ks4syllabus booklet2010-11

KEY STAGE 4 SYLLABUS BOOKLET

2010 – 2011

Con

tent

Director’s Message ..............................................................................................................................1

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

Key Stage 4, Syllabus Booklet – Year 2010–11 | 1

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.

Graham RangerDirector

MessageDirector’s

2

MissionThe finest British and international education with an Indian soul.

Aims• Standards of achievement to challenge every student to fulfil their potential.

• Tolerance to respect differences accepting the views and beliefs of others.

• Moral Education to foster high moral and ethical standards.

• Multi-culturism to embrace multi-culturalism and capitalise on the strengths of Indian culture.

• Citizenship to educate students for life.

• Learning to provide stimulating and challenging learning.

• Teamwork, generosity 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 student’s 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.

Mission, Aims and Philosophy


In both Years 10 and 11 studying for the IGCSE, the International General Certificate of Secondary Education (IGCSE) is the world’s most popular international qualification for 14–16 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 student’s 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 student’s 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

Note from the Key Stage 4 Coordinator

4

Our Objectives are:

ACADEMICProvide 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.

SOCIALPromote 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 extra–curricular activities, which give opportunities for students to develop initiative, leadership qualities, individual talent, communication skills and an understanding of the value of leisure.

INSTITUTIONALProvide 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.

Objectives


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.

What is the

IGCSE?

6

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.


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 OpportunitiesThe 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 TripsSchool 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 SystemHere 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 LibrarySubject 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.

What else goes into the

IGCSE?

�


English LiteratureFirst Language English

EVMGeography

DramaMusic

ArtComputer Studies

How we facilitate student learning at the British School at IGCSE

Presentations Subject “Clinics”Role Plays Support of the EAL/SEN

departmentInteractive discussions Use of technology (OHP,

videos, computers)Research work Visits

Projects Peer/Self AssessmentBrainstorming Data analysis

Debates FieldworkQuizzes Practicals

After school classes Performance

Coursework Subjects at the

IGCSE

10

Test Schedules for

Key Stage 4Formative 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 Year 10 Year 11

Science 4 4

Maths 2 2

English Language & Literature 4 4

French & Spanish 4 4 (only Semester 1)

Hindi 4 4 (only Semester 1)

Drama 1 2

Art 4 4

PE 4 4

Music 2 2

Computer Studies 4 4

Information Technology 4 N/A

History 4 4

Geography 4 4

Business Studies 4 4

Economics 4 4

Total Number Per Semester 55 52


Homework

TimetableExpectations 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.

Subject Year 10 Year 11

Science 3 3

Maths 3 3

English (Language & Literature) 2 2

Modern Foreign Language 1.5 1.5

Drama 1.5 1.5

Art 4 4

PE 0.5 0.5

Music 1 1

Computer Studies 3 3

Information Technology 3 N/A

History 1.5 1.5

Geography 1.5 1.5

Business Studies 1.5 1.5

Economics 1.5 1.5

Total Number Per Week 29 26

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.

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Examination

BoardsSubjects

(CIE) (EDEXCEL)

Art & Design Drama

Biology French

Business Studies

Chemistry Spanish

Computer Studies

Information Technology

Economics

English Literature

English as a Second Language

First Language English

Second Language: Hindi

Geography

History

Mathematics

Physics

EVM

Music

University of Cambridge International Examinations (CIE) is the world’s largest provider of international qualifications for 14–19 year olds. We are part of the University of Cambridge and a not-for-profit organisation.

Edexcel, a Pearson company, is the UK’s largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally.

Subject Wise Synopsis


14


Length of the course Two years

Course Aims 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 literature’s contribution to aesthetic, imaginative and intellectual growth. Explore the contribution of literature to an understanding of areas of human concern.

Major Concepts/Areas covered

Year 10 – Semester 1The 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 2The 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 1Drama: 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 2Drama: Julius Caesar [complete text] Poetry So, We’ll Go No More A-Roving-Byron; Sonnet 43-Elizabeth Browning; Sonnet 29 Edna St Vincent Millay.Final Draft of coursework 2.

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

16

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.

Texts and Materials used Songs of Ourselves: A selection of 14 poems from Part III.Edith Wharton: Ethan FromeWilliam Shakespeare: Julius Caesar

Students will be expected to read a wider selection of texts originally written in English for their coursework component.

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 75%

Paper 2 (Coursework) 25%

Additional Expectations CourseworkStudents will be expected to read a variety of literary genres. They will be required to write two assignments of about 600–�00 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.

Literature

English


First Language

English


Course aims 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 writer’s style.

Third coursework.

Year 11 Semester 2

Revision and Practice of all of the above.

1�

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.

Texts and Materials used

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.

Grading policy 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.

Additional Expectations

Candidates will be required to submit a coursework portfolio of three assignments, each of about 500–�00 words. This involves independent work on the part of the students. This component comprises 50% of the final IGCSE examination grade.

First Language

English


English as a Second

Language


Course Aims 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 2All of the above and,

Response to select topical issues (focus on newspaper and magazine articles)Letters – personal and formalListening 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].

20

WritingCommunicate 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.

SpeakingCommunicate 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 discussionMultimedia aids Independent research and presentations by studentsWider readingDebatesCritical 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.

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. 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.

English as a Second

Language


Mathematics


Course Aims The course aims to: Develop the student’s 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

22

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)


Area & volume

Perimeter, area of plane shapes

Surface area of prisms

Volumes of prisms, pyramids, and composite solids


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

Mathematics


Algebraic fractions

Adding and subtracting algebraic fractions

Simplification of algebraic fractions


Circles

Circle theorems

Statistics

Descriptive statistics

Cumulative frequency curves, Median, Quartiles, percentiles, Inter quartile range



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


Transformations

Combined transformations

Shear and stretch

Number and Algebra

Direct and Inverse variation

Functions

Inverse and composite functions


Simple linear programming problems



Mathematics

24

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


Kinematics

Revision of the following concepts:-ConstructionsStandard formLimits of accuracyApproximationPercentage increase & decreaseInterest, discount, ratioSequences and patternsDistance 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.

Teacher’s 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.

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 teacher’s 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:

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.

Grade A* 90% and aboveA �0–�9B 70–79C 60–69D 50–59E 40–49F 30–39G below 30%

Mathematics

26

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.

Mathematics


Length of course Two years (IGCSE followed by pre-IB)

Course aims 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.

Major concepts 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)


Nets

2D representation of 3D objects

Transformations

Reflection, translation, enlargement and rotation

Fully describing transformations

Accelerated

Mathematics

2�

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


Area & volume

Perimeter, area of plane shapes

Surface area of prisms

Volumes of prisms, pyramids, and composite solids


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



Year 10 Semester 2 (January – May)

Number and Algebra

Matrices and transformations

Algebra of matrices

Using matrices to define transformations in 2D

Accelerated

Mathematics


Combined transformations

Shear and stretch

Algebraic fractions

Adding and subtracting algebraic fractions

Simplification of algebraic fractions


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



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

30

Statistics

Histograms with equal and unequal intervals


Kinematics

Simple linear programming problems

Pre-IB

Use of the Graphical Display CalculatorBasic CalculationsBasic functionsMemoryListsStatistical graphsWorking with functions

Algebraic expansion and factorisationRevision of expansionFactorisation of trinomialsAlgebraic fractionsDivision of polynomialsRemainder and factor theoremsFactorisation of polynomials of higher degree

Surds and IndicesBasic operationsProperties of surdsMultiplication and division of surds

Univariate data analysisStatistical terminologyQuantitative dataGrouped discrete dataContinuous dataMeasuring the centre and spreadBox and whisker plotStandard deviation

Year 11 Semester 2 (January-April)

FunctionsFunction notationDomain and rangeComposite functionsOne to one functionsInverse functions Basic transformations – vertical translations and vertical stretch

Quadratic functions Solution of a quadratics equation by completing the squareGraphs of quadratic functions

Accelerated

Mathematics


Axes interceptsAxis 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

InequalitiesReview 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. Teacher’s 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.

Types of assessment 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.

Accelerated

Mathematics

32

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


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


Accelerated

Mathematics



Course Aim 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 Édition”.


Year 10 First Semester (August – December)

1. Jeunes sans frontièresTalk 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 someone’s physical appearance and personality.Making arrangements to meet and go out.

2. En ville et à la campagneTalking 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 voyageTalk about different forms of transportDescribing journeys in the pastUnderstanding traffic and road informationTalking about travel issues in cities and public transportGiving and seeking information about rail travelDescribing an accidentTalking about air travel

4. Un séjour en FranceTalking about future plansPreparing for an exchange with a French family Giving and exchanging opinions about TV programmes Making comparisons between the home country and FranceTalking about household tasksReporting and describing lost propertyThanking someone for their hospitality

French

34

5. Une semaine typiqueTalking about daily routineGiving and exchanging opinions about school lifeDescribing what you did at the weekend


6. Une semaine typiquePlanning a shopping trip and changing moneyShopping for clothes, souvenirs etc.Describing faulty goods and obtaining a refund etc.Exchanging opinions about fashion trends

7. Bon AppétitTalking about meals and eating habitsDiscussing healthy eatingShopping for foodExchanging opinions about jobs in the food industryOrdering and paying for drinks and snacks in a caféExchanging opinions on fast foodChoosing a restaurant and ordering a mealDealing with problems when buying drinks or mealsExpressing opinions about picnics

8. Ça m’intéresse Talking about leisure activities Exchanging opinions about music and listening to the radioTalking about sport and sporting eventsDiscussing reading and describing a bookTalking about newspapers and magazinesFinding out what’s onMaking arrangements to go outApologising and making excusesExchanging opinions about filmsDescribing an event or performance in the past

9. Nouveaux Horizons Exchanging opinions about different types of holidaysDescribing an ideal holiday or weekendFinding out information at the tourist office Booking in at a hotel and describing and understanding problemsUnderstanding and describing weather conditions Exchanging opinions about camping and booking into a campsite Finding out information about youth hostels and hiring thingsDescribing a holiday in the past

10. A Votre SantéTalking about common holiday ailmentsAsking a chemist about treatment

Describing parts of the body and a pain or injury

French


Describing an accident and understanding warning signsGoing to the dentist’s and doctor’sTalking about personal feelings and problemsTalking about smoking and addiction issuesComparing healthy and unhealthy lifestylesLearning about world organisations and charities


11. Projets d’avenirTalking about exams, revision and future plansDescribing work experienceExchanging opinions about further education and careersTalking about different aspects of a jobWorking in an officeTalking about pocket money and weekend jobsApplying for a holiday jobDescribing 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 30%

Listening & Understanding 20%

Reading & Understanding 20%

Writing 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

36

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 workPair workIndividual workGames 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 workUsing Information Technology Using the Promethean board.


A number of resources are used to facilitate learning:Text book Encore Tricolore 4 Nouvelle Édition WorkbookCDs of the TextbookCDs from other sourcesDVDsWebsites relevant to the topicsFlashcards WorksheetsPromethean Board FlipchartsInformation TechnologyRealia

Grading policy 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.

French


Scale of achievement and effort grades – Year 10–11 (edexcel)

Achievement Grade

Range Effort Grade

Range

A* �� & above A Excellent

A 77–�7

B 66–76 B Good

C 56–65 C Fair/Satisfactory

D 44–55 D Needs improvement/More effort required

E 33–43

F 22–32

G 11–21


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.

French

3�


Course Aims 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”.



1. Me presentoIntroducing yourself.Describing yourself and others.Introducing other people.Describing your house and flat.Describing the place where you live.

2. En el coleIntroducing school subjects and times.Introducing classroom language.Talking about your school.What you can do at school.My daily routine.

3. En el restauranteBooking a table and ordering your meal.Asking for tourist information.Describing your future holiday plans.

4. En caminoGetting travel information.Finding your way around Buying ticketsBooking hotel accomodationArriving at a campsite.Finding out informationComplaning.


5. De comprasBuying food in the market.Buying clothes.Shopping in a department store.

6. De JuergaMaking a date.Spanish – speaking stars.Saying what you thought of a filmDescribing an event

Spanish


7. Cómo eres?Describing personality.Describing problems at homeTalking about school issuesTalking about enviromental issues.

8. El futuroTalking about future plans.Talking about carrer choices.Making a job application.Using the telephone.


1. En el coleRevising talking about school.Revising what you do everyday.Talking about free time activities.Talking about holiday plans.

2. De vacacionesMaking plans based on weather and local activities.Reading about holidays.Describing what you did on holiday.

3. En rutaExpressing opinions about travel.Dealing with accidents and break downs.Describing what happened.

4. Quë te ha pasado?Saying why you feel ill or you’ve hurt yourself.Booking hotel accommodation and arriving at a campsite.Checking into a hotel or campsite.Describing lost property.Making complaints in a hotel.


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 comprasExpressing opinions and preferences about shopping.Buying clothes and making comparisons.Complaining about purchases.

Spanish

40

7. De juergaReading about what’s on and buying tickets.Making a date. Reading and discussing newspapers, magazines and comics.Saying what you thought of a film or event.

8. Cómo 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.


*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 30%

Listening & Understanding 20%

Reading & Understanding 20%

Writing 30%


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 interactiona picture-based free-flowing discussionOral presentations and discussion 1 weekly homework assignment (approx. 1hr). The homework will include revision of vocabulary and grammar and extended writing.Project work

Spanish



Group workPair workIndividual workGames 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 workUsing Information Technology Using the Promethean board


A number of resources are used to facilitate learning:Text book ‘LISTOS 3 Verde’WorkbookCDs of the TextbookCDs from other sourcesDVDsWebsites relevant to the topicsFlashcards WorksheetsPromethean Board FlipchartsInformation TechnologyRealia

Grading policy 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 10–11

Achievement Grade

Range Effort Grade

Range

A* �� & above A Excellent

A 77–�7

B 66–76 B Good

C 56–65 C Fair/Satisfactory

D 45–55 D Needs improvement / More effort required

E 33–43

F 22–32

G 11–21

Spanish

42


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


Hindi


Course Aims 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.



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.

44

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


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.


*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:

Hindi

Listening 33%

Reading & Writing 67%



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


Group workPair workIndividual workGames 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 workUsing Information Technology Using the Promethean board.

Texts and materials used

A number of resources are used to facilitate learning:Veetan part- � Text Cum WorkbookCDs from other sources DVDsWebsites relevant to the topicsNews papers and MagazinesWorksheetsPromethean Board FlipchartsInformation Technology

Grading policy 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.

Hindi

46

Scale of achievement and effort grades – year 10 – 11

Achievement Grade

Range Effort Grade Range

A* 90–100 A Excellent

A �0–�9

B 70–79 B Good

C 60–69 C Fair/satisfactory

D 50–59 D Needs improvement/ More effort required

E 40–49

F 30–39

G 20–29


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.

Hindi


Length of the course Two Years

Course Aim 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 organismsCharacteristics of living organismsClassification and diversity of living organismsSimple keys

Biology

4�

Organisation and maintenance of the organismsCell structure and organisationLevels of organisationSize of specimensMovement in and out of cells Plant nutrition-photosynthesis, leaf structure, mineral requirementsTransportation-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 flowFood chains and food websNutrient cyclesPopulation size Human influences on the ecosystem-agriculture, pollution, conservation

Transport in humansHeart, Arteries, Veins, Capillaries, and Blood

RespirationAerobic and anaerobicGas exchange

Enzymes

Nutrients

Animal nutritionDietFood 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 humansSex hormonesMethods of birth controlSexually transmissible diseases

InheritanceChromosomesMitosisMeiosis

Biology


Monohybrid inheritanceVariationSelectionGenetic engineering

Year 11 Second semester (January-May)

Homeostasis

Excretion in humans

Coordination and responseNervous control in humansHormonesDrugsTropic 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

50

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: 97�01744�0969)

Resource books

Mackean, D.G, IGCSE Biology (2002) Hodder Murray (ISBN: 07195�0536) Jones, M and Jones, G, Biology: International edition (2002) Cambridge University Press (ISBN: 0521�91175)

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:

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 1–10. 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)

Biology

52


Course Aim 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 matterExperimental techniques Atoms, elements and compounds – which includes the structure of the atom and the periodic table Atoms, elements and compounds – which includes bondingStoichiometry – the mole concept

Year 10 Second semester (January-May)Electricity and chemistryAcids, bases and saltsAir and waterSulphurThe periodic table

Year 11 First Semester (August-December)1 Metal2 Chemical changes, which includes energy changes 3 Chemical Reaction, which includes reaction rates and redox reactions4 Carbonates5 Air and water6 Sulphur7 Organic chemistry

Second Semester (January-May)

Revision

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.



1. Homework



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 Examinations–Chemistry(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

54


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:

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.


Semester 1 total + Half Yearly total + Semester 2 total + Final Exam total

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;


5. Use positive, whole number indices;

6. Draw charts and graphs from given data;

7. Interpret charts and graphs;



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


Chemistry

56

Physics


Course Aim 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.

T o 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.


Physics



General PhysicsLength and timeSpeed, velocity and accelerationMass and WeightDensityForces and their effectsWork, power and energyPressure

Thermal PhysicsStates of matterKinetic molecular model of matterEvaporationPressure 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

LightReflection of lightRefraction of lightThin converging lensDispersion of lightElectromagnetic spectrum

Waves

Sound


ElectricityElectric chargeCurrentElectromotive forcePotential differenceResistanceV/I characteristic graphsElectric circuits

Practical electricity circuitryUses of electricityDangers of electricityAction and use of circuit components

MagnetismSimple phenomena of magnetism

5�

PhysicsElectromagnetic effects

The magnetic effect of an electric currentForce on a current carrying conductorD.C. motorElectromagnetic inductionA.C. GeneratorTransformer

Introductory ElectronicsCathode raysSimple treatment of the cathode ray oscilloscopeElectronic components


Atomic PhysicsAtomic modelNucleusIsotopes

RadioactivityDetection of radioactivityCharacteristics of the three types of emissionHalf-lifeSafety 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.



1. Homework



4. Written tests

5. Practical tests

6. Oral test/Quiz


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 Examinations–PHYSICS(0625) downloaded from:

www.cie.org.uk

Textbook:

Duncan T and Kennett H IGCSE Physics John Murray ISBN 071957�493 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 074�716742

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:

60

Physics

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.


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;


5. Use positive whole number indices

6. Draw charts and graphs from given data.

7. Interpret charts and graphs



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)




Environmental

Management


Course Aim 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)

HydrosphereHydrosphereThe water cycleThe oceansHuman intervention in the water cycleExploitation of the oceansWater hazardsThe oceans at riskClean, safe, water strategies

Year 10 Semester 2 (January – May)Managing the oceansAtmosphereThe atmospheric systemHuman activity and the atmosphereAtmosphere in crisisAgriculture development consequencesAction on the atmosphere

62

Environmental

ManagementYear 11 Semester1 (August – December)

BiosphereElements of soilElements of vegetationThe changing role of people in the environmentPopulation growthModification of vegetation and SoilsEcosystems at riskPeople in crisis Land at risk

Year 11 Semester 2 [January – May]Agriculture: development, consequencesConservation of the ecosystemPopulation managementManaging the landManaging agriculture

LithosphereThe lithosphere: structure and processesHuman activity and the LithosphereLithosphere in crisisAction 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.


Some of the widely used forms of assessments are:

1. Homework



4. Written tests

5. Practical tests

6. Oral test/Quiz

The IGCSE examination consists of 3 papersAll candidates will take Papers 1, 2 and either Paper 3 or 4.

Paper 1 (1½ hours)This will consist of six compulsory structured short-answer questions. (60 marks)

Paper 2 (1¾ 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)


Environmental

ManagementEither

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 (1½ hours) (Alternative to School-based assessment)

Methodology A variety of teaching techniques are used in order to make lear-ning 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.


Grading policy 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 teacher’s 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:



64

Geography


Course Aims 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.



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 processesDescribe 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


GeographyYear 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 world’s population and associated problems and show an understanding of the causes and consequences of over-population and under-population. 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.


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 land-use 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:

66

GeographyA 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).


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

Written assignments.

Controlled assignments-source based, tests or open book

Research based assignments

Power Point presentations made by students

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.



Controlled assignments-source based, tests or open book


Final Examinations at the End of Year 11

1.

2.

3.

4.

5.

1.

2.

3.

Paper Marks Percentage 1 75 45%2 60 27.5%3 60 27.5% OR4 60 27.5%

6�

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, DVD’s 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 WaughNew Key GCSE Geography: David Waugh and Tony BushellMap Skills: Simon RossOS 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.


History


Course Aims 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:

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.

1.

2.

3.

4.

5.

6.

7.


PAPER 1

Section A (Core Content)

Option B: The 20th century, International Relations since 1919

Peace Treaties of 1919–23

League of Nations

Collapse of International peace in the 1930’s

Cold War

USA’s Containment Policy of Communism

USSR control over Eastern Europe 194�–19�9

United Nations

Section B (Depth Study)

Depth Study B: Russia, 1905–41

Collapse of Tsarist regime in 1917

Bolshevik rule and consolidation of power under Lenin

Stalin’s Dictatorship

Stalin’s Economic Policy

1.

2.

3.

4.

5.

6.

7.

1.

2.

3.

4.

70

HistoryPAPER 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 USSR’s control of Eastern Europe? (November examination 2012)

Paper 4 (Alternative to coursework)

Russia, 1905–41

Collapse of Tsarist regime in 1917

Bolshevik rule and consolidation of power under Lenin

Stalin’s Dictatorship

Stalin’s Economic Policy

1.

2.

3.

4.

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.



Controlled assignments–source based, tests or open book




ASSESSMENT

Semester Assessment for Year 11

60% for Tests

40% for Assignments

Mock Examination will be held for students for Year 11.



Controlled assignments–source based, tests or open book




Final Examinations

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

Paper Number Weightage Marks Percentage 1 60 40%2 50 33%3 40 27%


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, DVD’s 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

GCSE Modern World History by Ben Walsh

Twentieth Century History International relations since 1919 by Tony McAleavy

Russia in War and Revolution 1900–1924 by Josh Brooman

Stalin and the Soviet Union 1924–1953 by Josh Brooman

1.

2.

3.

4.

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.

HomeworkHomework 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.

History

72

Business

Studies


Course Aims 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 1Business 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


Business

Studies – Market Research – Marketing concepts such as segmentation, mass vs.

niche markets

Year 10 – Semester 2Marketing (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 1Production (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 2Regulating 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 UnderstandingApplicationAnalysisEvaluation of business issues and case studies

74

Business

Studies

Methodology The course methodology encompasses elements of the following teaching strategies:

Group DiscussionsStudent PresentationsCase StudiesVisiting SpeakersIndustrial VisitsShowing VideosTeam Project


IGCSE Business Studies – Karen Borrington and Peter Stimpson

Business Studies – Alain Anderton

Grading policy 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 examsYear 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 Paper 1 Paper 2

Knowledge & Understanding 30 20Application 30 20Analysis 20 30Evaluation 20 30

Total Marks 100 100Weightage 50% 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.


Economics


Course Aims 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 1Basic economic problem: choice and resource allocation Markets: equilibrium, elasticity and cost-benefit analysis, market failure

Year 10 – Semester 2The 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 1Role of government in an economyEconomic indicators: price, employment and outputDeveloped and developing economies

Year 11 – Semester 2International trade and exchange ratesImpact 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

76

EconomicsDraw 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 understandingAnalysisJudgment 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 discussionsGroup as well as individual project workPresentationsEssays QuizzesCase study analyses DebatesResearching


Economics – A Complete Course for IGCSE – Dan Moynihan & Brian TitleyEconomics for GCSE by Alain Anderton

Grading policy 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.


Computer

Studies


Course Aims 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:Develop in students an appreciation of the range and power of computer applications;Foster an interest in, enjoyment of, and confidence in the use of computing;Develop students’ abilities to solve problems using computing techniques;Develop an awareness in students of the place of computing in society and issues computingRaises in society;Provide students with a firm understanding of the basic techniques and knowledge required forComputing applications;Foster a desire to use computers within other interests

1.

2.

3.

4.

5.6.

7.�.


Major Concepts/Areas coveredThe three assessment objectives in Computer Studies are:

Knowledge and understandingStudents should be able to demonstrate knowledge and understanding of computing, in relation to:

The range and scope of information processing applications;The effects of the use of computers, both practical and social;The range of equipment, tools and techniques used to solve problems;The functions of the main hardware and software components of information-processing systems;Appropriate terminology.

Problem-solving and realisationStudents should be able to:

Identify problems within the field of information processing;Analyse problems by considering relevant functional, practical, human and economic factors;Draw up specifications for the computer-based solutions of problems;Select from a range of resources those which are most suitable for solving problems;Develop solutions using appropriate methods;Implement solutions using equipment, tools and techniques sensibly;Test, evaluate and refine solutions systematically;Document solutions to problems.

1.2.3.

4.

5.

1.2.

3.

4.

5.6.

7.�.

7�

CommunicationStudents 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.

1.

2.

3.

Types of assessment Paper 1 (2 ½ 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:

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

1.

2.

3.

4.

5.

Methodology 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 TheoryThe range and scope of computer applications

Input and Output DevicesStoring DataSoftware

Computer

Studies


Communication and informationsystems, online services, remotedatabasesMonitoring and control systemsProgramming lessonsIndustrial, technical and scientific from basic to advanced Uses – including weather forecasting features in visual basicChecking Data Miscellaneous areas such as education and training, entertainment, Networking, InternetIGCSE coursework –1st 10 points

Year 11 TheoryAlgorithms – introducedHardware, systems and communicationsFile organisationOperating SystemsProgramming lessonsSystems Analysis and DesignAdvanced features/testing validationsUses – including weather forecastingSocial Effects Of ComputingIGCSE coursework-completedDTP, Spreadsheets, Graphics packagesWord processorAlgorithms reinforcedPast paper solving

Texts and Materials PracticalVisual Basic in 21 daysProjects in Visual Basic by HeathcoteBlack Book on Visual BasicVisual Basic – How to by Sams PublicationClass notes for Visual Basic

TheoryInformation Technology: By Stephen DoyleReference 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.

Computer

Studies

�0

Information and Communication

Technology


Course Aim 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 coveredThe three major areas covered in Information Technology are:

Knowledge and understandingStudents should be able to:

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.

Practical SkillsCandidates should be able to demonstrate their ability to use a range of software packages in practical and work-related contexts.

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Key Stage 4, Syllabus Booklet – Year 2010–11 | �1


Technology CommunicationStudents 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.

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Types of Assessment Paper 1 2 hoursWritten paper testing sections 1–� of the curriculum content and assessing the skills in Assessment objective AO2All questions compulsory: mostly multiple choice or short answer questions, but also some requiring longer responses100 marks weighted at 40% of total

Paper 2 2½ hoursPractical test assessing knowledge, skills and understanding of sections 9–16 of the curriculum content�0 marks weighted at 30% of total

Paper 3 2½ hoursPractical test assessing knowledge, skills and understanding of sections 9–16 of the curriculum content�0 marks weighted at 30% of total

Semester 1 (August – December)

Theory:Types and components of computer systemsInput and output devices

Practical Skills:Communication Document Production

Semester 2 (January – May)

Theory:Data TypesThe Effects of using ICTThe ways in which ICT is used

Practical Skills:Output DataData Analysis

Past Paper Solving

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Methodology 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.

TheoryTypes and components of computer systemsInput and output devices

Practical SkillsCommunicationDocument Production

TheoryData TypesThe Effects of using ICTThe ways in which ICT is used

Practical SkillsOutput DataData Analysis

Past Paper Solving

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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 ½ hours)

Short-answer and structured questions with no choice.

Paper 2 Practical (2 Hours)

Paper 3 Practical (2 Hours)


Technology



Course Aims Option AObservational 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

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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

Art & Design


Art & Designlate 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 usedNotes on stages of work with photographs if appropriatePreparatory drawingsRecords of work doneStatement of intentionIdeas and inspirationsStudies 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;

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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:

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 MethodsRecording and interpreting from direct observationInterpretation 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 fibreglassVisiting artists to demonstrate different techniquesShow art related videos/DVDCompilation 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 school’s banding:

Option A: Observational Study (Examination)

Painting and related Media ( Coursework )

Art & Design

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Option B: Design Study (Examination)

Three Dimensional Studies–Sculpture (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 sizeSketch book A2 SizeColour Pencil 4� colours boxPencil boxes with, HB–6B setPencils HB–6B,EE, Charcoal (black, brown & grey) Cutter with blades, Scissors, Eraser, packets, stapler with pinsDrawing board A2 with 4 clips eachMounting Sheets Brushes: Flat brush No. 2, 4, 6, �, 10, 12, 20, 1 inch, 2 inchesRound Hair No. 2, 4, 6, �, 10, 12, 20Dry Pastels 24/4� coloursOil Pastels 4� coloursMixing Palette, Water container, Rags (dhoti)Tracing paperA3 size, gateway roll/sheetTissue paperConte: black, brown, and greyCartridge PaperTextured papers Ivory sheetsWater colour papersClay with toolsMaterials for Fibre sculptureAcrylic colours

Grading policy ASSESSMENT CRITERIA FOR COURSEWORK

(SCHOOL-BASED ASSESSMENT)

Grade A (90–100 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 (75–89 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 (60–74 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 (45–59 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 (30–44 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 (15–29 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

90

Grade G (6–14 marks)The candidate has shown:

use of colour;a basic response;some use of secondary sources;

Unclassified (0–5 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.

Art & Design



Course Aims 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 dramaA range of staging and performance conventionsDrama 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 characterDrama 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 contextsApply 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

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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 stimuliExplorative strategiesDrama mediumElements 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 characterInterpretation of the playDesign implications of the play.Visit to a live theatre performanceControlled 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 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 Texts and materials are negotiated with the group, depending on the needs and interests of the students.


Drama

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.

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Music


Course Aim 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:

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.

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Western classical music form the Baroque, classical, romantic and modern periods. World music from India, Africa, Indonesia, China, Latin America and eastern traditions

Types of assessment 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.

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 ofPerformanceCompositionAural 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.


Physical

Education


Course Aims 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:

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.

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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.

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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 individual’s 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.

Pupil’s 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 other’s 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 booksPlay 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 resourcesCD’s and video’sReference books

Grading policy 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.

The British School, New DelhiDr. Jose P. Rizal Marg, ChanakyapuriNew Delhi 110021 (INDIA)Tel : + 91 11 2410 2183, 2467 8524Fax : + 91 11 2611 2363Email : [email protected] : www.british-school.org

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