CURRICULUM GUIDEMIDDLE SCHOOLYEARS 10-112023

INTRODUCTION
Rugby School Japan seeks to develop the whole person, so in our academic
provision we aim to challenge pupils to exercise and enrich their entire mind. A
breadth of intellectual experiences in Years 10 and 11 allows our pupils to faceacademic challenge and to develop their understanding of both the physicaland imaginative worlds they inhabit. We aim to provoke a curiosity in our pupils
which they will be able to follow up with the support of subject specialists
outside the classroom, through our programme of academic enrichment, clubs
and societies.
The Middle School curriculum at RSJ offers both breadth and depth of study,
primarily based on the International General Certificate of Secondary Education(IGCSE). The IGCSE is an International version of the compulsory school
examinations in England and Wales which, due to their global outlook andthorough academics, are used by both international schools and top UK
independent schools, including Rugby UK.
As the most popular examinations worldwide for 14-16 year olds, the IGCSEs
are seen as excellent preparation for A Level and other post-16 qualifications.
The courses follow a prescribed curriculum administered by examination boards
in England. At Rugby School Japan, we use four examination boards toadminister our examinations: Cambridge, AQA, OxfordAQA and Pearson
Edexcel. However, while examination results are of vital importance, we
structure our courses around learning rather than examinations, and thelearning is not always confined to the limits of the syllabus content.
The subject matter studied at I/GCSE is of intrinsic value and interest. Pupils
receive a grounding in the powerful knowledge that underpins ourunderstanding of the modern world and humanity more broadly. They should
select courses of study they find engaging and thought provoking, as well as
useful in a practical sense.
Lessons at Rugby School Japan are intellectually stimulating and fun. We want
our pupils to develop the confidence and experience necessary to manage
and direct their own academic work. We aim for them to be enquiring in theirapproach to academic study, to learn to reflect on their work and to show bothresilience and versatility, particularly when confronted with challenges. Our aim
is for them to become effective communicators and collaborators, maintaining a
global perspective in their approach which, in turn, helps them to remain open
to others and to embrace diversity.

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STRUCTURE AND
OPTIONSThe Year 10 and 11 curriculum allows for an element of choice for our pupils,
yet we have structured it to ensure the diversity of experience that we value asa school. All pupils study a core of subjects that includes English (Language andLiterature), Mathematics, and all three Sciences (Biology, Chemistry andPhysics). Pupils then choose at least one Modern Foreign Language and have afree choice for their remaining three subject options.
The range of options includes Art, Business Studies, Design & Technology,
Drama, French, German, Geography, History, Japanese, Mandarin (for thosewith suitable experience), Music and PE. Scholars of Expressive and Visual Arts,
Performing Arts or Sports must study the subject for which they have ascholarship as one of their subject options.
Each I/GCSE course normally lasts two years (although the content teaching forMathematics, Biology, Chemistry and Physics begins in Year 9) and is externallyassessed by written examinations. Some courses include coursework which willbecompleted in school and internally assessed but then externally moderated.
Pupils sit I/GCSEs in the Summer Term of Year 11. Cambridge IGCSE grades arereported on a scale from A* to G, with A* to C usually considered to be a goodpass. AQA, OxfordAQA and Pearson Edexcel I/GCSE qualifications will receive a
1 (low) to 9 (high) award, with 5 and above being considered a good pass.
In addition to their I/GCSEs, pupils also participate in regular Sport along withspecialist PSHE lessons that complement our weekly tutorial and pupil
wellbeing programme. Year 10 and 11 pupils are also involved in Higher
Education and Careers events. All pupils have weekly one-to-one tutorials with
their tutor, which is an opportunity to discuss the academic, higher education,
careers, enrichment and pastoral strands of their lives.
N.B. While we aim to offer as much choice of subjects as possible, we cannot guarantee to provide a subject if
the number of pupils who choose it is very low. If pupils change their mind after options have been finalised,
we will endeavour to accommodate their request but we cannot guarantee that we will be able to makechanges. No subject changes are allowed after the first half-term in the Autumn Term of Year 10, however,
it would be rare for a pupil to make subject changes after the first Leave Weekend (late September) in the
Autumn Term.
N.B. Syllabus and assessment details are correct at the time of publication but are subject tomodification as a result of changes made by exam boards.

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ART & DESIGNArt
Design and Technology

ART

DESIGN AND TECHNOLOGY

AIMS

AIMS

GCSE Art and Design equips pupils with the skills to enjoy, produce and engage with the visual arts throughout
their lives. It has immense value in a broad and balanced curriculum enhancing pupils’ learning across theirsubjects. This is an exciting course that gives pupils the opportunity to explore painting, printmaking, sculpture,ceramics, photography, digitally-generated imagery, textiles, drawing and many more art-making techniques. It
also enables pupils to develop their artistic skills, creative thinking and their understanding of art history.

Design shapes the world we live in and very often dictates the way we live our lives. Design Technology aims
to teach pupils to be confident, innovative and creative problem solvers. Pupils will be able to manage projects
independently and develop solutions to a particular need, want or problem. Using an understanding of aesthetics,
anthropometrics, sustainability and functionality, pupils will become confident in designing and manufacturing awide range of products in a creative approach to improve their own quality of life and that of society in general.

NATURE OF THE COURSE

NATURE OF THE COURSEWork is assessed using criteria set by the exam board and takes into account:• the process of gathering visual information• understanding the works of artists• developing, reviewing and modifying ideas• accumulating skills and techniques• producing artwork which is the result of extended visual research.

During this two-year course, pupils will learn to research and explore needs, wants and opportunities in thecontext of designing for a real client. They will develop their understanding of varied 2D and 3D design methods,
technical drawing and presentation techniques alongside gaining independent thinking skills. Pupils will learn tobecome creative, flexible and innovative designers, able to solve real world contextual problems.

It is challenging, enjoyable and rewarding. It requires determination and commitment.

ASSESSMENT DETAILSExamination board: Pearson Edexcel GCSE (9-1)
CLICK HERE••

In Year 10, pupils will explore a full range of manufacturing processes using wood, plastic and metal by completinga variety of interesting practical projects. Pupils will learn where our materials come from, how they are processedand how they are reused, recycled and disposed of, all while learning the environmental consequences of their use
and production. Pupils will develop hands-on skills and will be able to identify the working properties of a range ofresistant materials.
In Year 11 pupils will use all of their theoretical and practical knowledge gained in Year 10 to complete a major
design and make a project for a specific client as part of their end of year examination, known as Component 2.

The Personal Portfolio is designed to give pupils the opportunity to comprehensively experience a wide rangeof methods and techniques as they explore their ideas, develop their skills and build a solid understanding ofartists and designers. Coursework accounts for 60% of the mark.
The Externally Set Assessment is a broad-based thematic ‘starting point’ set by the exam board, part of whichis sat under exam conditions. This accounts for the remaining 40% of the mark.

ENRICHMENT OPPORTUNITIES
Pupils have opportunities to visit galleries and collections to enable the research and the collection of source
material. Outside of lessons, the Department runs co-curricular programmes for pupils to attend and develop theirskills in all areas.

ASSESSMENT DETAILSExamination board: Pearson Edexcel GCSE (9-1) (1DT0)
CLICK HERECOMPONENT 1: 50% of IGCSE
•
•
•
•
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Paper 1: Written/drawing examination (1 hour, 45 minutes)
Section A – This section contains a mixture of different question styles, including open-response, graphical,
calculation and extended-open-response questions to the core content of the course.
Section B – This section contains a mixture of different question styles, including open-response, graphical,
calculation and extended-open-response questions tailored to the pupil’s chosen material area (metals, papers
and boards, polymers, systems, textiles and timbers).

COMPONENT 2: 50% of IGCSE
Project: Design and making practice, approximately 45 hours coursework that consists of a single design-and-makeactivity. Pupils are assessed across 4 objectives: investigate, design, make and evaluate.

ENRICHMENT OPPORTUNITIESThe Department is open frequently for pupils to work on their coursework or independent projects during their
free time. There is also a range of clubs offering more hands-on skill-based workshops with different resistantmaterials and opportunities to try alternative material areas of Design Technology, such as Textiles.

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ENGLISH
English First Language
English as a Second Language
World Literature

ENGLISH FIRST LANGUAGEAIMS
The aims of the English Language course are to enable pupils to read, write and speak with fluency, through engagement with a wide variety of text types from different times, places and perspectives. Pupils will have opportunities to develop as critical thinkers through the development of their analytical and evaluative skills.
At Rugby School Japan, we encourage pupils to read widely, speak fluently and write accurately in preparation
for further study. It is expected that most pupils will be selected to take the IGCSE English First Language course,
including many that have a different home language.

ENGLISH AS A SECONDLANGUAGE
AIMS
This course aims to build pupils’ awareness of the nature of language and the four language-learning skills of
reading, writing, listening and speaking, thereby developing their ability to understand and use English in a rangeof situations. The English developed in this course will form the bedrock of language pupils require to successfully
access all of their I/GCSE subject options.

NATURE OF THE COURSE

NATURE OF THE COURSE
This is a course which centres on skills rather than content or knowledge. Teachers will guide pupils through a wide
variety of text types and consider the purpose, intended audiences and the features of language that appeal to specific audiences and are used for specific purposes, while considering underlying biases.

ASSESSMENT DETAILSExamination board: Cambridge IGCSE (0500)
CLICK HERE
The exam comprises:• Paper 1 - Reading: Pupils will respond to a series of written texts with short comprehension tasks and longer
extended writing tasks• Paper 2 - Writing: Pupils will compose extended written responses - one response in a specific text type, andone for a specific purpose

This qualification is for learners who already have a working knowledge of the English language. It is suitable for
pupils whose first language is not English, but who study through the English medium. It focuses on practical communication for everyday use, which will also form the basis for further, more in-depth language study. Pupils willdevelop transferable skills that will complement other areas of the curriculum.
The Year 10 section of the course will focus on developing core grammar and vocabulary, and pupils will be exposed to the examination-style questions they will encounter in the examination. The course follows a topic-based
syllabus, focusing on the most general topics that are covered in the IGCSE examination, such as Diet and Exercise,the Environment, Technology, and Tourism. In Year 11, pupils will produce a range of texts with different levelsof formality, from informal emails to formal reports and essays. Pupils learn to comprehend text and answer threedifferent question types about general topics. The listening component of the course teaches pupils to identify andretrieve facts and details and understand relevant information about a range of topics. In preparation for the speaking section, pupils learn to talk at length and answer questions about a range of different topics.

ASSESSMENT DETAILSExamination board: Cambridge IGCSE (0511/0510)
CLICK HERE
The exam comprises:• Paper 1 - Reading & Writing: Pupils will respond to a series of written texts with short comprehension tasks andlonger extended writing tasks• Paper 2 - Listening: Pupils will listen to exercises of various lengths, answering multiple-choice style questions• Paper 3 - Speaking: Pupils will take part in a 15 min speaking task involving an interview, short talk and discussion

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WORLD LITERATURE
AIMS
The aims of this course are to expose pupils to a wide variety of literature and literary forms, from canonical tocontemporary. Pupils will learn about the mechanics of literature and how writers employ and subvert thesemechanics to make meaning and evoke emotional responses in the reader. This is an academically rigorous coursethat develops analytical and evaluative skills but, more importantly, aims to provide a solid foundation for thefurther study of literature and foster a love and appreciation for the art.

ASSESSMENT DETAILSExamination board: Cambridge IGCSE (0408)
CLICK HERE
Assessment comprises:• Two pieces of coursework in response to two different literary works• Paper 1 - Unseen Poetry: Pupils will answer two questions on one unseen poem
• Paper 2 - Set Texts: Pupils will study two set texts in order to respond to an extract based question and an
essay question

ENRICHMENT OPPORTUNITIESThere is a host of enrichment activities supporting a wide variety of language and literature skills, which will include
taking part in lunchtime debates through the Debating Society in order to prepare for the annual inter-housedebate competition and represent the school in external debating competitions; taking to the boards as part of the
Shakespeare Festival in collaboration with the Drama Department; exploring literature from other cultures throughone-off events such as a Burns’ Supper and traditional Scottish ceilidh; developing critical literacy and learning
about the media and how it works through the newspaper; learning self-expression through creative writing; and,of course, through developing as a reader by joining book group and via the extensive book recommendations
available for each student.

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HUMANITITES
Business Studies
Geography
HistoryBUSINESS STUDIESGEOGRAPHY

AIMS

AIMS

Business Studies at RSJ is about learning by doing. Pupils will learn through activities that will exercise their leadership, organisational and team working skills, as well as their business acumen. Business Studies is about looking
at what businesses do and how they operate. Pupils not only study business concepts and techniques, but alsoenhance related skills such as numeracy and enquiry. We learn this through studying, visiting and taking part inbusinesses. This is a practical subject with an academic edge. The syllabus provides both a foundation for further
study and an ideal preparation for the world of work.

The Cambridge IGCSE Geography syllabus aims to develop a ‘sense of place’ by examining natural processes andhow they influence contrasting populations at a local, regional, and global scale. The course is designed to engage
pupils in the process of inquiry and to equip them with the lifelong skills of observation, investigation, analyticalthought, and debate. Pupils also get the opportunity to apply this knowledge by undertaking fieldwork which
includes the collection of both primary and secondary data, presenting and analysing that data, and drawing evidence-based conclusions. They will thus have a greater appreciation for our Earth and develop the tools to tackle
some of the more pressing man-made environmental concerns.

NATURE OF THE COURSE
The content of the course covers 6 areas: Understanding business activity; People in Business; Marketing;Operations management; Financial information and decisions; and External influences on business activity.

NATURE OF THE COURSE

The course will also enable pupils to develop the following skills:• numeracy, literacy, enquiry, selection and use of relevant sources of information, presentation and interpretation• distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build
arguments and make informed judgements

The syllabus is divided into three themes. The first is ‘population and settlement’: pupils will learn about population
structure and their dynamics as well as urban and rural settlements. The second theme is ‘natural environment’where they will cover the core processes such as natural hazards, rivers, and coasts as well as weather and climate.
The last theme combines the previous two themes and is called ‘economic development’. It focuses on the opportunities and challenges of using our natural environment, for example, food production, tourism, and renewableenergies. These themes come together to make up Paper 1. Paper 2 focuses on geographical skills; and, finally,
Paper 3 addresses their compulsory 2 days of fieldwork.

ASSESSMENT DETAILSASSESSMENT DETAILSExamination board: Cambridge IGCSE (0450)
CLICK HERE

Examination board: Cambridge IGCSE (0460)
CLICK HERE

The course is assessed by two 1h 30min examination papers:

Paper 1: 1h 45mins
Paper title: Geographical Themes
Total marks: 75 marks, worth 45% of GCSE

Paper 1: Short-answer and data-response
Paper 2: Case study-based questions
				

ENRICHMENT OPPORTUNITIES
Rugby School Japan is partnering with a number of academic institutions and global corporations, many of which
are based in the heart of Kashiwanoha itself. We are excited about the opportunities this gives our pupils to see firsthand the inspirational work of scholars and entrepreneurs who are recognised as being at the cutting edge of research and enterprise. This should enable networking and work experience opportunities to develop for our pupils.

Paper 2: 1h 30mins
Paper title: Geographical Skills
Total marks: 60 marks, worth 27.5%

Paper 3: 1h 30 mins
Paper title: Alternative to coursework
Candidates answer two compulsory questions, completing a series of written tasks
Total marks: 60 marks, worth 27.5%

ENRICHMENT OPPORTUNITIES
Pupils will contribute to a monthly Geography Department magazine aimed at promoting sustainability within
the School. The Department plans to be well integrated with the local smart city of Kashiwanoha. In addition tothis, pupils are encouraged to enter competitions organised by the Royal Geographical Society, such as the Young
Geographer of the Year. As well as their local fieldwork on the nearby river, there will be opportunities to visit otherareas of geographical significance within Japan and potentially abroad also.

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HISTORY
AIMS
The Modern World IGCSE course aims to excite pupils by directing their learning towards themes of monumental
world change. It teaches core skills of analysis, debate and evaluation through topics specifically chosen to engage
and interest. Pupils will study the Cold War and its impact on the world, the transformation of Russia into theSoviet Union and a unique module focused on Japan in the 19th and 20th century. From the brinkmanship of the
Cuban Missile Crisis to the terror of the NKVD (Stalin’s secret police), the course offers chronological depth andgeographical breadth.
There is plenty of flexibility for pupils to expand their learning beyond the syllabus. Pupils are expected to carry out
their own research programme based on textbooks, library resources and considered use of podcast and internet
sources.

NATURE OF THE COURSEThe Edexcel IGCSE exhibits a strong international flavour, covering a breadth of global and European affairs fromthe 1850s until the late 1900s. The depth studies will cover a detailed analysis of the nuclear arms race and Cold
War tensions, Stalin’s rise to power and subsequent economic and social policies in the Soviet Union. In addition,
pupils will study one historical investigation unit which will focus on the Russian Revolution and the fall of the Romanov dynasty.
Pupils will also have the unique opportunity to study the history of Japan, focusing on the role of external influences and political modernisation, the transformation of Meiji culture, the impact of the industrial revolution, andJapan’s role in the global war.

ASSESSMENT DETAILSExamination board: Pearson Edexcel IGCSE (9-1) (4HI1)
CLICK HERE
Paper 1: (90 mins) A world divided: superpower relations 1943 – 72 and Dictatorship and conflict in the USSR
1924 - 53.
Paper 2: (90 mins) Russia and the Soviet Union 1905 – 24 and Japan in Transformation 1853 – 1945.

ENRICHMENT OPPORTUNITIES
Pupils will have the opportunity to attend the History Department’s visiting lecture series and participate in trips
both inside and outside of Japan. Routine enrichment will include a historical fiction club focusing on Japan’s history, notably the Age of the Samori and the ‘PastCast’, a pupil-led historical podcast. Pupils will also be encouraged
to apply to academic essay competitions run by the most prestigious universities worldwide, and will receive help
and guidance on this.

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MATHEMATICS
Mathematics
Further Mathematics

MATHEMATICSFURTHER MATHEMATICS

AIMS

AIMS

Mathematics is an essential subject for everyone at IGCSE level. It facilitates the understanding within many othersubjects such as Biology, Chemistry, Physics, Economics and Geography, to name a few.

Our accelerated Maths sets will take on Further Mathematics in Year 11 (after completing the IGCSE syllabus by theend of Year 10). This course will provide interesting problem solving lengthy questions for the very able
mathematicians who will find the material in the IGCSE course relatively straightforward.

Mathematics will be taught in sets according to ability (these can change throughout the year). Our accelerated
sets will take on Further Mathematics in Year 11 (after completing the IGCSE syllabus by the end of Year 10), where
they will be challenged, stretched, and get a taste of A Level contents. Enrichment will be provided for every pupil
regardless of their abilities – ranging from regular support clinics every week to Maths Society.

This course is specifically designed to stretch those excelling in the IGCSE course, and also to provide a solid basis
for pupils wishing to progress to Edexcel A-Level Mathematics, which is what we would expect most of the pupils
in these sets to do.

Whilst ensuring the pupils are fully prepared to get the best grades they can obtain, the Mathematics Department
will endeavour to provide a broad and compelling curriculum which will develop their interest and passion for the
subject.

The IGCSE Further Pure Mathematics course is broadly split into five key areas: Number; Algebra; Calculus;
Geometry; and Trigonometry. It also enhances some of the grade 9 topics from the IGCSE course.

NATURE OF THE COURSE

ASSESSMENT DETAILSThe IGCSE Mathematics course is broadly split into five key areas: Numbers; Algebra; Graphs; Shape and Space;and Handling Data. It also provides preparation for further study through topics such as Functions, Basic Calculus
and Set Theory.

Examination board: Pearson Edexcel IGCSE (9-1) (4PM1)
CLICK HERE

NATURE OF THE COURSE

The qualification comprises two papers (of equal difficulty) taken in the Summer Term. Both are calculator papers
and two hours long.

ASSESSMENT DETAILSExamination board: Pearson Edexcel IGCSE (Specification A) (9-1) (4MA1)
CLICK HERE
The qualification comprises two papers (of equal difficulty) taken in the Summer Term. Both are calculator papers
and two hours long, and all of our pupils take the Higher Tier.

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MODERN FOREIGNLANGUAGES
FrenchGermanJapanese
Other Languages

FRENCHGERMANAIMS

AIMS

IGCSE French allows elementary learners to expand their knowledge and understanding of the language andincreases their contact with French culture. At the end of the course, pupils should feel confident communicating a wide range of ideas, orally and in writing, and should have an excellent grounding in listening and reading
comprehension. There is also a focus on translation and presentation skills. Active learning is central to successful
language teaching, and so interaction plays a vital part in our lessons. We also encourage learners to use media
sources and online resources, to gain a greater understanding of real-life language and perspectives that might
differ from their own. Grammar is vital for linguistic success and is taught alongside and embedded in a wide rangeof communicative activities. We also provide an insight into France and the French-speaking world through film
clips, radio shows and short literary texts.

We aim to give pupils an enjoyable and fulfilling experience whilst studying the German language and culture bydeveloping their abilities, potential and range of skills, whether for personal development, broadening their contacts, pleasure, work and business, culture or travel.

NATURE OF THE COURSE
We cover a range of language and grammar, including referring to past, present and future events and expressing
aspirations and desires. The syllabus covers a wide variety of content, split into five main topics: Home and Abroad;
Personal Life and Relationships; the World Around Us; Education and Employment; and Social Activities, Fitness and
Health.

Learning the language develops character: confidence, maturity of written and spoken expression, the ability tocraft language (including a better understanding of English), self-awareness, reflectiveness, cultural awareness,sense of perspective and context, broader horizons, responsiveness and adaptability. Pupils also gain social andacademic skills: communication, discussion and self-expression as well as cross-curricular skills such as summarising,deduction, code identification, analysis and memory skills. It goes without saying then that learners of German
enjoy deeper knowledge and understanding of culture, the wider world and diplomacy.

NATURE OF THE COURSE

ASSESSMENT DETAILSIn a typical week pupils can expect to apply the four key language skills (listening, reading, writing, speaking) toa particular topic, spend time learning vocabulary, and revise and develop grammatical constructions, which arevital for success. The balance of skills will vary over the course depending on which type of task is being prepared.
Active learning is central to successful language teaching, and so interaction and collaborative work play a vital partin our lessons.

Examination board: Pearson Edexcel IGCSE (9-1) (4FR1)
CLICK HEREASSESSMENT DETAILS

Pupils are assessed in the main four skills of Reading, Listening, Writing and Speaking, with each skill being worth
25% of the final grade.
Paper 1: Listening (25% of final grade)
Paper 2: Reading, Writing and Grammar (50% of final grade)
Paper 3: Speaking (25% of final grade)

ENRICHMENT OPPORTUNITIESThe Department provides a range of opportunities for pupils to develop their interest in French Language andCulture: French film screenings; French book club; French song club; French creative writing and public speaking
competition, and the chance to enter regular essay and translation competitions. Wider Modern Foreign Languages engagement is also encouraged through activities for the European Day of Languages, Linguistics Club andvarious regional and cultural festivals celebrated throughout the year.

Examination board: Pearson Edexcel IGCSE (9-1) (4GN1)
CLICK HERE
The syllabus offers topics designed to be of relevance and interest. The skills of listening, reading, writing andspeaking are each weighted to represent 25% of the IGCSE. All papers are assessed at the end of the course andmarked externally. Reading includes summary skills, writing requires two texts of approximately 70 and 140 words
each as well as a grammar test, and speaking involves discussion of a candidate-selected and teacher approved picture stimulus followed by discussion of two further topics and lasting no more than ten minutes in all. No dictionaries are allowed in the examination.

ENRICHMENT OPPORTUNITIESThe Department provides a range of opportunities for pupils to develop their interest in the subject: German Film
Club; linguistics and poetry competitions; advanced conversation sessions; and the celebration of culturally significant days. We also have a well-stocked German section in the library, which pupils are encouraged to use.

HOW CAN FAMILIES HELP?
•
•
•
•
•

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Encourage regular learning and testing of vocabulary (such as allowing Post-It notes on fridges)
Support opportunities to travel, experience the language, watch films in German (but with German rather thanEnglish/Japanese subtitles), and listen to German music
Show enthusiasm for learning a language - perhaps alongside your child!
Change phone settings/computer home page to the language
Listen to your son/daughter practise their chosen language

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JAPANESE

OTHER LANGUAGES					

AIMSThe Japanese GCSE course allows pupils to develop their ability to communicate with native Japanese speakers inboth speech and writing. The qualification is intended for pupils who are learners of Japanese rather than native
speakers. Pupils will study across a variety of contexts relevant to their age and interests and will also develop
a greater awareness of the culture of Japanese-speaking communities and countries. They will develop language-learning skills both for immediate use and to prepare them for further Japanese study and use in school,
higher education or employment. Pupils will develop and use their knowledge and understanding of Japanesegrammar progressively through their course of study.

We teach French, German and Japanese as modern foreign languages. We also offer Mandarin subject to sufficientnumbers selecting the subject. The taught Mandarin course is not available for beginners or for native speakers.
				
NATIVE SPEAKERS					Whilst we are happy for pupils to sit an IGCSE in their native language, this would be in addition to taking a foreign language option.
Please note that we do not offer teaching in languages other than those mentioned above and so it is the pupil’s
responsibility to prepare to a suitable standard. Furthermore, it is important to be aware that it is not the numberof IGCSEs that impresses universities but rather the quality of the grades obtained. They may be unimpressed withanything less than the top grade from a native speaker. Often, therefore, it is better to spend more time concentrating on the subjects that are being undertaken on timetable.

NATURE OF THE COURSE
The syllabus covers these five themes which are further divided into a range of topics: Identity and culture (Whoam I?, Daily life, Cultural life); Local area, holiday and travel (Holidays, Travel and tourist transactions, Town, region
and country); School (What school is like, School activities); The World Around Us (Using languages beyond theclassroom, Ambitions, Work); and International and global dimension (Bringing the world together, Environmental
issues). Pupils will develop their knowledge and understanding of the language, and study all topics in the context
of both pupils’ home country andthat of countries and communities where Japanese is spoken.

ASSESSMENT DETAILSExamination board: Pearson Edexcel GCSE (9-1) (1JA0)
CLICK HERE
Pupils are assessed in the main four skills of Reading, Listening, Writing and Speaking, with each skill being worth
25% of the final grade.
Paper 1: Listening and understanding in Japanese (25% of final grade): multiple-response and short-answer
open-response questions
Paper 2: Speaking in Japanese (25% of final grade): role-play, questions based on a picture, and conversation tasks
Paper 3: Reading and understanding in Japanese (25% of final grade): responding to multiple-response andshort-answer questions based on a variety of texts
Paper 4: Writing in Japanese (25% of final grade): producing written responses of varying lengths and types toexpress ideas and opinions in Japanese, including a translation piece		

ENRICHMENT OPPORTUNITIESLinks with local Japanese schools and the local Japanese community in Kashiwanoha and the Chiba and Tokyo Prefectures will offer our pupils a more immersive and authentic learning experience.

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PERFORMING ARTS
Drama
Music

DRAMAAIMS
At its core, the IGCSE in Drama aims to inspire creativity and confidence in our pupils. This course will enable learners to develop understanding of Drama through practical and theoretical study in the roles of actor, director, anddesigner, allowing pupils to explore all facets of what it takes to create impactful theatre and how to communicate
meaning to an audience. Throughout the course, pupils are given unique platforms to engage with and challenge
live audiences, to debate contemporary political and social issues and to learn effective presentation skills. Througha dynamic combination of group and individual practical work and the close academic study of texts – classic, contemporary and culturally diverse – pupils develop a broad range of skills and an ability to discern and analyse whatmakes effective theatre.

NATURE OF THE COURSE
Drama is by its nature a practical subject. The course allows pupils to develop their performance skills within atheoretical framework. Practical work will develop both group and individual skills in relation to extended extracts
from plays, other stimuli and dramatic work of the pupils’ own devising. Pupils will create and stage individual,group performances and consider not just the function of actors but also that of designers (set, costume, lighting,and sound), and the ways in which a director might approach the interpretation of the piece within the given
performance space.

ASSESSMENT DETAILSExamination board: Cambridge IGCSE (0411)
CLICK HERECOMPONENT 1: Written examination of 2 hour 30 minutes - 40% of the qualification (80 marks)
Section A: Extracts from a published play (30 marks)• This section consists of up to eight short-answer and extended-response questions. Marks per question range
from 2 to 10. Performance texts will be chosen by the exam board and supplied in the pre-release material.
Pupils will study the extract and explore it as practical theatre.
Section B: Extracts from a different published play (25 marks)• This section consists of two extended-response questions: One compulsory question (10 marks) and one question from a choice of two (15 marks). As above, pupils will study the extract prior to the exam.
Section C: Reflection of the devised piece (25 marks)• This section consists of two extended-response questions (10 and 15 marks). Questions will be in reflection of
the devised piece pupils created for component 2.

MUSIC
AIMS
Pupils will be given the opportunity to expand their knowledge in three core disciplines, they are: listening, performance and composition. Through exposure and analysis of a wide repertoire, pupils will become inspired by a vastmusical landscape from around the world. Through performance, pupils will become more confident and more
proficient as musicians. By composing, pupils will embed their knowledge of music theory and be encouraged to
explore their own musical language.

NATURE OF THE COURSEIn terms of listening, the pupils will be required to study the features of a very broad range of musical styles andcontexts, from the Western classical canon as well as music from the Japanese, Indian and Indonesian traditions toname a few. In addition, the exam board will nominate set works within some of these areas, which the pupils will
study in greater depth. In performance, pupils will be given the opportunity to perform on a regular basis, both asa soloist and as part of an ensemble, and all performances will be recorded. It is an expectation that pupils of Music
commit to regular practice of their main instrument, in order to develop their physical technique as well as expressive control. In terms of composition, the pupils will submit two compositions to the exam board, one of whichmust be written in a western tonal style and the other as a free composition, and both of which will be produced
on industry-standard notation software. All Music pupils are expected to be in the School choir.

ASSESSMENT DETAILSExamination board: Cambridge IGCSE (0410)
CLICK HERE•

30% performance coursework (one solo and one ensemble performance, with a combined duration of between 4-10 minutes, roughly Grade 5 standard)•
30% composition coursework (two contrasting compositions in different styles and for different instruments)• 40% listening exam (a series of short answer questions based on unknown classical and world music, with one
section on the set works)
				

ENRICHMENT OPPORTUNITIES••••Regular performance opportunities, and opportunities for individual feedback on recordings
Visits to see local performances where performance schedules/school timetable permit, or performances arranged in school (played by school ensembles)
Participation in the school choir, involving regular performances, and an invitation to all choir social eventsMusical ensembles: Participation is strongly encouraged in any of the School’s instrumental ensembles

COMPONENT 2: Performance coursework – 60% of the qualification (120 marks)• There are three parts to the assessment:• An individual performance based on an extract from a play (40 marks, 3 minutes)• A group performance based on an extract from a play (40 marks, 20 minutes) - Pupils need to demonstrate
their practical understanding of repertoire, performance skills and ability to communicate effectively with anaudience for both above components• A group performance of an original devised piece (40 marks, 20 minutes) - Pupils need to demonstrate theirability to devise dramatically effective material from a stimulus and to develop their own role as well as theirperformance skills and communication with an audience

ENRICHMENT OPPORTUNITIESAll IGCSE pupils are encouraged to audition for school productions as actors. There will also be the opportunity to
become members of the tech crew or design team to allow pupils to develop their understanding of technical theatre and take on a leadership role. Pupils should also actively look for opportunities to speak publicly and represent
the school at any opportunity. Some may opt to undertake additional LAMDA lessons as they become available.
Theatre trips take place up to twice a term, and these carry an additional charge. Members of the Department areavailable throughout the week to support pupils as they work on aspects of the course, and the Drama spaces areopen during lunch for pupils to rehearse and create on their
34 own time.

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SCIENCE
Biology
Chemistry
Physics
Physical Education

BIOLOGYCHEMISTRY

AIMS

AIMS

The 21st century is set to be dominated by advances in Biology. Life sciences play a key role in tackling global challenges that our pupils will face in their adult lives. The IGCSE in Biology develops an interest in and understandingof the living world so that our pupils can develop into biologically literate global citizens and lays the foundations
for them to become leaders in the life sciences. We aim to deliver the course content through practical work as far
as possible, teaching the key principles of the scientific method. We believe this approach builds transferable skills
that encourages our pupils to view the world in a critical way and develops resilience and creativity in the pursuit ofsolutions to problems.

The history of the atom can be traced back as far as around 400 BC when the Greek philosopher Democritus proposed that all matter is composed of indivisible and indestructible particles called ‘atomus’. Atoms are the building
blocks of life as we know it, and Chemistry is the study of atoms and their interactions.

NATURE OF THE COURSE
The course is divided into twenty-one topics. The initial five explore the fundamental make-up, processes, andorganisation of organisms from biological molecules to the characteristics and classification of all living things.
Nutrition and Transport looks at how plants and animals gain the essential substances for survival and move thesematerials around their bodies, whilst further human-focused topics deal with the functions of the immune, excretory, nervous, and respiratory systems. Reproduction and Inheritance illuminate how information can be passed fromone generation to the next, which sets the tone for the Variation and Selection topic that investigates the grandest
concept in biology - Evolution. Further topics provide the opportunity to look into how organisms exist in theirenvironments, the influence of humans on ecosystems and how they use their knowledge of biological systems totheir advantage, introducing pupils to controversial technologies such as cloning, an issue pupils may have to voteon in their adult lives.

During this course, pupils will explore a range of fundamental concepts that will allow them to gain a better appreciation of the world around them and an enthusiasm for the subject. The course places equal emphasis on acquisition of knowledge and application of essential scientific skills, from problem-solving techniques to mathematicalskills. As the course progresses, pupils develop a propensity to think critically, clearly and independently. A strongemphasis on practical work and investigative skills ensures pupils will have an exciting and memorable experienceduring their time at Rugby School Japan.

NATURE OF THE COURSE
Chemistry is divided into three parts:• Organic Chemistry, which is the study of carbon containing molecules. This encompasses a range of substances from fuels and plastics to perfumes and flavourings.
• Physical Chemistry, which involves the application of mathematical skills to chemical contexts.
• Inorganic Chemistry, which is the holistic study of the Periodic Table. Nobel-prize winning work from the 20th
Century is used to explain trends and predict properties of elements and compounds.
The Cambridge IGCSE in Chemistry is well-established and internationally recognised. The course provides pupils
with a strong foundation for further study of Chemistry and science-related subjects.

ASSESSMENT DETAILSASSESSMENT DETAILSExamination board: Cambridge IGCSE (0610)
CLICK HERE

Examination board: Cambridge IGCSE (0620)
CLICK HERE

The content is assessed over three written papers at the end of the course:• Paper 1 is 45 minutes and counts for 30% of the qualification• Paper 2 is 75 minutes and counts for 50% of the qualification• Paper 3 is 75 minutes and counts for 20% of the qualification
				

ENRICHMENT OPPORTUNITIES

Pupils are encouraged to attend a variety of co-curricular opportunities that expand on their interests. Guest lectures from active scientists and related professionals, and trips to external lectures provide pupils with the chance
to hear from experts in their fields, whilst STEM club and Biology Society will allow for exploration of ideas collaboratively with their peers. In addition to this, the Biology Challenge and Biology Olympiad, both run by the Societyof Biology, will give the pupils a chance to take part in competitions to demonstrate their biological knowledge,
and Science Week activities such as biological model making competitions will also nurture pupils’ imagination,
creativity and scientific skills.

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The course is examined across three written papers that are all taken at the end of Year 11. Full assessment details
can be found here.
				

ENRICHMENT OPPORTUNITIESAcademic enrichment is embedded into the RSJ ethos. Pupils are encouraged to engage with the subject outsideof the classroom at every opportunity, and the Department makes every effort to facilitate this. Some examples ofopportunities available include:• Chemistry Society• The Cambridge Upper Secondary Science Competition• International Junior Science Olympiad

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PHYSICSPHYSICAL EDUCATION

AIMS

AIMS

The IGCSE Physics course is a crucial foundation for pupils interested in pursuing a career in science or engineering,
but also for thinkers who are curious about how the Universe works. The course aims to develop pupils’ logical andproblem-solving skills and ability to apply mathematical skills in a variety of physical contexts. Through the course,
pupils will learn how to apply these concepts to real-world situations and develop their understanding of the fundamental concepts of Physics that underpin our universe on the smallest and largest scales.

IGCSE Physical Education is an interesting and challenging course. Key sporting ideas are introduced and linked
with practical performance. Pupils will gain insight into relationships with one another, and key, underpinning theoretical concepts. Physical Education is a key part of the School’s ethos ‘The whole person is the whole point’, as
pupils will develop their interpersonal skills, decision making, teamwork, communication, problem-solving, and will
utilise underpinning scientific principles, to apply to their own sports performance.

A key aim of the IGCSE Physics course is to foster an appreciation for the scientific method and its role in understanding the world around us. This includes developing critical thinking skills, the ability to interpret data, andan understanding of the importance of experimental design. By doing so, pupils will be able to evaluate scientificclaims and make informed decisions about scientific issues in their personal and professional lives. The course is designed to provide a comprehensive and challenging education in Physics that prepares pupils for further study andcareer opportunities in the sciences. By mastering the concepts, skills, and attitudes covered in the course, pupils
will be well-equipped to succeed in a rapidly-changing global society.

The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of Physical Education: Anatomy and physiology; Health, fitness, and training; Skill acquisition and psychology; and Social,
cultural, and ethical influences. 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.

NATURE OF THE COURSEThe Cambridge IGCSE course has been split into six sections: Motion, forces and energy; Thermal Physics; Waves;
Electricity and magnetism; Nuclear physics; and Space physics. Pupils will participate in a large number of experiments throughout the course and will have a practical assessment to show their understanding of the scientificmethod.

ASSESSMENT DETAILSExamination board: Cambridge IGCSE (0625)
CLICK HERE
The course is examined across three written papers that are all taken at the end of Year 11:
Paper 2: (30%) – a 40 mark multiple choice exam
Paper 4: (50%) – an 80 mark theory based exam
Paper 6: (20%) – a practical assessment
		

ENRICHMENT OPPORTUNITIES
•
•
•
•
•

Astronomy sessions at the Hokkaido campus
Physics Olympiad
Visits to museums and planetariums in Tokyo
Potential trips to Fuji Q and Tanegashima
Weekly supported study sessions

ASSESSMENT DETAILSExamination board: Cambridge IGCSE (0413)
CLICK HERE
Examination (1 hour 45 minutes) – Total grade 50%
Coursework (Practical assessment of four physical activities) – Total grade 50%

NATURE OF THE COURSE
Cambridge IGCSE Physical Education encourages learners to:• develop an ability to plan, perform and evaluate physical activities• develop an understanding of the role of sport and physical activity in society and in the wider world• develop an excellent foundation for advanced study• develop their knowledge and understanding of the theory underpinning physical performance in a modern
world• use and apply this knowledge and understanding to improve their performance• perform in a range of physical activities, developing skills and techniques, and selecting and using tactics,
strategies and/or compositional ideas• understand and appreciate safe practice in physical activity and sport• understand and appreciate the benefit of physical activity and sport for health, fitness and well-being• gain a sound basis for further study in the field of Physical Education

ENRICHMENT OPPORTUNITIES
•
•
•

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Attendance at games sessions and co-curricular clubs/activities to further personal performance in pupils’ main
assessed activities.
Attendance at lectures given by visiting speakers with a background in sport.
Weekly supported study sessions.

41BEYONDEXAMINATIONSHigher Education and Careers
Personalised Learning
PSHE
Academic Enrichment

HIGHER EDUCATION AND
CAREERSThe aim of the Careers Department is to prepare pupils for the transition into Higher Education and the world ofwork by building their Professional Profile whilst in school and by allowing them to explore a full range of options
for their future. The University Counselling Room, situated next to the Sixth Form Centre, is a dedicated space
where staff are able to offer one-to-one meetings, interviews and support to pupils during their time at Rugby
School Japan. Teachers and tutors also play a vital role in encouraging pupils to think ahead and build the skills
necessary to be irresistible to future employers. Regular presentations will be given to parents throughout theirchild’s journey through the School.			
Details of courses offered by outside organisations are advertised to pupils, and a growing awareness of future possibilities is fostered as pupils move through the School. In particular, pupils are invited to attend academic societies
to help with considering future options.		
As would be expected, the degree of contact a pupil has with the Careers Department increases as they move further through the School, and in the Sixth Form pupils have timetabled lessons. They explore a wide range of future
options and make their university applications. Visiting speakers from a number of universities, ORs and employers
are also invited to help each individual to make decisions about their future.
In Year 11, pupils make their A-level choices in the Spring Term following a period of discussion and considerationthat includes presentations, tutor group discussions with members of the Academic SMT, external speakers, parent
seminars, options fair and consultation with their tutors, HMs and subject teachers.
Members of the Careers team are available to give careers advice and guidance on a one-to-one basis. Parents canalso contact the academic team on any issues regarding university applications or career planning.

PERSONALISED LEARNING
Personalised Learning classes may be chosen by pupils for whom it is appropriate as one of the Options in Year 10.
In some cases, Personalised Learning may be taken instead of the compulsory Modern Foreign Language. In suchcases, the application must be made directly through the Deputy Principal (Academic).
Although it is primarily intended for those with English as an additional language or pupils with specific learning
difficulties, Personalised Learning may also be available to those pupils whose teachers feel they need additional
support. Discussions between the School, the pupil and their family will take place to discuss what this avenue of
support might look like.
					
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) 					If English is not a pupil’s first language and they need additional support, they may choose Personalised Learning(EAL) as an Option, or instead of a Modern Foreign Language. If EAL is chosen in place of a language, anapplication should be made directly through the Deputy Principal (Academic).					The main aim is for all EAL pupils to become confident in listening, speaking, reading and writing so that they areable to participate in the academic curriculum and operate effectively in English within an academic setting. We
aim to enable all pupils to:• develop the four skills: reading, writing, speaking and listening;• acquire the academic vocabulary required to achieve success in a range of academic disciplines;• achieve competency in English to participate fully in all areas of school life: academic, social, cultural andspiritual;• be prepared to sit either the IGCSE English as a Second Language or IGCSE English First Language
examinations.
This is achieved through the provision of targeted language instruction by EAL specialist teachers, who collaborate
with subject teachers across the curriculum to enable pupils to acquire general English and the academic language
needed within their subject areas.

SPECIFIC LEARNING DIFFICULTY 				The focus of specialist tuition is on advancing literacy and learning skills, the aim being to raise the standard ofwritten work so that it more fairly reflects underlying ability.
• A structured programme of work is followed which is adapted to meet individual pupil needs.
• All pupils are encouraged to develop a better awareness of how they learn most effectively, so that they havegreater control over managing their learning, enabling greater independence.
• Work covered in Personalised Learning lessons should be reflected in progress across all subjects. In order tomake learning more effective and realistic, tuition is, wherever possible, based on (or related to) current
assignments.
• Support and advice on coursework are an important part of our work, especially in Year 11.
• Considerable emphasis is placed on building confidence and improving self-esteem.

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PSHE
AIMS 				PSHE education equips young people with the knowledge, understanding, attitudes and practical skills to live
healthy, safe, productive, fulfilled, capable and responsible lives. PSHE education encourages young people to beenterprising and supports them in making effective transitions, positive learning and career choices and inmanaging their finances effectively. It also enables young people to reflect on and clarify their own values andatttudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now
and in the future.					Our PSHE programme complements the School’s pastoral provision and academic curriculum and contributes tothe fulfilment of the School’s ethos of providing pupils with a genuinely holistic education.

NATURE OF THE COURSE					Our PSHE curriculum is based on the PSHE Association’s Programme of Study. In Years 10 and 11, PSHE is deliveredby tutors, and is complemented by a wide variety of outside speakers, who cover subjects such as drug awareness,life choices, responsibility and relationships.

ACADEMIC ENRICHMENT
There is a considerable range of subject-specific academic enrichment available to our Year 10 and 11 pupils;
however, we also run a core academic enrichment programme that all pupils participate in. In Year 10 this takes
the form of a series of career-related challenges that allow pupils to apply their academic learning to real-lifesituations and to get a taste of what life in the workplace will involve. In the Year 11, pupils are invited to write an
academic paper and to participate in an academic conference. This is an experience that we hope will give insight
into life in the Sixth Form and higher education.

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enquiries@rugbyschooljapan.com