ISM IGCSE Curriculum Outline Guide 2016-17 (PDFDrive)
ISM IGCSE Curriculum Outline Guide 2016-17 (PDFDrive)
ISM IGCSE Curriculum Outline Guide 2016-17 (PDFDrive)
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
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
Introduction to the Literature Unseen Paper – Outcome – Literature essays on the novel and
studying a range of poems and prose extracts poetry, creative writing – own poetry, own
– literature essay and critical analysis short story and descriptive writing, oral
presentations
Language – Narrative and descriptive writing
styles and introduction to IGCSE Language Yr 10 assessment – February – IGCSE Directed
Writing and Composition Paper.
Paper – Directed Writing and Composition
Yr 10 Term 3 Students apply all their literary analysis skills
acquired to date to study their poetry set text
Literature – study of exam Set Text 1 – poetry – some of the 14 set poems from Songs of
– Deep and Dangerous anthology (14 poems) Ourselves
Refinement of literature essays and
introduction to the passage-based question Outcome
Oral presentations; literature essays,
Language – Continual development of writing passaged-based questions
skills – learning the conventions of a variety of
written texts – articles, reports, speeches, Yr 10 Assessment – April – Literature Unseen
interviews, journals, dialogues etc Paper
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 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
Term 1: Term 1:
Term 1 Term 1
Literature: comprehension and text analysis of Literature: comprehension and text analysis of
novels novels
Text Text
DE ZANGER, Jan: Dann eben mit Gewalt KELLER, Gottfried: Kleider machen Leute
Grammar Grammar
- Expression of different time levels Revision of grammatical structures and specific
- Individual grammar and orthography vocabulary
training
Resources:
Resources: Klipp und Klar Übungsgrammatik
Klipp und Klar Übungsgrammatik Grundstufe/Mittelstufe, Sag’s richtig,
Grundstufe/Mittelstufe, Sag’s richtig, Internet ressources
Internet resources Internet (www.dw.de)
Zwischendurch mal... Landeskunde; Newspaper
and Internet articles Argumentative essay
On the following topics: Contemporary aspects
Homework: of Germany; Young people; Law and order;
Reading, text analysis and reading Urban and rural life; Sport
comprehension, summary, creative writing Expressing ones opinion
training, research and vocabulary training, Convincing others and choosing precise
grammar and orthography exercises examples
Structuring the argumentation
Assessment: effectively
Written assignments (a portfolio with creative
writing texts and a summary), reading Homework:
comprehension tests, oral assessment during Reading, text analysis and reading
lessons, grammar and orthography tests comprehension, creative writing training,
argumentative essay, research and vocabulary
training, grammar and orthography exercises
Term 2
Assessment:
Literature: comprehension and text analysis of Written assignments (creative writing texts,
short stories reading comprehension tests), argumentative
essay, oral assessment during lessons, Past
Text: papers
SPINNER, Kaspar H.: Geschichten 9/10 Short MOK exam in January 2015
stories of the 19th and 20th century
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
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
Term 3
Term 3
Argumentative essay
M.A. Bulgakov, Dog’s heart Technique and practice through past 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:
Study of the language, literature and Study of the language, literature and
civilization: civilization:
Term 1 Term 1
“Quale Italiano?” - language varieties and “Quale Italiano?” - language varieties and
registers, the stages of contemporary Italian, registers, the stages of contemporary Italian,
loan words. loan words.
“Paesaggi, città e paesi” – the variety of the “Paesaggi, città e paesi” – the variety of the
Italian landscape, place description, tradition Italian landscape, place description, tradition
and progress, connotation. and progress, connotation.
Resources: “Caleidoscopio Italiano” Units 1, 2. Resources: “Caleidoscopio Italiano” Units 1, 2.
Term 2 Term 2
“Gente d’Italia” - family, evolution of the Italian “Gente d’Italia” - family, evolution of the Italian
family, the school system, social and economic family, the school system, social and economic
changes caused by the economic boom, changes caused by the economic boom,
idiomatic use of the language, word collocation. idiomatic use of the language, word collocation.
“I gusti e le abitudini” – food, culinary traditions, “I gusti e le abitudini” – food, culinary traditions,
sport, art and music, the opera, the formation of sport, art and music, the opera, the formation of
new words. new words.
Resources: “Caleidoscopio Italiano” Units 3, 4. Resources: “Caleidoscopio Italiano” Units 3, 4.
Term 3 Term 3
Reading for gist and detail, note taking and Reading for gist and detail, note taking and
highlighting, reading for inference. highlighting, reading for inference.
Resources: S. Gandolfi “Io dentro gli spari”. Resources: S. Gandolfi “Io dentro gli spari”.
Term 1 Term 1
Assessments:
Oral reports, written tests (vocabulary,
verbs, reading comprehension, narrative
writing)
End of units tests
HOMEWORK:
Term 2 Vocabulary and verbs to learn.
Grammar exercises, texts to read,
Chapitre 3/ Bon séjour prepare arguments for a debate, finalise
- talk about future plans, ask for help and a written or oral project.
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 Revision MOCK
complex sentences, conditional tense How to do a revision for the mock exams
(present), “emphatic” pronouns, Paper 1
reflexive verbs in the perfect tense. Paper 2
Paper 3
Paper 4
Chapitre 4/ Une semaine typique
- talk about school life, compare school Chapitre 10/ Projets d’avenir
systems, talk about how things used to Discuss the future, talk about exams and
be, talk about shopping, discuss clothing discuss your own plans for the future
and fashion, discover some French Exchange information and opinions
famous people about work experiences
- imperfect tense, demonstrative
Exchange opinions about
pronouns, “quel, lequel”
unemployment...
Take messages and use he conditional
tense
Discuss pocket money and week end
jobs
Asessments
Prepare a CV and write a letter applying
spelling and vocab tests, oral presentations,
for a job
listening and reading comprehension tests,
creative writing tests Use the conditional tense to discuss
Tricolore 4 end of unit tests (4 skills) what you would do
Revisions of future, how to express
Homework intention, using two verbs together,
Vocabulary to learn, grammar exercises, asking and advising.
independent reading, written tasks
Assessments
Pass papers
Term 3 End of Units tests. Vocabulary to learn,
grammar exercises, independent
Chapitre 5/ Bon appétit reading, written tasks
- talk about food and specialities, discuss
healthy food, talk about shops and HOMEWORK
services, book a table and order food Vocabulary to learn, grammar exercises,
- the pronoun “en”, direct and indirect independent reading, written tasks
pronouns, perfect and imperfect tenses, Pass papers
“passé et futur proches”
-
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
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
Homework:
Vocabulary to learn, grammar exercises,
independent reading, written task, listening
exercises
Textbooks: Textbooks:
Spanish Foreign Language IGCSE Past Paper. Spanish Foreign Language
IGCSE
Grammar Book. IGCSE.
Grammar Book. IGCSE.
A variety of texts, newspapers, magazine
articles, video, films and internet resources are
used to support the textbook. A variety of texts, newspapers, magazine
articles, video, films and internet resources are
used to support the textbook.
IGCSE GERMAN FOREIGN LANGUAGE
Term 1
The following topics will be studied:
Theme 6: Musik
Theme 7: Geld
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
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)
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: Term 1:
Population and migration: How and why do Energy and water : To include renewable and
populations change in size? (BRs, DRs and non-renewable resources, the siting of power
migration in MEDCs and LEDCs). The stations and the issues of water as a diminishing
consequences of population growth and resource. Global warming.
different population structures. The impact of
HIV/AIDS. Population density and distribution. Earthquakes and volcanoes: Plate tectonics,
including earthquakes, volcanoes, fold
Weather, climate and natural vegetation mountains and tsunamis, their causes and
Weather and climate to include the different effects.
types of measuring instruments, and the
characteristics of the tropical rainforest and Settlements and Urbanisation: Site, situation
tropical desert climate types. The vegetation of and function of both urban and rural
these two ecosystems. Human impact on both settlements, hierarchy and sphere of influence.
the TRF and tropical deserts. Urban land use zones Urban problems (traffic
congestion, pollution, housing shortages shanty
Term 2: towns etc), their causes and solutions.
Food production: Different types of farming, Environmental impact of urbanization and urban
and the farm as a system. Small-scale sprawl.
subsistence farming and large-scale commercial
farming. The causes and effects of food Term 2:
shortages and soil erosion. Coasts: Coastal environments, marine processes
and landforms including the causes and effects
Industry: Employment structures. Industry as a of coastal management schemes.
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
growth of this industry. Sustainable
Term 3: Rivers development.
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. questions that reflect typical exam questions.
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: EXAMS
Depth Study: The USA, 1919-41 (cont) Cambridge IGCSE History students take three
How successful was the New Deal? What was components. All students will have the following
the New Deal as introduced in 1933? How far exams.
did the character of the New Deal change after Component 1
1933? Why did the New Deal encounter Candidates answer two questions from section
opposition? Why did unemployment persist A (core content) and one question from section
despite the New Deal? Did the fact that the New B (depth study). All questions are structured
Deal did not solve unemployment mean that it essays.
was a failure? This part of the examination is worth 60 marks.
(40%) of the overall grade.
CORE TOPIC: Who was to blame for the Cold Exam duration. 2 hours.
War? Why did the USA-USSR alliance begin to
break down in 1945? How had the USSR gained Component 2
control of Eastern Europe by 1948? How did the Candidates answer six ‘source based’ questions
USA react to Soviet expansionism? What were on a prescribed topic taken from the core
the consequences of the Berlin Blockade? Who content.
was the more to blame for starting the Cold This examination is worth 50 marks. (33% of
War, the USA or the USSR? the overall grade.) Exam duration. 2 hours.
Year 11 students have 20th Century History for Homework and Assessment
Cambridge IGCSE (OUP). 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.
Year 10 Year 11
Term 1 Term 1
B1 Characteristics of living organisms B6 Respiration
Aerobic and anaerobic respiration, Gas
B2 Cells exchange
Cell structure , Movement in and out of cells
B7 Coordination and Response
B3 Enzymes Nervous control in humans, Hormones, Trophic
responses, Homeostasis
B4 Nutrition
Nutrients, Plant nutrition 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
Term 3 Assessment:
Paper 1/2 (30% of total marks) (45 minutes)
B10 Energy Flow in Ecosystems Core/extended A multiple-choice paper
consisting of 40 items of the four-choice type.
B11 Human influence on the environment 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.
Year 10 YEAR 11
Term 1 Term 1
C10 Metals - Review
C1 The particulate nature of matter Properties of metals, The Reactivity series,
Extraction of metals, Uses of metals
C3 Atoms, elements and compounds
Physical and chemical changes, Elements, C13 Carbonates
compounds and mixtures, Atomic structure and
the Periodic Table, Ions and ionic bonds, C12 Sulfur
Molecules and covalent bonds, Giant structures Production of sulfuric acid, The Contact Process
Term 2 Term 2
Term 3 Assessment:
C8 Acids, bases and salts
The characteristic properties of acids and bases Paper 1/2 (30% of total marks) (45 minutes)
Types of oxides Core/extended A multiple-choice paper
Preparation of salts consisting of 40 items of the four-choice type.
Identification of ions and gases 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 Paper 6 (20% of total marks)
Properties of metals, The Reactivity series, Alternative to Practical (1 hour) – a written
Extraction of metals, Uses of metals paper designed to test familiarity with
laboratory based procedures.
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
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
YEAR 11
Term 1 Assessment:
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.
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.
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
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
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
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
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
Use a design topic or theme to develop own Students create a work based on a design brief
ideas 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
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%)
Outcome:
1. A monologue – internally assessed, but
filmed and sent off for external
moderation.
2. A mock examination – written.
Year 11, Term 1: During this trimester, students will revisit script
work and skills. This will lead into developing
Scripted and devised pieces 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.
INTERNAL
Component 2 Over a course ASSESSMENT
of 10-12 30% Individual
Group Project weeks 67%,
Group 33%
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
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
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
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.
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
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:
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
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
12. Images
13. Layout
14. Styles
15. Proofing
15.1 software tools
15.2 proofing techniques