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. 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 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 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 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 –

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. 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, passagedbased 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 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

Assessment, Exams, and Homework

Ongoing integration of skills

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 passagebased 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.

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)

Mock Exams – January – all 4 exam papers

FIRST LANGUAGE FRENCH IGCSE 2016-2017 YEAR 10 (CN + SC)

YEAR 11 (PK + NB)

The following topics will be studied:

The following topics will be studied:

Term 1:

Term 1:

Introduction to short stories  Short stories from “ Récits d’ici et d’ailleurs” and creative writing

Introduction to the Comparative commentary  How to extract, compare and select information from two texts (literary and non literary taken from past papers)

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



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.

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

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

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)

Term 3: Argumentative Speech and Writing   

Convincing others and choosing precise examples Structuring the argumentation effectively Press and images: analysis of information

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.

Literature: Oscar et la dame rose– E-E Schmitt Assessments: Debating, argumentative writing, quizzes, reading comprehension, and tests.

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

Overview of French history and geography Revision of all tenses and grammatical structures (within grammar exercises and in context) throughout the year.

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. (1)* Textbook: TextoCollège 4e - Livre unique A variety of texts, newspapers, magazines’ articles, videos, Hachette Education. (2)* films and internet resources are used to support the textbook. Grammaire : Grammaire progressive du français – Intermédiaire – CLE International (2)* 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.

(1)* = Group P. Kopiev (2)* = Group N. Barra

IGCSE GERMAN FIRST LANGUAGE YEAR 10 2016-2017

YEAR 11 2017-2018

Trimester 1

Trimester 1

Literature: comprehension and text analysis of novels

Literature: comprehension and text analysis of novels

Text DE ZANGER, Jan: Dann eben mit Gewalt

Text KELLER, Gottfried: Kleider machen Leute

Grammar - Expression of different time levels - Individual grammar and orthography training

Grammar Revision of grammatical structures and specific vocabulary

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 Literature: comprehension and text analysis of short stories

Resources: Klipp und Klar Übungsgrammatik Grundstufe/Mittelstufe, Sag’s richtig, Internet ressources Internet (www.dw.de) Argumentative essay On the following topics: Contemporary aspects of Germany; Young people; Law and order; Urban and rural life; Sport  Expressing ones opinion  Convincing others and choosing precise examples  Structuring the argumentation effectively Homework: Reading, text analysis and reading comprehension, creative writing training, argumentative essay, research and vocabulary training, grammar and orthography exercises Assessment: Written assignments (creative writing texts, reading comprehension tests), argumentative essay, oral assessment during lessons, Past papers MOK exam in January 2015

Text: SPINNER, Kaspar H.: Geschichten 9/10 Short stories of the 19th and 20th century

Trimester 2

Argumentative essay  Expressing ones opinion  Convincing others and choosing

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

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

Trimester 3 Trimester 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 Grammar:  Individual grammar and orthography training Resources: Klipp und Klar Übungsgrammatik Grundstufe/Mittelstufe

Past papers, revision and preparation for the exam

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

RUSSIAN FIRST LANGUAGE Year 10 The following topics will be studied:

Year 11 The following topics will be studied:

Trimester 1:

Trimester 1:

A.S. Pushkin, The captains’ daughter

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

History of Russian peasant war and Pugachev’s rebellion

V.M. Shukshin, Uncle Ermolai; Stiopka, Stegnka Razin

Characteristics of historical novel. Revision of syntaxes and grammatical structures (within grammar exercises and in context)

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

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: - Biography - Reading comprehension - Grammar exercises

Homework: - Reading comprehension - Analysis of essay themes - Grammar exercises

Trimester 2

Trimester 2

A.S. Pushkin, Eugene Onegin

Argumentative essay Technique and practice through past papers

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”

Narrative writing Technique and practice through IGCSE past papers Descriptive writing Technique and practice through IGCSE past papers

Revision of syntaxes and grammatical structures (within grammar exercises and in context)

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

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 essay - Descriptive essay

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

Homework: - Reading comprehension - Analysis of essay themes - Grammar exercises

Trimester 3

Trimester 3

M.A. Bulgakov, Dog’s heart

Argumentative essay Technique and practice through past papers

History of Romanov dynasty and Russian revolution. Characteristics of fantastic novel.

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

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 essay Descriptive essay

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

Homework: - Reading comprehension - Analysis of essay themes - Grammar exercises

Resources

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.P. Tchekhov, Short stories V.M. Shukshin, Short stories Manual : Русский язык 9 класс. Коровина и др. IGCSE past papers

A variety of texts, newspapers, magazines’ articles, videos, films and internet resources are used to support the textbook.

A variety of texts, newspapers, 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

Term 1

Topics and vocabulary (IGCSE)

Topics and vocabulary (IGCSE)

Home life and school routine Food, health and fitness

Education, career plans, employment, communication

Grammar

Grammar

Subjunctive and hypothetical clauses

Direct and reported speech

History and Literature

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.

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 historical novel Reading skills: the realistic novel Carla Maria Russo “La sposa normanna” Reading, note taking and highlighting, connecting the story with major historic events, reading for inference.

Stefano Zecchi “Amata per caso” Reading, note taking and highlighting, connecting the story with everyday life, reading for inference.

Writing skills: description Writing skills: letter, article, narrative Text planning, organisation and development, proof reading. Describe something using the five senses, objective / subjective description.

Text planning, organisation and development, proof reading (IGCSE Paper 4 preparation).

Homework

Homework

Outside the classroom students are expected to Outside the classroom students are expected to complete: complete:  practice exercises, where they apply new  practice exercises, where they apply new knowledge or revise and reinforce newly knowledge or revise and reinforce newly acquired skills (grammar exercises, essays, acquired skills (grammar exercises, essays, workbook-based tasks); workbook-based tasks);  preparatory homework, when they have to  preparatory homework, when they have to read or find materials for future lessons; read or find materials for future lessons;  extension assignments, to pursue knowledge  extension assignments, to pursue knowledge individually and imaginatively (creative individually and imaginatively (creative



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.

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

Assessment

Essays Performance tasks Chapter tests Multiple choice and open questions Oral presentations

Essays Performance tasks Chapter tests Multiple choice and open questions Oral presentations IGCSE Past Papers

Term 2 Term 2 Topics and vocabulary (IGCSE) Topics and vocabulary (IGCSE) Self, family and personal relationships. Holidays and special occasions.

Travel and transport, world events and issues.

Grammar

Grammar

Sequence of sentences. Impersonal structures.

Passive structures. Reported speech. Coordinate & subordinate conjunctions

History and Literature History and Literature 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.

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 historical novel

Reading skills: the realistic novel

“La sposa normanna” Reading, note taking and highlighting, connecting the story with major historic events, reading for inference.

Stefano Zecchi “Amata per caso” Reading, note taking and highlighting, connecting the story with everyday life, reading for inference

Writing skills: narrative

Writing skills

Text planning, organisation and development, proof reading. Homework

Preparation for the written component of the IGCSE examination. Text planning, organisation and development, focus on structure, openings and closings.

Outside the classroom students are expected to

Homework

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 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

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 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

Term 3

Essays Performance tasks Chapter tests Multiple choice and open questions Oral presentations IGCSE Past Papers

Topics and vocabulary (IGCSE)

Term 3

Home town and local area Natural and made environment People, places and customs

Topics and vocabulary (IGCSE) Global issues. Revision of all the topics of the IGCSE syllabus.

Grammar Grammar Coordinate conjunctions Subordinate conjunctions

Revision of all the structures.

History and Literature

History and Literature

The XVII and XVIII century, Counterreformation, Inquisition, Enlightenment, Galileo Galilei, Carlo Goldoni.

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 historical novel Reading skills: the newspaper “I promessi sposi” to be completed in year 11. Reading, note taking and highlighting, connecting the story with major historic events, reading for inference.

Discussion on current events, propaganda techniques, bias and stereotypes. Writing skills

Writing skills: argument Text planning, organisation and development, proof reading.

Preparation for the written component of the IGCSE examination. Descriptive, narrative and argumentative writing: newspaper article, letter, diary, set of rules, report.

Homework

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 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.

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 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

Assessment

Essays Performance tasks Chapter tests Multiple choice and open questions Oral presentations

Essays Performance tasks Chapter tests Multiple choice and open questions Oral presentations IGCSE Past Papers

Resources

Resources

“Il pianeta delle differenze” “L’utile e il dilettevole” “Stai per leggere – letteratura” “La sposa normanna” “I promessi sposi” Newspapers, Internet

“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:

The following topics will be studied

TERM 1

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 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

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..

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

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.

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.

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)

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

HOMEWORK  Vocabulary to learn, grammar exercises, independent reading, written tasks  Pass papers

TERM 3

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” -

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

.Textbooks:

version) Grammar in action 4 Grammaire « bleue » CLE International

Grammar in action 4 Grammaire « bleue » CLE International

Total Tricolore 4 Nelson Thornes (new version)

SPANISH FOREIGN LANGUAGE Year 10 (AO/RD)

Year 11

The following topics will be studied:

The following topics will be studied:

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

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.

  

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), Perfect tense and Future

Grammar : Present (Regular and irregular), Imperfect tense, Perfect tense and Future

Written tasks:

Written tasks (revision):

   

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

   

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

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

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. La rutina. Las costumbres hispanas. Unit 6. Comer fuera Unit 7. A comprar Unit 8. La salud

TERM 2 Vocabulary and topics: (for oral, listening, reading and writing skills)   

Unit 4. La Comida. Unit 5. De viaje, vacaciones. Los países hispanos. Unit 6. Nuestros proyectos.

Grammar : Present (Regular and irregular), Imperfect tense, Perfect tense and Future

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

Written tasks:

Written tasks (revision):

   

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

   

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 MOKs exam in January 2015 Paper 3 (Oral Test IGCSE)

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

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

TERM 3 Vocabulary and topics: (for oral, listening, reading and writing skills)

TERM 3 Vocabulary and topics: (for oral, listening, reading and writing skills)



Unit 9. ¿Que hiciste?



Unit 7. Nuestro mundo.



Unit 10. Los planes futuros



Unit 8. Opiniones.

Grammar : Passive voice se, Verbs followed by infinitive and Have / must

Grammar:  Imperative  Conditional  Subjunctive.  Revision of all tenses and grammatical structures  Coordinate and subordinate.

Written tasks:

Written tasks (revision):

   

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

   

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 Preparation and practice for exams: IGCSE Spanish B Past Papers IGCSE Spanish as Foreing Language Paper 1, 2 and 4

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

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

Textbooks:

Textbooks:

 

Caminos 1 Gramática de uso del Español A1/B2



“Manolito Gafotas” Elvira Lindo.

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

 

Caminos 2. Gramatica de uso del Español A1/B2

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

IGCSE GERMAN FOREIGN LANGUAGE

Year 11 IGCSE German Foreign Language 2016 - 2017 TERM 1 The following topics will be studied:  

Theme 6: Musik Theme 7: Geld

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

TERM 2 Revision MOCK  How to do a revision for the mock exams  Paper 1  Paper 2  Paper 3  Paper 4  

Theme 8: Lebenslang lernen Theme 5: Berufseinstieg

Vocabulary and topics: Training for oral, listening, reading and writing skills Grammar: Revision of all tenses and grammatical structures within grammar exercises and in context Homework: Grammar and vocabulary exercises, reading comprehension tasks, research, written texts according to each unit Assessment: Oral presentation, written tests (vocabulary, grammar, reading comprehension, written expression), end of unit tests

TERM 3 Written tasks (revision):

    

Write an abstract of an newspaper article Write a comparison of two texts Write a letter (formal/informal) Write a description Write about an event (in past tense)

Preparation and practice for exams: IGCSE German Foreign Language Past Papers Homework:  Vocabulary to learn, grammar exercises, independent reading, written tasks  Past papers ASSESSMENTS

   

Past papers End of Units tests. Vocabulary to learn, grammar exercises, independent reading, written tasks Oral presentation Dialogues

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

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.

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.

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. Smallscale 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

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 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?

Year 11 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: 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?

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 Term 2: 1956 and Czechoslovakia in 1968, and how did the Depth Study: The USA, 1919-41 USSR react to this opposition? How far did the US economy boom in the 1920s? On what factors was the economic How similar were events in Hungary in 1956 and in boom based? Why did some industries prosper Czechoslovakia in 1968? Why was the Berlin Wall while others did not? Why did agriculture not built in 1961? What was the significance of share in the prosperity? Did all Americans 'Solidarity' in Poland for the decline of Soviet benefit from the boom? influence in Eastern Europe? How far was Gorbachev personally responsible for the collapse of How far did US society change in the 1920s? What were the ‘Roaring Twenties’? Soviet control over Eastern Europe? How widespread was intolerance in US CORE TOPIC: Why did events in the Gulf society? Why was Prohibition introduced, and matter, 1970-2000? Why was Saddam Hussein able then later repealed? How far did the roles of to come to power in Iraq? What was the nature of women change during the 1920s? Saddam Hussein’s rule in Iraq? Why was there a revolution in Iran in 1979? What were the causes and What were the causes and consequences of the Wall Street Crash? How far was consequences of the Iran-Iraq War, 1980-88? Why speculation responsible for the Wall Street did the First Gulf War take place? Crash? What impact did the Crash have on the economy? What were the social consequences of the Crash? Why did Roosevelt win the EXAMS election of 1932? Cambridge IGCSE History students take three components. All students will have the following exams. Term 3: Depth Study: The USA, 1919-41 (cont) Component 1 How successful was the New Deal? What 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?

(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.

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

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 Term 1 B1 Characteristics of living organisms

Year 11 Term 1 B6 Respiration Aerobic and anaerobic respiration, Gas exchange

B2 Cell structure Movement in and out of cells

B11 Human influence on the environment

B3 Enzymes

B9 Inheritance

Term 2

Term 2 Mock Exams in January

B4 Nutrition Nutrients, Animal nutrition

B8 Reproduction Reproduction, Growth and development

Transport in humans (5.2)

B4 Plant nutrition + photosynthesis

Term 3 B5 Transport in plants B10 Energy Flow in Ecosystems

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

B7 Coordination and Response Nervous control in humans, Hormones, Trophic responses, Homeostasis

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. 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 Term 1

YEAR 11 Term 1

C1 The particulate nature of matter

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

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

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

Term 2

C9 Periodic Table January Mock exams Periodic trends, Group properties, Transition C13 Carbonates elements, Noble gases C2 Experimental techniques Methods of separation and purification including

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

Homework: Practice IGCSE examination questions.

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. 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 Term 1 P1 Motion and making measurements P2 Matter and Forces Mass and weight, Density, Effects of forces, Pressure

YEAR 11 Term 1 P8 Light Reflection of light, Refraction of light ,Thin converging lens, Dispersion of light P9 Electromagnetic Spectrum P10 Sound

P3 Energy, Work and Power Energy, Energy resources, Work, Power

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

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

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 January Mock exams P15. Radioactivity Detection of radioactivity, Characteristics of the three kinds of emission, Radioactive decay, Halflife, Safety precautions, The nuclear atom, Isotopes Revisions Past papers practice and exam preparation. 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. 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 Book Used: Biology for IGCSE, Nelson Thornes

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

IGCSE CHEMISTRY (0620) Year 11 Assessment: 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

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.

C12 Sulfur C13 Carbonates 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 Book Used: Chemistry for IGCSE, Nelson Thornes

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

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. Term 2 Mock Exams in January 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

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.

Book Used: Physics for IGCSE, Nelson Thornes

15.7 Isotopes Revisions

IGCSE MATHEMATICS Class 10 Core Term 1 Area and volume Money Similarity Formulae

Extended Term 1 Area and Volume Money Similarity Formulae

Term 2 Equations and Inequalities Fractions and Percentages Coordinates and the straight line Symmetry

Term 2 Equations and Inequalities Algebraic Fractions Quadratic Equations The straight line

Term 3 Trigonometry Indices Statistics and Probability Geometric constructions and Loci

Term 3 Surds and Indices Functions Trigonometric graphs and equations Trigonometry and triangle calculations

Textbook: Maths in Action S42, Nelson Thornes

Textbook: Maths in Action S43, Nelson Thornes

Assessment For each topic, a test using IGCSE past paper questions

For each topic, a test using IGCSE past paper questions

End of year exam

End of year exam

2 hour paper – short questions (knowledge and understanding), longer questions (reasoning and application)

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 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

Extended 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 Probability Vectors Angles in polygons and circles Algebra review Statistics Revision, involving extensive use of past papers

Term 3 Distance/time, speed/time graphs Matrices and transformations Linear programming Revision, involving extensive use of past papers

Textbook: Core Mathematics for Cambridge IGCSE – David Rayner

Textbook: Essential Mathematics for Cambridge IGCSE – Sue Pemberton

Assessment

For each topic, a test using IGCSE past paper questions

For each topic, a test using IGCSE past 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

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 Year 10, Term 1:

YEARS 10 and 11

Understanding the creative process through Investigating sources for inspiration the development of ideas Recording and analysing information from direct observation Getting to know the assessment criteria Developing Ideas through the visual arts journal Discussing the organisation and relationships of visual The Elements and Principles of Design forms Selecting and controlling media Tonal Expressive Portraits 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’

Investigating designers and forms of Monaco and around the world.

Exploring and Creating Fonts Influenced by Monaco Buildings

Designing logos, illustrations and book designs, candy wrapper designs, product design

Understanding the Critical Study

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

Use a design topic or theme to develop own ideas

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 Year 11, Term 1:

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.

Write a proposal for the Critical Study to be sent to Cambridge

Presentations on research done over the summer Continue working on practical work for the Critical Study

Ensure understanding of the assessment criteria

Use peer assessment and self-reflection throughout the entire process of creating.

Use a design topic or theme to develop own ideas Year 11, Term 2:

Consolidation of skills

Critical Study completed

Ongoing work for the completion of the Critical Study

Final exam given to students

At least 8 weeks for process work to be developed and finished from which the final exam will be based. 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%)

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

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

Year 10, Term 3: Individual Piece –monologues

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. 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. 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. 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.

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

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:

Possible Homework Tasks:

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

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 APPROXIMATE ORDER OF STUDY

YEAR 10 AND 11

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

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

Year 10, Term 3: Component 1 Listening and appraising skills SET WORK Component 3 Composition skills – final drafts of compositions Year 11, Term 1: Component 1 Listening and appraising skills SET WORK Component 2 Performance selection Component 3 Composition deadline

Year 11, from Christmas to Exams: Component 1 Component 2 Performance deadline - March Assessment Breakdown: Component 1 – Listening Paper Component 2 – Performance 1 Component 2 – Performance 2 Component 3 – Composition 1 Component 3 – Composition 2

40% 15% 15% 15% 15%

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

YEAR 10 AND 11

Assessment at a glance

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 Climate Conflict and and Change Peace Ecosystem Loss Disease and Education Employment Family and Health for All Demographic Change Fuel and Humans Law and Technology Energy and Other Criminality and the Species Economic Divide Trade and Aid Tradition, Urbanisation Water, Food Culture and and Agriculture Identity Language and Sports and Poverty & Transport & Communication Recreation Inequality Infrastructure Fig 1: Areas of Study in the Global Perspectives curriculum

Component

Duration

Weighting

Nature of Assessment

Component 1 Individual Research

Over a course of 12 weeks

40%

INTERNAL ASSESSMENT Individual

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

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: 

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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

EXAMINATION Individual

Focus Candidates are assessed on their ability to:

IGCSE Physical Education Theory topics

30%

Outline of curriculum

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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.

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

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

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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

 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

Cycle 2 Badminton

Cycle 3 Boys – Handball Girls - Gymnastics

 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.

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.

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 teammates. 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  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.

Football – Boys Athletics - Girls

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  

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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.

Rowing Cycle 3

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Boys – Rowing

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Girls - Handball

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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.

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, cooldown, hydration and healthy eating prior to and after Handball

Cycle 4 Boys – Handball Girls - Rowing

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, cooldown, hydration and healthy eating prior to and after Handball

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.