British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Cambridge - English - Second Language - 0511

  • Overview
  • Chapters

Cambridge IGCSE English as a Second Language is designed for students whose first language is not English but who need English to improve their educational or career prospects.

A pass at grade C or above is recognised by a number of UK universities as evidence of competence in the language for university entrance.

The syllabus assesses students’ ability to use English to communicate in writing, reading, listening and speaking. It develops the ability to use English in a variety of contexts and provides a sound language base for further study, or for employment in an environment where English is used.

Cambridge IGCSE English as a Second Language is an international exam and students come from both English and non-English-speaking countries.

There are two syllabuses for English as a Second Language. In Cambridge IGCSE English as a Second Language syllabus 0510 (oral endorsement), marks for the oral component do not contribute to the overall grade learners receive for the written components. Instead, certificates record the achievement of grades 1 (high) to 5 (low) for speaking. The speaking component for 0510 is compulsory (not just for 0511).

In the Cambridge International Level 1/Level 2 Certificate in English as a Second Language syllabus 0511 (count-in oral), the oral component is compulsory and contributes 15 per cent to the overall syllabus grade.

Syllabus 0511 has been approved by Ofqual for use in state-maintained schools in England because it meets the requirements of the National Curriculum in England.

Independent schools in the UK may enter for either syllabus 0510 or 0511. State-maintained schools in England may enter learners for syllabus 0511 only.

  • 1: Reading
    1.1: Reading
    1.1.1: Understand factual information and ideas from a range of texts, e.g. leaflets
    1.1.2: Identify relevant information and select correct details from a range of texts
    1.1.3: Identify ideas, opinions &attitudes from texts&understand the connections
    1.1.4: Show some awareness of what is implied but not directly stated, e.g. gist
    1.1.5: Understand factual information, abstract ideas &arguments from a range of texts
    1.1.6: Identify relevant information and select correct details from texts
    1.1.7: Identify ideas, opinions & attitudes from texts and understand their connections
    1.1.8: Understand what is implied but not directly stated
  • 2: Writing
    2.1: Writing
    2.1.1: Communicate factual information and ideas with appropriate expansion
    2.1.2: Select and organise relevant information and ideas into paragraphs
    2.1.3: Respond to a written stimulus & show awareness of appropriate register
    2.1.4: Produce written texts with an adequate range of language structures
    2.1.5: Produce written texts that show good control of punctuation and spelling
    2.1.6: Communicate factual information, abstract ideas & arguments with good expansion
    2.1.7: Select and organise relevant information & ideas into coherent paragraphs
    2.1.8: Respond to a written stimulus and use appropriate register and style
    2.1.9: Produce written texts with a wide range of language structures
    2.1.10: Produce written texts that show very good control of punctuation and spelling
  • 3: Listening
    3.1: Listening
    3.1.1: Understand factual information and ideas from a range of sources
    3.1.2: Identify relevant information and select correct details from a range of sources
    3.1.3: Identify ideas, opinions & attitudes from sources and understand the connections
    3.1.4: Show some awareness of what is implied but not directly stated
    3.1.5: Understand factual information, abstract ideas and arguments from sources
    3.1.6: Identify relevant information and select correct details from sources
    3.1.7: Ideas, opinions and attitudes from sources and the connections between them
    3.1.8: Understand what is implied but not directly stated, e.g. gist and intention
  • 4: Speaking
    4.1: Speaking
    4.1.1: Communicate factual information and ideas with some expansion
    4.1.2: Organise and link ideas with appropriate linking devices
    4.1.3: Engage in a conv. on a range of topics familiar to the candidate’s experience
    4.1.4: Produce responses with an adequate range of language structures
    4.1.5: Produce responses that show sufficient control of pronunciation and intonation
    4.1.6: Communicate factual information, abstract ideas & arguments with expansion
    4.1.7: Organise and link ideas with a range of appropriate linking devices
    4.1.8: Engage in a conversation on a wide range of topics
    4.1.9: Produce responses with language structures (i.e. grammatical and lexical)
    4.1.10: Produce responses that show good control of pronunciation and intonation

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