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Berlin International School prepares students for the International General Certificate of Secondary Education (IGCSE) examinations by offering a scheme of subjects in Grades 9 and 10. The IGCSE is an internationally recognised qualification targeted at students in Grades 9 & 10 (UK – Year 10 & 11), 14 to 16 years. The scheme of subjects is designed to take place over a two year period with students normally sitting the examinations at 16 years of age.
The IGCSE will provide students with an excellent preparation for future pre-university studies. The academic rigour and breadth of study afford students an excellent base with which to attempt the International Baccalaureate Diploma programme or other higher courses of study such as GCE “A” Levels or the North American Advanced Placement Tests (APT).
IGCSE COORDINATOR
Mr. Martin Kealey (UK)
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CONTENTS
Page:
4 IGCSE Programme Overview
7 International Certificate of Education (ICE)
8 Berlin International School IGCSE Calendar
9 Student Survival Guide to IGCSE
10 Exam Tips and Phraseology
11 Target Setting
13 Life Skills
Berlin International School IGCSE Subjects:
Languages (Group I):
14 English
16 German
20 French and Spanish
Mathematics (Group IV):
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Sciences (Group III):
23 Biology
23 Chemistry
23 Physics
Humanities and Social Sciences (Group II):
24 Business Studies
25 Geography
26 History
Creative, Technical and Vocational (GroupV):
27 Music
28 Visual Arts
29 ICT – Information Communication Technology
30 Physical Education (non IGCSE)
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IGCSE Handbook 2010 - 2011
You are now entering one of the most crucial stages of your education. At the end of these two years you will sit the first of probably many important examinations which will qualify you for your future career. Do not under-estimate the importance of your IGCSE years and exam results – establishing good study habits now will help you later on. IGCSEs are an internationally recognised qualification and the results you achieve will determine whether it is possible for you to pursue further education at post-16 level – the International Baccalaureate, or ‘Advanced’ levels or a wide range of other qualifications available world-wide. So it is important to work hard and to build on the successes you have already achieved. At the same time, do not neglect your ‘fun’ activities, they are also important in the development of you as a well rounded person. Sporting, social and community activities are actually an essential part of the IB diploma, so make them part of your weekly routine now! The opportunity for a worthwhile and meaningful educational experience is the right of every student at the Berlin International School. With that right comes the responsibility of using that opportunity to the full, and also of respecting the rights of other people. All students – especially those at the Senior end of the school share the responsibility of making our school the best possible learning environment. You should always try to:- Be positive: polite, courteous and considerate Be respectful: of yourself, other people and property Participate: fully in class and always do your best Be punctual: to school, and avoid unnecessary absences. Be honest: with yourself and with others Look after yourself: both physically and mentally As you move into your IGCSE programme at B.I.S., you will find that you have more choices in your education, and probably more freedom both inside and outside school. This can be a fun and exciting time. However, some students find these years stressful, and can become over worried about their work. Here at B.I.S we are concerned about your overall well being, not just how good your grades are. If at any time you are worried about your work, or any other aspect of your life, seek help immediately. Your form tutor is the first person to go to, or you could talk to any subject teacher you feel particularly close to. All the staff, and the school counselor, are here to help you – both academically and personally, and all will treat your problems with sympathy and understanding, and hopefully help you resolve them in the best way for you.
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What are IGCSEs?
The IGCSE (International General Certificate of Secondary Education) is a two-year programme of study which students at B.I.S follow in Years 9 and 10. It has been designed and is administered by the University of Cambridge International Examinations Board (CIE) for students of all abilities, and it has been specifically designed with international students in mind. Why do IGCSEs? There are many reasons for following this programme of study: The two-year course is taught in over 700 British and International Schools in over 100 countries. The programme leads to a certificate that is internationally recognised. It has been accepted as a preliminary requirement for entry into all UK Universities and is recognized by Universities and Colleges around the World. A student’s performance in subjects at the end of Year 10 is a valuable indication of the student’s suitability for courses in higher and further education. IGCSEs provide a good foundation for the International Baccalaureate programme in Years 11 and 12. There are many similarities between the two programmes and IGCSEs are a good guide for students, helping them make realistic decisions about further study and their choice of subjects and levels for IB. International schools such as ours cater for a mobile student body. Following a curriculum that is international and administered in many schools worldwide eases the transfer of students between schools and countries. What are the features of the IGCSE curriculum? The IGCSE curriculum encourages and incorporates:
The development of oral, aural, written and practical skills in a range of subjects.
An investigative approach.
The use of initiative to solve problems.
The application of skills, knowledge and understanding.
The ability to undertake individual projects, and to work as part of a team.
The IGCSE aims to provide a valuable educational experience for all students and to reward them for positive achievement: what they know, understand and can do - rather than penalise them for what they do not know or get wrong. Who can do IGCSEs?
The IGCSE programme is designed for almost the whole ability range. It is assessed on a nine-point scale of grades: A* A B C D E F G U
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In some subjects, there is a choice between Core and Extended curriculum papers, allowing teachers and students to decide on the most appropriate level of instruction and testing for the candidate. The Core curriculum in each subject is within the ability range of the large majority of students. It provides a full overview of the subject and is targeted at students expected to achieve between grades C – G. The Extended curriculum comprises the Core curriculum plus additional material. This has been designed for the more academically able student, who is expected to achieve between grades A* – C Students need not enter the same level of curriculum in all subjects – you can enter Extended in the subjects you are good at! At the Berlin International School, grades A* – C are regarded as ‘pass’ grades. B.I.S. students normally study between 7 and 10 IGCSE subjects. The following subjects are compulsory for all students:
English Language & Literature
Mathematics
Science: Biology / Chemistry / Physics
German (as a First or Foreign Language)
History
Geography
In addition, students must choose two of the
following options: • Business Studies • Music • Art • French • Spanish • Information Technology
These five subjects are offered in ‘Subject Groups’ to students at the end of Year 8. Their preferences are taken into account when compiling the ‘groups’, and individual counselling is available in order to guide the students to making the optimum choices for them. Some ‘Individual Study Periods’ may be available to students who wish to choose the minimum number of subjects.
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International Certificate of Education (ICE)
IGCSE subjects can be taken in two ways:
• As individual subject examinations. • As qualifications towards the International Certificate of Education (ICE)
The ICE encourages students to take a broad and balanced range of subjects. To gain the ICE, students need to pass a minimum of seven IGCSE subjects. Two of these must be from Group I and one each from Groups II – V, with a seventh subject from any Group.
• Group 1: Languages
English (First or Second Language) / German (First or F. L.) / French F.L. / Spanish F.L.
• Group 2: Humanities and Social Sciences
English Literature History Geography
• Group 3: Sciences
Science: Biology / Chemistry / Physics
• Group 4: Mathematics
Mathematics
• Group 5: Creative, Technical and Vocational
Business Studies Music Art Information Technology
Candidates who qualify for the ICE will be graded in one of three categories: Distinction: Grade A or better in five subjects and Grade C or better in the remaining two. Merit: Grade C or better in five subjects, and Grade F or better in the remaining two. Pass: Grade G or better in all seven subjects. Note: It is expected that student's wishing to enter the IB (International Baccalaureate) Programme in Grades 11 and 12 will attain an ICE with a merit grade or better.
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The Berlin International School IGCSE Calendar IGCSEs are a two-year course. Below is an outline of the important dates and deadlines which you will meet throughout those two years at B.I.S.
Grade 9 Grade 10
September
Introduction to all your new courses
September
Second Year of IGCSE Programme begins
October Mid-Term Progress Report Cards
October Mid-Term Progress Report Cards
November November Parent / Teacher Conferences
December
Parent /
Teacher
Conferences December
January
Subject Testing School Reports
January
Mock IGCSE examinations in all subjects School Reports
February February
March
Mid-Term Progress Report Cards Parent / Teacher Conferences
March
• Oral examinations in English, French, Spanish and German
• Practical examinations in Music
• Parent / Teacher Conferences
April April
May
May
Final written examinations in all subjects
June
Subject Testing June
Pre I.B. work & Work Experience (three weeks)
July School Reports July School Reports
August
Publication of results from CIE. (available on line)
: : :
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A Survival Guide to IGCSEs
Be organized: Keep all your notes in order. A well-organised book or file will save you a lot of time when it comes to revision. Use your planner everyday to record your homework and make short-term plans. If it is written down you are less likely to forget it!! Keep on top of things: If you are absent from school for any reason it is your responsibility to catch up on any work that has been missed. Prioritise your time and work: Do not leave things until the last minute. Plan ahead and use your time sensibly. Make a list of things you have to do, and the order in which you have to do them. This will help you to: Meet Deadlines: Get every piece of work in on time. If you start by doing this with all short pieces of work you will be more likely to do it when major pieces of coursework have to be handed in. Ask for help if you do not understand: Always seek help if something is bothering you, or you do not understand a particular topic. A problem shared is a problem halved, and teachers will not know you are having problems unless you tell them!
Find a balance: Everyone needs some free time to relax and enjoy themselves! Try to find a good balance between time to work and time to play. Allocate set times when you are going to do your homework and stick to them Be prepared to work hard: Adopt a determined and hard working attitude towards your IGCSEs right from the beginning of the course. If you work hard from the outset it will pay off when you receive your results. It is too late to wish you had worked hard the week before the exams, or when you receive your results! Participate fully in class: Be an active learner Listen carefully in class, think about what you are hearing and doing. Be prepared to offer your opinions in class discussion, and to value the opinions of others, no matter how different they might be from your own. Never be afraid to ask questions – even if they seem trivial - if you do not understand! Revise thoroughly: Good revision techniques are the key to exam success. Everyone has their own particular style of revising – try to find out as early as possible what works best for you! Revision notes are essential, and can be made in a variety of ways – mind maps are a good example. Revision notes provide a summary of the key points of any topic, and should be made from your own notes, text books, or other sources provided. Remember – re-writing notes increases the input of information to the brain and helps you remember things better.
A well planned revision schedule is also essential: Revision must be planned before any exam sessions. Plan your time carefully, allowing adequate time for all your subjects, and build up regular breaks. Develop good working habits: It is really important to find a quiet place to work at home where you can organise your equipment and leave things where you know
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you can go back to them easily! Perhaps you could use a desk in your bedroom, or a corner of the living room. Some people find that quiet music in the background helps them to concentrate, but avoid loud music with a heavy beat, and do not have the TV on while you are trying to work. How can parents help? It is very important that you and your parents are working together to help you make the most of your education during these crucial first examination years. A few of the ways in which they could help might be:
• In providing you with a good working environment at home. • In acting as a sounding board for ideas about your work. • To encourage you to complete your work on time. • To be informed about the work you are doing, the structure of your courses,
and the deadlines when important pieces of work should be handed in. • To facilitate visits to places of educational value during the holidays.
Exam tips and phraseology
In many subjects you will come across the same types of question. Make sure you know the exact meaning of the following terms: Describe
Discuss
Contrast
Compare
State
List
Give two examples of
Explain fully
Give the advantages/disadvantages of…
Discuss with your subject teachers how these key words might be used in exam questions in their subjects. Other phrases you might encounter in exam questions include: Explain the effects of….
Explain how…..
Summarise what you learn in the passage
What do you understand by……….
Write a report on………..
Explore the…………..
Why is………………….. effective?
Support your opinions with details.
In what ways does………………?
What does……………suggest to you about…………………?
By close reference to……………….., show how…………….. is portrayed.
Examine the……………….
Analyse………………………
Identify……………………..
Evaluate………………..
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Give a brief description of……………………
Give a full description of…………………….
What differing views of……………..are offered?
Always take a few minutes to read the question carefully, and decide how you are going to answer it. You will not usually be given high marks if you write all you know about a subject, but do not really answer the question that has been asked! Target-Setting
OK, you have read about what you have to do, now… how are you going to do it? It might seem daunting at first to know that in two years you will have done all this stuff, but remember the old proverb - a journey of a thousand miles begins with the first step! Approach your challenges a bit at a time - it is important for you to set yourself targets in each of your subjects; you should think about both long and short term goals, but remember that these goals should be: SMART!
What does this mean? Example
S Specific
Be detailed. Stay away from vague and confusing goals.
It is much better to set a target such as ‘I will learn all about photosynthesis in Biology’ than just to say ‘I will get better in Biology’
M Measurable
Give yourself a time line – when are you going to achieve your goal.
‘I will learn all about photosynthesis by next Friday’ NOT ‘by the time I sit my IGCSEs’
A Action-
Oriented
What will you do? What actions do you need to make to achieve this goal?
‘I will revise and rewrite my notes, and make a ‘mind map’ of the main points’
R Realistic
Check your goal – is it achievable in the time allocated?
No point in saying you will learn it by Friday if all this week you are going on the International Award expedition!
T Timely Give yourself sufficient time – but not too much.
‘Next Friday’ is in sight – the end of Year 11 might not be just now, but it will arrive sooner than you expect if you do not set yourself realistic goals!
‘Action Planning’ is a very important skill. If you develop it now, it will prove useful to you throughout your life! You could use the chart on the next page to plan some goals – or make your own chart in a way that best suits you.
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Subject Details of short-term goal Completed
by when?
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Finally: There are many ‘life skills’ you could develop now which will help in school, throughout your career and in the years ahead. Here are a few which employers consistently say are capabilities they look for in people applying for jobs: Communication skills
LISTEN: to understand others’ meaning and perspective. SPEAK: clearly and communicate your ideas with confidence. READ: to gather information quickly and efficiently. WRITE: clearly and effectively, keeping in mind order, structure and the intended audience. Thinking skills
Think critically and evaluate situations, choices and solutions. Use logic effectively in planning and problem-solving Know the principles of mathematics, and apply them in a variety of situations. Understand and use technology, computers and information systems. Seek out and apply knowledge; research information from diverse sources. Personal Qualities
Be honest: have a high degree of personal integrity and responsibility. Be hard-working, persistent and determined. Have a positive attitude, along with confidence and self-esteem. Show initiative and energy. Demonstrate a track record of setting and meeting goals. Understand how to set priorities and plan accordingly. Adapt to change - commit to life-long learning. Respect cultural diversity and difference. Be creative: seek new and innovative solutions. Interpersonal/Teamwork skills
Respect others’ ideas and viewpoints. Show ability to work cooperatively with team members. Seek to develop and improve teamwork. Demonstrate leadership qualities.
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Berlin International school
IGCSE and Year 9 & 10 Courses
IGCSE First Language English
Course Description
International General Certificate of Secondary Language syllabuses are designed as two year courses for examination of 16-plus students. All IGCSE Syllabuses follow a general pattern. The main sections are: Aims, Assessment Objectives, Assessment and Curriculum Content. The aims of the syllabus are the same for all students. The aims set out below and describe the educational purposes of a course in a First Language for the IGCSE examination. The aims are to:
• enable students to communicate accurately, appropriately and effectively in speech and writing.
• Enable students to understand and respond appropriately to what they hear, read and experience
• Encourage students to enjoy and appreciate variety of language • Complement students’ other areas of study by developing skills of a
more general application (e.g. analysis, synthesis, drawing of inferences)
• Promote students’ personal development and an understanding of themselves and others.
Resources
Texts: English as A First Lasnguage: develop reading and directed writing skills IGCSE English: deals with essential writing skills needed for the IGCSE First Language course
Assessment
The progress of the students is continuously assessed through homeowork assesments, class participation, mid term tests, end of year tests and mock exams. Paper 1: Reading Passages 50% Paper 3: Directed Writing and Composition 50%
IGCSE : English Literature
Description
The International General Certificate of Secondary Education Literature (English) is a two-year course for examination of 16-plus students. Students will be assessed on their knowledge of the content of literary texts in the forms of Drama, Poetry and Prose. An understanding of the meanings of literary texts and ability to explore these texts to show deeper awareness of ideas and attitudes should be achieved. Students will be assessed on their ability to
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recognize and appreciate the ways language, structure and form are used to create and shape meanings and effects. Skills/Purpose
• understand and respond to literary texts indifferent forms and from
different periods and cultures • communicate an informed personal response appropriately and
effectively • recognize ways in which writers achieve their effects • experience literature’s contribution to aesthetic, imaginative and
intellectual growth • explore the contribution of literature to an understanding of areas of
human concern
Assessment
Three schemes of assessment are available: • Set Texts Paper 1: (Open Books) 70% PLUS Coursework Paper 2: 30% • Set Texts Paper 1: (Open Books) 70% PLUS Unseen Paper 3:30% • Set Texts Paper 4: (Closed Books)
Students taking Paper 1 (Open Book) must answer on three different set texts. They must answer on one set text in each section. Students taking Paper 4 (Closed Books) must answer on four different set texts. At least one set text must be taken form each section. Resources
Titles of Literature to be studied is provided be the IGCSE. Syllabus must be consulted for the year of Exam.
English as a Second Language
Course Description
The International General Certificate of Secondary Education in English as a Second Language (Core and Extended Curriculums) is designed as a two year course for the examination of 16 year old plus students. The subject matter of the examination(s) reflects an international perspective which strives to be “culture-fair” rather than “culture-free”. It utilizes authentic and “semi-authentic” material drawn from a range of sources. Candidates will be expected to understand and reproduce a wide range of social registers and styles and to be able to use the language effectively in both written and oral forms of communication. The topics selected will relate to the interests and needs of the candidates in using ESL in areas including education, the world of work, current affairs, health and welfare, travel and school affairs. Students will be encouraged to:
• develop the ability to use English effectively for the purpose of practical communication
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• form a sound basis in the skills required for further study or employment using English as the medium
• develop an awareness of the nature of language and language-learning skills, along with skills of a more general application
• promote person development Progress of individual students will be monitored in the required areas through regular tests and IGCSE mock examinations. Additionally, students will be assessed on the quality of their contributions to class, overall classroom performance and homework. Assessment
The syllabus assesses the receptive skills of Reading and Listening, and the productive skills of Writing and Speaking.
Reading and Writing Skills: 70% Listening & Oral Skills 30%
Core curriculum examination students are eligible for the award of grades C to G. Extended curriculum examination students are eligible for the award of grades A to E.
ESL and Learning Support Department in the IGCSE
The purpose of the ESL department is to enable students to gain sufficient English skills in order to successfully complete the coursework at BIS. If students are not able to take English classes for advanced/native students due to their level of English, they will be placed in an ESL English class. These ESL English classes also support other subjects as needed. The ESL Lab is open all day and ESL students are able to get individualized help or do independent study. ESL English lessons are scheduled for 5 lessons a week. The purpose of the Learning Support department is to help students who need to develop additional skills in order to be academically successful at BIS. These skills can be in the area of reading, spelling, writing and study skills/habits. The learning support department does not offer tutoring, but will assist in finding a tutor. Lessons are scheduled on an “as needed“ basis and can be anywhere from 1-3 lessons a week.
IGCSE First German Language (Grade 9)
German Native is offered to German mother tongue speakers and to students who have successfully completed all other levels of German Foreign Language learning. In German Native we train all four skills - speaking, listening, reading and writing. Our teaching is based on an interactive, receptive, as well as productive approach in order to train students to analyze, discuss and produce different sorts of fictional and non-fictional texts. Argumentative texts (i.e. “Erörterung”) are introduced.
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Specific concepts of grammar, language correctness and improvement of style are focused on, as well. IGCSE formats and requirements are trained. We mostly use authentic resources such as literary texts (short stories, novel, drama, poetry), magazine articles, adverts, leaflets, pictures, postcards, movies. A book box with a selection of age appropriate literature is available. In addition to selected photocopied material we work with the following books: • Wortstark 9 (Schroedel), Unterwegs 9 (Klett). deutsch.werk 5 (Klett) • Deutschstunden 9 (Cornelsen- Verlag) • Deutschbuch Arbeitsheft 9 (Cornelsen-Verlag) Whenever possible we try to integrate cultural elements into our teaching (e.g. visits to theatre, film studio, museum, cinema). Assessment is based on the following criteria: • participation in class • homework • in class writing assignments (i.e. composition, creative writing) • quizzes, tests, IGCSE exam papers • IGCSE papers • projects • group and individual presentations, role plays The final grade is based on 50% oral and 50% written achievements.
IGCSE First German Language (Grade 10)
German Native is offered to German mother tongue speakers and to students who have successfully completed all other levels of German Foreign Language learning. In German Native we train all four skills - speaking, listening, reading and writing. Our teaching is based on an interactive, receptive, as well as productive approach in order to train students to analyze, discuss and produce different sorts of fictional and non-fictional texts. A special focus is put on argumentative texts (i.e. “Erörterung”). Specific skills required for the IGCSE exams are consolidated. Grammar and language teaching is dealing with students’ individual needs of improvement. The approach to literature is focused towards a successful transition to the IB programme. We mostly use authentic resources such as literary texts (short stories, novel, drama, poetry), magazine articles, adverts, leaflets, pictures, postcards, movies. A book box with a selection of age appropriate literature is available. In addition to selected photocopied material we work with the following books:
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• 3-4 works of German / world literature • Wortstark 10 (Schroedel), Unterwegs 10 (Klett). deutsch.werk 6 (Klett) • Deutschstunden 10 (Cornelsen- Verlag) Whenever possible we try to integrate cultural elements into our teaching (e.g. visits to theatre, film studio, museum, cinema). Assessment is based on the following criteria: • participation in class • homework • in class writing assignments (i.e. composition, creative writing) • quizzes, tests • IGCSE papers • projects • group and individual presentations The final grade is based on 50% oral and 50% written achievements. (20 % of the mock exam count towards the second semester grade.)
IGCSE First Language German - Exam Papers
Extended Curriculum
Grades available: A* to G
Paper 1: Reading (2hrs) – 50% Paper 2: Writing (2hrs) – 50%
IGCSE - German as a Foreign Language
3 levels of German as a Foreign Language are offered in grade 9 and 10:
GFL 1 - Beginner → 0 - 1 year knowledge of German
GFL 2 - Intermediate → 1 - 2 years
GFL 3 - Advanced → 2 - 4 years
In GFL we train all four skills - speaking, listening, reading and writing from the beginning. Our teaching is based on a communicative, interactive approach in order to enable the students to understand and speak German in everyday situations. Increasingly students will be able to deal with more complex communicative situations and texts, including literary texts. Concepts of grammar are introduced in the beginner class and continuously developed on the following levels. We teach with a monolingual approach using only German in the class room and sharing it as everyone’s common language.
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Topics as required by the IGCSE Syllabus are: > Growing up in society > Multi-ethnicity > Ecology > Migration > Global Issues > Citizenship > Conflicts > Further education and work life > Relationships > German speaking countries We mostly use authentic resources such as pictures, postcards, songs, movies, newspaper articles, easy readers. In addition to selected photocopied material we work with the following books:
• Deutsch mit Grips C1 (Klett Verlag) • Optimal A 1, A2, B1 (Langenscheidt Verlag) • Unterwegs 9 & 10 (Klett) • Easy readers, abridged and unabridged short novels
Whenever possible we try to integrate the culture of the host country into our teaching (e.g. sight seeing trip, shopping on a Berlin market, visits to museum, cinema, theatre).
Assessment is based on the following criteria: • participation in class • homework • quizzes, tests, IGCSE past papers • projects • group and individual presentations, role plays
The final grade is based on: GFL 1 - Beginner and GFL 2 - Intermediate: 60% oral and 40% written participation GFL 3 / 4 - Advanced: on 50% oral and 50% written participation
Papers and Exams
Core Curriculum
Grades available: C to G
Extended Curriculum
Grades available: A* to G
Paper 1 Listening (45 min.) Sections 1, 2 and 3 Paper 2 Reading and directed writing (1,5 h) Sections 1, 2 and 3 Paper 3 Speaking (15min)
Paper 1 Listening (45 min.) Sections 1, 2 and 3 Paper 2 Reading and directed writing (1,5 h) Sections 1, 2 and 3 Paper 3 Speaking (15min) Paper 4 Continuous writing
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Weighting of Papers
Paper Weighting: Core Weighting:
Extended
1 2 3 4
33% 33% 33% n/a
25% 25% 25% 25%
IGCSE French / Spanish as a Foreign Language
Grades 9/10 In French / Spanish we build the linguistic and communicative qualifications and skills for IGCSE in Foreign Language. In this course the students are prepared to be able to handle subjects of the IGCSE standards. The students are taught how to express basic and more extensive contents in oral and written form following the IGCSE standards. In grade 10 we reinforce and consolidate the linguistic and communicative skills for IGCSE in foreign language. The approach is communicative, using the target language in all areas of the teaching process.
The content is based on IGCSE subjects (Areas A – E):
• A: Everyday life (Home life; School routine; Eating and drinking; etc.) • B: Personal and social life (Family and friends; Hobbies etc.) • C: The world around us (Home town; environment; meeting people; etc.) • D: The world of work (Continuing education; future career plans; etc.) • E: The international work (Tourism; Life in other countries etc.) • Specific grammar contents which are needed for the IGCSE contents in
active or passive way such as all tenses for regular and irregular verbs; the conditional tense; Interrogatives; Use of pronouns; etc.)
The assessment during the school year is based on the following criteria:
• participation in class • homework • quizzes, tests • IGCSE past papers (Role plays; Reading and directed writing;
Continuing writing; Listening) • projects and group and individual presentations
The final grade is based on 50 % oral participation and 50% written part (30% tests, quizzes + 20% dialogues, letters, etc.).
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Papers and possible exams
Core Curriculum
Grades available: C to G
Extended Curriculum
Grades available: A* to G
Paper 1 Listening (45 min.) Sections 1, 2 and 3 Paper 2 Reading and directed writing (1,5 h) Sections 1, 2 and 3 Paper 3 Speaking (15min)
Paper 1 Listening (45 min.) Sections 1, 2 and 3 Paper 2 Reading and directed writing (1,5 h) Sections 1, 2 and 3 Paper 3 Speaking (15min) Paper 4 Continuous writing
Weighting of papers
Paper Weighting: Core Weighting: Extended
1 2 3 4
33% 33% 33% n/a
25% 25% 25% 25%
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IGCSE Mathematics
IGCSE Mathematics is a 2 year program following the syllabus set by the University of Cambridge International Examinations. All students in grade 9 follow the same course. In grade 10 students are separated into classes following either the Core or Extended syllabus. Students sit the IGCSE examinations in May of their 10th grade year. In grade 9 most of the work is from the Core syllabus, although a few of the topics and/or extensions are from the Extended syllabus. These are included to provide a solid preparation for the IB mathematics courses. Topics include number work, indices, linear equations and inequalities, algebraic fractions, quadratic equations, probability, basic geometry of plane figures and angles, right triangle trigonometry and simple solids. In grade 10 each group follows the appropriate set curriculum at either the Core or Extended levels. The Core class covers constructions and loci, symmetry, angles in a circle, some advanced graphing, vectors, statistics and transformations. The Extended class studies all of the same topics, most in greater depth, and in addition, advanced algebra, non-right triangle trigonometry including the unit circle, linear programming, functions, set theory, logarithms and vectors. To encourage thoughtful writing of mathematics, and logical thinking in problem solving, investigations are included in both the 9th and 10 grade programmes at both levels. Exam preparation is part of the 10th grade coursework. After IGCSE exams are over, classes are devoted to preparation for the IB mathematics courses. The Extended IGCSE course is intended for students who plan to do the SL or HL IB Mathematics programs and who expect to study Mathematics at the university level. The Core IGCSE course is for students who plan do the Studies IB program and who will continue their university studies in the Humanities. A student taking the Core IGCSE course can choose to enroll in the SL IB programme, however it is recommended that a minimum grade of C be attained to ensure success in the IB program. The Cambridge IGCSE textbook is used as well as other IGCSE and pre-IB resources. Assessment is based on class work, homework, investigations (grade 9/10), quizzes, tests, End-of-year test (grade 9) and the mock exam (grade 10).
All students require a graphic display calculator
Core Extended
IGCSE Assessment Components
Percentage Weighting
Percentage Weighting
External Examination
Non-calculator
Paper 1
25% Paper2
20%
External Examination
With calculator Paper 3
60% Paper4
60%
Investigative/modeling
Examination Paper 5
15% Paper6
20%
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IGCSE Science Courses
All three of the Natural Sciences have some common aims: • to develop the skill of inquiry • to encourage safe experimental practices • to provide a foundation that can lead to further successful study i.e. IB Diploma Each of the Sciences can be examined at Core or Extended level depending on the individual student. However, the teaching of Science is inclusive and all students will be exposed to the extended level material at appropriate times throughout the courses. Common External Assessment
All students, whether Core or Extended, will take 3 external examinations. All students take Papers 1 (Multiple Choice) and 6 (Alternative to Practical). Core students are examined with the additional Paper 2 (Short Answer questions). Extended students take the Paper 3 examination (Short Answer questions).
IGCSE Biology
IGCSE Biology is a two year course covering concepts related to a variety of topics including Cytology, Biochemistry, Genetics, Human Physiology, Plant Science and Ecology. The programme aims to enable students to demonstrate knowledge and understanding of scientific phenomena, facts, laws, definitions and theories. Being an experimental science, the aim is to help students develop good laboratory skills including use of laboratory equipment. This course aims to provide a sound basis for further study of Biology.
IGCSE Chemistry
IGCSE Chemistry is a 2 year course covering concepts relating to a variety of topics including extensive study of the Particulate Nature of Matter; Acids and Bases; Electrochemistry and Organic Chemistry. It aims to prepare students for further study in all of the sciences but also enables students to become confident citizens in a technological world, where they should be able to take and develop informed interests and opinions in matters of scientific import. Students will develop skills in efficient and safe scientific practice and will be able to appreciate the benefits and detriments that Chemistry can convey to both individuals and the environment.
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IGCSE Physics
IGCSE Physics is a 2 year course covering concepts relating to a variety of topics including Thermal Physics; Energy; Waves; Electricity and Magnetism and Atomic Physics. The study of Physics gives students an excellent foundation in a subject that is the basis for all of the other Science subjects. Physics students recognize the limitations of the experimental method; work hard to develop precision in their measurements and account for errors and uncertainties.
IGCSE Business Studies
Please note that there is no core / extended distinction in this subject. The IGCSE Business Studies syllabus develops students' understanding of business activity in the public and private sectors, and the importance of innovation and change. Students learn how the major types of business organisations are established, financed and run, and how their activities are regulated. Factors influencing business decision-making are also considered, as are the essential values of cooperation and interdependence. Through their studies, students not only learn about business concepts and techniques but also enhance related skills such as numeracy and enquiry. The syllabus provides both a foundation for further study at IB Level, and an ideal preparation for the world of work. Assessment Candidates must be entered for the following papers:
(i) Paper 1 (ii) Paper 2
Weighting of papers
Paper Weighting 1. 50% 2. 50%
Differentiation
All candidates are expected to pursue the same curriculum objectives, and differentiation will be by outcome. Description of papers Paper 1 (1.45 hours) A paper containing short-answer questions and structured/data response questions. There will be no choice of questions. Paper 2 (1.45 hours) Candidates will be presented with a business situation or problem, and required to answer questions arising from it. There will be no choice of questions.
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IGCSE Geography
Please note that there is no core/ extended distinction in this subject.
Through the IGCSE Geography syllabus, students will develop a 'sense of place' by looking at the world around them on a local, regional and global scale. Students will examine a range of natural and man-made environments, and learn about some of the processes which affected their development. They will also look at the ways in which people interact with their environment, and the opportunities and challenges an environment can present, thereby gaining a deeper insight into the different communities and cultures that exist around the world.
Asessment
All candidates must enter for three papers. These will be Paper 1, Paper 2 and either Paper 3 or Paper 4. Paper 1 will be answered on separate answer paper/answer booklet. Papers 2 and 4 will consist of combined question papers and answer booklets, where candidates answer in the spaces provided. Paper Weighting
1 45%
2 27.5%
3 or 4 27.5%
Paper 1 (1 hour 45 minutes) This paper will be taken by all candidates. Candidates will be required to answer three questions (3 x 25 marks). Six questions will be set: two on each of the three themes. Questions will be structured with gradients of difficulty, will be resource-based and involve problem solving and free response writing. Paper 2 (1 hour 30 minutes) (60 marks) This paper will be taken by all candidates. Candidates must answer all the questions. This paper will be mainly skills-based and will test a candidate’s ability to handle various ways of depicting geographical information. The questions will be neutral in that they will not require specific information of place. Candidates will be able to demonstrate skills of analysis and interpretation and application of graphical and other techniques as appropriate. One question will be specifically based on a large-scale (1:25 000 or 1:50 000) topographical map of a tropical area such as Zimbabwe, the Caribbean or Mauritius and will include a full key.
Paper 4 Alternative to Coursework (1 hour 30 minutes) (60 marks) As an alternative to coursework, candidates will be set a series of tasks in a written examination on issues relating to one or more of the syllabus themes
1. Population and Settlement 2. The Natural Environment 3. Economic Development and the Use of Resources
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Candidates must answer all questions. A primary feature of questions in this paper is that they will involve an appreciation from a theoretical standpoint of a range of techniques used in a variety of fieldwork studies. Questions will test the methodology of the following data collection enquiry skills:
(a) questionnaires; (b) observation; (c) counts (such as pedestrian and traffic counts); (d) measurement techniques (appropriate to river, beach and weather
studies). Questions may involve the development of suitable hypotheses appropriate to specific topics linked to the relevant geographical knowledge and understanding. Methods used to process and to present data will also be tested using both cartographical and statistical techniques. An ability to analyse data collected and to formulate conclusions will also be examined in this paper.
IGCSE History
Please note that there is no core/ extended distinction in this subject.
The History IGCSE syllabus looks at some of the major international issues of the nineteenth and twentieth centuries, as well as covering the history of particular regions in more depth. The emphasis is on both historical knowledge and on the skills required for historical research. Students learn about the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. IGCSE History will stimulate any student already interested in the past, providing a basis for further study, and also encouraging a lifelong interest in the subject.
Assessment
Candidates must be entered for the following papers: (i) Paper 1; (ii) Paper 2; (iii) either Paper 3* or Paper 4. No questions will be set on any Paper dealing with matters which have occurred within five years of the date of the examination. Paper 1 (2 hours) will consist of two sections. Section A (Core Content) will contain eight questions, four on the 19th century Core and four on the 20th century Core. Candidates must answer two questions. Section B (Depth Studies) will contain two questions on each of the Depth Studies. Candidates must answer one question. All questions on Paper 1 will be structured into three parts and will be based on stimulus material. Paper 2 (2 hours). This paper will have two options: a 19th-century topic and a 20th-century topic. Candidates answer the questions on one option.
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The topics will be prescribed each year and will be taken from the Core Content. Each option will include a collection of source material relating to the prescribed topic, and a series of questions based on the material. For the examination in 2010 the topics will be: 20th century core: The decline and collapse of Soviet control over Eastern Europe (May/June examination) Paper 1 Alternative to Coursework (1 hour). On each of the Depth Studies one question will be set. It will be source-based and will be structured into several parts. It will test all the Assessment Objectives. Candidates must answer one question. SPECIFICATION GRID
PAPER WEIGHTING ASSESSMENT OBJECTIVES
MARKS PERCENTAGE
Paper 1 60 40
Paper 2 50 33
Paper 4 40 27
Total 150 100
IGCSE Music
The music course is a two year programme aimed primarily at those students who are instrumentalists or singers receiving regular lessons outside school. The three assessment objectives in Music are:
A Listening (30%) B Performing (30%) C Composing (30%)
Listening
• Aural awareness, perception and discrimination in relation to Western music
of the Baroque, Classical, Romantic and 20th century periods;
• Identifying and commenting on a range of music from cultures in different countries;
• Knowledge and understanding of one Western Prescribed Work and one
Prescribed Focus from a non-western culture.
Performing
• Technical competence on one or more instruments or voice (two pieces required one as an ensemble and one solo)
• Interpretative understanding of the music performed.
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Composing
• Composing three pieces, one with notation
• Showing imagination and control of the compositional process The course in school will be largely addressed to the listening element – encouraging an awareness of musical style from Western and non-Western cultures.
IGCSE Visual Arts Course
The Grade 9-10 Art Visual Arts Course will build and strengthen skills in using the elements of
design and composition acquired in middle school The course is designed to equip students with
the necessary skills to successfully complete the IGCSE exams. As well as this, it provides
preparation for those students eventually choosing visual arts in IB and to equip students not
continuing with visual arts with basic skills and appreciation of the arts. Students will embark upon
a more intensive exploration of Art History and appreciation, Art Theory and the application and
further development of practical technical skills.
Goals and Objectives
The course is designed to help students develop as practicing visual artists and art historians.
There is a stronger emphasis on developing research skills, including information sourcing and foot
notes. A higher level of critical analysis will be required. Students will be expected to maintain a
research work journal approaching the assessment standards of IB. They will be assessed on their
journal at the end of each semester.
Special focus will be given to viewing exhibitions in galleries to acquaint students with “the white
cube” and its practices. Students are encouraged towards adopting an independent approach
towards learning which in turn fosters individual creativity. In practical work students will be
expected to be effective planners of their work and be able to show evidence of expertise in
practical skills and encouraged to take risks in decision making based on what they have learned.
This educational approach leads the student towards a learning outcome aimed at developing
research and other essential skills required for the IGCSE and IB programs.
Evaluation based criteria - Assessment
• Acquisition of technical skills based on completed artworks.
• Research - historical/theoretical i.e. written essays, tests and quizzes.
• Critical Analysis of individually produced artwork i.e. oral presentations.
• Effective maintenance of a research work journal.
• Contribution towards investigative class discussions.
• Cleaning up and taking responsibility for the classroom and its equipment.
Students can elect to sit the IGCSE exams which consist of two 8 hour invigilated exams.
Course Content
Over the two year course, the sylabus will embrace areas of study that include practical skills, art
history and art theory. In chronological order;
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Course Content Summary - year 9
• Course introduction.
• Using a research workbook.
• What is Art?
• Drawing still life.
• History of still life. Dutch and German post-renaissance still life.
• Renaissance and the discovery of graphic perspective.
• One and two point perspective
• Commercial design.
• Design project
• Ideas in visual arts.
• Critical analysis.
• Planning and executing individual artworks
• Interpretative studies.
• Art appreciation
Course Content Summary - year 10
• The human form as a basis for design.
• History of portraiture.
• Introduction to photography.
• Portrait photography.
• Introduction to Post modernism.
• Post modern portrait painting.
• Critical analysis.
• Ideas in visual arts.
• Planning and executing individual artworks
• Interpretative studies.
• Examination preparation.
IGCSE Information and Communication Technology
This is a two year course and gives the students the flexibility to cope with a wide variety of resources and ever-changing technology. The course consists of practical work as well as some theory knowledge and gives the students a competence in a wide variety of software packages. These packages include software competencies with the following programmes: Microsoft Power point Microsoft Word Microsoft Excel Html Editor
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The course also includes an insight into technology and its affect on society. The content of the IGCSE: Written paper:
1. Types and components of computer systems 2. Input and output devices 3. Storage devices and media 4. Computer networks 5. Data types 6. The effects of using ICT 7. The ways in which ICT is used 8. Systems analysis and design
Pratical:
9. Communication 10. Document production 11. Data manipulation 12. Integration 13. Output data 14. Data analysis 15. Website authoring 16. Presentation authoring
Resources:
• P.C.’s • Microsoft Excel • Internet • Microsoft Word • Smart Board • Html Editor
Assessment through out the two year course:
• Class work • Assignments/ Projects • Formative Assessments • Written Tests
The IGCSE exam at the end of the course consists of:
Paper 1 Written paper at 40% of total
Paper 2 Practical at 30% of total
Paper 3 Practical test at 30% of total
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Practical tests
The two practical tests will each comprise a number of tasks to be taken under controlled conditions. The practical tests focus on the candidate’s ability to carry out practical tasks rather than to explain the theory of how the tasks are completed. Candidates are assessed on their ability to complete these tasks.
P.E.: Year 9 and 10 (Non-IGCSE)
In P.E. we develop different skills, like endurance, physical strength, body control, and feel for rhythm and teamwork skills. We teach several ballgames and other modified games, track and field and gymnastics. In upper grades we focus more on subject areas and try to support individual and team interests. Ballgames like soccer, basketball, hockey, handball and volleyball are taught at a more advanced level, meaning that we go more in details about rules and regulations. In track and field students are required to run longer distances like 800/1000 and 3000 meter, to do also long jump, shot put and relays. When time and weather permits we also attempt to offer hurdles and high jump training. It is required that the students take part in extra activities such as `Bundesjugendspiele´. In gymnastics we extend our program to offer rings, bars and balance beam. Whenever possible, we try to integrate sports from different cultures in our teaching (cricket, rugby...) . Our goal is to ensure that students realize the importance of being active and maintaining an interest to take part in sport activities. For grade 10 it is their last year to participate in sport class at B.I.S. Depending on our goal, the lessons are taught in different methods. Assessment
50% performance 25% improvement and effort 25% attitudes and learner profile (behaviour in team games, helpfulness and sportsmanship) We assess our students through 3 tests per grading period.
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