2015 2016 igcse curriculum handbook - misoman.org 2016 igcse curriculum handbook.pdf · muscat...

MMuussccaatt IInntteerrnnaattiioonnaall SScchhooooll IIGGCCSSEE//GGCCSSEE CCuurrrriiccuulluumm HHaannddbbooookk 22001155--2200116 of 36

Muscat International School

CCUURRRRIICCUULLUUMM HHAANNDDBBOOOOKK

22001155 -- 22001166

IIGGCCSSEE ((IINNTTEERRNNAATTIIOONNAALL GGEENNEERRAALL CCEERRTTIIFFIICCAATTEE OOFF SSEECCOONNDDAARRYY EEDDUUCCAATTIIOONN))

GGCCSSEE ((GGEENNEERRAALL CCEERRTTIIFFIICCAATTEE OOFF SSEECCOONNDDAARRYY EEDDUUCCAATTIIOONN))

RReelleevvaanntt ttoo tthhee 22001155--22001166 aaccaaddeemmiicc yyeeaarr

April 2015


INDEX

Introduction

IGCSE/GCSE Subjects offered at M.I.S Options: Advice to Students IGCSE/GCSE in Arabic Language IGCSE Second Language Arabic IGCSE in Art & Design

IGCSE in Biology IGCSE in Business Studies IGCSE in Chemistry IGCSE in Drama IGCSE in English as a 1st Language & English as a 2nd Language IGCSE in English Literature

IGCSE in French IGCSE in Geography IGCSE in History IGCSE in Applied Information Technology IGCSE in Mathematics IGCSE in Physics

IGCSE in PE

Options Information - Grade 9 : 2015 - 2016


INTRODUCTION Entry to Grade 9 marks the beginning of IGCSE courses, which last two years and, thereafter, Advanced Subsidiary (AS) and Advanced (A2) Level GCE courses. Unlike in Grades 7 and 8 when all students follow the same subjects, the Secondary School curriculum allows students to select the subjects that they wish to pursue. In Grades 9 and 10 English, Mathematics, and PE remain compulsory for all students. Omani students must choose Arabic as one of their subjects in the option choices. All students will follow either Islamic or PSHE. As you consider your choices for courses to be studied Grade 9 or in Grade 10, keep an open mind and keep your options open as far as possible. Seek up-to-date advice and information. AT IGCSE LEVEL THE FOLLOWING SUBJECTS ARE CURRENTLY AVAILABLE:

• Arabic 1st , 2nd Language and Classical Arabic

• Art & Design

• Biology

• Business Studies

• Chemistry

• Information Technology

• Drama

• English as a 1st Language and English as a 2nd Language

• French

• Geography

• History

• Mathematics

• Music

• Physics

• PE The IGCSE examination is available to students who wish to acquire an International School qualification based on the British National Curriculum in order to pursue further education in the Arab world, North America, Europe and other countries around the globe. You will sit your IGCSE/GCSE examinations at the end of Grade 10 and receive certificates issued by the two examining boards – Cambridge and Edexcel. These qualifications are currently used by schools in over 110 different countries and are recognized by educational establishments and employers all over the World. In Grades 9 and 10 you will be following a curriculum that is divided into a set of core subjects and a set of option subjects. All students will follow IGCSE courses in Mathematics, English and at least one science. Omani nationals are also required to take Arabic. All students follow non-examined courses in PE and either Islamic or PSHE. The other subjects should be chosen from the lists. Your choices should be based on a careful consideration of a number of factors. These include your ability in a subject, your teachers’ opinion as to your ability, your ideas about a future career, your parents’ wishes and your own enjoyment of the subjects. Read the Curriculum Handbook very carefully, with your parents before you make your choices. Discuss the subjects with the appropriate teachers. Make sure that the combination of subjects you choose is a reasonable one, taking into account the factors listed above. Do not choose courses simply because your friends are choosing them.


OPTIONS ADVICE TO STUDENTS

1. Think carefully, first of all, about the range of subjects and courses on offer. 2. Read this handbook to find out as much information as you can about the courses. 3. Whilst reading, make a list of any questions which you would like answered. 4. Ask your teachers about the IGCSE courses - find out if they think that you could

cope with the requirements of each course. 5. Find out the examination requirements of the subjects. 6. Speak with the Grade 9 and 10 students and ask them how they have found the

courses, particularly in subjects such as Business Studies. 7. Consider, first and foremost, the subjects at which you feel that you are good and

those that you enjoy. If you do not choose subjects that you enjoy, then the next two years will make you unhappy. If you enjoy a subject and achieve good results in it, in class work and homework, then you will stand more chance of achieving success in it rather than opting for a subject just because someone tells you that it is a ‘good’ subject to take.

8. All subjects are of equal importance. Do not think that the three Sciences are more

important than subjects such as Art and Drama. This misguided thinking is often the basis of many bad option choices. Medicine and Engineering are not the only careers open to you.

9. It is you who will be following the IGCSE courses between September 2015 and

May 2017. Listen to advice, by all means, but it must be your decision, and not that of any one else, as to which subjects you decide to take. That said, it is not at all advisable to take a subject for which a teacher says that you are not suited. In cases such as this, the teacher really does know best!

10. Once you have thought through your Option choices, you must commit to them and

not change your mind, unless there are exceptional circumstances. Once the Option choices information is in, the school time-table for September will be constructed around your requirements.


ARABIC LANGUAGE

INTRODUCTION Having the ability to speak, read and write a language means that one can communicate with the people who use it. Knowledge of a language other than one’s own provides access to the wider world and an entry into various domains of life. Nowadays the Arabic language has a dominant position among world languages. Knowledge of Arabic will have great value for students who intend to enter the highly competitive world of the future. It is a passport to achieving success and development in the Arabic world and beyond. In Grades 9 and 10, students may take IGCSE Arabic as a First or Second Language or Classical Arabic within the Options structure, however, Omani students must take Arabic as a First Language. In Grades 11 and 12, students may choose to take AS Arabic, but Omani students must take First Language. Other students may choose between First and Second Language. TEACHING AND LEARNING ARRANGEMENTS Students continue to develop their language skills through Reading, Listening Comprehension and Writing in preparation for the GCSE/IGCSE examination at the end of Grade 10. GCSE/IGCSE COURSE CONTENT All candidates will be expected to demonstrate skills in the following areas: LISTENING Candidates will be expected to demonstrate an understanding of e.g. simple announcements, instructions, requests, monologues, interviews and dialogues. The student will be required to demonstrate comprehension only and no undue burden will be put on memory. READING Candidates will be expected to demonstrate an understanding of e.g. menus, time-tables, advertisements and an ability to extract relevant and specific information from texts such as simple brochures, guides, letters and forms of imaginative writing considered to be within the experience of and reflecting the interests of sixteen years olds of average ability. Candidates will be asked to demonstrate only comprehension, not to produce summaries. WRITING Candidates will be expected to carry out tasks which include short messages e.g. postcards, lists, notes, in response to instructions in English or easily comprehensible Arabic. ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS Internal and External Exams. At the end of the Grade 10 year, students will sit the GCSE/IGCSE Arabic as a First Language or Second Language.


First paper Reading the giving texts articles and different stories understanding them and to be able to summarise them and to answer questions asked as well as to summarise a certain topic in a comprehendible manner. Second paper Students are required to write in the different aspects of Arabic articles, short stories poetry etc, in addition to being able to write about different every day issues and to be able to express these issues in a well-executed manner in the boundaries of 250 words. . Classical Arabic. The exam consists of one paper only. The students are expected to be able to translate given texts into Arabic and English (vice versa) and to be able to use vocalisation on paragraphs given. GCSE second language The exam consists of 3 papers one being a listening exam and a variety of different language skills and some comprehension and involves listening and writing. It is possible for the Omani students to set the Arabic second language exam but they have a permission letter from the ministry of education but the non – Omanis sit the exam without permission.


ART & DESIGN (2AD01)

INTRODUCTION As a vital area of investigation, Art and Design can encourage the exploration of values, foster imagination and creativity, develop practical and perceptual skills, promote intellectual and aesthetic development is fun, attractive and stimulating. You will be encouraged to become involved in your work and enjoy the physical involvement with materials and processes. We aim to provide you with an environment in which you can appreciate, explore, judge and enjoy Art and Design as a creative process. The Art and Design course introduces you to a variety of projects using a range of different media. You will learn to carry a piece of work through from an original idea to a finished outcome, reviewing and modifying your work as it progresses. TEACHING TIME Each student in Grade 9 and 10 has four lessons of Art and Design per week. COURSE CONTENTS GCSE At present the course is made up of two units. A personal portfolio (Unit 1) and an externally set assignment (Unit 2). The coursework consists of keeping a work journal of research, supporting studies and developmental ideas which lead to one or more finished outcomes. The externally set assignment takes the form of a theme, set by the exam board. Students are then given 8 weeks in which to prepare for a timed 10 hour examination during which they produce their final pieces of work. Studies may be representational or descriptive, or they may be more imaginative and interpretative. In either case, they will evolve through investigation and development. They may be based upon a directly observed starting point or subject, or they may be a personal response to a theme. Subjects may include landscapes, figure studies, portraits, the natural or man-made environment, artefacts, abstract notions or feelings, personal experiences, or visual ideas inspired by literary sources. Methods employed include drawing, graphic media, Digital design painting and related mixed media. You will be expected to use a sketchbook to make visual researches and develop your ideas. You will be expected to show a knowledge of Art and Design from other cultures and relate this to your own studies and a sound understanding of a particular artists or art movement will help to enhance your work.


ASSESSMENT GCSE students are assessed each week through homework, and at the end of each project module. LEARNING AIDS At this level all students are expected to have a comprehensive range of materials to use both in the studio and at home. A full set of drawing pencils from 6B to 4H, a 30cm ruler, eraser, protractor, compass, scissors, sketchbook (A3), a set of water soluble pencils, a set of acrylic paints, a set of watercolours, a range of paint brushes and access to a camera. CAREER OPPORTUNITIES ASSOCIATED WITH THE STUDY OF ART AND DESIGN Art and Design at GCSE Level is intensive, time-consuming and relies heavily on personal motivation and self-discipline. You will be required to complete weekly homework and may also be asked to work in the studio outside normal lesson times, in order to complete work for assessment. Art and Design at Muscat International School aims to give you more than just practical skills. Our aim is to affect the way you see and think about things, to enable you to be perceptive and able to notice and appreciate or question your surroundings. You may not all become painters or sculptors, but you may use your art skills to pursue careers in other specialist areas, such as: Industrial design, graphic design, textile design, fashion design, jewellery design, pottery, weaving, teaching, interior design, stage, film, television, set or costume design, architecture or gallery and museum administration.

BIOLOGY


Biology is a great and interesting subject. Biology talks about humans, animals, the environment and so on.

Basically, Biology is all about life in many details. You understand so much about life and learn so much from

biology. It is a fun subject, it is simple and easy.

Noor Al Said

INTRODUCTION Biology is an important subject for many careers in science. The practical approach in the subject helps students to develop their investigation and observation skills. IGCSE BIOLOGY This is a two years programme introduced in grade 9 and finished in grade 10 with a final external examination set by University of Cambridge (CIE). Students in Grades 9 and 10 are taught in groups within the Options structure. The structure of IGCSE Biology curriculum will be as follows:

Year Course

Grade 9 First year of IGCSE (no external

exam)

Grade 10 Second year of IGCSE (external

exams)

TEACHING TIME Students will be taught four lessons in grade 9 & 10 per week. The same teacher will teach all lessons in one class, as far as possible. TEACHING AND LEARNING ARRANGEMENTS Up to Grade 8, students have already studied a wide variety of topics within the subject. Many of these basic principles will be built up in such a way that students will be encouraged to understand and apply them. Once they have understood the principles, these will allow their confidence and ability to grow further in the field of Science and Technology. Generally students are not taught to memorise facts. Instead they should learn principles, which they can apply them in different examples and contexts. Further, students are encouraged to participate fully in practical sessions where their knowledge and skills will be assessed. At all times, students’ awareness, understanding and critical thinking are encouraged and assessed. As much as 1/4th of the whole curriculum time will be devoted to practical work of one form or another. Students will be assessed on their practical experience in the IGCSE examinations. Students will be expected to complete homework after every lesson. This may consist of further reading/research, experiment write-ups (to the best of their ability), essays or any other task which is deemed appropriate to the course. Most lessons, if not all, will be in the purpose-built Biology laboratory.


ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS Assessment of a student’s ability is made in a number of ways within the Biology department. Regular testing and homework will indicate how well students have understood topics whilst frequent assessment of practical will give an indication of their ability to perform an experiment. In addition to the above assessments, examination groups (grade10) will have mock examinations just before the final external examinations. This should give a fairly accurate prediction of how students will perform in the actual examination. IGCSE EXAMINATIONS All students will sit examinations for their Biology IGCSE as follows:

Core Curriculum Extended Curriculum

Grades available: C to G Paper 1 - 30% Paper 2 - 50%

Grades available: A* to G Paper 1 - 30% Paper 3 - 50%

Alternative to Practical (Paper 6) - 20%

Students will be guided to choose either the Core or Extended Curriculum based on their abilities assessed during the whole course. By selecting the Core, a student can only receive up to a C grade. If a student is capable of t achieving an A*, A or B grade then he/she must enrol for the Extended Curriculum. LEARNING AIDS Students will have a prescribed text book, which the department supplies. Other books may be recommended by teachers. These may be purchased at the student’s discretion. However, we have a very well stocked Secondary Department library from which the students are encouraged to borrow. The library has a wide selection of text books, which the students will find most useful. Students are expected to have a basic calculator, a ruler and a protractor in addition to other writing materials, in all science lessons. SUMMARY Biology at IGCSE level has many different skills incorporated into it - mathematical, logical, analytical and conceptual. Students will realise their ability in each of these areas and then develop them further over the duration of the course. Through hard work, enthusiasm and dedication, students will find Biology as the most enjoyable and exciting subject that can lead them to many challenging opportunities in the future.


BUSINESS STUDIES

Business Studies is a subject I chose because it is challenging yet enjoyable. Everything that you will learn in business you will be able to implement in the real world. Studying business for IGCSE was fun yet it needs a lot of determination and hard work. Parsa Khan INTRODUCTION Many young people today will seek work in industry and commerce. If they are to add value effectively, they need to understand the origins of wealth creation and be familiar with the concepts and application of business and economics. Business literacy is growing in importance, and young people are increasingly becoming involved in the management of enterprise. TEACHING TIME IGCSE has four 50 minute lessons for a two year course. IGCSE students can expect to receive about 1 hour homework per week. AIMS The aims of the syllabus are the same for all students. These aims are set out below and describe the educational purposes of a course in Business Studies for the IGCSE examination. They are not listed in order of priority. The aims are to enable students to:

• make effective use of relevant terminology, concepts and methods and recognise the strengths and limitations of the ideas used

• apply their knowledge and critical understanding to current issues and problems in a wide range of appropriate contexts

• distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements

• appreciate the perspectives of a range of stakeholders in relation to the environment,

• individuals, society, government and enterprise

• develop knowledge and understanding of the major groups and organisations within and outside business and consider ways in which they are able to influence objectives, decisions and activities

• develop knowledge and understanding of how the main types of business and commercial institutions are organised, financed and operated and how their relations with other organisations, consumers, employees, owners and society are regulated

• develop skills of numeracy, literacy, enquiry, selection and employment of relevant sources of information, presentation and interpretation

• develop an awareness of the nature and significance of innovation and change within the context of business activities


THE COURSE COVERS THE FOLLOWING TOPICS : 1. Business and the environment in which it operates 2. Business structure, organisation and control 3. Business activity to achieve objectives 4. People in business 5. Regulating and controlling business activity ASSESSMENT OBJECTIVES The four assessment objectives in Business Studies are: A : Knowledge and Understanding B : Application C : Analysis D : Evaluation A : KNOWLEDGE AND UNDERSTANDING Students should be able to:

• demonstrate knowledge and understanding of facts, terms, concepts and conventions appropriate to the syllabus;

• demonstrate knowledge and understanding of theories and techniques commonly applied to or used as part of business behaviour.

B : APPLICATION Students should be able to:

• apply their knowledge and understanding of facts, terms, concepts and conventions to business problems and issues;

• apply their knowledge and understanding of theories and techniques commonly applied to business problems and issues.

C : ANALYSIS Students should be able to:

• distinguish between evidence and opinion in a business context;

• 6. order, analyse and interpret information, in narrative, numerical and graphical forms, using appropriate techniques.

D : EVALUATION Students should be able to:

• present reasoned explanations, develop arguments, understand implications and draw inferences;

• make judgements, recommendations and decisions. Assessment There are two examinations. Each examination lasts one hour and 45 minutes. Both examinations are based on case studies.


I think chemistry is a very useful subject. When you study chemistry, you realize that chemistry is everywhere –

anything you eat or drink or use like (plastic, glass, any metallic materials like jewelry, cutlery, and cans etc...)

Chemistry can also be very interesting at times. I would recommend you to take chemistry if you are interested in a

future career which requires chemistry for example, medicine, engineering, biochemistry, nanotechnology,

pharmacology, etc…) Practical chemistry can also be fun at times because it makes it easier to understand the

theory.

Amna Aftab

INTRODUCTION Chemistry is an important subject for many careers in science. The practical approach in the subject helps students to develop their analytical and observation skills. IGCSE CHEMISTRY This is a two year programme introduced in grade 9 and finished in grade 10 with a final external examination set by University of Cambridge (CIE). Students in Grades 9 and 10 are taught in groups within the Options structure. The structure of IGCSE Chemistry curriculum will be as follows:

Year Course

Grade 9 First year of IGCSE (no external

exam)

Grade 10 Second year of IGCSE (external

exams)

TEACHING TIME Students will be taught four lessons in grade 9 & 10 per week. The same teacher will teach all lessons in one class, as far as possible. TEACHING AND LEARNING ARRANGEMENTS Up to Grade 8, students have already studied a wide variety of topics within the subject. Many of these basic principles will be built up in such a way that students will be encouraged to understand and apply them. Once they have understood the principles, practice in solving problems will allow their confidence and ability to grow further in the field of Science and Technology. Generally students are not taught to memorise facts. Instead they should learn principles, which they can apply them in different examples and contexts. Further, students are encouraged to participate fully in practical sessions where their knowledge and skills will be assessed. As much as1/3 rd of the whole curriculum time will be devoted to practical work of one form or another. Students will be assessed on their practical skills in the IGCSE examinations. Students will be expected to complete homework after every lesson. This may consist of further reading/research, experiment write-ups (to the best of their ability), essays or any other task which is deemed appropriate to the course. Most lessons, if not all, will be in the purpose-built Chemistry laboratory.

CHEMISTRY


ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS Assessment of a student’s ability is made in a number of ways within the Chemistry department. Regular testing and homework will indicate how well students have understood topics whilst frequent assessment of practical will give an indication of their ability to perform an experiment. In addition to the above assessments, examination groups (grade10) will have mock examinations just before the final external examinations. This should give a fairly accurate prediction of how students will perform in the actual examination. IGCSE EXAMINATIONS

All students will sit examinations for their Chemistry IGCSE as follows:


Grades available: C to G

Paper 1 - 30% Paper 2 - 50%

Grades available: A* to G

Paper 1 - 30% Paper 3 - 50%

Practical Assessment (Paper 5)

(we are one of the few schools in the middle- east offering this paper) OR Alternative to Practical (Paper 6) - 20%

Students will be guided to choose either the Core or Extended Curriculum based

on their abilities assessed during the whole course. By selecting the Core, a student can only receive up to a C grade. If students wish to achieve an A*, A or B grade then he/she must enrol for the Extended Curriculum.

LEARNING AIDS Students will have a prescribed text book, which the department supplies. Other books may be recommended by teachers. These may be purchased at the student’s discretion. However, we have a very well stocked Secondary Department library from which the students are encouraged to borrow. The library has a wide selection of text books, which the students will find most useful. Students are expected to have a basic calculator, a ruler and a protractor in addition to other writing materials, in all science lessons. SUMMARY Chemistry at IGCSE level has many different skills incorporated into it - mathematical, logical, analytical and conceptual. Students will realise their ability in each of these areas and then develop them further over the duration of the course. Through hard work, enthusiasm and dedication, students will find Chemistry as the most enjoyable and exciting subject that can lead them to many challenging opportunities in the future.


“It is in Apple’s DNA that technology alone is not enough—it’s technology married with liberal arts,

married with the humanities, that yields us the results that make our heart sing.”

–Steve Jobs, in introducing the iPad 2 in 2011

INTRODUCTION During year 7 and 8 students will have gained the foundation of skills and techniques to take on the rewarding challenge of iGCSE Drama. The course focuses on the students’ abilities to be creative, resourceful and evaluative through professional, personal and peer performance. The course demands practical, creative and communication skills in almost equal measure. Students will extend their ability to create drama and theatre, either in a performing or production role. Students will also be required to write about drama and to develop their powers of analysis to become an informed critic. The course will involve taking part in drama productions, as well as studying plays, playwrights and theatre practitioners. All of this is achieved through practical workshops, student-led learning and collaborative exploration. WHAT WILL I LEARN ON THIS COURSE? Each unit will focus on a particular technique or theatre practitioner. This means that students will gain an understanding of topics such as: improvisation, physical theatre, commedia, theatre in education, devising, mime, masks, voice, playwriting, and productions roles necessary to the modern theatre. Students will also learn about the different genres of theatre, from Greek tragedy to comedy and pantomime.

Students will also learn how to write critically about their own and peer performances, reflecting on their own practice to make informed judgments on how to progress their work further to achieve the best possible grade. Students will be taught key exam skills WHAT OTHER SKILLS MIGHT I DEVELOP? Essential life skills are also gained through this course, as more and more companies and businesses require their staff to be confident to present talks and demonstrations, and even lecture other colleagues and peers. By studying drama, students will not only gain an insight into a specialist subject and career, but they will also be able to have the confidence to form and express a well-judged opinion, they will able to think and act critically and analytically, and be able communicate well with others, respectfully. They will have the courage to stand out from the crowd when competing for university places and jobs and ultimately, they will be dynamic and creative people who will have something to offer to the workforce of today. COURSE ASSESSMENT The two-year course has three examined units, including one externally assessed written paper of an hour and 30 minutes. The other unit is practical, the first of which is moderated in school. Unit One: Written Paper – 1 hour 30 mins 80 marks – 40% The written paper comprises of three sections: A – Practical work completed during the course

DRAMA


B – Study and performance of a scripted play C – Study of a live theatre production seen Candidates must answer question 1 from Section A and choose one further question from either Section B or Section C. This unit is studied throughout the course, with the exam scheduled at the end of year 10. Unit Two: Practical Work 120 marks – 60% Candidates are required to present practical work for two controlled assessment options, each with a weighting of 30% (60 marks each). Each controlled assessment option assesses Assessment Objectives 1 and 2 with the following weighting: 1. Process and understanding of skills development (AO1) – 7.5%

2. Final presentation: performance (A02) - 22.5%

The first of these performances pieces is a devised one, with students working in groups of two or more to create a performance between 5-20 minutes long. The second assessment performance is a scripted piece, which students edit and design based on their groupings. The script can be any genre or time period, but must have been published by a notarised publisher. This performance can last up to 30 minutes and is assessed by an external examiner. WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR? Students applying for Drama must have a genuine interest in theatre and how the art form is communicated. Students need to be curious about issues and ideas, and have a creative instinct for communicating these views through drama. Drama students need to be self-motivated, ambitious, and have a willingness to work hard. Drama is not an easy subject or for the faint-hearted; it requires energy, drive and discipline. WHAT COULD I DO NEXT WITH GCSE DRAMA? After studying Drama, students may wish to continue their learning of theatre through a high education course, or work experience. Students do not have to become an actor or performer however, many careers are enhanced by the knowledge and transferable skills that Drama brings. Careers could include: camera and lighting specialist, special effects co-coordinator, sound engineer, stage management, costume designer, set designer and engineer, events management, business management, travel and tourism, accounting and finance, script writer, novelist, journalist, broadcaster, television presenter, teacher, film maker, telecommunications, researcher, computer and IT specialist, fashion buyer, public relations, and the environment. Please note this is not an exhaustive list.

"A broad education in the arts helps give children a better understanding of their world…We need students who are culturally literate as well as math and science

literate."

–Paul Ostergard, Vice President, Citicorp


ENGLISH

Set 1 will take English Language A and English Literature IGCSE.

THE AIMS OF THE ENGLISH DEPARTMENT The English department is a dynamic, innovative department that respects and builds on the traditions of the past while developing new methods of teaching to reach out to and enthuse our students. Our aim is to bring out the best in all of our students, no matter what their ability, and to give them a lasting fascination for, and love of, English and Literature that will remain with them throughout their lives. Teaching in the Secondary School is devoted to developing in students the skills, knowledge and understanding that will lead to success in public examinations. In Grades 9 and 10 we prepare students for IGCSE examinations in First Language English, Second Language English and English Literature. English is a universal language that is essential for anyone wishing to become a doctor, engineer, architect, lawyer or business executive, or who wants to enter the most prestigious universities and colleges in the Middle East, Britain, the USA and Australia. This is why English is a core subject at IGCSE. TEACHING TIME Students embarking on their IGCSE course in Grade 9 and 10 have five fifty minute lessons of English a week. TEACHING AND LEARNING STYLES In the English Department we believe in flexibility of teaching and learning to suit the different needs of the students and the wide variety of skills, subject matter, materials and activities covered in English. In addition to the set texts, students must ensure they are reading a wide variety of fiction and non-fiction texts. We expect students to take responsibility for their own learning, to reflect on the progress they have made and set themselves targets. COURSE CONTENT IGCSE Edexcel English Language A

All students will be required to demonstrate an ability to: (i) read and understand texts with insight and engagement (ii) develop and sustain interpretations of writers’ ideas and perspectives (iii) understand and make some evaluation of how writers use linguistic and structural devices to achieve their effects. All students will be required to demonstrate an ability to: (i) communicate clearly and appropriately, using and adapting forms for different readers and purposes (ii) organise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features (iii) use a range of sentence structures effectively, with accurate punctuation and spelling


IGCSE ENGLISH AS A SECOND LANGUAGE

This course will be offered on an extended or core level. Students will undertake to write two final examinations papers, one testing comprehension and functional writing skills and the other testing listening skills. There is also an oral component to this course.

ASSESSMENT, SCHOOL EXAMINATIONS AND EXTERNAL EXAMINATIONS

IGCSE English Language A Paper 1 Overview of content Reading: • Unprepared passage. • Section A of the Edexcel Anthology for IGCSE and Certificate Qualifications in English Language and Literature. Writing: • Topic of Section A of the Edexcel Anthology for IGCSE and Certificate Qualifications in English Language and Literature. • To inform, explain and describe. Overview of assessment: • The assessment of this unit is through a two-hour and 15 minute examination paper, set and marked by Edexcel. • Single tier of entry. • The total number of marks available is 60. Paper 2 Overview of content Reading: • Section B of the Edexcel Anthology for IGCSE and Certificate Qualifications in English Language and Literature. Writing: • To explore, imagine and entertain. • To argue, persuade and advise. Overview of assessment: • The assessment of this unit is through a one-hour and 30 minute examination paper, set and marked by Edexcel. • Single tier of entry. • The total number of marks available is 30. IGCSE English as a Second Language consists of two papers. One is a Reading and Writing paper in which students read and answer questions on a number of texts, summarise three further texts then write three essays. This paper lasts for two hours. The Listening paper lasts for forty-five minutes and requires students to answer multiple choice questions or fill in the gaps in a text based on what they have heard. There is an oral examination carried out by teachers in the English Department in April of each year. This lasts for approximately ten minutes and is submitted to the examiners on audio tape.


LEARNING AIDS

All students have their own copies of the set texts which they annotate. They also keep their own notes of class discussions and presentations. The English Department also issues notes and comparative analysis materials to students. Students have access to a range of critical studies material, video resources and past papers. We also take every opportunity to ensure that our students participate in school productions and attend productions from outside.


ENGLISH LITERATURE

AIMS The aims are to encourage and develop students’ ability to:

• enjoy the experience of reading literature

• understand and respond to literary texts in different forms and from different periods and cultures

• communicate an informed personal response appropriately and effectively

• appreciate different ways in which writers achieve their effects

• experience literature’s contribution to aesthetic, imaginative and intellectual growth

• explore the contribution of literature to an understanding of areas of human concern.

ASSESSMENT OBJECTIVES Students will be assessed on their ability to:

• show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry, and Prose);

• understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes;

• recognise and appreciate ways in which writers use language, structure, and form to create and shape meanings and effects;

• communicate a sensitive and informed personal response to literary texts. ASSESSMENT Paper 1: Set Texts – Closed Books A - 2 hours 15 minutes (75%) The full range of grades (A* – G) is available The paper has three sections: Drama, Poetry, and Prose. Students must answer one question from each section. All questions carry equal marks. This is a ‘Closed book’ paper: candidates may not take their set texts into the exam room. On each text, candidates have a choice of three questions:

• Poetry - one passage-based question, and two essay questions;

• Drama - one passage-based question, one essay question, and one ‘empathic’ question;

• Prose - as for drama. ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i.e. a manner of speaking for a specific character). Candidates must answer at least one passage-based question and one essay question. Passage-based questions ask candidates to re-read a specific passage or poem from the set text, which is printed on the exam paper. All questions encourage an informed personal response, and are designed to test all the assessment objectives.


Paper 2: Set texts – Closed Books B – 45 minutes (25%) In this paper, candidates answer one question on one set text. All questions carry equal marks. This is a “Closed books” paper: candidates may not take their set texts into the exam room. On each set text, candidates have a choice of three questions as follows: Poetry - one passage-based question and two essay questions Drama - one passage-based question, one essay question, and one ‘empathic’ question Prose - as for drama CURRICULUM CONTENT Candidates should be able to demonstrate an appreciation of texts and themes in ways which may range from straightforward knowledge of content and surface meaning to the communication of an informed personal response. Candidates should study in detail individual texts in the three main literary forms of prose, poetry, and drama.


I studied French from grade 7 to 11. It was hard but it is a beautiful language. When you can use the language it is

a great achievement and the lessons were mostly a lot of fun. I would recommend the subject to anyone who likes

learning languages.

Miriam Al-Bulushi

INTRODUCTION The IGCSE is a two-year course, covered in Grade 9 and 10. In Grades 7 and 8 we work on building up vocabulary and learning basic grammar. We also practice the four skill areas; listening, reading, writing and speaking. This is done to prepare students for Grade 9, where we broaden your knowledge of French. We continue working on the four skill areas as they are essential to learning a language and we also widen your knowledge and understanding of French grammar by introduce new more complex tenses. At the end of Grade 9, you can easily hold a conversation, using past, present and future tenses. In Grade 10 we concentrate on reinforcing what we have learnt in previous years. We continue to learn new vocabulary and maintain the four skill areas. We do introduce some new tenses but most of the hard tense work will already be done by this stage.

The real requirement is to build up vocabulary, and we do this as the French themselves do - by reading and listening. Vocabulary is key to any language which is why we focus on it so much, it allows students to express themselves and speak freely about different topics. It is an essential aspect of all four IGCSE exams.

The main difference between Grades 7 and 8 is in the vocabulary, both quality and quantity. This is because we are setting the foundation for the IGCSE. We use a range of resources to familiarise students with vocabulary and help them understand and earn it from audio tapes to comic books. In all Grades there will specific attention paid to speaking skills. In Grade 7 we will be working on basic conversation as well as making students feel confident and comfortable with speaking French. In Grade 8 we will work on extending vocabulary and speaking using the different tenses. Students will be encouraged to make longer and more complex sentences using the vocabulary and grammar learnt during the year. In Grade 9 and 10 students will be working on more complicated conversations which includes stating opinions and justifying them. We will also practice speaking skills through other mediums such as radio interviews, advertisements and songs. In all Grades students will be encouraged to speak as much French as they can. In regards to writing students in Grade 7 will be working on basic sentences and conversations which will put the grammar and vocabulary that they are learning to use. In Grade 8 students will be working towards writing paragraphs and more complex sentences. In Grade 9 and 10 students will be writing extended paragraphs using a wide range of vocabulary and several tenses. They will be able to talk about different issues and topics that we cover throughout the two years with opinions and justifications in their work.

TEACHING TIME For Grades 9 and 10, there are four lessons per week as part of the Options structure. There are conversation classes which are between 10-15 minutes once a week.

FRENCH


TEACHING ARRANGEMENTS In Grade 9, there are four lessons. In these four lessons we practice all four skill areas; listening, reading, speaking and writing. This is in preparation for the IGCSE exam in which students have to do an exam in each skill area. Students will practice a variety of listening activities, they will be asked to write a number of different pieces in several formats, they will practice reading comprehension skills using different texts of varied length and difficulty and finally they will use their speaking skills in conversations, interviews, short films, advertisements, etc. Each skill area will be practiced several over the four lessons.

COURSE CONTENT

IGCSE There are four components in the course - Listening, Speaking, Reading and Writing. In the exam, each part is worth 25% of the total. The Listening exam is split into three sections. The first section contains two exercises which involve basic vocabulary and a shorter text. The second section includes 2 exercises with more complex texts and questions. The final section is the hardest and includes a much more difficult text on which students have to answer questions. The speaking part is tested by an Oral exam lasting 15 minutes, with a Role Play, a prepared Topic and a general conversation. This exam takes place in April before the rest of the exams which means students have time to concentrate solely on this exam. The reading exam is a straightforward test of comprehension, with, three sections that start with basic vocabulary and understanding to much longer and more complex text which require greater knowledge. The Continuous Writing paper requires candidates to write two short essays; accuracy is essential here. This is where all the work on grammar pays off! The course book we study from is the Cambridge IGCSE French Foreign Language book.

ASSESSMENT, SCHOOL AND PUBLIC EXAMINATIONS GRADES 9 AND 10 Progress will be judged by means of continuous assessment, as for all Years. In Grade 9, there are frequent short tests of comprehension and writing skills. In addition, in Grade 10, we cover several past papers and you will take a mock examination.

LEARNING AIDS The French Department has a variety of learning aids. We have CDs, songs, films, books and much more for students to use and learn with. The most valuable learning aid, of course, is the student’s own desire to learn. French people learn French by ... listening and reading. So do we, but effort is required.


GEOGRAPHY

INTRODUCTION

The course offered in IGCSE Geography aims to develop your knowledge and understanding in an attractive and stimulating environment. You will learn not only a subject but also how to make sense of the changing world around you. Students opting to study Geography at IGCSE in Grades 9 and 10 will receive four forty minute lessons each week. Geography is taught in a mixed ability class. There is usually one IGCSE class. A single teacher who is a Geography specialist teaches each examination class.

IGCSE COURSE CONTENTS

Students who choose to study Geography at IGCSE will follow the curriculum set by the University of Cambridge Examinations Board. The course is designed as a two-year course for examination at age 16 plus.

THE COURSE IS DIVIDED INTO THREE AREAS:

1. Population and Settlement 2. Natural Environments 3. Economic Development and the Use of Resources.

These three areas feature topics such as migration and urban growth, weather and rivers, energy and industry, etc.

THE THREE THEMES ARE DESIGNED TO ENABLE YOU TO: I) develop an awareness of the world around you ii) identify different human and physical environments iii) understand what changes such environments iv) understand how people interact with each other and their environments v) study different communities and cultures in developed and

developing countries vi) examine contrasting opportunities and constraints presented by different environments

The IGCSE is designed to test your knowledge and understanding of Geography as well as your ability to use a wide range of practical skills. As a Geographer you will develop new map-reading skills and learn how to observe, collect and analyse a variety of fieldwork data. You will also develop the skills necessary to investigate your surroundings, solve problems, make decisions and form reasoned arguments on various geographical issues.

Geography will also teach you how to draw detailed maps, diagrams, graphs and tables. More importantly, you will learn how to analyse verbal, numerical, graphical, pictorial and diagrammatic geographical data. You will also be able to interpret aerial photographs and satellite images. Many of the above skills are best developed through practical activities and fieldwork.


PHYSICAL GEOGRAPHY TOPICS: i) Natural Environments ii) River and Coastal Environments iii) Volcanoes and Earthquakes iv) Atmospheric Systems v) Glacial Systems

HUMAN GEOGRAPHY TOPICS: i) Population and Settlements ii) Farming iii) Energy iv) Industry and Trade v) Development

ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS In accordance with MIS assessment procedures, students’ progress in Grades 9 and 10 will be assessed on the themes covered in the curriculum. The various skills required for IGCSE will be assessed using a variety of class work, homework and examination practice carried out in class. A more formal end-of-year school examination will be taken by Grade 9 students based on topics and themes covered in their first year. Mock examinations will also take place for students in Grade 10, prior to the examinations taken in May and June. THE IGCSE GEOGRAPHY EXAMINATION INCLUDES THREE PAPERS. THEY ARE WEIGHTED AS FOLLOWS:

Paper Weighting

1 : Theory 45%

2 : Practical/Skills Paper 27.5%

4 : Alternative to Coursework 27.5%

All papers are compulsory including Paper 4, which test analytical, data response and fieldwork skills etc. These papers test your ability to understand Geography rather than memorising pages of facts, as well as your ability to grasp facts and generalisations by asking questions which are designed to make you think, rather than recall information. WHAT USE IS GEOGRAPHY? Geography is about the real world. It is a broad subject and is acceptable for most careers. Some of the skills you develop through Geography will often be of use to you in the future. There are many aspects of the study of Geography which develop the knowledge and skills useful for careers such as: 1. Environmental Services e.g. planning, agriculture, environmental health, architecture 2. Information Services e.g. market research, journalism, media 3. Management e.g. local government, retail/business management, marketing 4. Mathematical Services e.g. computing, finance, OS cartography, surveying 5. Scientific Services e.g. meteorology, mining, oil companies, geology 6. Social Services e.g. civil service, administration, education 7. Travel and Tourism e.g. hotel management, transport services


HISTORY

History explores the events of the past which have shaped the world we live in, in ways we might never have imagined. After

learning the topics that history brought to me, I now feel that I have a better understanding of the way that society functions and I

enjoyed the experience along the way.

Yasen Al Meerali

INTRODUCTION In a rapidly changing world the study of twentieth century and contemporary History helps us to put these changes into some sort of perspective, in addition it is important to understand the consequences arising from the major historical events such as the French or Russian Revolutions, the birth of democracy and human rights, and the struggle to achieve these rights. Knowing where our modern world has come from can only help us to understand where it might be heading. For anyone whose likely future career is going to be in politics, international relations, business, finance, banking, law, diplomacy, journalism, tourism or any of the arts, History has a direct relevance. History develops the skills of interpretation and evaluation of evidence as well as providing the basis for a thorough understanding of our modern world – both necessary for anyone who aspires to being regarded as ‘educated’. While the content of History is important so also is the process. We need to ask not only ‘What do we know?’ but also ‘How do we come to know it?’ This is achieved through the study and analysis of evidence. Using and weighing up evidence is a vitally important skill that can be used to good effect in areas outside and beyond the study of History itself. History may be thought of as a huge law court at which the actions of individuals and societies in the past are weighed up and praise and blame are apportioned. As in any court the arguments depend on evidence and at MIS using and understanding historical evidence are two of the central skills we aim to deliver. HISTORY COURSES IN GRADES 9 AND 10 In Grade 9 and 10 History is allocated four periods per week as an Option. The main purpose of the IGCSE History course is to furnish students with a clear framework for understanding some of the main developments that have influenced our contemporary world. The course offered is the History of the major events in Europe prior to the Twentieth Century, and in addition, a study of the Modern World after the First World War. If the previous centuries seem to have seen rapid and accelerating change, in the twentieth century changes seem to have reached a fever pitch. The IGCSE course emphasizes two specific aspects of the world in the twentieth century. AIMS 1. the stimulation of interest in and enthusiasm for the past, 2. the promotion of and acquisition of knowledge and understanding about past human activity, 3. ensuring that such knowledge is grounded in the proper use of historical evidence, 4. the promotion of a proper understanding of causation and similarity and difference in History, 5. the achievement of a solid basis for the further study of History, 6. the promotion of international understanding, 7. the encouragement of written and verbal communication skills.


ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS Assessment involves regular homework, which in Grades 9 and 10 is given once or twice a week, marked and recorded. This assessment involves written exercises, assignments, working on previous IGCSE questions, making notes, or learning for tests in class. TEACHING AND LEARNING AIDS The History Department has full sets of textbooks for the various parts of the IGCSE syllabus. Students are also provided with photocopies of important relevant literature and of notes generated within the department. MAIN SELECTED TOPICS

• French Revolution

• Russian Revolution

• Foreign Policies and the Cold War after World War one

• Russia under Stalin

• The History of Medicine Through the ages.


APPLIED INFORMATION TECHNOLOGY (ICT)

INTRODUCTION ICT is now an essential part of our everyday lives. The aim of ICT at IGCSE level and beyond is to develop in students an understanding and appreciation of the power of computer applications within society. The IGCSE is timetabled for four lessons of 50 minutes each.

The aims of the curriculum are the same for all candidates. These are set out below and describe the educational purposes of a course in Information Technology for the IGCSE examination. They are not listed in order of priority. The aims are to:

• help students to develop and consolidate their knowledge, skills and understanding in Information Technology;

• encourage students to develop further as autonomous users of Information Technology;

• encourage students to continue to develop their Information Technology skills in order to

enhance their work in a variety of subject areas;

• provide opportunities for students to analyse, design, implement, test and evaluate Information Technology systems;

• encourage students to consider the impact of new technologies on methods of working in the outside world and on social, economic, ethical and moral issues;

• help students to grow in their awareness of the ways in which Information Technology is used in practical and work-related situations.

ASSESSMENT OBJECTIVES

A : Practical Skills B : Knowledge and understanding

A : PRACTICAL SKILLS

Students should be able to:

• use e-mail and the Internet to gather and communicate information;

• use word processing facilities to prepare documents;

• use database facilities to manipulate data to solve problems and represent data graphically;

• integrate data from different sources into a single document or report;

• produce output in a specified format;

• use a spreadsheet to create and test a data model, extracting and summarising data;

• create a structured website with style sheets, tables and hyperlinks; • create and control an interactive presentation.

B KNOWLEDGE AND UNDERSTANDING

Students should be able to demonstrate knowledge and understanding in relation to:

• the functions of the main hardware and software components of computer systems;

• the networking of information-processing systems;

• the ways in which information technology is used and the effects of its use;

• the stages and methods of system analysis and design;

• computing terminology.


ASSESSMENT

All candidates will be entered for Papers 1, 2 and 3 [1 x theory; 2 practical] Paper 1 (2 hours) (40%) A written paper of 120 marks assessing the skills in Assessment Objective B. The paper will contain mainly questions requiring a short response, a word, a phrase or one or two sentences, although there will be some questions requiring a more extended response. There will be no choice of questions. The questions will test sections 1 - 8 of the curriculum content.

Paper 2 (2 hours 30 minutes) (30%) A practical test assessing skills in sections 9 - 16.

Paper 3 (2 hours 30 minutes) (30%) A practical test assessing skills in sections 9 - 16. The two practical tests will each be comprised of a number of tasks to be taken under controlled conditions. The practical tests focus on the candidate's ability to carry out practical tasks rather than to explain the theory of how the tasks are completed. Candidates are assessed on their ability to complete these tasks. COURSE CONTENT The curriculum content is set out in eight interrelated sections. The sections are as follows:

• Components of a Computer System

• Input and Output Devices

• Storage Devices and Media

• Computer Networks

• Data Types

• The Effects of Using IT

• The ways in which IT is used

• Systems Analysis and Design Students will be familiar not only with the types of software available and the range of Information Technology knowledge and skills detailed below, but also with their uses in practical contexts.


MATHEMATICS

For the things of this world cannot be made known without a knowledge of mathematics. Roger Bacon

INTRODUCTION Mathematics is integral to our daily living. It is a tool upon which many other subjects rely. Consequently the study of Mathematics is compulsory in Grades 9 and 10, enabling the students to gain an internationally recognised IGCSE qualification and entry into Tertiary study in many cases Students who continue to specialise in Mathematics benefit from an excellent grounding in the subject which greatly enhances their further study in university courses with a strong Mathematics inclination. At Muscat International School the structure of Mathematics teaching in Grades 9 and 10 will be as follows:

Year

Grade 9

Year 1 - IGCSE course (Extended or Core course).

The students are placed in an Extended or Core class according to their

performance in Mathematics in previous years.

Grade 10

Year 2 - Completion of IGCSE course.

Extended Course – Two external papers, Grades A* - E available

Core Course – Two external papers, Grades C – G available

PLEASE NOTE: A minimum grade of C in the Extended course at IGCSE in Grade 10 is necessary to begin the two year AS/A2 Level course in Grades 11 & 12 or a minimum grade of D in IGCSE course in Grade 10 is necessary to begin the two years GED. TEACHING TIME Mathematics is taught at IGCSE level for a total of five periods per week in Grades 9 and 10. AIMS

The aims of the curriculum are the same for all students. The aims are set out below and describe the educational purposes of a course in Mathematics for the IGCSE examination. They are not listed in order of priority. The aims are to enable students to:

• develop their mathematical knowledge and oral, written and practical skills in a way which encourages confidence and provides satisfaction and enjoyment;

• read mathematics, and write and talk about the subject in a variety of ways;

• develop a feel for number, carry out calculations and understand the significance of the results obtained;

• apply mathematics in everyday situations and develop an understanding of the part which mathematics plays in the world around them;

• solve problems, present the solutions clearly, check and interpret the results;

• develop an understanding of mathematical principles;


• recognise when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem;

• use mathematics as a means of communication with emphasis on the use of clear expression;

• develop an ability to apply mathematics in other subjects, particularly science and technology;

• develop the abilities to reason logically, to classify, to generalise and to prove;

• appreciate patterns and relationships in mathematics;

• produce and appreciate imaginative and creative work arising from mathematical ideas;

• develop their mathematical abilities by considering problems and conducting individual and co-operative enquiry and experiment, including extended pieces of work of a practical and investigative kind;

• appreciate the interdependence of different branches of mathematics;

• acquire a foundation appropriate to their further study of mathematics and of other disciplines.

COURSE CONTENT CAMBRIDGE IGCSE

Paper Number Paper Length

Core 1 and 3 1 hour and 2 hours

Extended 2 and 4 1½ hours and 2½ hours

Weightings Papers 1 and 2

35%

Papers 3 and 4

65%

The IGCSE examination does not include a coursework element. The Cambridge IGCSE

syllabus aims to give the student a broad Mathematical basis upon which to base both further study and to use in life outside the school. A student will be expected to show familiarity with calculators and also to show a mental ability with numbers. The syllabus assumes that candidates will be in possession of an electronic calculator for all papers. This calculator must not contain programmable memory.

ASSESSMENT OBJECTIVES The abilities to be assessed in the lGCSE Mathematics examination cover a single assessment objective, technique with application. The examination will test the ability of candidates to:

• organise, interpret and present information accurately in written, tabular, graphical and diagrammatic forms;

• perform calculations by suitable methods;

• use an electronic calculator;

• understand systems of measurement in everyday use and make use of them in the solution of problems;

• estimate, approximate and work to degrees of accuracy appropriate to the context;

• use mathematical and other instruments to measure and to draw to an acceptable degree of accuracy;

• interpret, transform and make appropriate use of mathematical statements expressed in words or symbols;

• recognise and use spatial relationships in two and three dimensions, particularly in solving problems;


• recall, apply and interpret mathematical knowledge in the context of everyday situations;

• make logical deductions from given mathematical data;

• recognise patterns and structures in a variety of situations, and form generalisations;

• respond to a problem relating to a relatively unstructured situation by translating it into an appropriately structured form;

• analyse a problem, select a suitable strategy and apply an appropriate technique to obtain its solution;

• apply combinations of mathematical skills and techniques in problem solving;

• set out mathematical work, including the solution of problems, in a logical and clear form using appropriate symbols and terminology.

TEACHING AND LEARNING STYLES In the Maths Department we believe in flexibility of teaching and learning to suit the different needs of the students and the wide variety of skills, subject matter, materials and activities covered in English. We expect students to take responsibility for their own learning, to reflect on the progress they have made and set themselves targets. ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS Students are assessed continually by the Mathematics department. Internal assessment is based on class work and periodic examinations. There is a system of reporting that provides information to students and parents over four separate periods within the school year. Mathematics syllabi are in general agreed as a common core by the Universities in the UK. Mathematics is normally an entrance requirement for the Sciences and is regarded highly by the Social Sciences which include subjects such as Economics and Business Studies. Both the IGCSE Level examinations are widely respected and recognised across the world. LEARNING AIDS The learning of Mathematics in Muscat International School places an emphasis on class teaching and academic rigour. Textbooks provide information and exercises at all levels. Additional resources are provided to the students in the form of past papers and sample papers to further enhance study, practice and revision.


Physics is a very important subject that no doubt has a very bright future for anyone who takes it. It teaches students from a young

age to use physics in their everyday lives. It can be a tough subject but with studying and hard work you can develop your

thinking skills and accomplish anything. Taking physics can give the students a variety of career’s ahead.

Tariq Al Rawas

INTRODUCTION Although learning facts obviously plays a part in any Physics course, this is very much secondary to the acquisition of thinking skills. Students must learn how to observe measure, interpret and analyse data and make conclusions. They must be able to design and criticise experiments that are given and suggest improvements. They must have some appreciation of errors and how these can be reduced. IGCSE PHYSICS This is a two year programme introduced in grade 9 and finished in grade 10 with a final external examination set by University of Cambridge (CIE). Students in Grades 9 and 10 are taught in groups within the Options structure. The structure of the IGCSE Physics curriculum will be as follows:

Year Course

Grade 9 First year of IGCSE (no external exam)

Grade 10 Second year of IGCSE (external exams)

TEACHING TIME

Students will be taught four lessons in grade 9 & 10 per week. The same teacher will teach all lessons in one class, as far as possible.

TEACHING AND LEARNING ARRANGEMENTS

Up to Grade 8, students have already studied a wide variety of topics within the subject. Many of these basic principles will be built up in such a way that students will be encouraged to understand and apply them. Once they have understood the principles, practice in solving problems will allow their confidence and ability to grow further in the field of Science and Technology. Generally students are not taught to memorise facts. Instead they should learn principles, which they can then go on to practise in different examples and contexts. Further, students are encouraged to participate fully in practical sessions where their knowledge and skills will be assessed. As much as1/3 rd of the whole curriculum time may be devoted to practical work of one form or another. Students will be assessed on their practical skills in the IGCSE examinations. Students will be expected to complete homework after every lesson. This may consist of further reading/research, experiment write-ups (to the best of their ability), essays or any other task which is deemed appropriate to the course.

PHYSICS


ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS Assessment of a student’s ability is made in a number of ways within the department. Regular testing and homework will indicate how well students have understood topics whilst frequent assessment of practical will give an indication of their ability to perform an experiment. In addition to the above assessments, examination classes (grade10) will have mock examinations before their final external examination. This should give a fairly accurate prediction of how students will perform in the actual examination. IGCSE EXAMINATIONS All students will sit examinations for their Physics IGCSE as follows:


Grades available: C to G Paper 1 - 30% Paper 2 - 50%

Grades available: A* to G Paper 1 - 30% Paper 3 - 50%

Practical Assessment (Paper 5) (we are one of the few schools in the middle- east offering this paper)

OR Alternative to Practical (Paper 6) - 20%

Students will be guided to choose either the Core or Extended Curriculum based on their

abilities assessed during the whole course. By selecting the Core, a student can only score up to a C grade. If a student is capable of achieving an A*, A or B grade then he/she must enrol for the Extended Curriculum.

LEARNING AIDS Students will have a prescribed text book, which the department supplies. Other books may be recommended by teachers. These may be purchased at the student’s discretion; however, we have a very well stocked Secondary Department library from which the students are encouraged to borrow. The library has a wide selection of text books which students will find most useful. Students are expected to have a basic calculator, a ruler and a protractor in addition to other writing materials, in all science lessons. SUMMARY PHYSICS at IGCSE level has many different skills incorporated into it - mathematical, logical, thinking, analytical and conceptual. Students will realise their ability in each of these areas and then develop them further over the duration of the course. Through hard work, enthusiasm and dedication, students will find Physics as the most enjoyable and exciting subject that can lead them to many, many challenging opportunities in the future.


CONTENT OF THE COURSE

PE will offer students the opportunity to develop skills in a wide range of sports and activities and help them to improve their own performance. Students will learn to develop skills through the process of planning, performing and evaluating. They will have the opportunity to participate in the role of player/participant, official and leader in a number of different activities.

COURSE STRUCTURE

The Physical Education course is practically based but also interesting and relevant for students. The syllabus offers logical progression to further study at Post 16. Students will receive 4 lessons of GCSE Physical Education per week (2 practical and 2 theoretical), plus their 2 lessons of core Physical Education.

Assessment is through the following components:

Practical Skills - 50 marks (60%): 4 Assessments from at least 2 groups of activities; At least 2 as a performer/player - 40 marks Analysis of performance in one of the practical activities - 10 marks

Written Examination (1 ½ hours) – 80 marks (40%):

Practical activities can be chosen from the following groups of activities:

• Outwitting opponents (games i.e. football, netball, rugby, boxing) • Accurate replication of movement (trampolining, gymnastic activities, diving) • Exploring ideas (dance activities) • Maximising performance (track and field athletics, swimming, golf) • Exercising safely (weight training, aerobics, circuit training) and • Problem solving (skiing, climbing, horse riding, mountain activities)

Theoretical Components include:

• Healthy, active lifestyles • Our Healthy, active body

Course Outcome Full range of GCSE grades, with the option of further study at Post 16 for successful students. SUITABILITY

GCSE Physical Education is suitable for students who have ability in at least 4 different sporting areas. Students must be highly motivated and enthusiastic about Physical Education and be aware that the theoretical component will form 40% of the course. Students will therefore need a good understanding of English and Science.

PHYSICAL EDUCATION


YOUR OPTION FORM SOME FREQUENTLY ASKED QUESTIONS

WHEN DO I COMPLETE THE FORM?

Do not complete this form until you have carefully considered all aspects of the Options process. Have you read the Curriculum Handbook? Have you talked with your parents? Have you discussed potential subjects with your teachers? Please return the form to your tutor. HOW MANY SUBJECTS CAN I CHOOSE?

The number of subjects that you may ultimately have at IGCSE/GCSE level is the same whether you are an expatriate or Omani student. Read the instructions carefully, then complete the form. WILL I BE ABLE TO CHANGE MY MIND LATER? Probably not! Once the courses start in August it becomes very difficult to change. Students need to think carefully about their options choices at the start. USEFUL SITES FOR BOTH STUDENTS AND PARENTS: Cambridge International Examinations: http://www.cie.org.uk/CIE/WebSite/home.jsp Cambridge Students’ Club http://www.cambridgestudents.org.uk/ Edexcel Home: http://www.edexcel.com Edexcel International Students’ Club http://www.edexcelstudents.org.uk/club/ MMuussccaatt IInntteerrnnaattiioonnaall SScchhooooll PP OO BBooxx 11003311 PP CC 111122 RRuuwwii SSuullttaannaattee ooff OOmmaann PPhhoonnee:: 996688 2244 556655555500 FFaaxx:: 996688 2244 556600995577 EEmmaaiill:: aaddmmiinn@@mmiissoommaann..oorrgg WWeebbssiittee:: wwwwww..mmiissoommaann..oorrgg

2015 2016 igcse curriculum handbook - misoman.org 2016 igcse curriculum handbook.pdf · muscat...

Documents