Year 11 Curriculum Statements Term 1:

English First Language Course Content:

The Year 11 English Course Curriculum has a primary focus on the four main aspects of

language acquisition, namely: Reading, Writing, Speaking and Listening.

Students who undertake the English as a Second Language course will focus primarily on the

core skills needed for their final IGCSE examination. This will include reading comprehension,

note taking, form filling, summary writing, as well as letter and article writing. In addition, they

will have weekly practice for their listening test, in particular practicing past examinations.

Students who undertake the English as a First Language course will focus on modules based on

Traveller’s tales and the world of nature. These units will include tasks which practice all of the

key skills features in the final examinations, and will include reading, writing, speaking and

listening practice.

Students will also complete a weekly module based on a journalism theme. This unit

incorporates all of the key skills needed for the final examinations, including various debates and

video assessments to improve their speaking skills.

Resources:

• iGCSE Study Guide

• Assignment subject matter/resources which are topic specific

Assessment:

• Controlled Exam Component 30%

o Past examinations

• Continuous Assessment Component 70%

o Course book work

o Past examinations

o Journalism presentations

o Writing pieces

English Second Language

Course Content:

The Year 11 English Course Curriculum has a primary focus on the four main aspects of

language acquisition, namely: Reading, Writing, Speaking and Listening.

Students who undertake the English as a Second Language course will focus primarily on the

core skills needed for their final IGCSE examination. This will include reading comprehension,

note taking, form filling, summary writing, as well as letter and article writing. In addition, they

will have weekly practice for their listening test, in particular practicing past examinations.

Students who undertake the English as a First Language course will focus on modules based on

Traveller’s tales and the world of nature. These units will include tasks which practice all of the

key skills features in the final examinations, and will include reading, writing, speaking and

listening practice.

Students will also complete a weekly module based on a space theme. This unit incorporates all

of the key skills needed for the final examinations, including various debates and video

assessments to improve their speaking skills.

Resources:

• iGCSE Study Guide

• Assignment subject matter/resources which are topic specific

Assessment:

• Controlled Exam Component 30%

o Past examinations

• Continuous Assessment Component 70%

o Course book work

o Past examinations

o Space presentations

o Writing based on space theme.

Maths (Mr Rajan)

Course Content.

The course begins with introducing Sets Theory, relations and functions. This basic knowledge is

applied in learning: sets notation, Venn diagram, addition theorem, factorizing quadratic

polynomials, solving quadratic equations by completing square and by quadratic formula. After

that students will learn: laws of indices and logarithms, solving simultaneous equations,

simplifying logarithmic and exponential functions. At the end students will learn: slopes of lines,

conditions of two lines to be parallel/perpendicular, graphing straight lines, different forms of a

straight line, defining a radian, relationship b/n radians and degree measures, derivative as slope

of the tangent to a curve, algebra of derivatives, applications of derivatives, integrations as an

antonym of derivative/differentiation, algebra of integration.

Resources.

Text, Pearson – Longman : Additional Mathematics;

Section 1, Sets – all

Section 2, Functions – all

Section 3, Quadratic Functions – all

Section 4, Indices and Surds – all

Section 5, Simultaneous Equations – all

Section 6, Factors of Polynomials – all

Section 7, Logarithmic and Exponential Functions – all

Section 8, Straight Line Graphs – all

Section 9, Circular Measure – all

Section 15, Differentiation – all

Section 16, Applications of Differentiation – all

Section 17, Integration – all

www.myimaths.com for online h/w’s.

Further resources and links will be posted on www.edmodo.com.

Assessment.

Chapter / Unit Test (CT/UT) – 25%

Home works (at edmodo + www.myimaths.com) [HW’s] – 15%

Mid term exam (MTE) – 20%

Mid term exam (MTE) – 40%

Maths (Mr Joe and Ms Rupa)

Course content

This term in students will extend their knowledge in sets and understand using set language,

notation and solving logical problems. They will also learn vectors, function, composite function

and their inverses. In matrices students will learn adding, multiplying and calculating

determinant and inverse of matrices. They will extend their knowledge in transformation by

identifying and describing different types of transformations. In statistics they will learn further

about histograms, cumulative frequency and calculating of probability of single and simple

combined events.

Resources

Textbook- Extended Mathematics for Cambridge IGCSE:

Section 1: Sets, Vectors and Functions

Section 2: Matrices and Transformations

Section 3: Statistics and Probability

www.myimaths which is an online interactive teaching tool

Further resources and links will be posted on School Base.

Assessment

Homework- online on www.myimaths or photocopied sheets from the homework book- 15%

End of chapter test/quizzes- 25%

Mid-term exam- 20%

End of term exam-40%

Physics

Course Content

In the second year of the Edexcel International GCSE Physics course, the students will complete

the rest of the “Energy resources and energy transfer” unit, carrying over from the previous year.

“Solids, liquids and gases” builds on the KS3 level contents on particles of matter and covers

properties and behavior of matter at different states. Students will conduct three practicals that

investigate solid density, specific heat capacity of water and latent energy of fusion as ice melts.

In “Magnetism and electromagnetism”, students will learn about the properties of

magnets and conduct a practical to investigate different magnetic field patterns. They will

additionally revisit materials from the previous year on “Electricity” in lessons describing the

relationships between electric current, magnetic field, and force on a current-carrying material.

The unit also introduces students to alternating current and the usage of transformers to adjust its

voltage.

The next unit is on “Radioactivity and particles”. Students will revisit the atomic

structure and learn about isotopes, noting that unstable isotopes can emit radioactive particles

and energy. The practical investigation of penetration powers of different types of radiation will

be replaced with educational videos and simulations for safety. Students will be introduced to

half-life decay of radioactivity and become aware of the harms and useful applications of

radioactivity. Latter lessons will cover the processes of fission and fusion as sources of energy

and include a discussion of the implications for nuclear power stations.

Resources

Edexcel International GCSE (9-1) Physics Student Book; the learning objectives can be found on

the following pages:

● Page 158: Energy resources and energy transfer (Energy resources and electricity

generation)

● Pages 173 and 181: Solids, liquids and gases

● Pages 197 and 206: Magnetism and electromagnetism

● Pages 221, 233, 241 and 250: Radioactivity and particles

Further resources and links will be posted on SchoolBase

Assessment

Class participation, assignments, experiments: 30%

Unit tests (3): 60% (20% each)

End of term practical mini test: 10%

Chemistry

Overview: The Edexcel chemistry course runs over two years (Y10 and Y11) and is comprised

of four sections of chemistry:

Unit 1: Principles of chemistry

Unit 2: Inorganic chemistry

Unit 3: Physical chemistry

Unit 4: Organic chemistry

The first two units cover two thirds of the text. Last year we planned to complete the first two

units but did not manage to do chapters 17 and 18, so they are included in the programme this

year. We aim to complete the rest of the syllabus, chapters 17 and 18 and units 3 and 4, in the

first term so that we can dedicate the second term and the first week of the third for revision and

practicing exams. In the second week of the third term the Edexcel exams begin.

Chapters 17 deals with acids and bases as a means of making salts. Chapter 18 is practically

oriented where we learn how to identify gases, cations and anions qualitatively in the laboratory.

Unit 3 is all about physical chemistry in three chapters: Chemical energetics is about the

production or the absorption of heat during a reaction. Reaction rates deal with the speed of a

reaction as well as the energy required to start the reaction, and reduction of that energy barrier

with a catalyst. The last chapter of this unit deals with reactions that are reversible, equilibrium

in reversible reactions, and the influence of several parameters on the equilibrium.

Unit 4 is an introduction to organic chemistry which is the chemistry of carbon and carbon

compounds. Chapter 22 is an introduction to organic chemistry, chapter 23 shows that crude oil

is the beginning of much of organic chemistry, 24 and 25 looks at the most basic functional

groups, alkanes and alkenes, respectively. Chapters 26 – 28 deal with further functional groups:

alcohols, carboxylic acids and esters respectively. Chapter 29 covers synthetic addition

polymers.

Sectional tests are written after every two or three chapters. 70% of the grades is based on the

sectional tests and the grades from term to term are cumulative for all grades acquired to that

point during the academic year. The final exam covers proportionately the work done

throughout the whole year. The other 30% of the grades is acquired from homework, work in

class, as well as any project that may be done.

The calendar for the planned progress during the year follows:

Calendar: Term 1

Chap 17 2 weeks Aug 26 – Sep 6 Acids, bases and salt preparation

Chap 18 1 week Sep 9 – Sep 13 Chemical Tests

Ch 19 & 20 3 weeks Sep 16 – Oct 4 Energetics and Rates of Reactions

Chap 21 1 week Oct 7 – Oct 11 Reversible Reactions and Equilibria

Chap 22 25 4 weeks Oct 15 – 18 &

Oct 28 – Nov 15

Organic Chem, crude oil, alkanes and alkenes

Chap 26-29 4 weeks Nov 18 – Dec 13 Alcohols, organic acids, esters and polymers

Calendar: Term 2

Revision 2 weeks Jan 6 – 17 Practice exam papers

Mock exams 1.5 wks Jan 20 – Jan 28 Mock exams written

Revision 7.5 wks Jan 29 – Feb 7 &

Feb 24 – Apr 3

Practice exam papers

Calendar: Term 3

Revision 1 week Apr 20 – Apr 24 Practice exam papers

Ext exams 7 weeks Apr 27 – Jun 12 External Edexcel GCSE examinations

Note: This calendar may not be followed exactly since tests, public holidays, and other

commitments often take up some of the scheduled class periods.

Text book: Edexcel International GCSE (9-1) CHEMISTRY Student book, by J Clark, S Owen

and R Yu, 2017.

-o-o-o-O-O-O-o-o-o-

Biology

Course Content.

The second part of the Biology Edexcel International GCSE course begins with the description

of the structure and the function of the mammalian circulatory system, through the example of

the human heart, blood and blood vessels. Additionally, the dissection of a mammalian heart will

be an opportunity to directly apply the knowledge accumulated in class. The following lessons

about “Excretion” and “Coordination and Response” will familiarize students with the important

concept of homeostasis and with the idea that biological systems should be studied in relation

with their environment. The ability for entire species to persist over millennia, despite living

organisms’ relatively ephemeral life span and climate’s fluctuation, will be explained through the

studying of “Reproduction” and “Inheritance”.

Resources.

Edexcel International GCSE (9-1) Biology Student Book:

Page 70: Human transport system

Page 104: Excretion

Pages 84 and 168: Coordination

Pages 118 and 174: Reproduction

Pages 227, 240, 249 and 261 : Inheritance

Further resources and links will be posted on Schoolbase.

Assessment.

End of topic mini tests:30%

Class participation, assignments, experiments: 10%

Midterm and end of term exams:60%

History

Term 1

In Year 11 students will continue to study modern 20th century history . The last section will be

the development of the Cold War, who was to be blamed for the Cold War and the various case

studies thereof including Korean War, Vietnam War and the Cuban Missile Crisis. Furthermore

the division of Germany will be studied in depth as well as the Blockade of Berlin and the Berlin

Airlift.

Resources used

20th Century History for Cambridge IGCSE (Oxford)

GCSE modern world history (Hodder)

Germany (1918-1945) (Oxford)

Past CIE exam papers

activehistory.co.uk

Teacher made resources

Assessment

Source Based Worksheets – 30%

Controlled exam questions – 70%

Geography

Students will follow the Cambridge International Examinations curriculum for IGCSE

Geography. Students study three central themes: Population and Settlement, The Natural

Environment and Economic Development. In this term we will complete the natural

environment section. This will coasts and coastal landforms as well as weather, climate and

biomes. Students will be able to demonstrate an understanding and knowledge of each topic,

and will be able to describe the features, hazards and opportunities of different elements in the

natural environment, as well as the human impacts on each. They will be able to apply the

knowledge in a case study of each topic. Students will be able to describe measuring procedures

for weather and recognize all instruments used. They will learn about the different biomes, but

will focus on the equatorial climate and hot desert climates. They will know and understand the

tropical rainforest and hot desert ecosystems. They will be able to discuss the challenges of

these ecosystems and be able to discuss the adaptation of animals to these environments. At the

end of this unit students will go on to on economic development. This will include all the

development indicators, types of industry, agriculture, tourism and water and energy sources.

There will be a focus on IGSCE exam preparation and training.

Resources used

Cambridge iGCSE Geography Coursebook(Cambridge)

Cambridge IGCSE Geography Revision Guide Student's Book

Collins Student World Atlas 3rd Edition (Collins)

Detailed Powerpoint presentations on each topic prepared by teacher

Level criteria for assignments Assessment

External exam: IGCSE Geography 0460: Paper 1, 2 and 4.

Psychology:

Year 11 psychology students will continue to build on their skills from their previous knowledge

learned in psychology. Issues in psychology will be explored and debated. They will also deepen

their understanding and ability to evaluate psychological research methods. Students will begin

preparing for Edexcel psychology exams and practicing how to best answer exam style

questions.

Topics to be covered include the effect of Social Influence on behavior, The Self and Sleep &

Dreaming.

Year 11 Global Perspectives

Course Content

Cambridge IGCSE Global Perspectives provides opportunities for enquiry into, and reflection

on, key global issues from different perspectives: personal, local/national and global. Cambridge

IGCSE Global Perspectives encourages awareness of global problems and offers a range of

opportunities to explore solutions through cooperation and collaboration. The course is not about

getting everybody to think identically; rather it is a matter of opening minds to the complexity of

the world and of human thought and encouraging empathy for the diversity of human experience

and feeling. In term 1 students will complete all their course work whilst developing and

practicing key skills aiding their work. The skill-based learning will be intertwined with several

topics from the textbook to develop knowledge and interest for when students select their

favourite to research.

Resources Used

IGCSE Global Perspectives Textbook.

Teacher created resources.

Level criteria for coursework.

Assessment

Coursework (Individual Report, Team Project) – 65%

Examination – 35%

IGCSE students will be assessed according to the IGCSE Cambridge mark schemes.

Assessment will be both formative and summative in nature and based on IGCSE grading.

IGCSE PE

Theory (40%) Practical (50%)

All theory marks are determined by unit assessments throughout the course of study. This equates to 30% of their grade. They also have to complete a piece of coursework, which analyses and improves the performance of another athlete in their chosen sport which is worth 10%. Unit 3 Reason and opportunities for participation in physical activity Leisure and Recreation Facilities, Participation and Excellence

Amateur & Professional

Global Events

Media

Access to Sport

All practical marks are determined by the performance of individual skills and their application in game situations. It is also determined by the ability to perform attacking and defending skills in an applied game situation. Practical Marks account for 50%.

Basketball Dribbling Passing and receiving Shooting (lay ups) Shooting (set shots/jump shots) 3-man weave Setting a screen Man-to-man defence Zone defence Volleyball Serve Dig Volley Smash/spike Attacking play: Three-touch rally Setting from a variety of positions Digging in defence Football Passing Receiving Tackling Dribbling Heading Shooting Retaining possession, Creating space to receive a pass or to shoot Marking and/or delaying an opponent Timing of a tackle

*Students will gain 10% for homework complete and in class activities

BUSINESS STUDIES

Course Content

The course starts with an overview which includes the topics areas, assessment objectives and

samples of examination papers (1 & 2). Students then brainstorm ‘What makes a successful

business?’ and ideas are shared and discussed. The topic of ‘Business Activity’ begins with the

economic problem, with considerations on the choices needed to be made where opportunity

cost(s) are considered and evaluated. Then the concept of the ‘Importance of Specialisation’ is

then covered through division of labour as well as by business, by factors of production, and by

country/region, considering the associated impacts on businesses and economies. The overall

‘Purpose of Business Activity’ is then covered, beginning with the resource use to produce

products through to satisfying consumers. Workers roles in this process is also considered. The

concept of ‘Added Value’ is then covered via various strategies on how it can be increased.

We then move onto the topic of ‘Classification of Businesses’ where the ‘economic sectors’ are

addressed and their links to impacts. The different types of economics (least/less developed

countries, those on transition, and advanced economies) are covered across the different sectors

whilst considering different countries and the related effects on employment, living standards,

income, and range of products available in these economies. The term concludes with a study

skills session on reviewing, locating relevant questions and response practice. Also, students will

learn of the successful characteristics of entrepreneurs, outlines of business plans and the

important element of the business’s activity.

They will cover the measurement of business size, their respective advantages as well as their

limitations. The different means in which business grow, both internally and externally, as well

as the benefits and drawbacks of such a venture. In addition to this we will address some

businesses remain small, and the common reasons for business failure, with real examples.

Aspects of the types of business organisations will include unincorporated and incorporated

businesses, as well as joint ventures and franchising, in addition to public sector organisations.

Business (private & public sector) and stakeholder objectives will be addressed, with the

reasoning behind them as well as the possible conflicts that may occur.

Resources

Unit 1 – Understanding Business Activity

Cambridge IGCSE Business Studies (Hodder Education)

Cambridge IGCSE Business Studies Coursebook (Cambridge University Press)

Essential Business Studies for Cambridge IGCSE 2nd Edition (Oxford University Press)

Complete Business Studies for Cambridge IGCSE & O-Level (Oxford University Press)

Assessment

Written Feedback

o Comments on Achievement & Targets for Improvement (TFI)

Formal Assessment

o Knowledge & Understanding (+/- 70%)

o Application (+/- 20%)

o Analysis (+/- 5%)

o Evaluation (+/- 5%)

Enterprise

COURSE CONTENT

Component 2 coursework

Portfolio of evidence based on an enterprise project, 60 marks. Candidates plan and run an

enterprise project. They can work alone or in groups no larger than six. Candidates working

alone should carry out a small, simple project that allows them to complete all the activities

themselves. Groups should choose a larger, more complex project so each person can play a

separate, defined role. You should plan your teaching to support candidates as they follow the

enterprise process detailed in Section 2.1 of the subject content.

Candidates are assessed on their individual role and how they use their enterprise skills to plan,

run and evaluate

the project. The purpose of the tasks is for candidates to demonstrate how well they can apply

enterprise skills and analyse and evaluate enterprise issues. The project does not need to succeed

for candidates to complete the tasks and gain marks.

Outline of coursework

Task 1 - Choosing a suitable project

Candidates produce a formal written report showing consideration of two or three ideas for

possible projects and

give a detailed explanation for their choice of project. Candidates should produce the report

before they begin their chosen enterprise project. In the report, candidates:

outline and analyse advantages and disadvantages of each idea

collect, present and analyse appropriate data (e.g. market research or SWOT) for each

possible idea

give a detailed explanation of the reasons for the choice of project and a justified

decision, including why other idea(s) were rejected

write in a formal report style, with headings, subheadings, charts, tables and, where

appropriate, clear links to appendices. This task has an approximate word count of 1200

words (excluding tables, diagrams and appendices). The word count gives candidates the

flexibility to explore two or three options and give an explanation of their final project

choice. A word count is suggested to encourage depth of analysis rather than breadth.

Candidates use their enterprise knowledge and skills to explore two or three ideas for projects.

They then select the most suitable project, using data collected and analysis to justify their

decision. For Task 1, candidates submit a

formal written report of approximately 1200 words.

Task 2 - Planning the project

Candidates are required to produce an action plan. Candidates should produce the action plan

before they begin their chosen enterprise project. Each individual candidate will use the action

plan to identify key activities within the enterprise project that they can write about in Task 2a.

For this task, each individual candidate should identify two or three significant activities from

the action plan for their enterprise project. For each activity, candidates should identify potential

problems or issues and describe how the candidate plans to manage each problem or issue. Each

individual candidate submits a written analysis of potential problems/issues and how they intend

to manage them. Candidates who work in a group may agree an action plan together but the

significant activities they identify must be the candidate’s own individual choices. All candidates

must submit their action plan for reference, but the plan will not be assessed.

Task 2a - Planning to manage potential problems or issues in the action plan Candidates,

whether working alone or in a group, should produce an action plan to prepare for their

enterprise project. They need to plan their activities for each stage of the project,

including how they will set up, run and monitor the project. For Task 2a each individual

candidate identifies two or three significant activities from the action plan, identifies

potential problems and issues and describes how they plan to manage each problem or

issue. Candidates submit written evidence of their planning to manage these problems or

issues.

Task 2b - Planning for financing the project OR planning marketing communications.

Each candidate researches and decides on three or four suitable sources for either

financing the enterprise project

or methods of marketing communications. Each candidate gives a presentation on their

proposals, demonstrating their communication and enterprise skills. Candidates submit

written evidence of their planning to support their presentation, which can last up to five

minutes.

Task 3 - Using enterprise skills to implement the plan

Candidates put their plan into action and run their enterprise project. Each individual candidate

submits a written

record of how they used five enterprise skills from Section 3.1 of the subject content of their own

during the project. One skill must be negotiation. Candidates must only write about their own

skills. Each candidate must plan and conduct a negotiation as part of the enterprise project (for

example, negotiating with a potential supplier).

Candidates submit their plan for negotiation.

Task 4 - Evaluating the project

Candidates use their knowledge, skills and evidence gathered during their enterprise project to

analyse and evaluate the project and make recommendations for improvements. Candidates must

evaluate:

the planning and implementation of the project (compulsory) and one of the following:

the financing of the project (optional)

the marketing communications used (optional)

the internal communication methods used (optional, only for candidates working in a

group).

For Task 4, candidates submit a formal written report of approximately 1500 words.

Candidates do not need to evaluate their own performance for this task. The enterprise

does not need to succeed.

RESOURCES

Oxford University Press Complete Enterprise for Cambridge IGCSE Coursebook & Workbook

Cambridge Coursework Handbook Enterprise 0454 – Version 1

ASSESSMENT

Assessment overview

Component 1

Written Paper

100 marks

1 hour 30 minutes

50%

Component 2

Coursework

60 marks

50%

Short answer structured and open-ended

questions. This paper is based on a pre-

released case study

Candidates answer all questions

Externally assessed

Portfolio of evidence from tasks based on

candidate’s own enterprise project

Internally assessed and externally moderated

Assessment objectives

AO1 Knowledge and understanding (24%)

Demonstrate knowledge and understanding of the concepts, skills and

terminology relating to enterprise

AO2 Application (33%)

Apply knowledge and critical understanding to familiar and unfamiliar

enterprise problems and issues. Develop communication materials

appropriate for the intended audience and purpose

AO3 Analysis and evaluation (43%)

Analyse, interpret, and evaluate information. Explore and find solutions to

enterprise problems and issues

MFL (Mandarin)

Content

Students will continue to use the ‘Easy Steps to Chinese (Level 3)’ textbook and will build on

their introductory skills acquired from last year. Students will enhance their listening, speaking,

reading, and writing skills through learning various topics that pertain to their everyday lives.

Topics include seeing a doctor, seasons, occupations, hobbies,subjects of study, school facilities,

stationery. The students’ overall grades will be assessed on participation, a group project

(presentation), dictation, homework (character writing and workbook exercises), a midterm

exam, and a final exam.

Resources

Easy Steps to Chinese Textbook 3 Lesson 3-9

Easy Steps to Chinese Workbook 3 Lesson 3-9

Assessment

1. Participation 10 %

2. Examination 50 %

3. Dictation 20 %

4. Homework: 20 %

ICT

Course Content

Theory -

Understand systems life cycle and the tasks that are completed for each stage.

Illustrate a range of ICT applications in their everyday life and be aware of the impact of

ICT.

Practical-

Candidates should be able to create a structured website with stylesheets, tables and

hyperlinks.

Able to use database facilities to manipulate data to solve problems.

Create and edit the contents, appearance and layout of documents.

Resources

Complete ICT for Cambridge IGCSE

o Part 1

Unit 6- ICT Applications

Unit 7- The systems life cycle

o Part 2

Unit 17- Document Production

Unit 18- Data manipulation

Unit 21-Website Authoring

Assessment

Topic Tests – 60%

Class Work- 40%

Thai - First Language IGCSE (TLC)

Syllabus aims

The aims are to enable leaners to analyse, evaluate and develop facts, ideas and opinions and also

identify and make insightful comment on specific ways in which writers use language, form and

structure for effect. The leaners should be able to use carefully chosen range of vocabulary,

syntax and grammar to express thoughts, feelings and opinions effectively and clearly.

Course content

วรรณกรรม โคลนติดล้อ

การใช้ภาษาแสดงทรรศนะ

การใช้ภาษาในการโต้แย้ง

การเขียนบทสัมภาษณ์

การเขียนเล่าเร่ืองจากภาพ / การเขียนบรรยาย ภาพ

การเขียนเล่าเร่ืองจากข้อความที่ก าหนดให้

การเขียนเล่าเร่ืองจากหัวข้อที่ก าหนดให้

การเขียนอบิาย บรรยาย พรรณนา

Assessment Objectives

Reading Writing

Identify and interpret explicit and

implicit information and attitudes

Demonstrate understanding of how

writer use language and structure to

achieve effects and influences readers

Analyse, evaluate and develop facts,

ideas and opinions

Select and synthesise information for

specific purpose

Communicate clearly, effectively and

imaginatively

Sequence facts, ideas and opinions

Use a range of appropriate vocabulary

Use tone, style and register appropriate

to audience and context

Make accurate use of spelling,

punctuation and grammar.

Music:

This class is divided into three separate components, Performing, Composing, and Appraising.

The students will study in depth the last four set works designated for the IGCSE Exam, or if

they haven’t been introduced to all eight pieces we will allocate time to cover all eight during the

three semesters. Brandenberg Concerto by Bach, Sonata Pathetique by Beethoven, Music For

A While by Purcell, Killer Queen by Queen, Defying Gravity from Wicked, Rebel Blockade

Runner from Star Wars, Afro Celt Sound System Release, and Samba em Preludio from

Esperanza Spaulding. We will continue to study musical notation, and theory within the confines

of the set works, and discovery through their selected performance pieces. They will compose

two piece one of their own choosing and an additional composition based on a set brief defined

by IGCSE. Time will be divided equally in the class between the three components, and the

information for the Appraising section will happen through lecture, listening to the set works,

discussion, assignments and chapter study. The students will select their own performance

pieces as outline in the IGCSE guidelines, with emphasis on selecting works from different

musical genres, for their solo and ensemble piece.

Art

Course Content

The emphasis is very much upon completing the coursework element before January. During

Year 10

students should have identified a key area of study and started to accumulate a portfolio of work.

They

should be in a comfortable position to add and fine tune its contents and focus upon the general

presentation skills. Structure and continuity must be realized and be apparent throughout

satisfying the

syllabus criteria. Students observe work by previous candidates in order to be able to identify

what

elements contribute to a successful portfolio of work. The focus on organisation and

relationships will begin

to take a priority and as the project progresses the selection of materials and media must be

encouraged.

During the last few weeks of the term work will need to be attached to 8 X A2 sheets and

identified clearly

as the candidates work.

Core Elements

·

·

·

Identifying areas of concern in relation to course work syllabus

Refining, broadening skills and techniques

Ensuring continuity and relevance

· Demonstrating the use of a wide range of media

· Strategic planning and providing evidence of personal vision

The Art department assesses all work based upon student project work carried out in the

classroom.

Assessment occurs throughout and a final A* and E Grade will be provided on completion of the

project.

Assessment

Gathering, Recording, Research and Investigation 20%

Exploring and Development of Ideas 20%

Organisation and Relationships of Visual Elements 20%

Selection and Control of Materials, media and Processes 20%

Personal Vision and Presentation 20%