Ks4syllabus Booklet2010-11

KEY STAGE 4 SYLLABUS BOOKLET
2010 2011
Directors Message ..............................................................................................................................1
Content
Mission Statement ...............................................................................................................................2 Note from the Key Stage 4 Coordinator..............................................................................................3 What is the IGCSE ?..............................................................................................................................5 Subject Choices ...................................................................................................................................6 What else goes into the IGCSE ? .........................................................................................................7 Test Schedules for KS4 ......................................................................................................................10 Subject Wise Synopsis .......................................................................................................................13
Message
Key Stage 4 (Years 10 and 11) is the time at which, as students, you must adjust to the requirements of external examinations. We offer you a wide choice of subjects but require you to retain a broad and balanced curriculum. Our experience tells us that this will help you later in your school and university careers. It is also the time at which we support you to work more independently than ever before: to plan your own study time, to meet deadlines, to recognise the importance of planning your study and leisure time together, achieving a study-leisure balance. Years 10 and 11 hold many personal challenges. We look to support you through a crucial stage in life by an active tutorial system and through personal, social and health education (PSHE). One of the strengths of The British School is that we are a relatively small community. We have a diversity of cultures and nationalities and individual students are well known to staff. The staff is here to support you, to enable you to fulfill your potential, and to give you a positive, memorable school experience. I hope you enjoy your school time in Years 10 and 11, and make them a memorable two years of your academic life.
Directors
Graham Ranger Director
Key Stage 4, Syllabus Booklet Year 201011 | 1
Mission, Aims and Philosophy Mission

The finest British and international education with an Indian soul.
Aims
Standards of achievement Tolerance Moral Education Multi-culturism Citizenship Learning Teamwork, generosity to challenge every student to fulfil their potential. to respect differences accepting the views and beliefs of others. to foster high moral and ethical standards. to embrace multi-culturalism and capitalise on the strengths of Indian culture. to educate students for life. to provide stimulating and challenging learning. to develop collaboration, cooperation and community spirit.
Philosophy
The British School, New Delhi provides a student-centred education in a stimulating, multicultural environment, which gives each student the opportunity and freedom for the fullest possible development as a whole person prepared for life. Its concern is for the students intellectual, physical, moral, spiritual, creative and social development. This is realised through a wide range of opportunities and challenges free of gender bias in which the development of fundamental skills go hand in hand with freedom to explore and create. The location of the school in New Delhi and its largely local staff gives the school a unique opportunity to foster an understanding of India. The National Curriculum for England and Wales, the IGCSE, the IB Diploma and the international nature of the community gives all students a global perspective, nurturing a respect for all people, cultures and religions. The school encourages the development of social responsibility and community spirit.
Note4 from the Key Stage Coordinator

In both Years 10 and 11 studying for the IGCSE, the International General Certificate of Secondary Education (IGCSE) is the worlds most popular international qualification for 1416 year olds. The International General Certificate of Secondary Education (IGCSE) is a broad-based, stimulating and creative educational programme. It consists of a two year syllabus, culminating in a public exam at the end of Year 11. We also offer the GCSE course for Modern Foreign Languages and Drama through EDEXCEL. It develops successful students, giving them excellent preparation by encourages independence of thought, the analysis of a wide range of issues and strong communicative skills for their next steps in education, including progression to AS and IB Level study, and equips them with skills for immediate employment. Cambridge IGCSE is recognised by universities and employers worldwide. We provide the opportunity for students to sit for either the core or extended papers (where applicable). Core is for students who are aiming to gain a grade C, extended is for students who are aiming for A, A*. Decisions on which course the students will follow is decided upon by their progress/ abilities and CEM testing in Key Stage 3. Students are expected to take eight subjects. A wide range of subjects are available at this level, for example 3 Sciences as specialist subjects and many Languages provision. Apart from keeping students future options open, it gives students a more rounded education. Choices are made bearing in mind a breadth of disciplines, possible career choices, aptitude and enjoyment. At Key Stage 4 there is also support throughout for a crucial stage in a students life by an active tutorial system and through personal, social and health education (PSHE). One of the strengths of The British School is that we are a relatively small community. We have a diversity of cultures and nationalities and individual students are well known to staff. The staff are here to support you, to enable you to fulfil your potential, and to give you a positive, memorable school experience. I hope you enjoy your school time in Years 10 and 11, and make them a memorable two years of your academic and social life.
Priti Malhotra
Objectives
Our Objectives are:
ACADEMIC
Provide a high quality academic programme which prepares students for entry to colleges and universities world-wide and enables our transient population to move easily from one school to another. Promote academic excellence and ensure that learning is life related. Encourage study skills in independent aanf group learning. Encourage original and creative thinking. Identify students with special educational needs and provide a suitable educational programme. Identify and encourage individual talents and provide opportunities for the development. Develop aesthetic sensitivity through a programme of visual and performing arts.
SOCIAL
Promote the moral, spiritual, social and emotional development of each student, with particular support to our transient population and their needs. Develop a social conscience and concern for others, with respect and responsibility for the natural environment. Create an awareness and understanding of the host culture through activities and interaction with local school and groups. Provide a programme, which promotes a personal responsibility for fitness and health. Offer variety of extracurricular activities, which give opportunities for students to develop initiative, leadership qualities, individual talent, communication skills and an understanding of the value of leisure.
INSTITUTIONAL
Provide a well qualified staff committed to high quality teaching and learning outcomes. Provide an ongoing programme for the professional development and growth of the staff. Continually update the quality of our educational programme to ensure academic experience. Provide a well-resourced, safe and stimulating environment in which students enjoy learning. Provide an ongoing programme for the improvement and expansion of school facilities and resources to meet the needs of our educational programme. Maintain the accreditation of the school with relevant and renowned institutions.
What is the
IGCSE?
The International General Certificate of Secondary Education (IGCSE) is a broad-based, stimulating and creative educational programme. It consists of a two year syllabus, culminating in a public exam at the end of Year 11. This provides an excellent first stage for students who are considering entering university in the USA, the UK or elsewhere. The IGCSE suits the academic, creative and vocational student. The programme of study teaches and encourages independence of thought, the analysis of a wide range of issues and strong communicative skills, all needed to succeed and create an excellent foundation in progressing to the International Baccalaureate Diploma Programme offered in Years 12 and 13. This period, encompassing early puberty and mid-adolescence and which is a particularly critical phase of personal and intellectual development, requires a programme that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn and how to evaluate information critically is as important as learning facts. Students are expected to take eight subjects though in special cases a student may take less. A wide range of subjects are available at this level, for example 3 Sciences as specialist subjects, many Languages provision and Environmental Management which is a building subject between the Arts and the Sciences. Apart from keeping future options open, it will give students a more rounded education. Choices are made bearing in mind a breadth of disciplines, possible career choices, aptitude and enjoyment.
Subject Choices
Subjects covered at The British School, New Delhi The compulsory subjects are: English: Language and Literature. (5 lessons a week) (English as a second Language and Literature or First Language English and Literature) Mathematics: one course including five branches number, algebra, geometry and trigonometry, probability and statistics and discrete mathematics or Accelerated Mathematics. (4 lessons a week) Sciences: Physics, Chemistry, Biology or Environmental Management. (3 lessons a week) Physical Education: One course including a wide range of physical activities. (No exam 2 lessons a week)
Optional subjects are: Humanities: History or Geography. (3 lessons a week) Technology: Computer Studies or Information Communication Technology. (3 lessons a week) Aesthetics: Visual Arts and Performing Arts. (3 lessons a week) Modern Foreign Languages: French, Spanish, Hindi as a second Language or Self Taught Language. (3 lessons a week) Business: Economics or Business Studies. (3 lessons a week)
Note: Lessons are available for students wishing to take up all three sciences.
What else goes into the
IGCSE?
Other than the formal examinations syllabi, students are encouraged and expected to develop a number of other skills considered necessary for a rounded education. Physical Education is a compulsory subject; the students are taught the skills of various games and then allowed some choice in the games they wish to concentrate on. The Personal, Social, Health Education (PSHE) programme enables them to reflect on their own personal, emotional and physical development; their relationships with their family and friends and their awareness of their own and other cultures. It develops their ability to deal with the changes in the world around them. The Life skills programme encourages them to develop research skills including using material on the web. It teaches them study skills and incorporates a Careers programme.
Additional Key Stage 4 Opportunities

The extra curricular programme and school trips are designed to provide a well rounded education by encouraging students to grow intellectually, socially and emotionally, in a wide variety of pre and post activities. There are many opportunities for students to participate in the activities at the school. A wide variety of competitive sports are available, including football, cricket tennis and volleyball. There are also opportunities for students to join clubs and activities, and to participate in musical and drama performances.
School Trips
School trips enable students to take an active part in the communities in which they live, thereby encouraging responsible citizenship. School trips also enable students to explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in them the human capacity to influence, transform, enjoy and improve the quality of life. Finally, trips enable students to develop an awareness of their interdependence with the environment so that they understand and accept their responsibilities. Trips in the past have included a study of deforestation and forestation in the Dehradun hills, study of the effect of water on natural life in Corbett Park and river rafting near Rishikesh. Senior School children regularly go to art exhibitions and plays and visit historical sights and other places of interest in connection with their coursework.
Student Support System

Here at the British School, we offer a specialised department, where there is a student support programme in place which includes Language Support (English as an Additional Language EAL), Special Needs (SEN) and Counselling. Within Key Stage 4, we also offer students an Academic Support Programme, which enables us to support students on a daily basis in subjects that may be underachieving in and require additional support in. The system allows student to receive feedback from the subject teacher on a daily basis and an opportunity for both the parent and the Key Stage 4 Coordinator to monitor the positive progression of the student.
Use of the Library

Subject teachers may take you into the library to do a specific piece of research. You are welcome to use the internet connection in the library to research for a project or topic and laptops are available for this purpose. You will need to show written authorisation from your subject teacher to the librarian if you wish to use the facilities during lesson time.
Coursework Subjects at the
IGCSE
English Literature First Language English EVM Geography Drama Music Art Computer Studies
How we facilitate student learning at the British School at IGCSE Presentations Role Plays Interactive discussions Research work Projects Brainstorming Debates Quizzes After school classes Subject Clinics Support of the EAL/SEN department Use of technology (OHP, videos, computers) Visits Peer/Self Assessment Data analysis Fieldwork Practicals Performance
Test Schedules for
Key Stage 4
Formative Assessment
Per semester there will be a minimum of 3 assessments per year group. Please note test dates will be communicated in advance.
Total Number of Summative Assessments Per Semester

(Note 1: No student will do more than 2 tests per day) (Note 2: The number of tests will also depend on the individual subject choices at KS4) Subject Science Maths English Language & Literature French & Spanish Hindi Drama Art PE Music Computer Studies Information Technology History Geography Business Studies Economics Total Number Per Semester Year 10 4 2 4 4 4 1 4 4 2 4 4 4 4 4 4 55 Year 11 4 2 4 4 (only Semester 1) 4 (only Semester 1) 2 4 4 2 4 N/A 4 4 4 4 52
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Homework
Timetable
Expectations from students in regards to Homework
Homework is set in all subjects & you must remember to note it down however small, together with the due date in the school planner that you will be issued at the beginning of the academic year. Homework must be submitted on the due date, otherwise there would be a teacher or curriculum area detention. On going non submission for the respective month, will lead to a letter being issued (a copy is sent home and a copy is kept on the student file) highlighting each outstanding piece of work and for which department. The work set could be for example: written assignments, reading, research, computer based, on going coursework, attending a play/concert/museum, reviewing work done etc. Year 10 3 3 2 1.5 1.5 4 0.5 1 3 3 1.5 1.5 1.5 1.5 29 Year 11 3 3 2 1.5 1.5 4 0.5 1 3 N/A 1.5 1.5 1.5 1.5 26
Subject Science Maths English (Language & Literature) Modern Foreign Language Drama Art PE Music Computer Studies Information Technology History Geography Business Studies Economics Total Number Per Week
Non submission of homework letter

Non submission of homework will result in a letter being sent home and being placed on your school records highlighting the work which is outstanding for that particular month. It will highlight the teacher, the work and the date it was due.
Examination
Boards
Subjects (CIE) Art & Design Biology Business Studies Chemistry Computer Studies Information Technology Economics English Literature English as a Second Language First Language English Second Language: Hindi Geography History Mathematics Physics EVM Music Spanish Drama French (EDEXCEL)
University of Cambridge International Examinations (CIE) is the worlds largest provider of international qualifications for 1419 year olds. We are part of the University of Cambridge and a not-for-profit organisation.
Edexcel, a Pearson company, is the UKs largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally.
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Subject Wise
Synopsis
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Literature
English
Length of the course Course Aims
Two years The school follows the CIE course in Literature. The aims are to encourage and develop students ability to: Enjoy the experience of reading literature. Understand and respond to literary texts in different forms and from different periods and cultures. Communicate an informed personal response appropriately and effectively. Appreciate different 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. Year 10 Semester 1 The novel: Ethan Frome Prologue and chapter 1. Poetry: Songs of Ourselves part 3. Time-Allen Curnow; The Voice Thomas Hardy; Amends Adrienne Rich; Dover Beach Mathew Arnold. Year 10 Semester 2 The novel: Ethan Frome [complete text]. Poetry: Flower Fed Buffaloes Vachel Lindsay; Full Moon and Little Frieda Ted Hughes; Lament Gillian Clarke. Wider reading: One novel and some poems. 1st coursework draft. Year 11 Semester 1 Drama: Julius Caesar Acts 1 III Poetry: On The Grasshopper and The Cricket John Keats; Report to Wordsworth Boey Kim Cheng; First Love John Clare; Marrysong Dennis Scott. Final Draft of coursework 1. Year 11 Semester 2 Drama: Julius Caesar [complete text] Poetry So, Well Go No More A-Roving-Byron; Sonnet 43-Elizabeth Browning; Sonnet 29 Edna St Vincent Millay. Final Draft of coursework 2.
Major Concepts/ Areas covered
Types of assessment
Students will be assessed on their ability to: Show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry, and Prose). Understand the meanings of literary texts and their contexts, and explore texts beyond the surface meanings to show deeper awareness of ideas and attitudes. Recognise and appreciate ways in which writers use language, structure and form to create and shape meanings and effects. Communicate a sensitive and informed personal response to literary texts.
Literature
English
Assessment for and of learning is done through a variety of ways. Students are expected to participate in class discussions, make oral presentations, offer oral commentaries and complete homework and class assignments.
Methodology
The wide variety of strategies used includes: Class and small group discussions. Use of multi-media aids. Independent student reading activities. Student presentations and projects. Dramatisation of scenes from texts. Drafting and editing of coursework. Critical thinking questions. Songs of Ourselves: A selection of 14 poems from Part III. Edith Wharton: Ethan Frome William Shakespeare: Julius Caesar Students will be expected to read a wider selection of texts originally written in English for their coursework component.
Texts and Materials used
Grading policy
The achievement grade will comprise a combination of formative and summative assessments over the semester. Students will write formal examinations at the end of each semester in Year 10, and a mock examination in Year 11. Assessment will be based on the assessment criteria followed by CIE for the IGCSE. Paper 1 Paper 2 (Coursework) 75% 25%
Additional Expectations
Coursework Students will be expected to read a variety of literary genres. They will be required to write two assignments of about 60000 words each which will form their IGCSE coursework portfolio. The assignments may be an essay or an empathic response piece. Coursework requires independent study with teacher consultation and is finalised through the process of redrafting. Coursework forms 25% of the final IGCSE examination grade.
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First Language
English
Length of the course Course aims
Two years The school follows the CIE syllabus. The aims of the course are to encourage and develop students ability to: Communicate accurately, appropriately and effectively in speech and writing. Understand and respond appropriately to what they hear, read and experience. Form a sound base for the skills required for further study or employment using English as the medium. Enjoy and appreciate a variety of language. Appreciate different ways in which writers achieve their effects. Promote students personal development and understanding of themselves and others. The course seeks to develop the four skills of reading, writing, speaking and listening. These will run across the two years, however, the focus in each semester will be as follows: Year 10 and 11: Semester 1 and 2 Reading and Writing: A range of literary and non-literary passages is used for a variety of comprehension skills and directed writing tasks. Listening and Speaking: A variety of skills is practiced through various tasks e.g. public speaking, class debates, class discussions. Writing Year 10 Semester 1 Narrative and descriptive writing. Year 10 Semester 2 Argumentative; Persuasive; Summary writing; Response to text. Two Language coursework pieces. Year 11 Semester 1 All of the above and text analysis and Appreciation of a writers style. Third coursework. Year 11 Semester 2 Revision and Practice of all of the above.
Major Concepts/Areas covered
First Language
English
Types of Assessment
Reading Students will be assessed on their ability to: Understand and collate explicit meanings. Understand, explain and collate implicit meanings and attitudes. Select, analyse and evaluate what is relevant to specific purposes. Writing Students will be assessed on their ability to: Articulate experience and express what is thought, felt and imagined. Order and present facts, ideas and opinions. Understand and use a range of appropriate vocabulary. Use language and register appropriate to audience and context. Make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling. Assessment for and of learning is done through a variety of ways. Students are expected to participate in class discussions, make oral presentations, complete homework and class assignments.
Methodology
A variety of strategies include: Class and small group discussions. Multi-media aids. Presentations and projects by students. Debates. Emphasis on the writing process, (brainstorming, drafting, editing, peer editing, revising). Drafting and editing of coursework. Critical thinking tasks. A variety of texts is used in both print and electronic form. Resource books which are endorsed by CIE are referred to for standardisation of materials. The achievement grade will comprise a combination of formative and summative assessments. A formal examination is taken at the end of each semester in Year 10. In Year 11, the students write a mock examination for which the assessment criteria followed by the CIE for IGCSE is used.
Texts and Materials used Grading policy
Candidates will be required to submit a coursework portfolio of three assignments, each of about 50000 words. This involves independent work on the part of the students. This component comprises 50% of the final IGCSE examination grade.
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English as a Second
Language
Two years The Second Language course aims to: Develop the ability to use English effectively for the purpose of practical communication. Form a sound base for the skills required for further study or employment using English as the medium. Develop an awareness of the nature of language and language-learning skills, along with skills of a more general application. Promote students personal development. The course seeks to develop the four skills of reading, writing, speaking and listening. These will run across the two years, however, the focus in each semester will be as follows: Year 10 and 11: Semester 1 and 2 Reading and Writing: A range of literary and non-literary passages is used for a variety of comprehension skills and directed writing tasks. Listening and Speaking: A variety of skills is practiced through various tasks e.g. public speaking, class debates, class discussions. Writing Year 10 Semester 1 Narrative and descriptive writing. Year 10 Semester 2 Argumentative; Persuasive; Summary writing; Response to text. Two Language coursework pieces. Year 11: Semester 1 and 2 All of the above and, Response to select topical issues (focus on newspaper and magazine articles) Letters personal and formal Listening exercises Oral discussions on current affairs and important issues such as the environment, population, and youth.
Types of assessment
Assessment Objectives have been grouped under skill headings, but it is recognised that these are interrelated. Students are given a variety of tasks through the year. Students are expected to be able to: Reading Understand and respond to information presented in a variety of forms. Select and organise material relevant to specific purposes. Recognise, understand and distinguish between facts, ideas and opinions. Infer information from texts [Extended tier only].
English as a Second
Language
Writing Communicate clearly, accurately and appropriately. Convey information and express opinions effectively. Employ and control a variety of grammatical structures. Demonstrate knowledge and understanding of a range of appropriate vocabulary. Observe conventions of paragraphing, punctuation and spelling. Employ appropriate register/style. Listening Understand and respond to information presented in a variety of forms. Recognise, understand and distinguish between facts, ideas and opinions. Select and organise material relevant to specific purposes. Infer information from texts. Speaking Communicate clearly, accurately and appropriately. Convey information and express opinions effectively. Employ and control a variety of grammatical structures. Demonstrate knowledge of a range of appropriate vocabulary. Engage in and influence the direction of conversation. Employ suitable pronunciation and stress patterns. The semester grade will be based on tests and assignments through the semester. In addition, there will be formal examinations at the end of each semester in Year 10, and a full mock examination in Year 11.
Methodology
Classroom instruction and individual and group discussion Multimedia aids Independent research and presentations by students Wider reading Debates Critical thinking tasks
A range of resources is used for the language course. These include materials from books endorsed by CIE, as well as other department and library resource books, the internet, and Realia from the print and multi media. The achievement grade will comprise a combination of formative and summative assessments over the semester. Students will write formal examinations at the end of each semester in Year 10 and a mock examination in Year 11. They will be graded on the assessment criteria followed by CIE for the IGCSE second language course. Students will be expected to read a variety of texts, both fiction and non fiction and respond to these in a variety of forms, oral and written.
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Mathematics
Two years The course aims to: Develop the students mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment; Develop a feel for number; Develop skills needed for solving problems, applying Mathematics in everyday life, presenting solutions clearly, checking and interpreting the results, reasoning logically, classifying, generalising and proving; Develop an appreciation of patterns and relationships in Mathematics; Develop their Mathematical abilities by considering problems and conducting individual and co-operative enquiry and experiment; Enable students to apply Mathematics in other subjects; Provide a foundation appropriate to their further study of Mathematics and of other disciplines. Mathematics is taught not only because it is useful but also because it is a source of delight and wonder, offering pupils intellectual excitement and an appreciation of its essential creativity.
Year 10 Semester 1 (August December) Number and algebra Indices Rules of indices including negative and fractional indices Rational and irrational numbers Approximations Upper and lower bounds of numbers Effects of error on calculations involving measurements Sets Sets and Venn diagrams The Straight Line Equation of a straight line graph in the form y = mx+c Solving two linear equations using graphical methods Regions and Inequalities (shading unwanted regions) Geometry and measures Nets 2D representation of 3D objects Transformations Reflection, translation, enlargement and rotation Fully describing transformations
Mathematics
Similarity and Congruence Understanding and using mathematical similarity Intercept theorem and the concept of congruency. Surface areas and volume of similar figures Number and algebra Quadratic graphs Knowing and plotting graphs of quadratic and reciprocal functions Revise solution of linear equations Solution of quadratic equations graphically and algebraically Completing the square Gradients of tangents Mathematical processes and applications An enquiry based task using and applying mathematical concepts to solve problems Year 10 Semester 2 (January-May) Geometry and measures Area & volume Perimeter, area of plane shapes Surface area of prisms Volumes of prisms, pyramids, and composite solids Geometry and measures Trigonometry Sine, cosine and tangent ratios, sine and cosine rules Graphs of sine and cosine functions Solving trigonometry problems in 2D and 3D, including angles of elevation and depression Revision of bearings and scale drawing Area of a triangle Number and Algebra Matrices and transformations Algebra of matrices Using matrices to define transformations in 2D
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Mathematics
Algebraic fractions Adding and subtracting algebraic fractions Simplification of algebraic fractions Geometry and measures Circles Circle theorems Statistics Descriptive statistics Cumulative frequency curves, Median, Quartiles, percentiles, Inter quartile range Mathematical processes and applications An enquiry based task using and applying mathematical concepts to solve problems Year 11 Semester 1 (August-December) Number and Algebra Compound measures like speed & density and exchange rates Number and Algebra Vectors in two dimensions Description, sum difference and scalar multiple Position vector of a point and modulus of a vector Problems using vectors Geometry and measures Transformations Combined transformations Shear and stretch Number and Algebra Direct and Inverse variation Functions Inverse and composite functions Geometry and measures Simple linear programming problems Mathematical processes and applications An enquiry based task using and applying mathematical concepts to solve problems
Mathematics
Year 11 Semester 2 (January-May) Geometry and Measures Locus Problems in 2D and simple 3D problems Statistics Histograms with equal and unequal intervals Probability Independent and mutually exclusive events Tree diagrams Geometry and measures Kinematics Revision of the following concepts: Constructions Standard form Limits of accuracy Approximation Percentage increase & decrease Interest, discount, ratio Sequences and patterns Distance between two points
Methodology
A variety of teaching styles are used to cater to the different learning styles of pupils. Activities ranging from individual work, group work, project work, investigations, to name a few, are used to deliver the curriculum. A big emphasis is placed on developing the critical thinking skills of pupils through carefully directed questions and investigational work. The Promethean Boards provide great opportunities to motivate students through interactive lessons. Mathematics in Years 10 and 11 is characterised by its formal approach to work and standard methods. Extended pieces of work requiring sustained effort and reasoning skills are set to allow students to work at their own pace and to make use of reference material. Carefully designed worksheets provide appropriate levels of support for each topic. Textbooks offer consolidation and practice. Teachers provide a learning environment in which pupils are free to develop their strategies and are encouraged to take responsibility for their own learning, feel free to discuss their work with peers and are encouraged to ask why. Use of ICT and mathematical software packages are used to enhance learning.
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Mathematics
Types of assessment
Formative assessment will be carried out through a variety of tasks assigned by the teachers. Pupils will be set individual targets for development and improvement after formative assessments. Each term there will be a Progress Test which will test the learning objectives studied that term. An investigation will be set in each semester of Year 10 and the first semester of Year 11 and this will be marked against criteria discussed with pupils. The external assessment at the end of Year 11 consists of 2 written papers. The weighting is as under: Paper 2 Calculator Paper (1hr 30 minutes) Weighting 35% Paper 4 Calculator Paper (2 hrs 30 minutes) Weighting 65%
Texts and materials
Extended Mathematics for IGCSE David Rayner IGCSE Mathematics Karen Morrison Extended Mathematics for IGCSE Pimmentel and Wall ST(P) 4A, 5A Past exam papers Mathematical software
Grading policy
All assessment is criterion referenced and aligned to learning objectives as outlined in teachers semester projections. Teachers mark work on the basis of mark schemes made in collaboration with colleagues of the same year group. Formative assessments may be given a mark, a grade or a comment. It values teacher judgment and informs the learner about strengths and weaknesses as well as next steps. All summative assessments are graded on a scale as published in the whole school assessment policy. The grades and grade boundaries for Mathematics are: Grade A* A B C D E F G 90% and above 09 7079 6069 5059 4049 3039 below 30%
In recording and reporting achievement in a semester, 20% weighting is given to formative pieces and 0% weighting to summative pieces. The major summative assessments are the regular scheduled summative tests with published dates.
Mathematics
Additional expectations
Homework: Homework is set after each lesson and requires an average of 30 40 minutes of daily work. Subject Prize: A prize for highest achievement in Math is awarded at the end of the academic year. To be eligible a student must not miss any major assessment. Suggestion: Much of mathematics is hierarchical in nature and concepts and methods learnt in a year therefore include all concepts learnt earlier. Students are advised to maintain their exercise books and files for use in the next class.
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Accelerated
Mathematics
Length of course Course aims
Two years (IGCSE followed by pre-IB) The emphasis of this course is to develop a range of analytical and technical skills. The course will focus on developing important mathematical concepts in a comprehensible, coherent and rigorous way. Students will be encouraged to apply their mathematical knowledge to solving problems set in a variety of contexts. Importance is given to justification and proof and the investigative task offers students a framework for developing independence in their mathematical learning. The course aims to encourage students to formulate mathematical arguments and communicate them. This course will help the students to meet the demands of the IB Mathematics Higher Level programme more effectively. In addition it will help in the transition process from IGCSE to IB. Year 10 Semester 1 (August- December) IGCSE Number and algebra Indices Rules of indices including negative and fractional indices Rational and irrational numbers Approximations Upper and lower bounds of numbers Effects of error on calculations involving measurements Sets Sets and Venn diagrams The Straight Line Equation of a straight line graph in the form y = mx+c Solving two linear equations using graphical methods Regions and Inequalities (shading unwanted regions) Geometry and measures Nets 2D representation of 3D objects Transformations Reflection, translation, enlargement and rotation Fully describing transformations
Major concepts
Accelerated
Mathematics
Similarity and Congruence Understanding and using mathematical similarity Intercept theorem and the concept of congruency. Surface areas and volume of similar figures Number and algebra Quadratic graphs Knowing and plotting graphs of quadratic and reciprocal functions Revise solution of linear equations Solution of quadratic equations graphically and algebraically Completing the square Gradients of tangents Geometry and measures Area & volume Perimeter, area of plane shapes Surface area of prisms Volumes of prisms, pyramids, and composite solids Geometry and measures Trigonometry Sine, cosine and tangent ratios, sine and cosine rules Graphs of sine and cosine functions Solving trigonometry problems in 2D and 3D, including angles of elevation and depression Revision of bearings and scale drawing Area of a triangle Mathematical processes and applications An enquiry based task using and applying mathematical concepts to solve problems Year 10 Semester 2 (January May) Number and Algebra Matrices and transformations Algebra of matrices Using matrices to define transformations in 2D
2
Accelerated
Mathematics
Combined transformations Shear and stretch Algebraic fractions Adding and subtracting algebraic fractions Simplification of algebraic fractions Geometry and measures Circles Circle theorems Statistics Descriptive statistics Cumulative frequency curves, Median, Quartiles, percentiles, Inter quartile range Probability Independent events Tree diagrams Number and Algebra Compound measures like speed & density and exchange rates Direct and Inverse variation Functions Inverse and composite functions Mathematical processes and applications An enquiry based task using and applying mathematical concepts to solve problems Year 11 Semester 1 (August-December) Number and Algebra Vectors in two dimensions Description, sum difference and scalar multiple Position vector of a point and modulus of a vector Problems using vectors Geometry and Measures Locus Problems in 2D and simple 3D problems
Accelerated
Mathematics
Statistics Histograms with equal and unequal intervals Geometry and measures Kinematics Simple linear programming problems Pre-IB Use of the Graphical Display Calculator Basic Calculations Basic functions Memory Lists Statistical graphs Working with functions Algebraic expansion and factorisation Revision of expansion Factorisation of trinomials Algebraic fractions Division of polynomials Remainder and factor theorems Factorisation of polynomials of higher degree Surds and Indices Basic operations Properties of surds Multiplication and division of surds Univariate data analysis Statistical terminology Quantitative data Grouped discrete data Continuous data Measuring the centre and spread Box and whisker plot Standard deviation Year 11 Semester 2 (January-April) Functions Function notation Domain and range Composite functions One to one functions Inverse functions Basic transformations vertical translations and vertical stretch Quadratic functions Solution of a quadratics equation by completing the square Graphs of quadratic functions
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Accelerated
Mathematics
Axes intercepts Axis of symmetry and vertex Know the conditions for f(x) = 0 to have: (i) two real roots, (ii) two equal roots, (iii) no real roots and the related conditions for a given line to (i) intersect a given curve, (ii) be a tangent to a given curve (iii) not intersect a given curve Inequalities Review of linear inequalities Solution of Quadratic inequalities using graphical methods In addition to this each student will complete one investigative task.
Methodology
A big emphasis is placed on developing critical thinking skills through carefully directed questions and investigational work. Teachers provide a learning environment in which pupils are free to develop their strategies and are encouraged to take responsibility for their own learning, feel free to discuss their work with peers and are encouraged to ask why. A variety of teaching styles is used to meet the different learning styles of pupils. Use of ICT and mathematical software packages are used to enhance learning. Formative assessment will be carried out through a variety of tasks assigned by the teacher. Pupils will be set individual targets for development and improvement after formative assessments. Regular progress tests will test the learning objectives studied. An investigative task will be set in each semester in Year 10 and in the second semester of Year 11. This will be assessed against set criteria. The external assessment (IGCSE Mathematics) in the first semester of Year 11 consists of two written papers. The weighting is as under Paper 2 (Calculator) 1 hour 30 minutes Weighting 35% Paper 4 (Calculator) 2 hours 30 minutes Weighting 65% The internal pre-IB examination at the end of Year 11 consists of two written papers. The internal pre-IB grade takes into account Paper 1 (Non Calculator) 1 hour Weighting 40% Paper 2 (Calculator) 2 hours Weighting 40% Investigative task Weighting 20% Entry into IB Mathematics HL will be based on the grades achieved in the IGCSE and the internal pre-IB examinations.
Types of assessment
Accelerated
Mathematics
Texts and Materials
Understanding Pure Mathematics Mathematics for the International student Pre Diploma HL and SL Mathematical software packages Graphical Display Calculators
Grading policy
All assessment is criterion referenced and aligned to the learning objectives. Formative assessments may be given a mark, a grade or a comment. It values teacher judgment and informs the learner about strengths, weakness and next steps. All summative assessments are graded on a scale. The grade and grade boundaries are Grade A* A B C D E F G 90% and above 09 7079 6069 5059 4049 3039 below 30%
Homework: Homework is set after each lesson and requires an average of 40 minutes of daily work. Subject Prize: A prize for highest achievement in Mathematics is awarded at the end of the academic year. To be eligible, a student must not miss any major assessment. Extra lesson: There will be one extra lesson per week during regular school hours
32
French
Length of the course Course Aim
Two years This is the fourth year of French for students in the Senior School. This year the students embark on the two year GCSE course. The aim is to continue to develop the skills of listening, speaking, reading and writing. This is done through purposeful and fun activities which build up language gradually. The emphasis is on real language which will become the useable property of the learner. The book used is Encore Tricolore 4 Nouvelle dition. Year 10 First Semester (August December) 1. Jeunes sans frontires Talk about yourself and the family. Exchanging letters with pen friends. Sending greeting and messages. Discussing family life in France and at home. Talking about everyday life. Describing someones physical appearance and personality. Making arrangements to meet and go out. 2. En ville et la campagne Talking about towns, neighbourhoods and region. Giving and seeking directions to places in town. Describing a visit to a theme park. Talking about past events. Giving and exchanging opinions about living in the countryside. Describing accommodation (type of housing, location, rooms etc.) Talking about environmental issues. Year 10 Second Semester (January May) 3. Bon voyage Talk about different forms of transport Describing journeys in the past Understanding traffic and road information Talking about travel issues in cities and public transport Giving and seeking information about rail travel Describing an accident Talking about air travel 4. Un sjour en France Talking about future plans Preparing for an exchange with a French family Giving and exchanging opinions about TV programmes Making comparisons between the home country and France Talking about household tasks Reporting and describing lost property Thanking someone for their hospitality
French
5. Une semaine typique Talking about daily routine Giving and exchanging opinions about school life Describing what you did at the weekend Year 11 First Semester (August December) 6. Une semaine typique Planning a shopping trip and changing money Shopping for clothes, souvenirs etc. Describing faulty goods and obtaining a refund etc. Exchanging opinions about fashion trends 7. Bon Apptit Talking about meals and eating habits Discussing healthy eating Shopping for food Exchanging opinions about jobs in the food industry Ordering and paying for drinks and snacks in a caf Exchanging opinions on fast food Choosing a restaurant and ordering a meal Dealing with problems when buying drinks or meals Expressing opinions about picnics 8. a mintresse Talking about leisure activities Exchanging opinions about music and listening to the radio Talking about sport and sporting events Discussing reading and describing a book Talking about newspapers and magazines Finding out whats on Making arrangements to go out Apologising and making excuses Exchanging opinions about films Describing an event or performance in the past 9. Nouveaux Horizons Exchanging opinions about different types of holidays Describing an ideal holiday or weekend Finding out information at the tourist office Booking in at a hotel and describing and understanding problems Understanding and describing weather conditions Exchanging opinions about camping and booking into a campsite Finding out information about youth hostels and hiring things Describing a holiday in the past 10. A Votre Sant Talking about common holiday ailments Asking a chemist about treatment Describing parts of the body and a pain or injury
34
French
Describing an accident and understanding warning signs Going to the dentists and doctors Talking about personal feelings and problems Talking about smoking and addiction issues Comparing healthy and unhealthy lifestyles Learning about world organisations and charities
Year 11 Second Semester (January May) 11. Projets davenir Talking about exams, revision and future plans Describing work experience Exchanging opinions about further education and careers Talking about different aspects of a job Working in an office Talking about pocket money and weekend jobs Applying for a holiday job Describing what you would ideally like to do Revision and practice of past papers
Types of assessment
Assessment is a combination of formative and summative assessment. Students are assessed in the four skills (speaking, listening, reading and writing). Assessment could be in the form of a test (written, spoken, listening), role-play, presentation, classwork or homework. *At least 3 Unit Tests (listening, oral, reading comprehension and writing papers) will be conducted during the academic year, besides the half yearly and final examinations in order to expose students to the GCSE examination pattern. Assessment will follow the GCSE pattern. The achievement grade has the following break up: Speaking Listening & Understanding Reading & Understanding Writing 30% 20% 20% 30%
To enable the teacher to make this assessment the following practices shall be followed: Regular vocabulary tests Listening practice (to be graded on occasion) from the text book Oral Practice may consist of: An open interaction A picture-based free-flowing discussion Oral presentations and discussion. 1 weekly homework assignment (approx. 1 hr.) The homework will include revision of vocabulary and grammar and extended writing. Project work
French
Methodology
A variety of teaching strategies and approaches are used to help students remain focused and to make teaching effective and enjoyable. Equal emphasis is given to all the four skills. A wide range of activities is undertaken depending on the group composition and size. These activities include: Group work Pair work Individual work Games Different kinds of listening activities such as selective and detailed listening Different kinds of oral work such as conducting surveys, role plays, songs, interviews and presentations Different kinds of written work such as letters, essays, fill in the blanks etc. Project work Using Information Technology Using the Promethean board. A number of resources are used to facilitate learning: Text book Encore Tricolore 4 Nouvelle dition Workbook CDs of the Textbook CDs from other sources DVDs Websites relevant to the topics Flashcards Worksheets Promethean Board Flipcharts Information Technology Realia The grading system comprises of the Achievement and Effort grades. The Achievement Grade is based upon class tests, unit tests, project work and homework. The Effort Grade denotes the effort put in by a student in order to achieve his/her achievement grade.
Grading policy
36
French
Scale of achievement and effort grades Year 1011 (edexcel) Achievement Grade A* A B C D E F G Range & above 777 6676 5665 4455 3343 2232 1121 B C D Good Fair/Satisfactory Needs improvement/ More effort required Effort Grade A Range Excellent
For learning a Foreign Language regular revision of vocabulary and grammar is necessary. Additional reading (story books, according to the language level the student has achieved) is strongly recommended. Reading not only reinforces the vocabulary one has learnt in class, but also enhances vocabulary and helps in developing a better writing style. Hence in order to improve upon all the four language skills regular revision and extra reading is recommended.
Spanish
Two years This is the fourth year of Spanish for students in the Secondary School. This year the students embark on the two year GCSE course. The aim is to continue to develop the skills of listening, speaking, reading and writing. This is done through purposeful and fun activities which build up language gradually. The emphasis is on real language which will become the useable property of the learner. The book used is Listos 3 Verde. Year 10 First Semester (August December) 1. Me presento Introducing yourself. Describing yourself and others. Introducing other people. Describing your house and flat. Describing the place where you live. 2. En el cole Introducing school subjects and times. Introducing classroom language. Talking about your school. What you can do at school. My daily routine. 3. En el restaurante Booking a table and ordering your meal. Asking for tourist information. Describing your future holiday plans. 4. En camino Getting travel information. Finding your way around Buying tickets Booking hotel accomodation Arriving at a campsite. Finding out information Complaning. Year 10 Second Semester (January May) 5. De compras Buying food in the market. Buying clothes. Shopping in a department store. 6. De Juerga Making a date. Spanish speaking stars. Saying what you thought of a film Describing an event
3
Spanish
7. Cmo eres? Describing personality. Describing problems at home Talking about school issues Talking about enviromental issues. 8. El futuro Talking about future plans. Talking about carrer choices. Making a job application. Using the telephone. Year 11 First Semester (August December) 1. En el cole Revising talking about school. Revising what you do everyday. Talking about free time activities. Talking about holiday plans. 2. De vacaciones Making plans based on weather and local activities. Reading about holidays. Describing what you did on holiday. 3. En ruta Expressing opinions about travel. Dealing with accidents and break downs. Describing what happened. 4. Qu te ha pasado? Saying why you feel ill or youve hurt yourself. Booking hotel accommodation and arriving at a campsite. Checking into a hotel or campsite. Describing lost property. Making complaints in a hotel. Year 11 Second Semester (January May) 5. En casa y en el trabajo Discussing TV programmes. Saying what you do to help at home and why. Describing part time jobs and saying how you spend your money. Talking about work experience. Describing your lifestyle and giving health advice. 6. De compras Expressing opinions and preferences about shopping. Buying clothes and making comparisons. Complaining about purchases.
Spanish
7. De juerga Reading about whats on and buying tickets. Making a date. Reading and discussing newspapers, magazines and comics. Saying what you thought of a film or event. 8. Cmo eres? Describing personality. Describing problems at home and at school. Discussing the dangers of drug dependency. Talking about environmental issues. 9. Seguir estudiando o no? Discussing the options for further study. Talking about career choices. Making a job application. Thinking about the future.
Types of assessment
Assessment is a combination of formative and summative assessment. Students are assessed in the four skills (speaking, listening, reading and writing). Assessment could be in the form of a test (written, spoken, listening), role-play, presentation, classwork or homework. *At least 3 Unit Tests (listening, oral, reading comprehension and writing papers) will be conducted during the academic year, besides the half yearly and final examinations in order to expose students to the GCSE examination pattern. Assessment will follow the GCSE pattern. The achievement grade has the following break up: Speaking Listening & Understanding Reading & Understanding Writing 30% 20% 20% 30%
To enable the teacher to make this assessment the following practices shall be followed: Regular vocabulary tests Listening practice (to be graded on occasion) may be from: Text Book/Work Book/Other sources/Past examinations Oral Practice may consist of: an open interaction a picture-based free-flowing discussion Oral presentations and discussion 1 weekly homework assignment (approx. 1hr). The homework will include revision of vocabulary and grammar and extended writing. Project work
40
Spanish
Methodology
A variety of teaching strategies and approaches are used to help students remain focused and to make teaching effective and enjoyable. Equal emphasis is given to all the four skills. A wide range of activities is undertaken depending on the group composition and size. These activities include: Group work Pair work Individual work Games Different kinds of listening activities such as selective and detailed listening Different kinds of oral work such as conducting surveys, role plays, songs, interviews and presentations Different kinds of written work such as letters, essays, fill in the blanks etc. Project work Using Information Technology Using the Promethean board A number of resources are used to facilitate learning: Text book LISTOS 3 Verde Workbook CDs of the Textbook CDs from other sources DVDs Websites relevant to the topics Flashcards Worksheets Promethean Board Flipcharts Information Technology Realia The grading system comprises the Achievement and Effort grades. The Achievement Grade is based upon class tests, unit tests, project work and homework. The Effort Grade denotes the effort put in by a student in order to achieve his/her achievement grade. Scale of achievement and effort grades Year 1011 Achievement Grade A* A B C D E F G Range & above 777 6676 5665 4555 3343 2232 1121 B C D Good Fair/Satisfactory Needs improvement / More effort required Effort Grade A Range Excellent
Grading policy
Spanish
For learning a Foreign Language regular revision of vocabulary and grammar is necessary. Additional reading (story books, according to the language level the student has achieved) is strongly recommended. Reading not only reinforces the vocabulary one has learnt in class, but also enhances vocabulary and helps in developing a better writing style. Hence in order to improve upon all the four language skills regular revision and extra reading is recommended.
42
Hindi
Two years The Hindi as a Second Language Course is a two year programme at the end of which students are entered for the IGCSE examination. The course is structured to develop the four language skills of reading, writing, speaking and listening. It enables students to communicate accurately, appropriately and effectively in speech and writing. The students need to be highly motivated as by the end of the course they are expected to have achieved a high level of fluency and literacy. In Year 11 will be on sharpening the skills learnt in Year 10 so that students are prepared to take the end of year IGCSE examination. This year the course is structured to develop the ability to use Hindi effectively for the purpose of practical communication and to form a sound base for the skills required for further study. It also develops an awareness of the nature of language and language-learning skills, along with skills of a more general application and promotes students personal development.
Year 10 First Semester (August December) 1. Descriptive Writing Focus on the use of adequate details to bring alive a scene, person, situation for different purposes and audiences. 2. Note Making Exercises Student will do exercises on note making relating to the provided text. 3. Form Filling Exercises Understand and respond to the information presented in a variety of forms. 4. Comprehension Work Select facts, deduce, extrapolate and understand/analyse character and issues raised in literary and non-literary texts. 5. Reading comprehension These will include a extracts from novels, short stories and articles covering a variety of writing styles. 6. Oral Role plays, group discussions and debates. Year 10 Second Semester ( January May) 7. Formal and Informal Letters Conveying information and expressing opinions effectively.
Hindi
8. Extended Writing This includes different writing attempted by the student involving drafting and revision. 9. Grammar and vocabulary development Analytical study of sentences and paragraphs of varying length and construction. 10. Creative writing Focus on the use of adequate details to bring alive a scene, person, situation for different purposes Year 11 First Semester (August December) 1. Descriptive, narrative and argument writing attention to tone, audience and appropriate development of ideas. 2. Summary writing Focus on writing a paragraph- summary of aspects of the passages. 3. Response to selected topical issues (focus on newspaper and magazine articles). 4. Letters Informal and Formal 5. Listening exercises 6. Oral discussions on current affairs and important issues such as the environment, population, youth Year 11 Second Semester ( January May) Grammar and vocabulary practice and analytical study of sentences and paragraphs of varying length and construction. Extensive exam paper practice written, listening.
Types of assessment
Assessment is a combination of formative and summative assessment. Students are assessed in the four skills (speaking, listening, reading and writing). Assessment could be in the form of a test (written, spoken, listening), role-play, presentation, classwork or homework. *At least 3 Unit Tests (listening, oral, reading comprehension and writing papers) will be conducted during the academic year, besides the half yearly and final examinations in order to expose students to the IGCSE examination pattern. Assessment will follow the IGCSE pattern. The achievement grade has the following break up: Listening Reading & Writing 33% 67%
44
Hindi
To enable the teacher to make this assessment the following practices shall be followed: Regular vocabulary tests Listening practice (to be graded on occasion) may be from: - Text Book/Work Book/Other sources/Past examinations 1 weekly homework assignment (approx. 2 hrs.) The homework will include revision of vocabulary and grammar and extended writing. Project work
Methodology
A variety of teaching strategies and approaches are used to help students remain focused and to make teaching effective and enjoyable. Equal emphasis is given to all the four skills. A wide range of activities is undertaken depending on the group composition and size. These activities include: Group work Pair work Individual work Games Different kinds of listening activities such as selective and detailed listening Different kinds of oral work such as conducting surveys, role plays, songs interviews and presentations Different kinds of written work such as letters, essays, fill in the blanks etc. Project work Using Information Technology Using the Promethean board. A number of resources are used to facilitate learning: Veetan part- Text Cum Workbook CDs from other sources DVDs Websites relevant to the topics News papers and Magazines Worksheets Promethean Board Flipcharts Information Technology The grading system comprises the Achievement and Effort grades. The Achievement Grade is based upon class tests, unit tests, project work and homework. The Effort Grade denotes the effort put in by a student in order to achieve his/her achievement grade.
Texts and materials used
Grading policy
Hindi
Scale of achievement and effort grades year 10 11 Achievement Grade A* A B C D E F G Range 90100 09 7079 6069 5059 4049 3039 2029 B C D Good Fair/satisfactory Needs improvement/ More effort required Effort Grade A Range Excellent
For learning a language regular revision of vocabulary and grammar is necessary. Additional reading (story books, according to the language level the student has achieved) is strongly recommended. Reading not only reinforces the vocabulary one has learnt in class, but also enhances vocabulary and helps in developing a better writing style. Hence in order to improve upon all the four language skills regular revision and extra reading is recommended.
46
Biology
Two Years The IGCSE Biology course (0610) places considerable emphasis on understanding and use of scientific ideas and principles in a variety of situations, including those which are well-known to the learner and those which are new to them. This exciting and interesting course offers a combination of theoretical and practical studies leading to an understanding of the basic principles of Biology as well as their relevance and application to daily life. The Biology course provides a broad based learning of Biological concepts and principles with an emphasis on Human Biology. The main areas of study consist of 4 sections: 1. Characteristics and classification of living organisms. 2. Organisation and maintenance of the organism. 3. Development of the organism and the continuity of life. 4. Relationship of organisms with one another and with the environment. The course offers a variety of learning experiences that help in the development of transferable life-long skills relevant to the increasingly technological environment in which people find themselves. It will prepare learners for an assessment that will, within familiar and unfamiliar contexts, test expertise, understanding and insight. This course will also prepare learners to gain necessary knowledge and skills for the IB diploma or GCE A level. Aims: To provide through well designed studies of experimental and practical science, a worthwhile educational experience for all students to enable them to become confident citizens in a technological world. To develop abilities and skills those are useful to the study and practice of Biology and in everyday life. To develop attitudes relevant to biology such as a concern for accuracy and precision, objectivity, inquiry, initiative and inventiveness. To stimulate an interest in and care for the environment and to promote an awareness that the study and practice of science is subject to social, economic, technological, ethical and cultural influences and limitations. To appreciate that the applications of science may be both beneficial and detrimental to the individual, the community and the environment. To be suitably prepared for studies at a higher level in Biology or in Biology dependent courses.
Year 10 First Semester (August-December) Characteristics and classification of living organisms Characteristics of living organisms Classification and diversity of living organisms Simple keys
Biology
Organisation and maintenance of the organisms Cell structure and organisation Levels of organisation Size of specimens Movement in and out of cells Plant nutrition-photosynthesis, leaf structure, mineral requirements Transportation-transport in plants Year 10 Second Semester (January-May) Relationships of organisms with one another and with their environment (to be done as a Project) Energy flow Food chains and food webs Nutrient cycles Population size Human influences on the ecosystem-agriculture, pollution, conservation Transport in humans Heart, Arteries, Veins, Capillaries, and Blood Respiration Aerobic and anaerobic Gas exchange Enzymes Nutrients Animal nutrition Diet Food supply Human alimentary canal, chemical digestion, absorption, assimilation. Year 11 First Semester (August-Dec) Reproduction-asexual and sexual Sexual reproduction in plants Growth and development Sexual reproduction in humans Sex hormones Methods of birth control Sexually transmissible diseases Inheritance Chromosomes Mitosis Meiosis
4
Biology
Monohybrid inheritance Variation Selection Genetic engineering Year 11 Second semester (January-May) Homeostasis Excretion in humans Coordination and response Nervous control in humans Hormones Drugs Tropic responses Revision and Practice with past papers
Types of assessment
In keeping with the whole school assessment policy, assessment in Biology is an ongoing process of evaluating, recording, tracking and reporting student progress to enhance learning and raise achievement Both formative and summative assessments are carried out in the Biology course. New students are given a baseline test as part of the entrance test in order to inform subject choice. Most of the summative assessments and some of the formative assessments are guided by standardised test items drawn from past IGCSE papers, and CIE recommended resources. Students are assessed on a regular basis and summatives are conducted on published dates. In addition to teacher led assessments peer and self assessment is also carried out. Exemplar work is used to guide student learning and raise achievement whenever appropriate. Some of the widely used types of assessments are: 1. Homework 2. Practical assignments 3. Charts/Models/Presentations/Research folders 4. Written tests 5. Practical tests 6. Oral test/Quiz
Methodology
A variety of teaching techniques are used in order to make learning more effective and enjoyable. These include demonstrations and hands on experimental work, expositions and discussions. Other strategies include presentations by students individually or in-groups, debates on ethical issues, projects that encourage research work and hands on experience with special equipment
Biology
including data loggers. Students are also taken for educational trips, and talks or workshops by subject specialists are organised. Charts, models, micro slides, videos, animations and simulations are used as appropriate to enrich the learning experience. The use of information and communication technology is an integral part of teaching and learning strategies.
Syllabus booklet: International General Certificate of Secondary Education of Cambridge International Examinations BIOLOGY (0610) downloaded from: www.cie.org.uk Textbook: Roberts, M.B.V., Biology for Life (2000) Nelson Thornes Ltd. (ISBN: 97017440969) Resource books Mackean, D.G, IGCSE Biology (2002) Hodder Murray (ISBN: 071950536) Jones, M and Jones, G, Biology: International edition (2002) Cambridge University Press (ISBN: 052191175) Websites: http://www.cellsalive.com http://www.bbc.co.uk/schools/gcsebitesize/biology http://www.sciencespot.net
Grading policy
All assessment is criterion referenced and aligned to learning objectives as published in the IGCSE Biology syllabus (0610). Teachers mark work on the basis of mark schemes guided by mark schemes published every year by CIE. Formative assessments may be given a mark, a grade or a comment. It values teacher judgement and informs the learner about strengths and weaknesses as well as next steps. All summative assessments are graded on a scale as published in the whole school assessment policy. The grades and grade boundaries for Biology are: Grade A* A B C D E F G 90% and above 09 7079 6069 5059 4049 3039 below 30%
50
Biology
In recording and reporting achievement in a semester, 20% weightage is given to formative pieces and 0% to summative pieces. The major summative is the mock examination in addition to the final IGCSE examination, which is externally assessed. A subject prize is awarded at the end of the academic year to the topmost achiever and certificates to the next achiever/s within a mark range of 110. The achievement is calculated as follows: Semester 1 total + Semester 2 total + Mock Exam total
Mathematical requirements as per the IGCSE syllabus, need learners to: 1. Add, subtract, multiply and divide; 2. Understand averages, decimals, fractions, percentages, ratios and reciprocals; 3. Recognise and use standard notation; 4. Use direct and inverse proportion; 5. Use positive, whole number indices; 6. Draw charts and graphs from given data; 7. Interpret charts and graphs; . Select suitable scales and axes for graphs; 9. Make approximate evaluations of numerical expressions; 10. Recognise and use the relationship between length, surface area and volume and their units, on metric scales; 11. Use usual mathematical instruments (ruler, compasses); 12. Understand the meaning of radius, diameter, square, rectangle necessary: (Calculators may be used in all parts of the examination)
Chemistry
Two Years The IGCSE Chemistry course (0620) offers a combination of theory and practical studies leading to an understanding of the basic principles of Chemistry. They will be encouraged to present reasoned explanations, make predictions, hypothesise and solve problems. Students will develop scientific abilities and skills relevant to the study of Chemistry. These will be of use in everyday life and if desired will form a basis for more advanced study. Course Aims To provide, through well designed studies of experimental and practical science a worthwhile educational experience for all students to enable them to become confident citizens in a technological world. To develop abilities and skills that are useful to the study and practice of chemistry and in everyday life. To develop attitudes relevant to chemistry such as a concern for accuracy and precision, objectivity, inquiry, initiative and inventiveness. To stimulate an interest in and care for the environment and to promote an awareness that the study and practice of science is subject to social, economic, technological, ethical and cultural influences and limitations. To appreciate that the applications of science may be both beneficial and detrimental to the individual, community and the environment. To be suitably prepared for studies at a higher level in chemistry or in chemistry dependent courses.
Year 10 First Semester (August-December) Particulate nature of matter Experimental techniques Atoms, elements and compounds which includes the structure of the atom and the periodic table Atoms, elements and compounds which includes bonding Stoichiometry the mole concept Year 10 Second semester (January-May) Electricity and chemistry Acids, bases and salts Air and water Sulphur The periodic table Year 11 First Semester (August-December) 1 Metal 2 Chemical changes, which includes energy changes 3 Chemical Reaction, which includes reaction rates and redox reactions 4 Carbonates 5 Air and water 6 Sulphur 7 Organic chemistry Second Semester (January-May) Revision
52
Chemistry
Types of assessment
In keeping with the whole school assessment policy, assessment in Chemistry is an ongoing process of evaluating, recording, tracking and reporting student progress to enhance learning and raise achievement Both formative and summative assessments are carried out in the Chemistry course. Most of the summative assessments and some of the formative assessments are guided by standardised test items drawn from past IGCSE papers, and CIE recommended resources. Students are assessed on a regular basis and summatives are conducted on published dates. In addition to teacher led assessments peer and self assessment is also carried out. Exemplar work is used to guide student learning and raise achievement whenever appropriate. Some of the widely used types of assessments are: 1. Homework 2. Practical assignments 3. Charts/Models/Presentations/Research folders 4. Written tests 5. Practical tests 6. Oral test/Quiz
Methodology
A variety of teaching techniques are used in order to make learning more effective and enjoyable. These include demonstrations and hands on experimental work, expositions and discussions. Other strategies include presentations by students individually or in-groups, debates on ethical issues, projects that encourage research work and hands on experience with special equipment including data loggers. Students are also taken for educational trips, and talks or workshops by subject specialists are organised. Charts, models, micro slides, videos, animations and simulations are used as appropriate to enrich the learning experience. The use of information and communication technology is an integral part of our teaching and learning strategies. Syllabus booklet: International General Certificate of Secondary Education of Cambridge International ExaminationsChemistry (0620) downloaded from: www.cie.org.uk Textbook: Earl, B &Wilford, L D R Chemistry John Murray, Hodder Murray ISBN 0 7195 5303 2 http://johnmurray.co.uk
Chemistry
Resource book: Harwood, R Chemistry Cambridge University Press ISBN 0 5215 3093 http://www.cambridge.org/education/international Websites: http://www.bbc.co.uk/schools/gcsebitesize http://www.sciencespot.net
Grading policy
All assessment is criterion referenced and aligned to learning objectives as published in the IGCSE Chemistry syllabus (0620). Teachers mark work on the basis of mark schemes guided by mark schemes published every year by CIE. Formative assessments may be given a mark, a grade or a comment. It values teacher judgement and informs the learner about strengths and weaknesses as well as next steps. All summative assessments are graded on a scale as published in the whole school assessment policy. The grades and grade boundaries for Chemistry are: Grade A* A B C D E F G 90% and above 09 7079 6069 5059 4049 3039 below 30%
In recording and reporting achievement in a semester, 20% weightage is given to formative pieces and 0% to summative pieces. There are two major summatives-the half yearly exam and the final exam. A subject prize is awarded at the end of the academic year to the topmost achiever and certificates to the next achiever/s within a mark range of 110. The achievement is calculated as follows: Semester 1 total + Half Yearly total + Semester 2 total + Final Exam total
54
Chemistry
Mathematical requirements as per the IGCSE syllabus, need learners to: 1. Add, subtract, multiply and divide; 2. Use averages, decimals, fractions, percentages, ratios and reciprocals; 3. Recognise and use standard notation; 4. Use direct and inverse proportion; 5. Use positive, whole number indices; 6. Draw charts and graphs from given data; 7. Interpret charts and graphs; . Select suitable scales and axes for graphs; 9. Make approximate evaluations of numerical expressions; 10. Recognise and use the relationship between length, surface area and volume and their units on metric scales; 11. Use usual mathematical instruments (ruler, compasses, protractor, and set square); 12. Understand the meaning of angle, curve, circle, radius, diameter, square, parallelogram, rectangle and diagonal; 13. Solve equations of the form x = yz for any one term when the other two are known (Calculators may be used in all parts of the examination)
Physics
Two Years The IGCSE Physics course (0625) places considerable emphasis on the understanding and use of scientific ideas and principles in a variety of situations, including those which are well-known to the learner and those which are new to them. This exciting and interesting course offers a combination of theoretical and practical studies leading to an understanding of the basic principles of Physics as well as their relevance and application to daily life. Throughout, the syllabus fosters a sense of wonder at the simplicity and universality of physical laws and how these give meaning to our view of the workings of nature. There is an opportunity for students to study physical systems from atomic to the solar system helping them to develop an appreciation of the variety and immensity of the natural world. The main areas of study consist of 5 sections: 1. General Physics 2. Thermal Physics 3. Properties of Waves including Light and Sound 4. Electricity and Magnetism and 5. Atomic Physics The course offers a variety of learning experiences that help in the development of transferable life-long skills relevant to the increasingly technological environment in which people find themselves. It will prepare learners for an assessment that will, within familiar and unfamiliar contexts, test expertise, understanding and insight. This course will also prepare learners to gain necessary knowledge and skills for the IB diploma or GCE A level. To provide through well designed studies of experimental and practical science, a worthwhile educational experience for all students to enable them to become confident citizens in a technological world. To develop abilities and skills that are useful to the study and practice of Physics and in everyday life. To develop attitudes relevant to Physics such as a concern for accuracy and precision, objectivity, inquiry, initiative and inventiveness. To stimulate an interest in and care for the environment and to promote an awareness that the study and practice of science is subject to social, economic, technological, ethical and cultural influences and limitations. To appreciate that the applications of science may be both beneficial and detrimental to the individual, the community and the environment. To be suitably prepared for studies at a higher level in Physics or in Physics dependent courses.
56
Physics
Year 10 First Semester (August December) General Physics Length and time Speed, velocity and acceleration Mass and Weight Density Forces and their effects Work, power and energy Pressure Thermal Physics States of matter Kinetic molecular model of matter Evaporation Pressure changes Year 10 Second Semester (January May) Thermal properties including expansion of solids, liquids and gases, measurements of temperature, thermal capacity and melting and boiling. Transfer of thermal energy Light Reflection of light Refraction of light Thin converging lens Dispersion of light Electromagnetic spectrum Waves Sound Year 11 First Semester (August December) Electricity Electric charge Current Electromotive force Potential difference Resistance V/I characteristic graphs Electric circuits Practical electricity circuitry Uses of electricity Dangers of electricity Action and use of circuit components Magnetism Simple phenomena of magnetism
Physics
Electromagnetic effects The magnetic effect of an electric current Force on a current carrying conductor D.C. motor Electromagnetic induction A.C. Generator Transformer Introductory Electronics Cathode rays Simple treatment of the cathode ray oscilloscope Electronic components Year 11 Second Semester (January May) Atomic Physics Atomic model Nucleus Isotopes Radioactivity Detection of radioactivity Characteristics of the three types of emission Half-life Safety precautions Revision
Types of assessment
In keeping with the whole school assessment policy, assessment in Physics is an ongoing process of evaluating, recording, tracking and reporting student progress to enhance learning and raise achievement. Both formative and summative assessments are carried out in the Physics course. Most of the summative assessments and some of the formative assessments are guided by standardised test items drawn from past IGCSE papers, and CIE recommended resources. Students are assessed on a regular basis and summatives are conducted on published dates. In addition to teacher led assessments peer and self assessment is also carried out. Exemplar work is used to guide student learning and raise achievement whenever appropriate. Some of the widely used types of assessments are: 1. Homework 2. Practical assignments 3. Charts/Models/Presentations/Research folders 4. Written tests 5. Practical tests 6. Oral test/Quiz
5
Physics
Methodology
A variety of teaching techniques are used in order to make learning more effective and enjoyable. These include demonstrations and hands on experimental work, expositions and discussions. Other strategies include presentations by students individually or in-groups, debates on ethical issues, projects that encourage research work and hands on experience with special equipment including data loggers. Students are also taken for educational trips, and talks and workshops by subject specialists are organised. Charts, models, videos, animations and simulations are used as appropriate to enrich the learning experience. The use of information and communication technology is an integral part of teaching and learning strategies. Syllabus booklet: International General Certificate of Secondary Education of Cambridge International ExaminationsPHYSICS (0625) downloaded from: www.cie.org.uk Textbook: Duncan T and Kennett H IGCSE Physics John Murray ISBN 071957493 http:/www/johnmurray.co.uk Stephen Pople Explaining Physics Oxford University Press ISBN 0199142726 http://www.oup.co.uk Resource books: Breithhaupt J Key Science Physics Stanley Thornes ISBN 074716742 Websites: http://www.phet http://www.bbc.co.uk
Grading policy
All assessment is criterion referenced and aligned to learning objectives as published in the IGCSE Physics syllabus (0625). Teachers mark work on the basis of mark schemes guided by mark schemes published every year by CIE. Formative assessments may be given a mark, a grade or a comment. It values teacher judgement and informs the learner about strengths and weaknesses as well as next steps. All summative assessments are graded on a scale as published in the whole school assessment policy. The grades and grade boundaries for Physics are:
Physics
Grade A* A B C D E F G 90% and above 09 7079 6069 5059 4049 3039 below 30%
In recording and reporting achievement in a semester, 20% weightage is given to formative pieces and 0% to summative pieces. There are two major summativesthe half yearly exam and the final exam. A subject prize is awarded at the end of the academic year to the topmost achiever and certificates to the next achiever/s within a mark range of 110. The achievement is calculated as follows: Semester 1 total + Half Yearly total + Semester 2 total + Final Exam total
Mathematical requirements as per the IGCSE syllabus are that learners are able to: 1. Add, subtract multiply and divide; 2. Use averages, decimals, fractions, percentages, ratios and reciprocals; 3. Recognise and use scientific notation; 4. Use direct and inverse proportion; 5. Use positive whole number indices 6. Draw charts and graphs from given data. 7. Interpret charts and graphs . Select suitable scales and axes for graphs; 9. Make approximate evaluations of numerical expressions; 10. Recognise and use the relationship between length, surface area and volume and their units on metric scales; 11. Use usual mathematical instruments (ruler, compasses, protractor, set square) 12. Understand the meaning of angle, curve, circle, radius, diameter, and square parallelogram, rectangle and diagonal. 13. Solve the equations of the form x=yz for any one term when the other two are known 14. Recognise the points of the compass (N, S, E, and W) (Calculators may be used in all parts of the examination)
60
Environmental
Management
Two Years Environmental Management is concerned with education for sustainable development in a world where the security of resources and life-sustaining systems is endangered by human impact. It is wide-ranging in its scope, topical in its coverage and targeted on important skills that young people need for life as a syllabus Environmental Management draws upon disciplines such as Biology, Earth Science, Geography, Economics and Anthropology Aims: Knowledge of the functioning of the natural system which makes life possible on Earth; An understanding that humankind is part of this system and depends on it; An appreciation of the diverse influences of human activity on the natural system; An awareness of the need for management and human responsibility to keep the system in a healthy condition if life as we know it is to continue; An understanding of sustainable development and management to meet the needs of the present Without compromising the ability of future generations to meet their own needs; An understanding of how local environments contribute to the global environment; A sensitivity to, and a sense of responsibility and concern for, the welfare of the environment and all other life forms which share this planet; An awareness of their own values concerning environmental issues; An awareness of the values of others; A willingness to review their own attitudes in the light of new knowledge and experiences. A sound basis for further study, personal development and participation in local and global environmental concerns
Year 10 Semester 1 (August - December) Hydrosphere Hydrosphere The water cycle The oceans Human intervention in the water cycle Exploitation of the oceans Water hazards The oceans at risk Clean, safe, water strategies Year 10 Semester 2 (January May) Managing the oceans Atmosphere The atmospheric system Human activity and the atmosphere Atmosphere in crisis Agriculture development consequences Action on the atmosphere Key Stage 4, Syllabus Booklet Year 201011 | 61
Environmental
Management
Year 11 Semester1 (August December) Biosphere Elements of soil Elements of vegetation The changing role of people in the environment Population growth Modification of vegetation and Soils Ecosystems at risk People in crisis Land at risk Year 11 Semester 2 [January May] Agriculture: development, consequences Conservation of the ecosystem Population management Managing the land Managing agriculture Lithosphere The lithosphere: structure and processes Human activity and the Lithosphere Lithosphere in crisis Action on the lithosphere
Types of assessment
In keeping with the whole school assessment policy, assessment in EVM is an ongoing process of evaluating, recording, tracking and reporting student progress to enhance learning and raise achievement. Both formative and summative assessments are carried out in the course. In addition to teacher led assessments peer and self assessment is also carried out. Exemplar work is used to guide student learning and raise achievement whenever appropriate. Some of the widely used forms of assessments are: 1. Homework 2. Practical assignments 3. Charts/Models/Presentations/Research folders 4. Written tests 5. Practical tests 6. Oral test/Quiz The IGCSE examination consists of 3 papers All candidates will take Papers 1, 2 and either Paper 3 or 4. Paper 1 (1 hours) This will consist of six compulsory structured short-answer questions. (60 marks) Paper 2 (1 hours) This will consist of a number of compulsory structured questions, involving short-answer and free response, based upon several pieces of related source material concerning environmental issues of global impact. Candidates will be expected to use case studies to illustrate issues of environmental management. (0 marks)
62
Environmental
Management
Either Paper 3, Coursework (School-based assessment)* All candidates entered for Paper 3 must submit coursework consisting of one project for school-based assessment with external moderation. The project will consist of a maximum of 3,000 words in addition to relevant illustrative material. (60 marks) Or Paper 4 (1 hours) (Alternative to School-based assessment)
Methodology
A variety of teaching techniques are used in order to make learning more effective and enjoyable. These include demonstrations and hands on experimental work, expositions and discussions. Other strategies include presentations by students individually or in-groups, debates on ethical issues, projects that encourage research work and hands on experience with special equipment including data loggers. Students are also taken for educational trips, and talks or workshops by subject specialists are organised. Charts, models, micro slides, videos, animations and simulations are used as appropriate to enrich the learning experience. The use of information and communication technology is an integral part of teaching and learning strategies.

This paper will primarily test skills in Assessment Objectives. Candidates will be provided with data about an environmental problem which could provide the basis for a project. They will be required to identify issues raised by the data, and to indicate ways in which a project could be organised in order to identify a possible management strategy. (60 All assessment is criterion referenced and aligned to learning objectives as outlined in teachers semester projections. Teachers mark work on the basis of mark schemes made in collaboration with colleagues of the same year group. Formative assessments may be given a mark, a grade or a comment. It values teacher judgement and informs the learner about strengths and weaknesses as well as next steps. All summative assessments are graded on a scale as published in the whole school assessment policy. The grades and grade boundaries for Science are: Grade A* A B C D E F G 90% and above 09 7079 6069 5059 4049 3039 below 30%
Geography
Two years The course falls into the category of Humanities and Social Science group of subjects and is designed to give students an understanding of past significant global forces. This course also focuses on developing various skills in the students to help them participate more fully in decision making processes. The curriculum is divided into three themes which have been designed to develop an understanding of both the natural and the human environment: 1. Population and settlement 2. The natural environment 3. Economic development and the use of resources The syllabus aims are to encourage candidates to develop: A sense of place and an understanding of relative location on a local, regional and global scale; An awareness of the characteristics and distribution of a selection of contrasting physical and human environments; An understanding of some of the processes affecting the development of such environments; An understanding of the spatial effects of the ways in which people interact with each other and with their environments; An understanding of different communities and cultures throughout the world and an awareness of the contrasting opportunities and constraints presented by different environments.
Year 10 Semester 1 (August December) 2.1 Plate tectonics Describe the distribution of earthquakes, volcanoes and fold mountains in relation to plate margins. Describe the causes and effects of earthquakes and volcanic eruptions. 2.2 Landforms and landscape processes Describe weathering, river and marine processes. Describe and explain the landforms associated with these processes. 2.3 Weather, climate and natural vegetation Describe the methods of collecting and measuring meteorological data. Slum Coursework Introduction, Formulating Aim and Hypotheses
64
Geography
Year 10 Semester 2 (January May) Describe and explain the characteristics of the climate and natural vegetation of two ecosystems. Tropical rainforest; Tropical desert. Describe and explain the relationship between the climate and natural vegetation in these two ecosystems. 2.4 Inter-relationships between the natural environment and human activities Demonstrate the interaction between the natural environment and human activities with reference to natural hazards, landscape processes, climate and the two named ecosystems. 1.1 Population dynamics Describe the growth of the worlds population and associated problems and show an understanding of the causes and consequences of over-population and underpopulation. Identify and suggest reasons for contrasting patterns of population growth (or decline) as influenced by migration, birth rate and death rate, especially the impact of HIV/ AIDS. Describe the consequences (benefits and problems) of different patterns of population growth. Identify and suggest reasons for different types of population structure as shown by age/sex pyramids. Describe the factors influencing the density and distribution of population and population migration. Slum Coursework Field Visit, Data Collection, Data Analysis and Photo Analysis. Year 11 Semester 1 (August December) 1.2 Settlement Describe and explain the factors influencing the size, development and function of urban and rural settlements and their spheres of influence. Describe and give reasons for the characteristics of landuse zones of urban areas in less economically developed countries. (LEDCs) and more economically developed countries (MEDCs). Describe the problems of urban areas in LEDCs and MEDCs, their causes and possible solutions. Describe the impact on the environment resulting from urbanisation and possible solutions to reduce this impact. 3.1 Agricultural systems Describe and identify the influence of inputs (natural and human) on the processes and outputs of each of the following agricultural systems:
Geography
A large-scale system of commercial farming; Small-scale subsistence farming. Recognise the causes and effects of shortages of food and describe possible solutions to this problem. 3.2 Industrial systems Classify industries into primary, secondary and tertiary. Describe and explain how the proportions employed in primary, secondary and tertiary industries differ in LEDCs and MEDCs and may change with time and level of development. Describe and identify the influence of inputs on the processes and outputs (products and waste) of industrial systems. Describe and explain the factors influencing the distribution and location of high technology industries and one other manufacturing/processing industry. Distribution should be studied on a global/national scale. Study should also be made of particular zones and/or industrial plants with respect to locational and sitting factors. 3.3 Leisure activities and tourism Describe and account for the growth of leisure facilities and tourism in relation to the main attractions of the physical and human landscape. Assess the benefits and disadvantages of tourism to receiving areas. 3.4 Energy and water resources Describe the significance of fuel wood, non-renewable fossil fuels (coal, oil and natural gas), renewable energy supplies (geothermal, wind, running water, solar and biogas). Describe the factors influencing the development and sitting of power stations (thermal, hydro-electric and nuclear). Describe the uses, provision and competition for water resources and the impact of water shortages. Slum Coursework Final graphical Analysis, Methodology, Conclusion & Evaluation. Year 11 Semester 2 (January May) 3.5 Environmental risks and benefits: resource conservation and management Describe how human activities (agriculture, mining and quarrying, energy production, manufacturing industries, transport and tourism) may improve the quality of life and/ or pose threats to the environment in terms of : Soil erosion; Global warming; Pollution (water, air, noise, visual).
66
Geography
Demonstrate the need for sustainable development, resource conservation and management in different environments. Identify areas at risk and describe attempts to maintain, conserve or improve the quality of the environment. Final submission of coursework Course Work (Undertaken in both Year 10 & 11) Students are expected to undertake one course work based on extensive research on any theme from human and physical geography over two years of IGCSE programme.
Types of assessment
Semester Assessment for Year 10 60% for Tests 40% for Assignments Half Yearly and Final Examination will be held for students of Year 10. Overall Grade 40% from the semester 60% from the examination EXAMPLES OF WORKS TO BE ASSESSED 1. Written assignments. 2. Controlled assignments-source based, tests or open book 3. Research based assignments 4. Power Point presentations made by students 5. Debates and other Oral presentations ASSESSMENT Semester Assessment for Year 11 60% for Tests 40% for Assignments Mock Examination will be held for students for Year 11. EXAMPLES OF WORKS TO BE ASSESSED 1. Written assignments. 2. Controlled assignments-source based, tests or open book 3. Research based assignments Final Examinations at the End of Year 11 Paper 1 2 3 4 Marks 75 60 60 60 Percentage 45% 27.5% 27.5% OR 27.5%
Geography
Methodology
A variety of teaching strategies will be used to deliver the Geography curriculum. These include interactive discussions, source based analysis, and student/teacher led power point presentations. The screening of video films, DVDs and teaching through the computer are an integral part of the pedagogy. Students are encouraged to conduct independent research and present the same to the class. Debate on controversial issues, panel discussions and lectures by specialists are used to enhance the curriculum. Students will be required to frequently use the prescribed text books listed below. The New Wider World: David Waugh New Key GCSE Geography: David Waugh and Tony Bushell Map Skills: Simon Ross OS maps Students will also be required to refer to topic specific books or electronic sources as and when referred to.
Grading policy
Grading policy to conform to CIE standard Assignments and Tests are given each term and weighted 40% and 60% respectively. Exam grades: Year 10 Half Yearly & Final Exams Year 11 Mock Exams
Students are expected to read news magazines and papers to keep themselves abreast with the current events to add insight to their analysis. Homework Homework is set each week and involves students in a variety of tasks. They may be asked to practice skills learnt in class, undertake research using web sources or work on a long-term project.
6
History
Two Years The course falls into the category of Humanities and Social Science group of subjects and is designed to give students an understanding of past significant global forces. This course also focuses on developing various skills in the students to help them participate more fully in decision making processes. Students will analyse the term Age of Total War, World War 2 and the Cold War used by a few historians to describe the 20th Century. Causes and effects of World War 2 The Cold War some of the important issues and events related to the Cold War, the arms race. A study of major political and economic developments in Russia (formerly USSR) The aims are to: 1. 2. 3. 4. Stimulate interest in and enthusiasm about the past; Promote the acquisition of knowledge and understanding of human activity in the past; Ensure that the candidates knowledge is rooted in an understanding of the nature and use of historical evidence; Promote an understanding of the nature of cause and consequence, continuity and change, similarity and difference; Provide a sound basis for further study and the pursuit of personal interest; Encourage international understanding; Encourage the development of linguistic and communication skills.
5. 6. 7.
PAPER 1 Section A (Core Content) Option B: The 20th century, International Relations since 1919 1. Peace Treaties of 191923 2. League of Nations 3. Collapse of International peace in the 1930s 4. Cold War 5. USAs Containment Policy of Communism 6. USSR control over Eastern Europe 194199 7. United Nations Section B (Depth Study) Depth Study B: Russia, 190541 1. Collapse of Tsarist regime in 1917 2. Bolshevik rule and consolidation of power under Lenin 3. Stalins Dictatorship 4. Stalins Economic Policy
History
PAPER 2 Different topics are allotted every year To what extent was the League of Nations a success? (May/June examination 2012) How secure was the USSRs control of Eastern Europe? (November examination 2012) Paper 4 (Alternative to coursework) Russia, 190541 1. Collapse of Tsarist regime in 1917 2. Bolshevik rule and consolidation of power under Lenin 3. Stalins Dictatorship 4. Stalins Economic Policy
Types of assessment
Semester Assessment for Year 10 60% for Tests 40% for Assignments Half Yearly and Final Examination will be held for students of Year 10. EXAMPLES OF WORKS TO BE ASSESSED 1. Written assignments. 2. Controlled assignmentssource based, tests or open book 3. Research based assignments 4. Power Point presentations made by students 5. Debates and other Oral presentations ASSESSMENT Semester Assessment for Year 11 60% for Tests 40% for Assignments Mock Examination will be held for students for Year 11. EXAMPLES OF WORKS TO BE ASSESSED 1. Written assignments. 2. Controlled assignmentssource based, tests or open book 3. Research based assignments 4. Power Point presentations made by students 5. Debates and other Oral presentations Final Examinations Paper Number 1 2 3 Weightage Marks 60 50 40 Percentage 40% 33% 27%
70
History
Methodology
A variety of teaching strategies will be used to deliver the History curriculum. These include interactive discussions, source based analysis, and student/teacher led power point presentations. The screening of video films, DVDs and teaching through the computer are an integral part of the pedagogy. Students are encouraged to conduct independent research and present the same to the class. Debate on controversial issues, panel discussions and lectures by specialists are used to enhance the curriculum. Recommended Resources 1. 2. 3. 4. GCSE Modern World History by Ben Walsh Twentieth Century History International relations since 1919 by Tony McAleavy Russia in War and Revolution 19001924 by Josh Brooman Stalin and the Soviet Union 19241953 by Josh Brooman
Grading policy
Grading policy to conform to CIE standard Assignments and Tests are given each term and weighted 40% and 60% respectively. Exam grades Year 10 Half Yearly & Final Exams Year 11 Mock Exams
Students are expected to read news magazines and papers to keep themselves abreast with the current events to add insight to their analysis. Homework Homework is set each week and involves students in a variety of tasks. They may be asked to practice skills learnt in class, undertake research using web sources or work on a long-term project.
Business
Studies
Two years The course is designed to give students a basic understanding of business principles, practices and skills and the day-to-day business functions of marketing, human resource management and finance. It focuses on the ways in which individuals and groups interact in a dynamic business environment drawing parallels with contemporary business issues. Course Aims: The aims are to enable students to: make effective use of relevant terminology, concepts and methods and recognise the strengths and limitations of the ideas used apply their knowledge and critical understanding to current issues and problems in a wide range of appropriate contexts distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgments appreciate the perspectives of a range of stakeholders in relation to the environment, individuals, society, government and enterprise develop knowledge and understanding of the major groups and organisations within and outside business and consider ways in which they are able to influence objectives, decisions and activities develop knowledge and understanding of how the main types of business and commercial institutions are organised, financed and operated and how their relations with other organisations, consumers, employees, owners and society are regulated develop skills of numeracy, literacy, enquiry, selection and employment of relevant sources of information, presentation and interpretation develop an awareness of the nature and significance of innovation and change within the context of business activities
As the IGCSE course is spread over two years the delivery of concepts is as follows: Year 10 Semester 1 Business and the environment it operates Business Activity The organisation (including Types of business and ownership patterns) Changing business environment Economic environment Business cycle Government intervention Business regulations Workforce & Consumer Marketing Role of Marketing
72
Business
Studies
Market Research Marketing concepts such as segmentation, mass vs. niche markets Year 10 Semester 2 Marketing (cont) Market Mix (Product, Price, Distribution channels & Promotion) Marketing strategy Marketing budget Financing business activity Use of funds Short & Long term financial needs Factors affecting the methods of finance chosen Financial information and decision making Profit (what it is and why it matters) Purpose of P & L Account, Balance Sheet & Cash flow forecasts Ratio analysis Working capital Budgets Users of accounts Year 11 Semester 1 Production (Operations Management) Methods of production Scale of production Lean production Costs classification & Breakeven analysis Quality Location Business structure, organisation and control Internal organisation, structure Internal and external communication Human needs and wants Financial and non-financial rewards Management styles and motivation methods Stages of recruitment & selection Training Dismissal and redundancy Year 11 Semester 2 Regulating and controlling business activity Impact of business decisions External costs and benefits Exchange rates
Types of assessment
The students are assessed on the basis of their Knowledge and Understanding Application Analysis Evaluation of business issues and case studies
Business
Studies
Methodology
The course methodology encompasses elements of the following teaching strategies: Group Discussions Student Presentations Case Studies Visiting Speakers Industrial Visits Showing Videos Team Project IGCSE Business Studies Karen Borrington and Peter Stimpson Business Studies Alain Anderton
Assignments and tests are given each term and weighted 40% and 60% respectively. Exam grades are calculated for the following: Year 10 Half yearly exams and Final/Annual exams Year 11 Mock Exams In addition to written work, students are assessed on presentations, oral questions, debates and role plays. There are 2 papers (no coursework offered in the subject) and their assessment is according to the particulars given below: Assessment objective Knowledge & Understanding Application Analysis Evaluation Total Marks Weightage Paper 1 30 30 20 20 100 50% Paper 2 20 20 30 30 100 50%
Paper 1 (1 hour 45 minutes): Short answer questions and structured/data response questions Paper 2 (1 hour 45 minutes): Candidates will be presented with a business situation or problem and required to answer questions arising from it.
Business Studies is a subject which lends its understanding to real world business matters and issues. Newspapers and periodicals contain enormous information on such matters and therefore reading these on a regular basis will help students in strengthening their knowledge base in the subject.
74
Economics
Two years The course falls into the category of Humanities and Social Science group of subjects and is designed to give students an understanding of economic terminologies and the ability to use them in their day to day analysis. This course also focuses on developing various skills in the students to help them participate more fully in decision making processes The course aims: To develop knowledge and understanding of economic terminology, principles and elementary economic theory To develop basic economic numeracy and literacy and the ability to handle simple data including graphs and diagrams; To develop the ability to use tools of economic analysis in particular situations To develop the ability to employ economic skills, with reference to individuals, groups and organisations to understand better the world in which they live Develop an understanding of economies of developed and developing nations and appreciate the relationships between them
As the IGCSE course is spread over two years the delivery of concepts is as follows: Year 10 Semester 1 Basic economic problem: choice and resource allocation Markets: equilibrium, elasticity and cost-benefit analysis, market failure Year 10 Semester 2 The individual as a producer, consumer and borrower The private firm as producer and employer; Types of business organisations; Costs, revenue and profit maximisation Year 11 Semester 1 Role of government in an economy Economic indicators: price, employment and output Developed and developing economies Year 11 Semester 2 International trade and exchange rates Impact of globalisation
Types of assessment
At the end of the course students are expected to: Use and apply the economic terms, concepts, principles and theories Apply economic knowledge and understanding in verbal, numerical and diagrammatic form
Economics
Draw comparisons and analyse different situations using the tools of economic analysis Critically evaluate and make reasoned judgments by communicating conclusions in a logical manner Assessment of student performance Students are assessed on the following criteria: Knowledge and understanding Analysis Judgment and decision making Critical Evaluation At the end of the second year the students are expected to take three papers; Paper 1 (45 minutes) Multiple choice questions (20% weightage) Paper 2 (2 hours) Structured questions (50% weightage) Paper 3 (1 hour 30 minutes) Analysis and Critical Evaluation (30% weightage)
Methodology
Class discussions Group as well as individual project work Presentations Essays Quizzes Case study analyses Debates Researching
Economics A Complete Course for IGCSE Dan Moynihan & Brian Titley Economics for GCSE by Alain Anderton Assignments and Tests are given each term and weighted 40% and 60% respectively Exam grades: Year 10 Half Yearly & Final Exam Year 11 Mock Exams
Students are expected to read news magazines and newspapers to keep themselves abreast with the current issues in Economics. They would also be required to use the web sources for their research and presentations.
76
Computer
Studies
Two Years The aims of the curriculum are the same for all students. These are set out below and describe the educational purposes of a course in Computer Studies for the IGCSE examination. They are not listed in order of priority. The aims are to: 1. Develop in students an appreciation of the range and power of computer applications; 2. Foster an interest in, enjoyment of, and confidence in the use of computing; 3. Develop students abilities to solve problems using computing techniques; 4. Develop an awareness in students of the place of computing in society and issues computing 5. Raises in society; 6. Provide students with a firm understanding of the basic techniques and knowledge required for 7. Computing applications; . Foster a desire to use computers within other interests
Major Concepts/Areas covered The three assessment objectives in Computer Studies are: Knowledge and understanding Students should be able to demonstrate knowledge and understanding of computing, in relation to: 1. The range and scope of information processing applications; 2. The effects of the use of computers, both practical and social; 3. The range of equipment, tools and techniques used to solve problems; 4. The functions of the main hardware and software components of information-processing systems; 5. Appropriate terminology. Problem-solving and realisation Students should be able to: 1. Identify problems within the field of information processing; 2. Analyse problems by considering relevant functional, practical, human and economic factors; 3. Draw up specifications for the computer-based solutions of problems; 4. Select from a range of resources those which are most suitable for solving problems; 5. Develop solutions using appropriate methods; 6. Implement solutions using equipment, tools and techniques sensibly; 7. Test, evaluate and refine solutions systematically; . Document solutions to problems.
Computer
Studies
Communication Students should be able to: 1. 2. 3. Interpret and organise information; Recognise and present information in a variety of forms; Communicate in appropriate ways information about applications of computers, problems and their solutions.
Types of assessment
Paper 1 (2 hours) Short-answer and structured questions with no choice. Paper 2 Coursework (School-based assessment) Project A single piece of coursework of a substantial nature, involving the use of a computer to solve a specific problem, is to be carried out over an extended period. This will enable the students to use their skills and experience gained during the course to solve and document the solution to a problem. Course works are usually database related involving programming in visual basic or Ms Access. However, students keen on website or spreadsheet related projects are allowed to pursue those as their course works as well. Students will be assessed in the following manner: 1. 2. 3. 4. 5. Written assessment tests and assignments Oral assessment presentation by students, oral questions Projects on topics given/Coursework Displays: making charts Research work: Collecting information from various sources Individual presentation by students on any topic assigned by the teacher. Group presentation of topics. Teacher led brainstorming sessions. Student led brainstorming sessions. Carousel brainstorming. Charts are prepared and pinned on the computer room display board to display ideas and information. Students are directed, encouraged and assessed by the teacher on information collection, processing and output in an organised, logical, systematic and professional manner. Unit tests are conducted at the end of a major unit comprising 2 or 3 chapters with advance notice. Coursework deadlines are published in advance and must be strictly adhered to. Year 10 Theory The range and scope of computer applications Input and Output Devices Storing Data Software
Methodology
7
Computer
Studies
Communication and information systems, online services, remote databases Monitoring and control systems Programming lessons Industrial, technical and scientific from basic to advanced Uses including weather forecasting features in visual basic Checking Data Miscellaneous areas such as education and training, entertainment, Networking, Internet IGCSE coursework 1st 10 points Year 11 Theory Algorithms introduced Hardware, systems and communications File organisation Operating Systems Programming lessons Systems Analysis and Design Advanced features/testing validations Uses including weather forecasting Social Effects Of Computing IGCSE coursework-completed DTP Spreadsheets, Graphics packages , Word processor Algorithms reinforced Past paper solving
Texts and Materials
Practical Visual Basic in 21 days Projects in Visual Basic by Heathcote Black Book on Visual Basic Visual Basic How to by Sams Publication Class notes for Visual Basic Theory Information Technology: By Stephen Doyle Reference Guide - by Letts Sample tailor made software and documentation for a piece case study and evaluation
Grading policy
Theory 75% Coursework 25% All students will be entered for Papers 1 and 2.
From 2010, the 0420 Computer Studies will allow students who do not wish to do the coursework, to take a written paper of 2(1/2) hours involving case study in lieu of it.
Information and Communication
Technology
Two Years
The aims of the curriculum are the same for all students. These are set out below and describe the educational purposes of a course in Information Technology for the second year in the IGCSE examination. They are not listed in order of priority. The aims, which are not listed in order of priority, are to: Help candidates to develop and consolidate their knowledge, skills and understanding in ICT and be aware of new and emerging technologies; Encourage candidates to develop further as autonomous users of ICT; Encourage candidates to continue to develop their ICT skills in order to enhance their work in a variety of subject areas; Provide opportunities for candidates to analyse, design, implement, test and evaluate ICT systems; Encourage candidates to consider the impact of new technologies on methods of working in the outside world and on social, economic, ethical and moral issues; Help candidates to improve their skills and increase their awareness of the ways in which ICT is used in practical and work-related situations. The practical skills contained in the syllabus are directly applicable to the study of other subjects; centres are encouraged to provide opportunities for their candidates to apply their ICT skills to a range of contexts.
Major Concepts/Areas covered The three major areas covered in Information Technology are: Knowledge and understanding Students should be able to: 1. Demonstrate knowledge and understanding of the range and scope of information processing applications and of the techniques and systems needed to support them, some of which are outside their everyday experience; Have a good grasp of terms and definitions and be able to contrast and compare related ideas; Be able to apply general principles of information processing to given situations and to be able to abstract general principles from given examples; Identify a range of needs and opportunities and analyse, design and evaluate the most appropriate ways of addressing these using information systems; Be able to discuss methods of detecting the loss or corruption of electronic information and describe steps that minimise the likelihood of the abuse of personal information.
2. 3.
4.
5.
Practical Skills Candidates should be able to demonstrate their ability to use a range of software packages in practical and work-related contexts.
0
Technology
1. 2. 3.
Communication Students should be able to: Interpret and organise information; Recognise and present information in a variety of forms; Communicate in appropriate ways information about applications of computers, problems and their solutions.
Types of Assessment
Paper 1 2 hours Written paper testing sections 1 of the curriculum content and assessing the skills in Assessment objective AO2 All questions compulsory: mostly multiple choice or short answer questions, but also some requiring longer responses 100 marks weighted at 40% of total Paper 2 2 hours Practical test assessing knowledge, skills and understanding of sections 916 of the curriculum content 0 marks weighted at 30% of total Paper 3 2 hours Practical test assessing knowledge, skills and understanding of sections 916 of the curriculum content 0 marks weighted at 30% of total Semester 1 (August December) Theory: Types and components of computer systems Input and output devices Practical Skills: Communication Document Production Semester 2 (January May) Theory: Data Types The Effects of using ICT The ways in which ICT is used Practical Skills: Output Data Data Analysis Past Paper Solving
Technology
Methodology
1. 2. 3. 4. 5. 6. 7.
Individual presentation by students on any topic assigned by the teacher. Group presentation of topics. Teacher led brainstorming sessions. Student led brainstorming sessions. Carousel brainstorming. Unit tests are conducted at the end of a major unit comprising 2 or 3 chapters with advance notice. Hands on experience on a range of soft wares to enhance practical skills.
Theory Types and components of computer systems Input and output devices Practical Skills Communication Document Production Theory Data Types The Effects of using ICT The ways in which ICT is used Practical Skills Output Data Data Analysis Past Paper Solving
Texts and Materials
Texts and Materials 1. Practical: Class Notes 2. Theory: Information Technology: By Steve Cushing ICT for GCSE by Tim Roderick and Geoff Rushbrook Reference Guide - by Letts
Grading policy
Grading policy Theory 40% Practical 60% All students will be entered for Papers 1 and 2. Paper 1 (2 hours) Short-answer and structured questions with no choice. Paper 2 Practical (2 Hours) Paper 3 Practical (2 Hours)
2
Art & Design

Two years Option A Observational Study: The aim of this paper is to test candidates ability to observe, analyse and depict objects either man-made or natural against an interesting background, which will form a part of their composition. The objects will be artificial or natural and may include such things as flowers, fruits, vegetables, plants, shells, insects, bones, roots, clothing, machine parts or other man made objects. The objects will be arranged below the eye-level of the candidates and not more than three meters away from them. Other arrangements and compositions are also encouraged. Students must be able to understand ellipses, perspective and proportions as well as surface qualities of objects, reflective, metallic, textured, etc. Late 19th and 20th century Western and Indian art history will be introduced to help the student to contextualise and reference their paintings. A thorough grounding in the techniques of watercolour, coloured pencil, acrylic, charcoal, etc. will be established. All candidates must draw from observation as the starting point. They must demonstrate their painting ability in the examination prep work and final composition. Students will learn how the background must form a part of their composition. Students will show their understanding of: How to place the selected composition effectively within the frame of the paper to show an appreciation of scale. How to depict one object in proportion to another in the picture frame, and in relationship to the background, which includes the use of perspective. How to depict mass and volume of objects using the basic visual elements such as line, tone, colour and texture, that together creates a visual image. How to handle the appropriate media with confidence. Students will also refine their understanding of techniques of depicting round objects with understanding of ellipses from different angles. As part of the IGCSE course, students must visit art galleries, museums or places of interest as the starting point for a project or to enhance ongoing work. Painting and related media (option A) Studies under this heading may be representational or descriptive, or they may be more imaginative and interpretative. In either case, they will evolve through investigation and development. They may be based upon a directly observed starting point or subject, or they may be a personal response to a theme.
Art & Design

Subjects may include landscapes, figure studies, portraits, the natural or man-made environment, artifacts, abstract notions or feelings, personal experiences, or visual ideas inspired by literary sources, etc. Methods employed include drawing of all kinds, all graphic media, and painting and related media, including pastels, oils, acrylics and water colours. Candidates may combine these media or use them in conjunction with other materials e.g. collage, sculpture. Candidates should learn to use a sketchbook to make visual researches and develop their ideas. They should also show knowledge of Art and Design from other cultures or history and relate it to their own studies. Design Study (Option B) Candidates are expected to analyse a design brief and to arrive at an appropriate solution by producing a design on paper. The coursework will cover graphic design areas of basic illustration, calligraphy, designs using lettering, book cover, cd cover design, basic printmaking, as well as repeat patterns for fabric design. Airbrush and applied art techniques like black ink art works, watercolours and coloured pencil will be introduced. All candidates must study one contemporary Western or Indian artist. The research work should include at least four sheets (A2 size) of written analysis with well-presented drawings, reproductions and illustrations showing the process of design from source work study to final composition. Students are expected to complete two pieces of final work with supportive studies for the Design Study paper. The study themes are in continuation from Year 10. Students are encouraged to use computer graphic and image manipulation programmes for their compositions. They must have the understanding of: How to analyse a design problem and work towards an effective solution. Composition or layouts through the arrangement of the various elements of the design such as lime, tone, colour, positive and negative shape and texture. The appropriate tools in relation to technique. The importance of personal expression. Course Work/Three Dimensional Studies (Option B) Sculpture and Ceramics: Candidates are expected to learn techniques of carving, modelling and construction in clay, metal, paper Mache, copper enamelling and fibreglass. They should show an understanding of three dimensional qualities of volume, form, space and texture. The work may be figurative or abstract but must be based on direct observation. The role sculpture has played as an art form in the
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Art & Design

late 19th and 20th century will be studied and students are expected to study one contemporary Western or Indian sculptor as a reference and source of inspiration for their final composition. Three Dimensional Studies Coursework: Sculpture The study themes are a continuation from Year 10. Students begin to research and make models of their final composition. The theme is normally animals or portrait of a human head. All students are expected to keep an artwork book for class work homework and independent research. These are submitted for assessment with course work and should include: Notes on techniques used Notes on stages of work with photographs if appropriate Preparatory drawings Records of work done Statement of intention Ideas and inspirations Studies of artists and craftsmen related to own work. Candidates should be able to record responses from direct observation experience and imagination and develop ideas for their work, investigating, visual and other sources of information. Mock Examination Candidates will be given the mock exam papers in December 2009, so that they can start working for their preparatory studies. Three sheets of prep work must be submitted of A2 size with smaller investigatory studies, with the final piece for their examination. Coursework Students must complete the coursework final sculpture in fibreglass with a Portfolio and sketchbook. Art and Design for the IGCSE examination aims to stimulate, encourage and develop: Confidence, enthusiasm and a sense of achievement in the practice of Art and Design; An ability to identify and solve problems in visual and tactile form; An ability to record from direct observation and personal experience; The technical competence and manipulative skills necessary to form, compose and Communicate in two and three dimensions; Knowledge of a working vocabulary relevant to the subject; the ability to organise and relate abstract ideas to practical outcomes; Experimentation and innovation through the inventive use of materials and techniques;
Art & Design

Intuitive and imaginative responses showing critical and analytical faculties; An interest in, and a critical awareness of, environments and cultures. The technical competence and manipulative skills necessary to form, compose and communicate in two and three dimensions include an ability to record from direct observation and personal experience, knowledge of a working vocabulary relevant to the subject, experimentation and innovation through the inventive use of materials and techniques. We aim to foster the ability to organise and relate abstract ideas to practical outcomes, i.e. intuitive and imaginative responses showing critical and analytical faculties.
Option A Observational Study: The aim of this paper is to test candidates ability to observe, analyse and depict objects either man-made or natural against an interesting background, which will form a part of their composition. Painting and Related Media Studies under this heading may be representational or descriptive, or they may be more imaginative and interpretative. In either case, they will evolve through investigation and development. Option B Design Study Candidates are expected to analyse a design brief and to arrive at an appropriate solution by producing a design on paper. 3D Studies Candidates may work in traditional or new materials, but should show an understanding of three-dimensional qualities of volume, form, space appropriate to their chosen specialist.
Types of assessment
Assessment Candidates work will be assessed on the following criteria: Form, space, technical use of media, colour, originality of ideas and interpretation, personal quality, aesthetic judgment, research around a design problem and its development into final studies for the composition. ASSESSMENT OBJECTIVES The assessment objectives in Art and Design are grouped under the following headings:
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Art & Design

A. KNOWLEDGE WITH UNDERSTANDING Candidates should be able to: Recognise and render form and structure; Appreciate space and spatial relationships in two and three dimensions and understand space in terms of pictorial organisation; Use chosen media competently, showing clarity of intention and be able to explore surface qualities; Handle tone and/or colour in a controlled and intentioned manner. B. INTERPRETATIVE AND CREATIVE RESPONSE Candidates should be able to: Express ideas visually; Respond in an individual and personal way; Demonstrate quality of idea as seen by interpretation rather than literal description of a theme; Make informed aesthetic judgements. C. PERSONAL INVESTIGATION AND DEVELOPMENT Candidates should be able to: Show personal vision and commitment, through a mature and committed response; Research appropriate resources; Assess a design problem and arrive at an appropriate solution; Show development of ideas through appropriate processes, worksheets, etc. before arriving at a final solution.
Methodology
Methods Recording and interpreting from direct observation Interpretation from artists works through research. Students gather information through their visits to various galleries and museums. Outdoor sketching Use of I.C.T. and computer manipulation/graphic image programmes Experimentation in various techniques in 2D and 3D including clay, paper and fibreglass Visiting artists to demonstrate different techniques Show art related videos/DVD Compilation for coursework portfolio. Students are required to enter for two papers. Each of the four subjects have the equal assessment weightage of 50%. The following entry options are available, based on the schools banding: Option A: Observational Study (Examination) Painting and related Media ( Coursework )
Art & Design

Option B: Design Study (Examination) Three Dimensional StudiesSculpture (Coursework) Students working on any of the above coursework must start working from direct observation, record, analyse and develop ideas for their work, and investigate visual and other sources of information. They must visit art galleries, museums and other places of interest as the starting point for a project.
Texts and Materials
Sketch book A3 size Sketch book A2 Size Colour Pencil 4 colours box Pencil boxes with, HB6B set Pencils HB6B, EE, Charcoal (black, brown & grey) Cutter with blades, Scissors, Eraser, packets, stapler with pins Drawing board A2 with 4 clips each Mounting Sheets Brushes: Flat brush No. 2, 4, 6, , 10, 12, 20, 1 inch, 2 inches Round Hair No. 2, 4, 6, , 10, 12, 20 Dry Pastels 24/4 colours Oil Pastels 4 colours Mixing Palette, Water container, Rags (dhoti) Tracing paper A3 size, gateway roll/sheet Tissue paper Conte: black, brown, and grey Cartridge Paper Textured papers Ivory sheets Water colour papers Clay with tools Materials for Fibre sculpture Acrylic colours
Grading policy
ASSESSMENT CRITERIA FOR COURSEWORK (SCHOOL-BASED ASSESSMENT) Grade A (90100 marks) The candidate has demonstrated expertise in: expressing quality of form, line, shape and structure skillfully and with sensitivity; understanding clearly space and spatial relationships; showing complete mastery of technique in the use of material; understanding fully surface qualities and the use of colour and tone; communicating a sensitive and highly individual personal response; investigating in depth original and secondary sources; demonstrating a well-informed aesthetic judgment; providing elegant solutions.

Art & Design

Grade B (7589 marks) The candidate has demonstrated proficiency in: expressing quality of form, line, shape and structure well, with some sensitivity; understanding clearly space and spatial relationships; showing mastery of technique in the use of material; understanding surface qualities and the use of colour and tone; communicating a sensitive and individual personal response; investigating in some depth original and secondary sources; demonstrating an informed aesthetic judgment; providing well thought out solutions. Grade C (6074 marks) The candidate has demonstrated competence in: expressing quality of form, line, shape and structure; understanding clearly space and spatial relationships; showing grasp of technique in the use of material; understanding surface qualities and the use of colour and tone; communicating a personal response; investigating both original and secondary sources; demonstrating aesthetic judgment; providing interesting solutions. Grade D (4559 marks) The candidate has demonstrated basic competence in: expressing quality of form, line, shape and structure; understanding space and spatial relationships; showing grasp of some technique in the use of material; understanding surface qualities and the use of colour and tone; communicating a personal response; investigating a variety of sources; demonstrating some aesthetic judgment; providing adequate solutions. Grade E (3044 marks) The candidate has demonstrated some competence in: understanding space; showing awareness of technique in the use of material; understanding some use of colour and tone; communicating a relative response; investigating secondary sources; providing some solutions. Grade F (1529 marks) The candidate has demonstrated awareness in: understanding of space; understanding of some use of colour and tone; communicating a response; consulting secondary sources; providing a solution.
Art & Design

Grade G (614 marks) The candidate has shown: use of colour; a basic response; some use of secondary sources; Unclassified (05 marks) GRADE DESCRIPTIONS Grade A Candidates awarded Grade A will have met all the Assessment Objectives to a high level. They will have demonstrated a firm grasp of skills and a superior creative ability in the options chosen. Their work will show a high degree of organisation, extensive investigation and will be characterised by an interpretation which is highly personal and perceptive, reflecting informed and considered judgment. Grade C Candidates awarded Grade C will have met most of the Assessment Objectives. They will have demonstrated competence in their grasp of skills and an appropriate creative ability in the options chosen. Their work will show a degree of organisation, and evidence of research, and will be characterised by self-awareness and straight forward personal response. Grade F Candidates awarded Grade F will have met a few of the Assessment Objectives. They will have demonstrated limited skills and creative ability in the options chosen. While showing evidence of interest and effort, their work will generally be weak in organisation, demonstrating only limited self-awareness. It will be characterised by a heavy reliance on secondary sources.
An Art and Design course should encourage personal expression, imagination, sensitivity, conceptual thinking, powers of observation, an analytical ability and practical attitudes. It should lead to greater understanding of the role of the visual arts in the history of civilizations. It should widen cultural horizons and enrich the individual. It should combine a breadth and depth of study so that it may accommodate a wide range of abilities and individual resources. Art and Design complements literary, mathematical, scientific and factual subjects. It is especially concerned with the development of visual perception and aesthetics. It is a form of communication and a means of expressing ideas and feelings.
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Drama
Two years GCSE Drama allows students to develop knowledge, skills and understanding of the dramatic form. It requires learners to demonstrate knowledge and understanding of the following: Different genres and performance styles The ways in which meaning is communicated through drama A range of staging and performance conventions Drama terminology and how to use it appropriately How plays are constructed and realised through the study of at least one substantial published play How to create, interpret and communicate a role or character Drama within its social, cultural and historical context. Furthermore GCSE specifications in Drama requires students to develop the ability to: Use improvisation skills in a range of drama contexts Apply performance and/or production skills Select, synthesise and use ideas and skills to create drama Acquire reflective and evaluative skills in response to a range of dramatic texts Work collaboratively and creatively to achieve shared dramatic intentions. Drama enables students to: Actively engage in the process of dramatic study in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds Work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas Reflect on and evaluate their own work and the work of others Develop and demonstrate competence in a range of practical, creative and performance skills Develop a basis for their future role as active citizens in employment and society in general, as well as for the possible further study of Drama Consider and explore the impact of social, historical and cultural influences on drama texts and activities.
Students explore how to communicate meaning through the medium of theatre, becoming proficient participants and active makers of theatre. Issues, themes and concepts are explored using a wide range of explorative strategies and drama mediums to come an understanding about the world around them and being able to view things from different perspectives.
Drama
Types of assessment
Almost all assessment is practical. There are no written examinations although you will be required to keep a written record of your practical work. You will explore themes, ideas and plays in a wholly practical way and your teacher will assess how well you have done. You will also be required to perform in a play or contribute a form of design to a production such as costume, lighting or sound. You will perform the play with a visiting examiner in the audience. The assessment is divided into 3 sections: Unit 1: Drama Exploration (30%) Exploration of creative and structural aspects of drama: Forms of stimuli Explorative strategies Drama medium Elements of drama. Controlled assessment: six-hour practical exploration, centre-devised based on the Programme of Study. Documentary evidence maximum 2000 words; postal moderation. Unit 2: Exploring Play Texts (30%) Exploration of a play text chosen by the centre involving: Exploration of character Interpretation of the play Design implications of the play. Visit to a live theatre performance Controlled assessment: six-hour Practical exploration, centre-devised based on a play text and the Programme of Study. Documentary response maximum 1000 words Written response to live theatre maximum 2000 words; postal moderation for both. Unit 3: Drama Performance (40%) A devised or scripted play performed to an audience including a visiting examiner. Students may offer: Acting skills, or performance support and design skills. Controlled assessment: performance of a play, devised or scripted, to a visiting examiner. The marks for the two parts of the coursework are divided equally. The key difference is the conditions under which students must complete the assessment. The balance of marks and choice of content remains the same. The marks for the final performance are the same as before.
Methodology Texts and Materials
The course will be delivered using a variety of stimuli to enable students to explore issues, themes, plays and texts through the use of explorative strategies. Texts and materials are negotiated with the group, depending on the needs and interests of the students.
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Grading policy
Students are assessed throughout the length of the course to gage progress. They will be assessed using the GCSE criteria and will become familiar with this early on in the course, so that they are best informed about what they need to do in order to make progress and achieve well. As part of the course students will be required to keep a learning log of the work that they do as part of the course which will inform their coursework. This is an integral part of the course, where students will be prepared with the essential skills of gathering the information during lessons to culminate in writing their coursework under supervision as part of the 6 hour exam workshop. Students will be expected to attend the theatre at local venues, attend school productions and participate in course related performances both in school and if the opportunity arises outside of school, as part of local and national festivals.
Music
Two years IGCSE music is a two year course based around the three complementary disciplines of listening, performing and composing. The aims of IGCSE music are to: 1. Enable candidates to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the activities of listening, performing and composing; Assist candidates to develop a perceptive, sensitive and critical response to the main historical periods and styles of Western music; Help candidates to recognise and understand the music of various non-Western traditions, and thus to form an appreciation of cultural similarities and differences; Provide a foundation for the development of an informed appreciation of music; Provide a foundation for further study in music for those candidates who wish to pursue their studies at a higher level. Western classical music form the Baroque, classical, romantic and modern periods. World music from India, Africa, Indonesia, China, Latin America and eastern traditions Students are formatively and summatively assessed throughout the course on the three key areas of performing, listening and composition. The students have to submit two compositions, a solo performance and a group performance to the exam board along side sitting a prepared and unprepared listening exam.
2.
3.
4. 5.
Major Concepts/Areas covered Types of assessment
Texts and Materials
A wide range of text and web based materials are used in GCSE music including but not limited to BBC BYTE Size music DSO Kids North Indian Classical music in the classroom
Grading policy
All grading of student work is done against CIE assessment criteria available in the student support pack Student are assessed in the three areas of Performance Composition Aural awareness
Whilst not compulsory it is hoped that all students taking IGCSE music will take part in extra curricula music activities and take an active part in displaying the musical talent of the school.
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Physical
Education
Two Years During key stage 4, pupils tackle complex and demanding activities, applying their knowledge of skills, techniques and effective performance. They decide whether to get involved in physical activity that is mainly focused on competing or performing, on promoting health and wellbeing, or on developing personal fitness. They also decide on which roles suit them best including performer, coach, choreographer, leader and official. The view they have of their skillfulness and physical competence gives them the confidence to get involved in exercise and activity out of school and in later life. During key stage 4, pupils will take part in any two activities listed below in each semester: 1. 2. One or two from invasion games like Football, Basketball, and Netball in first semester. Athletics (compulsory) and one or two games from Badminton, Tennis, Cricket, Table tennis, Basketball and Football in second semester.
The scheme of work draws together parts of the programmes of study to create a frame work that shows how pupils might be helped to progress. In PE, this includes progression in: Acquiring and developing skills. Selecting and applying skills, tactics and compositional ideas. Evaluating and improving performance. Knowledge and understanding of fitness and health. Note: Progression is inbuilt in course content of each year. In each year unit, specific core tasks and activities are included. PE offers opportunities for pupils to: To set targets for themselves and compete against others, individually and as a team members. Take the initiative, lead activity and focus on improving aspects of their performance. Develop positive attitude to participation in physical activity. Discover their own aptitudes and preferences for different activities.
Pupils are taught the knowledge, skills and understanding through six areas of activity. These include: Invasion games activities such as Football, Basketball and netball. Net/Wall activities such as Badminton, Tennis and Throw ball. Athletics activities such as running, jumping and throwing. Striking and fielding games such as Cricket and Soft ball. Indian games like Kho-Kho. Health and wellness lessons.
Physical
Education
Types of assessment
The expectation statements for each unit are related to the level descriptions. They describe attainment in the core tasks, and allow pupils overall progress to be monitored. Marks and grades are used to assess an individuals performance at the end of the each unit. A judgment based on these, and in some circumstances on a summative piece of work or test, can be used when considering how individual pupils are achieving in relation to end of unit expectations. Pupils response to the demands, particularly of the Year-11 units, will provide evidence to make end of key stage assessments against the level descriptors.
Methodology
Each unit suggests a range of approaches to teaching and learning, including; Direct teaching, through whole class and small group sessions. Opportunities for pupils to demonstrate practice and apply their learning, either on their own or with others with varying degree of support. Opportunities for pupils to solve problems use their imagination and are creative. Opportunities for pupils to reflect on their own learning. Opportunities for pupils to lead and officiate. The key words are: ASK- HELP- TEACH- TALK- LISTEN
Texts and Materials
PE note books Play fields, courts, pitches, tracks, jumping pits and nets. Balls, bats, racquets, and shuttles. Whistle, stop watches, cones, mats, score sheets, spread sheets and white boards. On-line resources CDs and videos Reference books Pupils are usually assessed at the end of each unit for the purpose of interim grades and summative assessment at the time of full reports. The expectation is that the average attaining pupil will be working at level 5/6 in Year 10 and at level 7/ in Year 11. Participation in sporting activities out side of the school as part of the extra curricular programme in inter house/inter school competitions.
Grading policy Additional Expectations
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The British School, New Delhi Dr. Jose P. Rizal Marg, Chanakyapuri New Delhi 110021 (INDIA) Tel : + 91 11 2410 2183, 2467 8524 Fax : + 91 11 2611 2363 Email : thebritishschool@british-school.org Web : www.british-school.org

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KEY STAGE 4 SYLLABUS BOOKLET

Directors Message ..............................................................................................................................1

Graham Ranger Director

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Mission, Aims and Philosophy Mission

Note4 from the Key Stage Coordinator

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What else goes into the

Additional Key Stage 4 Opportunities

Student Support System

Use of the Library

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Coursework Subjects at the

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Test Schedules for

Total Number of Summative Assessments Per Semester

Non submission of homework letter

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Major Concepts/ Areas covered

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Texts and Materials used

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Texts and Materials used Grading policy

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Texts and materials

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