Learner Profile
The Cambridge IGCSE approach supports the ‘ISM Guiding Principles’, helping us to
develop students who are:
Confident
Responsible
Reflective
Innovative
Engaged
Recognition
Cambridge IGCSE is the world’s most popular international qualification for
14 to 16 year olds
The IGCSE offers sound preparation for the rigour of IB
IGCSE requirements for entrance into the IB
Diploma Programme at ISM
Students who are admitted to the IB Diploma Programme at ISM must have achieved
A* - C passes in at least five IGCSE examinations which should include English
Language and/or Literature, one other Language, Mathematics, Science and a
Humanities subject.
1st LANGUAGE ENGLISH IGCSE & ENGLISH LITERATURE IGCSE
APPROXIMATE ORDER OF STUDY YEAR 10 AND 11 Yr 10 Term 1 Language - Personal and autobiographical writing Literature – study of a novel chosen by teachers eg Of Mice and men/Cannery Row - J.Steinbeck , Lord of the Flies - W.Golding , The Heart is a Lonely Hunter – C McCullers (NB teachers may choose to start with a drama text and teach the novel in term 2) Language – debate of issues eg the Internet or homeschooling, discussion, discursive and argumentative writing. Introduction to directed writing tasks, language analysis and summary. Introduction to IGCSE Language Paper – Reading Passages.
Students refine how they write reflectively and discursively and improve the planning, drafting and redrafting process, developing their writing skills in terms of content, voice and style. Introduction to literary analysis and the genre of drama. Outcome – Autobiography/Personal writing, discursive essay and articles, directed writing, literature essay on the play, creative writing on the play, drama activities and presentations, oral work. Yr 10 Assessment – October – IGCSE Reading passages Paper.
Yr 10 Term 2 Literature – study of a drama text chosen by teachers eg An Inspector Calls by JBPriestley , All My Sons – A Miller , etc Literature – study of poetry eg War Poetry or Love Poetry Introduction to the Literature Unseen Paper – studying a range of poems and prose extracts – literature essay and critical analysis Language – Narrative and descriptive writing styles and introduction to IGCSE Language Paper – Directed Writing and Composition
Students refine how to analyse novels and poetry, using the appropriate literary terminology and structuring effective literature essays on these two literary genres. Students develop the skills for effective descriptive and narrative writing – they will study and explore some short stories and good examples of descriptive writing. Outcome – Literature essays on the novel and poetry, creative writing – own poetry, own short story and descriptive writing, oral presentations Yr 10 assessment – February – IGCSE Directed Writing and Composition Paper.
Yr 10 Term 3 Literature – study of exam Set Text 1 – poetry – Deep and Dangerous anthology (14 poems) Refinement of literature essays and introduction to the passage-based question Language – Continual development of writing skills – learning the conventions of a variety of written texts – articles, reports, speeches, interviews, journals, dialogues etc
Students apply all their literary analysis skills acquired to date to study their poetry set text – some of the 14 set poems from Songs of Ourselves Outcome Oral presentations; literature essays, passaged-based questions Yr 10 Assessment – April – Literature Unseen Paper Yr 10 Exams – June -1) Literature - Poetry – Literature essay on Songs of Ourselves Anthology 2) Language – Reading Passages Exam
Yr 11 Terms 1 and 2 Literature – study of Set Text 2 Drama – A View from The Bridge – A Miller or Inherit The Wind -J Lawrence and RE Lee or The Merchant of Venice – W Shakespeare
Literature – study of Set Text 3 – novel Spies –
Further consolidation of interpretation and critical analysis of literary texts – with a focus on the literary genres of drama and novels. Outcome Exam practice of past papers
Michael Frayn Strong focus on Unseen Exam – forming interpretations of prose/poetry under exam conditions Strong focus on exam preparation for all 4 exams – practice and refinement of all the different types of exam questions, planning and checking in exams, timing in exams etc
Consolidation of literature questions – Essays and passage based questions and effectively interpreting unseen literary texts Mock Exams – January – all 4 exam papers
Assessment, Exams, and Homework Assessment Breakdown –Final exam papers Language – 2 x 2hr exams
1) Reading Passages – extended response, language analysis, and summary – 50%
2) Directed Writing and Composition – discursive task followed by a composition either narrative or descriptive style – 50%
Literature – 1 x 90 min exam and 1 x 2hr exam 1) Poetry and Prose – 2 essays on novel
and poems studied as exam texts – choice of literature essay or passage-based questions (closed book) – (90 min exam) - 50%
2) Drama (45 mins) and Unseen ( 75 mins) I essay on the play studied (open book)and 1 essay on choice of unseen poem or prose extract – 50%
Homework This is a crucial part of the course and students are expected to be spending at least two hours per week on homework. Set homework tasks include a variety of activities from reading, research, preparation of oral presentations, to written assignments and essays, drafting and redrafting. In addition, students are expected to read widely in their own time – the equivalent of at least 20 mins per day in Yr 10 and more in Yr 11.
Ongoing integration of skills This curriculum outline gives an approximate sequential order although this order could be changed to meet the specific learning needs and interests of different groups – especially the units of language work. In addition it needs to be remembered that many skills are integrated and developed throughout every aspect of the course during every term such as :- improving technical accuracy, using correct grammar, development of vocabulary, oral skills, learning how to discuss and debate effectively, delivery of effective oral presentations, drama skills, drafting and redrafting, good habits of independent reading, efficient proofreading, inference and interpretation, critical thinking and analysis, acquisition of literary terminology, literary analysis, acquisition of different writing styles, meeting targets on the AR Reading Programme (Yr 10)
FIRST LANGUAGE FRENCH IGCSE 2016-2017
YEAR 10 (CN + SC) YEAR 11 (PK + NB)
The following topics will be studied:
Term 1:
Introduction to short stories
Short stories from “ Récits d’ici et
d’ailleurs” and creative writing
Literature: Matéo Falcone et autres nouvelles –
P. Mérimée
The role of portrait in Literature
Descriptive writing
Homework: Reading comprehension, drafting,
redrafting and writing in different styles, grammar
practice, and preparation for oral presentations.
Assessments: description of characters and
settings, questions about plot, characters, narrative
techniques, and other creative writing
assessments, dictées and grammar tests, oral
assessments.
Term 2:
The art of correspondence
Different types of letters
The art of explanation
Giving information and comments in an
organised way
Narrative and discursive writing
Literature: Bel Ami – G. de Maupassant
Dialogues
Characteristics of dialogs
Including dialogs in narrative writing
Homework:
Reading comprehension, and writing letters and
The following topics will be studied:
Term 1:
Introduction to the Comparative commentary
How to extract, compare and select
information from two texts (literary and
non literary taken from past papers) How to write in a concise and summary
form
Language and Literature Analysis
Text : Au bonheur des dames – E. Zola (1)*
Text : Un sac de Billes – J. Joffo (2)*
Topics for discussion and writing through a
selection of literary and non literary texts
Novelty against traditions
Urban versus rural life and environmental
issues
Medias, advertisement and politics
Technologies, innovations and the future
The world of sports and health
Term 2: from January to April
( IGCSE exams start in May)
Language and Literature Analysis
Nouvelles du XXIe siècle – Oeuvres et thèmes –
Classiques & Cie Hatier (1)*
Littérature en dialogues – CLE International
(2)*
Topics for discussion and writing through a
selection of literary and non literary texts
Commitment and the role of historical
events
Contemporary aspects of France and
francophone world
Law, order and duty of a citizen
The world of leisure, studies and work
Yongsters, familly and relations
dialogs, grammar practice, preparation for oral
presentations.
Assessments:
Analysing literary texts (passage based questions),
quizzes and tests about the novel.
More extensive writing based on past papers
questions, oral presentations.
Term 3:
Argumentative Speech and Writing
Convincing others and choosing precise
examples
Structuring the argumentation effectively
Press and images: analysis of information
Literature: Oscar et la dame rose– E-E Schmitt
Assessments: Debating, argumentative writing,
quizzes, reading comprehension, and tests.
Overview of French history and geography
Revision of all tenses and grammatical
structures (within grammar exercises and in
context) throughout the year.
Overview of French history and geography
in relation to the texts studied.
Writing techniques in preparation for the
exam ( throughout the year)
Comparative analysis of texts
Argumentative Essays
Descriptive and Narrative Writing
Revision of grammatical structures (use
of correct moods and tenses, agreements,
linking words, punctuation, spelling)
Homework:
Learn specific vocabulary related to topics,
grammar exercises, independent reading
(literature and current events) reading
comprehension with questions, comparative
commentary, research about specific issues in
preparation for argumentative essays.
Assessments:
Quizzes on specific vocabulary, grammar points,
dictées, reading comprehension, all types of
writing
Practice with Past papers:
Paper 1 = reading comprehension test and
comparative commentary (50%)
Paper 2 = essay writing : two 350 to 500 words
essays (50%)
Textbook: TextoCollège 4e - Livre unique
Hachette Education.
A variety of texts, newspapers, magazines’ articles, videos,
films and internet resources are used to support the textbook.
Textbook : TextoCollège 3e - Livre unique
Hachette Education. (1)*
Textbook: TextoCollège 4e - Livre unique
Hachette Education. (2)*
Grammaire : Grammaire progressive du
français – Intermédiaire – CLE International
(2)*
A variety of texts, newspapers, magazines’ articles, videos,
films and internet resources are used to support the
textbook.
(1)* = Group P. Kopiev
(2)* = Group N. Barra
IGCSE GERMAN FIRST LANGUAGE
YEAR 10 2016-2017 YEAR 11 2017-2018
Trimester 1
Literature: comprehension and text
analysis of novels
Text
DE ZANGER, Jan: Dann eben mit Gewalt
Grammar
- Expression of different time levels
- Individual grammar and orthography
training
Resources:
Klipp und Klar Übungsgrammatik
Grundstufe/Mittelstufe, Sag’s richtig,
Internet resources
Zwischendurch mal... Landeskunde;
Newspaper and Internet articles
Homework:
Reading, text analysis and reading
comprehension, summary, creative writing
training, research and vocabulary training,
grammar and orthography exercises
Assessment:
Written assignments (a portfolio with creative
writing texts and a summary), reading
comprehension tests, oral assessment during
lessons, grammar and orthography tests
Trimester 2
Literature: comprehension and text
analysis of short stories
Text:
SPINNER, Kaspar H.: Geschichten 9/10
Short stories of the 19th
and 20th
century
Argumentative essay
Expressing ones opinion
Convincing others and choosing
Trimester 1
Literature: comprehension and text analysis of
novels
Text
KELLER, Gottfried: Kleider machen Leute
Grammar
Revision of grammatical structures and specific
vocabulary
Resources:
Klipp und Klar Übungsgrammatik
Grundstufe/Mittelstufe, Sag’s richtig,
Internet ressources
Internet (www.dw.de)
Argumentative essay
On the following topics: Contemporary aspects of
Germany; Young people; Law and order; Urban
and rural life; Sport
Expressing ones opinion
Convincing others and choosing precise
examples
Structuring the argumentation effectively
Homework:
Reading, text analysis and reading comprehension,
creative writing training, argumentative essay,
research and vocabulary training, grammar and
orthography exercises
Assessment:
Written assignments (creative writing texts,
reading comprehension tests), argumentative
essay, oral assessment during lessons, Past papers
MOK exam in January 2015
Trimester 2
Civilisation:
Overview of some historical and current events,
culture, geography
precise examples
Structuring the argumentation
effectively
Texts:
Up-to-date texts of newspapers
Internet articles, extracts out of books
Grammar
Syntax: different connections of
sentences
Resources:
Klipp und Klar Übungsgrammatik
Grundstufe/Mittelstufe, Sag’s richtig,
Internet ressources
Homework:
Reading, text analysis and reading
comprehension, creative writing training,
research and vocabulary training, grammar
and orthography exercises
Assessment:
Written assignments (creative writing texts,
argumentation, reading comprehension tests),
oral assessment during lessons, grammar and
orthography tests
Trimester 3
Literature: comprehension and text
analysis of poetry (engaged poetry)
Characteristics of lyric and engaged
poetry
Historical context (cf. civilization)
Texts:
Selected engaged poetry of German
authors, such as Brecht, Fried,
Enzensberger
Grammar:
Individual grammar and orthography
training
Resources:
Klipp und Klar Übungsgrammatik
Grundstufe/Mittelstufe
Resources:
Zwischendurch mal... Landeskunde; Newspaper
and Internet articles
Grammar:
Individual revision of the most important
grammar/orthography rules and vocabulary
training
Resources:
Klipp und Klar Übungsgrammatik
Grundstufe/Mittelstufe, Sag’s richtig,
Internet ressources
Past papers
Homework:
Reading, text analysis and reading comprehension,
creative writing training, research and vocabulary
training, grammar and orthography exercises
Assessment:
Written assignments (creative writing texts,
reading comprehension tests), oral assessment
during lessons, grammar and vocabulary tests,
Past papers
Trimester 3
Past papers, revision and preparation for the
exam
Zwischendurch mal... Landeskunde;
Newspaper and Internet articles
Homework:
Reading, text analysis and reading
comprehension, creative writing training,
research and vocabulary training, grammar
and orthography exercises
Assessment:
Written assignments (creative writing texts,
argumentation, reading comprehension tests),
oral assessment during lessons, grammar and
orthography tests
RUSSIAN FIRST LANGUAGE
Year 10 Year 11
The following topics will be studied:
Trimester 1:
A.S. Pushkin, The captains’ daughter
History of Russian peasant war and
Pugachev’s rebellion
Characteristics of historical novel.
Revision of syntaxes and grammatical
structures (within grammar exercises
and in context)
Assessment: - History questions
- Reading comprehension
- Description of the character
- Comparison of two characters
- Argumentative essay
- Grammar test
Homework:
- Biography
- Reading comprehension
- Grammar exercises
Trimester 2
A.S. Pushkin, Eugene Onegin
Eugene Onegin as an “encyclopedia of
Russian life” in XIXth century:
- Russian aristocracy in XIXth century
- Elements of Russian folklore
- Pushkin between Romanticism and
Realism
Rules and figures of speech
Characteristic of lyric poetry
“Onegin stanza”
The following topics will be studied:
Trimester 1:
A.P. Tchekhov, The Lady with the dog;
The wife
V.M. Shukshin, Uncle Ermolai; Stiopka,
Stegnka Razin
Revision of syntaxes and grammatical
structures (within grammar exercises
and in context)
Assessment:
- IGCSE past papers
- Reading comprehension
- Comparison of two texts
- Argumentative essay
(Contemporary aspects of Russia;
young people; Law and order;
urban and rural life; sport;
technological innovations)
- Narrative writing
- Descriptive writing
- Mock exam in January 2015
Homework:
- Reading comprehension
- Analysis of essay themes
- Grammar exercises
Trimester 2
Argumentative essay
Technique and practice through past
papers
Narrative writing
Technique and practice through IGCSE
past papers
Descriptive writing
Technique and practice through IGCSE
past papers
Revision of syntaxes and grammatical
structures (within grammar exercises
and in context)
Assessment:
- Poetry recitation
- Reading comprehension
- Narrative essay with elements of
description
- Oral presentation
- Argumentative essay
- Grammar tests
Homework:
- Poetry learning
- Reading comprehension
- Grammar exercises
- Research about Russian society of
XIXth century
Trimester 3
M.A. Bulgakov, Dog’s heart
History of Romanov dynasty and Russian
revolution.
Characteristics of fantastic novel.
Assessment :
- History questions
- Reading comprehension
- Argumentative essay
- Oral presentation
- Grammar tests
Comparison of two texts
Technique and practice through past
papers.
Assessment:
- IGCSE past papers
- Reading comprehension
- Comparison of two texts
- Argumentative essay
(Contemporary aspects of Russia;
Young people; Law and order;
Urban and rural life; Sport)
- Technological innovations
- Narrative essay
- Descriptive essay
Homework:
- Reading comprehension
- Analysis of essay themes
- Grammar exercises
Trimester 3
Argumentative essay
Technique and practice through past
papers
Narrative writing
Technique and practice through IGCSE
past papers
Descriptive writing
Technique and practice through IGCSE
past papers
Comparison of two texts
Technique and practice through IGCSE
past papers
Assessment:
- IGCSE past papers
- Reading comprehension
- Comparison of two texts
- Argumentative essay
(Contemporary aspects of Russia;
Young people; Law and order;
Homework :
- Biography
- Reading comprehension
- Research about Russian
revolution
- Grammar exersises
Resources
A.S. Pushkin, The captain’s daughter
A.S. Pushkin, Eugene Onegin
M.A. Bulgakov, Dog’s heart
Manual: Русский язык 8 класс.
Коровина и др.
A variety of texts, newspapers,
magazines’ articles, videos, films and
internet resources are used to support the
textbook.
Urban and rural life; Sport)
- Technological innovations
- Narrative essay
- Descriptive essay
Homework:
- Reading comprehension
- Analysis of essay themes
- Grammar exercises
Resources:
A.P. Tchekhov, Short stories
V.M. Shukshin, Short stories
Manual : Русский язык 9 класс.
Коровина и др.
IGCSE past papers
A variety of texts, newspapers,
magazines’ articles, videos, films and
internet resources are used to support the
textbook.
FIRST LANGUAGE ITALIAN IGCSE Curriculum/
Exam Sat = Italian Foreign Language
Year 10 Italian Mother Tongue Year 11 Italian Mother Tongue
Term 1
Topics and vocabulary (IGCSE)
Home life and school routine
Food, health and fitness
Grammar
Subjunctive and hypothetical clauses
History and Literature
Study of the literature of the origins and of the
Middle Ages (Dolce Stil Novo, Dante, Petrarca,
Boccaccio), text analysis and reference to the
historical context.
Reading skills: the historical novel
Carla Maria Russo “La sposa normanna”
Reading, note taking and highlighting,
connecting the story with major historic events,
reading for inference.
Writing skills: description
Text planning, organisation and development,
proof reading. Describe something using the
five senses, objective / subjective description.
Homework
Outside the classroom students are expected to
complete:
practice exercises, where they apply new
knowledge or revise and reinforce newly
acquired skills (grammar exercises, essays,
workbook-based tasks);
preparatory homework, when they have to
read or find materials for future lessons;
extension assignments, to pursue knowledge
individually and imaginatively (creative
Term 1
Topics and vocabulary (IGCSE)
Education, career plans, employment,
communication
Grammar
Direct and reported speech
History and Literature
The XIX century. The Resurgence.
Romanticism. Ugo Foscolo: poetry, passion and
exile. Giacomo Leopardi: poetry, solitude and
reflection on life. Alessandro Manzoni: the
search for the truth.
Reading skills: the realistic novel
Stefano Zecchi “Amata per caso”
Reading, note taking and highlighting,
connecting the story with everyday life, reading
for inference.
Writing skills: letter, article, narrative
Text planning, organisation and development,
proof reading (IGCSE Paper 4 preparation).
Homework
Outside the classroom students are expected to
complete:
practice exercises, where they apply new
knowledge or revise and reinforce newly
acquired skills (grammar exercises, essays,
workbook-based tasks);
preparatory homework, when they have to
read or find materials for future lessons;
extension assignments, to pursue knowledge
individually and imaginatively (creative
writing, research from the media to prepare
an oral presentation);
projects, group or individual tasks, linked to
topics of the curriculum and assigned
according to the students’ interests.
Assessment
Essays
Performance tasks
Chapter tests
Multiple choice and open questions
Oral presentations
Term 2
Topics and vocabulary (IGCSE)
Self, family and personal relationships.
Holidays and special occasions.
Grammar
Sequence of sentences. Impersonal structures.
History and Literature
Humanism and Renaissance, the invention of
the printing press. Lorenzo de' Medici: power,
art and diplomacy. Leonardo: humanism and
science. Machiavelli: the art of politics.
Ludovico Ariosto: the relationship between the
intellectuals and the court.
Reading skills: the historical novel
“La sposa normanna”
Reading, note taking and highlighting,
connecting the story with major historic events,
reading for inference.
Writing skills: narrative
Text planning, organisation and development,
proof reading.
Homework
Outside the classroom students are expected to
writing, research from the media to prepare
an oral presentation);
projects, group or individual tasks, linked to
topics of the curriculum and assigned
according to the students’ interests.
Assessment
Essays
Performance tasks
Chapter tests
Multiple choice and open questions
Oral presentations
IGCSE Past Papers
Term 2
Topics and vocabulary (IGCSE)
Travel and transport, world events and issues.
Grammar
Passive structures. Reported speech.
Coordinate & subordinate conjunctions
History and Literature
The XIX and XX century.
Realism. Giovanni Verga: an objective
approach to history, the collective narrator.
Individualism and decadentism. Giovanni
Pascoli: the child inside all of us.
Reading skills: the realistic novel
Stefano Zecchi “Amata per caso”
Reading, note taking and highlighting,
connecting the story with everyday life, reading
for inference
Writing skills
Preparation for the written component of the
IGCSE examination. Text planning,
organisation and development, focus on
structure, openings and closings.
Homework
complete:
practice exercises, where they apply new
knowledge or revise and reinforce newly
acquired skills (grammar exercises, essays,
workbook-based tasks);
preparatory homework, when they have to
read or find materials for future lessons;
extension assignments, to pursue knowledge
individually and imaginatively (creative
writing, research from the media to prepare
an oral presentation);
projects, group or individual tasks, linked to
topics of the curriculum and assigned
according to the students’ interests.
Assessment
Essays
Performance tasks
Chapter tests
Multiple choice and open questions
Oral presentations
Term 3
Topics and vocabulary (IGCSE)
Home town and local area
Natural and made environment
People, places and customs
Grammar
Coordinate conjunctions
Subordinate conjunctions
History and Literature
The XVII and XVIII century, Counter-
reformation, Inquisition, Enlightenment,
Galileo Galilei, Carlo Goldoni.
Reading skills: the historical novel
“I promessi sposi” to be completed in year 11.
Reading, note taking and highlighting,
connecting the story with major historic events,
reading for inference.
Outside the classroom students are expected to
complete:
practice exercises, where they apply new
knowledge or revise and reinforce newly
acquired skills (grammar exercises, essays,
workbook-based tasks);
preparatory homework, when they have to
read or find materials for future lessons;
extension assignments, to pursue knowledge
individually and imaginatively (creative
writing, research from the media to prepare
an oral presentation);
projects, group or individual tasks, linked to
topics of the curriculum and assigned
according to the students’ interests.
Assessment
Essays
Performance tasks
Chapter tests
Multiple choice and open questions
Oral presentations
IGCSE Past Papers
Term 3
Topics and vocabulary (IGCSE)
Global issues. Revision of all the topics of the
IGCSE syllabus.
Grammar
Revision of all the structures.
History and Literature
The XX century. Fascism, World War 1 and 2,
the republic. Giuseppe Ungaretti: war and
existential despair. Eugenio Montale: “mal de
vivre” and courage to live.
Reading skills: the newspaper
Discussion on current events, propaganda
techniques, bias and stereotypes.
Writing skills
Writing skills: argument
Text planning, organisation and development,
proof reading.
Homework
Outside the classroom students are expected to
complete:
practice exercises, where they apply new
knowledge or revise and reinforce newly
acquired skills (grammar exercises, essays,
workbook-based tasks);
preparatory homework, when they have to
read or find materials for future lessons;
extension assignments, to pursue knowledge
individually and imaginatively (creative
writing, research from the media to prepare
an oral presentation);
projects, group or individual tasks, linked to
topics of the curriculum and assigned
according to the students’ interests.
Assessment
Essays
Performance tasks
Chapter tests
Multiple choice and open questions
Oral presentations
Resources
“Il pianeta delle differenze”
“L’utile e il dilettevole”
“Stai per leggere – letteratura”
“La sposa normanna”
“I promessi sposi”
Newspapers, Internet
Preparation for the written component of the
IGCSE examination. Descriptive, narrative and
argumentative writing: newspaper article, letter,
diary, set of rules, report.
Homework
Outside the classroom students are expected to
complete:
practice exercises, where they apply new
knowledge or revise and reinforce newly
acquired skills (grammar exercises, essays,
workbook-based tasks);
preparatory homework, when they have to
read or find materials for future lessons;
extension assignments, to pursue knowledge
individually and imaginatively (creative
writing, research from the media to prepare
an oral presentation);
projects, group or individual tasks, linked to
topics of the curriculum and assigned
according to the students’ interests.
Assessment
Essays
Performance tasks
Chapter tests
Multiple choice and open questions
Oral presentations
IGCSE Past Papers
Resources
“Società senza frontier”
“Almanacco d’attualità”
“Stai per leggere – letteratura”
“Amata per caso”
Newspapers, Internet
FRENCH FOREIGN LANGUAGE
YEAR 10 (SS/MCN) YEAR 11 (CN/LV) The following topics will be studied:
TERM 1
Chapitre 1/ Jeunesse sans frontière
- talk about youself, describe people,
talk about your family, talk about
special occasions
- asking questions, present tense,
adjectives, reflexive verbs, possessive
adjectives
Chapitre 2/ En ville et à la campagne
- find out about France, descriptions of
towns, directions, public transports,
talk about countryside, and theme
parks, talk about recent events
- the pronoun “y”, negative expresions,
perfect tense with “être” et “avoir”
Assessments:
spelling and vocab tests, oral presentations,
listening and reading comprehension tests,
creative writing tests
Tricolore 4 end of unit tests (4 skills)
Homework:
Vocabulary to learn, grammar exercises,
independent reading, written tasks..
The following topics will be studied
TERM 1
Chapitre 7/Ca m’intéresse
exchange information and preferences
about leisure activities, internet, sport,
reading
understand information about events, make
arrangement to go out
adverbs, pluperfect tense, the comparative
and the superlative
Chapitre 8/ Nouveaux horizons
exchange information about different types
of holiday
give and seek information about a region,
town...
seek information about hotel
accommodation
the future tense, the conditional, using
future, present and past tense, using après
avoir+ past infinitive
Chapitre 9/ A votre santé
understand and discuss information about
common holiday ailments and treatment
consult a chemist
use the present participle to present 2
things that happened at the same time
make an appointment at the doctor’s or
dentist’s describing symptoms
exchange information and opinions about
drugs, smoking, alcohol and addiction
ASSESSMENTS:
Oral reports, written tests (vocabulary,
verbs, reading comprehension, narrative
writing)
End of units tests
HOMEWORK:
Vocabulary and verbs to learn.
Grammar exercices, texts to read, prepare
arguments for a debate, finalise a written
or oral project.
TERM 2
Chapitre 3/ Bon séjour
- talk about future plans, ask for help
and make requests, describing
journeys, talk about your home, talk
about home tasks, compare life in
different countries
- future tense, using “if” in simple and
complex sentences, conditional tense
(present), “emphatic” pronouns,
reflexive verbs in the perfect tense.
Chapitre 4/ Une semaine typique
- talk about school life, compare school
systems, talk about how things used to
be, talk about shopping, discuss
clothing and fashion, discover some
French famous people
- imperfect tense, demonstrative
pronouns, “quel, lequel”
ASESSMENTS
spelling and vocab tests, oral presentations,
listening and reading comprehension tests,
creative writing tests
Tricolore 4 end of unit tests (4 skills)
HOMEWORK
Vocabulary to learn, grammar exercises,
independent reading, written tasks
TERM 3
Chapitre 5/ Bon appétit
- talk about food and specialities,
discuss healthy food, talk about shops
and services, book a table and order
food
- the pronoun “en”, direct and indirect
pronouns, perfect and imperfect
tenses, “passé et futur proches”
-
TERM 2
Revision MOCK
How to do a revision for the mock exams
Paper 1
Paper 2
Paper 3
Paper 4
Chapitre 10/ Projets d’avenir
Discuss the future, talk about exams and
discuss your own plans for the future
Exchange information and opinions about
work experiences
Exchange opinions about unemployment...
Take messages and use he conditional
tense
Discuss pocket money and week end jobs
Prepare a CV and write a letter applying
for a job
Use the conditional tense to discuss what
you would do
Revisions of future, how to express
intention, using two verbs together, asking
and advising.
ASSESSMENTS
Pass papers
End of Units tests. Vocabulary to learn,
grammar exercises, independent reading,
written tasks
HOMEWORK
Vocabulary to learn, grammar exercises,
independent reading, written tasks
Pass papers
TERM 3
Preparation and revisions for the IGCSE
exams
Chapitre 6/ Ça m’intéresse
- talk about leisure activities , music,
sports and events, discuss TV
programs, talk about books and
reading, talk about films and cinema,
talk about past events
- jouer + à/de, adverbs, making
comparisons, using the superlative,
understanding COD, the pluperfect
tense
Assessments:
spelling and vocab tests, oral presentations,
listening and reading comprehension tests,
creative writing tests
Tricolore 4 end of unit tests (4 skills)
Homework:
Vocabulary to learn, grammar exercises,
independent reading, written tasks
Revision of all tenses studied and
grammatical structures (within grammar
exercises and in context) throughout the year.
Visits to the local community, Monaco and
France, to enhance the program and “make”
French a living tool.
Textbooks:
Total Tricolore 4 Nelson Thornes ( new
version)
Grammar in action 4
Grammaire « bleue » CLE International
.Textbooks:
Total Tricolore 4 Nelson Thornes (new version)
Grammar in action 4
Grammaire « bleue » CLE International
SPANISH FOREIGN LANGUAGE
Year 10 (AO/RD) Year 11
The following topics will be
studied:
TERM 1 Vocabulary and topics:
(for oral, listening, reading and
writing skills)
Unit 1. Yo, mis amigos, mi
familia y mi escuela.(revisión)
Unit 2. Mi ciudad. Los países
hispanos.
Unit 3. Hogar, dulce hogar.
Unit 4. Los ratos libres.
Grammar: Present (Regular and
irregular), Perfect tense and
Future
Written tasks:
Write a letter ( formal
/informal)
Ask questions (written)
Newspaper headlines. Writing
a letter to a newspaper.
Write a dialogue
Assessments:
Spelling and vocab tests, oral
presentations, listening and reading
comprehension tests, creative writing
tests
Grammar text, oral assessment
during lessons, orthography tests
Homework:
Vocabulary to learn, grammar
exercises, independent reading,
written task, listening exercises
The following topics will be studied:
TERM 1 Vocabulary and topics:
(for oral, listening, reading and
writing skills)
Unit 1. Yo y mi entorno.
Unit 2. La ropa. La moda y la
salud.
Unit 3. Tiempo libre.
Costumbres y fiestas.
Grammar : Present (Regular and
irregular), Imperfect tense, Perfect
tense and Future
Written tasks (revision):
Write a letter ( formal
/informal)
Write a description
Write a short story
Write about an event (present,
past and future tense)
Assessments:
Spelling and vocab tests, oral
presentations, listening and reading
comprehension tests, creative writing
tests
Grammar text, oral assessment during
lessons, orthography tests
Homework:
Vocabulary to learn, grammar
exercises, independent reading, written
task, listening exercises
TERM 2 Vocabulary and topics:
(for oral, listening, reading and
writing skills)
Unit 5. La rutina. Las
costumbres hispanas.
Unit 6. Comer fuera
Unit 7. A comprar
Unit 8. La salud
Grammar : Present (Regular and
irregular), Imperfect tense, Perfect
tense and Future
Written tasks:
Write a letter ( formal
/informal)
Ask questions (written)
Newspaper headlines. Writing
a letter to a newspaper.
Write a dialogue
Assessments:
Spelling and vocab tests, oral
presentations, listening and reading
comprehension tests, creative writing
tests
Grammar text, oral assessment
during lessons, orthography tests
Homework:
Vocabulary to learn, grammar
exercises, independent reading,
written task, listening exercises
TERM 3 Vocabulary and topics:
(for oral, listening, reading and
writing skills)
Unit 9. ¿Que hiciste?
TERM 2 Vocabulary and topics:
(for oral, listening, reading and
writing skills)
Unit 4. La Comida.
Unit 5. De viaje, vacaciones.
Los países hispanos.
Unit 6. Nuestros proyectos.
Grammar : Subjunctive, Verbs
followed by infinitive, Revision of all
tenses and grammatical structures,
Coordinate and subordinate.
Written tasks (revision):
Write a letter ( formal
/informal)
Write a description
Write a short story
Write about an event (present,
past and future tense)
Assessments:
Spelling and vocab tests, oral
presentations, listening and reading
comprehension tests, creative writing
tests
Grammar text, oral assessment during
lessons, orthography tests
MOKs exam in January 2015
Paper 3 (Oral Test IGCSE)
Homework:
Vocabulary to learn, grammar
exercises, independent reading, written
task, listening exercises
TERM 3 Vocabulary and topics:
(for oral, listening, reading and
writing skills)
Unit 7. Nuestro mundo.
Unit 10. Los planes futuros
Grammar : Passive voice se, Verbs
followed by infinitive and Have /
must
Written tasks:
Write a letter ( formal
/informal)
Ask questions (written)
Newspaper headlines. Writing
a letter to a newspaper.
Write a dialogue
Assessments:
Spelling and vocab tests, oral
presentations, listening and reading
comprehension tests, creative writing
tests
Grammar text, oral assessment
during lessons, orthography tests
Homework:
Vocabulary to learn, grammar
exercises, independent reading,
written task, listening exercises
Unit 8. Opiniones.
Grammar: Imperative
Conditional
Subjunctive.
Revision of all tenses and
grammatical structures
Coordinate and subordinate.
Written tasks (revision):
Write a letter ( formal
/informal)
Write a description
Write a short story
Write about an event (present,
past and future tense)
Assessments:
Spelling and vocab tests, oral
presentations, listening and reading
comprehension tests, creative writing
tests
Grammar text, oral assessment during
lessons, orthography tests Preparation
and practice for exams:
IGCSE Spanish B Past Papers
IGCSE Spanish as Foreing Language
Paper 1, 2 and 4
Homework:
Vocabulary to learn, grammar
exercises, independent reading, written
task, listening exercises
Textbooks:
Textbooks:
Caminos 1
Gramática de uso del Español
A1/B2
“Manolito Gafotas” Elvira
Lindo.
A variety of texts, newspapers,
magazine articles, video, films and
internet resources are used to support
the textbook.
Caminos 2.
Gramatica de uso del Español
A1/B2
A variety of texts, newspapers,
magazine articles, video, films and
internet resources are used to support
the textbook.
IGCSE GERMAN FOREIGN LANGUAGE
Year 11 IGCSE German Foreign Language 2016 - 2017
TERM 1
The following topics will be studied:
Theme 6: Musik
Theme 7: Geld
Literature: Comprehension and analysis of a novel
Text
KELLER, Gottfried: Kleider machen Leute
Vocabulary and topics:
Training for oral, listening, reading and writing skills
Grammar:
Revision of grammatical structures and specific vocabulary
Homework:
Grammar and vocabulary exercises, reading comprehension texts, research, written texts according to
each unit
Assessment :
Oral presentation,written tests (vocabulary, grammar, reading comprehension, written expression), end
of unit tests
TERM 2
Revision MOCK
How to do a revision for the mock exams
Paper 1
Paper 2
Paper 3
Paper 4
Theme 8: Lebenslang lernen
Theme 5: Berufseinstieg
Vocabulary and topics:
Training for oral, listening, reading and writing skills
Grammar:
Revision of all tenses and grammatical structures within grammar exercises and in context
Homework:
Grammar and vocabulary exercises, reading comprehension tasks, research, written texts according to
each unit
Assessment:
Oral presentation, written tests (vocabulary, grammar, reading comprehension, written expression), end
of unit tests
TERM 3
Written tasks (revision):
Write an abstract of an newspaper article
Write a comparison of two texts
Write a letter (formal/informal)
Write a description
Write about an event (in past tense)
Preparation and practice for exams:
IGCSE German Foreign Language Past Papers
Homework:
Vocabulary to learn, grammar exercises, independent reading, written tasks
Past papers
ASSESSMENTS
Past papers End of Units tests. Vocabulary to learn, grammar exercises, independent reading, written tasks
Oral presentation
Dialogues
Resources:
Sicher! B1 + Kursbuch, Arbeitsbuch
Sicher! B2 Fotokopien aus Kurs- und Arbeitsbuch
Internet resources
Internet (www.dw.de)
GCSE German Grammar workbook, Oxford
A variety of texts are used, such as newspapers, articles, videos (extracts) and internet resources.
IGCSE GEOGRAPHY
Year 10 Year 11 Term 1: Population and migration: How and why do populations change in size? (BRs, DRs and migration in MEDCs and LEDCs). The consequences of population growth and different population structures. The impact of HIV/AIDS. Population density and distribution. Weather, climate and natural vegetation Weather and climate to include the different types of measuring instruments, and the characteristics of the tropical rainforest and tropical desert climate types. The vegetation of these two ecosystems. Human impact on both the TRF and tropical deserts. Term 2: Food production: Different types of farming, and the farm as a system. Small-scale subsistence farming and large-scale commercial farming. The causes and effects of food shortages and soil erosion. Industry: Employment structures. Industry as a system and industrial waste and pollution. High technology industries and manufacturing industry. The siting of factories/industrial plants. Term 3: Rivers The processes of weathering and erosion. River systems, processes and landforms, including the causes and impact of flooding, HEP schemes and dams. Field Trip: Cevennes National Park
Term 1: Energy and water : To include renewable and non-renewable resources, the siting of power stations and the issues of water as a diminishing resource. Global warming. Earthquakes and volcanoes: Plate tectonics, including earthquakes, volcanoes, fold mountains and tsunamis, their causes and effects. Settlements and Urbanisation: Site, situation and function of both urban and rural settlements, hierarchy and sphere of influence. Urban land use zones Urban problems (traffic congestion, pollution, housing shortages shanty towns etc), their causes and solutions. Environmental impact of urbanization and urban sprawl. Term 2: Coasts: Coastal environments, marine processes and landforms including the causes and effects of coastal management schemes. Tourism: The benefits and disadvantages of the growth of this industry. Sustainable development.
Textbooks: Class sets available of New Wider
World (Nelson) and Complete Geography for
Cambridge IGCSE (Oxford)
Assessment: Assessment is based on structured
questions that reflect typical exam questions.
Exams:
Paper 1, 1 hour 45 minutes, 45%
Paper 2, 1 hour 30 minutes, 27.5%
Paper 4, 1 hour 30 minutes, 27.5%
IGCSE HISTORY
Year 10 Year 11
Term 1:
CORE TOPIC: To what extent was the
League of Nations a success? How
successful was the League in the 1920s? How
far did weaknesses in the League's
organisation make failure inevitable? How far
did the Depression make the work of the
League more difficult? How successful was
the League in the 1930s?
CORE TOPIC: Why had international
peace collapsed by 1939? What were the
long-term consequences of the peace treaties
of 1919-23? What were the consequences of
the failures of the League in the 1930s? How
far was Hitler's foreign policy to blame for the
outbreak of war in 1939? Was the policy of
appeasement justified? How important was the
Nazi-Soviet Pact? Why did Britain and France
declare war on Germany in September 1939?
Term 2:
Depth Study: The USA, 1919-41
How far did the US economy boom in the
1920s? On what factors was the economic
boom based? Why did some industries prosper
while others did not? Why did agriculture not
share in the prosperity? Did all Americans
benefit from the boom?
How far did US society change in the
1920s? What were the ‘Roaring Twenties’?
How widespread was intolerance in US
society? Why was Prohibition introduced, and
then later repealed? How far did the roles of
women change during the 1920s?
What were the causes and consequences of
the Wall Street Crash? How far was
speculation responsible for the Wall Street
Crash? What impact did the Crash have on the
economy? What were the social consequences
of the Crash? Why did Roosevelt win the
election of 1932?
Term 3:
Depth Study: The USA, 1919-41 (cont)
How successful was the New Deal? What
Term 1:
CORE TOPIC: Who was to blame for the Cold
War? Why did the USA-USSR alliance begin to
break down in 1945? How had the USSR gained
control of Eastern Europe by 1948? How did the
USA react to Soviet expansionism? What were the
consequences of the Berlin Blockade? Who was the
more to blame for starting the Cold War, the USA or
the USSR?
CORE TOPIC: How effectively did the USA
prevent the spread of Communism? This Key
Question will be explored through case studies of the
following:
America and events in Korea, 1950-53
America and events in Cuba, 1959-62
American involvement in Vietnam
Term 2:
CORE TOPIC: How secure was the USSR’s
control over Eastern Europe, 1948-1989? Why
was there opposition to Soviet control in Hungary in
1956 and Czechoslovakia in 1968, and how did the
USSR react to this opposition?
How similar were events in Hungary in 1956 and in
Czechoslovakia in 1968? Why was the Berlin Wall
built in 1961? What was the significance of
'Solidarity' in Poland for the decline of Soviet
influence in Eastern Europe? How far was
Gorbachev personally responsible for the collapse of
Soviet control over Eastern Europe?
CORE TOPIC: Why did events in the Gulf
matter, 1970-2000? Why was Saddam Hussein able
to come to power in Iraq? What was the nature of
Saddam Hussein’s rule in Iraq? Why was there a
revolution in Iran in 1979? What were the causes and
consequences of the Iran-Iraq War, 1980-88? Why
did the First Gulf War take place?
EXAMS Cambridge IGCSE History students take three
components. All students will have the following
exams.
Component 1
Candidates answer two questions from section A
was the New Deal as introduced in 1933?
How far did the character of the New Deal
change after 1933? Why did the New Deal
encounter opposition? Why did
unemployment persist despite the New Deal?
Did the fact that the New Deal did not solve
unemployment mean that it was a failure?
CORE TOPIC: Who was to blame for the
Cold War? Why did the USA-USSR alliance
begin to break down in 1945? How had the
USSR gained control of Eastern Europe by
1948? How did the USA react to Soviet
expansionism? What were the consequences
of the Berlin Blockade? Who was the more to
blame for starting the Cold War, the USA or
the USSR?
TEXTBOOKS
Year 10 students have Modern World History
by Ben Walsh (Hodder)
Year 11 students have 20th Century History
for Cambridge IGCSE (OUP).
(core content) and one question from section B
(depth study). All questions are structured essays.
This part of the examination is worth 60 marks.
(40%) of the overall grade.
Exam duration. 2 hours.
Component 2
Candidates answer six ‘source based’ questions on a
prescribed topic taken from the core content.
This examination is worth 50 marks. (33% of the
overall grade.) Exam duration. 2 hours.
Component 4: Alternative to coursework
Candidates answer one question on the Depth study
(40 marks; 27% of overall grade).
Exam duration. 1 hour.
Homework and Assessment
Assessment is based on the different type of
questions found in each of the three papers:
structured essay questions in Paper 1, structured
source analysis questions in Paper 2, and essay
questions in Paper 4. During each unit students will
have the opportunity to practice the different styles
of questions and at the end of each unit there will an
assessment in the form of past paper questions.
Homework will often take the form of reading and
revision in preparation for an assessment, or for an in
class quiz to establish depth of factual knowledge,
Students might be given exercises to practice their
source analysis and evaluation and check their
understanding of the units.
IGCSE COORDINATED SCIENCE / DOUBLE AWARD:
BIOLOGY (0654)
Year 10 Year 11
Term 1
B1 Characteristics of living organisms
B2 Cell structure
Movement in and out of cells
B3 Enzymes
Term 1
B6 Respiration
Aerobic and anaerobic respiration, Gas exchange
B11 Human influence on the environment
B9 Inheritance
Term 2
B4 Nutrition
Nutrients, Animal nutrition
Transport in humans (5.2)
B4 Plant nutrition + photosynthesis
Term 2
Mock Exams in January
B8 Reproduction
Reproduction, Growth and development
B7 Coordination and Response
Nervous control in humans, Hormones, Trophic
responses, Homeostasis
Term 3
B5 Transport in plants
B10 Energy Flow in Ecosystems
Assessment:
Paper 1 (30% of total marks) (45 minutes)
A multiple-choice paper consisting of 40 items of the
four-choice type.
Paper 2 (50% of total marks) (2 hours)
Core curriculum – Grades C to G available
Paper 3 (50% of total marks) (2 hours)
Extended curriculum – Grades A* to G available
Paper 6 (20% of total marks)
Alternative to Practical (1 hour) – a written paper
designed to test familiarity with laboratory based
procedures.
Homework:
Practice IGCSE examination questions. Paper 6
practical questions. Research task. Laboratory
reports.
Book Used:
Complete Biology for Cambridge IGCSE
CGP Biology Exam Practice Workbook
Biology for Cambridge IGCSE Revision Guide
(Y10)
Biology IGCSE – Cambridge Series (Y11)
CHEMISTRY
Year 10 YEAR 11
Term 1
C1 The particulate nature of matter
C3 Atoms, elements and compounds
Physical and chemical changes, Elements,
compounds and mixtures, Atomic structure
and the Periodic Table, Ions and ionic
bonds, Molecules and covalent bonds, Giant
structures
C4 Stoichiometry
Finding formula of given compounds,
Balancing equations, The mole concept
Term 1
C10 Metals - Review
Properties of metals, The Reactivity series, Extraction of
metals, Uses of metals
C5 Electricity and chemistry
C6 Chemical energetics Energetics of a reaction
C7 Chemical reactions Speed of reaction, Redox
reactions
C11 Air and water Water, Air , Nitrogen and
fertilisers , The Haber process, Carbon dioxide and
methane
C12 Sulfur
Production of sulfuric acid, The Contact Process
Term 2
C9 Periodic Table
Periodic trends, Group properties, Transition
elements, Noble gases
C2 Experimental techniques
Methods of separation and purification
including
Term 2
January Mock exams
C13 Carbonates
C14 Organic Chemistry
Names of compounds, Homologous series, Alkanes,
Alkenes, Alcohols, Carboxylic acids, Polymers, Natural
and Synthetic polymers
Revisions Past papers practice
TERM 3
C8 Acids, bases and salts
The characteristic properties of acids and
bases
Types of oxides
Preparation of salts
Identification of ions and gases
C10 Metals
Properties of metals, The Reactivity series,
Extraction of metals, Uses of metals
Assessment:
Paper 1 (30% of total marks)
(45 minutes)
A multiple-choice paper consisting of 40 items of the
four-choice type.
Paper 3 (50% of total marks)
(2 hours)
Extended curriculum – Grades A* to G available
Paper 6 (20% of total marks)
Alternative to Practical (1 hour) – a written paper
designed to test familiarity with laboratory based
procedures.
Homework:
Practice IGCSE examination questions.
Book Used:
Complete Chemistry for Cambridge IGCSE
Paper 6 practical questions. Research task.
Laboratory reports.
CGP Chemistry Exam Practice Workbook
Chemistry for Cambridge IGCSE Revision Guide (Y10)
Chemistry IGCSE – Cambridge Series (Y11)
PHYSICS
YEAR 10 YEAR 11
Term 1
P1 Motion and making measurements
P2 Matter and Forces
Mass and weight, Density, Effects of forces,
Pressure
P3 Energy, Work and Power
Energy, Energy resources, Work, Power
Term 1
P8 Light
Reflection of light, Refraction of light ,Thin
converging lens, Dispersion of light
P9 Electromagnetic Spectrum
P10 Sound
P11 Magnetism
P12 Electricity
Electrical quantities, Electric charge, Current,
Electromotive force and potential difference,
Resistance, Electrical energy, Dangers of electricity
P13 Electric Circuits
Circuit diagrams, Series and parallel circuits,
Action and use of circuit components
P14 Electromagnetic Effects
Electromagnetic induction, a.c. generator,
Transformer, The magnetic effect of a current,
Force on a current-carrying conductor, d.c. motor
Term 2
P4 Simple Kinetic Molecular Model of Matter
States of matter, Molecular model, Evaporation,
Pressure changes
P5. Matter and Thermal Properties
Thermal expansion of solids, liquids and gases,
Thermal capacity, Melting and boiling
Term 2
January Mock exams
P15. Radioactivity
Detection of radioactivity, Characteristics of the
three kinds of emission, Radioactive decay, Half-
life, Safety precautions, The nuclear atom, Isotopes
Revisions Past papers practice and exam
preparation.
Term 3
P6 Transfer of Thermal Energy
Conduction, Convection, Radiation, Consequences
of energy transfer
P7 Waves
General wave properties
Final Assessment
Paper 1 (30% of total marks) (45 minutes)
A multiple-choice paper consisting of 40 items of
the four-choice type.
Paper 3 (50% of total marks) (2 hours)
Extended curriculum – Grades A* to G available
Paper 6 (20% of total marks)
Alternative to Practical (1 hour) – a written paper
designed to test familiarity with laboratory based
procedures.
Homework
Practice examination questions, Paper 6 practical
questions, Research task. Laboratory reports.
Book used:
Physics IGCSE – Cambridge Series (Y10)
Physics for IGCSE – Nelson Thornes (Y11)
IGCSE SINGLE
IGCSE BIOLOGY (0610)
Year 11
Term 1
Section 3: Reproduction and Inheritance
Reproduction:
Sexual and asexual reproduction
Human reproduction
Plant reproduction
Growth and development
Inheritance and variation.
Transport systems:
Transport system in humans,
Transport in plants,
Excretion in humans.
Assessment:
Paper 1 (30% of total marks)
(45 minutes)
A multiple-choice paper consisting of 40 items of the
four-choice type.
Paper 3 (50% of total marks)
(2 hours)
Extended curriculum – Grades A* to G available
Paper 6 (20% of total marks)
Alternative to Practical (1 hour) – a written paper
designed to test familiarity with laboratory based
procedures.
Term 2
Mock Exams in January
Co-ordination and control:
Nervous control hormones
Homeostasis
Tropic responses.
Section 4: Ecological relationships:
Energy Flow in food chains
Nutrient cycles
Population biology
Intensive food production
Human Influence on the environment
Revisions
Homework:
Practice IGCSE examination questions using Paper 1,
2 or 3 and Paper 6 practical questions.
Written laboratory reports
Research task.
Book Used:
Biology for IGCSE, Nelson Thornes
IGCSE CHEMISTRY (0620)
Year 11
Term 1
C5 Electricity and chemistry
C6 Chemical energetics
Energetics of a reaction
Energy transfer
C7 Chemical reactions
Physical and chemical changes
Rate of reaction
Reversible reactions
Redox
C11 Air and water
Water
Air
Nitrogen and fertilisers – the Haber Process
Carbon dioxide and methane
C12 Sulfur
C13 Carbonates
Assessment:
Paper 1 (30% of total marks)
(45 minutes)
A multiple-choice paper consisting of 40 items of the
four-choice type.
Paper 3 (50% of total marks)
(2 hours)
Extended curriculum – Grades A* to G available
Paper 6 (20% of total marks)
Alternative to Practical (1 hour) – a written paper
designed to test familiarity with laboratory based
procedures.
Term 2
Mock Exams in January
C14 Organic Chemistry
Naming compounds
Fuels
Homologous series
Alkanes,Alkenes,
Alcohols
Carboxylic acids
Polymers
Synthetic and Natural polymers
Revisions Past papers practice
Homework:
Practice IGCSE examination questions using Paper 1,
2 or 3 and Paper 6 practical questions.
Written laboratory reports
Research task.
Book Used: Chemistry for IGCSE, Nelson
Thornes
IGCSE PHYSICS – SINGLE IGCSE
Year 11
Term 1
P8. Light
8.1 Reflection of light
8.2 Refraction of light
8.3 Thin converging lens
8.4 Dispersion of light
P9. Electromagnetic Spectrum
P10. Sound
P11. Magnetism
P12. Electricity
12.1 Electrical quantities
12.2 Electric charge
12.3 Current, electromotive force and potential
difference
12.4 Resistance
12.5 Electrical energy
12.6 Dangers of electricity
P13. Electric Circuits
13.1 Circuit diagrams
13.2 Series and parallel circuits
13.3 Action and use of circuit components
P14. Electromagnetic Effects
14.1 Electromagnetic induction
14.2 a.c. generator
14.3 Transformer
14.4 The magnetic effect of a current
14.5 Force on a current-carrying conductor
14.6 d.c. motor
Outcome: to have a practical and theoretical knowledge
of electrical circuitry.
Assessment:
Paper 1 (30% of total marks)
(45 minutes)
A multiple-choice paper consisting of 40
items of the four-choice type.
Paper 2 (50% of total marks)
(2 hours)
Core curriculum – Grades C to G available
Paper 3 (50% of total marks)
(2 hours)
Extended curriculum – Grades A* to G
available
Paper 6 (20% of total marks)
Alternative to Practical (1 hour) – a written
paper designed to test familiarity with
laboratory based procedures.
Homework:
Practice IGCSE examination questions using
Paper 1, 2 or 3 and Paper 6 practical
questions.
Written laboratory reports
Research task.
Term 2
Mock Exams in January
P15. Radioactivity
15.1 Detection of radioactivity
15.2 Characteristics of the three kinds of emission
15.3 Radioactive decay
15.4 Half-life
15.5 Safety precautions
15.6 The nuclear atom
Book Used: Physics for IGCSE, Nelson
Thornes
15.7 Isotopes
Revisions
IGCSE MATHEMATICS
Class 10
Core Extended
Term 1
Area and volume
Money
Similarity
Formulae
Term 2
Equations and Inequalities
Fractions and Percentages
Coordinates and the straight line
Symmetry
Term 3
Trigonometry
Indices
Statistics and Probability
Geometric constructions and Loci
Textbook: Maths in Action S42, Nelson
Thornes
Term 1
Area and Volume
Money
Similarity
Formulae
Term 2
Equations and Inequalities
Algebraic Fractions
Quadratic Equations
The straight line
Term 3
Surds and Indices
Functions
Trigonometric graphs and equations
Trigonometry and triangle calculations
Textbook: Maths in Action S43, Nelson
Thornes
Assessment
For each topic, a test using IGCSE past
paper questions
End of year exam
2 hour paper – short questions
(knowledge and understanding), longer
questions (reasoning and application)
For each topic, a test using IGCSE past
paper questions
End of year exam
2 hour paper – short questions
(knowledge and understanding), longer
questions (reasoning and application)
Homework is set on a regular basis in order to develop a sense of routine and
responsibility for the students’ individual work. This is corrected and plays a crucial
role in the child’s preparation for the more formal assessments outlined above
Class 11
Core Extended
Term 1
Simultaneous Equations
Area and volume
Graphs – plotting and interpreting curves
Symmetry, construction and loci
Term 2
Trigonometry
Formulae – changing subject
Indices
Straight line graphs
Number review
Term 3
Probability
Vectors
Angles in polygons and circles
Algebra review
Statistics
Revision, involving extensive use of past
papers
Textbook: Core Mathematics for
Cambridge IGCSE – David Rayner
Term 1
Functions
Symmetry, construction and loci
Histograms and cumulative frequencies
Probability
Proportion and Variation
Areas and Volumes
Term 2
Sets
Vectors
Circle theorem
Trigonometric Graphs
Term 3
Distance/time, speed/time graphs
Matrices and transformations
Linear programming
Revision, involving extensive use of past
papers
Textbook: Essential Mathematics for
Cambridge IGCSE – Sue Pemberton
Assessment
For each topic, a test using IGCSE past
paper questions
End of course examination
Paper 1 (35%): Calculator, short
questions (Knowledge and
understanding), 1 hour
Paper 3 (65%): Calculator, long questions
(Reasoning and application), 2 hours
For each topic, a test using IGCSE past
paper questions
End of course examination
Paper 2 (35%): Calculator, short
questions (Knowledge and
understanding), 1.5 hours
Paper 4 (65%): Calculator, long questions
(Reasoning and application), 2.5 hours
Homework is set on a regular basis in order to develop a sense of routine and
responsibility for the students’ individual work. This is corrected and plays a crucial
role in the child’s preparation for the more formal assessments outlined above
IGCSE VISUAL ARTS
APPROXIMATE ORDER OF STUDY YEARS 10 and 11
Year 10, Term 1:
Understanding the creative process through
the development of ideas
Getting to know the assessment criteria
The Elements and Principles of Design
Tonal Expressive Portraits
Investigating sources for inspiration
Recording and analysing information from direct
observation
Developing Ideas through the visual arts journal
Discussing the organisation and relationships of visual
forms
Selecting and controlling media
Using personal vision to present
Using digital technology to manipulate images
The above skills will be developed throughout the course
Year 10, Term 2:
Discussing what is meant by ‘design’
Exploring and Creating Fonts Influenced
by Monaco Buildings
Understanding the Critical Study
Use a design topic or theme to develop
own ideas
Investigating designers and forms of Monaco and around
the world.
Designing logos, illustrations and book designs, candy
wrapper designs, product design
Locating an exhibition to explore and an artist to work with
from which their critical study can be based
Creating work inspired by local artists
Students create a work based on a design brief such as:
Designing for music or dance productions such as
costumes, masks, headdresses and posters
Designing for murals to be placed in public spaces
Designing book covers
Designing exterior and interior spaces
Year 10, Term 3:
Use a design topic or theme to develop
own ideas
Begin outlining ideas for the Critical Study
Students will engage in a ‘mock exam’ where they will be
given a choice of topics to explore and develop. Students
will have 8 weeks to develop and document ideas and 8
hours to complete their work.
Year 11, Term 1:
Write a proposal for the Critical Study to
be sent to Cambridge
Ensure understanding of the assessment
criteria
Use a design topic or theme to develop
own ideas
Presentations on research done over the summer
Continue working on practical work for the Critical Study
Use peer assessment and self-reflection throughout the
entire process of creating.
Consolidation of skills
Year 11, Term 2:
Critical Study completed
Final exam given to students
Ongoing work for the completion of the Critical Study
At least 8 weeks for process work to be developed and
finished from which the final exam will be based.
Year 11, Term 3:
Critical Study sent to Cambridge
8 hour final exam
Assessment Criteria:
AO1: Gathering, recording, research and investigation
(20%)
AO2: Exploration and development of ideas (20%)
AO3: Organisation and relationships of visual and/or other
forms (20%)
AO4: Selection and control of materials, media and
processes (20%)
AO5: Personal Vision and Presentation (20%)
Homework assignments will consist of practical work such
as drawing from observation, taking photographs for
source material, research on artists and visits to local
galleries.
IGCSE DRAMA
APPROXIMATE ORDER OF STUDY YEAR 10 AND 11
Year 10, Term 1:
Introduction to the course – baseline
assessment in the three areas of
coursework: devising, script work and
monologue.
Development of the following skills:
- Team work & communication
- Problem solving
- Research
- Creativity and characterisation
- Time management and organisation
- Literary analysis
Students will be introduced to the key elements of the
course and will undertake a baseline assessment to help
create progress targets and aspirational goals.
They will be assessed in their prior knowledge and skills
through a series of practitioner workshops and will create
practical work that consolidates and demonstrates this
effectively.
Students’ written work will be evaluated through on-going
self-reflections and written peer assessment, in line with
the exam specification.
Outcome: Three mock (practical) pieces: One devised
piece around a set stimulus; one scripted piece (of a
published work); a monologue.
Year 10, Term 2:
Scripted Piece
‘The Government Inspector’ Gogol
‘Too Much Punch for Judy’ Wheeler
‘Teechers’ Godber
This will be the first piece of practical coursework, and
students will be supported in re-creating and interpreting an
extract from a published play. They will explore the
content and context of the play, and develop their
performance skills.
The skills explored in this unit will directly link to the
examination pre-release material completed after
Christmas in Year 11.
This piece will be performed to an audience, will be
assessed internally, and also recorded for external
moderation.
Outcome: a fifteen minutes group performance of an
extract from a published playwright’s script.
Year 10, Term 3:
Individual Piece –monologues
Students will explore a range of monologues and short
extracts from published plays from varying genres. This
work will focus on vocal expression and movement, and
how to utilise space effectively to engage an audience, in
order to perform a sensitive and knowledgeable
interpretation of character. They will work towards an
individual performance to be performed to a small
audience.
In addition, students will look at the set work for the
written exam and will undertake a mock exam. Revision
and exam skills will be developed.
Outcome:
1. A monologue – internally assessed, but filmed and
sent off for external moderation.
2. A mock examination – written.
Year 11, Term 1:
Scripted and devised pieces
During this trimester, students will revisit script work and
skills. This will lead into developing and devising an
original group piece around a chosen theme. They will
develop a range of key skills: communication,
organisation, problem solving, research, confidence,
analytical and performance skills.
Outcome: Students will perform their devised piece.
They will be marked individually in their contribution
during the creating process and in their final performance.
This piece will be marked internally, and performed to a
small audience.
Year 11, From Christmas to Exams
Pre-release examination material
CIE requirement
Exam Preparation: Stimulus and script.
Students will receive the pre-released material just before
or after the winter break. They will explore the stimuli
(poetry, themes, images) practically, and keep an on-going
log-book of the activities and knowledge learnt in lessons.
They will create a devised piece in response to the stimuli.
In addition they will analyse an extract of a chosen play
from the perspective of actor, director and designer.
It is vital that they reflect upon their practical work and
keep organised written exam question practice (using
dramatic terminology from the entire course), in
preparation for the written exam.
Outcome:
Students will have studied the pre-release material in
detail: creating a devised piece and exploring options for
the script extract.
They will be prepared for the exam through completion of
past papers and questions linked to the pre-release material.
They will develop and hone their exam technique and
writing style in order to ensure success in the exam.
Assessment Breakdown:
Components:
A: Understanding B: Devising C: Performing
skills
Exam 20% 20% —
Cwk 15% 15% 30%
Total 35% 35% 30%
Possible Homework Tasks:
Learning lines
Development of characterization
Watching and analysing performances and close textual
analysis of texts
Written responses using drama terminology
Students are expected to use any free time to rehearse for
their practical coursework
Preparation for examination:
Research of stimuli, playwrights and styles
Written work
Group rehearsals (in free time)
IGCSE MUSIC
APPROXIMATE ORDER OF STUDY YEAR 10 AND 11
Year 10, Term 1:
Component 1
Listening and appraising skills
Component 3 Composition skills
Introduction to expected knowledge of listening and
appraising skills across different genres of the Western
Classical Tradition (Baroque, Classical periods – vocal and
instrumental music) and world music (African and Arab
and Indian).
Focus on theory and composition work (ABRSM based)
Introduction to composing using Sibelius program.
Outcome: Listening Tests, Compositional Tasks.
Year 10, Term 2:
Component 1
Listening and appraising skills
SET WORK
Component 3
Composition skills
Listening appraising skills across different genres of the
Western Classical Tradition (Romantic period – vocal and
instrumental music) and world music (Japanese – world
focus music and Indonesian).
Introduction to set piece – Mendelssohn’s Italian
Symphony (Movements 1 and 3)
Continuation of theory tasks and composition work.
Outcome: Completion of first piece of composition
coursework (in draft format).
Year 10, Term 3:
Component 1 Listening and appraising skills
SET WORK
Component 3
Composition skills – final drafts of
compositions
Revision of all listening and appraising topics studied so
far, with various listening tests in preparation for the mock
examination. Focus on analytical skills in music.
Study of set piece – Mendelssohn’s Italian Symphony
(Movements 1 and 3)
Continuation of theory tasks and composition work.
Outcome: End-of-year exam – Component 1 – listening
exam Final draft of both Composition 1 and Composition 2
Year 11, Term 1:
Component 1 Listening and appraising skills
SET WORK
Component 2 Performance selection
Component 3
Composition deadline
Listening and appraising skills across different genres of
the Western Classical Tradition (20th
Century Music –
vocal and instrumental music) and world music (Chinese,
Latin American). Study of set piece – Mendelssohn’s
Italian Symphony (Movements 1 and 3)
Continuation of theory tasks and composition work.
Look at the performance criteria to help inform selection of
pieces – prepare for a performance to parents.
Outcome: Finalise both compositions – scores and
recordings to be submitted by the end of term 1,
performance of component 2 pieces to parents; listening
tests.
Year 11, from Christmas to Exams:
Component 1
Component 2
Performance deadline - March
Performance coursework recorded in March.
Preparation and revision for final exam – Western
Classical, world music, set work and theory.
Outcome: Component 2 and 3 submitted to exam board.
Component 1 exam in May/June
Assessment Breakdown:
Component 1 – Listening Paper 40%
Component 2 – Performance 1 15%
Component 2 – Performance 2 15%
Component 3 – Composition 1 15%
Component 3 – Composition 2 15%
Possible Homework Tasks:
Listening and appraisal tasks
Weekly music theory tasks
Preparation of presentation on learning
Preparation for performance coursework
EXPECTED TO LISTEN TO ALL STYLES OF MUSIC
Cambridge IGCSE Global Perspectives looks at
global themes and issues, and promotes an
international outlook and cross-cultural
awareness. The syllabus is flexible and covers a
variety of subjects, helping students to develop
their skills of enquiry, collaboration, reflection,
evaluation and problem solving, and to apply
these skills to the global themes being studied.
The syllabus will appeal to students because it
extends their understanding of the world. They
will develop their potential to understand different
perspectives and to make reasoned responses:
skills, which will be useful in their study of all
other disciplines.
Belief Systems Biodiversity
and
Ecosystem
Loss
Climate
Change
Conflict and
Peace
Disease and
Health
Education
for All
Employment Family and
Demographic
Change
Fuel and
Energy
Humans
and Other
Species
Law and
Criminality
Technology
and the
Economic
Divide
Trade and Aid Tradition,
Culture
and
Identity
Urbanisation Water, Food
and
Agriculture
Language and
Communication
Sports and
Recreation
Poverty &
Inequality
Transport &
Infrastructure
Fig 1: Areas of Study in the Global Perspectives
curriculum
Assessment at a glance
Component Duration Weighting Nature of
Assessment
Component
1 Individual
Research
Candidates
carry out
research
based on
TWO topic
areas and
submit an
Individual
Research
report on
each topic.
Over a
course of
12 weeks
40% INTERNAL
ASSESSMENT
Individual
Focus: Candidates are expected to
demonstrate an understanding of global issues
from personal, local or national and
international perspectives, using research,
reasoning and questioning skills to gain this
understanding and form their own judgments.
Candidates choose from the following topics:
Belief Systems; Biodiversity and Ecosystem
Loss; Climate Change; Disease and Health;
Education for All; Employment; Family and
Demographic Change; Fuel and Energy;
Humans and Other Species; Language and
Communication*; Law and Criminality;
Poverty and Inequality*; Sport and
Recreation*; Technology and the Economic
Divide; Trade and Aid; Tradition, Culture and
Identity*; Transport and Infrastructure*;
Urbanisation; Water, Food and Agriculture*
*new topics or change in focus
Component
2 Group
Project
Over a
course of
10-12
weeks
30%
INTERNAL
ASSESSMENT
Individual 67%,
Group 33%
The Group Project comprises TWO elements:
Group Element
Candidates collaborate to produce a
plan and carry out a group project
based on research into ONE topic
area. The topic area must be
different from the topics studied for
the Individual Research.
Individual Element
Candidates evaluate the plan,
process and outcome of the group
project as well as their individual
contributions to the project.
Candidates report on what they have
learnt from cross‐ cultural
collaborations.
Focus: Candidates work together to write a
project plan, carry out research and produce
an outcome. They must show evidence that
they have collaborated with others from
another culture, community or country.
Component
3 Written
Paper
The Written
Paper
consists of
compulsory
questions
based on a
range of
sources
provided
with the
paper.
Sources will
present
global issues
from a range
of
perspectives.
1 hour 15
mins
30% EXAMINATION
Individual
Focus
Candidates are assessed on their ability to:
identify and analyse key issues
distinguish between fact, opinion,
prediction and value judgment
identify and evaluate possible future
scenarios and courses of action
take into account different
perspectives on issues
make judgments based on evidence
and on personal perspectives
suggest a line of enquiry, outlining a
possible approach to a research
project
evaluate sources, claims and the
effectiveness of arguments
develop a line of reasoning to
support a judgment, decision or
course of action.
IGCSE Physical Education
Theory topics Outline of curriculum
Year 10 Term 1 Skeleton and Joints Muscles and tendons Circulatory and respiratory systems Fitness Term 2 Skill Motivation and Mental Preparation Physique Drugs Term 3 Health Diet Games - Safe Practice Injuries
The functions of the skeleton and joints, their relevance to performance and participation in practical activities.
The different types of joints, the essential parts of joints and types and ranges of movements.
The important muscles groups and their role in movement and how they work in understanding the different fitness components.
What motivates people to participate in physical activities and how they prepare for exercise, understand how skills are learned, recognise that certain physiques equip people better for certain activities as well as avoiding the temptation of drugs that have detrimental effects on health and performance
The definition of health from a physical well-being, mental well being, social well being and fitness perspective.
The importance of diet as an energy source in promoting growth and the repair of tissues is taught, followed by a consideration of the risks involved in games playing and how to take steps to ensure safe participation.
Sport related injuries
Year 11 Term 1 Exercise and Training Leisure and Recreation Facilities, Participation, Excellence Term 2 Amateur/ Professional Media Access to Sport Global events
The different forms of exercise, what happens to the body when we exercise and the influence of different forms of training methods.
The reasons why we participate in sport, dance, outdoor and adventurous activities and other recreational activities in this day and age and why these opportunities exist.
The factors that dictate how sports people can reach the height of success. The difference between amateur and professional sports persons and how membership of one or the other may well determine ultimate success in a sport.
The role of the media in promoting sport and sportspersons.
Finally this unit seeks to ensure that sport is available to a much wider group of people than in the past.
About groups of people who, in the past, were unable to participate in any sporting activity but who are now well catered for.
Assessment Final exam taken at the end of year 11 (1h45mins) - 40% of total marks Section A: Candidates answer short answer questions on each of the three units: Factors affecting performance; Health, safety and training; Reasons and opportunities for participation in physical activity. Section B: Candidates answer three structured questions, one from each of the three units they have studied.
IGCSE Physical Education
Practical topics Students will be taught 5 practical activities in year 10 and a further 4 in year 11. Students are also encouraged to take part in sports and practical activities outside of school. If these external activities are not covered in the taught practical activities but fall under the list of sports provided by examination board, students can still be assessed in them.
Sports Categories: Games activities Gymnastic activities Dance activities Athletic activities Outdoor and adventurous activities Swimming Combat activities
Assessment Students choose to be assessed in four practical activities from at least two of the seven categories listed above (50% of total marks). Candidates must show the ability to analyse and improve practical performance in one of their four chosen practical activities (10% of total marks). 60% of total marks
Physical Education - Year 10
Order of study Learning Objectives
Cycle 1
Football
Football
Students will learn to perform, develop and incorporate the skills of passing long, short, and lifted, controlling, volleying, heading (diving and defensive), Shooting, Goalkeeping, Crossing, Set pieces, free kicks, defensive movements such as defending against overlaps, marking, Communication and moving in teams together, and attacking strategies and skills such as angled running, outwitting, beating a defender, and give and goes.
The students will develop their knowledge and understanding of tactical play used in football from different situations in both attack and defence.
Students will also know the roles and responsibilities of each player in each defensive and attacking situations whether they are in control of the ball and not.
The students will understand what makes a good or poor performance and also show how to correct it and give feedback and instructions to themselves, partners or team-mates.
Cycle 2
Badminton
Badminton
Students will learn to use complex shots such as the “Around
the head shot” to return shuttles that are hit to awkward areas
on the backhand side, with more power than would be possible
with a backhand shot.
Students will develop a range of backhand shots including the
smash and drop, and will be able to apply these (along with
strokes learned earlier) in doubles and singles games to move
opponents (and outwit them) around the court and create
spaces and openings.
Students will develop more advanced understanding of
positions, movements, strategies and tactics in doubles play,
and will be able to rotate from offensive positions to defensive
positions and vice-versa, as the games dictates.
Students will learn to umpire a singles and doubles game fully
and understand the role of the line and service judges.
Cycle 3
Boys – Handball
Girls - Gymnastics
Handball
Students will learn to perform, develop and incorporate the skills of passing, outwitting an opponent, shooting, one handed passing and receiving in a full sided game of Handball.
Students will further their developed their knowledge and understanding of the tactics and strategies used in Handball when attacking and defending.
Students will learn the laws and the scoring systems of the game, and recognise the importance of responding to changing situations within the game especially when in attack or defence.
Students will learn the benefits of a warm – up, stretching, cool-
down, hydration and healthy eating prior to and after Handball
Gymnastics ▪ Students will learn the different axis about which the body can
wheel;
▪ Students will learn and perform a sequence that includes
stepping and wheeling actions;
▪ Students will learn the importance of arm strength to support body weight before attempting the more difficult actions.
Cycle 4
Girls – Rowing
Boys - Athletics
Rowing
Students will learn to perform and develop their rowing technique.
Students will develop their understanding of the components of fitness that are important for optimal performance in rowing.
Students develop their understanding of the roles of each member of the team and will develop their teamwork skills through rowing.
Athletics
Students will learn to use an increased range of event-specific techniques with control, precision, speed and power or stamina
Students will learn to select the way they use skills to suit the needs of the challenge or competition
Students will learn to devise solutions to enhance and improve the quality of their individual and team's performance
Cycle 5
Rounders
Rounders
Students will learn to perform, develop and incorporate the
skills of Rounders and now start to outwit opponents when
batting, fielding and bowling.
Students will develop their knowledge and understanding of
tactical plays used in Rounders from different situations in
batting and fielding.
Students will learn the roles and responsibilities of each player
in situations whether they are in control of the ball and not.
Students will develop understanding of what makes a good or
poor performance and also show how to correct it and give
feedback and instructions to themselves, partners or team-
mates. They should be able to suggest corrective
drills/practices to improve weak areas and as part of a team be
able to select and refine offensive and defensive strategies that
suit these strengths and weaknesses.
Students will learn to incorporate these essential skills into a
full sided game
Physical Education - Year 11 Order of study Learning Objectives
Cycle 1
Football – Boys
Athletics - Girls
Football
Students will learn to perform, develop and incorporate the skills of passing long, short, and lifted, controlling, volleying, heading (diving and defensive), Shooting, Goalkeeping, Crossing, Set pieces, free kicks, defensive movements such as defending against overlaps, marking, Communication and moving in teams together, and attacking strategies and skills such as angled running, outwitting, beating a defender, and give and goes.
Students will develop their knowledge and understanding of tactical play used in football from different situations in both attack and defence.
Students will also know the roles and responsibilities of each player in each defensive and attacking situations whether they are in control of the ball and not.
The students will understand what makes a good or poor performance and also show how to correct it and give feedback and instructions to themselves, partners or team-mates.
Athletics
Students will learn to use an increased range of event-specific techniques with control, precision, speed and power or stamina
Students will learn to select the way they use skills to suit the needs of the challenge or competition
Students will learn to devise solutions to enhance and improve the quality of their individual and team's performance
Cycle 2
Boys – Volleyball
Girls - Fitness
Volleyball
Students will learn the correct technique for the full range of shots and should be able to perform them with accuracy and precision.
Students will developing their understanding of tactics and the positional roles and should be able to work effectively as part of a team.
Students will be able to officiate and umpire games.
Fitness
Students will learn how to plan and lead effective warm ups,
stretching exercises and cool downs
Students will learn about the different components of fitness,
how each one can be tested and how their current fitness levels
compare to normative data.
Students will learn about the different methods of training and
the areas of fitness that are targeted by each.
Cycle 3
Boys – Rowing
Girls - Handball
Rowing
Students will learn to perform and develop their rowing technique.
Students will develop their understanding of the components of fitness that are important for optimal performance in rowing.
Students develop their understanding of the roles of each member of the team and will develop their teamwork skills
through rowing.
Handball
Students will learn to perform, develop and incorporate the skills of passing, outwitting an opponent, shooting, one handed passing and receiving in a full sided game of Handball.
Students will further their developed their knowledge and understanding of the tactics and strategies used in Handball when attacking and defending.
Students will learn the laws and the scoring systems of the game, and recognise the importance of responding to changing situations within the game especially when in attack or defence.
Students will learn the benefits of a warm – up, stretching, cool-down, hydration and healthy eating prior to and after Handball
Cycle 4
Boys – Handball
Girls - Rowing
Handball
Students will learn to perform, develop and incorporate the skills of passing, outwitting an opponent, shooting, one handed passing and receiving in a full sided game of Handball.
Students will further their developed their knowledge and understanding of the tactics and strategies used in Handball when attacking and defending.
Students will learn the laws and the scoring systems of the game, and recognise the importance of responding to changing situations within the game especially when in attack or defence.
Students will learn the benefits of a warm – up, stretching, cool-down, hydration and healthy eating prior to and after Handball
Rowing
Students will learn to perform and develop their rowing technique.
Students will develop their understanding of the components of fitness that are important for optimal performance in rowing.
Students develop their understanding of the roles of each member of the team and will develop their teamwork skills through rowing.
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