choice items and short-answer questions. There

are usually between 4 and 5 questions based on topics from the whole of the syllabus. All questions

are compulsory, and candidates answer on the question paper.

Paper 2 (1 hour 45 minutes) (120 marks)

This is a structured question paper. There are usually 4 to 6 questions based on topics from the whole

of the syllabus. All questions are compulsory, and candidates answer on the question paper.


This course is split between two years. In Year 9 the students will learn fundamental journals, ledger

preparation of trial balance and accounting treatment regarding bad debts and depreciation. The

remainder of the syllabus will be covered in Year 10. After completion of each topic students have to

do the revision questions and past papers to gain practise to do the examination paper.

➢ KEY AREAS FOR ACCOUNTING CAREERS

Audit, Budget Analysis, Financial, Management Accounting, Tax.

ACCOUNTING

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Examination Board: Cambridge (0508/0544)

Staff Contact: Mrs L. Hennawi, Mr H. Ahmed

The study of Arabic is a rewarding and enriching experience. The course is a

practical one, with emphasis being placed on broadening and extending a

student's ability to comprehend more complex texts and to communicate,

express and justify ideas in the Arabic language.

➢ THE COURSE

The requirement for students to take Arabic in Year 9 is to have taken Arabic as a First Language in Year

8, and/or have a solid background in reading and writing, to be able to cope with the IGCSE curriculum.

➢ LEVELS OF STUDY

We offer Arabic as a First Language and as a Foreign Language. The main course focuses on studying

Arabic as a Foreign Language, however if students wish to take up Arabic as a First Language, then they

may do so. Please note that the First Language course is much more challenging than the Foreign

Language course.

➢ ASSESSMENT:

Arabic Foreign Language: (0544)

● Paper 2: Reading a passage and answering questions relating to it.

● Paper 3: Speaking (2 general conversation- speaking role play cards).

● Paper 4: Essay (110-140 words) (Formal / informal letter).

Arabic First Language: (0508)

● Paper 1: Reading and Directed Writing (Two passages which students have to read and

answer questions about, and then summarize in their own words).

● Paper 2: Writing: Two Essays (350-500 words each).

➢ COURSE CONTENT:

In the classroom, students will practice reading, writing and speaking around the following topic areas:

Area A: Everyday Activities, Area B: Personal and social life, Area C: The world around us, Area D: The

world of work and Area E: The international world. Students will be expected to participate in class

discussions and other activities that encourage active learning.

➢ CAREERS:

There are many demanding careers that require the study of the Arabic Language, including: teaching,

journalism, writing, library management, travel, tourism, translating, law, international banking,

accountancy, the civil service and the diplomatic service.

ARABIC

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Examination Board: Cambridge (0400) Staff Contact: Mrs Olivia White

IGCSE Art

➢ THE COURSE

IGCSE Art is a practise-based course, designed to ensure that students engage with, and show evidence of, the following skills and processes:

• experimentation with a range of media, materials and techniques confidently and successfully

• recording from direct observation and responding creatively to a variety of themes • being familiar with, and making use of, a variety of practical and theoretical art terms. • Showing knowledge of, and an appreciation for, various local and international artists • developing an imaginative, creative and personal response to a stimulus • solving visual problems and developing ideas from initial attempts to final solutions

• developing new concepts by researching a variety of primary and secondary sources • responding to works both positively and critically, while being culturally and politically aware

➢ ASSESSMENT:

The course consists of the following components carrying equal weight: Controlled Test

• This is an 8 hour external test, executed over 2 days, which counts for 50% of the final mark. • The supporting work (two A2 sheets (4 sides) is thoroughly prepared the term beforehand. • The test covers broad areas such as: landscapes / interiors / objects etc. • The examination paper is released in January giving students 8 weeks to prepare.

Coursework Portfolio • Students submit a final coursework piece plus four A2

sheets of supporting work (8 sides). • The coursework is carried out throughout the year and

counts for half of the final mark. • This component is marked by the teacher and is

moderated by Cambridge.

The following areas are assessed in this course: • Gathering, recording, research & investigation

• Exploration and development of ideas

• Organisation and relationships of visual and/or other forms

• Selection & control of materials, media & processes • Personal vision and presentation

Please be advised that this is not an easy course. It requires a great deal of time and effort to be successful. Students are expected to develop a range of artworks in class and at home, while also showing evidence of visual knowledge coupled with critical and cultural awareness. Students are advised not to consider this course unless they are talented in art and are passionate about the subject.

ART & DESIGN

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Art examinations are completed earlier than the other subjects, as both the coursework and examination components need to reach Cambridge by the end of April (for the June session) and end of October (for the November session). Therefore, the final IGCSE examination takes place in April (for the June session) or late October, early November (for the November session). Students are also given the opportunity to practise their final exam composition beforehand as we do a full 8 hour mock exam. This exam takes place during the last week of the term prior to the final exam.

➢ CAREERS:

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Examination Board: Cambridge (0400) Staff Contact: Mrs Olivia White, Mr Thane van Niekerk

IGCSE Design

➢ THE COURSE

IGCSE Design is a practise-based course; the syllabus is prepared to ensure that students engage with, and show evidence of, the following skills and processes:

• research, analyse and develop ideas to a design brief, and to arrive at an appropriate solution • show initial response to a design brief through direct observation in the form of first hand studies • the ability to develop ideas from initial attempts to outcomes • the ability to identify and solve problems in visual forms • the ability to communicate an idea through design. • show knowledge of a working vocabulary relevant to design and an interest in, and a critical

awareness of design culture and design practitioners During the course the following areas of design will be covered:

• graphic design, • mural design, • packaging design, • illustration, • textile and fashion design.

➢ ASSESSMENT:

Controlled Tests

• There are two 8 hour external tests; each is executed over 2 days. • Both exam papers are released in January and the exams take place late March/early April. • The supporting work for both exams, two A2 sheets (4 sides) are prepared in the 8 week

period before the exams. (Please be aware that students will be preparing for both exams at the same time)

• The test covers a broad range of design areas, but during the second year students will specialize in one or two areas.

The following areas are assessed in this course:

• Gathering, recording, research & investigation • Exploration and development of ideas • Organisation and relationships of visual and/or other forms • Selection & control of materials, media & processes • Personal vision and presentation

Please be advised that this is not an easy course. It requires a great deal of time and effort to be successful. Students are expected to develop a range of design works, while also showing evidence of visual knowledge coupled with critical and cultural awareness. Students are advised not to consider this course unless they are talented in drawing and are passionate about the subject.

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Design examinations are completed earlier than the other subjects, as both examination components need to reach Cambridge by the end of April (for the June session). Therefore, the final IGCSE examinations take place in March/April (for the June session). Students are also given the opportunity to practise their final exam compositions beforehand during their full 8 hour mock exams. These exams take place during the last week of the term prior to the final exam.

*This subject cannot be taken along with IGCSE Art as both subjects complete component 1 from the CIE syllabus.

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Staff Contact: Mrs. Asha.B.S, Mrs. Sara Abou Younis, Mrs. Hend Agha, Mrs. Rania El Abbasi

➢ COURSE AIMS & OBJECTIVES:

● Develop an interest in, and enthusiasm for, biology including developing an interest in further study and careers in the subject

● Appreciate how society makes decisions about Biology–related issues and how biology contributes to the success of the economy and society

● Develop and demonstrate a deeper appreciation of the skills, knowledge of how science works

● Develop essential knowledge and understanding of different areas of biology and how they relate to each other

➢ ASSESSMENT:

o All candidates must enter for 3 papers: Paper 1 or 2; paper 3 or 4 and paper 6. o Candidates who are expected to achieve a grade D or below, should normally be entered for

paper 1, 3and 6. o Candidates who have studied the extended curriculum and who are expected to achieve a

grade C or above should be entered for paper 2, 4 and 6.

There is internal continuous assessment and regular tests. External exams will take place at the

end of Year10.

➢ CAREER OPPORTUNITIES:

Life Scientist, Medical Laboratory Workers, Physicians, Naturalist Laboratory Technicians and many more.

BIOLOGY

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Staff Contact: Mrs Z. Jabeen

➢ WHAT DO I NEED TO KNOW, OR BE ABLE TO DO, BEFORE TAKING THIS COURSE?

You might have an interest in business, and want to start your own business one day. You may have an

enquiring mind and be interested in learning about the world around you, how businesses are set up,

and what it is that makes someone a great entrepreneur.

➢ IS THIS THE RIGHT SUBJECT FOR ME?

This course is both active and enjoyable. You need to be good at communicating and explaining your

ideas, and not afraid of learning new things and working with numbers to solve business problems. You

will learn how to be a creative thinker and how to make decisions. What’s more, you will also learn

about the world of business through research and investigation, as well as through practical tasks.

➢ WHAT WILL I LEARN?

In Year 9 you will be introduced to the world of small businesses and will look at what makes someone

a successful business manager. You will find out how to spot an opportunity, develop an idea and turn

that into a successful business. You will gain an understanding of different forms of business

organisations, the environments in which businesses operate and business functions such as marketing,

operations and finance; an appreciation of the critical role of people in business success and confidence

to calculate and interpret business data.

In Year 10 you will find out how to think like an economist and learn how the economy functions, the

government’s role in the economy and its impact on business. You will also examine what causes

businesses to grow. You will study many issues within the world of business such as inequality.

➢ HOW WILL I BE ASSESSED?

At the end of Year 10 you will take two exams. There will be Paper 1 (50%) with structured questions

and Paper 2 (50%), which requires answering essay questions about your understanding of the subject.

Staff use a wide variety of teaching methods; we make use of up-to-date DVDs, worksheets, study visits,

case studies, computers and simulations. Students are encouraged to become involved with the subject

using other resources, accessing radio and television programmes on the school network, newspapers,

journals, data bases, internet, CD-ROMs and contacts with firms.

➢ CAREERS

Business Studies has a direct bearing on Accountancy, Banking, Building

Societies, Insurance, Broking and all business-related activities. It also has

links with virtually every other job as most workers will require an

understanding of budgets, motivation of employees, communication and

the effects of the government and economy, revenues and costs.

BUSINESS STUDIES

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Staff Contact: Mr. Paul Carolan, Mrs. Rania El Abbasi, Mrs. Hend Agha

➢ COURSE CONTENT

The course will cover major disciplines of chemistry: Physical, inorganic and organic.

Rates of Reactions; Heat changes in chemical reactions, Basics of acids, Bases and salts, Metals, non-

metals, Fossil fuels, and Atomic structure.

Students are expected to take an active part in class activities and to organize their practical work taking

possible risks into account. They are expected to organise their own revision time.

➢ ASSESSMENT

INTERNAL ASSESSMENT: Continuous Assessment and Semester Examination.

EXTERNAL ASSESSMENT: Cambridge IGCSE Chemistry candidates are awarded grades ranging from A*

to G. The Core Curriculum is for students expected to attain grades C to G. Students expected to achieve

grade C or higher should study the Extended Curriculum, which comprises the Core and Supplement

Curriculums; these students are eligible for all grades from A* to G. All students must enter for three

papers: Paper 1 or 2; paper 3 or 4 and paper 6.

Candidates who are expected to achieve a grade D or below, will be entered for papers 1, 3 and 6.

Candidates who have studied the extended curriculum and who are expected to achieve a grade C or above will be entered for papers 2, 4 and 6.

➢ CAREERS

Pharmacy, Medicine, Agriculture, Food and Nutrition, Industrial Chemists, Chemical Engineering

CHEMISTRY

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Staff Contact: Mr S. Lawrence

➢ THE COURSE

The course is based on the linked language skills of listening, reading, speaking and

writing, and these are built on as learners’ progress through their studies. To ensure

a firm basis for further study all aspects of the grammar and vocabulary previously

studied will be revisited. Students will be provided with study guides to help them

in their preparation and the teacher gives the interactive support. Students opting

French for a second language must have at least 3 years of previous study.

➢ HOMEWORK

Students need to review their work on daily basis. They will have written work twice a week.

Furthermore, a student can prepare him or herself very well for all parts of the examination if he/she

is willing to learn the language tasks.

➢ ASSESSMENT

For the examination to be appropriate to candidates across the full ability range, separate options are available for Core Curriculum candidates (Listening, Reading and Directed Writing and speaking) and Extended Curriculum candidates (Listening, Reading and Directed Writing, Speaking and Continuous Writing). Paper 1 Listening: 45 minutes: Sections 1, 2 and 3 Paper 2 Reading and Directed Writing: 1 hour: Sections 1, 2 and 3 Paper 3* Speaking: 15 minutes Paper 4 Continuous Writing: 1 hour NB: The maximum grade that can be achieved on a core external examination is a C.

➢ CAREERS

While any language will be useful for some jobs French is the only foreign language that can be useful

throughout the world; it is the second most frequently taught language in the world after English. Many

universities prefer students with a second language. This is an advantage for students when applying

to universities. French, along with English, is the official working language of: United Nations, UNESCO,

NATO, Organization for Economic Cooperation and Development and International Olympic

Committee.

Soyez les bienvenues et bonne chance!

FRENCH

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Examination Board: CAMBRIDGE (0460)

Staff Contact: Mr. L Shadbolt

As international links become closer, easier and faster, we need more than ever to understand the

geography of the world. To help protect the environment – both at home and abroad – we need to

understand geographical influences and the geographical relationships linking people and their

surroundings. To make the most of our multicultural society we need to understand and appreciate the

cultures and backgrounds of people from all over the world.

➢ WHAT DO WE DO IN GEOGRAPHY?

Our exciting course looks at a range of important and significant questions from

both Human and Physical sides of the subject. These burning issues include:

➢ HUMAN TOPICS

How can the planet cope with 7 billion people or more? Are the world’s cities heading for meltdown?

How will changing global patterns of wealth and production affect us?

➢ PHYSICAL TOPICS

Can we ever understand the forces controlling the impacts of earthquakes and volcanoes? Why are the landscapes of snow and ice so appealing in a warming world? How are coastal areas changing in response to recent trends?

➢ COURSE AIMS AND OBJECTIVES

● 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 and an understanding of some of the processes affecting the development of such environments

● An understanding of different communities and cultures throughout the world and an awareness of the contrasting opportunities and constraints presented by different environments

➢ ASSESSMENT

The candidates will answer 3 written papers which will be externally assessed.

➢ CAREERS

Geography is an excellent preparation for the world of work or further studies. The skills developed are

useful in a wide range of occupations, for example: Airline Pilot Cartography Environmental

Management, Tourism and Transport, Business Management and Engineering.

GEOGRAPHY

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Staff Contact: Mr. M Mason, Mr. L Robertson

➢ WHY DO THIS COURSE?

Historical knowledge provides an essential backdrop to understanding in many other subjects and of

the world in which we live. The emphasis is on both historical knowledge and on the skills required for

historical research. Learners develop an understanding of the nature of cause and effect, continuity

and change, similarity and difference and find out how to use and understand historical evidence as

part of their studies.

➢ THE KEY TOPICS COVERED ARE:

● Core content:

Were the peace treaties of 1919–23 fair?

To what extent was the League of Nations a success?

Why had international peace collapsed by 1939?

Who was to blame for the Cold War?

How effectively did the USA contain the spread of Communism? ● Depth Study:

First World War 1914-1918

Personal Choice for students as a second option

● Source Enquiry:

How effectively did the USA contain the spread of Communism?

➢ ASSESSMENT

Students answer three papers of one and two hour durations. All examinations are internal, until the

final external examination at the end of Year 10 (June 2019).

➢ CAREERS

History is recognised as an academically rigorous discipline and the knowledge, understanding and skills

it develops make for students whose attributes are sought after by many employers. There are many

successful historians in the legal profession and the civil service, in the media, in the tourism and

heritage industries, and in business and commerce. To name but a few, Sacha Baron Cohen, Steve

Carell, T.S Lawrence, Steve Coppell (football manager), and Louis Theroux and Michael Palin

(documentary makers) are all History graduates.

‘Histories make men wise.’ Francis Bacon (1561-1626)

HISTORY

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Staff Contact: Mrs R. Dewan, Mrs A. Elkhoury

➢ THE COURSE

Information and Communication Technology (0417) falls into Group V, Creative, Technical and

Vocational. The curriculum content is set out in nine interrelated sections. The sections are:

1- Types and components of computer systems

2- Input and output devices

3- Storage devices and media 4- Networks and the effects of using them

5- The effects of using ICT 6- ICT applications 7- The system life cycle 8- Safety and Security 9- Audience

The assessment criteria for the practical tests are set out in eight sections:

10- Communication 11- File Management 12- Images 13- Layout 14- Styles 15- Proofing 16- Graphs and Charts 17- Document Production 18- Data Manipulation 19- Presentations 20- Data Analysis 21- Website Authoring

➢ ASSESSMENT

Paper 1 (2 hours): Theory- This written paper tests sections 1–21 of the syllabus content. All questions

are compulsory, mostly multiple choice or short answer questions, but also some require longer

answers.

Paper2 (2 ½ hours): Document Production, Data Manipulation and Presentations- This test assesses

the practical skills needed to use the applications covered in sections 17, 18 and 19 of the syllabus

content. All tasks are compulsory.

Paper 3 (2 ½ hours): Data Analysis and Website Authoring- This test assesses the practical skills needed

to use the applications covered in sections 20 and 21 of the syllabus content. All tasks are compulsory.

➢ CAREERS

Virtually every career these days involves some use of computers and this qualification demonstrates

a level of computing skill, which all Universities and employers are looking for. This course will enable

the students to learn how to use the most commonly available software including the latest version of

the Microsoft Office suite of programs.

INFORMATION AND COMMUNICATION TECHNOLOGY

28


Staff Contact: Mr Barker

Due to the rigours of this course, the following Prerequisites must be in place:

● You MUST be at least ABRSM Grade 5 (or equivalent) in a solo instrument

● A pre examination audition may be held to gauge suitability for the course

● You MUST have a good working knowledge of the keyboard

● It would be desirable if you had access to a computer at home with sequencing software

The GCSE Music Course is designed to allow the study of music through the integration of performing,

listening and appraising with opportunities to use music technology. It is flexibly structured to allow

students to capitalise on their different interests whilst experiencing a balanced range of music across

time, culture and tradition.

➢ PERFORMING (30%)

All students are required to perform either vocally or instrumentally on any instrument with marks

being adjusted according to the degree of difficulty of the pieces being performed. They will have the

opportunity of taking part in both solo and ensemble performances. It is not essential for students to

have reached a particular grade before commencing the course. Help will be given in school for those

who do not receive instrumental tuition although it can be an advantage if such lessons are being taken.

The performing component of the course can be undertaken at any time during Years 9 and 10.

➢ COMPOSING (30%)

Throughout the two years students will compose and arrange music in a style suited to them using

either conventional or electronic instruments according to a chosen brief. Towards the end of Year 10

they will select two of their pieces for assessment. All students will have the opportunity of using the

music technology facilities.

➢ LISTENING AND APPRAISING (40%)

During Years 9 and 10, students will listen to a wide range of music encompassing a variety of styles

and traditions across four Areas of Study dating from 1600 to the present day. Assessment takes the

form of a written paper where students will respond to questions based on recorded extracts taken

from the set works and an in-depth question on a chosen set work.

➢ CAREERS

There are many obvious careers in music in the areas of teaching and performing. Less obvious,

perhaps, are journalism, music therapy and work in the recording industry. Universities and colleges

universally accept music as an entrance qualification and many employers recognise the degree of

motivation, self-discipline and co-operation with others that the subject requires.

MUSIC

29

Cambridge IGCSE Physical Education

Syllabus code 0413

Staff Contact: Mr Wayne Butterworth or Mr Reenen De Vries

THE COURSE

The course provides an opportunity for those with an active interest in sport to further develop their

knowledge, understanding and skill in a range of activities whilst performing at a high level. There is a

strong cross-curricular link with science and students will focus upon anatomy and physiology; factors

affecting performance; health, safety and training; reasons and opportunities for participation in sport;

and the role of sport in society.

Assessment at a glance

Cambridge IGCSE Physical Education Syllabus code 0413. The syllabus 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. All candidates take:

Component 1 Component 2

Paper 1 1 hour 45 min Coursework Centre-based assessment

Section A:

Candidates answer short answer

questions on the three units they have

studied: Factors affecting performance,

Health, safety and training, Reasons and

opportunities for participation in physical

activity.

Section B: Candidates answer three

structured questions, one from each of

the three units they have studied.

Candidates choose to undertake four

practical activities from at least two of the

seven categories listed (50% of total

marks). Candidates must show the ability

to analyse and improve practical

performance in one of their four chosen

practical activities (10% of marks).

40% of total marks 60% of total marks

The grades available are A*– G. All components are available in the June and November sessions.

Coursework for the June session should be submitted by 30 April.

Component 1: Paper 1

PHYSICAL EDUCATION

30

1 hour 45 minutes, 80 marks

The examination assesses candidate’s knowledge and understanding in relation to the syllabus content.

Candidates are required to demonstrate skills of description, interpretation and evaluation. The

question paper has a weighting of 40% of the total marks and is divided into two sections.

Section A: Short answer questions on:

• Unit 1: Factors affecting performance

• Unit 2: Health, safety and training

• Unit 3: Reasons and opportunities for participation in physical activity

Section B: Three structured questions and differentiated questions, one on each unit:

• Unit 1: Factors affecting performance

• Unit 2: Health, safety and training

• Unit 3: Reasons and opportunities for participation in physical activity

Component 2:

Coursework

The Coursework component requires candidates to offer a minimum of four practical activities from

two of the seven categories. Each activity is marked out of 50 marks and the Analysing and Improvising

out of 10 marks. The practical activities are:

Categories Practical activities

Games

• Association

Football

• Badminton

• Basketball

• Cricket

• Goalball

• Golf

• Hockey

• Netball

• Rounders

• Rugby Union

• Softball

• Squash

• Table Tennis

• Tennis

• Volleyball

Gymnastic Activities

• Artistic Gymnastics

(floor and vaulting)

• Figure Skating

(Individual)

• Rhythmic Gymnastics

• Trampolining

Dance (max 2 dance

styles)

• Educational Dance

• Folk Dance

• Historical Dance

• Social Dance

• Theatrical Dance

Athletic Activities • Cross Country Running

• Cycling

• Track and Field

Athletics

• Weight Training for

fitness

31

Outdoor and Adventurous

Activities

• Canoeing

• Hill Walking and

Campcraft or Hostelling

• Horse Riding

• Orienteering

• Rock Climbing

• Rowing

• Sailing

• Skiing

• Snowboarding

• Wind-Surfing

Swimming • Competitive Swimming

• Life Saving

• Personal Survival

Combat Activities • Judo • Karate

Coursework assesses candidates’ physical performance, including an ability to interrelate planning,

performing and evaluating whilst undertaking activity in four practical activities worth 50% of the

syllabus total.

ORGANISATION OF WORK

There will be four lessons a week, three of which will be theory and one practical. Due to the nature of

the course there will be some flexibility here, as performance analysis will take place regularly during

practical learning. A total of four different practical activities must be chosen for assessments, selected

from at least two of the Physical Education Categories of Activity (Games, Swimming, Athletic Activities,

Gymnastics, Dance, Exercise Activities, Outdoor and Adventurous Activities). Practical activities chosen

include: Football, Badminton, Table Tennis, Lifesaving, Swimming, Weight Training for fitness,

Volleyball. We endeavour to provide the students with a minimum of four practicals throughout the

course and then take their four highest grades. If a student has a particular strength in a sport, e.g.

Equestrian, Athletics, Cross Country, then an assessment and grade might be possible upon

consultation with the subject leader.

PHYSICAL EDUCATION CAREERS

Physical Education can lead to careers

in Leisure and Recreation, Tourism,

Sports Psychology, Coaching,

Physiotherapy, Youth Work, Outdoor

Pursuits, Management, Physical

Education Teaching and Sports

Science among others that are

available to successful students.

32


Staff Contact: Mrs B. Joseph, Mrs P. Leander, Mrs. G. Arshad

➢ THE COURSE: Cambridge IGCSE Physics (0625)

The IGCSE course consists of many topics, which aim to develop basic

competence in the areas of electricity and magnetism, forces and

motion, light and waves, atomic physics etc.

Within each topic, opportunities arise for students to demonstrate their understanding of the concepts

involved, problem solving capabilities, ability to use correct units, accuracy and precision and how well

they can present their work.

➢ ASSESSMENT

● All candidates must enter for 3 papers: Paper 1 or 2; paper 3 or 4 and paper 6.

● Candidates who are expected to achieve a grade D or below, should normally be entered for paper 1, 3 and 6.

● Candidates who have studied the extended curriculum and who are expected to achieve a grade C or above should be entered for paper 2, 4 and 6.


Homework is usually organised on a daily basis to cover teaching topics together with consolidation,

revision and practice of previous work. The aim is to build up a thorough understanding of the principles

involved in the subject.

Semester exams and chapter tests will be conducted to inform students of their progress.

➢ ORGANISATION OF GROUPS:

Candidates are separated into core and extended curriculum depending on their performance in year

8 Science. Candidates should maintain a 50% or above to remain in the extended curriculum

throughout the course.

➢ CAREERS

Career opportunities for physics are wide ranging. Apart from moving into further studies and research

many have employment in IT industry and Engineering, but also in the financial and business sector

where analytical skills obtained in the subject are highly sought after.

PHYSICS

33

IGCSE Computer Science (0478)

Cambridge IGCSE Computer Science syllabus aims are to develop:

➢ Computational thinking that is thinking about what can be computed and how, and includes consideration of the data required

➢ Understanding of the main principles of solving problems by using computers ➢ Understanding that every computer system is made up of sub-systems, which in turn consist of

further sub-systems ➢ Understanding of the component parts of computer systems and how they interrelate,

including software, data, hardware, communications and people ➢ Skills necessary to apply understanding to solve computer-based problems using a high-level

programming language.

For Cambridge IGCSE Computer Science, the assessment is by written examination but the learning

should happen in a mainly practical way: problem-solving and programming.

The assessment is conducted through two written papers:

➢ SECTION 1: THEORY OF COMPUTER SCIENCE: This written paper contains short-answer and structured questions. All questions are compulsory. No

calculators are permitted in this paper. The following are the syllabus content that will be examined

in this paper:

1.1 Data representation 1.1.1 Binary systems 1.1.2 Hexadecimal 1.1.3 Data storage

1.3 Hardware and software 1.3.1 Logic gates 1.3.2 Computer architecture and the fetch execute cycle 1.3.3 Input devices 1.3.4 Output devices 1.3.5 Memory, storage devices and media 1.3.6 Operating systems 1.3.7 High- and low-level languages and their translators

1.2 Communication and Internet technologies 1.2.1 Data transmission 1.2.2 Security aspects 1.2.3 Internet principles of operation

1.4 Security 1.5 Ethics

COMPUTER SCIENCE

34

➢ SECTION 2: PRACTICAL PROBLEM-SOLVING AND PROGRAMMING:

This written paper contains short-answer and structured questions. All questions are compulsory. 20

of the marks for this paper are from questions set on the pre-release material. The following are the

syllabus content that will be examined in this paper:

2.1 Algorithm design and problem-solving 2.1.1 Problem-solving and design 2.1.2 Pseudocode and flowcharts

2.2 Programming 2.2.1 Programming concepts 2.2.2 Data structures; arrays

2.3 Databases

[Extracted and Revised from the Cambridge International Examination Syllabus for Cambridge IGCSE

Computer Science 0478]

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GL Tests:

In 2017 -18, the Multinational School will be introducing GL tests for its students. The GL tests are

formative assessments which aim to support schools in achieving better outcomes for every pupil.

Students in Year 9 will take the CAT4 assessment. The Cognitive Abilities Test: Fourth Edition (CAT4)

provides teachers with grade indicators and a robust, standardised measure of cognitive reasoning

ability, without reference to curriculum-based material and regardless of previous achievements or

first language. The results of the test will provide teachers with invaluable insight into students’ ability

to reason across four distinct batteries: verbal, non-verbal, mathematical and spatial. This will also

allow teachers to address patterns and adapt teaching methods to suit individual (or group) needs,

ensuring feedback is appropriate and targets are achievable.

MISSION

Nurturing Future Leaders

The Multinational School – Riyadh North Ring Road Exit-7, End of Sheikh Abdullah Makhdoob Street, Riyadh, Saudi Arabia 11414

Email: [email protected] Phone: +966 11 275 1751 http://www.mns-r.com

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