Professional Documents
Culture Documents
IGCSE
HANDBOOK 2012 I 2013
TABLE OF CONTENTS
1 2 3 INTRDUCTION What is IGCSE? I Why do IGCSE? I Who can do IGCSE? INTERNATIONAL CERTIFICATE OF EDUCATION (ICE) Berlin International School IGCSE Calendar STUDENT SURVIVAL GUIDE TO IGCSE How can parents help? EXAM TIPS & PHRASEOLOGY TARGET SETTING LIFE SKILLS
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As you move into your IGCSE programme at B.I.S., you will find that you have more choices in your education, and probably more freedom both inside and outside school. This can be a fun and exciting time. However, some students find these years stressful, and can become over worried about their work. Here at B.I.S we are concerned about your overall well being, not just how good your grades are. If at any time you are worried about your work, or any other aspect of your life, seek help immediately. Your form tutor is the first person to go to, or you could talk to any subject teacher you feel particularly close to. All the staff, and the school counselor, are here to help you both academically and personally, and all will treat your problems with sympathy and understanding, and hopefully help you resolve them in the best way for you.
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WHAT IS IGCSE?
The IGCSE (International General Certificate of Secondary Education) is a two-year programme of study which students at B.I.S follow in Years 9 and 10. It has been designed and is administered by the University of Cambridge International Examinations Board (CIE) for students of all abilities, and it has been specifically designed with international students in mind.
WHY DO IGCSE?
There are many reasons for following this programme of study: The two-year course is taught in over 700 British and International Schools in over 100 countries. The programme leads to a certificate that is internationally recognised. It has been accepted as a preliminary requirement for entry into all UK Universities and is recognized by Universities and Colleges around the World. A students performance in subjects at the end of Year 10 is a valuable indication of the students suitability for courses in higher and further education. IGCSEs provide a good foundation for the International Baccalaureate programme in Years 11 and 12. There are many similarities between the two programmes and IGCSEs are a good guide for students, helping them make realistic decisions about further study and their choice of subjects and levels for IB. International schools such as ours cater for a mobile student body. Following a curriculum that is international and administered in many schools worldwide eases the transfer of students between schools and countries. WHAT ARE THE FEATURES OF THE IGCSE CURRICULUM? The IGCSE curriculum encourages and incorporates: The development of oral, aural, written and practical skills in a range of subjects. An investigative approach. The use of initiative to solve problems. The application of skills, knowledge and understanding. The ability to undertake individual projects, and to work as part of a team. The IGCSE aims to provide a valuable educational experience for all students and to reward them for positive achievement: what they know, understand and can do - rather than penalise them for what they do not know or get wrong.
Keep on top of things: If you are absent from school for any reason it is your responsibility to catch up on any work that has been missed.
Prioritise your time and work: Do not leave things until the last minute. Plan ahead and use your time sensibly. Make a list of things you have to do, and the order in which you have to do them. This will help you to:
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Meet Deadlines: Get every piece of work in on time. If you start by doing this with all short pieces of work you will be more likely to do it when major pieces of coursework have to be handed in. Ask for help if you do not understand: Always seek help if something is bothering you, or you do not understand a particular topic. A problem shared is a problem halved, and teachers will not know you are having problems unless you tell them! Find a balance: Everyone needs some free time to relax and enjoy themselves! Try to find a good balance between time to work and time to play. Allocate set times when you are going to do your homework and stick to them.
Be prepared to work hard: Adopt a determined and hard working attitude towards your IGCSEs right from the beginning of the course. If you work hard from the outset it will pay off when you receive your results. It is too late to wish you had worked hard the week before the exams, or when you receive your results! Participate fully in class: Be an active learner, Listen carefully in class, think about what you are hearing and doing. Be prepared to offer your opinions in class discussion, and to value the opinions of others, no matter how different they might be from your own. Never be afraid to ask questions even if they seem trivial - if you do not understand!
Revise thoroughly: Good revision techniques are the key to exam success. Everyone has their own particular style of revising try to find out as early as possible what works best for you! Revision notes are essential, and can be made in a variety of ways mind maps are a good example. Revision notes provide a summary of the key points of any topic, and should be made from your own notes, text books, or other sources provided. Remember re-writing notes increases the input of information to the brain and helps you remember things better.
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A well planned revision schedule is also essential: Revision must be planned before any exam sessions. Plan your time carefully, allowing adequate time for all your subjects, and build up regular breaks.
Develop good working habits: It is really important to find a quiet place to work at home where you can organise your equipment and leave things where you know you can go back to them easily! Perhaps you could use a desk in your bedroom, or a corner of the living room. Some people find that quiet music in the background helps them to concentrate, but avoid loud music with a heavy beat, and do not have the TV on while you are trying to work. HOW CAN PARENTS HELP? It is very important that you and your parents are working together to help you make the most of your education during these crucial first examination years. A few of the ways in which they could help might be: In providing you with a good working environment at home. In acting as a sounding board for ideas about your work. To encourage you to complete your work on time. To be informed about the work you are doing, the structure of your courses, and the deadlines when important pieces of work should be handed in. To facilitate visits to places of educational value during the holidays.
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TARGET- SETTING
OK, you have read about what you have to do, now how are you going to do it? It might seem daunting at first to know that in two years you will have done all this stuff, but remember the old proverb - a journey of a thousand miles begins with the first step! Approach your challenges a bit at a time - it is important for you to set yourself targets in each of your subjects; you should think about both long and short term goals, but remember that these goals should be: SMART! WHAT DOES THIS MEAN? Be detailed. Stay away from vague and confusing goals. Give yourself a time line when are you going to achieve your goal. EXAMPLE It is much better to set a target such as I will learn all about photosynthesis in Biology than just to say I will get better in Biology I will learn all about photosynthesis by next Friday NOT by the time I sit my IGCSEs I will revise and rewrite my notes, and make a mind map of the main points
SPECIFIC
M MEASURABLE
ACTION-ORIENTED What will you do? What actions do you need to make to achieve this goal? REALISTIC
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Check your goal is it achievable No point in saying you will learn it by Friday if all this week in the time allocated? you are going on the International Award expedition! Give yourself sufficient time but not too much. Next Friday is in sight the end of Year 11 might not be just now, but it will arrive sooner than you expect if you do not set yourself realistic goals!
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Action Planning is a very important skill. If you develop it now, it will prove useful to you throughout your life! You could use the chart below to plan some goals or make your own chart in a way that best suits you.
Subject
Completed by when?
FINALLY: There are many life skills you could develop now which will help in school, throughout your career and in the years ahead. Here are a few which employers consistently say are capabilities they look for in people applying for jobs: COMMUNICATION SKILLS LISTEN: to understand others meaning and perspective. SPEAK: clearly and communicate your ideas with confidence. READ: to gather information quickly and efficiently. WRITE: clearly and effectively, keeping in mind order, structure and the intended audience. THINKING SKILLS Think critically and evaluate situations, choices and solutions. Use logic effectively in planning and problem-solving. Know the principles of mathematics, and apply them in a variety of situations. Understand and use technology, computers and information systems. Seek out and apply knowledge; research information from diverse sources. PERSONAL QUALITIES Be honest: have a high degree of personal integrity and responsibility. Be hard-working, persistent and determined. Have a positive attitude, along with confidence and self-esteem. Show initiative and energy. Demonstrate a track record of setting and meeting goals. Understand how to set priorities and plan accordingly. Adapt to change - commit to life-long learning. Respect cultural diversity and difference. Be creative: seek new and innovative solutions. INTERPERSONAL I TEAMWORK SKILLS Respect others ideas and viewpoints. Show ability to work cooperatively with team members. Seek to develop and improve teamwork. Demonstrate leadership qualities.
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SKILLS I PURPOSE understand and respond to literary texts in different forms and from different periods and cultures communicate an informed personal response appropriately and effectively recognize ways in which writers achieve their effects experience literatures contribution to aesthetic, imaginative and intellectual growth explore the contribution of literature to an understanding of areas of human concern
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ASSESSMENT Three schemes of assessment are available: Set Texts Paper 1: (Open Books) 70% PLUS Coursework Paper 2: 30% Set Texts Paper 1: (Open Books) 70% PLUS Unseen Paper 3: 30% Set Texts Paper 4: (Closed Books) Students taking Paper 1 (Open Book) must answer on three different set texts. They must answer on one set text in each section. Students taking Paper 4 (Closed Books) must answer on four different set texts. At least one set text must be taken form each section. RESOURCES Titles of Literature to be studied are provided by the IGCSE. The Syllabus must be consulted for the year of Exam.
Progress of individual students will be monitored in the required areas through regular tests and IGCSE mock examinations. Additionally, students will be assessed on the quality of their contributions to class, overall classroom performance and homework. ASSESSMENT The syllabus assesses the receptive skills of Reading and Listening, and the productive skills of Writing and Speaking. Reading and Writing Skills: 70% Listening & Oral Skills: 30% Core curriculum examination students are eligible for the award of grades C to G. Extended curriculum examination students are eligible for the award of grades A to E. ESL & LEARNING SUPPORT DEPARTMENT IN THE IGCSE The purpose of the ESL department is to enable students to gain sufficient English skills in order to successfully complete the coursework at B.I.S. If students are not able to take English classes for advanced/native students due to their level of English, they will be placed in an ESL English class. These ESL English classes also support other subjects as needed. The ESL Lab is open all day and ESL students are able to get individualized help or do independent study. ESL English lessons are scheduled for 5 lessons a week. The purpose of the Learning Support department is to help students who need to develop additional skills in order to be academically successful at B.I.S. These skills can be in the area of reading, spelling, writing and study skills/habits. The learning support department does not offer tutoring, but will assist in finding a tutor. Lessons are scheduled on an as needed basis and can be anywhere from 1-3 lessons a week.
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The final grade is based on 50% oral and 50% written achievements.
Whenever possible we try to integrate cultural elements into our teaching (e.g. visits to theatre, film studio, museum, cinema). ASSESSMENT is based on the following criteria: participation in class homework in class writing assignments (i.e. composition, creative writing) quizzes, tests IGCSE papers projects group and individual presentations
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The final grade is based on 50% oral and 50% written achievements. (20% of the mock exam counts towards the second semester grade.) IGCSE FIRST LANGUAGE GERMAN - EXAM PAPERS Extended Curriculum Grades available: A* to G Paper 1: Reading (2hrs) 50% Paper 2: Writing (2hrs) 50%
TOPICS as required by the IGCSE Syllabus are: Growing up in society > Multi-ethnicity Ecology > Migration Global Issues > Citizenship Conflicts > Further education and work life Relationships > German speaking countries
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We mostly use authentic resources such as pictures, postcards, songs, movies, newspaper articles, easy readers. In addition to selected photocopied material we work with the following books: Deutsch mit Grips C1 (Klett Verlag) Optimal A1, A2, B1 (Langenscheidt Verlag) Unterwegs 9 & 10 (Klett) Easy readers, abridged and unabridged short novels Whenever possible we try to integrate the culture of the host country into our teaching (e.g. sight seeing trips, shopping on a Berlin market, visits to museum, cinema, theatre).
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ASSESSMENT is based on the following criteria: participation in class homework quizzes, tests, IGCSE past papers projects group and individual presentations, role plays
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The final grade is based on: GFL 1 Beginner and GFL 2 Intermediate: 60% oral and 40% written participation GFL 3/4 Advanced: on 50% oral and 50% written participation
PAPERS & EXAMS Core Curriculum Grades available: C to G Paper 1 Paper 2 Paper 3 Paper 4 Listening (45 min.) Sections 1, 2 & 3 Reading and directed writing. Sections 1, 2 & 3. (1,5 h) Speaking (15 min) Extended Curriculum Grades available: A* to G Listening (45 min.) Sections 1, 2 & 3 Reading and directed writing. Sections 1, 2 & 3. (1,5 h) Speaking (15 min) Continuous writing
WEIGHTING OF PAPER Core 33% 33% 33% n/a Extended 25% 25% 25% 25%
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The final grade is based on 50% oral participation and 50% written part (30% tests, quizzes + 20% dialogues, letters, etc.)
PAPERS & POSSIBLE EXAMS Core Curriculum Grades available: C to G Paper 1 Paper 2 Paper 3 Paper 4 Listening (45 min.) Sections 1, 2 & 3 Reading and directed writing. Sections 1, 2 & 3. (1,5 h) Speaking (15 min) Extended Curriculum Grades available: A* to G Listening (45 min.) Sections 1, 2 & 3 Reading and directed writing. Sections 1, 2 & 3. (1,5 h) Speaking (15 min) Continuous writing
WEIGHTING OF PAPER Core 33% 33% 33% n/a Extended 25% 25% 25% 25%
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IGCSE MATHEMATICS
IGCSE Mathematics is a 2 year program following the syllabus set by the University of Cambridge International Examinations. All students in grade 9 follow the same course. In grade 10 students are separated into classes following either the Core or Extended syllabus. Students sit the IGCSE examinations in May of their 10th grade year. In grade 9 most of the work is from the Core syllabus, although a few of the topics and/or extensions are from the Extended syllabus. These are included to provide a solid preparation for the IB mathematics courses. Topics include number work, indices, linear equations and inequalities, algebraic fractions, quadratic equations, probability, basic geometry of plane figures and angles, right triangle trigonometry and simple solids. In grade 10 each group follows the appropriate set curriculum at either the Core or Extended levels. The Core class covers constructions and loci, symmetry, angles in a circle, some advanced graphing, vectors, statistics and transformations. The Extended class studies all of the same topics, most in greater depth, and in addition, advanced algebra, non-right triangle trigonometry including the unit circle, linear programming, functions, set theory, logarithms and vectors. To encourage thoughtful writing of mathematics, and logical thinking in problem solving, investigations are included in both the 9th and 10 grade programmes at both levels. Exam preparation is part of the 10th grade coursework. After IGCSE exams are over, classes are devoted to preparation for the IB mathematics courses. The Extended IGCSE course is intended for students who plan to do the SL or HL IB Mathematics programs and who expect to study Mathematics at the university level. The Core IGCSE course is for students who plan do the Studies IB program and who will continue their university studies in the Humanities. A student taking the Core IGCSE course can choose to enroll in the SL IB programme, however it is recommended that a minimum grade of C be attained to ensure success in the IB program. The Cambridge IGCSE textbook is used as well as other IGCSE and pre-IB resources. Assessment is based on class work, homework, investigations (grade 9/10), quizzes, tests, end-of-year test (grade 9) and the mock exam (grade 10). All students require their own non-graphic calculator.
CORE IGCSE Assessment Components External Examination Paper 1 Non-calculator External Examination Paper 3 With calculator Investigative/modeling Paper 5 Examination Percentage Weighting 25% 60% 15%
Each of the Sciences can be examined at Core or Extended level depending on the individual student. However, the teaching of Science is inclusive and all students will be exposed to the extended level material at appropriate times throughout the courses.
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COMMON EXTERNAL ASSESSMENT All students, whether Core or Extended, will take 3 external examinations. All students take Papers 1 (Multiple Choice) and 6 (Alternative to Practical). Core students are examined with the additional Paper 2 (Short Answer questions). Extended students take the Paper 3 examination (Short Answer questions).
IGCSE BIOLOGY
IGCSE Biology is a two year course covering concepts related to a variety of topics including Cytology, Biochemistry, Genetics, Human Physiology, Plant Science and Ecology. The programme aims to enable students to demonstrate knowledge and understanding of scientific phenomena, facts, laws, definitions and theories. Being an experimental science, the aim is to help students develop good laboratory skills including use of laboratory equipment. This course aims to provide a sound basis for further study of Biology.
IGCSE CHEMISTRY
IGCSE Chemistry is a 2 year course covering concepts relating to a variety of topics including extensive study of the Particulate Nature of Matter; Acids and Bases; Electrochemistry and Organic Chemistry. It aims to prepare students for further study in all of the sciences but also enables students to become confident citizens in a technological world, where they should be able to take and develop informed interests and opinions in matters of scientific import. Students will develop skills in efficient and safe scientific practice and will be able to appreciate the benefits and detriments that Chemistry can convey to both individuals and the environment.
IGCSE PHYSICS
IGCSE Physics is a 2 year course covering concepts relating to a variety of topics including Thermal Physics; Energy; Waves; Electricity and Magnetism and Atomic Physics. The study of Physics gives students an excellent foundation in a subject that is the basis for all of the other Science subjects. Physics students recognize the limitations of the experimental method; work hard to develop precision in their measurements and account for errors and uncertainties.
DIFFERENTIATION All candidates are expected to pursue the same curriculum objectives, and differentiation will be by outcome. DESCRIPTION OF PAPERS: Paper 1 (1.45 hours) A paper containing short-answer questions and structured/data response questions. There will be no choice of questions. Paper 2 (1.45 hours) Candidates will be presented with a business situation or problem, and required to answer questions arising from it. There will be no choice of questions.
IGCSE GEOGRAPHY
Please note that there is no core/extended distinction in this subject. Through the IGCSE Geography syllabus, students will develop a 'sense of place' by looking at the world around them on a local, regional and global scale. Students will examine a range of natural and man-made environments, and learn about some of the processes which affected their development. They will also look at the ways in which people interact with their environment, and the opportunities and challenges an environment can present, thereby gaining a deeper insight into the different communities and cultures that exist around the world. ASESSMENT All candidates must enter for three papers. These will be Paper 1, Paper 2 and either Paper 3 or Paper 4. Paper 1 will be answered on separate answer paper/answer booklet. Papers 2 and 4 will consist of combined question papers and answer booklets, where candidates answer in the spaces provided. PAPER WEIGHTING Paper 1: 45% Paper 2: 27.5% Paper 3 or 4: 27.5% Paper 1 (1 hour 45 minutes) This paper will be taken by all candidates. Candidates will be required to answer three questions (3 x 25 marks). Six questions will be set: two on each of the three themes. Questions will be structured with gradients of difficulty, will be resource-based and involve problem solving and free response writing. Paper 2 (1 hour 30 minutes) (60 marks) This paper will be taken by all candidates. Candidates must answer all the questions. This paper will be mainly skills-based and will test a candidates ability to handle various ways of depicting geographical information. The questions will be neutral in that they will not require specific information of place. Candidates will be able to demonstrate skills of analysis and interpretation and application of graphical and other techniques as appropriate. One question will be specifically based on a large-scale (1:25 000 or 1:50 000) topographical map of a tropical area such as Zimbabwe, the Caribbean or Mauritius and will include a full key. Paper 4 Alternative to Coursework (1 hour 30 minutes) (60 marks). As an alternative to coursework, candidates will be set a series of tasks in a written examination on issues relating to one or more of the syllabus themes: 1. Population and Settlement 2. The Natural Environment 3. Economic Development and the Use of Resources Candidates must answer all questions. A primary feature of questions in this paper is that they will involve an appreciation from a theoretical standpoint of a range of techniques used in a variety of fieldwork studies.
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Questions will test the methodology of the following data collection enquiry skills: (a) questionnaires; (b) observation; (c) counts (such as pedestrian and traffic counts); (d) measurement techniques (appropriate to river, beach and weather studies). Questions may involve the development of suitable hypotheses appropriate to specific topics linked to the relevant geographical knowledge and understanding. Methods used to process and to present data will also be tested using both cartographical and statistical techniques. An ability to analyse data collected and to formulate conclusions will also be examined in this paper.
IGCSE HISTORY
Please note that there is no core/extended distinction in this subject. The History IGCSE syllabus looks at some of the major international issues of the nineteenth and twentieth centuries, as well as covering the history of particular regions in more depth. The emphasis is on both historical knowledge and on the skills required for historical research. Students learn about the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. IGCSE History will stimulate any student already interested in the past, providing a basis for further study, and also encouraging a lifelong interest in the subject. ASSESSMENT Candidates must be entered for the following papers: (i) Paper 1; (ii) Paper 2; (iii) either Paper 3* or Paper 4. No questions will be set on any Paper dealing with matters which have occurred within five years of the date of the examination. Paper 1 (2 hours) will consist of two sections. Section A (Core Content) will contain eight questions, four on the 19th century Core and four on the 20th century Core. Candidates must answer two questions. Section B (Depth Studies) will contain two questions on each of the Depth Studies. Candidates must answer one question. All questions on Paper 1 will be structured into three parts and will be based on stimulus material. Paper 2 (2 hours) This paper will have two options: a 19th-century topic and a 20th-century topic. Candidates answer the questions on one option. The topics will be prescribed each year and will be taken from the Core Content. Each option will include a collection of source material relating to the prescribed topic, and a series of questions based on the material. Paper 1 Alternative to Coursework (1 hour). On each of the Depth Studies one question will be set. It will be source-based and will be structured into several parts. It will test all the Assessment Objectives. Candidates must answer one question.
SPECIFICATION GRID PAPER WEIGHTING ASSESSMENT OBJECTIVES MARKS 60 50 40 150 PERCENTAGE 40 33 27 100
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IGCSE MUSIC
The music course is a two year programme aimed primarily at those students who are instrumentalists or singers receiving regular lessons outside school. The three ASSESSMENT objectives in Music are: Listening (30%) Performing (30%) Composing (30%) LISTENING Aural awareness, perception and discrimination in relation to Western music of the Baroque Classical, Romantic and 20th century periods Identifying and commenting on a range of music from cultures in different countries Knowledge and understanding of one Western Prescribed Work and one Prescribed Focus from a non-western culture. PERFORMING Technical competence on one or more instruments or voice (two pieces required one as an ensemble and one solo) Interpretative understanding of the music performed. COMPOSING Composing three pieces, one with notation Showing imagination and control of the compositional process The course in school will be largely addressed to the listening element encouraging an awareness of musical style from Western and non-Western cultures.
COURSE CONTENT SUMMARY YEAR 9 Course introduction Using a research workbook What is Art? Drawing still life History of still life. Dutch & German post-renaissance still life Renaissance & the discovery of graphic perspective One & two point perspective Commercial design Design project Ideas in visual arts Critical analysis Planning & executing individual artworks Interpretative studies Art appreciation. COURSE CONTENT SUMMARY YEAR 10 The human form as a basis for design History of portraiture Introduction to photography Portrait photography Introduction to Post modernism Post modern portrait painting Critical analysis Ideas in visual arts Planning and executing individual artworks Interpretative studies Examination preparation.
The IGCSE exam at the end of the course consists of: Paper 1 Written paper at 40% of total Paper 2 Practical at 30% of total Practical test at 30% of total Practical tests The two practical tests will each comprise a number of tasks to be taken under controlled conditions. The practical tests focus on the candidates ability to carry out practical tasks rather than to explain the theory of how the tasks are completed. Candidates are assessed on their ability to complete these tasks.
IGCSE DRAMA
Through practical and theoretical study, students develop an understanding and enjoyment of drama, improving group and individual skills and studying ways to communicate ideas and feelings to an audience. Students learn how to discover the performance possibilities of a text and other stimuli, and devise dramatic material of their own. Students will get to know a wide range of dramatic methods, concepts and types of theatre that will enable them to make a role their own and bring the text as well as their character to life, the demonstration of which will form part of the final assessment. AIMS to develop students understanding of drama through practical and theoretical study. to enable students to realise performance possibilities of text and other stimuli. to encourage the use of dramatic forms and structures to communicate feelings and ideas to an audience. to help students to acquire and develop skills in Drama, individually and in groups. To develop understanding of the processes leading to performance and the elements involved in creating a performance; to be able to evaluate the various stages of performance work. to encourage enjoyment of drama.
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ASSESSMENT Students will be assessed on: their ability to demonstrate understanding of the perfomance possibilities of text and other stimuli and the differing roles of actor, director, stage manager and technician in its realisation. to devise dramatic material and reflect on its effectiveness. on their performing skills in drama.
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PAPERS & WEIGHTING PAPERS Paper 1 Written examination Candidates answer questions relating to a pre-released text and 3 stimuli MARKS & PERCENTAGE A: Understanding > 20 B: Devising > 20 C: Performing Skills > > 40%
Paper 2 Coursework Candidates submit 3 pieces of practical work: > 1 individual piece (max 5 min.) > 2 group pieces (max. 15 min. each)
FULLY ACCREDITED BY THE COUNCIL OF INTERNATIONAL SCHOOLS (C.I.S.) THE NEW ENGLAND ASSOCIATION OF SCHOOLS & COLLEGES (NEASC) Lentzeallee 8/10 & Lentzeallee 12/14 14195 Berlin-Dahlem Fon +49(0)30/82007790 Telefax +49(0)30/82007799 Internet: www.berlin-international-school.de E-Mail: office@berlin-international-school.de Officially recognised by the Berlin Department of Education Member of ECIS, I.B., NEASC, AGIS & VDP Staatlich anerkannte Ersatzschule Schultrger: Private Kant-Schule e.V.
STATUS: PROVISIONAL EDITION, AUGUST 2012 2012 PRIVATE KANT-SCHULE e.V. PHOTO: SREN MLLER DESIGN: ARTWORK GEWECKE