ISM IGCSE Curriculum Outline Guide

2016-17
Learner Profile

The Cambridge IGCSE approach supports the ‘ISM Guiding Principles’, helping us to
develop students who are:

 Confident
 Responsible
 Reflective
 Innovative
 Engaged

Recognition

 Cambridge IGCSE is the world’s most popular international qualification for

14 to 16 year olds

 The IGCSE offers sound preparation for the rigour of IB

IGCSE requirements for entrance into the IB

Diploma Programme at ISM

Students who are admitted to the IB Diploma Programme at ISM must have achieved
A* - C passes in at least five IGCSE examinations which should include English
Language and/or Literature, one other Language, Mathematics, Science and a
Humanities subject.
 1st LANGUAGE ENGLISH IGCSE & ENGLISH LITERATURE IGCSE
APPROXIMATE ORDER OF STUDY
Yr 10 Term 1
Language - Personal and autobiographical
writing
Literature – study of a novel chosen by
teachers eg Of Mice and men/Cannery Row -
J.Steinbeck , Lord of the Flies - W.Golding , The
Heart is a Lonely Hunter – C McCullers
(NB teachers may choose to start with a drama
text and teach the novel in term 2)
Language – debate of issues eg the Internet or
homeschooling, discussion, discursive and
argumentative writing. Introduction to
directed writing tasks, language analysis and
summary.
Introduction to IGCSE Language Paper –
Reading Passages.
Yr 10 Term 2
Literature – study of a drama text chosen by
teachers eg An Inspector Calls by JBPriestley ,
All My Sons – A Miller , etc
Literature – study of poetry eg War Poetry or
Love Poetry
Introduction to the Literature Unseen Paper –
studying a range of poems and prose extracts
– literature essay and critical analysis
Language – Narrative and descriptive writing
styles and introduction to IGCSE Language
Paper – Directed Writing and Composition
YEAR 10 AND 11
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.
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
Further consolidation of interpretation and
Literature – study of Set Text 2 Drama – A View critical analysis of literary texts – with a focus
from The Bridge – A Miller or Inherit The Wind on the literary genres of drama and novels.
-J Lawrence and RE Lee or The Merchant of
Venice – W Shakespeare Outcome
Exam practice of past papers
Literature – study of Set Text 3 – novel Spies – Consolidation of literature questions – Essays
Michael Frayn and passage based questions and effectively
Strong focus on Unseen Exam – forming interpreting unseen literary texts
interpretations of prose/poetry under exam
conditions Mock Exams – January – all 4 exam papers
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.

Assessment, Exams, and Homework Ongoing integration of skills

Assessment Breakdown –Final exam papers This curriculum outline gives an approximate
Language – 2 x 2hr exams sequential order although this order could be
changed to meet the specific learning needs
1) Reading Passages – extended response, and interests of different groups – especially
language analysis, and summary – 50% the units of language work.
2) Directed Writing and Composition – In addition it needs to be remembered that
discursive task followed by a composition many skills are integrated and developed
either narrative or descriptive style – 50% throughout every aspect of the course during
Literature – 1 x 90 min exam and 1 x 2hr exam every term such as : improving technical
accuracy, using correct grammar, development
1) Poetry and Prose – 2 essays on novel of vocabulary, oral skills, learning how to
and poems studied as exam texts – choice of discuss and debate effectively, delivery of
literature essay or passage-based questions effective oral presentations, drama skills,
(closed book) – (90 min exam) - 50% drafting and redrafting, good habits of
independent reading, efficient proofreading,
2) Drama (45 mins) and Unseen (75 mins) inference and interpretation, critical thinking
I essay on the play studied (open book)and 1 and analysis, acquisition of literary
essay on choice of unseen poem or prose terminology, literary analysis, acquisition of
extract – 50% different writing styles, meeting targets on the
AR Reading Programme (Yr 10)
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.
 FIRST LANGUAGE FRENCH IGCSE - 2016-2017
YEAR 10 (CN + SC)
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
dialogs, grammar practice, preparation for oral
presentations.
YEAR 11 (PK + NB)
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
Overview of French history and geography
in relation to the texts studied.
Assessments:
Analysing literary texts (passage based
questions), quizzes and tests about the novel.
More extensive writing based on past papers
questions, oral presentations.
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.
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.
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 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)
Term 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
Term 2
Literature: comprehension and text analysis of
short stories
Text:
SPINNER, Kaspar H.: Geschichten 9/10 Short
stories of the 19th and 20th century
YEAR 11 (2017-2018)
Term 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
Argumentative essay Term 2
 Expressing ones opinion
 Convincing others and choosing precise Civilisation:
examples Overview of some historical and current events,
 Structuring the argumentation culture, geography
effectively
Resources:
Texts: Zwischendurch mal... Landeskunde; Newspaper
 Up-to-date texts of newspapers and Internet articles
 Internet articles, extracts out of books
Grammar:
Grammar Individual revision of the most important
 Syntax: different connections of grammar/orthography rules and vocabulary
sentences training

Resources: Resources:
Klipp und Klar Übungsgrammatik Klipp und Klar Übungsgrammatik
Grundstufe/Mittelstufe, Sag’s richtig, Grundstufe/Mittelstufe, Sag’s richtig,
Internet ressources Internet ressources

Homework: Past papers

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
Term 3
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

Literature: comprehension and text analysis of Term 3

poetry (engaged poetry)
Past papers, revision and preparation for the
 Characteristics of lyric and engaged exam
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
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

Term 1 Term 1

A.S. Pushkin, The captains’ daughter A.P. Tchekhov, The Lady with the dog; The wife

History of Russian peasant war and Pugachev’s V.M. Shukshin, Uncle Ermolai; Stiopka, Stegnka
rebellion Razin

Characteristics of historical novel.

Revision of syntaxes and grammatical
Revision of syntaxes and grammatical structures (within grammar exercises and in
structures (within grammar exercises and in context)
context)
Assessment:
Assessment: - IGCSE past papers
- History questions - Reading comprehension
- Reading comprehension - Comparison of two texts
- Description of the character - Argumentative essay (Contemporary
- Comparison of two characters aspects of Russia; young people; Law and
- Argumentative essay order; urban and rural life; sport;
- Grammar test technological innovations)
- Narrative writing
Homework: - Descriptive writing
- Biography - Mock exam in January 2015
- Reading comprehension
- Grammar exercises Homework:
- Reading comprehension
Term 2 - Analysis of essay themes
- Grammar exercises
A.S. Pushkin, Eugene Onegin
Term 2
Eugene Onegin as an “encyclopedia of Russian
life” in XIXth century: Argumentative essay
- Russian aristocracy in XIXth century Technique and practice through past papers
- Elements of Russian folklore
- Pushkin between Romanticism and Realism Narrative writing
Technique and practice through IGCSE past
Rules and figures of speech papers
Characteristic of lyric poetry
“Onegin stanza”
Descriptive writing
Revision of syntaxes and grammatical Technique and practice through IGCSE past
structures (within grammar exercises and in papers
context)
Assessment: Comparison of two texts
- Poetry recitation Technique and practice through past papers.
- Reading comprehension
- Narrative essay with elements of Assessment:
description - IGCSE past papers
- Oral presentation - Reading comprehension
- Argumentative essay - Comparison of two texts
- Grammar tests - Argumentative essay (Contemporary
aspects of Russia; Young people; Law
and order; Urban and rural life; Sport)
- Technological innovations
- Narrative essay
Homework: - Descriptive essay
- Poetry learning
- Reading comprehension Homework:
- Grammar exercises - Reading comprehension
- Research about Russian society of XIXth - Analysis of essay themes
century - Grammar exercises

Term 3
Term 3
Argumentative essay
M.A. Bulgakov, Dog’s heart Technique and practice through past papers

History of Romanov dynasty and Russian Narrative writing

revolution. Technique and practice through IGCSE past
papers
Characteristics of fantastic novel.
Descriptive writing
Assessment : Technique and practice through IGCSE past
- History questions papers
- Reading comprehension
- Argumentative essay Comparison of two texts
- Oral presentation Technique and practice through IGCSE past
- Grammar tests papers

Homework : Assessment:
- Biography - IGCSE past papers
- Reading comprehension - Reading comprehension
- Research about Russian revolution - Comparison of two texts
- Grammar exersises - Argumentative essay (Contemporary
aspects of Russia; Young people; Law
and order; Urban and rural life; Sport)
- Technological innovations
- Narrative essay
- Descriptive essay
Resources Homework:
- Reading comprehension
A.S. Pushkin, The captain’s daughter - Analysis of essay themes
A.S. Pushkin, Eugene Onegin - Grammar exercises
M.A. Bulgakov, Dog’s heart
Manual: Русский язык 8 класс. Коровина и др. Resources:

A variety of texts, newspapers, magazines’ A.P. Tchekhov, Short stories

articles, videos, films and internet resources are V.M. Shukshin, Short stories
used to support the textbook. 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.
 ITALIAN MOTHER TONGUE
Year 10 Italian Mother Tongue
Study of the language, literature and
civilization:
Term 1
“Quale Italiano?” - language varieties and
registers, the stages of contemporary Italian,
loan words.
“Paesaggi, città e paesi” – the variety of the
Italian landscape, place description, tradition
and progress, connotation.
Resources: “Caleidoscopio Italiano” Units 1, 2.
Term 2
“Gente d’Italia” - family, evolution of the Italian
family, the school system, social and economic
changes caused by the economic boom,
idiomatic use of the language, word collocation.
“I gusti e le abitudini” – food, culinary traditions,
sport, art and music, the opera, the formation of
new words.
Resources: “Caleidoscopio Italiano” Units 3, 4.
Term 3
“Migrazioni interne ed esterne” – migrations
within the country, discrimination between
northern and southern people, migrations from
and to Italy, integration, figures of speech.
“L’Italia in giallo” – origin and development of
the crime novel in Italy, criminal organisations
operating in Italy, language registers.
Resources: “Caleidoscopio Italiano” Units 5, 6.
Year 11 Italian Mother Tongue
Study of the language, literature and
civilization:
Term 1
“Quale Italiano?” - language varieties and
registers, the stages of contemporary Italian,
loan words.
“Paesaggi, città e paesi” – the variety of the
Italian landscape, place description, tradition
and progress, connotation.
Resources: “Caleidoscopio Italiano” Units 1, 2.
Term 2
“Gente d’Italia” - family, evolution of the Italian
family, the school system, social and economic
changes caused by the economic boom,
idiomatic use of the language, word collocation.
“I gusti e le abitudini” – food, culinary traditions,
sport, art and music, the opera, the formation of
new words.
Resources: “Caleidoscopio Italiano” Units 3, 4.
Term 3
“Migrazioni interne ed esterne” – migrations
within the country, discrimination between
northern and southern people, migrations from
and to Italy, integration, figures of speech.
“L’Italia in giallo” – origin and development of
the crime novel in Italy, criminal organisations
operating in Italy, language registers.
Resources: “Caleidoscopio Italiano” Units 5, 6.
Throughout the year
Reading skills: the bildungsroman
Reading for gist and detail, note taking and
highlighting, reading for inference.
Resources: S. Gandolfi “Io dentro gli spari”.
Writing skills
Text planning, organisation and development,
proof reading. Descriptive, narrative and
argumentative writing: newspaper article,
letter, diary, interview, dialogue, essay.
Resources: “Caleidoscopio Italiano”
“Pro e contro junior”
Speaking skills
Oral presentations, debates, etc. based on
current affair topics.
Resources: “Pro e contro junior”
movies, documentaries.
Grammar features:
Subjunctive, sequence of sentences,
hypothetical clauses, impersonal structures,
coordinate and subordinate conjunctions.
Resources: “Congiuntivo che passione”.
Homework:
 Reading comprehension questions
 Summaries, essays
 Grammar and vocaulary exercises
Assessment:
 Standardized tests
 Reading comprehension tests
 Essays
 Grammar tests
Throughout the year
Reading skills: the bildungsroman
Reading for gist and detail, note taking and
highlighting, reading for inference.
Resources: S. Gandolfi “Io dentro gli spari”.
Writing skills
Text planning, organisation and development,
proof reading (focus on structure, openings and
closings)
Descriptive, narrative and argumentative
writing: newspaper article, letter, diary, essay,
report.
Resources: “Caleidoscopio Italiano”
“Pro e contro junior”
Speaking skills
Oral presentations, debates, etc. based on
current affair topics.
Resources: “Pro e contro junior”
movies, documentaries.
Grammar features:
Sequence of sentences, passive structures,
impersonal structures, reported speech,
coordinate and subordinate conjunctions.
Resources: “Congiuntivo che passione”
Homework:
 Reading comprehension questions
 Summaries, essays
 Grammar and vocaulary exercises
Assessment:
 Standardized tests
 Reading comprehension tests
 Essays
 Grammar tests
Preparation for the IGCSE Italian Foreign Italian Mother Tongue ISM examination:
Language Examination:
Paper 1 Listening Paper 1 Essay writing
Paper 2 Reading Paper 2 Reading comprehension
Paper 3 Speaking Paper 3 Oral expression
Paper 4 Writing
 FRENCH FOREIGN LANGUAGE
YEAR 10 (SS/MCN)
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..
YEAR 11 (CN/LV)
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

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, Term 2
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”
-
HOMEWORK:
 Vocabulary and verbs to learn.
 Grammar exercises, texts to read,
prepare arguments for a debate, finalise
a written or oral project.
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
Chapitre 6/ Ça m’intéresse Term 3
- talk about leisure activities , music,
sports and events, discuss TV programs, Preparation and revisions for the IGCSE exams
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: .Textbooks:
Total Tricolore 4 Nelson Thornes ( new version) Total Tricolore 4 Nelson Thornes (new version)
Grammar in action 4 Grammar in action 4
Grammaire « bleue » CLE International Grammaire « bleue » CLE International
 SPANISH FOREIGN LANGUAGE
Year 10 IGCSE Foreign Language
Term 1 Vocabulary and topics:
(for oral, listening, reading and writing skills)
 Unit 1. Yo, mis amigos, mi familia y mi
escuela.
 Unit 2. Mi ciudad. Los países hispanos
 Unit 3. El tiempo libre.
Grammar: Present (Regular and irregular),
Past (Imperfecto, Pasado simple) 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 2 Vocabulary and topics:
(for oral, listening, reading and writing skills)
 Unit 4. Como te enteras?
 Unit 5. A quién admiras?
 Unit 6. El colegio y el trabajo
Grammar : Obligation. Present, Past and
Future (II)
Year 11 IGCSE Foreign Language
Term 1 Vocabulary and topics:
(for oral, listening, reading and writing skills)
 Unit 1. En el restaurante.
 Unit 2. En el hotel
 Unit 3. La ropa, la moda y la salud.
 Unit 4. Tiempo libre, costumbres y
fiestas.
Grammar : Present (Regular and irregular),
Imperfect tense, Perfect tense and Future
Written tasks:
 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. Transportes y vacaciones.
 Unit 6. Una vida saludable.
Grammar : Subjunctive, Verbs followed by
infinitive, Revision of all tenses and grammatical
structures, coordinate and subordinate.
Written tasks: Written tasks (revision):

 Write a letter ( formal /informal)  Write a letter ( formal /informal)

 Ask questions (written)  Write a description and a short story.
 Newspaper headlines. Writing a letter to  Write about an event (present, past and
a newspaper. future tense)
 Write a dialogue
Assessments:
Spelling and vocab tests, oral presentations,
Assessments: listening and reading comprehension tests,
Spelling and vocab tests, oral presentations, creative writing tests
listening and reading comprehension tests, Grammar text, oral assessment during lessons,
creative writing tests orthography tests
Grammar text, oral assessment during lessons,
orthography tests MOKs exam
Paper 3 (Oral Test IGCSE)

Homework: Preparation and practice for exams:

Vocabulary to learn, grammar exercises,
independent reading, written task, listening
exercises
Term 3 Vocabulary and topics:
(for oral, listening, reading and writing skills)
IGCSE Spanish Foreign Language Past Papers
Homework:
Vocabulary to learn, grammar exercises,
independent reading, written task, listening
exercises

 Unit 7. El future y las vacaciones.

 Unit 8. Los transportes. Term 3 Vocabulary and topics:
(for oral, listening, reading and writing skills)
Grammar: Passive voice se.
Verbs followed by infinitive  Unit 7. Revision.
Have / must.
Grammar:
Written tasks:  Imperative
 Conditional
 Write a letter ( formal /informal)  Subjunctive.
 Ask questions (written)  Revision of all tenses and grammatical
 Newspaper headlines. Writing a letter to structures
a newspaper.  Coordinate and subordinate.
 Write a dialogue
Written tasks (continuation):
Assessments:
Spelling and vocab tests, oral presentations,  Write a letter ( formal /informal)
listening and reading comprehension tests,  Write a description
creative writing tests  Write a short story
Grammar text, oral assessment during lessons,  Write about an event (present, past and
orthography tests future tense)
Homework:
Vocabulary to learn, grammar exercises,
independent reading, written task, listening
exercises
Textbooks:
 Spanish Foreign Language IGCSE
 Grammar Book. IGCSE.
A variety of texts, newspapers, magazine
articles, video, films and internet resources are
used to support the textbook.
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 Foreign Language Past Papers
IGCSE Spanish as Foreign Language Paper 1, 2
and 4
Homework:
Vocabulary to learn, grammar exercises,
independent reading, written task, listening
exercises
Textbooks:
 Past Paper. Spanish Foreign Language
IGCSE
 Grammar Book. IGCSE.
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
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. Tourism: The benefits and disadvantages of the
Term 3: Rivers
The processes of weathering and erosion. River
systems, processes and landforms, including the
causes and impact of flooding, HEP schemes and Assessment: Assessment is based on structured
dams.
Field Trip: Cevennes National Park
Textbooks: Class sets available of New Wider
World (Nelson) and Complete Geography
forCambridge IGCSE (Oxford)
Year 11
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.
growth of this industry. Sustainable
development.
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: Term 1:
CORE TOPIC: To what extent was the League of CORE TOPIC: Who was to blame for the Cold
Nations a success? How successful was the War? Why did the USA-USSR alliance begin to
League in the 1920s? How far did weaknesses in break down in 1945? How had the USSR gained
the League's organisation make failure control of Eastern Europe by 1948? How did the
inevitable? How far did the Depression make USA react to Soviet expansionism? What were
the work of the League more difficult? How the consequences of the Berlin Blockade? Who
successful was the League in the 1930s? was the more to blame for starting the Cold
War, the USA or the USSR?
CORE TOPIC: Why had international peace
collapsed by 1939? What were the long-term CORE TOPIC: How effectively did the USA
consequences of the peace treaties of 1919-23? prevent the spread of Communism? This Key
What were the consequences of the failures of Question will be explored through case studies
the League in the 1930s? How far was Hitler's of the following:
foreign policy to blame for the outbreak of war America and events in Korea, 1950-53
in 1939? Was the policy of appeasement America and events in Cuba, 1959-62
justified? How important was the Nazi-Soviet American involvement in Vietnam
Pact? Why did Britain and France declare war on
Germany in September 1939? Term 2:
CORE TOPIC: How secure was the USSR’s
Term 2: control over Eastern Europe, 1948-1989? Why
Depth Study: The USA, 1919-41 was there opposition to Soviet control in
How far did the US economy boom in the Hungary in 1956 and Czechoslovakia in 1968,
1920s? On what factors was the economic and how did the USSR react to this opposition?
boom based? Why did some industries prosper How similar were events in Hungary in 1956 and
while others did not? Why did agriculture not in Czechoslovakia in 1968? Why was the Berlin
share in the prosperity? Did all Americans Wall built in 1961? What was the significance of
benefit from the boom? 'Solidarity' in Poland for the decline of Soviet
influence in Eastern Europe? How far was
How far did US society change in the 1920s? Gorbachev personally responsible for the
What were the ‘Roaring Twenties’? How collapse of Soviet control over Eastern Europe?
widespread was intolerance in US society? Why
was Prohibition introduced, and then later CORE TOPIC: Why did events in the Gulf
repealed? How far did the roles of women matter, 1970-2000? Why was Saddam Hussein
change during the 1920s? able to come to power in Iraq? What was the
What were the causes and consequences of the nature of Saddam Hussein’s rule in Iraq? Why
Wall Street Crash? How far was speculation was there a revolution in Iran in 1979? What
responsible for the Wall Street Crash? What were the causes and consequences of the Iran-
impact did the Crash have on the economy? Iraq War, 1980-88? Why did the First Gulf War
What were the social consequences of the take place?
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 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).
EXAMS
Cambridge IGCSE History students take three
components. All students will have the following
exams.
Component 1
Candidates answer two questions from section
A (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
Term 1
B1 Characteristics of living organisms
B2 Cells
Cell structure , Movement in and out of cells
B3 Enzymes
B4 Nutrition
Nutrients, Plant nutrition
Term 3
B10 Energy Flow in Ecosystems
B11 Human influence on the environment
Homework:
Practice IGCSE examination questions. Paper 6
practical questions. Research task. Extended
reading. Laboratory reports.
Year 11
Term 1
B6 Respiration
Aerobic and anaerobic respiration, Gas
exchange
B7 Coordination and Response
Nervous control in humans, Hormones, Trophic
responses, Homeostasis
B8 Reproduction
Asexual and sexual reproduction, sexual
reproduction in plants, sexual reproduction in
humans;
Term 2
Mock Exams in January
B9 Inheritance
Chromosome ad genes, cell division,
monohybrid inheritance, variation and selection
B4
Plant nutrition, Transport
Assessment:
Paper 1/2 (30% of total marks) (45 minutes)
Core/extended A multiple-choice paper
consisting of 40 items of the four-choice type.
Paper 3 (50% of total marks) (2 hours)
Core curriculum – Grades C to G available
Paper 4 (50% of total marks) (2 hours)
Extended curriculum – Grades A* to G available
Paper 6 (20% of total marks)
Alternative to Practical (1 hour) – a written
paper designed to test familiarity with
laboratory based procedures.
Book Used:
Complete Biology for Cambridge IGCSE
CGP Biology Exam Practice Workbook
Biology for Cambridge IGCSE Revision Guide
(Y10)
Biology IGCSE – Cambridge Series (Y11)
 CHEMISTRY
Year 10
Term 1
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 2
C9 Periodic Table
Periodic trends, Group properties, Transition
elements, Noble gases
C2 Experimental techniques
Methods of separation and purification
including
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
YEAR 11
Term 1
C10 Metals - Review
Properties of metals, The Reactivity series,
Extraction of metals, Uses of metals
C13 Carbonates
C12 Sulfur
Production of sulfuric acid, The Contact Process
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
Term 2
January 2017 Mock exams
C14 Organic Chemistry
Names of compounds, Homologous series,
Alkanes, Alkenes, Alcohols, Carboxylic acids,
Polymers, Natural and Synthetic polymers
Revisions Past papers practice
Assessment:
Paper 1/2 (30% of total marks) (45 minutes)
Core/extended A multiple-choice paper
consisting of 40 items of the four-choice type.
Paper 3 (50% of total marks) (2 hours)
Core curriculum – Grades C to G available
Paper 4 (50% of total marks) (2 hours)
Extended curriculum – Grades A* to G available
C10 Metals
Properties of metals, The Reactivity series,
Extraction of metals, Uses of metals
Homework:
Practice IGCSE examination questions. Paper 6
practical questions. Research task. Laboratory
reports. Extended reading.
Paper 6 (20% of total marks)
Alternative to Practical (1 hour) – a written
paper designed to test familiarity with
laboratory based procedures.
Book Used:
Complete Chemistry for Cambridge IGCSE
CGP Chemistry Exam Practice Workbook
Chemistry for Cambridge IGCSE Revision Guide
(Y10)
Chemistry IGCSE – Cambridge Series (Y11)
 PHYSICS

YEAR 10 YEAR 11

Term 1 Term 1
P8 Light
P1 Motion and making measurements Reflection of light, Refraction of light , Thin
converging lens, Dispersion of light
P2 Matter and Forces
Mass and weight, Density, Effects of forces, P9 Electromagnetic Spectrum
Pressure
P10 Sound
P3 Energy, Work and Power
Energy, Energy resources, Work, Power P11 Magnetism

P12 Electricity
Electrical quantities, Electric charge, Current,
Electromotive force and potential difference,
Resistance, Electrical energy, Dangers of
electricity

P13 Electric Circuits

Circuit diagrams, Series and parallel circuits,
Action and use of circuit components

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 Term 2
P4 Simple Kinetic Molecular Model of Matter
States of matter, Molecular model, Evaporation, January 2017 Mock exams
Pressure changes
P15. Radioactivity
P5. Matter and Thermal Properties Detection of radioactivity, Characteristics of the
Thermal expansion of solids, liquids and gases, three kinds of emission, Radioactive decay, Half-
Thermal capacity, Melting and boiling 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
Homework
Practice examination questions, Paper 6
practical questions, research task. Laboratory
reports.
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.
Book used:
Physics IGCSE – Cambridge Series (Y10)
Physics for IGCSE – Nelson Thornes (Y11)
 IGCSE SINGLE
IGCSE BIOLOGY (0610)

YEAR 11

Term 1 Assessment:

Section 3: Reproduction and Inheritance Paper 1 (30% of total marks)

Reproduction: (45 minutes)
Sexual and asexual reproduction A multiple-choice paper consisting of 40 items
Human reproduction of the four-choice type.
Plant reproduction Paper 3 (50% of total marks)
Growth and development (2 hours)
Inheritance and variation. Extended curriculum – Grades A* to G available
Paper 6 (20% of total marks)
Transport systems: Alternative to Practical (1 hour) – a written
Transport system in humans, paper designed to test familiarity with
Transport in plants, laboratory based procedures.
Excretion in humans.

Term 2 Homework:
Practice IGCSE examination questions using
Mock Exams in January Paper 1, 2 or 3 and Paper 6 practical questions.
Written laboratory reports
Co-ordination and control: Research task.
Nervous control hormones
Homeostasis
Tropic responses.

Section 4: Ecological relationships:

Energy Flow in food chains
Nutrient cycles
Population biology
Intensive food production
Human Influence on the environment

Revisions

Book Used:
Biology for IGCSE, Nelson Thornes
 IGCSE CHEMISTRY (0620)

YEAR 11

Term 1 Assessment:
C5 Electricity and chemistry
Paper 1 (30% of total marks)
C6 Chemical energetics (45 minutes)
Energetics of a reaction A multiple-choice paper consisting of 40 items
Energy transfer of the four-choice type.

C7 Chemical reactions Paper 3 (50% of total marks)

Physical and chemical changes (2 hours)
Rate of reaction Extended curriculum – Grades A* to G available
Reversible reactions
Redox Paper 6 (20% of total marks)
Alternative to Practical (1 hour) – a written
C11 Air and water paper designed to test familiarity with
Water laboratory based procedures.
Air
Nitrogen and fertilisers – the Haber Process
Carbon dioxide and methane

C12 Sulfur

C13 Carbonates

Term 2 Homework:
Practice IGCSE examination questions using
Mock Exams in January Paper 1, 2 or 3 and Paper 6 practical questions.
Written laboratory reports
C14 Organic Chemistry Research task.
Naming compounds
Fuels
Homologous series
Alkanes,Alkenes,
Alcohols
Carboxylic acids
Polymers
Synthetic and Natural polymers

Revisions Past papers practice

Book Used: Chemistry for IGCSE, Nelson

Thornes
 IGCSE PHYSICS – SINGLE IGCSE

Year 11

Term 1 Assessment:
P8. Light
8.1 Reflection of light Paper 1 (30% of total marks)
8.2 Refraction of light (45 minutes)
8.3 Thin converging lens A multiple-choice paper consisting of 40 items
8.4 Dispersion of light of the four-choice type.
Paper 2 (50% of total marks)
P9. Electromagnetic Spectrum (2 hours)
P10. Sound Core curriculum – Grades C to G available
P11. Magnetism Paper 3 (50% of total marks)
(2 hours)
P12. Electricity Extended curriculum – Grades A* to G available
12.1 Electrical quantities Paper 6 (20% of total marks)
12.2 Electric charge Alternative to Practical (1 hour) – a written
12.3 Current, electromotive force and potential paper designed to test familiarity with
difference laboratory based procedures.
12.4 Resistance
12.5 Electrical energy Homework:
12.6 Dangers of electricity Practice IGCSE examination questions using
Paper 1, 2 or 3 and Paper 6 practical questions.
P13. Electric Circuits Written laboratory reports
13.1 Circuit diagrams Research task.
13.2 Series and parallel circuits
13.3 Action and use of circuit components

P14. Electromagnetic Effects

14.1 Electromagnetic induction
14.2 a.c. generator
14.3 Transformer
14.4 The magnetic effect of a current
14.5 Force on a current-carrying conductor
14.6 d.c. motor

Outcome: to have a practical and theoretical

knowledge of electrical circuitry.

Term 2 Mock Exams in January Book Used: Physics for IGCSE, Nelson Thornes

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
15.7 Isotopes
Revisions
 IGCSE MATHEMATICS

YEAR 10
Core Extended

Term 1 Term 1
Number and Sets Algebraic expressions, Formulae and
Algebra (Expressions & Equations) rearranging
Lines, Angles & Polygons Simultaneous Equations
Algebra (Expansion & Factorising) Expansion and Factoring
Graphs, Charts & Tables Algebraic Fractions
Investigation(s) Quadratic Equations
Number, Factors and Multiples
Term 2 Ratio and Proportion
Exponents Fractions and percentages
Formulae & Inequalities
Simultaneous Equations Term 2
Pythagoras’ Theorem Surds and Indices
Length & Area Speed and Distance
Arithmetic Functions and Graphs
Investigation(s) Equations and Inequalities, Graphing
Angles and Shape
Term 3 Pythagoras, including 3D
Surface Area & Volume Area and Volume, including 3D
Coordinate Geometry
Statistics – Discrete Data Term 3
Straight Lines The straight Line
Trigonometry Trigonometric graphs and equations
Investigation(s) Trigonometry and triangle calculations

Textbook: Cambridge IGCSE International Textbook: Cambridge IGCSE International

Mathematics (0607) Core Mathematics, Pimental and Wall

Assessment:
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 below.

Regular topic tests are set, and model the final exam, often using past IGCSE Exam questions.
End of year exam End of year exam
2 hour paper – 2 hour paper
 Short questions (knowledge and  Short questions (knowledge and
understanding) understanding)
 Longer questions (reasoning and  Longer questions (reasoning and
application) application)
 Investigation Question  Investigation/ Modeling questions
YEAR 11
Core Extended

Term 1 Term 1
Simultaneous Equations Functions
Vectors Symmetry, construction and loci
Geometry - Angles in Circles and Polygons Histograms and cumulative frequencies
Straight Line Graphs Probability
Graphs – Plotting and Interpreting Curves Proportion and Variation
Review of Class 10 Topics Areas and Volumes

Term 2 Term 2
Limits of Accuracy Sets
Symmetry, construction and loci Vectors
Review of Algebra Skills Circle theorem
Patterns Trigonometric Graphs
Probability
Statistics Term 3
Speed, Distance, Time Distance/time, speed/time graphs
Review of Class 10 Topics Matrices and transformations
Linear programming
Term 3 Revision, involving extensive use of past papers
Revision, involving extensive use of past papers

Textbook: Core Mathematics for Cambridge

IGCSE – David Rayner Textbook: Essential Mathematics for Cambridge
IGCSE Extended– Sue Pemberton
Assessment
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 below.

Regular topic tests are set, and model the final exam, often using past IGCSE Exam questions.
End of course examination End of course examination
 Paper 1 (35%): Calculator, short  Paper 2 (35%): Calculator, short
questions (Knowledge and questions (Knowledge and
understanding), 1 hour understanding), 1.5 hours
 Paper 3 (65%): Calculator, long questions  Paper 4 (65%): Calculator, long questions
(Reasoning and application), 2 hours (Reasoning and application), 2.5 hours
 IGCSE VISUAL ARTS
APPROXIMATE ORDER OF STUDY
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
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
Year 10, Term 3:
Use a design topic or theme to develop own
ideas
Begin outlining ideas for the Critical Study
YEARS 10 and 11
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
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
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 Ongoing work for the completion of the Critical
Study
Final exam given to students
At least 8 weeks for process work to be
developed and finished from which the final
exam will be based.
Year 11, Term 3:
Assessment Criteria:
Critical Study sent to Cambridge AO1: Gathering, recording, research and
investigation (20%)
8 hour final exam 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: Students will be introduced to the key elements

of the course and will undertake a baseline
Introduction to the course – baseline assessment assessment to help create progress targets and
in the three areas of coursework: devising, script aspirational goals.
work and monologue. They will be assessed in their prior knowledge
and skills through a series of practitioner
Development of the following skills: workshops and will create practical work that
- Team work & communication consolidates and demonstrates this effectively.
- Problem solving
- Research Students’ written work will be evaluated
- Creativity and characterisation through on-going self-reflections and written
- Time management and organisation peer assessment, in line with the exam
- Literary analysis 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: This will be the first piece of practical

coursework, and students will be supported in
Scripted Piece re-creating and interpreting an extract from a
‘The Government Inspector’ Gogol published play. They will explore the content
‘Too Much Punch for Judy’ Wheeler and context of the play, and develop their
‘Teechers’ Godber 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: Students will explore a range of monologues

and short extracts from published plays from
Individual Piece –monologues varying genres. This work will focus on vocal
expression and movement, and how to utilise
space effectively to engage an audience, in

Year 11, Term 1:
Scripted and devised pieces
Year 11, From Christmas to Exams
Pre-release examination material
CIE requirement
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.
During this trimester, students will revisit script
work and skills. This will lead into developing
and devising an original group piece around a
chosen theme. They will develop a range of key
skills: communication, organisation, problem
solving, research, confidence, analytical and
performance skills.
Outcome: Students will perform their devised
piece. They will be marked individually in their
contribution during the creating process and in
their final performance. This piece will be
marked internally, and performed to a small
audience.
Exam Preparation: Stimulus and script.
Students will receive the pre-released material
just before or after the winter break. They will
explore the stimuli (poetry, themes, images)
practically, and keep an on-going log-book of
the activities and knowledge learnt in lessons.
They will create a devised piece in response to
the stimuli.
In addition they will analyse an extract of a
chosen play from the perspective of actor,
director and designer.
It is vital that they reflect upon their practical
work and keep organised written exam question
practice (using dramatic terminology from the
entire course), in preparation for the written
exam.
 Outcome:
Students will have studied the pre-release
material in detail: creating a devised piece and
exploring options for the script extract.
They will be prepared for the exam through
completion of past papers and questions linked
to the pre-release material.
They will develop and hone their exam
technique and writing style in order to ensure
success in the exam.

Assessment Breakdown: Possible Homework Tasks:

Components: Learning lines

A: Understanding B: Devising C: Performing Development of characterization
skills Watching and analysing performances and close
Exam 20% 20% — textual analysis of texts
Cwk 15% 15% 30% Written responses using drama terminology
Total 35% 35% 30% 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:
Introduction to expected knowledge of listening
Component 1 and appraising skills across different genres of
Listening and appraising skills the Western Classical Tradition (Baroque,
Component 3 Classical periods – vocal and instrumental
Composition skills 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: Listening appraising skills across different genres

of the Western Classical Tradition (Romantic
Component 1 period – vocal and instrumental music) and
Listening and appraising skills world music (Japanese – world focus music and
SET WORK Indonesian).
Component 3 Introduction to set piece – Mendelssohn’s
Composition skills 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: Revision of all listening and appraising topics

studied so far, with various listening tests in
Component 1 preparation for the mock examination. Focus on
Listening and appraising skills analytical skills in music.
SET WORK Study of set piece – Mendelssohn’s Italian
Component 3 Symphony (Movements 1 and 3)
Composition skills – final drafts of compositions 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
Year 11, from Christmas to Exams:
Component 1
Component 2
Performance deadline - March
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%
Listening and appraising skills across different
genres of the Western Classical Tradition (20th
Century Music – vocal and instrumental music)
and world music (Chinese, Latin American).
Study of set piece – Mendelssohn’s Italian
Symphony (Movements 1 and 3)
Continuation of theory tasks and composition
work.
Look at the performance criteria to help inform
selection of pieces – prepare for a performance
to parents.
Outcome: Finalise both compositions – scores
and recordings to be submitted by the end of
term 1, performance of component 2 pieces to
parents; listening tests.
Performance coursework recorded in March.
Preparation and revision for final exam –
Western Classical, world music, set work and
theory.
Outcome: Component 2 and 3 submitted to
exam board. Component 1 exam in May/June
Possible Homework Tasks:
Listening and appraisal tasks
Weekly music theory tasks
Preparation of presentation on learning
Preparation for performance coursework
EXPECTED TO LISTEN TO ALL STYLES OF MUSIC
IN OWN TIME
 IGCSE Global Perspectives

APPROXIMATE ORDER OF STUDY YEAR 10 AND 11

Assessment at a glance
Cambridge IGCSE Global Perspectives looks at
global themes and issues, and promotes an NATURE OF
COMPONENT DURATION WEIGHTING
international outlook and cross-cultural ASSESSEMENT

awareness. The syllabus is flexible and covers a Over a course

INTERNAL
Component 1 40% ASSESSMENT
variety of subjects, helping students to develop of 12 weeks
Individual
their skills of enquiry, collaboration, reflection, Individual
evaluation and problem solving, and to apply Research Focus:
these skills to the global themes being studied.
Candidates Candidates are expected to demonstrate an
carry out understanding of global issues from personal,
The syllabus will appeal to students because it research local or national and international perspectives,
based on using research, reasoning and questioning skills
extends their understanding of the world. They
TWO topic to gain this understanding and form their own
will develop their potential to understand areas and judgments.
different perspectives and to make reasoned submit an
Individual Candidates choose from the following topics:
responses: skills, which will be useful in their
Research Belief Systems; Biodiversity and Ecosystem
study of all other disciplines. report on Loss; Climate Change; Disease and Health;
each topic. 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

INTERNAL
Component 2 Over a course ASSESSMENT
of 10-12 30% Individual
Group Project weeks 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.

1 hour 15 Examination
Component 3 30%
mins Individual

Written
Paper Focus

The Written Candidates are assessed on their ability to:

Paper  identify and analyse key issues
consists of  distinguish between fact, opinion,
compulsory prediction and value judgment
questions  identify and evaluate possible future
based on a scenarios and courses of action
range of  take into account different perspectives on
sources issues
provided with  make judgments based on evidence and on
the paper. personal perspectives
Sources will
 suggest a line of enquiry, outlining a
present
possible approach to a research project
global issues
from a range
 evaluate sources, claims and the
effectiveness of arguments
of
perspectives.  develop a line of reasoning to support a
judgment, decision or course of action.

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

Theory topics Outline of curriculum

Year 10
 The functions of the skeleton and joints,
Term 1 their relevance to performance and
Skeleton and Joints participation in practical activities.
Muscles and tendons  The different types of joints, the essential
Circulatory and respiratory systems parts of joints and types and ranges of
Fitness movements.
 The important muscles groups and their role
Term 2 in movement and how they work in
Skill understanding the different fitness
Motivation and Mental Preparation components.
Physique  What motivates people to participate in
Drugs physical activities and how they prepare for
exercise, understand how skills are learned,
Term 3 recognise that certain physiques equip
Health people better for certain activities as well as
Diet avoiding the temptation of drugs that have
Games - Safe Practice detrimental effects on health and
Injuries 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  The different forms of exercise, what
happens to the body when we exercise and
Term 1 the influence of different forms of training
Exercise and Training methods.
Leisure and Recreation  The reasons why we participate in sport,
Facilities, Participation, Excellence dance, outdoor and adventurous activities
and other recreational activities in this day
Term 2 and age and why these opportunities exist.
Amateur/ Professional  The factors that dictate how sports people
Media can reach the height of success. The
Access to Sport difference between amateur and
Global events 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
Physical Education - Year 10

Order of study Learning Objectives

Practical topics

Students will be taught 5 practical activities in Sports Categories:

year 10 and a further 4 in year 11. Students are Games activities
also encouraged to take part in sports and Gymnastic activities
practical activities outside of school. If these Dance activities
external activities are not covered in the taught Athletic activities
practical activities but fall under the list of sports Outdoor and adventurous activities
provided by examination board, students can Swimming
still be assessed in them. 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

Cycle 1 Football
 Students will learn to perform, develop and
Football 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
 Students will learn to use complex shots such
Badminton 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 Handball
 Students will learn to perform, develop and
Boys – Handball incorporate the skills of passing, outwitting an
opponent, shooting, one handed passing and
Girls - Gymnastics 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 Rowing
 Students will learn to perform and develop
Girls – Rowing their rowing technique.
 Students will develop their understanding of
Boys - Athletics 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
 Students will learn to perform, develop and
Rounders 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
 Students will learn to perform, develop and
Football – Boys incorporate the skills of passing long, short, and
lifted, controlling, volleying, heading (diving and
Athletics - Girls 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

Volleyball
Cycle 2
 Students will learn the correct technique for the
Boys – Volleyball full range of shots and should be able to perform
them with accuracy and precision.
Girls - Fitness  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 Rowing
 Students will learn to perform and develop their
Boys – Rowing rowing technique.
 Students will develop their understanding of the
Girls - Handball 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 Handball
 Students will learn to perform, develop and
Boys – Handball incorporate the skills of passing, outwitting an
opponent, shooting, one handed passing and
Girls - Rowing 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.
 IGCSE Information Communication Technology

Theory Content
All candidates study the following topics:

1. Types and components of computer systems

1.1 hardware and software
1.2 the main components of computer systems
1.3 operating systems
1.4 types of computer
1.5 impact of emerging technologies

2. Input and output devices

2.1 input devices and their uses
2.2 direct data entry and associated devices
2.3 output devices and their uses

3. Storage devices and media

4. Networks and the effects of using them

4.1 networks
4.2 network issues and communication

5. The effects of using IT

5.1 effects of IT on employment
5.2 effects of IT on working patterns within organisations
5.3 microprocessor-controlled devices in the home
5.4 potential health problems related to the prolonged use of IT equipment

6. ICT applications
6.1 communication applications
6.2 data handling applications
6.3 measurement applications
6.4 microprocessors in control applications
6.5 modelling applications
6.6 applications in manufacturing industry
6.7 school management systems
6.8 booking systems
6.9 banking applications
6.10 computers in medicine
6.11 computers in libraries
6.12 expert systems
6.13 computers in the retail industry
6.14 recognition systems
6.15 monitoring and tracking systems
6.16 satellite systems
7. The systems life cycle
7.1 analysis
7.2 design
7.3 development and testing
7.4 implementation
7.5 documentation
7.6 evaluation

8. Safety and security

8.1 physical safety
8.2 e-safety
8.3 security of data
9. Audience
9.1 audience appreciation
9.2 legal, moral, ethical and cultural appreciation

Practical Content
All candidates practice the following topics:

10. Communication
10.1 communicate with other ICT users using email
10.2 effective use of the internet

11. File management

11.1 manage files effectively
11.2 reduce file sizes for storage or transmission

12. Images

13. Layout

14. Styles

15. Proofing
15.1 software tools
15.2 proofing techniques

16. Graphs and charts

17. Document production

18. Data manipulation

18.1 create a database structure
18.2 manipulate data
18.3 present data
19. Presentations

20. Data analysis

20.1 create a data model
20.2 test the data model
20.3 manipulate data
20.4 present data

21. Website authoring

21.1 web development layers
21.2 create a web page
21.3 use stylesheets
21.4 test and publish a website

IGCSE ICT ASSESSMENT