ISM IGCSE Curriculum Outline Guide 2016-17 · The Cambridge IGCSE approach supports the ‘ISM Guiding Principles’, ... discursive essay and articles, ... introduction to the passage-based

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 –

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

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

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%

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.

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. 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)

The following topics will be studied:

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


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

dialogs, grammar practice, preparation for oral

presentations.

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.

Overview of French history and geography

in relation to the texts studied.

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

Trimester 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

Trimester 2


analysis of short stories

Text:

SPINNER, Kaspar H.: Geschichten 9/10

Short stories of the 19th

and 20th

century

Argumentative essay

Expressing ones opinion

Convincing others and choosing

Trimester 1

Literature: comprehension and text analysis of

novels

Text

KELLER, Gottfried: Kleider machen Leute

Grammar

Revision of grammatical structures and specific

vocabulary

Resources:



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

Trimester 2

Civilisation:

Overview of some historical and current events,

culture, geography

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:



Internet ressources

Homework:


comprehension, creative writing training,

research and vocabulary training, grammar

and orthography exercises

Assessment:


argumentation, reading comprehension tests),

oral assessment during lessons, grammar and

orthography tests

Trimester 3


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

Grammar:

Individual grammar and orthography

training

Resources:


Grundstufe/Mittelstufe

Resources:

Zwischendurch mal... Landeskunde; Newspaper

and Internet articles

Grammar:

Individual revision of the most important

grammar/orthography rules and vocabulary

training

Resources:



Internet ressources

Past papers

Homework:

Reading, text analysis and reading comprehension,

creative writing training, research and vocabulary

training, grammar and orthography exercises

Assessment:


reading comprehension tests), oral assessment

during lessons, grammar and vocabulary tests,

Past papers

Trimester 3

Past papers, revision and preparation for the

exam

Zwischendurch mal... Landeskunde;

Newspaper and Internet articles

Homework:


comprehension, creative writing training,

research and vocabulary training, grammar

and orthography exercises

Assessment:


argumentation, reading comprehension tests),

oral assessment during lessons, grammar and

orthography tests

RUSSIAN FIRST LANGUAGE

Year 10 Year 11


Trimester 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


- Grammar exercises

Trimester 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”


Trimester 1:

A.P. Tchekhov, The Lady with the dog;

The wife

V.M. Shukshin, Uncle Ermolai; Stiopka,

Stegnka Razin



and in context)

Assessment:

- IGCSE past papers


- Comparison of two texts


(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:


- Analysis of essay themes

- Grammar exercises

Trimester 2

Argumentative essay

Technique and practice through past

papers

Narrative writing

Technique and practice through IGCSE

past papers

Descriptive writing


past papers



and in context)

Assessment:

- Poetry recitation


- Narrative essay with elements of

description

- Oral presentation


- Grammar tests

Homework:

- Poetry learning


- Grammar exercises

- Research about Russian society of

XIXth century

Trimester 3

M.A. Bulgakov, Dog’s heart

History of Romanov dynasty and Russian

revolution.

Characteristics of fantastic novel.

Assessment :

- History questions



- Oral presentation

- Grammar tests

Comparison of two texts


papers.

Assessment:

- IGCSE past papers





Young people; Law and order;

Urban and rural life; Sport)

- Technological innovations

- Narrative essay

- Descriptive essay

Homework:



- Grammar exercises

Trimester 3

Argumentative essay


papers

Narrative writing


past papers

Descriptive writing


past papers

Comparison of two texts


past papers

Assessment:

- IGCSE past papers





Young people; Law and order;

Homework :

- Biography


- Research about Russian

revolution

- Grammar exersises

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.

Urban and rural life; Sport)

- Technological innovations

- Narrative essay

- Descriptive essay

Homework:



- Grammar exercises

Resources:

A.P. Tchekhov, Short stories

V.M. Shukshin, Short stories

Manual : Русский язык 9 класс.

Коровина и др.

IGCSE past papers


magazines’ articles, videos, films and

internet resources are used to support the

textbook.

FIRST LANGUAGE ITALIAN IGCSE Curriculum/

Exam Sat = Italian Foreign Language

Year 10 Italian Mother Tongue Year 11 Italian Mother Tongue

Term 1

Topics and vocabulary (IGCSE)

Home life and school routine

Food, health and fitness

Grammar

Subjunctive and hypothetical clauses

History and Literature

Study of the literature of the origins and of the

Middle Ages (Dolce Stil Novo, Dante, Petrarca,

Boccaccio), text analysis and reference to the

historical context.

Reading skills: the historical novel

Carla Maria Russo “La sposa normanna”

Reading, note taking and highlighting,

connecting the story with major historic events,

reading for inference.

Writing skills: description

Text planning, organisation and development,

proof reading. Describe something using the

five senses, objective / subjective description.

Homework

Outside the classroom students are expected to

complete:

practice exercises, where they apply new

knowledge or revise and reinforce newly

acquired skills (grammar exercises, essays,

workbook-based tasks);

preparatory homework, when they have to

read or find materials for future lessons;

extension assignments, to pursue knowledge

individually and imaginatively (creative

Term 1


Education, career plans, employment,

communication

Grammar

Direct and reported speech


The XIX century. The Resurgence.

Romanticism. Ugo Foscolo: poetry, passion and

exile. Giacomo Leopardi: poetry, solitude and

reflection on life. Alessandro Manzoni: the

search for the truth.

Reading skills: the realistic novel

Stefano Zecchi “Amata per caso”


connecting the story with everyday life, reading

for inference.

Writing skills: letter, article, narrative


proof reading (IGCSE Paper 4 preparation).

Homework


complete:









writing, research from the media to prepare

an oral presentation);

projects, group or individual tasks, linked to

topics of the curriculum and assigned

according to the students’ interests.

Assessment

Essays

Performance tasks

Chapter tests

Multiple choice and open questions

Oral presentations

Term 2


Self, family and personal relationships.

Holidays and special occasions.

Grammar

Sequence of sentences. Impersonal structures.


Humanism and Renaissance, the invention of

the printing press. Lorenzo de' Medici: power,

art and diplomacy. Leonardo: humanism and

science. Machiavelli: the art of politics.

Ludovico Ariosto: the relationship between the

intellectuals and the court.


“La sposa normanna”




Writing skills: narrative


proof reading.

Homework







Assessment

Essays

Performance tasks

Chapter tests


Oral presentations

IGCSE Past Papers

Term 2


Travel and transport, world events and issues.

Grammar

Passive structures. Reported speech.

Coordinate & subordinate conjunctions


The XIX and XX century.

Realism. Giovanni Verga: an objective

approach to history, the collective narrator.

Individualism and decadentism. Giovanni

Pascoli: the child inside all of us.

Reading skills: the realistic novel

Stefano Zecchi “Amata per caso”


connecting the story with everyday life, reading

for inference

Writing skills

Preparation for the written component of the

IGCSE examination. Text planning,

organisation and development, focus on

structure, openings and closings.

Homework

complete:














Assessment

Essays

Performance tasks

Chapter tests


Oral presentations

Term 3


Home town and local area

Natural and made environment

People, places and customs

Grammar

Coordinate conjunctions

Subordinate conjunctions


The XVII and XVIII century, Counter-

reformation, Inquisition, Enlightenment,

Galileo Galilei, Carlo Goldoni.


“I promessi sposi” to be completed in year 11.





complete:














Assessment

Essays

Performance tasks

Chapter tests


Oral presentations

IGCSE Past Papers

Term 3


Global issues. Revision of all the topics of the

IGCSE syllabus.

Grammar

Revision of all the structures.


The XX century. Fascism, World War 1 and 2,

the republic. Giuseppe Ungaretti: war and

existential despair. Eugenio Montale: “mal de

vivre” and courage to live.

Reading skills: the newspaper

Discussion on current events, propaganda

techniques, bias and stereotypes.

Writing skills

Writing skills: argument


proof reading.

Homework


complete:














Assessment

Essays

Performance tasks

Chapter tests


Oral presentations

Resources

“Il pianeta delle differenze”

“L’utile e il dilettevole”

“Stai per leggere – letteratura”

“La sposa normanna”

“I promessi sposi”

Newspapers, Internet

Preparation for the written component of the

IGCSE examination. Descriptive, narrative and

argumentative writing: newspaper article, letter,

diary, set of rules, report.

Homework


complete:














Assessment

Essays

Performance tasks

Chapter tests


Oral presentations

IGCSE Past Papers

Resources

“Società senza frontier”

“Almanacco d’attualità”

“Stai per leggere – letteratura”

“Amata per caso”

Newspapers, Internet

FRENCH FOREIGN LANGUAGE

YEAR 10 (SS/MCN) YEAR 11 (CN/LV) The following topics will be studied:

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..

The following topics will be studied

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

HOMEWORK:

Vocabulary and verbs to learn.

Grammar exercices, texts to read, prepare

arguments for a debate, finalise a written

or oral project.

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





HOMEWORK


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”

-

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



Pass papers

TERM 3

Preparation and revisions for the IGCSE

exams

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:





Homework:



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.

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 (AO/RD) Year 11

The following topics will be

studied:

TERM 1 Vocabulary and topics:

(for oral, listening, reading and

writing skills)

Unit 1. Yo, mis amigos, mi

familia y mi escuela.(revisión)

Unit 2. Mi ciudad. Los países

hispanos.

Unit 3. Hogar, dulce hogar.

Unit 4. Los ratos libres.

Grammar: Present (Regular and

irregular), Perfect tense 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




writing skills)

Unit 1. Yo y mi entorno.

Unit 2. La ropa. La moda y la

salud.

Unit 3. Tiempo libre.

Costumbres y fiestas.

Grammar : Present (Regular and

irregular), Imperfect tense, Perfect

tense and Future

Written tasks (revision):


/informal)

Write a description

Write a short story

Write about an event (present,

past and future tense)

Assessments:




tests

Grammar text, oral assessment during

lessons, orthography tests

Homework:


exercises, independent reading, written

task, listening exercises



writing skills)

Unit 5. La rutina. Las

costumbres hispanas.

Unit 6. Comer fuera

Unit 7. A comprar

Unit 8. La salud

Grammar : Present (Regular and

irregular), Imperfect tense, Perfect

tense and Future

Written tasks:


/informal)




Write a dialogue

Assessments:




tests



Homework:






writing skills)

Unit 9. ¿Que hiciste?



writing skills)

Unit 4. La Comida.

Unit 5. De viaje, vacaciones.

Los países hispanos.

Unit 6. Nuestros proyectos.

Grammar : Subjunctive, Verbs

followed by infinitive, Revision of all

tenses and grammatical structures,

Coordinate and subordinate.



/informal)

Write a description

Write a short story



Assessments:




tests


lessons, orthography tests

MOKs exam in January 2015

Paper 3 (Oral Test IGCSE)

Homework:






writing skills)

Unit 7. Nuestro mundo.

Unit 10. Los planes futuros

Grammar : Passive voice se, Verbs

followed by infinitive and Have /

must

Written tasks:


/informal)




Write a dialogue

Assessments:




tests



Homework:




Unit 8. Opiniones.

Grammar: Imperative

Conditional

Subjunctive.

Revision of all tenses and

grammatical structures

Coordinate and subordinate.



/informal)

Write a description

Write a short story



Assessments:




tests


lessons, orthography tests Preparation

and practice for exams:

IGCSE Spanish B Past Papers

IGCSE Spanish as Foreing Language

Paper 1, 2 and 4

Homework:




Textbooks:

Textbooks:

Caminos 1

Gramática de uso del Español

A1/B2

“Manolito Gafotas” Elvira

Lindo.


magazine articles, video, films and

internet resources are used to support

the textbook.

Caminos 2.

Gramatica de uso del Español

A1/B2


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


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


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.

Textbooks: Class sets available of New Wider

World (Nelson) and Complete Geography for

Cambridge IGCSE (Oxford)

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%

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 3:

Depth Study: The USA, 1919-41 (cont)

How successful was the New Deal? What

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?

EXAMS Cambridge IGCSE History students take three

components. All students will have the following

exams.

Component 1

Candidates answer two questions from section A

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).

(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 Cell structure

Movement in and out of cells

B3 Enzymes

Term 1

B6 Respiration

Aerobic and anaerobic respiration, Gas exchange

B11 Human influence on the environment

B9 Inheritance

Term 2

B4 Nutrition

Nutrients, Animal nutrition

Transport in humans (5.2)

B4 Plant nutrition + photosynthesis

Term 2

Mock Exams in January

B8 Reproduction

Reproduction, Growth and development

B7 Coordination and Response

Nervous control in humans, Hormones, Trophic

responses, Homeostasis

Term 3

B5 Transport in plants

B10 Energy Flow in Ecosystems

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


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. 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

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

C12 Sulfur

Production of sulfuric acid, The Contact Process

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 Mock exams

C13 Carbonates

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

C10 Metals

Properties of metals, The Reactivity series,

Extraction of metals, Uses of metals

Assessment:


(45 minutes)


four-choice type.


(2 hours)





procedures.

Homework:

Practice IGCSE examination questions.

Book Used:

Complete Chemistry for Cambridge IGCSE

Paper 6 practical questions. Research task.

Laboratory reports.

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 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.






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:


(45 minutes)


four-choice type.


(2 hours)





procedures.

Term 2


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:


(45 minutes)


four-choice type.


(2 hours)





procedures.

Term 2


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.


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:


(45 minutes)

A multiple-choice paper consisting of 40

items of the four-choice type.


(2 hours)

Core curriculum – Grades C to G available


(2 hours)

Extended curriculum – Grades A* to G

available


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.


Research task.

Term 2


P15. Radioactivity

15.1 Detection of radioactivity

15.2 Characteristics of the three kinds of emission

15.3 Radioactive decay

15.4 Half-life

15.5 Safety precautions

15.6 The nuclear atom

Book Used: Physics for IGCSE, Nelson

Thornes

15.7 Isotopes

Revisions

IGCSE MATHEMATICS

Class 10

Core Extended

Term 1

Area and volume

Money

Similarity

Formulae

Term 2

Equations and Inequalities

Fractions and Percentages

Coordinates and the straight line

Symmetry

Term 3

Trigonometry

Indices

Statistics and Probability

Geometric constructions and Loci

Textbook: Maths in Action S42, Nelson

Thornes

Term 1

Area and Volume

Money

Similarity

Formulae

Term 2

Equations and Inequalities

Algebraic Fractions

Quadratic Equations

The straight line

Term 3

Surds and Indices

Functions

Trigonometric graphs and equations

Trigonometry and triangle calculations

Textbook: Maths in Action S43, Nelson

Thornes

Assessment

For each topic, a test using IGCSE past

paper questions

End of year exam

2 hour paper – short questions

(knowledge and understanding), longer

questions (reasoning and application)


paper questions

End of year exam

2 hour paper – short questions

(knowledge and understanding), longer

questions (reasoning and application)

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 above

Class 11

Core Extended

Term 1

Simultaneous Equations

Area and volume

Graphs – plotting and interpreting curves

Symmetry, construction and loci

Term 2

Trigonometry

Formulae – changing subject

Indices

Straight line graphs

Number review

Term 3

Probability

Vectors

Angles in polygons and circles

Algebra review

Statistics

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 – Sue Pemberton

Assessment


paper 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


paper questions

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

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 above

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:


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


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

APPROXIMATE ORDER OF STUDY YEAR 10 AND 11

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)


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)


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.

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

Assessment at a glance

Component Duration Weighting Nature of

Assessment

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.

IGCSE Physical Education

Theory topics Outline of curriculum

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

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

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

Physical Education - Year 10

Order of study Learning Objectives

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



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

through rowing.

Handball




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

Cycle 4

Boys – Handball

Girls - Rowing

Handball




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

Rowing



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

Documents

ISM IGCSE Curriculum Outline Guide 2016-17 · The Cambridge IGCSE approach supports the ‘ISM Guiding Principles’, ... discursive essay and articles, ... introduction to the passage-based