st josephs institution international · and three sciences (physics, chemistry & biology) and...

ST JOSEPH’S INSTITUTION

INTERNATIONAL

2020 IGCSE

CURRICULUM BOOKLET

Contents Page

Welcome 1 The Values of SJI International 2 The IGCSE Course 3 The IGCSE Programme at SJI International for 2020 4 Teaching and Learning at SJI International 6 Mathematics 7 English Language and Literature 9 Languages 11 Co-ordinated Science 15 Biology 17 Chemistry 19 Physics 21 Computer Science 22 Economics 24 Geography 27 History 29 Art & Design 31 Drama 33 Music 34 Physical Education (IGCSE) 37 Physical Education (Core) 39 Wellbeing Education (WE) 41 Religious Education (RE) 43

1

Welcome from Heads of Grade

Welcome to Grades 9 and 10 at SJI International. It is our sincere hope that all members of our community find

their time at our school stimulating and rewarding. In Grades 9 and 10 at SJI International, students are offered

diverse learning experiences, an engaging and challenging curriculum, an extensive co-curricular program and the

opportunity to serve others in the community. Students are also offered a rich variety of opportunities to develop

their leadership skills, a positive sense of identity and respect for the environment through involvement in

initiatives such as expeditions, peer support, work experience and the National Youth Achievement Award.

Each student in Grades 9 and 10 is a member of a tutor group. A tutor group consists of around 25 students and

groups will usually have the same form tutor through Grade 9 and 10. The form tutor meets and registers the

students every morning and looks after their welfare. The form tutor is the first point of contact if a student has

any concerns.

One of our main aims in Grades 9 and 10 is to develop the “whole person”. In these pivotal years, students are

developing their independence, self-awareness and are preparing for the rigours of examinations. Students will

participate in at least one co-curricular activity, with many wonderful choices on offer, including Drama, Hip Hop

dance, Model United Nations and sports such as soccer, netball and rock-climbing. The Activities programme is

central to the life of the school, where students make new friends, develop skills, face new challenges and enjoy

enriching experiences.

In Grade 9, students are empowered to make a difference in the lives of others through our weekly service

programme. They work closely with members of the community in need, such as the aged and disadvantaged.

On top of this, there are opportunities for both Grades 9 and 10 students to take part in international service

trips to countries such as Thailand, Cambodia, Vietnam and Australia.

Grade 10 offers students the opportunity to start thinking seriously about their career options through the Work

Experience Program. In the past, students have been placed in law firms, hospitals, art galleries, hotels,

investment banks, and veterinarian clinics, engineering firms and retail businesses. This is a fantastic opportunity

for students to gain an insight into the world of work, to learn about and reflect on their strengths, weaknesses

and abilities and to find out if a career or job is what they had imagined.

In a similar vein, G10’s Foundation Creativity Action and Service programme allows students to begin preparing

for the rigours of IB, encouraging them to plan, document and reflect upon their extracurricular activities in a

methodical and purposeful fashion. Its most obvious focus is in Service Week, an opportunity for all G10

students to undertake a service project in and around Singapore during the Easter break.

SJII offers a unique opportunity for students of all backgrounds to develop friendships across cultural boundaries

for the mutual enrichment of all. It is our hope that each student experiences great learning and personal

growth and we are looking forward to the journey with all members of the Grade 9 and 10 community.

Ms Nina Jaworski Mr Gary Crumbie Head of Grade 9 Head of Grade 10

2

The Values of SJI International

The educational philosophy of the IGCSE programme in Grades 9 & 10 is entirely consistent with SJII’s SMILES

values.

Values

We should:

S

Spirituality

- learn what is true, just, beautiful and good guided by faith as well as reason

- take full advantage of the opportunities provided for prayer and reflection consistent with the SJI motto of ‘Ora et Labora’ (Prayer and Work)

- follow one’s own faith whatever it might be

M

Mutual Respect

- treat each other with respect, fairness and kindness - communicate openly and frankly - be sensitive to other people’s opinions and aspirations - make compromises with respect to our own preferences for the sake of the

community - as leaders make decisions as democratically as possible

I

Internationalism

- seek to find out about and understand the cultures of other community members

- sustain an interest in our own languages and cultures - develop a perspective as global citizens through talks, discussions and

curriculum activities - avoid prejudice and ensure that our opinions about other communities are based upon evidence

L

Leadership

- be willing and equipped to take responsibility and to lead others, especially in the service of the less fortunate

- develop the capacity to lead through inspiration rather than by exercising authority

E

Experiences

- be willing to be taken out of our physical and psychological ‘comfort zone’ through challenging, character building experiences

- expect, as we get older, that the challenges will be more demanding - integrate aspects of the formal curriculum into adventurous and physically

stretching expeditions so that we learn in a holistic, cross curricular and unforgettable way

S

Service

- be generally helpful to everyone around us - develop skills and habits that will enable us to serve the school, nation and

global community - offer practical support to the less fortunate members of these

communities - reduce and recycle to preserve the environment for future generations

3

The IGCSE Course

At SJII, subjects follow the Cambridge IGCSE (International General Certificate of Education) curriculum. At the Cambridge website http://www.cie.org.uk , the IGCSE is described as follows: “Cambridge IGCSE [is] the world's most popular international curriculum for 14 -16 year olds.” Cambridge IGCSE is an international curriculum that develops students' skills in creative thinking,

enquiry and problem solving, and gives them excellent preparation for the next stage in their education. Schools worldwide have helped develop Cambridge IGCSE. It incorporates the best in international

education for students at this level. It develops in line with changing needs, and is regularly updated

and extended. Cambridge IGCSE teachers can draw on excellent resources, training and advice from

subject experts. Cambridge IGCSE has wide recognition from higher education institutions and

employers around the world as evidence of academic ability.” The IGCSE course is externally examined. At the end of two years of study, students sit examinations in

each of their subjects. These examination scripts are then sent off to be marked. The range of Grades

awarded to students in each subject is: A*, A, B, C, D, E, F, G and U (where U means ungraded). The top

Grade A* denotes exceptional performance. There is no “pass” grade, but many subjects will require a

student to have reached at least ‘C’ standard if they wish to pursue the subject at IB level. Experience over many years has shown that IGCSE is a solid preparation for IB, as well as providing well-

recognised certification.

http://www.cie.org.uk/






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The IGCSE Programme at SJI International for 2020

Students will generally take a total of 8 or 9 IGCSEs, comprised as follows:

A non-English language

English Language English Literature Mathematics (with a possibility of Additional Mathematics) and Three Sciences (Physics, Chemistry & Biology) and one Humanity, Arts subject or Physical Education (IGCSE) or Co-ordinated Science (equivalent to two IGCSEs including Biology, Chemistry and Physics) one Humanity and

one further option (either another Humanity, Arts, Physical Education (IGCSE) or Computer Science)

Pathway A –

Single Sciences

Pathway B – Co-ordinated Science

Compulsory

Mathematics (Extended Maths plus Additional Maths, if appropriate)

English Literature

English Language

Non-English Language

Mathematics (Extended Maths plus Additional Maths, if appropriate)

English Literature

English Language

Non-English Language

Science options

Biology, Chemistry & Physics (all three are studied and examined as separate subjects)

Co-ordinated Science (equivalent to two

IGCSEs), but including Biology, Chemistry and Physics

Other options

One choice from

Humanities – Economics, Geography and History

OR

Aesthetics – Art, Drama, Music and Physical Education (IGCSE)

But NOT

Computer Science

First option one of:


Second option one of:


OR

Art, Drama, Music, Physical Education (IGCSE) or Computer Science

Non –

examinable

(compulsory)

Physical Education (Core)

Wellbeing Education (WE) Religious Education (RE)

Physical Education (Core)

Wellbeing Education (WE) Religious Education (RE)

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In 2020, the options for the Non-English Language are: Chinese, Spanish, Indonesian/ Malay, Tamil and Hindi*

For those with a significant cultural or linguistic connection to a language not offered through the mainstream curriculum, our Home Languages Programme offers the chance to study their Home Language as part of the curriculum in the Non-English Language block. We currently offer Japanese, French, Korean, Thai, German, Vietnamese and Russian. Other subjects on request. Additional fees apply.

In addition, students have a double lesson (80 minutes) of Physical Education per week and a combination of RE

(Religious Education) and WE (Wellbeing Education) for 80 minutes.

SJII adheres to the principle of continuous assessment. Homework is set and marked on a regular basis. Twice in

the year, parents will receive reports for their child, with grades for Attainment and Attitudes towards Learning

for each subject. Once a year, parents have the opportunity to discuss their child’s academic progress at the

relevant parent teacher conference. An online markbook is maintained for all subjects where parents can access

grades for major assessment pieces throughout the year.

Students will take the final IGCSEs examinations at the end of Grade 10, which are externally set and marked.

*(additional fees apply for Hindi)

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Teaching and Learning at SJI International The teaching and learning at SJII is aimed at producing curious, independent and confident learners from Grade 7 right through to Grade 12; principles that underpin the IB learner profile.

The most important principle within the school’s educational philosophy is that of active learning. This is

based upon the fact the students learn and, above all, understand best when information and concepts

are processed. This processing best takes place through varying sorts of activities. It is even more

powerful when students first discover for themselves the information or concept and then process it. Crucially active learning is about students doing. This involves a wide range of activities, which will

vary according to the subject: research, role plays, simulations, thinking exercises, decision

making exercises, debates, presentations and so on. This provides a very stimulating educational

environment and one which is intellectually more challenging for the students. With a greater emphasis on the students’ learning there also comes greater demand for participation

from the students. It is not a matter of putting questions to the teacher, but of the students

expressing their own opinions; being able to debate, defend, challenge, deduce, analyse and synthesize. This type of learning is facilitated by smaller more interactive classes which rely on a blend of teacher

led activities, group work and class activities which may well be led by students. This means that lecture

or lecture- style lessons are an extremely rare method of delivery at SJII.

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MATHEMATICS

What is the nature of Mathematics at IGCSE level?

IGCSE Mathematics at SJII is a curriculum that challenges students at all levels. Our goals include preparing

students for whatever mathematics subject they choose in the IB and to give students the opportunity to extend

themselves in developing a deeper appreciation of the discipline. Some of the more able students are also

introduced to Additional Mathematics, a course that prepares them well for the rigours of higher level

Mathematics at IB level.

What is the approach to learning?

Learning is student-centered. Students will learn through different teaching methods and styles, including pair

and group work, activities which promote thinking skills and creativity and IT-based lessons.

The emphasis is on building skills in mathematics based on a thorough understanding of mathematical principles

and their application. Students will also be encouraged to undertake their own mathematical investigations

under the guidance of their teacher, devise their own strategies for problem-solving and to raise questions

relating to mathematical concepts and methods.

What is the subject content?

The following content will be used as a basis to help students achieve the outcomes described above. In this

way, although students will become familiar with traditional topics in mathematics, these are seen as a vehicle

for promoting mathematical thinking rather than being laboured over for their own sake.

Extended Mathematics (International Mathematics)

Area Topics

Number Number types; Operations; Absolute values; Ratios; Patterns

Shape

Angles; Plane figures; Circles; Similarity; Scale; Pythagoras; Perimeter, Area, Volume calculations; Transformations; Trigonometry; Locus; Geometrical constructions; 3D geometry

Algebra Factorizing; Linear equations; Inequalities; Operations with polynomials; Exponent laws; Quadratics; Functions; Compound inequalities

Statistics and Probability

Discrete, continuous and grouped data; Central tendency; Measures of spread; Probability - simple and compound events; Listing procedures

Co-ordinate Geometry Linear equations; Quadratics and non-linear functions; Functions & Transformations; Linear Programming; Mathematical modelling

Set Theory Definitions; Notation and set operations; Venn Diagrams

Trigonometry Solution of triangles; Bearings; Transformations of circular functions; Inverse trigonometrical functions; Trigonometrical identities

Applied Mathematics and Vectors

Graphical representations of vectors; Basic mathematical operations with vectors; Physical applications of vectors

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Additional Mathematics (as appropriate)

Area Topics

Calculus Differentiation

Differentiation of various functions including integer, fractional and negative indices; Differentiation of composite functions; products and quotients, trigonometrical functions, logarithmic and exponential functions; Investigating gradients; Higher derivatives and their use in determining turning points

Calculus Integration

Integration of polynomials, trigonometrical functions, selected composite, quotients and exponential functions. Definite Integrals – areas under curves

Trigonometry Derivatives of trigonometrical functions, multiple angles, Solution of Triangles, Circular Measure, Graphs of Trigonometric functions, Trigonometric Identities, Trigonometric equations

Co-ordinate Geometry

Use of differentiation to determine equations of tangents; Use of differentiation to determine shape of curves, including turning points

Applied Mathematics

Application of differentiation and integration to analyse motion and to solve equations of motion

Set Theory Definitions; Notation and set operations; Venn Diagrams

Algebra Simultaneous Equations; Inequalities; Operations with polynomials; Exponent laws; Quadratics; Functions; Compound inequalities

Functions The language and notation of functions, absolute functions, inverse functions, composite functions; Quadratic functions; Logarithmic functions; Exponential functions

Stand-alone topics

Permutations and Combinations, Binomial Expansions, Vectors

What is the nature of assessment?

Both the International Mathematics and the Additional Mathematics courses are assessed by external exams at

the end of Grade 10. Throughout the course, students will sit for topic tests, end-of-year exams, complete

extended tasks for homework, as well as a number of mathematical investigations and modelling projects to

develop their mathematical skills as well as their mathematical initiative and problem-solving skills. Students

may also be required to make oral presentations.

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ENGLISH LANGUAGE AND LITERATURE

What is the nature of English at IGCSE level?

The IGCSE courses in English Language and English Literature are taught concurrently. The emphasis for

Literature is on the understanding and appreciation of a variety of genres: Prose, Poetry, and Drama. In English

Language the focus is on developing students’ understanding of how language works in a range of texts. Skills of

analysis and evaluation are also developed alongside the ability to think independently. In order to prepare

students for the rigorous demands of IB English, the Department aims to instil in students the importance of

wider reading. Homework is an integral part of the course.

Cambridge programmes and qualifications are designed to support learners in becoming:

• confident in working with information and ideas – their own and those of others

• responsible for themselves, responsive to and respectful of others

• reflective as learners, developing their ability to learn

• innovative and equipped for new and future challenges

• engaged intellectually and socially, ready to make a difference


In English Language, students are taught to communicate accurately and effectively in both speech and writing.

A range of skills are developed:

• Enable candidates to understand and respond to what they hear, read and experience.

• Enable candidates to communicate accurately, appropriately, confidently and effectively

• Encourage candidates to enjoy and appreciate a variety of language

• Complement candidates’ ability to work with information and ideas in other areas of study, for

example, by developing skills of analysis, synthesis and the drawing of inferences

• Promote candidates’ personal development and an understanding of themselves and others.

In English Literature, students are encouraged to enjoy the experience of reading and to develop the following:

• An understanding of, and the ability to respond to, a range of literary texts from different periods in

literary history.

• The ability to produce an informed personal response that is appropriate and effective.

• An appreciation of the ways in which writers use language to achieve specific effects.

• An understanding of the contribution of Literature to areas of human concern.

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What is the subject content? English Literature:

Prose - Stories of Ourselves (short stories by various writers)

Poetry - Songs of Ourselves (poems by various writers)

Drama - Macbeth by William Shakespeare

English Language:

Text transformation

Report writing

Summary writing

Textual analysis

Argumentative writing

Narrative writing

Descriptive writing

What is the nature of assessment? Assessment is by final examination. English Language:

Paper 2 Reading Passages (2hrs)

Paper 3 Directed Writing and Composition (2hrs)

English Literature:

Paper 1 Poetry and Prose (Closed Book) (1hr 30 mins)

Paper 2 Drama (Open Book) (45 mins)

Paper 3 Unseen (1hr 15 mins)

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LANGUAGES

Languages are part of the cultural richness of our society and the world in which we live. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment.

What is the nature of Languages at IGCSE level?

Students will develop their listening, speaking, reading and writing skills in order to communicate effectively using the language they are studying. They will use the language whenever and wherever possible. Students will also learn the culture of the countries where the language is spoken so that they have a better understanding of the similarities and differences between their own culture and the culture of the language they are learning. In this way, students will have a positive attitude towards the cultures of others.

The course aims to form a sound base of the skills, language and attitudes required for further study, work and leisure:

● Offer insights into the culture and civilisation of the countries where the language is spoken ● Develop a fuller awareness of the nature of language and language learning; ● Encourage positive attitudes toward language learning and towards speakers of other languages and a sympathetic approach to other cultures and civilisations; ● Provide enjoyment and intellectual stimulation; ● Complement other areas of study by encouraging skills of a more general application (e.g. analysis, memorising, drawing of inferences).


In Languages, students will improve their listening, speaking, reading and writing skills using a learner-centered approach that is not restricted to textbooks. Instead, students will be exposed to various types of texts taken from a range of materials. Students will learn the language through diverse activities such as role-plays, oral presentations and language games. Assignments and assessments are varied so that students are aware of their strengths and areas to be improved.


Please note:

1. The following lists of topics are not exhaustive and may be changed according to students’ level of ability

and interest. The topics may not be taught in the order as they appear on the lists.

2. IGCSE Chinese (1st, 2nd and Foreign Language), Malay Foreign Language and Indonesian Foreign Language examinations take place in Semester 1 of Grade 10: the oral examination is in March, and the written examination occurs in May.

3. Because of the small class sizes, Malay/Indonesian and Tamil will be taught for four periods per week instead of six. For the remaining two periods, students will report to the school library to do self-study. Subject teachers will set meaningful work for the students.

4. Hindi lessons operate under a different arrangement. There are six periods of Hindi lessons per week. Parents pay the Hindi teacher separately and will be informed of the charges by the teacher herself.

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A. 1st Language Chinese

The 1st Language Chinese course is designed for students who have attained a higher level of Chinese. Students will be prepared to take the IGCSE First Language Chinese examination and the I.B. Chinese Language A: Language & Literature (Higher/ Standard Level) OR Chinese-Mandarin B (Higher Level) in Grade 11 and 12.

Grade 9 Chinese family and parenting, Friendship, Integrity, Preserving Our Culture, Hometown, Environmental Issues,

Different types of leisure activities, Sports, Social media, School life, Inner and outer beauty. Grade 10 Comparing Chinese and Western culture, Media and communication, Migration, Computers & The Internet, Health.

B. 2nd Language Chinese

The 2nd Language Chinese course is designed for students who have learned the language for some years and have attained a satisfactory level of competency. Students will be prepared to take the IGCSE Chinese as a Second Language examination and the IB Chinese-Mandarin B (Standard Level) in Grade 11 and 12.

Grade 9 Education, School Activities, Chinese Family, Chinese Movies, Differences and Similarities between Chinese and Western Culture, Internet and Communication, Modern Technology and Lifestyle, Cultural diversity. Grade 10 School Life, Volunteer work, Social Media, Health related to Food and Drink, Fast Food Culture, Travelling, Leisure activities.

C. Foreign Language Chinese

The Foreign Language Chinese course is designed for students learning Chinese as a foreign language. Students will be prepared to take the IGCSE Chinese (Mandarin) - Foreign Language examination and the I.B. Chinese-Mandarin B (Standard Level) in Grade 11 and 12.

Grade 9 Chinese celebrity, Technology and media, Chinese festival, Learning Chinese, School life, Future career. Grade 10 Party, Food & Drink, China, Spring festival, Reunion dinner.

D. Foreign Language Spanish, Malay and Indonesian

The IGCSE Foreign Language Spanish, Malay and Indonesian courses are designed to build on a foundation that students have already acquired over the two years prior to the start of this course. During these IGCSE courses, students will further develop their ability to use the language effectively for the purposes of practical communication and to prepare them for the IB Language B Standard course (or Higher Level course for Spanish only) in Grades 11 and 12.

Grade 9 Technical Innovation and Negative Interactions, The Media and our Decisions, Travel and Cultural Celebrations, Culture through Food, Community Service Grade 10 Regional/Cultural Differences and Language Expression, My Choices and Future Life, Different Childhoods Around the World, Influence of Cultural Beliefs/Taboos, Creative Expression.

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E. IGCSE Bahasa Indonesia (1st Language Indonesian)

In Grades 9 and 10, students are prepared to sit for the IGCSE Bahasa Indonesia examination (aimed at students for whom Bahasa Indonesia is a language of everyday use) in which they will be examined on their ability in listening, speaking, reading and writing. For all students of Grades 9 and 10, their proficiency of Indonesian will be consolidated and developed further to prepare them to join the Indonesian A course as part of the IB Diploma Programme.

Grade 9 Health and fitness, Home life, Free time

Grade 10 Education and training, The world we live in

F. Tamil

Students will be prepared to sit for the GCE ‘O’ Level Higher Tamil, Tamil or B Syllabus Tamil examination, and the IB Tamil B (Standard Level) in Grade 11 and 12.

Grade 9 Relations (Family and Friends), Community and Country (Historical Moments), Tradition and Culture (Harvest Festival), Imaginary World (Olden stories), Tradition and Culture (Tamil Nadu), The World and Us (Sports), Tradition and Culture (Courageous Women)

Grade 10 Relationship (Responsibilities in a family), Community and Country (Total Defence), Tradition and Culture (Lifestyles of Tamil people), Community and Country (Challenges and Achievements), The World and Us (Economics), Community and Country (Singapore in the Global Stage), The World and Us (International Days- Water day etc.), Tradition and Culture (Literary Works).

G. Hindi

Students will be prepared to sit for the IGCSE Hindi as a Second Language examination, which leads to the IB Hindi B (Standard Level) in Grades 11 and 12.

Grade 9 Personalities, Pollution & Health, Environment, Sports, Safety & Health, Science & Technology, Cyberspace, Arts & Crafts, Cinema & Television, Challenges & Experiences, the Advantages of Disadvantages of Technology

Grade 10 Music Entertainment, Current Affairs, Singapore in my eyes, Travel & Tourism, Culture & Society, Leisure, Family relationships

H. Home Language Programme

The Home Language Programme is a specialised programme offered to students who have a linguistic or cultural connection to a language other than English. Depending on their level of language, the student’s Home Language can either be studied at a first or second language level. Language courses in the Home Language Programme are specifically tailored to the needs of the students, and therefore the examination will be based on their ability. Students will be given an appropriate benchmark assessment at the end of Grade 10. Past examinations have included the First Language IGCSE French examination, and the JLPT (Japanese Language Proficiency Test) level 2. Additional fees apply for this programme.

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What is the nature of assessment? Internal Assessment throughout the course will be based on class activities, class work, homework and tests.

External Assessment:

Examinations Papers Weighting

IGCSE First Language Chinese Paper 1 Reading, Directed Writing and Classical Chinese Paper 2 Writing

50% 50%

IGCSE Chinese as a Second Language Paper 1 Reading & Writing Paper 2 Listening Component 3 Speaking

60% 20% 20%

IGCSE Chinese (Mandarin) - Foreign Language IGCSE Spanish - Foreign Language

Paper 1 Listening Paper 2 Reading Paper 3 Speaking Paper 4 Writing

25% 25% 25% 25%

IGCSE Malay as a Foreign Language IGCSE Indonesian as a Foreign Language

Paper 2 Reading & Directed Writing Paper 3 Speaking Paper 4 Continuous Writing

33% 33% 33%

IGCSE Native Indonesian Paper 1 Reading & Understanding Paper 2 Reading & Writing Component 3 Speaking & Responding

45% 40% 15%

GCE ‘O’ Level Higher Tamil Paper 1 Essay Paper 2 Language Usage & Comprehension

45% 55%

GCE ‘O’ Level Tamil Paper 1 Essay Paper 2 Language Usage & Comprehension Paper 3 Oral & Listening

30% 35% 35%

GCE ‘O’ Level B Syllabus Tamil Paper 1 Essay Paper 2 Comprehension Paper 3 Oral & Listening

20% 30% 50%

IGCSE Hindi as a Second Language Paper 1 Reading & Writing Paper 2 Listening

67% 33%

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CO-ORDINATED SCIENCE

What is the nature of Co-ordinated Science at IGCSE level?

Co-ordinated Science is a double award subject (equivalent to two IGCSEs only) that sets the content, ideas, skills, processes and applications of science in the broadest possible contexts. Students are taught by the same two Science teachers who will cover the Biology, Chemistry and Physics elements of the course. It will lead to examinations in the second year.

This subject sets out to make students continuously aware of the interrelationships between the main areas of Biology, Chemistry and Physics. This co-ordination is the feature that distinguishes this syllabus from independent, self-supporting syllabuses in the separate sciences. Students are provided with a core base from which to launch their IBDP study of any science discipline if they choose to do so. Eligibility to take HL science courses in the IB Diploma is equivalent from either a coordinated or separate sciences background.


Like all IGCSE science courses the course aims to provide students with a range of skills that will enhance their ability to understand the world from a scientific viewpoint. These skills include: the knowledge and understanding of scientific principles, theory and phenomena; competence with experimental methods and apparatus; and an ability to interpret, analyse, make inferences from experimental results; effective communication and to recognise the place of science in today’s world. Activities in class are varied to cater to different learning styles but we aim to develop in students a desire to learn more about the world around them.

Competency in these skills will be achieved from a variety of approaches including: practical classes, student developed investigations, field trips, project work, use of computers and the Internet including data loggers, as well as other student-centred classroom activities.


The following table lists the topics studied in each of the major disciplines.

Biology Chemistry Physics

B1. Characteristics of living organisms B2. Cells B3. Enzymes B4. Nutrition B5. Transportation B6. Respiration B7. Co-ordination and response B8. Reproduction B9. Inheritance B10. Energy flow in ecosystems B11. Human influences on the ecosystem

C1. The particulate nature of matter C2. Experimental techniques C3. Atoms, elements and compounds C4. Stoichiometry C5. Electricity and chemistry C6. Energy changes in chemical reactions C7. Chemical reactions C8. Acids, bases and salts C9. The Periodic Table C10. Metals C11. Air and water C12. Sulphur C13. Carbonates C14. Organic chemistry

P1. Motion P2. Matter and forces P3. Energy, work and power P4. Simple kinetic molecular model of matter P5. Matter and thermal properties P6. Transfer of thermal energy P7. Waves P8. Light P9. Electromagnetic spectrum P10. Sound P11. Magnetism P12. Electricity P13. Electric circuits P14. Electromagnetic effects P15. Radioactivity

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What is the nature of assessment? There are two aspects to the assessment of this subject. The first is SJII’s own continuous assessment of student performance throughout the two year course which aligns itself with the aims of the course and the standard students are expected to meet. These types of assessment are frequent and varied and may be based on: end of topic tests, answers to set questions, assessment of homework, prepared posters, class presentations and an end of G9 examination. The second aspect of assessment is the requirement of the CIE and forms the student’s final grade for the subject. This is based on three examinations in November of the second year.

Paper 2: Multiple choice question paper

(Core and Supplement Material) (30% of final grade)

Paper 4: Extended response paper (Core and Supplement Material)

(50% of final grade)

Paper 6: Alternative to practical (20% of final grade)

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BIOLOGY

Students who choose to follow the separate sciences pathway will study each of the three science disciplines leading to three IGCSEs (one each in Biology, Chemistry and Physics). The course is taught by specialist subject teachers and students cover each of the three sciences in greater breadth and depth than the co-ordinated double award science qualification. What is the nature of Biology at IGCSE level? Biology is the study of living things. The IGCSE Biology course is a single award subject that leads to examinations in the second year. The course will allow students with a particular interest in Biology to study this subject to a greater degree. It aims to equip students with knowledge and understanding of the biological world. The course examines how common biological principles apply at various levels in the living world. For example, from the structure of DNA at the micro level, to the structure of ecosystems and biomes at the macro level. The course examines all the biological processes that occur in living things to ensure life is maintained on Earth and how humans impact these processes. Students are provided with a solid base from which to launch their IBDP study of Biology if they choose to do so.

What is the approach to learning? Students will learn how to analyse experimental results and information in various ways, develop their problem solving abilities and improve their practical, experimental and investigative skills. In common with the other IGCSE science courses, it aims to further develop abilities such as evaluation, interpretation, and effective communication and to recognise the place of science in today’s world. Activities in class are varied to cater to different learning styles but we aim to develop in students a desire to learn more about the living world around them.


The specific topics of study are:

1. Characteristics and classification of living organisms 2. Organisation of organisms 3. Movement in and out of cells 4. Biological Molecules 5. Enzymes 6. Plant Nutrition 7. Human Nutrition 8. Transport in Plants 9. Transport in Animals 10. Diseases and Immunity 11. Gaseous exchange in humans 12. Respiration 13. Excretion in humans 14. Coordination and response in plants and animals 15. Drugs 16. Reproduction (including birth control and STDs) 17. Inheritance 18. Variation and Selection 19. Organisms and their Environment 20. Biotechnology and Genetic Engineering 21. Human Influences on Ecosystems

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What is the nature of assessment? There are two aspects to the assessment of this subject. The first is SJII’s own continuous assessment of student

performance throughout the two year course which aligns itself with the aims of the course and the standard

students are expected to meet. These types of assessment are frequent and varied and may be based on: end of

topic tests, answers to set questions, assessment of homework, prepared posters, class presentations and an

end of Grade 9 examination.

The second aspect of assessment is the requirement of the CIE and forms the student’s final grade for the subject. This is based on three examinations in November of the second year.

Paper 2 Multiple choice questions 30%

Paper 4 Short and extended answer questions 50%

Paper 6 Questions based on experimental processes and techniques 20%

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CHEMISTRY

What is the nature of Chemistry at IGCSE level?

IGCSE Chemistry is a two year course that will allow students to acquire chemical knowledge, understand

concepts, learn to process information in various ways, solve problems and develop their practical experimental

and investigative skills. In common with the other IGCSE Sciences courses it aims to further develop abilities

such as evaluation, interpretation and effective communication; enabling students to recognise the place of

Science in today’s world.


The chemical concepts studied will be placed into a ‘real world’ context to allow students an understanding of

the work undertaken by chemists and the impact of chemistry on people’s lives. The course aims to provide a

broad range of teaching and learning activities to encourage student development in all areas of scientific study.

Students will be exposed to scientific procedure and learn how to analyse and evaluate data, including looking

at the strengths and limitations of scientific claims. Activities in the lessons will be varied and students will learn

Chemistry through set practicals, investigations and theory.


The specific topics studied are:

1. The particulate nature of matter

2. Experimental techniques

3. Atoms, elements and compounds

4. Chemical changes and Chemical reactions

5. Acids, bases and salts

6. Carbonates

7. The Periodic Table

8. Stoichiometry

9. Electricity and chemistry

10. Metals

11. Air and water

12. Sulphur

13. Organic Chemistry


Throughout the two years the students will be assessed by a variety of methods. Each of the modules will have

an End of Unit Examination which will be composed like their final examination. As well as this formative

assessment the students will also be continuous assessed by completing assessed task. This will be varied and

include activities such as posters, presentations, investigation reports and assessed past paper questions.

The final assessment and grade awarded by CIE will involve candidates completing three exam papers at the

end of the two year course. These are summarised in the table below.

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Paper 2 Multiple choice (Extended) 30%

Paper 4 Theory (Extended) extended answer questions 50%


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PHYSICS

What is the nature of Physics at IGCSE level?

Physics is the study of the properties and nature of matter, the different forms of energy and the ways in which

matter and energy interact in the world around us. The aims of the IGCSE Physics course are to enable students

to acquire sufficient understanding and knowledge to become confident citizens in a technological world; to

develop an informed interest in matters of scientific importance; to recognise the usefulness, and limitations, of

scientific method; to appreciate its applicability in other disciplines and in everyday life and to be suitably

prepared for studies beyond IGCSE such as the IB Diploma.

The course also aims to develop abilities and skills that are relevant to the study and practice of Physics and to

develop relevant attitudes, such as concern accuracy and precision, objectivity, integrity, enquiry, initiative and

inventiveness.


Physics is taught in a way that incorporates practical and theoretical understanding of the subject.


Grade 9 Topics

● General Physics

● Thermal Physics

● Mechanics

● Properties of Waves, Light and Sound

Grade 10 Topics

● Electricity and magnetism

● Radioactivity

● Atomic Physics


There are two aspects to the assessment of this subject. The first is SJII’s own continuous assessment of student

performance throughout the two year course which aligns itself with the aims of the course and the standard

students are expected to meet. These types of assessment are frequent and varied and may be based on: end of

topic tests, answers to set questions, assessment of homework, prepared posters, class presentations and an

end of Grade 9 examination.

The second aspect of assessment is the requirement of the CIE and forms the student’s final grade for the

subject. This is based on three examinations in November of the second year.

Paper 2 Multiple choice questions 30%

Paper 4 Extended answer questions 50%


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COMPUTER SCIENCE

Computer Science has become vitally important in all our lives. Computer systems affect most of the things that we do, for example data analysis, controlling machinery, navigating planes, supporting administration and communication. In this context, Computer Science refers to the holistic understanding of what computer systems are and develops students ability to use algorithmic thinking to solve problems using technology.

Students will gain experience in planning, designing & developing coded solutions to a range of problems using the Python programming language and a variety of theoretical concepts they have studied. It is important to recognise how creativity is an important aspect of algorithmic thinking, and problem solving does not always involve developing code; students will however develop significant coding skills over the duration of the course.

The subject requires students to employ fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The iGCSE Computer Science course is engaging, inspiring and rigorous. It has the following characteristics:

• draws on a wide spectrum of knowledge.

• enables and empowers innovation, exploration and the acquisition of further knowledge.

• interacts with and influences cultures, society and how individuals and societies behave.

• raises ethical issues.

• is underpinned by a computational thinking methodology of problem-solving.


The course enables students to develop algorithmic problem-solving skills in a high-level programming language and using a variety of practical and non-practical methods. The content covered at IGCSE level will prepare students for progression towards the IB Diploma Computer Science courses.


Section 1 - Theory of Computer Science

1. Data Representation Using binary & hexadecimal number systems, data storage principles and technologies

2. Communication & internet technologies Understanding various internet protocols, the journey of data and related security concepts.

3. Hardware & software Developing an appreciation for key internal hardware & the role of the operating system.

4. Security Explore issues regarding data security, online data transfer and encryption.

5. Ethics Develop an awareness of the ethical implications of our ever increasing consumption of technology.

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Section 2 - Practical Problem-Solving & Programming

6. Algorithm design and problem-solving Learning how to approach problem solving in a computational way using decomposition, pseudocode & flow diagrams.

7. Programming Developing an understanding of algorithms, including variables, conditions, iteration and arrays.

8. Databases Develop an understanding of query languages and entity relationships.


During the period of the course, students will experience a wide range of tasks, including:

Analysing and developing algorithms to solve problems

Exploring computing concepts, system components and design using appropriate terminology

End of topic tests

End of year and mock examinations

Theoretical & practical problem solving and programming tasks that develop students ability to put computational thinking into practice

At the end of the course, students will sit an examination consisting of two papers. Students will be required to make reference to pre-release materials provided and will involve some practical preparation in lesson time.

Paper 1 - Theory (1hr 45mins) 60%

This question paper consists of short-answer and structured questions set on Section 1 of the Subject content.

Paper 2 - Problem-Solving & Programming (1hr 45mins) 40%

This paper consists of short-answer and structured questions set on Section 2 of the Subject content. All questions are compulsory. 40% of the marks in this paper are from questions set on tasks provided in the pre-release material. The purpose of the pre-release material tasks is to direct candidates to some of the topics which will be examined in Paper 2. During lessons prior to the examination, candidates will develop solutions to these tasks using a high-level programming language. Paper 2 will then test candidates’ understanding gained from developing these programmed solutions.

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ECONOMICS

What is the nature of Economics at IGCSE level?

Economics is for those students who want to understand how the world really works. It is primarily concerned

with how resources are allocated at present on a local, national and global scale and how they might be

allocated in the future. Economics considers who has the resources and who should get the resources. It

considers how markets allocate resources, how markets fail to allocate resources and then it considers

whether governments can do a better job!

Economics is for ordinary students who want to learn why it is said that “money makes the world go round”

but it is also for those extraordinary students who want to make a real difference. Economics is not about

what was or what is but about what will be. Economics is for those students who consider themselves “game-

changers”. However, in order to get into the game students have to know the rules and IGCSE introduces a

broad range of economics topics to do that.

Everybody is affected by and makes economic decisions everyday. Every occupation depends on the quality of

those decisions. Hence, whether you are lobbying for funds for research and development, raising money for a

charity or even demanding higher wages as a professional footballer, an understanding of Economics will help

you.

What is the approach to learning? Economics is dynamic. Every time an economist believes they know how the economy works it morphs into

something else. Hence, in class we constantly draw on real-life examples to stay in touch with those changes

and do simulations to explore the outcomes from the mundane to the far-fetched.

The aim of the course is that, appropriate to this level, students should gain an understanding of basic micro-

and macro-economic topics, acquire the necessary skills for elementary economic analysis, practice the

presentation of arguments clearly and effectively both orally and in writing, and develop an interest in

economics issues locally and internationally.

Economics teaches students to consider problems and appraise their solutions. In the end, we expect our

students to be able to give an intelligent critique of economies.

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What is the subject content? The basic economic problem

The allocation of resources

Microeconomic decision makers

Government and the macroeconomy

Economic development

International trade and globalisation

At SJII, all sections will involve a study of relevant elements of the economy of Singapore and other countries.


Paper 1: 45 minutes multiple-choice questions equating to 30% of total marks.

Paper 2: 2 hours 15 minutes structured questions equating to 70% of total marks.

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GEOGRAPHY

What is the nature of Geography at IGCSE level?

Geography at IGCSE is exciting, dynamic and relevant. It is a practical subject that will enable students to

understand change, conflict and the key issues which impact on our lives today and which affect our

futures tomorrow. The world in which we live is likely to change more in the next 50 years than it has ever done

before. Geography explains why, and helps to prepare you for those changes. If you enjoy studying geography –

carry on studying it! You are more likely to obtain your best results in a subject you enjoy. You will learn how

the transferable skills which geography fosters are an asset in the complex world of employment today.

Geography is about the future and encourages flexible thinking. It is less likely that you will spend all your

life with one company or organisation (the 'job for life'); so flexible thinking is a great attribute. Geographical

study fosters these qualities and provides a firm basis for life-long learning.

IGCSE Geography is not simply about content; it plays a large part in preparing students for life after school by

equipping them with skills of enquiry, questioning, analysis, decision-making, appreciation of a sense of place,

and a passion for diversity. This is developed through an awareness of societies and interactions between

people and their environments. It is about encouraging pupils to understand and engage with the world, which

will empower them to develop real global understanding and citizenship, thus becoming active and well-

rounded citizens. The syllabus content has recently been revised to include more material on 21st-

century/global issues including globalisation, development and disparities and climate change.


Geography IGCSE appeals to all learners due to the opportunities to engage everyone from the most intra-

personal to the most kinesthetic of learners. It teaches us to look at the bigger picture and provides a

bridge between the arts and the sciences.

Geography teaches students to make concise reports, to handle data, to ask questions and find answers. It forces us to organise ourselves, to analyse material, to think creatively and independently and to make decisions about an issue we may not ordinarily have thought about. Geographers are: good communicators, spatially aware, socially, economically and environmentally aware. They are problem solvers, good team players, computer literate and well-rounded, flexible thinkers.

Geography also gives us the opportunity to learn through fieldwork, for first hand investigation of places,

environments and human behaviour. It builds a knowledge and understanding of current events, from a local to

a global scale. It helps develop skills for the future, including literacy, numeracy, ICT, problem solving, teamwork,

thinking skills and enquiry. Above all it values your views when making decisions about difficult issues.


In the Geography IGCSE course we investigate places (knowing and understanding their interdependence

and connectivity), explore spaces (interactions between occupiers of space and the space itself), discover

landscapes (as a function of the physical forces that value it), scrutinize systems (human, physical, political and

environmental), understand difference, recognise similarities and celebrate diversity.

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Summary of topics studied:

Theme 1:

1.1 Population dynamics & Migration

Why do populations change? How do they change? What policies do governments use to influence the

population? Why do people migrate? Where do people migrate?

1.2 Settlement & Urbanisation

What factors influence how settlements are developed? What problems are there in urban environments?

What can we do to solve these problems?

Theme 2:

2.1 Earthquakes and Volcanoes

Where are they located and why do they happen? What effects do they have on people and the environment?

What can we do about the effects?

2.2 Rivers

What are their characteristics? How do they work and what landforms do they produce? What can we do

to manage the impacts of river flooding?

2.3 Coasts

What are their characteristics? What landforms do we find at the coast? How did they occur? Why are

they where they are? What hazards do they pose to us and how can we manage them?

2.4 Weather, climate and natural vegetation

How do we know what the weather is going to be like? How do we measure weather and climate? What are

tropical rainforests and hot desert ecosystems? Where are they located? How are climate and the two

ecosystems related?

Theme 3:

3.1 Development

How do we measure it? What indicators do we use? What disparities are there between countries? How does Globalization fit in to this and what are its impacts? What is a TNC and what are its global links?

3.2 Food Production

What are the main systems of food production? What are the causes and effects of food shortages and possible solutions?

3.3 Industrial systems What kind of jobs do we undertake and why? What effects do these jobs have on people and the environment?

How have the classifications of these jobs changed over the years and which part of the world will provide us

with the next Einstein?

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3.4 Leisure activities and tourism

What has led to the growth of tourism and what effects does this have on the people and environment? What

are the benefits and disadvantages of tourism? What do we need to consider to ensure tourism is sustainable?

3.5 Energy and water resources

What is the significance of using wood as fuel, non-renewable fossil fuels (coal, oil and natural gas) and climate

change? What role will renewable energy supplies (Geothermal, wind, running water, solar and biogas) have in

the future? What methods of water supply and proportions of water are used for agriculture, domestic and

industrial purposes in countries at different levels of economic development? Why are there water shortages in

some areas and what do we need to do, to ensure the careful management of water to ensure future supplies?


Paper 1 Geographical Themes: 1 hour 45 minutes equating to 45% of total marks. Candidates answer three

questions, each worth 25 marks. The paper has three sections and each section will be based on Themes 1, 2 or

3. Candidates must answer one question from each section:

Theme 1: Population and settlement

Theme 2: The natural environment

Theme 3: Economic development

(75 marks, weighted to 100 marks)

Paper 2 Geographical Skills: 1 hour 30 minutes equating to 27.5% of total marks. Candidates answer all the

questions. The paper is based on testing the interpretation and analysis of geographical information, decision-

making and the application of graphical and other techniques as appropriate. The questions will not require

specific information about places but will require the use of a 1:25 000 or 1:50 000 map with a key. (60 marks)

Paper 4 Alternative to coursework: 1 hour 30 minutes equating to 27.5% of total marks. Candidates answer two

compulsory questions, completing a series of written tasks. The fieldwork scenarios for the two questions will

be taken from different aspects of the Syllabus content. The questions involve an appreciation of a range of

techniques used in fieldwork studies. (60 marks)

Fieldwork: During Grade 9 there will be a residential trip, which will take place over 5 or 6 days. The location and content of

fieldwork will be discussed with students and an appropriate area of study will be decided (in the past the

Geography Department have taken IGCSE students to Da Nang, Vietnam). Within that area, students will be

guided through the skills necessary to help them successfully answer questions on Paper 4. This trip will also

enable student input and interest. Students will work in groups to collect primary information. The cost of the

field trip will amount to approximately S$1000.00.

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HISTORY

What is the nature of History at IGCSE level?

History at SJII is not a matter of learning names and dates, nor a matter of spending long periods taking notes

from the teacher or the text book. It is rather a wide range of activities through which students experience,

understand and analyse the events they are studying. Above all, it is a process of thinking and developing a

range of skills. Naturally, in the case of Grades 9 and 10 there is a focus upon the analytical skills required in the

examination at the end of the course.

What is the approach to learning in History?

The student’s experience of History at SJII will be active, diverse and engaging. It will challenge them in their

skills of judgment, evaluation and reasoning, and it will strengthen their values as they study real world

dilemmas. They will be given the opportunity to be original and creative, to communicate to small and large

audiences, to be persuasive, to lead and to follow.

What is the nature of assessment in History?

Students will be assessed throughout the two years with IGCSE style exams leading up to the main external

examinations at the end of the course. Students will sit three papers in History:

Paper 1

This is a short essay based paper of two sections. Students will complete two questions from section A and one question from section B. Students will have a choice of questions based on the course outline below for section A. Section B will be based on their ‘Depth Study’, the USA between the wars. Students are taught the need for specific detailed knowledge and how to explain the significance of events.

Paper 2

This is the source based question paper. The topic of study changes annually and is based on one of the topics of the twentieth century. Students are taught to analyse and evaluate sources for information and reliability.

Paper 4

This is the second of the essay based exams. This paper is the alternative to coursework. It is the ‘Depth Study’ which is also based on the USA between the wars.

There is one essay question worth 40 marks. Students are taught how to create an argument and how to write in essay form.

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The IGCSE course is a study in modern world history. In Grade 9 we study the following: ● International Relations 1919-39

I. The Peace Settlement remaking Europe after World War I – how the peace was made.

II. How the peace was lost – following the pattern of international relations after 1919, we chart how the optimism of the 1920’s turned into the slide towards war after the accession of Hitler to power. Along the way we also consider in detail:

III. The Great Depression

IV. The rise and fall of the League of Nations

● The USA 1919-41

I. The 1920’s – we look at the boom years in the United States, examining how the thriving economy was created and what weaknesses it contained.

II. The ‘Roaring Twenties’: American society possessed many remarkably features in the 1920’s and we examine them all – the ‘Jazz Age’, the birth of the cinema, prohibition and gangsters, and the sinister Ku Klux Klan.

III. The Wall Street Crash: How the boom turned into bust, how the Wall Street Crash turn into a depression which spread across America and the rest of the world.

IV. Roosevelt and the New Deal: In 1933 Franklin Roosevelt was elected President, promising the Americans a ‘New Deal’ which would end the Depression. We examine what Roosevelt did – and how well it worked.

In grade 10 we continue our study of international relations this time focusing on the Cold War, studying the

following topics:

1. The origins of the Cold War.

We look at the breakdown of the USA-USSR alliance in 1945-6; Soviet expansion into Eastern Europe to 1948, and American reactions to it; occupation of Germany and the Berlin Blockade.

2. The USA’s attempts to contain the spread of communism.

We focus upon two case studies: American reactions to the Cuban revolution, including the missile crisis and its aftermath, and American involvement in the Vietnam War.

3. An analysis of the USSR’s control over Eastern Europe 19 48 – c.1989

We will look at Soviet power in Eastern Europe: including resistance to Soviet power in Hungary (1956) and

Czechoslovakia (1968); the Berlin Wall; 'Solidarity' in Poland; Gorbachev and the collapse of the Soviet Empire.

In addition to covering and completing the syllabus content, a significant amount of time will be spent developing the essay and document skills required by this course and practicing examination questions

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ART AND DESIGN

What is the nature of Art at IGCSE level? IGCSE Art and Design is a two year course that encourages students to think creatively through visual

investigation and technical practice. We follow the Cambridge course that offers one year to develop

understanding and technique, and one year to complete all assessed coursework and a timed exam. What is the approach to learning? Students will learn to use a wide variety of materials and techniques during the first year, through

demonstration, workshop, practice, individual and group work. All homework is to support and enrich the class

work. Students learn about a large number of artists, artistic movements and art from different cultures, and

learn how to apply these techniques and processes to their own work. All this knowledge is applied to the

coursework and exam assignments, which the students work on individually. Students will visit different areas of

Singapore to make observational drawings through a number of field trips. Galleries will also be visited when

required for the course. What is the subject content? The projects during the first year encourage personal expression, imagination, sensitivity, conceptual thinking,

powers of observation, an analytical ability and practical attitudes. Students will learn how to use and

communicate with a wide variety of materials, techniques and processes, and will create a diverse portfolio of

work. In the second half of the first year, students will create their assessed coursework portfolio and their

externally set exam portfolio, ending with a timed piece of work undertaken in exam conditions. Students who

choose art usually spend a large amount of their free time working either in the art room or at home in their

spare time.

WHAT DOES THE COURSE LOOK LIKE…

Grade 9 Jan – Sept – Non assessed (for the final IGCSE Grade) part of the course.

UNITS OF WORK in Grade 9:

Unit 1 – Architecture and structures

Unit 2 – The Natural world

In these units, the students learn many of the skills, techniques and critical thinking techniques that they will need for their coursework and exam later in Grade 9 and in Grade 10.

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In Architecture and Structures they will:

-Record local architecture from direct observation and personal experience, using a range of drawing, painting and photographic skills.

-Show engagement and experimentation with a range of media, materials and techniques, including new media and technologies, where appropriate.

-Show exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions making work based on various architectural stimuli, when working in carefully selected artistic styles.

-Show they can think creatively and critically, and create a number of different possible compositions when planning their final piece.

-Produce an imaginative, creative and personal response as a final outcome or outcomes to the project.

In the Natural World they will:

- Record various natural forms from direct observation and personal experience, using a wide range of drawing, painting and photographic skills, selected and used to a high level of technical ability.

- Show increasing self-motivation, engagement and experimentation with a wide range of appropriate media, materials and techniques, including new media and technologies, where appropriate, taking risks and making daring connections between styles.

- Show a high level of exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions making work based on various natural forms as stimulus.

- Work in carefully selected artistic styles, chosen independently to suit the subject matter.

COURSEWORK (50% OF THE COURSE AND FINAL GRADE)

In September, the students will receive their coursework paper where they will choose from 3 different themes or questions to base their coursework on. The coursework goes on until June of Grade 10 so it is important they select a theme by which they are really inspired.

Examples Of These Are: Face to Face, Tangled, Decay, Food, Local Buildings, Rainforest.

When they have selected a theme, students will work through the project ensuring they cover the assessment criteria.

1. *Students need to work through an extensive range of drawing media to record from direct observation the subject matter they have chosen.

2. Students will experiment with a variety of different compositions as the plan and develop their work.

3. Students will analyse how different artists Styles have been used, comparing and making connections between artists from the same and different artistic movements.

4. Students will select appropriate materials and try to use them to a high technical standard.

5. Students will plan and prepare to make a personal and unique final piece which shown an accumulation of all of their knowledge attained through the coursework process.

EXAM (50% OF THE COURSE AND FINAL GRADE)

In July, the students will receive their exam paper. This has 10 themes or questions for them to choose from. These range from very literal questions like ‘a person sitting on a stool holding a ball’, to more conceptual themes like ‘distorted’ or ‘old and new’. Once they have selected their question they have 10 weeks to complete all of the research and preparation, then they finish their final piece in an 8 hour exam (with breaks!). *They are assessed on the same 5 criteria as the coursework above.

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DRAMA What is the nature of Drama at IGCSE level?

The IGCSE Drama course aims to develop students’ understanding of Drama through practical and theoretical

study, enabling students to realise the performance possibilities of text and other stimuli. It encourages the use of

dramatic forms and structures to communicate feelings and ideas to an audience. Students are not required to

have prior formal academic experience. However, an enjoyment of collaborative work, creative expressions and

enthusiasm for watching and analysing performance is essential.


The IGCSE Drama curriculum fosters the acquisition and development of performance skills specific to the subject

along with transferable skills through individual and group work. The curriculum also aims to develop an

understanding of the processes leading to performance and the elements involved in creating a performance.

Students will also develop their ability to reflect across the various stages of performance work, setting goals that

enable them to achieve their intended impact.

As part of their studies, students will be given the opportunity to watch a number of performances, engage with

visiting practitioners through workshops and attend an International Schools Theatre Association Festival which is

an international festival for Drama and Theatre students. What is the subject content? Due to the performative nature of the subject, the content of the course centres around performance related activities. Through practical and theoretical study, students develop an understanding and enjoyment of drama, developing group and individual skills and studying ways to communicate ideas and feelings to an audience. Students work with extended extracts from published plays, stimuli such as short titles, poems, pictures, songs, historical events and stories for devising dramatic pieces and their own choice of dramatic repertoire. Students will also work with dramatic material for their own devising work. Students will develop their individual and group performance skills, the demonstration of which forms part of the final assessment. .


There are two final assessment components:

• A written examination that is taken in May of the second year of the course. The questions on this paper relate to the pre-release material provided by the examination board. Questions will cover a variety of aspects of acting, devising, directing and design (costume and make-up, lighting, props, scenography, set, sound).

• Coursework that is submitted:

One individual performance based on an extract from a play that is 3-5 minutes long.

One group performance based on an extract from a play that is a maximum of 15 minutes long

One group performance based on an original devised piece that is a maximum of 15 minutes long

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MUSIC

What is the nature of Music at IGCSE level?

A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through learning and participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. At SJI International students’ learning and active musical engagement allows them to become informed, reflective and critical practitioners in music, to explore and value the diversity of the music across time, place and cultures and develop confidence and experience as a performer.


IGCSE Music occurs twice a week and the lessons are divided into an Analysis & Context class and a Composition class. Students will learn how to identify all the musical elements of a piece of music by both listening to it as well as reading and analysing a score. The IGCSE course enables students to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the activities of listening, performing and composing. It will:

• Help candidates develop a perceptive, sensitive and critical response to the main historical periods and styles of Western music

• Help candidates to recognise and understand the music of various non-Western traditions, and thus to form an appreciation of cultural similarities and differences • Provide a foundation for the development of an informed appreciation of music • Provide a foundation for further study in music at a higher level Because the course is also performance based, students are expected to have a tutor for their chosen instrument (this can be either an instrumental teacher from the ITP program run at school, or a music teacher outside of school) and should practise on their instrument/voice independently and regularly outside of school.


Students will follow the Cambridge IGCSE course, which is subdivided into the following three basic components: Listening, Performing, and Composing.

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1. Component 1: Listening

i) Unprepared listening: aural awareness, perception and discrimination in relation to Western Art music of the Baroque, Classical, Romantic and 20th-Century periods, and Identifying and commenting on a range of music from cultures in different countries. To give an example, in 2019 the unprepared World Music was from African & Arabic, Latin American, Indian, Indonesian and Japanese traditions.

ii) Prepared listening: The prepared listening, knowledge and understanding of one Western art

music set work and one Prescribed Focus from a non-Western culture (traditional Chinese ensemble music - 2019). For 2019, Candidates will study Mozart’s Clarinet Concerto (movement 1)

2. Performance Candidates must offer (i) and (ii):

(i) Singing or playing individually (either one piece or two short contrasting pieces, which may be

on the same or on different instruments); and

(ii) Singing or playing in an ensemble Some performance will take place in school time. However, the learning of an instrument/voice by personal tuition until the prescribed grade III or IV standard is attained is the responsibility of the students. It is a requirement at SJII that the pupil is involved in at least one extra-curricular musical ensemble at school.

3. Composition candidates must submit two compositions. These compositions should be either contrasting in character or written for different forces. One composition must be written in a Western, tonal style and must demonstrate familiarity with the basic principles of traditional harmonic language. This composition must be fully notated using staff notation and the score must be submitted with a recording. The second composition may be notated in whatever form of notation is appropriate to the music. Music students at SJII have access to one of the most comprehensive Music Technology facilities in Singapore.


Component 1 Listening - 40%

This Component is based on CD recordings supplied by Cambridge. The extracts or pieces played will be from a wide range of styles and traditions. The questions test understanding and perception of the music. Candidates are expected to follow any complete or skeleton scores or diagrams provided. All questions are compulsory and will require either short answers or will be in a multiple-choice format.

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Extracts in Sections A, B, C and D will be played four times, extracts in Section E will be played twice. In Sections A, B and C, candidates may be asked questions relating to rudiments, melody and rhythm, harmony (including recognition of chords, keys and cadences), ensembles, instruments and instrumental effects, structure, compositional devices, texture, style or genre, as appropriate to the music. Component 2 Performing - 30% Component 2 consists of prepared performances of the candidate’s own choice, all of which must be recorded. Component 3 Composing - 30% Candidates submit two compositions, contrasting in either character or written for different forces, which must be recorded onto CD. Notation may be either handwritten or computer generated, but all scores must be accurately edited.

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PHYSICAL EDUCATION (IGCSE)

What is the nature of IGCSE Physical Education in Grades 9 & 10?

The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects

of physical education. It is designed to foster enjoyment in physical activity and provide an insight into

the issues and science involved in sport. By following the course students will develop an understanding

of effective and safe physical performance and learn to appreciate the necessity for a sound

understanding of the principles and practices that underpin improved performance, better health and

well-being.


Students will take one theory lesson and one practical lesson per week. Lessons will be delivered in a

variety of mediums and will of course draw on practical examples from modern sports science in

order to facilitate learning. In addition there is a strong emphasis on student leadership. The course

provides students with an opportunity to use a range of technology; video recordings, digital images

and movement analysis software to record and analyse performance.


The following table states the four Units covered in the theory element of the course and lists the

topics covered.

Anatomy and physiology Health, fitness and

training

Skill acquisition

and psychology

Social, cultural

and ethical

influences

Skeletal and muscular system

Respiratory system

Circulatory system

Energy supply and the effects of exercise on the body

Simple biomechanics

Health & well-being

Fitness

Relationship between health and fitness

Diet

Components of fitness

Principles of training

Methods of training

Warm up & cool down

Skill & ability

Skilled performance

Skill classification continua

Information processing

Stages of learning

Feedback

Guidance

Goal setting

Motivation

Arousal

Anxiety

Relaxation techniques

Personality types

Leisure & recreation Sports development pyramid Sponsorship Media Global events Professions and amateur performers Technology Performance enhancing drugs Risk & risk assessment Injuries

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The subject also has a strong practical element. Students will have the opportunity to work on a

variety of sports and activities, and will be assessed in a minimum of four sports or activities from two

of the seven categories. The practical sports and activities are: Category 1: Games – Association football, Badminton, Basketball, Cricket, Golf, Handball, Hockey,

Netball, Baseball Rounders or softball, Rugby League or Union, Squash, Table Tennis, Tennis, Volleyball,

Lacrosse

Category 2: Gymnastic Activities –Artistic Gymnastics (Floor and Vaulting), or Rhythmic Gymnastics,

Trampolining, Figure Skating,

Category 3: Dance

Category 4: Athletic Activities – Cross Country running, Cycling, Track and Field, weight training for

fitness, rowing & sculling

Category 5: Outdoor and Adventurous Activities – Canoeing, Hill Walking or Orienteering , Horse

riding, Mountain biking, Rock Climbing, Rowing, Sailing, Skiing or Snowboarding, Wind Surfing

Category 6: Swimming – Competitive Swimming, Life Saving or Personal Survival, water polo

Category 7: Combat Activities – Judo or Taekwondo


There are two components to assessment:

Component 1 (50% of total marks) The exam paper uses a mix of short answer questions and

structured answer questions.

Component 2 (50 % of total marks) Students undertake four practical activities or sports from at

least two of the seven categories list.

Who is the course suited to?

Being a top class athlete is not the sole requirement; the all rounder with a genuine interest in all

things sporting is the ideal student. Students are expected to represent the school in at least one

sports team while studying the course. The course will provide a great grounding for those students

thinking about careers in Sport Science, Sport Coaching, PE Teaching, Physiotherapy and Sports

Business.

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PHYSICAL EDUCATION (CORE)

What is the nature of Physical Education in Grades 9 & 10? Physical Education in grades 9 & 10 continues to develop the key attributes of cohesion, friendship, social interaction and skill development from grades 7 & 8 with an additional emphasis on independent learning and leadership. Students work towards enhancing their communication skills through leading their peers in small group and whole group activities. What is the approach to learning? The whole Physical Education curriculum is designed to allow the students to learn, apply and appreciate a range of sports and games in school and as recreational pursuits for life. Activities are varied to cater for a wide range of abilities and have an emphasis on healthy living. Students are always encouraged to better themselves and to learn to be part of a team. What is the subject content?

Students learn to:

Explain the relationship of PE to health, for example how to avoid injuries, or the benefits of cardio- vascular fitness

Develop social skills and a strong sense of fair play, enthusiasm and commitment, especially in teamwork and encouraging their peers

Identify and work to their optimal level of physical fitness Appreciate the use of creative and expressive aspects of movement

Refine the motor skills necessary for a variety of activities

Understand and apply theories, techniques, rules and training principles of different games

Reflect on and evaluate their own and others performances in order to develop strategies for improvement.


Students are assessed formatively each lesson and are also given a summative level at the end of each

unit of work against a criteria. The criteria, look at a student’s understanding of principles and

strategies as well as their competence demonstrating skills and techniques in a range of activities.

Students are exposed to the criteria on a regular basis and can work together to identify areas for

improvement based upon these criteria.

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There are two main strands from which the teacher may assess a student. These allow all students

(including those medically exempt from lessons) the opportunity to progress and be assessed. Strand 1 - Use of knowledge

Students are expected to have a knowledge and understanding of the physical activities or topics

studied. They are expected to be able to use this knowledge and understanding critically, and apply it to analyse situations and solve problems.

Strand 2 –Performance

Assessment will focus mainly on the performance strand.

Students are expected to perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group situations.

Students are also assessed on their understanding of how to prepare for exercise and how to lead a

warm up. All lessons have a focus on a number of character strengths that students could display which

link to a number of key concepts covered in lessons.

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WELLBEING EDUCATION What is the nature of Wellbeing Education in Grades 9 & 10? Wellbeing Education aims to equip students with the knowledge and understanding of holistic health (Physical, Mental & Emotional, Social and Spiritual). S t u d e n t s w i l l d e v e l o p p o s i t i v e attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. Wellbeing Education encourages them to be enterprising and supports them in making effective transitions. It also enables students to reflect on and clarify their own values and attitudes in our multicultural society. The aims of Wellbeing Education are to:

consider a range of ethical, social and personal issues

equip students with the tools to deal with changing situations that affect them

allow students to engage with big questions about moving forward in life

afford students the time to reflect on their place in their community from a local, national and global perspective and how they can be active citizens

develop skills to inquire into what is required to lead healthy and responsible lives as confident, critical consumers and members of society

What is the approach to learning? The whole curriculum is designed to link learning to life outside school and make connections between subjects and cross-curricular themes and dimensions. Of utmost importance is the aim to provide a safe and secure environment through which students can explore life issues with openness and confidence. Activities are varied to cater for a wide range of learning styles but there is an emphasis on group discussion and critical debate. Newspaper articles, web materials, etc are constantly sourced by teachers to provide the students with up to date resources from the world around them. What is the subject content? The Wellbeing programme of study at SJI International is based on our school ethos which is broken down into four main units of study:

Learning to Learn Growth mindset, independent learning, research skills, recognising bias, reflection and self-analysis

Learning to Live Personal and social health (well being) and development

People of Integrity Decision making, values and virtues, cultural awareness, inclusion, recognising strengths, gratitude

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People for Others Positive purpose and meaning, global and local citizenship, communities and rights and responsibilities

The specific topics of study are modified yearly in accordance with world issues that arise as well as the particular needs of the year group. However, these can be broadly classified into the following: Grade 9 WE

● Decision making ● Social dynamics, relationships and sexuality ● Drug and alcohol awareness ● Self-worth and the media

Grade 10 WE

● Careers, choices and work related education ● Citizenship, community and social responsibility ● Relationships and consent ● Personal and social development

What is the nature of assessment? Wellbeing Education is a non-examination subject taught at grades 7-10 for two periods per lesson (1hr 20mins). Wellbeing Education shares this timetable slot with Religious Education, therefore, students study Wellbeing Education on a biweekly basis. The students are assessed through SJI International’s own continuous monitoring of student performance, which aligns itself with the aims of the course and the standards students are expected to meet. The skills they are assessed for are cross-curricular, thus the continual assessment of these skills is designed to help them progress in all areas of academic and pastoral life.

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RELIGIOUS EDUCATION What is the nature of RE in Grades 9 & 10? Religious Education (RE) aims to help students develop and deepen their awareness of the connection between their interior life (psychological, emotional and spiritual) and the world around them. RE encourages them to reflect on and critically evaluate their experiences and responses to the different events of their life and happenings of the world. Through the study of different religions, morality and what it means to be Lasallian, RE aims to help the students build for themselves a framework of values and guiding principles. The aims of RE are to: Through the study of RE, students will · Devote mental and emotional energy to appreciating their own and others’ religion, beliefs and

culture · Effectively observe, reflect and commit to serving their community · Embrace human dignity · Have developed and be able to express their Lasallian and personal value systems and use them as

a foundational core for their life · Feel a sense of wonder, valuing all forms of life as a gift to be shared with others

What is the approach to learning? The whole curriculum is designed to accompany the students as they make sense of their own development at this critical stage of their lives. The aim is to offer faith, religion and reflection as one of the options that provide meaning, purpose and clarity. A variety of activities have been compiled to cater to a wide range of individuals but there is an emphasis on individual reflection, group discussion and sharing. Popular culture, current events and technology are important components that are constantly added into the curriculum.


The RE programme of study at St Joseph’s Institution International is broadly structured into 3 main units of study in each year:

1. What does it mean to be Lasallian – in Grade’s 9 & 10 this develops from the foundation IGCSE stage where students were discovering and developing their Lasallian identities to now finding greater clarity and action in their personal understanding of the five core principles of being a Lasallian: Faith, Community, Values, Service and Education. Grade 9 Focus: What are the virtues of a Lasallian? How do these impact my daily life? Grade 10 Focus: How can I be a Lasallian leader in my community? Concept of Lasallian Leadership and discipleship with an emphasis on servant leadership and stewardship

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2. World Religions – in grade 9 & 10 students have already covered the basics of the different world religions and how they worship. Their time is given up to the study and reflection on other world religions in a more complex way, addressing the bigger questions of responsibility in the context of religion, ethics, the role of men and women in religion, the afterlife and other observances. Grade 9 Focus: What are the doctrines and concepts found in different sacred writings that are central to different religions? Grade 10 Focus: What rites of passage transition children to adulthood in different religions? What are the responsibilities of adults in different religions?

3. Moral Development – forms the third strand of Religious Education throughout the school in grades 9 & 10 the subject area is currently under development but currently includes: Grade 9 Focus: Morality and conscience, conflict and authority, freedom and Responsibility, making moral decisions as Lasallians

Grade 10 Focus: Restorative Justice and Resolving Social Issues

What is the nature of assessment? RE is non-examination subject which is taught at Grades 7-10 for two periods per week (1hr 20mins). Wellbeing Education shares this timetable slot with RE and so, throughout the year, students switch between the two subjects on alternate weeks. Whilst there is no formal examination, the subject has clear standards which students should be working towards in each of their assessed tasks, aiming for mastery in al l areas . Assessments take place during and at the end of each unit and can take a variety of forms such as project-based assessment, oral presentations, reflective journals, examination style questions, group debate etc.

st josephs institution international · and three sciences (physics, chemistry & biology) and...

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