Si Ri Panya Trasparent subject backgroun

UPPER SECONDARY KS4

Focused learning, future pathways,

and globally recognised qualifications.

In Upper Secondary, students specialise in their chosen subjects while preparing for their IGCSEs and the Pearson BTEC International Level 2 Certificate — building confidence, independence, and strong foundations for post-16 study.

KEY STAGE 4: YEARS 10–11 CURRICULUM (ages 14–16)

At Si Ri Panya International School, Upper Secondary (Years 10–11) offers a purposeful and well-structured two-year programme leading to Cambridge IGCSEs and the Pearson BTEC International Level 2 Certificate. These internationally recognised qualifications prepare students for post-16 pathways including AS & A Levels, the IB Diploma Programme, BTEC Level 3, and a wide range of global opportunities.

During these years, students deepen their understanding of their core subjects, make informed choices about optional subjects, and develop the independence, maturity, and study habits needed for success in the future.

Our Upper Secondary curriculum blends academic challenge with practical, portfolio-based learning. With small class sizes, specialist teachers, personalised guidance, and a caring environment, students are supported to reach their full potential.

What are Cambridge IGCSE's?

Cambridge IGCSEs are the world’s most popular international qualification for 14–16-year-olds. It is recognised by leading schools, colleges, and universities around the world.

Key features:

A two-year programme (Years 10–11)
Subject-based exams
Globally recognised by universities
Strong foundation for AS & A Levels, IB Diploma, and BTEC Level 3
Builds academic rigour, analytical skills, and independent learning

What is the BTEC International Level 2?

The Pearson BTEC International Level 2 Certificate (240 GLH) is equivalent in size to two International GCSEs and provides a practical, applied route for students who thrive through hands-on learning and coursework.

BTECs are internationally recognised qualifications accepted for progression to:

AS & A Levels
IB Diploma Programme
BTEC Level 3 Diplomas
University Foundation Programmes

Key features:

Assessed through coursework, portfolio tasks, and practical activities
Real-world application of skills
Highly engaging and suited to students who prefer ongoing assessment
Build confidence, creativity, and technical skills

SUBJECTS OFFERED IN UPPER SECONDARY (KS4)

Core Subjects (Compulsory)

Every student studies the following Cambridge IGCSE subjects:

English Language (with optional English Literature)
Mathematics
Co-ordinated Science (Double Award) — covering Biology, Chemistry & Physics

Non-Exam Subjects (compulsory)

Every student studies the following non-exam subjects:

Thai language, culture and history
PSHE
PE
ICT

Option Group A

Drama (IGCSE)
Business (BTEC)
Computer Science (IGCSE)
Enrichment / Self-study

Option Group B

Thai Language (IGCSE) — required for Thai nationals
French or Spanish (IGCSE)
Business (BTEC)
Enrichment / Self-study

Option Group C

Art & Design (BTEC)
History (IGCSE)
Geography (IGCSE)
Sport (BTEC)
Enrichment / Self-study

* Final subject groupings (Option Groups A, B & C) will be confirmed in Term 2.

Students take all compulsory subjects — both exam and non-exam.

In addition, every student chooses one subject from each of the three option groups (A, B and C).

This means they study three extra IGCSE or BTEC subjects alongside their core timetable.

Thai nationals are required to select the option containing Thai IGCSE.

EXAMPLE YEAR 10 TIMETABLE

This example timetable illustrates the balanced structure of learning across the week.

Each year’s final timetable may vary depending on student choices and staffing.

Pink and White Simple Class Schedule A5 (2).png

SUBJECT SNAPSHOTS

Cambridge IGCSE First Language English encourages reading and understanding of a wide range of texts and text types, developing learners’ awareness of the ways in which English may be used to take account of audience, purpose and form.

Learners develop their ability to speak and write effectively, demonstrating both fluency and control, as well as to read and respond meaningfully to both written and spoken forms of the language.

The syllabus is designed to allow flexibility to suit the differing needs and interests of learners.

Our approach in Cambridge IGCSE First Language English encourages learners to be:

confident, in communicating ideas, opinions and interpretations accurately and persuasively
responsible, in considering the ways in which the choices made by writers and speakers might influence and affect others
reflective, in identifying and understanding the ways in which they might adapt, develop and refine their spoken and written responses
innovative, in crafting and experimenting with their own style of written and spoken language
engaged, in exploring a wide variety of written and spoken texts; listening and reading critically, both independently and with others.

The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:

read a wide range of texts, fluently and with good understanding, enjoying, exploring and appreciating a variety of language
read critically, and to use knowledge gained from reading to inform and improve their own writing
write accurately and effectively, using English language appropriate to audience, purpose and form
work with information and with ideas in language by developing skills of evaluation, analysis, use and inference
listen to, understand and use spoken English effectively, developing a range of spoken language strategies
acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions.

Content overview

Cambridge IGCSE First Language English develops candidates’ language skills, supporting and encouraging them to become appreciative and critical readers, writers, speakers and listeners.

It offers candidates the opportunity to respond with understanding to a rich variety of reading texts during the course. Candidates use these texts to inform and inspire their own writing, and write in a range of text types for different purposes and audiences.

Candidates develop both their speaking and their listening skills, delivering a presentation and engaging in conversations.

Cambridge IGCSE (9–1) Literature in English offers learners the opportunity to read, interpret, evaluate and respond to a range of literature in English. The range includes drama, prose and poetry from the works of Shakespeare to contemporary literature. This course enables learners to deepen their understanding and appreciation of the ways in which writers use English to express meaning and achieve effects. Cambridge IGCSE Literature in English will stimulate learners to read for pleasure and to explore wider and universal issues, promoting a better understanding of themselves and the world.

The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:

enjoy the experience of reading literature
understand and respond to literary texts in different forms and from different periods and cultures
communicate an informed personal response appropriately and effectively
appreciate different ways in which writers achieve their effects
experience literature’s contribution to aesthetic, imaginative and intellectual growth
explore the contribution of literature to an understanding of areas of human concern.

Content overview

The syllabus enables learners to read, interpret and evaluate texts through the study of literature in English. Learners develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes that may be expressed. Through their studies, they learn to recognise and appreciate the ways in which writers use English to achieve a range of effects, and will be able to present an informed, personal response to the material they have studied.

The syllabus also encourages the exploration of wider and universal issues, promoting learners’ better understanding of themselves and of the world around them.

Cambridge IGCSE (9–1) Mathematics supports learners in building competency, confidence and fluency in their use of techniques and mathematical understanding. Learners develop a feel for quantity, patterns and relationships, as well as developing reasoning, problem-solving and analytical skills in a variety of abstract and real-life contexts.

Cambridge IGCSE (9–1) Mathematics provides a strong foundation of mathematical knowledge both for candidates studying mathematics at a higher level and those who will require mathematics to support skills in other subjects.

The course is tiered to allow all candidates to achieve and progress in their mathematical studies.

Our approach in Cambridge IGCSE (9–1) Mathematics encourages learners to be:

confident, in using mathematical language and techniques to ask questions, explore ideas and communicate

responsible, by taking ownership of their learning, and applying their mathematical knowledge and skills so that they can reason, problem solve and work collaboratively

reflective, by making connections within mathematics and across other subjects, and in evaluating methods and checking solutions

innovative, by applying their knowledge and understanding to solve unfamiliar problems creatively, flexibly and efficiently

engaged, by the beauty, patterns and structure of mathematics, becoming curious to learn about its many applications in society and the economy.

The aims describe the purposes of a course based on this syllabus. Students following a course based on this syllabus will:

develop a positive attitude towards mathematics in a way that encourages enjoyment, establishes confidence and promotes enquiry and further learning
develop a feel for number and understand the significance of the results obtained
apply their mathematical knowledge and skills to their own lives and the world around them
use creativity and resilience to analyse and solve problems
communicate mathematics clearly
develop the ability to reason logically, make inferences and draw conclusions
develop fluency so that they can appreciate the interdependence of, and connections between, different areas of mathematics
acquire a foundation for further study in mathematics and other subjects.

Content overview

All candidates study the following topics:

Number
Algebra and graphs
Coordinate geometry
Geometry
Mensuration
Trigonometry
Transformations and vectors
Probability
Statistics

Cambridge IGCSE Co-ordinated Sciences (Double Award) develops a set of transferable skills including handling data, practical problem-solving and applying the scientific method. Learners develop relevant attitudes, such as concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. They acquire the essential scientific skills required for progression to further studies or employment.

Our approach in Cambridge IGCSE Co-ordinated Sciences (Double Award) encourages learners to be:

confident, interested in learning about science, questioning ideas and using scientific language to communicate their views and opinions

responsible, working methodically and safely when working alone or collaboratively with others

reflective, learning from their experiences and interested in scientific issues that affect the individual, the community and the environment

innovative, solving unfamiliar problems confidently and creatively

engaged, keen to develop scientific skills, curious about scientific principles and their application in the world.

The aims describe the purposes of a course based on this syllabus.

acquire scientific knowledge and understanding of scientific theories and practice
develop a range of experimental skills, including handling variables and working safely
use scientific data and evidence to solve problems and discuss the limitations of scientific methods
communicate effectively and clearly, using scientific terminology, notation and conventions
understand that the application of scientific knowledge can benefit people and the environment
enjoy science and develop an informed interest in scientific matters which support further study.

Content overview

The subject content is divided into three sections: Biology (B1–B19), Chemistry (C1–C12) and Physics (P1–P6). Candidates must study all three sections.

Biology

B1 Characteristics of living organisms

B2 Cells

B3 Movement into and out of cells

B4 Biological molecules

B5 Enzymes

B6 Plant nutrition

B7 Human nutrition

B8 Transport in plants

B9 Transport in animals

B10 Diseases and immunity

B11 Gas exchange in humans

B12 Respiration

B13 Coordination and response

B14 Drugs

B15 Reproduction

B16 Inheritance

B17 Variation and selection

B18 Organisms and their environment

B19..Human influences on ecosystems

Physics

P1 Motion, forces and energy

P2 Thermal physics

P3 Waves

P4 Electricity and magnetism

P5 Nuclear physics

P6 Space physics

Chemistry

C1 States of matter

C2 Atoms, elements and compounds

C3 Stoichiometry

C4 Electrochemistry

C5 Chemical energetics

C6 Chemical reactions

C7 Acids, bases and salts

C8 The Periodic Table

C9 Metals

C10 Chemistry of the environment

C11 Organic chemistry

C12 Experimental techniques and chemical analysis

BTEC International Level 2 Certificate in Business:

Learners develop their ability to analyse real business situations, communicate clearly, and work collaboratively on practical tasks and projects. Through applied assignments and investigations, they develop essential workplace skills and learn how organisations adapt to meet customer needs.

Our approach in BTEC Business encourages learners to be:

analytical, when examining business problems, evaluating information and making reasoned decisions
organised, in planning their work, managing deadlines and carrying out research effectively
collaborative, through contributing to group tasks, discussions and project work
enterprising, by generating ideas, proposing solutions and using creativity in business contexts
resourceful, when gathering information, adapting to challenges and applying learning in practical ways

The aims are to enable students to:

understand the key features of different types of businesses and how they operate
develop practical skills in planning, researching, presenting and evaluating business information
explore basic financial concepts such as costs, revenues, break-even and cash flow
understand the principles of marketing and how businesses attract and retain customers
build transferable skills such as communication, teamwork, project organisation and time management
prepare for progression to BTEC Level 3, business-related courses, or employment pathways

Content overview

Learners study a combination of mandatory and optional units, covering topics such as business purposes, organisational structures, financial forecasting, marketing plans and customer communication. Coursework provides opportunities to apply knowledge to realistic scenarios, such as preparing marketing materials, conducting research, managing small projects or evaluating business performance.

The qualification is assessed through practical assignments set in real-life contexts, supporting learners to become confident and capable future professionals.

BTEC International Level 2 Certificate in Sport: Learners develop their ability to apply theoretical understanding in practical settings, demonstrating teamwork, leadership and communication during sports activities and fitness tasks. They learn to evaluate performance and take responsibility for improving their own fitness and skills.

Our approach in BTEC Sport encourages learners to be:

motivated, in participating fully, setting goals and striving to improve performance
disciplined, through following safe practice, maintaining routines and building healthy habits
team-focused, when working with others, supporting peers and communicating effectively
adaptive, in responding to new activities, coaching situations or changing demands
inquisitive, by asking questions, analysing results and seeking to understand how performance can be improved

The aims are to enable students to:

understand how the body functions in sport and exercise
learn how to carry out fitness tests safely and interpret the results
develop practical competence in a variety of sports
explore roles within sport such as leadership, coaching and officiating
plan, deliver and review basic training sessions
develop teamwork, communication and problem-solving skills relevant to sport and physical activity

Content overview

Learners complete a blend of practical and theoretical units, including principles of fitness, anatomy and physiology, fitness testing, practical sport, sports leadership and health-related exercise. Assessments are based on assignments, practical observations and applied tasks, allowing students to demonstrate skills in realistic sporting contexts.

The qualification supports progression to BTEC Level 3 Sport, personal training routes, or broader health and wellbeing pathways.

BTEC International Level 2 Certificate in Art & Design: Learners explore a wide range of media, techniques and processes, developing technical ability and creative confidence. They learn how to research, experiment and refine their work, building a portfolio that evidences their artistic progression over time.

Our approach in BTEC Art & Design encourages learners to be:

curious, when exploring new materials, artists and visual ideas
experimental, through trying unfamiliar techniques and taking creative risks
observant, by studying detail, noticing visual qualities and responding sensitively to themes
imaginative, when developing ideas, interpreting briefs and producing personal outcomes
dedicated, in refining work, improving techniques and presenting a thoughtful portfolio

The aims are to enable students to:

develop practical skills using a range of art and design media
learn how to research artists and styles to inform their own creative work
explore visual communication and design principles such as composition, colour and form
respond creatively to set themes and project briefs
build a personal portfolio that shows experimentation, refinement and final outcomes
prepare for Level 3 Art & Design, creative college courses or portfolio-based progression

Content overview

Learners study units that cover drawing, painting, mixed media, printmaking, 2D and 3D design, photography or digital processes depending on the chosen route. Assignments require students to research, experiment, develop ideas and present final pieces. The emphasis is on practical, skills-based learning supported by reflection and evaluation.

The qualification helps learners build both artistic confidence and transferable skills such as creativity, critical thinking and project management.

Cambridge IGCSE (9–1) Drama provides opportunities forlearners to develop practical skills in performance, both as an individual and within a group. Learners will understand theartistic choices made by actors, directors and designers in presenting performances for an audience. They will also learn about theatrical styles and genres. Learners will explore how to develop their own ideas in creatingoriginal drama.

Our approach in Cambridge IGCSE Drama encourages learners to be:

confident, developing practical skills to deliver dramatic performance for an audience

responsible, developing shared responsibility working with others and understanding the power of drama to engage, influence and persuade

reflective, engaging with performance processes, and using them to inform future practice

innovative, creating original dramatic work and formulating imaginative responses to existing repertoire

engaged, developing their enjoyment of drama to support their practical, intellectual and artistic growth.

The aims describe the purposes of a course based on this syllabus. Students following a course based on this syllabus will develop:

an interest in and enjoyment of drama and theatre
an understanding of the dramatic process of moving from script to performance
skills in devising original drama • practical performance skills as individuals and within a group
an understanding of, and engagement with, the role of actor, director and designer in creating a piece of drama
an understanding of how performers communicate with an audience.

Cambridge IGCSE (9–1) Drama aims to encourage progression to AS Level or A Level study in drama.

Content overview

Learners develop an understanding and enjoyment of drama through practical and theoretical study. Candidates will study:

the elements of practical drama
how to work with extracts from published plays as an actor, director and designer
how to devise, develop and structure their own original dramatic material from stimuli such as short titles, poems, pictures, songs, historical events and stories
how to evaluate their contribution to the devising process and the success of the final piece
how to use staging and design as part of a dramatic performance
individual and group performance skills and how they are applied to create character and communicate meaning to an audience.

Cambridge IGCSE (9–1) Computer Science provides an ideal foundation in computer science. Learners gainconfidence in computational thinking and programming, anappreciation of automated and emerging technologies andthe benefits of their use. They develop an understanding of the main principles of problem-solving by creatingcomputer-based solutions using algorithms and a high-level programming language. Learners also develop arange of technical skills including the ability to test effectively and to evaluate solutions.

Our approach in Cambridge IGCSE (9–1) Computer Science encourages learners to be:

confident, interested in learning about computer science and using technical language to communicate their knowledge and understanding

responsible, working systematically, safely and securely when using technology

reflective, learning from their experiences when creating programs and using technology; understanding how technology impacts society

innovative, solving unfamiliar problems and designing computer programs creatively and independently

engaged, keen to develop computer science skills and further their understanding of developments in the use of technology

The aims describe the purposes of a course based on this syllabus. The aims are to enable students to develop:

computational thinking skills
an understanding of the main principles of solving problems using computers
the skills necessary to solve computer-based problems using a high-level programming language
an understanding of the component parts of computer systems and how they interrelate
an understanding of the internet as a means of communication and its associated risks
an understanding of the development and use of automated and emerging technologies.

Content overview

Candidates study the following topics:

Computer systems

Data representation
Data transmission
Hardware
Software
The internet and its uses
Automated and emerging technologies

Algorithms, programming and logic

Algorithm design and problem-solving
Programming
Databases
Boolean logic

Cambridge IGCSE First Language Thai is designed forlearners whose mother tongue is Thai. The course allowslearners to:

• develop the ability to communicate clearly, accurately and effectively when writing

• learn how to use a wide range of vocabulary, and correct spelling, punctuation and grammar

• develop a personal style and an awareness of the audience being addressed.

Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which Thai can be used. Cambridge IGCSE First Language Thai also develops more general analysis and communication skills such as synthesis, inference and the ability to order facts and present opinions effectively.

Our approach in Cambridge IGCSE First Language Thai encourages learners to be:

confident, exploring and evaluating ideas and arguments in a structured, critical and analytical way. They are able to communicate and defend views and opinions as well as respect those of others

responsible, understanding how to use language in different contexts and for different purposes to influence and affect the world around them

reflective, critically reviewing their own work and identifying ways to improve. They develop successful learning strategies to consolidate their skills

innovative, applying their knowledge and understanding to engage with a range of texts and styles of writing. They adapt their skills in order to respond to tasks in different contexts

engaged, taking inspiration from, and being interested in, the variety of language around them. They readcritically, learn from others and understand how their learning fits within the wider context.

The aims describe the purposes of a course based on this syllabus. Students following a course based on this syllabus will:

read a wide range of texts, fluently and with good understanding, enjoying and appreciating a variety of language
read critically, and use knowledge gained from wide reading to inform and improve their own writing
write accurately and effectively, using appropriate, standard language
work with information and ideas in language by developing skills of critical evaluation, analysis, comparison, synthesis and inference
acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions.

Content overview

Cambridge IGCSE First Language Thai offers candidates the opportunity to respond knowledgeably to a range of reading passages. Candidates will use some of these passages to inform and inspire their own writing, and write in a range of text types for different audiences.

The passages cover a range of genres and types, including fiction and non-fiction, and may also include other forms of writing, such as essays, reviews and articles.

Candidates are encouraged to become appreciative and critical readers and writers in Thai.

Cambridge IGCSE (9–1) Spanish helps candidates develop transferable skills for understanding and communicating in everyday situations in Spanish. Learners begin to develop cultural awareness of countries and communities where Spanish is spoken. They gain the essential linguistic skills required for progression to further studies or employment.

Our approach in Cambridge IGCSE (9–1) Spanish encourages learners to be:

confident, using new and familiar language to communicate with others in everyday situations

responsible, seeking opportunities to use and develop their language skills

reflective, considering how to communicate different ideas and attitudes

innovative, applying new and familiar language to a variety of everyday situations

engaged, developing learning strategies to help express their ideas and understanding.

The aims describe the purposes of a course based on this syllabus. Students following a course based on this syllabus will:

develop the language proficiency required to communicate effectively in Spanish at level A2 (CEFR Basic User), with elements of level B1 (CEFR Independent User)
gain understanding of the culture and society of countries and communities where Spanish is spoken
develop awareness of the nature of language and language learning
develop positive attitudes towards speakers of other languages and a sympathetic approach to other cultures • gain enjoyment and intellectual stimulation
develop transferable skills (e.g. memorising, drawing of inferences) to complement other areas of the curriculum
develop a sound base of the skills, language and attitudes required for progression to work or further study, either in Spanish or another subject area.

Content overview

The subject content is organised in five broad topic areas (A–E below). These provide contexts for the learning of vocabulary and the study of grammar and structures. The study of these topic areas enables students to gain an insight into the cultures, countries and communities where Spanish is spoken. The five topic areas listed below are described in more detail in section 3.

A Everyday activities

B Personal and social life

C The world around us

D The world of work

E The international world

A course based on this syllabus should provide learners with opportunities to develop and apply a wide range of foreign language skills.

They will also have opportunities to write in Spanish on familiar, everyday topics, and to speak the language by taking part in everyday conversations.

Cambridge IGCSE (9–1) History offers students theopportunity to study world history in the nineteenth and twentieth centuries. It encourages learners to raise questionsand to develop and deploy historical skills, knowledge and understanding in order to provide historical explanations. Learners explore history from a diversity of perspectives, including social, economical, culturaland political.

Our approach in Cambridge IGCSE (9–1) History encourages learners to be:

confident, exploring historical concepts such as cause and consequence, change and continuity, and similarity and difference

responsible, appreciating historical evidence and how to use it

reflective, gaining a greater understanding of international issues and inter-relationships

innovative, learning how to present clear, logical arguments

engaged, developing an interest in and enthusiasm for learning about and understanding the past.

The aims describe the purposes of a course based on this syllabus. The aims are to enable students to develop:

an interest in and enthusiasm for learning about the past
knowledge and understanding of individuals, people and societies in the past
knowledge that is rooted in an understanding of the nature and use of historical evidence
an understanding of key historical concepts: cause and consequence, change and continuity, and similarity and difference
an understanding of international issues in history
historical skills, including investigation, analysis, evaluation and communication skills
a sound basis for further study and the pursuit of personal interest.

Content overview

All candidates study Core content in either Option A or Option B. Either:

Option A

The nineteenth century: the development of modern nation states, 1848–1914

The content focuses on the following key questions:

Were the revolutions of 1848 important?
How was Italy unified?
How was Germany unified?
Why was there a civil war in the United States and what were its results?
Why, and with what effects, did nations gain and expand their overseas empires in the nineteenth century?
What caused the First World War?

or:

Option B

The twentieth century: international relations since 1919

The content focuses on the following key questions:

Was the Treaty of Versailles fair?
To what extent was the League of Nations a success?
How far was Hitler’s foreign policy to blame for the outbreak of war in Europe in 1939?
Who was to blame for the Cold War?
How effectively did the United States contain the spread of communism?
How secure was the USSR’s control over Eastern Europe, 1948–c.1989?

In addition, all candidates must also study at least one of the following depth studies:

A The First World War, 1914–18

B Germany, 1918–45

C Russia, 1905–41

D The United States, 1919–41

E The Second World War in Europe and the Asia–Pacific, 1939–c.1945

Cambridge IGCSE (9–1) Geography encourages learnersto think like a geographer and apply their knowledge andunderstanding to local, regional, national and global contexts.The syllabus provides opportunities to explore key geographical ideas through the study of a range of topicsand develop transferable skills, including the ability to use geographical data and information to make informed decisions.

Our approach in Cambridge IGCSE (9–1) Geography encourages learners to be:

confident, using geographical data to make decisions and interpret the world around them in an analytical and evaluative way

responsible, and aware of the role present and future generations have in creating sustainable solutions to arange of global issues

reflective, considering the similarities and differences between and within different communities and economies

innovative, by encouraging and being open to resourceful and technological solutions to geographical issues

engaged, with geographical issues, ideas and solutions that will have positive long-term impacts on thephysical and human environment.

The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:

build a core understanding of geographical concepts and processes and apply this to understand and interpret our changing world
develop a sense of place, space and location, and understand the importance of scale  
develop the ability to interpret and evaluate different types of geographical information  
develop an understanding of the need for accuracy and objectivity in collecting, recording, processing, presenting, analysing and interpreting geographical information
develop into an informed and responsible global citizen, who recognises the challenges of our changing world and feels empowered to influence change.

Content overview

The syllabus is divided into ten topics which have been designed to develop an understanding of both the natural and human environment:

• Changing river environments

• Changing coastal environments

• Changing ecosystems

• Tectonic hazards

• Climate change

• Changing populations

• Changing towns and cities

• Development

• Changing economies

• Resource provision.

Cambridge IGCSE (9–1) French helps candidates develop transferable skills for understanding and communicating in everyday situations in French. Learners begin to develop cultural awareness of countries and communities where French is spoken. They gain the essential linguistic skills required for progression to further studies or employment.

Our approach in Cambridge IGCSE (9–1) French encourages learners to be:

confident, using new and familiar language to communicate with others in everyday situations

responsible, seeking opportunities to use and develop their language skills

reflective, considering how to communicate different ideas and attitudes

innovative, applying new and familiar language to a variety of everyday situations

engaged, developing learning strategies to help express their ideas and understanding.

The aims describe the purposes of a course based on this syllabus. Students following a course based on this syllabus will:

develop the language proficiency required to communicate effectively in French at level A2 (CEFR Basic User), with elements of level B1 (CEFR Independent User)
gain understanding of the culture and society of countries and communities where French is spoken
develop awareness of the nature of language and language learning
develop positive attitudes towards speakers of other languages and a sympathetic approach to other cultures
gain enjoyment and intellectual stimulation
develop transferable skills (e.g. memorising, drawing of inferences) to complement other areas of the curriculum
develop a sound base of the skills, language and attitudes required for progression to work or further study, either in French or another subject area.

Content overview

The subject content is organised in five broad topic areas (A–E below). These provide contexts for the learning of vocabulary and the study of grammar and structures. The study of these topic areas enables students to gain an insight into the cultures, countries and communities where French is spoken. The five topic areas listed below are described in more detail in section 3.

A Everyday activities

B Personal and social life

C The world around us

D The world of work

E The international world

A course based on this syllabus should provide learners with opportunities to develop and apply a wide range of foreign language skills.

Learners will read and understand a variety of written and spoken texts on familiar topics. They will demonstrate understanding of ideas, opinions and attitudes, as well as select and extract relevant details and deduce the meaning of occasional unknown words from context. They will also have opportunities to write in French on familiar, everyday topics, and to speak the language by taking part in everyday conversations.

PATHWAYS AFTER YEAR 11

At the end of Key Stage 4 (Year 11), students leave Si Ri Panya fully prepared for a wide range of international post-16 routes.

Our programme builds strong academic foundations, practical skills, and confidence, ensuring a smooth transition to schools and colleges in Thailand and worldwide.

AS and A Levels

A two-year academic programme widely offered in Sixth Forms and international schools.

Students complete AS Level in Year 12 and A2 Level in Year 13, which together form a full A Level qualification, recognised internationally for university entry.

IB Diploma program

A globally recognised, academically challenging two-year programme.

Students study six subjects alongside the Core (Theory of Knowledge, Extended Essay, and Creativity–Activity–Service), preparing them for universities around the world.

BTEC Level 3 Diplomas

Specialist, applied qualifications that focus on practical skills, coursework, and real-world learning.

Well-established and respected by universities internationally, particularly for technical or career-focused pathways.

University Foundation Programmes

One-year preparation courses offered by universities in the UK, Australia, New Zealand, and many European countries.

A popular route for international students seeking a supported transition into undergraduate study.

International Apprenticeships & Technical Pathways

Work-based qualifications that blend classroom learning with hands-on industry experience.

Ideal for students interested in creative, technical, or vocational fields.

ASSESSMENT & ACADEMIC SUPPORT

Throughout Key Stage 4, students receive a high level of academic support

to help them achieve their best. This includes:

Regular, high-quality teacher feedback

Personalised guidance tailored to strengths & targets

Structured revision support throughout the two-year course

Career advice to support subject and pathway decisions

Study skills coaching to build independence and confidence

Pastoral care remains a central part of our programme,

ensuring every student feels supported, safe, and ready to thrive.

QUICK FACTS

International Qualifications

Cambridge IGCSEs & Pearson BTEC International Level 2 Certificate

Balanced Pathways

A blend of academic & applied learning to suit different strengths

Small Class Sizes

Personalised support & strong teacher–student relationships

Pathway Preparation

• A Levels

• IB Diploma

• BTEC Level 3

• Foundation routes

Ready to find out more?

Book a tour and explore what our Upper Secondary programme can offer your child.

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FREQUENTLY ASKED QUESTIONS ABOUT UPPER SECONDARY (KS4)

Most learning materials are provided by the school. Students will also need:

a personal laptop (required for all students)
an Art & Design kit (available for purchase from the school office, for students taking Art & Design)
a scientific calculator and basic geometry set for Mathematics

A full and detailed KS4 resource list is provided to all families when joining. It includes any subject-specific items required. Everything on the list is standard, and no unusual equipment is needed.

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UPPER SECONDARY KS4

The aims are to enable students to:

Content overview

Content overview

Content overview

At the end of Key Stage 4 (Year 11), students leave Si Ri Panya fully prepared for a wide range of international post-16 routes.

How many subjects do students take?

Can students mix IGCSE and BTEC subjects?

Are BTECs accepted by international schools and universities?

What if my child prefers coursework instead of exams?

What happens after Year 11?

Is there support available to help students choose their KS4 subjects?

What is the difference between Single Science and Co-ordinated Science?

Are there limits on class sizes in KS4?

Do students need any special equipment for KS4?

How is homework managed at KS4?

Get in Touch

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Ready to inspire change?

Coming soon . . .

UPPER SECONDARY KS4

At the end of Key Stage 4 (Year 11), students leave Si Ri Panya fully prepared for a wide range of international post-16 routes.

How many subjects do students take?

Can students mix IGCSE and BTEC subjects?

Are BTECs accepted by international schools and universities?

What if my child prefers coursework instead of exams?

What happens after Year 11?

Is there support available to help students choose their KS4 subjects?

What is the difference between Single Science and Co-ordinated Science?

Are there limits on class sizes in KS4?

Do students need any special equipment for KS4?

How is homework managed at KS4?

Get in Touch

Ready to find out more?

Join us on

Join us
on