ism igcse curriculum outline guide 2017-18 · exam practice of past papers consolidation of...

ISM IGCSE Curriculum Outline Guide

2017-18

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 drama text chosen by teachers eg An Inspector Calls by JBPriestley , All My Sons – A Miller , etc 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 (autobiographical/diary), drama activities and presentations, oral work. Yr 10 Assessment – October – IGCSE Reading passages Paper.

Yr 10 Term 2 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 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, reflective and descriptive writing styles and introduction to IGCSE Language Paper 3 – 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 – 'Songs of Ourselves' anthology (8/15 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) Literature Unseen paper 3) Language – Reading Passages Exam

Yr 11 Terms 1 and 2 1) Literature – study of Set Text 3 – novel Spies – Michael Frayn 2) Literature:completion of poems 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. Year 11 Term 3 3) 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 4) Revision of all Literature texts and Language papers.

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 Assessment Breakdown –Final exam papers Literature – 2 x 2hr exams 1) Poetry and Prose – 2 essays on novel (closed book) 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 (I hr 15 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 - 2017-2018

YEAR 10 (CN + RD) YEAR 11 (CN + AP)

Term 1: Literature: Bel Ami – G. de Maupassant Exam preparation: Paper 1 and Paper 2 Reading comprehension Introduction to Narration and Description Themes for discussions through a selection of literary and non-literary texts: Media, School, Family 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. Revision of all tenses and grammatical structures (within grammar exercises and in context) throughout the year. Term 2: From January to April Preparation for the IGCSE Foreign Language Exam (IGCSE FL exams start in May) 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

Themes for discussions through a selection of

Term 1: Literature: 1984- G. Orwell Consolidation: Reading comprehension Narration Description Comparative commentary Themes for discussions through a selection of literary and non-literary texts: Justice, power, liberty Term 2: from January to April (IGCSE Mother Tongue exams start in May) Themes for discussion and writing through a selection of literary and non-literary texts

Medical Contemporary aspects of France and

francophone world Law, order and duty of a citizen The world of leisure, studies and work

Revision of 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:

literary and non-literary texts: Environment, Travelling, Tourism Homework: Reading comprehension, and writing letters and 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. Revision of all tenses and grammatical structures (within grammar exercises and in context) throughout the year. Term 3: Introduction to Argumentative Speech and Writing

Convincing others and choosing precise examples

Structuring the argumentation effectively Press and images: analysis of information

Themes for discussions through a selection of literary and non-literary texts: Health, Youth, family and relations Assessments: Debating, argumentative writing, quizzes, reading comprehension, and tests. Revision of all tenses and grammatical structures (within grammar exercises and in context) throughout the year.

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 3e - Livre unique Hachette Education. A variety of texts, newspapers, magazine articles, videos, films and internet resources are used to support the textbook.

Textbook : TextoCollège 3e - Livre unique Hachette Education. 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.

FIRST LANGUAGE IGCSE GERMAN 2017 - 2018

YEAR 10 YEAR 11

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 and newspaper articles 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 and argumentative essay, reading comprehension tests), oral assessment during lessons, Past papers MOK exam

Argumentative essay

Expressing one’s 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, argumentative writing training, research and vocabulary training, grammar and orthography exercises Assessment: Written assignments (creative and argumentative writing texts, 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

FIRST LANGUAGE RUSSIAN IGCSE 201-2018

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 Reading of different short texts from Russian classical and modern literature. 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 Comparison of two texts Technique and practice through 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

Assessment:


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

- Technological innovations - Narrative essay - Descriptive essay

Homework:

- Reading comprehension - Analysis of essay themes - Grammar exercises

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

Homework:

- Reading comprehension

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.

- Analysis of essay themes - Grammar exercises

Resources: 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.

FIRST LANGUAGE ITALIAN IGCSE 2017-2018

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.

“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.

Resources: “Caleidoscopio Italiano” Units 1, 2, 3.

Term 2

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

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

new words.

“Migrazioni interne ed esterne” – migrations

within the country, discrimination between

northern and southern people, migrations from

and to Italy, integration, figures of speech.

Resources: “Caleidoscopio Italiano” Units 4, 5.

Term 3

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

the crime novel in Italy, criminal organisations

operating in Italy, language registers.

Resources: “Caleidoscopio Italiano” Unit 6.

Throughout the year

Literature and civilization:

Term 1-2

Reading and analysis of a literary text in order to

develop language skills and an appreciation of

the language. The text will be a point of

departure for learners to embark on activities to

stimulate critical and aesthetic responses.

Resources: “Nel mare ci sono i coccodrilli”

Global issues (pre-IB):

This part of the curriculum is intended to help the students develop a range of academic skills such as critical thinking, writing and internet research. They will be reading, discussing and writing on topics that we will study in greater detail in year 12. Term 1 The effect of man on nature Term 2 Social groups and sport Legality and respect Term 3 Cultural diversity and discrimination Throughout the year

Reading Comprehension: learning and

practicing reading comprehension skills (pre-IB).

Resources: "Verso l'Invalsi"

Writing skills

Text planning, organisation and development,

proof reading (focus on structure, openings and

Reading skills: the bildungsroman

Reading for gist and detail, note taking and

highlighting, reading for inference.

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

Reading Comprehension: learning and

practicing reading comprehension skills (pre-IB).

Resources: "Verso l'Invalsi"

Writing skills

Text planning, organisation and development,

proof reading. Descriptive, narrative and

argumentative writing: newspaper article,

letter, diary, interview, dialogue, essay.

Resources: “Caleidoscopio Italiano" and

supplementary materials provided in class.

Speaking skills

Oral presentations, debates, etc. based on

current affair topics.

Resources: supplied by teacher, movies,

documentaries.

Grammar features:

Subjunctive, sequence of sentences, direct and

reported speech, hypothetical clauses,

impersonal structures, coordinate and

subordinate conjunctions.

Resources: supplied by teacher.

Homework:

Reading comprehension questions

Summaries, essays

Grammar and vocaulary exercises Assessment:

Standardized tests

Reading comprehension tests

Essays

Grammar tests

closings)

Descriptive, narrative and argumentative

writing: newspaper article, letter, diary, essay,

report.

Resources: supplied by teacher

Speaking skills

Oral presentations, debates, etc. based on

current affair topics.

Resources: newspapers, movies,

documentaries.

Grammar features:

Sequence of sentences, passive structures,

impersonal structures, reported speech,

coordinate and subordinate conjunctions.

Resources: supplied by teacher

Homework:

Reading comprehension questions

Summaries, essays

Grammar and vocaulary exercises Assessment:

Standardized tests

Reading comprehension tests

Essays

Grammar tests

Italian Mother Tongue ISM examination:

Paper 1 Essay writing

Paper 2 Reading comprehension

Paper 3 Oral expression

FIRST LANGUAGE SPANISHIGCSE 2017-2018

YEAR 10 YEAR 11

Term 1:

Comprensión lectora:

Demostrar comprensión de palabras y frases dentro de textos extensos.

Identificar y desarrollar hechos, ideas y opiniones. Literatura: Novela : “El despestar de Cervantes” Vicente Muñoz Realismo mágico - histórico. Narración. Extractos de textos de “El Quijote” Miguel de Cervantes Textos : Extraídos del libro IGCSE Cambridge, artículos periodísticos. Expesión escrita:

Expresar pensamientos, sentimientos y opiniones con el fin de interesar, infomar o convencer al lector.

Expresar hechos, ideas y opiniones sencillos y detallados en una secuencia oredenada. Expesión y comprensión oral:

Describir experiencias en términos sencillos y expresar intelegiblemente lo que se piensa, siente imagina.

Reconocer y realizar declaraciones de opinión y actitud. Deberes: Escribir textos en diferentes estilos, practicar la gramática con ejercicios. Preparar una presentación oral individual.

Term 1: COMPARAR TEXTOS

Ser capaz de reconocer las diferencias y similitudes entre dos textos.

Saber categorizar, ser capaz de clasificar las diferentes ideas que poseen los dos textos.

Elaborar un plan de escritura. Comprensión lectora, Lenguaje y análisis literario. Texto : Estracto de diversos textos.

Demostrar una comprensión precisa de textos extensos.

Sintetizar, desarrollar, analizar y evaluar hechos, ideas y opiniones. Literatura: “El naúfrago”

Gabriel García Márquez. (1927-2014) Premio Nobel de Litertura 1982

Expesión escrita:

Expresar de forma efectiva lo que se piensa, siente o imagina.

Ordenar y expresar hechos, ideas y opiniones de foma efectiva

Expresión y comprensión oral:

Describir y reflexionar sobre experiencias y expresar de forma efectiva lo que se piensa, siente o imagina.

Comprender y expresar información

Evaluación: Analisis literario de los textos estudiados y responder a preguntas Preguntas sobre la novela. La narración, test de gramática, dictado. Exposición oral. Redacción. Term 2: Comprensión lectora

Resumir, parafrasear y reformular.

Demostrar cierta compresión de cómo los escritores consiguen determinados efectos. Literatura: “Platero y yo” Juan Ramón Jiménez (1881-1958) Premio Nobel de Literatura en 1956 Expesión escrita:

Emplear vocabulario adecuado. Expesión y comprensión oral:

Presentar hechos, ideas y opiniones en una secuencia ordenada.

Comunicar con cierta claridad, enfoque y finalidad. Deberes: Escribir textos en diferentes estilos, practicar la gramática con ejercicios, preparar una presentación oral individual. Evaluación: Redactar textos en diferentes estilos y responder a preguntas, evaluación gramática, dictados y presentación oral individual.

compleja de forma sofisticada. Deberes: Escribir texto en diferentes estilos, practicar la gramática con ejercicios, preparar una presentación oral individual. Evaluación: Analisis literario de los textos estudiados. Preguntas sobre la novela clásica. Exposición oral.

TeTerm 2: from January to April (IGCSE exams start in May) Comprensión lectora, Lenguaje y análisis literario. Texto : Extracto de diversos textos.

Resumir , parafrasear y reformular de forma efectiva

Reconocer y responder a recursos linguísticos sofisicados

Extraer información adecuada para fines determinados. Literatura: Extractos textos de Novelas narrativas. Expesión escrita:

Demostrar un uso sofisticado de vocabulario imaginativo y variado.

Comparar textos.

Demostrar precision en ortografía, la puntuaciática y la gramatica.

Utilizar con eficacia diversas estructuras de frases. Expesión y comprensión oral:

Ordenar y presentar hechos, ideas y opiniones de forma efectiva.

Term 3: Comprensión lectora:

Reconocer y responder a recursos lingüísticos sencillos incluyendo el lenguaje figurativo.

Extraer infomación específica. Literatura: Extractos de diversas obras de Rafael Alberti (1902-1999) Generación del 27 Expesión escrita:

Demostrar un control adecuado de la ortografía, la puntuación y la gramática.

Probar diversas extructuras de frases. Expesión y comprensión oral:

Comunicarse con cierta conciencia del público y del contexto

Realizar comentarios pertinentes sobre lo que se escucha.

Deberes: Escribir textos en diferentes estilos, practicar la gramática con ejercicios, preparar una presentación oral individual.

Evaluación: Escribir textos en diferentes estilos y responder a preguntas, evaluación ejercicios de gramática, dictados y presentación oral individual.

Debatir declaraciones de opinión y actitud.

Comunicarse con claridad, enfoque finalidad.

Comunicarse adecuadamente dependiendo del público y del contexto.

Evaluar y reflexionar sobre lo que se escucha. Deberes: Aprender vocabulario específicos dependiendo del tema. Comentario de textos comparativos. Comprensión de textos utilizando preguntas. Escribir textos argumentativos y otros estilos, practicar la gramática con ejercicios. Evaluación: Redacción de todo tipo de textos de diferentes estilos, preguntas de gramática. Comprensión lectora. Revisión del español con las caractarísticas de los diferentes tipos de textos estudiados.

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

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

FRENCH FOREIGN LANGUAGE

YEAR 10 (MC-N/AP) YEAR 11 (LV/M-CN)

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/ 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

Gudule La bibliothécaire : reading, dicussion.(LV group) Chapitre 8/ 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 unit tests HOMEWORK:

Vocabulary and verbs to learn.

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

Term 2

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”

-

Revision MOCK

How to do a revision for the mock exams

Paper 1

Paper 2

Paper 3

Paper 4 Chapitre 9/ 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 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: 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.

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 Gudule "La bibliothécaire" (LV group)

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. Unit 4. Nutrición y comer fuera.

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 5. Salir con los amigos Unit 6. Salgo de viaje Unit 7. El trabajo

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

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

Unit 1. La ropa, la moda y la salud. Unit 2. En el restaurante. Unit 3. La agencia de viajes. Unit 4. El el hotel

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. Tiempo LIbre, costumbres y fiestas.

Unit 6. La rutina. Unit 7. 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 8. Nuestro Planeta Unit 9. El Arte. Unit 10. La tecnologia

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

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 8. 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

Grammar text, oral assessment during lessons, orthography tests

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

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 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:

DIVERSO Basico. Editorial SGEL

Grammar Book. USO de la Gramatica. 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. USO de la Gramatica.

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

GERMAN FOREIGN LANGUAGE

Year 11 IGCSE German

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 for Cambridge 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: Russia, 1905–41 1 Why did the Tsarist regime collapse in 1917?

Focus Points

• How well did the Tsarist regime deal with the

difficulties of ruling Russia up to 1914?

• How did the Tsar survive the 1905 Revolution?

• How far was the Tsar weakened by the First

World War?

• Why was the revolution of March 1917

successful?

2 How did the Bolsheviks gain power, and how

did they consolidate their rule?

Focus Points

• How effectively did the Provisional

Government rule Russia in 1917?

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?

• Why were the Bolsheviks able to seize power

in November 1917?

• Why did the Bolsheviks win the Civil War?

• How far was the New Economic Policy a

success?

3 How did Stalin gain and hold on to power?

Focus Points

• Why did Stalin, and not Trotsky, emerge as

Lenin’s successor?

• Why did Stalin launch the Purges?

• What methods did Stalin use to control the

Soviet Union?

• How complete was Stalin’s control over the

Soviet Union by 1941?

Term 3: Depth Study: Russia, 1905–41 4 What was the impact of Stalin’s economic

policies?

Focus Points

• Why did Stalin introduce the Five-Year Plans?

• Why did Stalin introduce collectivisation?

• How successful were Stalin’s economic

changes?

• How were the Soviet people affected by these

changes?

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?

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.

TEXTBOOKS Year 10 students have Modern World History by Ben Walsh (Hodder) Year 11 students have 20th Century History for Cambridge IGCSE (OUP).

IGCSE COORDINATED SCIENCE / DOUBLE AWARD: BIOLOGY (0654)

Year 10 Year 11

Term 1 B1 Characteristics of living organisms B2 Cells 2.1 Cell structure 2.2 Movement in and out of cells B3 Enzymes B4 Nutrition 4.1 Nutrients 4.2 Plant nutrition 4.3 Animal 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 B5 Transportation 5.1 Transport in plants 5.2 Transport 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 B6 Respiration 6.1 Aerobic & Anaerobic respiration 6.2 Gas exchange

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)

IGCSE 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)

IGCSE 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 Investigation(s) Textbook: Cambridge IGCSE International Mathematics (0607) Core, Haese and Harris

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, growth and decay Term 2 Surds and Indices Speed and Distance Sequences Functions and Graphs Equations and Inequalities, Graphing Angles and Shape Pythagoras, including 3D Area and Volume, including 3D Term 3 The straight Line Functions Variation and Modelling Textbook: Cambridge IGCSE International Mathematics (0607) Extended, Haese and Harris

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 Two 90 min papers– One with and one without Calculator

Short questions (knowledge and understanding)

Longer questions (reasoning and application)

Investigation Question

End of year exam

Two 90 min papers– One with and one without Calculator

Short questions (knowledge and understanding)

Longer questions (reasoning and application)

Investigation/ Modeling questions

YEAR 11

Core Extended

Term 1 Coordinates and Straight Lines Trigonometry Analysis of Discrete Data Algebraic Fractions Continuous Data Similarity Introduction to Functions Review of Class 10 Topics Term 2 Transformation Geometry Variable analysis Further Functions Probability Sequences Circle Geometry Review of Class 10 Topics Term 3 Revision, involving extensive use of past papers Textbook: Cambridge IGCSE International Mathematics (0607) Core, Haese and Harris

Term 1 Trigonometry Further Trigonometry Further Functions Exponential functions and Equations

Logarithms Algebraic Fractions Term 2 Probability Analysis of discrete data Continuous Data Two variable Analysis Vectors Transformation Geometry Term 3 Sets Linear programming Revision, involving extensive use of past papers Textbook: Cambridge IGCSE International Mathematics (0607) Extended, Haese and Harris

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. Students will undertake a Mock IGCSE Exam in Trimester 2.

End of course examination

Paper 1 (25%): No Calculator, short questions (Knowledge and understanding), 45 min

Paper 3 (60%): Calculator, long questions (Reasoning and application),1 hr 45 min

Paper 5 (15%): Calculator, (One investigation task), 1 hour

End of course examination

Paper 2 (20%): No calculator, short questions (Knowledge and understanding), 45 min

Paper 4 (60%): Calculator, long questions (Reasoning and application), 2 hrs 15 min

Paper 6 (20%): Calculator, (One modelling and one investigation task), 1hr 30 min

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.

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 and Indonesian). Introduction to set piece – Mendelssohn’s Italian Symphony (Movements 2 and 4) 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:

Listening and appraising skills across different genres of the Western Classical Tradition

Component 1 Listening and appraising skills SET WORK Component 2 Performance selection Component 3 Composition deadline

(Romantic, 20th Century Music – vocal and instrumental music) and world music (Japanese, Latin American - world focus). 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 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 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

Cycle 2 Boys- Football Girls - Volleyball

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

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.

Cycle 3 Boys – Volleyball Girls - Gymnastics

Volleyball




games

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 – Football Boys - Gymnastics

Football


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


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

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 5 Athletics

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

PHYSICAL EDUCATION - Year 11

Order of study Learning Objectives

Cycle 1 Athletics – Girls & Boys

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 - Badminton

Volleyball




games.

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 Girls – Rowing Boys - Football

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.

Football


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


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 4 Girls – Rounders Boys - Rowing

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

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.

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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