ISM IGCSE Curriculum Outline Guide 2016-17 · ISM IGCSE Curriculum Outline Guide 2016-17 . ......

ISM IGCSE Curriculum Outline Guide 2016-17

Learner Profile The Cambridge IGCSE approach supports the ‘ISM Guiding Principles’, helping us to develop students who are:

Confident

Responsible

Reflective

Innovative

Engaged

Recognition

Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds

The IGCSE offers sound preparation for the rigour of IB

IGCSE requirements for entrance into the IB Diploma Programme at ISM Students who are admitted to the IB Diploma Programme at ISM must have achieved A* - C passes in at least five IGCSE examinations which should include English Language and/or Literature, one other Language, Mathematics, Science and a Humanities subject.

1st LANGUAGE ENGLISH IGCSE & ENGLISH LITERATURE IGCSE

APPROXIMATE ORDER OF STUDY YEAR 10 AND 11

Yr 10 Term 1 Language - Personal and autobiographical writing Literature – study of a novel chosen by teachers eg Of Mice and men/Cannery Row - J.Steinbeck , Lord of the Flies - W.Golding , The Heart is a Lonely Hunter – C McCullers (NB teachers may choose to start with a drama text and teach the novel in term 2) Language – debate of issues eg the Internet or homeschooling, discussion, discursive and argumentative writing. Introduction to directed writing tasks, language analysis and summary. Introduction to IGCSE Language Paper – Reading Passages.

Students refine how they write reflectively and discursively and improve the planning, drafting and redrafting process, developing their writing skills in terms of content, voice and style. Introduction to literary analysis and the genre of drama. Outcome – Autobiography/Personal writing, discursive essay and articles, directed writing, literature essay on the play, creative writing on the play, drama activities and presentations, oral work. Yr 10 Assessment – October – IGCSE Reading passages Paper.

Yr 10 Term 2 Literature – study of a drama text chosen by teachers eg An Inspector Calls by JBPriestley , All My Sons – A Miller , etc Literature – study of poetry eg War Poetry or Love Poetry Introduction to the Literature Unseen Paper – studying a range of poems and prose extracts – literature essay and critical analysis Language – Narrative and descriptive writing styles and introduction to IGCSE Language Paper – Directed Writing and Composition

Students refine how to analyse novels and poetry, using the appropriate literary terminology and structuring effective literature essays on these two literary genres. Students develop the skills for effective descriptive and narrative writing – they will study and explore some short stories and good examples of descriptive writing. Outcome – Literature essays on the novel and poetry, creative writing – own poetry, own short story and descriptive writing, oral presentations Yr 10 assessment – February – IGCSE Directed Writing and Composition Paper.

Yr 10 Term 3 Literature – study of exam Set Text 1 – poetry – Deep and Dangerous anthology (14 poems) Refinement of literature essays and introduction to the passage-based question Language – Continual development of writing skills – learning the conventions of a variety of written texts – articles, reports, speeches, interviews, journals, dialogues etc

Students apply all their literary analysis skills acquired to date to study their poetry set text – some of the 14 set poems from Songs of Ourselves Outcome Oral presentations; literature essays, passaged-based questions Yr 10 Assessment – April – Literature Unseen Paper Yr 10 Exams – June -1) Literature - Poetry – Literature essay on Songs of Ourselves Anthology 2) Language – Reading Passages Exam

Yr 11 Terms 1 and 2 Literature – study of Set Text 2 Drama – A View from The Bridge – A Miller or Inherit The Wind -J Lawrence and RE Lee or The Merchant of Venice – W Shakespeare Literature – study of Set Text 3 – novel Spies – Michael Frayn Strong focus on Unseen Exam – forming interpretations of prose/poetry under exam conditions Strong focus on exam preparation for all 4 exams – practice and refinement of all the different types of exam questions, planning and checking in exams, timing in exams etc.

Further consolidation of interpretation and critical analysis of literary texts – with a focus on the literary genres of drama and novels. Outcome Exam practice of past papers Consolidation of literature questions – Essays and passage based questions and effectively interpreting unseen literary texts Mock Exams – January – all 4 exam papers

Assessment, Exams, and Homework Assessment Breakdown –Final exam papers Language – 2 x 2hr exams 1) Reading Passages – extended response, language analysis, and summary – 50%

Ongoing integration of skills This curriculum outline gives an approximate sequential order although this order could be changed to meet the specific learning needs and interests of different groups – especially the units of language work.

2) Directed Writing and Composition – discursive task followed by a composition either narrative or descriptive style – 50% Literature – 1 x 90 min exam and 1 x 2hr exam 1) Poetry and Prose – 2 essays on novel and poems studied as exam texts – choice of literature essay or passage-based questions (closed book) – (90 min exam) - 50% 2) Drama (45 mins) and Unseen (75 mins) I essay on the play studied (open book)and 1 essay on choice of unseen poem or prose extract – 50% Homework This is a crucial part of the course and students are expected to be spending at least two hours per week on homework. Set homework tasks include a variety of activities from reading, research, preparation of oral presentations, to written assignments and essays, drafting and redrafting. In addition, students are expected to read widely in their own time – the equivalent of at least 20 mins per day in Yr 10 and more in Yr 11.

In addition it needs to be remembered that many skills are integrated and developed throughout every aspect of the course during every term such as : improving technical accuracy, using correct grammar, development of vocabulary, oral skills, learning how to discuss and debate effectively, delivery of effective oral presentations, drama skills, drafting and redrafting, good habits of independent reading, efficient proofreading, inference and interpretation, critical thinking and analysis, acquisition of literary terminology, literary analysis, acquisition of different writing styles, meeting targets on the AR Reading Programme (Yr 10)

FIRST LANGUAGE FRENCH IGCSE - 2016-2017

YEAR 10 (CN + SC) YEAR 11 (PK + NB)

Term 1: Introduction to short stories

Short stories from “ Récits d’ici et d’ailleurs” and creative writing

Literature: Matéo Falcone et autres nouvelles – P. Mérimée The role of portrait in Literature

Descriptive writing Homework: Reading comprehension, drafting, redrafting and writing in different styles, grammar practice, and preparation for oral presentations. Assessments: description of characters and settings, questions about plot, characters, narrative techniques, and other creative writing assessments, dictées and grammar tests, oral assessments. Term 2: The art of correspondence

Different types of letters The art of explanation

Giving information and comments in an organised way

Narrative and discursive writing

Literature: Bel Ami – G. de Maupassant Dialogues

Characteristics of dialogs Including dialogs in narrative writing

Homework: Reading comprehension, and writing letters and dialogs, grammar practice, preparation for oral presentations.

Term 1: Introduction to the Comparative commentary

How to extract, compare and select information from two texts (literary and non literary taken from past papers)

How to write in a concise and summary form

Language and Literature Analysis Text : Au bonheur des dames – E. Zola (1)* Text : Un sac de Billes – J. Joffo (2)* Topics for discussion and writing through a selection of literary and non literary texts

Novelty against traditions Urban versus rural life and environmental

issues Medias, advertisement and politics Technologies, innovations and the future The world of sports and health

Term 2: from January to April ( IGCSE exams start in May) Language and Literature Analysis Nouvelles du XXIe siècle – Oeuvres et thèmes – Classiques & Cie Hatier (1)* Littérature en dialogues – CLE International (2)* Topics for discussion and writing through a selection of literary and non literary texts

Commitment and the role of historical events

Contemporary aspects of France and francophone world

Law, order and duty of a citizen The world of leisure, studies and work Yongsters, familly and relations

Overview of French history and geography in relation to the texts studied.

Assessments: Analysing literary texts (passage based questions), quizzes and tests about the novel. More extensive writing based on past papers questions, oral presentations. Term 3: Argumentative Speech and Writing

Convincing others and choosing precise examples

Structuring the argumentation effectively Press and images: analysis of information

Literature: Oscar et la dame rose– E-E Schmitt

Assessments: Debating, argumentative writing, quizzes, reading comprehension, and tests. Overview of French history and geography Revision of all tenses and grammatical structures (within grammar exercises and in context) throughout the year.

Writing techniques in preparation for the exam ( throughout the year)

Comparative analysis of texts Argumentative Essays Descriptive and Narrative Writing Revision of grammatical structures (use

of correct moods and tenses, agreements, linking words, punctuation, spelling)

Homework: Learn specific vocabulary related to topics, grammar exercises, independent reading (literature and current events) reading comprehension with questions, comparative commentary, research about specific issues in preparation for argumentative essays.

Assessments: Quizzes on specific vocabulary, grammar points, dictées, reading comprehension, all types of writing

Practice with Past papers: Paper 1 = reading comprehension test and comparative commentary (50%)

Paper 2 = essay writing : two 350 to 500 words essays (50%)

Textbook: TextoCollège 4e - Livre unique Hachette Education. A variety of texts, newspapers, magazines’ articles, videos, films and internet resources are used to support the textbook.

Textbook : TextoCollège 3e - Livre unique Hachette Education. (1)* Textbook: TextoCollège 4e - Livre unique Hachette Education. (2)* Grammaire : Grammaire progressive du français – Intermédiaire – CLE International (2)*

A variety of texts, newspapers, magazines’ articles, videos, films and internet resources are used to support the textbook. (1)* = Group P. Kopiev (2)* = Group N. Barra

IGCSE GERMAN FIRST LANGUAGE

YEAR 10 (2016-2017) YEAR 11 (2017-2018)

Term 1 Literature: comprehension and text analysis of novels Text DE ZANGER, Jan: Dann eben mit Gewalt Grammar

- Expression of different time levels - Individual grammar and orthography

training Resources: Klipp und Klar Übungsgrammatik Grundstufe/Mittelstufe, Sag’s richtig, Internet resources Zwischendurch mal... Landeskunde; Newspaper and Internet articles Homework: Reading, text analysis and reading comprehension, summary, creative writing training, research and vocabulary training, grammar and orthography exercises Assessment: Written assignments (a portfolio with creative writing texts and a summary), reading comprehension tests, oral assessment during lessons, grammar and orthography tests Term 2 Literature: comprehension and text analysis of short stories Text: SPINNER, Kaspar H.: Geschichten 9/10 Short stories of the 19th and 20th century

Term 1 Literature: comprehension and text analysis of novels Text KELLER, Gottfried: Kleider machen Leute Grammar Revision of grammatical structures and specific vocabulary Resources: Klipp und Klar Übungsgrammatik Grundstufe/Mittelstufe, Sag’s richtig, Internet ressources Internet (www.dw.de) Argumentative essay On the following topics: Contemporary aspects of Germany; Young people; Law and order; Urban and rural life; Sport

Expressing ones opinion Convincing others and choosing precise

examples Structuring the argumentation

effectively Homework: Reading, text analysis and reading comprehension, creative writing training, argumentative essay, research and vocabulary training, grammar and orthography exercises Assessment: Written assignments (creative writing texts, reading comprehension tests), argumentative essay, oral assessment during lessons, Past papers MOK exam in January 2015

Argumentative essay

Expressing ones opinion Convincing others and choosing precise

examples Structuring the argumentation

effectively Texts:

Up-to-date texts of newspapers Internet articles, extracts out of books

Grammar

Syntax: different connections of sentences

Resources: Klipp und Klar Übungsgrammatik Grundstufe/Mittelstufe, Sag’s richtig, Internet ressources Homework: Reading, text analysis and reading comprehension, creative writing training, research and vocabulary training, grammar and orthography exercises Assessment: Written assignments (creative writing texts, argumentation, reading comprehension tests), oral assessment during lessons, grammar and orthography tests Term 3 Literature: comprehension and text analysis of poetry (engaged poetry)

Characteristics of lyric and engaged poetry

Historical context (cf. civilization)

Texts: Selected engaged poetry of German

authors, such as Brecht, Fried, Enzensberger

Term 2 Civilisation: Overview of some historical and current events, culture, geography Resources: Zwischendurch mal... Landeskunde; Newspaper and Internet articles Grammar: Individual revision of the most important grammar/orthography rules and vocabulary training Resources: Klipp und Klar Übungsgrammatik Grundstufe/Mittelstufe, Sag’s richtig, Internet ressources Past papers Homework: Reading, text analysis and reading comprehension, creative writing training, research and vocabulary training, grammar and orthography exercises Assessment: Written assignments (creative writing texts, reading comprehension tests), oral assessment during lessons, grammar and vocabulary tests, Past papers Term 3 Past papers, revision and preparation for the exam

Grammar:

Individual grammar and orthography training

Resources: Klipp und Klar Übungsgrammatik Grundstufe/Mittelstufe Zwischendurch mal... Landeskunde; Newspaper and Internet articles Homework: Reading, text analysis and reading comprehension, creative writing training, research and vocabulary training, grammar and orthography exercises Assessment: Written assignments (creative writing texts, argumentation, reading comprehension tests), oral assessment during lessons, grammar and orthography tests

RUSSIAN FIRST LANGUAGE

Year 10 Year 11

Term 1 A.S. Pushkin, The captains’ daughter History of Russian peasant war and Pugachev’s rebellion Characteristics of historical novel. Revision of syntaxes and grammatical structures (within grammar exercises and in context) Assessment: - History questions - Reading comprehension - Description of the character - Comparison of two characters - Argumentative essay - Grammar test Homework: - Biography - Reading comprehension - Grammar exercises Term 2 A.S. Pushkin, Eugene Onegin Eugene Onegin as an “encyclopedia of Russian life” in XIXth century: - Russian aristocracy in XIXth century - Elements of Russian folklore - Pushkin between Romanticism and Realism Rules and figures of speech Characteristic of lyric poetry “Onegin stanza” Revision of syntaxes and grammatical structures (within grammar exercises and in context)

Term 1 A.P. Tchekhov, The Lady with the dog; The wife V.M. Shukshin, Uncle Ermolai; Stiopka, Stegnka Razin Revision of syntaxes and grammatical structures (within grammar exercises and in context) Assessment:

- IGCSE past papers - Reading comprehension - Comparison of two texts - Argumentative essay (Contemporary

aspects of Russia; young people; Law and order; urban and rural life; sport; technological innovations)

- Narrative writing - Descriptive writing - Mock exam in January 2015

Homework:

- Reading comprehension - Analysis of essay themes - Grammar exercises

Term 2 Argumentative essay Technique and practice through past papers Narrative writing Technique and practice through IGCSE past papers Descriptive writing Technique and practice through IGCSE past papers

Assessment:

- Poetry recitation - Reading comprehension - Narrative essay with elements of

description - Oral presentation - Argumentative essay - Grammar tests

Homework:

- Poetry learning - Reading comprehension - Grammar exercises - Research about Russian society of XIXth

century Term 3 M.A. Bulgakov, Dog’s heart History of Romanov dynasty and Russian revolution. Characteristics of fantastic novel. Assessment :

- History questions - Reading comprehension - Argumentative essay - Oral presentation - Grammar tests

Homework :

- Biography - Reading comprehension - Research about Russian revolution - Grammar exersises

Comparison of two texts Technique and practice through past papers. Assessment:


aspects of Russia; Young people; Law and order; Urban and rural life; Sport)

- Technological innovations - Narrative essay - Descriptive essay

Homework:


Term 3 Argumentative essay Technique and practice through past papers Narrative writing Technique and practice through IGCSE past papers Descriptive writing Technique and practice through IGCSE past papers Comparison of two texts Technique and practice through IGCSE past papers Assessment:


aspects of Russia; Young people; Law and order; Urban and rural life; Sport)

- Technological innovations - Narrative essay - Descriptive essay

Resources A.S. Pushkin, The captain’s daughter A.S. Pushkin, Eugene Onegin M.A. Bulgakov, Dog’s heart Manual: Русский язык 8 класс. Коровина и др. A variety of texts, newspapers, magazines’ articles, videos, films and internet resources are used to support the textbook.

Homework:


Resources: A.P. Tchekhov, Short stories V.M. Shukshin, Short stories Manual : Русский язык 9 класс. Коровина и др. IGCSE past papers A variety of texts, newspapers, magazines’ articles, videos, films and internet resources are used to support the textbook.

ITALIAN MOTHER TONGUE

Year 10 Italian Mother Tongue Year 11 Italian Mother Tongue

Study of the language, literature and

civilization:

Term 1

“Quale Italiano?” - language varieties and

registers, the stages of contemporary Italian,

loan words.

“Paesaggi, città e paesi” – the variety of the

Italian landscape, place description, tradition

and progress, connotation.

Resources: “Caleidoscopio Italiano” Units 1, 2.

Term 2

“Gente d’Italia” - family, evolution of the Italian

family, the school system, social and economic

changes caused by the economic boom,

idiomatic use of the language, word collocation.

“I gusti e le abitudini” – food, culinary traditions,

sport, art and music, the opera, the formation of

new words.


Term 3

“Migrazioni interne ed esterne” – migrations

within the country, discrimination between

northern and southern people, migrations from

and to Italy, integration, figures of speech.

“L’Italia in giallo” – origin and development of

the crime novel in Italy, criminal organisations

operating in Italy, language registers.


Study of the language, literature and

civilization:

Term 1

“Quale Italiano?” - language varieties and

registers, the stages of contemporary Italian,

loan words.

“Paesaggi, città e paesi” – the variety of the

Italian landscape, place description, tradition

and progress, connotation.


Term 2

“Gente d’Italia” - family, evolution of the Italian

family, the school system, social and economic

changes caused by the economic boom,

idiomatic use of the language, word collocation.

“I gusti e le abitudini” – food, culinary traditions,

sport, art and music, the opera, the formation of

new words.


Term 3

“Migrazioni interne ed esterne” – migrations

within the country, discrimination between

northern and southern people, migrations from

and to Italy, integration, figures of speech.

“L’Italia in giallo” – origin and development of

the crime novel in Italy, criminal organisations

operating in Italy, language registers.


Throughout the year

Reading skills: the bildungsroman

Reading for gist and detail, note taking and

highlighting, reading for inference.

Resources: S. Gandolfi “Io dentro gli spari”.

Writing skills

Text planning, organisation and development,

proof reading. Descriptive, narrative and

argumentative writing: newspaper article,

letter, diary, interview, dialogue, essay.

Resources: “Caleidoscopio Italiano”

“Pro e contro junior”

Speaking skills

Oral presentations, debates, etc. based on

current affair topics.

Resources: “Pro e contro junior”

movies, documentaries.

Grammar features:

Subjunctive, sequence of sentences,

hypothetical clauses, impersonal structures,

coordinate and subordinate conjunctions.

Resources: “Congiuntivo che passione”.

Homework:

Reading comprehension questions

Summaries, essays

Grammar and vocaulary exercises Assessment:

Standardized tests

Reading comprehension tests

Essays

Grammar tests

Throughout the year

Reading skills: the bildungsroman

Reading for gist and detail, note taking and

highlighting, reading for inference.

Resources: S. Gandolfi “Io dentro gli spari”.

Writing skills

Text planning, organisation and development,

proof reading (focus on structure, openings and

closings)

Descriptive, narrative and argumentative

writing: newspaper article, letter, diary, essay,

report.

Resources: “Caleidoscopio Italiano”

“Pro e contro junior”

Speaking skills

Oral presentations, debates, etc. based on

current affair topics.

Resources: “Pro e contro junior”

movies, documentaries.

Grammar features:

Sequence of sentences, passive structures,

impersonal structures, reported speech,

coordinate and subordinate conjunctions.

Resources: “Congiuntivo che passione”

Homework:

Reading comprehension questions

Summaries, essays

Grammar and vocaulary exercises Assessment:

Standardized tests

Reading comprehension tests

Essays

Grammar tests

Preparation for the IGCSE Italian Foreign

Language Examination:

Paper 1 Listening

Paper 2 Reading

Paper 3 Speaking

Paper 4 Writing

Italian Mother Tongue ISM examination:

Paper 1 Essay writing

Paper 2 Reading comprehension

Paper 3 Oral expression

FRENCH FOREIGN LANGUAGE

YEAR 10 (SS/MCN) YEAR 11 (CN/LV)

Term 1 Chapitre 1/ Jeunesse sans frontière

- talk about youself, describe people, talk about your family, talk about special occasions

- asking questions, present tense, adjectives, reflexive verbs, possessive adjectives

Chapitre 2/ En ville et à la campagne - find out about France, descriptions of

towns, directions, public transports, talk about countryside, and theme parks, talk about recent events

- the pronoun “y”, negative expresions, perfect tense with “être” et “avoir”

Assessments: spelling and vocab tests, oral presentations, listening and reading comprehension tests, creative writing tests Tricolore 4 end of unit tests (4 skills) Homework: Vocabulary to learn, grammar exercises, independent reading, written tasks..

Term 1 Chapitre 7/Ca m’intéresse

exchange information and preferences about leisure activities, internet, sport, reading

understand information about events, make arrangement to go out

adverbs, pluperfect tense, the comparative and the superlative

Chapitre 8/ Nouveaux horizons

exchange information about different types of holiday

give and seek information about a region, town...

seek information about hotel accommodation

the future tense, the conditional, using future, present and past tense, using après avoir+ past infinitive

Chapitre 9/ A votre santé

understand and discuss information about common holiday ailments and treatment

consult a chemist

use the present participle to present 2 things that happened at the same time

make an appointment at the doctor’s or dentist’s describing symptoms

exchange information and opinions about drugs, smoking, alcohol and addiction

Assessments:

Oral reports, written tests (vocabulary, verbs, reading comprehension, narrative writing)

End of units tests

Term 2 Chapitre 3/ Bon séjour

- talk about future plans, ask for help and make requests, describing journeys, talk about your home, talk about home tasks, compare life in different countries

- future tense, using “if” in simple and complex sentences, conditional tense (present), “emphatic” pronouns, reflexive verbs in the perfect tense.

Chapitre 4/ Une semaine typique

- talk about school life, compare school systems, talk about how things used to be, talk about shopping, discuss clothing and fashion, discover some French famous people

- imperfect tense, demonstrative pronouns, “quel, lequel”

Asessments spelling and vocab tests, oral presentations, listening and reading comprehension tests, creative writing tests Tricolore 4 end of unit tests (4 skills) Homework Vocabulary to learn, grammar exercises, independent reading, written tasks Term 3 Chapitre 5/ Bon appétit

- talk about food and specialities, discuss healthy food, talk about shops and services, book a table and order food

- the pronoun “en”, direct and indirect pronouns, perfect and imperfect tenses, “passé et futur proches”

-

HOMEWORK:

Vocabulary and verbs to learn.

Grammar exercises, texts to read, prepare arguments for a debate, finalise a written or oral project.

Term 2 Revision MOCK

How to do a revision for the mock exams

Paper 1

Paper 2

Paper 3

Paper 4 Chapitre 10/ Projets d’avenir

Discuss the future, talk about exams and discuss your own plans for the future

Exchange information and opinions about work experiences

Exchange opinions about unemployment...

Take messages and use he conditional tense

Discuss pocket money and week end jobs

Prepare a CV and write a letter applying for a job

Use the conditional tense to discuss what you would do

Revisions of future, how to express intention, using two verbs together, asking and advising.

Assessments

Pass papers

End of Units tests. Vocabulary to learn, grammar exercises, independent reading, written tasks

HOMEWORK

Vocabulary to learn, grammar exercises, independent reading, written tasks

Pass papers

Chapitre 6/ Ça m’intéresse

- talk about leisure activities , music, sports and events, discuss TV programs, talk about books and reading, talk about films and cinema, talk about past events

- jouer + à/de, adverbs, making comparisons, using the superlative, understanding COD, the pluperfect tense

Assessments: spelling and vocab tests, oral presentations, listening and reading comprehension tests, creative writing tests Tricolore 4 end of unit tests (4 skills) Homework: Vocabulary to learn, grammar exercises, independent reading, written tasks

Revision of all tenses studied and grammatical structures (within grammar exercises and in context) throughout the year. Visits to the local community, Monaco and France, to enhance the program and “make” French a living tool.

Term 3 Preparation and revisions for the IGCSE exams

Textbooks: Total Tricolore 4 Nelson Thornes ( new version) Grammar in action 4 Grammaire « bleue » CLE International

.Textbooks: Total Tricolore 4 Nelson Thornes (new version) Grammar in action 4 Grammaire « bleue » CLE International

SPANISH FOREIGN LANGUAGE

Year 10 IGCSE Foreign Language Year 11 IGCSE Foreign Language

Term 1 Vocabulary and topics: (for oral, listening, reading and writing skills)

Unit 1. Yo, mis amigos, mi familia y mi escuela.

Unit 2. Mi ciudad. Los países hispanos Unit 3. El tiempo libre.

Grammar: Present (Regular and irregular), Past (Imperfecto, Pasado simple) and Future. Written tasks:

Write a letter ( formal /informal) Ask questions (written) Newspaper headlines. Writing a letter to

a newspaper. Write a dialogue

Assessments: Spelling and vocab tests, oral presentations, listening and reading comprehension tests, creative writing tests Grammar text, oral assessment during lessons, orthography tests Homework: Vocabulary to learn, grammar exercises, independent reading, written task, listening exercises Term 2 Vocabulary and topics: (for oral, listening, reading and writing skills)

Unit 4. Como te enteras? Unit 5. A quién admiras? Unit 6. El colegio y el trabajo

Grammar : Obligation. Present, Past and Future (II)

Term 1 Vocabulary and topics: (for oral, listening, reading and writing skills)

Unit 1. En el restaurante. Unit 2. En el hotel Unit 3. La ropa, la moda y la salud. Unit 4. Tiempo libre, costumbres y

fiestas. Grammar : Present (Regular and irregular), Imperfect tense, Perfect tense and Future Written tasks:

Write a letter ( formal /informal) Write a description Write a short story Write about an event (present, past and

future tense) Assessments: Spelling and vocab tests, oral presentations, listening and reading comprehension tests, creative writing tests Grammar text, oral assessment during lessons, orthography tests Homework: Vocabulary to learn, grammar exercises, independent reading, written task, listening exercises Term 2 Vocabulary and topics: (for oral, listening, reading and writing skills)

Unit 5. Transportes y vacaciones. Unit 6. Una vida saludable.

Grammar : Subjunctive, Verbs followed by infinitive, Revision of all tenses and grammatical structures, coordinate and subordinate.

Written tasks:



Assessments: Spelling and vocab tests, oral presentations, listening and reading comprehension tests, creative writing tests Grammar text, oral assessment during lessons, orthography tests Homework: Vocabulary to learn, grammar exercises, independent reading, written task, listening exercises Term 3 Vocabulary and topics: (for oral, listening, reading and writing skills)

Unit 7. El future y las vacaciones. Unit 8. Los transportes.

Grammar: Passive voice se. Verbs followed by infinitive Have / must. Written tasks:



Assessments: Spelling and vocab tests, oral presentations, listening and reading comprehension tests, creative writing tests Grammar text, oral assessment during lessons, orthography tests

Written tasks (revision):

Write a letter ( formal /informal) Write a description and a short story. Write about an event (present, past and

future tense) Assessments: Spelling and vocab tests, oral presentations, listening and reading comprehension tests, creative writing tests Grammar text, oral assessment during lessons, orthography tests MOKs exam Paper 3 (Oral Test IGCSE) Preparation and practice for exams: IGCSE Spanish Foreign Language Past Papers Homework: Vocabulary to learn, grammar exercises, independent reading, written task, listening exercises Term 3 Vocabulary and topics: (for oral, listening, reading and writing skills)

Unit 7. Revision.

Grammar: Imperative Conditional Subjunctive. Revision of all tenses and grammatical

structures Coordinate and subordinate.

Written tasks (continuation):

Write a letter ( formal /informal) Write a description Write a short story Write about an event (present, past and

future tense)

Homework: Vocabulary to learn, grammar exercises, independent reading, written task, listening exercises

Assessments: Spelling and vocab tests, oral presentations, listening and reading comprehension tests, creative writing tests Grammar text, oral assessment during lessons, orthography tests Preparation and practice for exams: IGCSE Spanish Foreign Language Past Papers IGCSE Spanish as Foreign Language Paper 1, 2 and 4 Homework: Vocabulary to learn, grammar exercises, independent reading, written task, listening exercises

Textbooks:

Spanish Foreign Language IGCSE

Grammar Book. IGCSE. A variety of texts, newspapers, magazine articles, video, films and internet resources are used to support the textbook.

Textbooks:

Past Paper. Spanish Foreign Language IGCSE

Grammar Book. IGCSE.

A variety of texts, newspapers, magazine articles, video, films and internet resources are used to support the textbook.

IGCSE GERMAN FOREIGN LANGUAGE

Year 11 IGCSE German Foreign Language 2016 - 2017

Term 1 The following topics will be studied:

Theme 6: Musik

Theme 7: Geld Literature: Comprehension and analysis of a novel Text: KELLER, Gottfried: Kleider machen Leute Vocabulary and topics: Training for oral, listening, reading and writing skills Grammar: Revision of grammatical structures and specific vocabulary Homework: Grammar and vocabulary exercises, reading comprehension texts, research, written texts according to each unit Assessment : Oral presentation, written tests (vocabulary, grammar, reading comprehension, written expression), end of unit tests TERM 2 Revision MOCK

How to do a revision for the mock exams

Paper 1

Paper 2

Paper 3

Paper 4

Theme 8: Lebenslang lernen

Theme 5: Berufseinstieg

Vocabulary and topics: Training for oral, listening, reading and writing skills Grammar: Revision of all tenses and grammatical structures within grammar exercises and in context

Homework: Grammar and vocabulary exercises, reading comprehension tasks, research, written texts according to each unit

Assessment: Oral presentation, written tests (vocabulary, grammar, reading comprehension, written expression), end of unit tests Term 3 Written tasks (revision):

Write an abstract of an newspaper article

Write a comparison of two texts

Write a letter (formal/informal)

Write a description

Write about an event (in past tense) Preparation and practice for exams: IGCSE German Foreign Language Past Papers Homework:

Vocabulary to learn, grammar exercises, independent reading, written tasks

Past papers Assessments

Past papers

End of Units tests. Vocabulary to learn, grammar exercises, independent reading, written tasks

Oral presentation

Dialogues

Resources: Sicher! B1 + Kursbuch, Arbeitsbuch Sicher! B2 Fotokopien aus Kurs- und Arbeitsbuch Internet resources Internet (www.dw.de) GCSE German Grammar workbook, Oxford A variety of texts are used, such as newspapers, articles, videos (extracts) and internet resources.

http://www.dw.de/

IGCSE GEOGRAPHY

Year 10 Year 11

Term 1: Population and migration: How and why do populations change in size? (BRs, DRs and migration in MEDCs and LEDCs). The consequences of population growth and different population structures. The impact of HIV/AIDS. Population density and distribution.

Weather, climate and natural vegetation Weather and climate to include the different types of measuring instruments, and the characteristics of the tropical rainforest and tropical desert climate types. The vegetation of these two ecosystems. Human impact on both the TRF and tropical deserts.

Term 2: Food production: Different types of farming, and the farm as a system. Small-scale subsistence farming and large-scale commercial farming. The causes and effects of food shortages and soil erosion. Industry: Employment structures. Industry as a system and industrial waste and pollution. High technology industries and manufacturing industry. The siting of factories/industrial plants. Term 3: Rivers The processes of weathering and erosion. River systems, processes and landforms, including the causes and impact of flooding, HEP schemes and dams. Field Trip: Cevennes National Park

Term 1: Energy and water : To include renewable and non-renewable resources, the siting of power stations and the issues of water as a diminishing resource. Global warming.

Earthquakes and volcanoes: Plate tectonics, including earthquakes, volcanoes, fold mountains and tsunamis, their causes and effects.

Settlements and Urbanisation: Site, situation and function of both urban and rural settlements, hierarchy and sphere of influence. Urban land use zones Urban problems (traffic congestion, pollution, housing shortages shanty towns etc), their causes and solutions. Environmental impact of urbanization and urban sprawl.

Term 2: Coasts: Coastal environments, marine processes and landforms including the causes and effects of coastal management schemes. Tourism: The benefits and disadvantages of the growth of this industry. Sustainable development. Assessment: Assessment is based on structured questions that reflect typical exam questions. Exams: Paper 1, 1 hour 45 minutes, 45% Paper 2, 1 hour 30 minutes, 27.5% Paper 4, 1 hour 30 minutes, 27.5%

Textbooks: Class sets available of New Wider World (Nelson) and Complete Geography forCambridge IGCSE (Oxford)

IGCSE HISTORY

Year 10 Year 11

Term 1: CORE TOPIC: To what extent was the League of Nations a success? How successful was the League in the 1920s? How far did weaknesses in the League's organisation make failure inevitable? How far did the Depression make the work of the League more difficult? How successful was the League in the 1930s? CORE TOPIC: Why had international peace collapsed by 1939? What were the long-term consequences of the peace treaties of 1919-23? What were the consequences of the failures of the League in the 1930s? How far was Hitler's foreign policy to blame for the outbreak of war in 1939? Was the policy of appeasement justified? How important was the Nazi-Soviet Pact? Why did Britain and France declare war on Germany in September 1939?

Term 2: Depth Study: The USA, 1919-41 How far did the US economy boom in the 1920s? On what factors was the economic boom based? Why did some industries prosper while others did not? Why did agriculture not share in the prosperity? Did all Americans benefit from the boom?

How far did US society change in the 1920s? What were the ‘Roaring Twenties’? How widespread was intolerance in US society? Why was Prohibition introduced, and then later repealed? How far did the roles of women change during the 1920s?

What were the causes and consequences of the Wall Street Crash? How far was speculation responsible for the Wall Street Crash? What impact did the Crash have on the economy? What were the social consequences of the Crash? Why did Roosevelt win the election of 1932?

Term 1: CORE TOPIC: Who was to blame for the Cold War? Why did the USA-USSR alliance begin to break down in 1945? How had the USSR gained control of Eastern Europe by 1948? How did the USA react to Soviet expansionism? What were the consequences of the Berlin Blockade? Who was the more to blame for starting the Cold War, the USA or the USSR? CORE TOPIC: How effectively did the USA prevent the spread of Communism? This Key Question will be explored through case studies of the following: America and events in Korea, 1950-53 America and events in Cuba, 1959-62 American involvement in Vietnam Term 2: CORE TOPIC: How secure was the USSR’s control over Eastern Europe, 1948-1989? Why was there opposition to Soviet control in Hungary in 1956 and Czechoslovakia in 1968, and how did the USSR react to this opposition? How similar were events in Hungary in 1956 and in Czechoslovakia in 1968? Why was the Berlin Wall built in 1961? What was the significance of 'Solidarity' in Poland for the decline of Soviet influence in Eastern Europe? How far was Gorbachev personally responsible for the collapse of Soviet control over Eastern Europe? CORE TOPIC: Why did events in the Gulf matter, 1970-2000? Why was Saddam Hussein able to come to power in Iraq? What was the nature of Saddam Hussein’s rule in Iraq? Why was there a revolution in Iran in 1979? What were the causes and consequences of the Iran-Iraq War, 1980-88? Why did the First Gulf War take place?

Term 3: Depth Study: The USA, 1919-41 (cont) How successful was the New Deal? What was the New Deal as introduced in 1933? How far did the character of the New Deal change after 1933? Why did the New Deal encounter opposition? Why did unemployment persist despite the New Deal? Did the fact that the New Deal did not solve unemployment mean that it was a failure? CORE TOPIC: Who was to blame for the Cold War? Why did the USA-USSR alliance begin to break down in 1945? How had the USSR gained control of Eastern Europe by 1948? How did the USA react to Soviet expansionism? What were the consequences of the Berlin Blockade? Who was the more to blame for starting the Cold War, the USA or the USSR? TEXTBOOKS Year 10 students have Modern World History by Ben Walsh (Hodder) Year 11 students have 20th Century History for Cambridge IGCSE (OUP).

EXAMS Cambridge IGCSE History students take three components. All students will have the following exams. Component 1 Candidates answer two questions from section A (core content) and one question from section B (depth study). All questions are structured essays. This part of the examination is worth 60 marks. (40%) of the overall grade. Exam duration. 2 hours. Component 2 Candidates answer six ‘source based’ questions on a prescribed topic taken from the core content. This examination is worth 50 marks. (33% of the overall grade.) Exam duration. 2 hours. Component 4: Alternative to coursework Candidates answer one question on the Depth study (40 marks; 27% of overall grade). Exam duration. 1 hour. Homework and Assessment Assessment is based on the different type of questions found in each of the three papers: structured essay questions in Paper 1, structured source analysis questions in Paper 2, and essay questions in Paper 4. During each unit students will have the opportunity to practice the different styles of questions and at the end of each unit there will an assessment in the form of past paper questions. Homework will often take the form of reading and revision in preparation for an assessment, or for an in class quiz to establish depth of factual knowledge, Students might be given exercises to practice their source analysis and evaluation and check their understanding of the units.

IGCSE COORDINATED SCIENCE / DOUBLE AWARD: BIOLOGY (0654)

Year 10 Year 11

Term 1 B1 Characteristics of living organisms B2 Cells Cell structure , Movement in and out of cells B3 Enzymes B4 Nutrition Nutrients, Plant nutrition

Term 1 B6 Respiration Aerobic and anaerobic respiration, Gas exchange B7 Coordination and Response Nervous control in humans, Hormones, Trophic responses, Homeostasis B8 Reproduction Asexual and sexual reproduction, sexual reproduction in plants, sexual reproduction in humans;

Term 2 Mock Exams in January B9 Inheritance Chromosome ad genes, cell division, monohybrid inheritance, variation and selection B4 Plant nutrition, Transport

Term 3 B10 Energy Flow in Ecosystems B11 Human influence on the environment

Assessment: Paper 1/2 (30% of total marks) (45 minutes) Core/extended A multiple-choice paper consisting of 40 items of the four-choice type. Paper 3 (50% of total marks) (2 hours) Core curriculum – Grades C to G available Paper 4 (50% of total marks) (2 hours) Extended curriculum – Grades A* to G available Paper 6 (20% of total marks) Alternative to Practical (1 hour) – a written paper designed to test familiarity with laboratory based procedures.

Homework: Practice IGCSE examination questions. Paper 6 practical questions. Research task. Extended reading. Laboratory reports.

Book Used: Complete Biology for Cambridge IGCSE CGP Biology Exam Practice Workbook Biology for Cambridge IGCSE Revision Guide (Y10) Biology IGCSE – Cambridge Series (Y11)

CHEMISTRY

Year 10 YEAR 11

Term 1 C1 The particulate nature of matter C3 Atoms, elements and compounds Physical and chemical changes, Elements, compounds and mixtures, Atomic structure and the Periodic Table, Ions and ionic bonds, Molecules and covalent bonds, Giant structures C4 Stoichiometry Finding formula of given compounds, Balancing equations, The mole concept

Term 1 C10 Metals - Review Properties of metals, The Reactivity series, Extraction of metals, Uses of metals C13 Carbonates C12 Sulfur Production of sulfuric acid, The Contact Process C5 Electricity and chemistry C6 Chemical energetics, Energetics of a reaction C7 Chemical reactions Speed of reaction, Redox reactions

C11 Air and water Water, Air, Nitrogen and

fertilisers, The Haber process, Carbon dioxide and methane

Term 2 C9 Periodic Table Periodic trends, Group properties, Transition elements, Noble gases C2 Experimental techniques Methods of separation and purification including

Term 2 January 2017 Mock exams C14 Organic Chemistry Names of compounds, Homologous series, Alkanes, Alkenes, Alcohols, Carboxylic acids, Polymers, Natural and Synthetic polymers

Revisions Past papers practice

Term 3 C8 Acids, bases and salts The characteristic properties of acids and bases Types of oxides Preparation of salts Identification of ions and gases

Assessment: Paper 1/2 (30% of total marks) (45 minutes) Core/extended A multiple-choice paper consisting of 40 items of the four-choice type. Paper 3 (50% of total marks) (2 hours) Core curriculum – Grades C to G available Paper 4 (50% of total marks) (2 hours) Extended curriculum – Grades A* to G available

C10 Metals Properties of metals, The Reactivity series, Extraction of metals, Uses of metals

Paper 6 (20% of total marks) Alternative to Practical (1 hour) – a written paper designed to test familiarity with laboratory based procedures.

Homework: Practice IGCSE examination questions. Paper 6 practical questions. Research task. Laboratory reports. Extended reading.

Book Used: Complete Chemistry for Cambridge IGCSE CGP Chemistry Exam Practice Workbook Chemistry for Cambridge IGCSE Revision Guide (Y10) Chemistry IGCSE – Cambridge Series (Y11)

PHYSICS

YEAR 10 YEAR 11

Term 1 P1 Motion and making measurements P2 Matter and Forces Mass and weight, Density, Effects of forces, Pressure P3 Energy, Work and Power Energy, Energy resources, Work, Power

Term 1 P8 Light Reflection of light, Refraction of light , Thin converging lens, Dispersion of light P9 Electromagnetic Spectrum P10 Sound P11 Magnetism P12 Electricity Electrical quantities, Electric charge, Current, Electromotive force and potential difference, Resistance, Electrical energy, Dangers of electricity P13 Electric Circuits Circuit diagrams, Series and parallel circuits, Action and use of circuit components P14 Electromagnetic Effects Electromagnetic induction, a.c. generator, Transformer, The magnetic effect of a current, Force on a current-carrying conductor, d.c. motor

Term 2 P4 Simple Kinetic Molecular Model of Matter States of matter, Molecular model, Evaporation, Pressure changes P5. Matter and Thermal Properties Thermal expansion of solids, liquids and gases, Thermal capacity, Melting and boiling

Term 2 January 2017 Mock exams P15. Radioactivity Detection of radioactivity, Characteristics of the three kinds of emission, Radioactive decay, Half-life, Safety precautions, The nuclear atom, Isotopes Revisions Past papers practice and exam preparation.

Term 3 P6 Transfer of Thermal Energy Conduction, Convection, Radiation, Consequences of energy transfer P7 Waves General wave properties

Final Assessment Paper 1 (30% of total marks) (45 minutes) A multiple-choice paper consisting of 40 items of the four-choice type. Paper 3 (50% of total marks) (2 hours) Extended curriculum – Grades A* to G available Paper 6 (20% of total marks) Alternative to Practical (1 hour) – a written paper designed to test familiarity with laboratory based procedures.

Homework Practice examination questions, Paper 6 practical questions, research task. Laboratory reports.

Book used: Physics IGCSE – Cambridge Series (Y10) Physics for IGCSE – Nelson Thornes (Y11)

IGCSE SINGLE IGCSE BIOLOGY (0610)

YEAR 11

Term 1 Section 3: Reproduction and Inheritance Reproduction: Sexual and asexual reproduction Human reproduction Plant reproduction Growth and development Inheritance and variation. Transport systems: Transport system in humans, Transport in plants, Excretion in humans.

Assessment: Paper 1 (30% of total marks) (45 minutes) A multiple-choice paper consisting of 40 items of the four-choice type. Paper 3 (50% of total marks) (2 hours) Extended curriculum – Grades A* to G available Paper 6 (20% of total marks) Alternative to Practical (1 hour) – a written paper designed to test familiarity with laboratory based procedures.

Term 2 Mock Exams in January Co-ordination and control: Nervous control hormones Homeostasis Tropic responses. Section 4: Ecological relationships: Energy Flow in food chains Nutrient cycles Population biology Intensive food production Human Influence on the environment Revisions

Homework: Practice IGCSE examination questions using Paper 1, 2 or 3 and Paper 6 practical questions. Written laboratory reports Research task.

Book Used: Biology for IGCSE, Nelson Thornes

IGCSE CHEMISTRY (0620)

YEAR 11

Term 1 C5 Electricity and chemistry C6 Chemical energetics Energetics of a reaction Energy transfer C7 Chemical reactions Physical and chemical changes Rate of reaction Reversible reactions Redox C11 Air and water Water Air Nitrogen and fertilisers – the Haber Process Carbon dioxide and methane C12 Sulfur C13 Carbonates

Assessment: Paper 1 (30% of total marks) (45 minutes) A multiple-choice paper consisting of 40 items of the four-choice type. Paper 3 (50% of total marks) (2 hours) Extended curriculum – Grades A* to G available Paper 6 (20% of total marks) Alternative to Practical (1 hour) – a written paper designed to test familiarity with laboratory based procedures.

Term 2 Mock Exams in January C14 Organic Chemistry Naming compounds Fuels Homologous series Alkanes,Alkenes, Alcohols Carboxylic acids Polymers Synthetic and Natural polymers Revisions Past papers practice

Homework: Practice IGCSE examination questions using Paper 1, 2 or 3 and Paper 6 practical questions. Written laboratory reports Research task.

Book Used: Chemistry for IGCSE, Nelson Thornes

IGCSE PHYSICS – SINGLE IGCSE

Year 11

Term 1 P8. Light 8.1 Reflection of light 8.2 Refraction of light 8.3 Thin converging lens 8.4 Dispersion of light P9. Electromagnetic Spectrum P10. Sound P11. Magnetism

P12. Electricity 12.1 Electrical quantities 12.2 Electric charge 12.3 Current, electromotive force and potential difference 12.4 Resistance 12.5 Electrical energy 12.6 Dangers of electricity P13. Electric Circuits 13.1 Circuit diagrams 13.2 Series and parallel circuits 13.3 Action and use of circuit components P14. Electromagnetic Effects 14.1 Electromagnetic induction 14.2 a.c. generator 14.3 Transformer 14.4 The magnetic effect of a current 14.5 Force on a current-carrying conductor 14.6 d.c. motor Outcome: to have a practical and theoretical knowledge of electrical circuitry.

Assessment: Paper 1 (30% of total marks) (45 minutes) A multiple-choice paper consisting of 40 items of the four-choice type. Paper 2 (50% of total marks) (2 hours) Core curriculum – Grades C to G available Paper 3 (50% of total marks) (2 hours) Extended curriculum – Grades A* to G available Paper 6 (20% of total marks) Alternative to Practical (1 hour) – a written paper designed to test familiarity with laboratory based procedures. Homework: Practice IGCSE examination questions using Paper 1, 2 or 3 and Paper 6 practical questions. Written laboratory reports Research task.

Term 2 Mock Exams in January P15. Radioactivity 15.1 Detection of radioactivity 15.2 Characteristics of the three kinds of emission

Book Used: Physics for IGCSE, Nelson Thornes

15.3 Radioactive decay 15.4 Half-life 15.5 Safety precautions 15.6 The nuclear atom 15.7 Isotopes Revisions

IGCSE MATHEMATICS

YEAR 10

Core Extended

Term 1 Number and Sets Algebra (Expressions & Equations) Lines, Angles & Polygons Algebra (Expansion & Factorising) Graphs, Charts & Tables Investigation(s) Term 2 Exponents Formulae & Inequalities Simultaneous Equations Pythagoras’ Theorem Length & Area Arithmetic Investigation(s) Term 3 Surface Area & Volume Coordinate Geometry Statistics – Discrete Data Straight Lines Trigonometry Investigation(s) Textbook: Cambridge IGCSE International Mathematics (0607) Core

Term 1 Algebraic expressions, Formulae and rearranging Simultaneous Equations Expansion and Factoring Algebraic Fractions Quadratic Equations Number, Factors and Multiples Ratio and Proportion Fractions and percentages Term 2 Surds and Indices Speed and Distance Functions and Graphs Equations and Inequalities, Graphing Angles and Shape Pythagoras, including 3D Area and Volume, including 3D Term 3 The straight Line Trigonometric graphs and equations Trigonometry and triangle calculations Textbook: Cambridge IGCSE International Mathematics, Pimental and Wall

Assessment: Homework is set on a regular basis in order to develop a sense of routine and responsibility for the students’ individual work. This is corrected and plays a crucial role in the child’s preparation for the more formal assessments outlined below. Regular topic tests are set, and model the final exam, often using past IGCSE Exam questions.

End of year exam 2 hour paper –

Short questions (knowledge and understanding)

Longer questions (reasoning and application)

Investigation Question

End of year exam 2 hour paper

Short questions (knowledge and understanding)

Longer questions (reasoning and application)

Investigation/ Modeling questions

YEAR 11

Core Extended

Term 1 Simultaneous Equations Vectors Geometry - Angles in Circles and Polygons Straight Line Graphs Graphs – Plotting and Interpreting Curves Review of Class 10 Topics Term 2 Limits of Accuracy Symmetry, construction and loci Review of Algebra Skills Patterns Probability Statistics Speed, Distance, Time Review of Class 10 Topics Term 3 Revision, involving extensive use of past papers Textbook: Core Mathematics for Cambridge IGCSE – David Rayner

Term 1 Functions Symmetry, construction and loci Histograms and cumulative frequencies Probability Proportion and Variation Areas and Volumes Term 2 Sets Vectors Circle theorem Trigonometric Graphs Term 3 Distance/time, speed/time graphs Matrices and transformations Linear programming Revision, involving extensive use of past papers Textbook: Essential Mathematics for Cambridge IGCSE Extended– Sue Pemberton

Assessment Homework is set on a regular basis in order to develop a sense of routine and responsibility for the students’ individual work. This is corrected and plays a crucial role in the child’s preparation for the more formal assessments outlined below. Regular topic tests are set, and model the final exam, often using past IGCSE Exam questions.

End of course examination

Paper 1 (35%): Calculator, short questions (Knowledge and understanding), 1 hour

Paper 3 (65%): Calculator, long questions (Reasoning and application), 2 hours

End of course examination

Paper 2 (35%): Calculator, short questions (Knowledge and understanding), 1.5 hours

Paper 4 (65%): Calculator, long questions (Reasoning and application), 2.5 hours

IGCSE VISUAL ARTS

APPROXIMATE ORDER OF STUDY YEARS 10 and 11

Year 10, Term 1: Understanding the creative process through the development of ideas Getting to know the assessment criteria The Elements and Principles of Design Tonal Expressive Portraits

Investigating sources for inspiration Recording and analysing information from direct observation Developing Ideas through the visual arts journal Discussing the organisation and relationships of visual forms Selecting and controlling media Using personal vision to present Using digital technology to manipulate images The above skills will be developed throughout the course

Year 10, Term 2: Discussing what is meant by ‘design’ Exploring and Creating Fonts Influenced by Monaco Buildings Understanding the Critical Study Use a design topic or theme to develop own ideas

Investigating designers and forms of Monaco and around the world. Designing logos, illustrations and book designs, candy wrapper designs, product design Locating an exhibition to explore and an artist to work with from which their critical study can be based Creating work inspired by local artists Students create a work based on a design brief such as: Designing for music or dance productions such as costumes, masks, headdresses and posters Designing for murals to be placed in public spaces Designing book covers Designing exterior and interior spaces

Year 10, Term 3: Use a design topic or theme to develop own ideas Begin outlining ideas for the Critical Study

Students will engage in a ‘mock exam’ where they will be given a choice of topics to explore and develop. Students will have 8 weeks to develop and document ideas and 8 hours to complete their work.

Year 11, Term 1: Write a proposal for the Critical Study to be sent to Cambridge Ensure understanding of the assessment criteria Use a design topic or theme to develop own ideas

Presentations on research done over the summer Continue working on practical work for the Critical Study Use peer assessment and self-reflection throughout the entire process of creating. Consolidation of skills

Year 11, Term 2: Critical Study completed Final exam given to students

Ongoing work for the completion of the Critical Study At least 8 weeks for process work to be developed and finished from which the final exam will be based.

Year 11, Term 3: Critical Study sent to Cambridge 8 hour final exam

Assessment Criteria: AO1: Gathering, recording, research and investigation (20%) AO2: Exploration and development of ideas (20%) AO3: Organisation and relationships of visual and/or other forms (20%) AO4: Selection and control of materials, media and processes (20%) AO5: Personal Vision and Presentation (20%) Homework assignments will consist of practical work such as drawing from observation, taking photographs for source material, research on artists and visits to local galleries.

IGCSE DRAMA


Year 10, Term 1: Introduction to the course – baseline assessment in the three areas of coursework: devising, script work and monologue. Development of the following skills:

- Team work & communication - Problem solving - Research - Creativity and characterisation - Time management and organisation - Literary analysis

Students will be introduced to the key elements of the course and will undertake a baseline assessment to help create progress targets and aspirational goals. They will be assessed in their prior knowledge and skills through a series of practitioner workshops and will create practical work that consolidates and demonstrates this effectively. Students’ written work will be evaluated through on-going self-reflections and written peer assessment, in line with the exam specification. Outcome: Three mock (practical) pieces: One devised piece around a set stimulus; one scripted piece (of a published work); a monologue.

Year 10, Term 2: Scripted Piece ‘The Government Inspector’ Gogol ‘Too Much Punch for Judy’ Wheeler ‘Teechers’ Godber

This will be the first piece of practical coursework, and students will be supported in re-creating and interpreting an extract from a published play. They will explore the content and context of the play, and develop their performance skills. The skills explored in this unit will directly link to the examination pre-release material completed after Christmas in Year 11. This piece will be performed to an audience, will be assessed internally, and also recorded for external moderation. Outcome: a fifteen minutes group performance of an extract from a published playwright’s script.

Year 10, Term 3: Individual Piece –monologues

Students will explore a range of monologues and short extracts from published plays from varying genres. This work will focus on vocal expression and movement, and how to utilise space effectively to engage an audience, in

order to perform a sensitive and knowledgeable interpretation of character. They will work towards an individual performance to be performed to a small audience. In addition, students will look at the set work for the written exam and will undertake a mock exam. Revision and exam skills will be developed. Outcome:

1. A monologue – internally assessed, but filmed and sent off for external moderation.

2. A mock examination – written.

Year 11, Term 1: Scripted and devised pieces

During this trimester, students will revisit script work and skills. This will lead into developing and devising an original group piece around a chosen theme. They will develop a range of key skills: communication, organisation, problem solving, research, confidence, analytical and performance skills. Outcome: Students will perform their devised piece. They will be marked individually in their contribution during the creating process and in their final performance. This piece will be marked internally, and performed to a small audience.

Year 11, From Christmas to Exams Pre-release examination material CIE requirement

Exam Preparation: Stimulus and script. Students will receive the pre-released material just before or after the winter break. They will explore the stimuli (poetry, themes, images) practically, and keep an on-going log-book of the activities and knowledge learnt in lessons. They will create a devised piece in response to the stimuli. In addition they will analyse an extract of a chosen play from the perspective of actor, director and designer. It is vital that they reflect upon their practical work and keep organised written exam question practice (using dramatic terminology from the entire course), in preparation for the written exam.

Outcome: Students will have studied the pre-release material in detail: creating a devised piece and exploring options for the script extract. They will be prepared for the exam through completion of past papers and questions linked to the pre-release material. They will develop and hone their exam technique and writing style in order to ensure success in the exam.

Assessment Breakdown: Components: A: Understanding B: Devising C: Performing skills Exam 20% 20% — Cwk 15% 15% 30% Total 35% 35% 30%

Possible Homework Tasks: Learning lines Development of characterization Watching and analysing performances and close textual analysis of texts Written responses using drama terminology Students are expected to use any free time to rehearse for their practical coursework Preparation for examination: Research of stimuli, playwrights and styles Written work Group rehearsals (in free time)

IGCSE MUSIC


Year 10, Term 1: Component 1 Listening and appraising skills Component 3 Composition skills

Introduction to expected knowledge of listening and appraising skills across different genres of the Western Classical Tradition (Baroque, Classical periods – vocal and instrumental music) and world music (African and Arab and Indian). Focus on theory and composition work (ABRSM based) Introduction to composing using Sibelius program. Outcome: Listening Tests, Compositional Tasks.

Year 10, Term 2: Component 1 Listening and appraising skills SET WORK Component 3 Composition skills

Listening appraising skills across different genres of the Western Classical Tradition (Romantic period – vocal and instrumental music) and world music (Japanese – world focus music and Indonesian). Introduction to set piece – Mendelssohn’s Italian Symphony (Movements 1 and 3) Continuation of theory tasks and composition work. Outcome: Completion of first piece of composition coursework (in draft format).

Year 10, Term 3: Component 1 Listening and appraising skills SET WORK Component 3 Composition skills – final drafts of compositions

Revision of all listening and appraising topics studied so far, with various listening tests in preparation for the mock examination. Focus on analytical skills in music. Study of set piece – Mendelssohn’s Italian Symphony (Movements 1 and 3) Continuation of theory tasks and composition work. Outcome: End-of-year exam – Component 1 – listening exam Final draft of both Composition 1 and Composition 2

Year 11, Term 1: Component 1 Listening and appraising skills SET WORK Component 2 Performance selection Component 3 Composition deadline

Listening and appraising skills across different genres of the Western Classical Tradition (20th Century Music – vocal and instrumental music) and world music (Chinese, Latin American). Study of set piece – Mendelssohn’s Italian Symphony (Movements 1 and 3) Continuation of theory tasks and composition work. Look at the performance criteria to help inform selection of pieces – prepare for a performance to parents. Outcome: Finalise both compositions – scores and recordings to be submitted by the end of term 1, performance of component 2 pieces to parents; listening tests.

Year 11, from Christmas to Exams: Component 1 Component 2 Performance deadline - March

Performance coursework recorded in March. Preparation and revision for final exam – Western Classical, world music, set work and theory. Outcome: Component 2 and 3 submitted to exam board. Component 1 exam in May/June

Assessment Breakdown: Component 1 – Listening Paper 40% Component 2 – Performance 1 15% Component 2 – Performance 2 15% Component 3 – Composition 1 15% Component 3 – Composition 2 15%

Possible Homework Tasks: Listening and appraisal tasks Weekly music theory tasks Preparation of presentation on learning Preparation for performance coursework EXPECTED TO LISTEN TO ALL STYLES OF MUSIC IN OWN TIME

IGCSE Global Perspectives


Cambridge IGCSE Global Perspectives looks at global themes and issues, and promotes an international outlook and cross-cultural awareness. The syllabus is flexible and covers a variety of subjects, helping students to develop their skills of enquiry, collaboration, reflection, evaluation and problem solving, and to apply these skills to the global themes being studied. The syllabus will appeal to students because it extends their understanding of the world. They will develop their potential to understand different perspectives and to make reasoned responses: skills, which will be useful in their study of all other disciplines.

Assessment at a glance

COMPONENT DURATION WEIGHTING NATURE OF

ASSESSEMENT

Component 1 Individual Research Candidates carry out research based on TWO topic areas and submit an Individual Research report on each topic.

Over a course of 12 weeks

40% INTERNAL

ASSESSMENT Individual

Focus: Candidates are expected to demonstrate an understanding of global issues from personal, local or national and international perspectives, using research, reasoning and questioning skills to gain this understanding and form their own judgments. Candidates choose from the following topics: Belief Systems; Biodiversity and Ecosystem Loss; Climate Change; Disease and Health; Education for All; Employment; Family and Demographic Change; Fuel and Energy; Humans and Other Species; Language and Communication*; Law and Criminality; Poverty and Inequality*; Sport and Recreation*; Technology and the Economic Divide; Trade and Aid; Tradition, Culture and Identity*; Transport and Infrastructure*; Urbanisation; Water, Food and Agriculture* *new topics or change in focus

Component 2 Group Project

Over a course of 10-12 weeks

30%

INTERNAL ASSESSMENT

Individual 67%,

Group 33%

The Group Project comprises TWO elements:

Group Element Candidates collaborate to produce a plan and carry out a group project based on research into ONE topic area. The topic area must be different from the topics studied for the Individual Research.

Individual Element Candidates evaluate the plan, process and outcome of the group project as well as their individual contributions to the project. Candidates report on what they have learnt from cross‐ cultural collaborations.

Focus: Candidates work together to write a project plan, carry out research and produce an outcome. They must show evidence that they have collaborated with others from another culture, community or country.

Component 3 Written Paper The Written Paper consists of compulsory questions based on a range of sources provided with the paper. Sources will present global issues from a range of perspectives.

1 hour 15 mins

30% Examination

Individual

Focus Candidates are assessed on their ability to:

identify and analyse key issues

distinguish between fact, opinion, prediction and value judgment

identify and evaluate possible future scenarios and courses of action

take into account different perspectives on issues

make judgments based on evidence and on personal perspectives

suggest a line of enquiry, outlining a possible approach to a research project

evaluate sources, claims and the effectiveness of arguments

develop a line of reasoning to support a judgment, decision or course of action.

Belief Systems Biodiversity and Ecosystem Loss

Climate Change Conflict and Peace

Disease and Health

Education for All Employment Family and

Demographic Change

Fuel and Energy

Humans and Other Species

Law and Criminality

Technology and the Economic Divide

Trade and Aid Tradition, Culture

and Identity Urbanisation

Water, Food and Agriculture

Language and Communication

Sports and Recreation

Poverty & Inequality

Transport & Infrastructure

Fig 1: Areas of Study in the Global Perspectives curriculum

http://www.singapore.edu.hk/school-information/our-programme/secondary-level/humanities-department

IGCSE PHYSICAL EDUCATION

Theory topics Outline of curriculum

Year 10 Term 1 Skeleton and Joints Muscles and tendons Circulatory and respiratory systems Fitness Term 2 Skill Motivation and Mental Preparation Physique Drugs Term 3 Health Diet Games - Safe Practice Injuries

The functions of the skeleton and joints, their relevance to performance and participation in practical activities.

The different types of joints, the essential parts of joints and types and ranges of movements.

The important muscles groups and their role in movement and how they work in understanding the different fitness components.

What motivates people to participate in physical activities and how they prepare for exercise, understand how skills are learned, recognise that certain physiques equip people better for certain activities as well as avoiding the temptation of drugs that have detrimental effects on health and performance

The definition of health from a physical well-being, mental well being, social well being and fitness perspective.

The importance of diet as an energy source in promoting growth and the repair of tissues is taught, followed by a consideration of the risks involved in games playing and how to take steps to ensure safe participation.

Sport related injuries

Year 11 Term 1 Exercise and Training Leisure and Recreation Facilities, Participation, Excellence Term 2 Amateur/ Professional Media Access to Sport Global events

The different forms of exercise, what happens to the body when we exercise and the influence of different forms of training methods.

The reasons why we participate in sport, dance, outdoor and adventurous activities and other recreational activities in this day and age and why these opportunities exist.

The factors that dictate how sports people can reach the height of success. The difference between amateur and professional sports persons and how membership of one or the other may well determine ultimate success in a sport.

The role of the media in promoting sport and sportspersons.

Finally this unit seeks to ensure that sport is available to a much wider group of people than in the past.

About groups of people who, in the past, were unable to participate in any sporting activity but who are now well catered for.

Assessment Final exam taken at the end of year 11 (1h45mins) - 40% of total marks Section A: Candidates answer short answer questions on each of the three units: Factors affecting performance; Health, safety and training; Reasons and opportunities for participation in physical activity. Section B: Candidates answer three structured questions, one from each of the three units they have studied.

IGCSE PHYSICAL EDUCATION Physical Education - Year 10

Order of study Learning Objectives

Practical topics

Students will be taught 5 practical activities in year 10 and a further 4 in year 11. Students are also encouraged to take part in sports and practical activities outside of school. If these external activities are not covered in the taught practical activities but fall under the list of sports provided by examination board, students can still be assessed in them.

Sports Categories: Games activities Gymnastic activities Dance activities Athletic activities Outdoor and adventurous activities Swimming Combat activities

Assessment Students choose to be assessed in four practical activities from at least two of the seven categories listed above (50% of total marks). Candidates must show the ability to analyse and improve practical performance in one of their four chosen practical activities (10% of total marks). 60% of total marks

Cycle 1 Football

Football

Students will learn to perform, develop and incorporate the skills of passing long, short, and lifted, controlling, volleying, heading (diving and defensive), Shooting, Goalkeeping, Crossing, Set pieces, free kicks, defensive movements such as defending against overlaps, marking, Communication and moving in teams together, and attacking strategies and skills such as angled running, outwitting, beating a defender, and give and goes.

The students will develop their knowledge and understanding of tactical play used in football from different situations in both attack and defence.

Students will also know the roles and responsibilities of each player in each defensive and attacking situations whether they are in control of the ball and not.

The students will understand what makes a good or poor performance and also show how to correct it and give feedback and instructions to themselves, partners or team-mates.

Cycle 2 Badminton

Badminton

Students will learn to use complex shots such

as the “Around the head shot” to return

shuttles that are hit to awkward areas on the

backhand side, with more power than would

be possible with a backhand shot.

Students will develop a range of backhand

shots including the smash and drop, and will

be able to apply these (along with strokes

learned earlier) in doubles and singles games

to move opponents (and outwit them) around

the court and create spaces and openings.

Students will develop more advanced

understanding of positions, movements,

strategies and tactics in doubles play, and will

be able to rotate from offensive positions to

defensive positions and vice-versa, as the

games dictates.

Students will learn to umpire a singles and doubles game fully and understand the role of the line and service judges.

Cycle 3 Boys – Handball Girls - Gymnastics

Handball

Students will learn to perform, develop and incorporate the skills of passing, outwitting an opponent, shooting, one handed passing and receiving in a full sided game of Handball.

Students will further their developed their knowledge and understanding of the tactics and strategies used in Handball when attacking and defending.

Students will learn the laws and the scoring systems of the game, and recognise the importance of responding to changing situations within the game especially when in attack or defence.

Students will learn the benefits of a warm – up, stretching, cool-down, hydration and healthy eating prior to and after Handball

Gymnastics ▪ Students will learn the different axis about

which the body can wheel;

▪ Students will learn and perform a sequence

that includes stepping and wheeling actions;

▪ Students will learn the importance of arm strength to support body weight before attempting the more difficult actions.

Cycle 4 Girls – Rowing Boys - Athletics

Rowing

Students will learn to perform and develop their rowing technique.

Students will develop their understanding of the components of fitness that are important for optimal performance in rowing.

Students develop their understanding of the roles of each member of the team and will develop their teamwork skills through rowing.

Athletics

Students will learn to use an increased range of event-specific techniques with control, precision, speed and power or stamina

Students will learn to select the way they use skills to suit the needs of the challenge or competition

Students will learn to devise solutions to enhance and improve the quality of their individual and team's performance

Cycle 5 Rounders

Rounders

Students will learn to perform, develop and

incorporate the skills of Rounders and now

start to outwit opponents when batting,

fielding and bowling.

Students will develop their knowledge and

understanding of tactical plays used in

Rounders from different situations in batting

and fielding.

Students will learn the roles and

responsibilities of each player in situations

whether they are in control of the ball and

not.

Students will develop understanding of what

makes a good or poor performance and also

show how to correct it and give feedback and

instructions to themselves, partners or team-

mates. They should be able to suggest

corrective drills/practices to improve weak

areas and as part of a team be able to select

and refine offensive and defensive strategies

that suit these strengths and weaknesses.

Students will learn to incorporate these essential skills into a full sided game

PHYSICAL EDUCATION - Year 11

Order of study Learning Objectives

Cycle 1 Football – Boys Athletics - Girls

Football

Students will learn to perform, develop and incorporate the skills of passing long, short, and lifted, controlling, volleying, heading (diving and defensive), Shooting, Goalkeeping, Crossing, Set pieces, free kicks, defensive movements such as defending against overlaps, marking, Communication and moving in teams together, and attacking strategies and skills such as angled running, outwitting, beating a defender, and give and goes.

Students will develop their knowledge and understanding of tactical play used in football from different situations in both attack and defence.

Students will also know the roles and responsibilities of each player in each defensive and attacking situations whether they are in control of the ball and not.

The students will understand what makes a good or poor performance and also show how to correct it and give feedback and instructions to themselves, partners or team-mates.

Athletics

Students will learn to use an increased range of event-specific techniques with control, precision, speed and power or stamina

Students will learn to select the way they use skills to suit the needs of the challenge or competition

Students will learn to devise solutions to enhance and improve the quality of their individual and team's performance

Cycle 2 Boys – Volleyball Girls - Fitness

Volleyball

Students will learn the correct technique for the full range of shots and should be able to perform them with accuracy and precision.

Students will developing their understanding of tactics and the positional roles and should be able to work effectively as part of a team.

Students will be able to officiate and umpire

games.

Fitness

Students will learn how to plan and lead effective

warm ups, stretching exercises and cool downs

Students will learn about the different

components of fitness, how each one can be

tested and how their current fitness levels

compare to normative data.

Students will learn about the different methods of

training and the areas of fitness that are targeted

by each.

Cycle 3 Boys – Rowing Girls - Handball

Rowing




Handball





Cycle 4 Boys – Handball Girls - Rowing

Handball





Rowing




IGCSE Information Communication Technology

Theory Content

All candidates study the following topics: 1. Types and components of computer systems 1.1 hardware and software 1.2 the main components of computer systems 1.3 operating systems 1.4 types of computer 1.5 impact of emerging technologies 2. Input and output devices 2.1 input devices and their uses 2.2 direct data entry and associated devices 2.3 output devices and their uses 3. Storage devices and media

4. Networks and the effects of using them 4.1 networks 4.2 network issues and communication 5. The effects of using IT 5.1 effects of IT on employment 5.2 effects of IT on working patterns within organisations 5.3 microprocessor-controlled devices in the home 5.4 potential health problems related to the prolonged use of IT equipment 6. ICT applications 6.1 communication applications 6.2 data handling applications 6.3 measurement applications 6.4 microprocessors in control applications 6.5 modelling applications 6.6 applications in manufacturing industry 6.7 school management systems 6.8 booking systems 6.9 banking applications 6.10 computers in medicine 6.11 computers in libraries 6.12 expert systems 6.13 computers in the retail industry 6.14 recognition systems 6.15 monitoring and tracking systems 6.16 satellite systems

7. The systems life cycle 7.1 analysis 7.2 design 7.3 development and testing 7.4 implementation 7.5 documentation 7.6 evaluation 8. Safety and security 8.1 physical safety 8.2 e-safety 8.3 security of data 9. Audience 9.1 audience appreciation 9.2 legal, moral, ethical and cultural appreciation

Practical Content

All candidates practice the following topics: 10. Communication 10.1 communicate with other ICT users using email 10.2 effective use of the internet 11. File management 11.1 manage files effectively 11.2 reduce file sizes for storage or transmission 12. Images 13. Layout 14. Styles 15. Proofing 15.1 software tools 15.2 proofing techniques 16. Graphs and charts 17. Document production 18. Data manipulation 18.1 create a database structure 18.2 manipulate data 18.3 present data

19. Presentations 20. Data analysis 20.1 create a data model 20.2 test the data model 20.3 manipulate data 20.4 present data 21. Website authoring 21.1 web development layers 21.2 create a web page 21.3 use stylesheets 21.4 test and publish a website

IGCSE ICT ASSESSMENT

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