igcse information sessionigcse the international general certificate of secondary education...
TRANSCRIPT
IGCSE Information
Session
We will work with you and your child to do everything we can to ensure that he/she becomes an academically successful, internationally-minded, caring person and a motivated learner able to communicate effectively using two or more languages and well prepared for the challenges of an ever-changing world.
ISM Mission Statement
IGCSE The International General Certificate
of Secondary Education
•Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds
•Taken in over 160 countries and more than 10 000 schools
•Recognised by leading universities and employers worldwide
•2 year programme offering sound preparation for the rigour of IB
Assessment CIE Internal Assessment
• Orals in March of Class 11 for Foreign Languages • Coursework in Art, Music, Drama, PE during the 2nd year until March
CIE External Assessment
• Exams in April, May and June • ISM mock exams in January • Grading: A* to U
• Results: August
IGCSEs at ISM • First Language English
•English Literature
•Other 1st Languages or Foreign Language Spanish
•History
•Geography
•Sciences (Double Award)
•Mathematics
Then a choice of one of the following 5 options:
•Art
•Drama
•Music
•ICT
•Physical Education (IGCSE PE – In addition to compulsory participation in the school sports programme)
Maths
Maths-Core and Extended Concepts: recall and use mathematical concepts and processes, with consolidation through practice Development: Recognize pattern and establish generalizations. Explore ideas to solidify deeper understanding of why and when strategies work. Communication: Use your understanding to present coherent, reasoned arguments and solutions, using a variety of forms and incorporating technology Application: Select appropriate strategies to solve abstract and real world problems Resilience: Learn from feedback and mistakes, adapting strategies to unfamiliar situations and formats
Maths
Rachel Thomas .
PE
''Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic
and creative intellectual activity.'' John F Kennedy
Knowledge and Understanding Students will study both practical and theoretical aspects of physical education. Theory Develop understanding of the principles, practices and training that underpin improved performance, better health and well-being. Apply knowledge and understanding of the theoretical principles to a variety of physical activities/sports, including the analysis and evaluation of performance.
Practical Demonstrate the ability to select and perform appropriate skills to produce effective performance in practical activities.
PE
Anatomy and Physiology (Year 2) Biomechanics: Forces and Levers How forces and levers bring about different sporting actions. How they can be adapted in order to improve performance.
PE
* Understand & respond to what they hear, read and experience * Communicate accurately, appropriately, confidently and effectively * Develop skills of synthesis, analysis and inference * Develop appreciation of different genres of literature and their power to make us understand different viewpoints and experiences
ENGLISH
'An Inspector Calls' by JB Priestley: Imaginative response to literature-
Eva Smith's Diary.
ENGLISH
CREATIVE ARTS
Drama (0411) Music (0410) Art & Design (0400)
Miss C Arcus [email protected]
Ms Z-L Dina (HoD) [email protected]
Mr A Lloyd [email protected]
CREATIVE ARTS Drama (0411) Music (0410) Art & Design (0400)
Knowledge and Understanding: of different performance texts, the different social and historical contexts, interpret how meaning is communicated and use theatre terminology appropriately thought understanding the roles and responsibilities of theatre.
Knowledge and Understanding: of the different instruments and stylistic conventions within the areas of study, how music has developed from the Baroque Period to present day, how culture influences music around the world and how music is used as a tool of communication.
Knowledge and Understanding: to investigate and explore a variety of processes and art forms, develop a critical understanding of historical and cultural context and present a coherent body of work.
Skills: vocal and physical skills to portray a variety of characters, create Drama from a stimuli, direct and design a piece of theatre, team-work and cooperation, and many more.
Skills: develop skills in composing, performing, listening and analyzing a variety of music from different time periods, styles and cultures.
Skills: draw, paint and related media, digital, print, sculpt and graphic design.
CREATIVE ARTS
DRAMA Create a piece of theatre as
a group, working from a script, performing to an
audience. 'Too Much Punch For Judy'
December 2017
ART & DESIGN Develop first-hand
observational drawing skills through a visit to Art Galleries
and Artist Studios. Aix-en-Provence Trip
June 2018
MUSIC Solo performance in a concert
situation. Théâtre des Muses
November 2017
SCIENCE The Team
• Ms Ridley Year 11 Physics • Ms Taouche Yr 11 Chemistry • Miss Parks • Mrs Chisholm Yr 10 Physics • Mr Bolland Yr 10 Chemistry • Mrs Lurie
• Miss Long Yr 10/11 Biology
SCIENCE Knowledge and Understanding • Scientific knowledge and conceptual understanding through the
specific disciplines of biology, chemistry and physics, as
outlined in the syllabus and essential for further study and
everyday life.
• Understanding and recognising the usefulness (and limitations)
of the nature, processes and methods of science through
scientific inquiries.
Skills • Undertaking scientific inquiries using scientific investigation
skills.
SCIENCE- Developing Skills and Understanding
Knowledge and Conceptual Understanding
Understanding the nature, processes and
methods of science (Scientific Inquiries)
HUMANITIES IGCSE Geography SKILLS AND UNDERSTANDING The aims are to develop: • an understanding of the processes which affect physical and
human environments • an understanding of location on a local, regional and global
scale • the ability to use and understand geographical data and
information • an understanding of how communities around the world are
affected and constrained by different environments • an awareness of the characteristics, distribution and processes
affecting contrasting physical and human environments • an understanding of the ways in which people interact with
each other and with their environment • an awareness of the contrasting opportunities and constraints
presented by different environments • an appreciation of and concern for the environment • an appreciation of the earth including its people, places,
landscapes, natural processes and phenomena
IGCSE History SKILLS AND UNDERSTANDING The aims are to: • stimulate an interest in and enthusiasm for learning about the past • promote the acquisition of knowledge and understanding of
individuals, people and societies in the past • ensure that learners’ knowledge is rooted in an understanding of
the nature and use of historical evidence • promote an understanding of key historical concepts: cause and
consequence, change and continuity, and similarity and difference • provide a sound basis for further study and the pursuit of personal
interest • encourage international understanding • encourage the development of historical skills, including
investigation, analysis, evaluation and communication skills. At the end of the course students will have: • An ability to recall, select, organise and deploy knowledge of the
syllabus content. • An ability to construct historical explanations using an
understanding of: cause and consequence, change and continuity, similarity and difference the motives, emotions, intentions and beliefs of people in the past.
• An ability to understand, interpret, evaluate and use a range of
sources as evidence, in their historical context.
Visual essay-writing “What was the fundamental aim of the Marshall Plan?”
• An ability to recall, select, organise and deploy knowledge of the syllabus content.
• An ability to construct historical explanations using an understanding of: cause and consequence, change and continuity, similarity and difference the motives, emotions, intentions and beliefs of people in the past.
The ability to use and understand geographical data and information
FRENCH DEPARTMENT IGCSE TEAM
• Céline NOCLAIN Head of Department (1st) • Alexandra PRODHOMME (1st/FL) • Martial FOUILLEUL (1st/FL) • Ludmilla VEILLET (FL)
MODERN LANGUAGES IGCSE TEAM
• Ludmilla VEILLET Head of Department/ Russian 1st • ALfonso ORTEGA /Spanish • Maria Isabel EXPOSITO /Spanish • Giacomina PIZZORNI /Italian • Sabine KUNST /German
IGCSE FRENCH/GERMAN/RUSSIAN FIRST LANGUAGE
Paper 1: Reading (2 hours)
Questions relate to two passages of approximately 600–700 words each, linked by a common theme. Question 1 (25 marks) This question is divided into a series of sub-questions requiring answers of different lengths. Question 2 (25 marks) Candidates write a "commentaire comparé" of 200–250 words based on Passage 1 and Passage 2.
IGCSE FRENCH/GERMAN/RUSSIAN FIRST LANGUAGE
Paper 2: Writing (2 hours) This paper is divided into two sections, as detailed below. Candidates are required to write twocompositions, one from each section. Section 1 – Discussion and Argument (25 marks) Four argumentative/discursive titles are set, from which candidates choose one. Section 2 – Description and narration (25 marks) Four titles are set (two descriptive and two narrative), from which candidates choose one. Candidates are required to write between 350 and 500 words for each of their answers
IGCSE French Foreign language (cl. 10 Mme. Veillet,M.Fouilleul, cl.11 Mme. Prodhomme)
IGCSE Spanish Foreign language (M. Ortega et Mme. Exposito)
MODERN LANGUAGES
The subject content is organized around five broad Topic areas: Everyday activities Personal and social life The world around us The world of work The international world.
MODERN LANGUAGES
Assessment: Paper 1 Listening 25% Paper 2 Reading comprehension 25% Paper 3 Individual Oral 25% Paper 4 Writing 25%
MODERN LANGUAGES
Information Communication Technology
Teacher: Peter Heslin Leader of Learning: Hannah Gettel
knowledge of ICT including new and emerging technologies
autonomous and discerning use of ICT
skills to analyse, design, implement, test and evaluate ICT systems
skills to consider the impact of current and new technologies on social, economic, ethical and moral issues
ICT-based solutions to solve problems
the ability to recognise potential risks when using ICT, and use safe, secure and responsible practice
Key Skills
Example Learning Unit: Chapter 1.5 The impacts of emerging technologies in Medicine
Understand
• How 3D printing works
• The growing resource needs in the medical field
Apply
• The principle of 3D printing to create replacement organs
Analyse • The importance of accuracy & materials
Evaluate
• The potential ethical or moral implications of future use.
Year 11 Work Experience
• June 11-21
• Opportunity for students to explore career interests
• Can be in Monaco, or elsewhere
• Examples: Monaco Yacht Club, local hotels, Law offices, shipping companies, real estate etc.