Link to Grade 10 Curriculum - Ecole Bilingue Internationale

ECOLE BILINGUE INTERNATIONALE
SCHOOL YEAR 2012-2013
SECONDARY SCHOOL
CURRICULUM
GRADE
10
(PHYSICAL EDUCATION IS TAUGHT IN FRENCH CLASSES)
MATHEMATICS
MATHEMATICS 9
TH
AND 10
TH
GRADES (I.G.C.S.E. CORE
& EXTENDED)
TEACHER: MRS D. LE GUEHENNEC
Aim
The two-year course is designed to prepare
students for the I.G.C.S.E. Cambridge
examination at the higher level (extended) with
the aim of achieving a ‘good’ pass in the C to A*
range or at the core level with the aim of
achieving an acceptable C Grade.
The course content will be covered in 9th Grade
and in the first two terms of the 10th Grade.
Thereafter, work will focus on reviewing past
papers so that students will be at ease with the
level and style of questions that they will be
required to answer in the final examination.
Course book
Essential Mathematics for Cambridge IGCSE.
By Sue Pemberton
Content
1. Number
- Order of operations
- Directed numbers
- Number facts
- Fraction review
- Approximations and estimations
- Standard form
- Ratio, direct and inverse proportion
- Percentages
- Speed, distance and time
- Speed-time and distance-time graphs
2. Algebra
- Simplifying algebraic expressions
- Solving linear equations
- Constructing formulae
- Substitution into formulae
- Gradients and straight line graphs
- Indices
- Solving linear inequalities
- Representing linear inequalities on graphs
- Sequences
- Manipulating algebraic fractions
- Simultaneous equations
- Expanding and factorizing expressions
- Rearranging formulae
- Solving quadratic equations by factorizing
or by using the quadratic formula
- Plotting quadratic, cubic, reciprocal and
exponential graphs
- Interpreting graphs
- Graphical solutions of graphs
- Set and Venn diagrams
- Functions
- Matrix algebra
- Linear Programming
- Direct and indirect variation
3. Shape and space
- Angle properties
- Symmetry
- Perimeter and area
- Pythagoras
- Geometrical constructions
- Loci
- Circles: circumference, arc length and
sector area
- Similar and congruent triangles
- Transformations: reflections, rotations,
translations and enlargements
- Surface area and volume
- Three figure bearings
- Trigonometry in right angled triangles
- Angles of elevation and depression
- Three-dimensional problems using
trigonometry
- Areas of similar shapes
- Volumes of similar shapes
- Circle theorems
- Transformations: stretches and shears
- Matrices and transformations
- Sine, cosine ratios up to 180°
- Area of a triangle
- The sine rule
- The cosine rule
- Vectors
- Vector geometry
4. Probability and statistics
- Calculation of mode, median, mean and
range
- Frequency tables applied to simple and
grouped data
- Data display
- Scatter diagrams
- Cumulative frequency
- Histograms
- Simple probability
- Exclusive and independent events
- Constructing and using tree diagrams
FRANÇAIS LANGUE ETRANGÈRE
TH
TH
TH
TH
FLE – R /10 /11 /12 GRADES
DÉBUTANTS ET FAUX-DÉBUTANTS
TEACHER: Mrs S. Léger
AIMS
LISTENING COMPREHENSION
1. Understanding phrases and expressions related to areas of most immediate priority (e.g. basic
personal and family information, shopping, local geography, employment) provided speech is clearly
and slowly articulated.
2. Identifying the topic of discussion around you when it is conducted slowly and clearly.
3. Catching the main point in short, clear, simple messages and announcements.
4. Understanding simple directions relating to how to get from X to Y, by foot or public transport.
5. Understanding and extracting the essential information from short, recorded passages dealing with
predictable everyday matters which are delivered slowly and clearly.
6. Identifying the main point of TV news items reporting events, accidents etc. where the visual
supports the commentary.
7. Following changes of topic of factual TV news items, and form an idea of the main content.
ORAL PRODUCTION
1. Giving a simple description or presentation of people, living conditions, daily routines, likes /dislikes,
etc. as a short series of simple phrases and sentences linked into a list.
2. Telling a story or describing something in a simple list of points. Describing everyday aspects of
your environment, family and living conditions.
3. Giving short, basic descriptions of events and activities.
4. Describing plans and arrangements, habits and routines, past activities and personal experiences.
5. Explaining what you like or dislike about something.
6. Describing people, places and possessions in simple terms.
7. Being able to cope with a limited number of straightforward follow up questions.
8. Giving a short, rehearsed, basic presentation on a familiar subject.
9. Answering straightforward follow up questions if you can ask for repetition and if some help with the
formulation of your reply is possible.
READING COMPREHENSION
1. Understanding short, simple texts on familiar matters of a concrete type which consist of high
frequency everyday language.
2. Understanding short simple personal letters and basic types of standard routine letters and faxes
(enquiries, orders, letters of confirmation etc.) on familiar topics.
3. Finding specific, predictable information in simple everyday material such as advertisements,
prospectuses, menus, reference lists and timetables.
4. Understanding everyday signs and notices: in public places, such as streets, restaurants, railway
stations; in school, such as directions, instructions, hazard warnings.
WRITTEN PRODUCTION
1. Writing a series of simple phrases and sentences linked with simple connectors like ‘and’, ‘but’ and
‘because’.
2. Writing about everyday aspects of your environment, e.g. people, places, a study experience in
linked sentences.
3. Writing very short, basic descriptions of events, past activities and personal experiences.
4. Writing a series of simple phrases and sentences about your family, living conditions, school.
5. Writing short, simple imaginary biographies about people.
OBJECTIFS COMMUNICATIFS
1. Comprendre des expressions et un vocabulaire très fréquent relatifs à moi-même, ma famille, mes
achats, mon environnement proche, à l’école, au travail. Saisir l'essentiel d'annonces et de messages
simples et clairs.
2. Lire des textes simples et courts. Pouvoir trouver une information particulière prévisible dans des
documents courants comme les publicités, les prospectus, les menus et les horaires et pouvoir
comprendre des lettres personnelles courtes et simples.
3. Poser des questions simples sur des sujets familiers ou sur ce dont j’ai immédiatement besoin, ainsi
que répondre à de telles questions.
4. Communiquer lors de tâches simples et habituelles demandant un échange d'informations simple
et direct sur des sujets et des activités familiers.
5. Prendre part à une conversation : être capable de communiquer de façon simple, à condition que
l'interlocuteur soit disposé à répéter ou à reformuler ses phrases plus lentement et à m'aider à
formuler ce que j’essaie de dire.
6. Pouvoir utiliser une série de phrases ou d'expressions pour décrire en termes simples ma famille et
d'autres gens, mes conditions de vie, ma formation actuelle ou récente.
7. Ecrire une lettre personnelle, des notes et messages simples et courts.
LEXIQUE
L’alphabet, le matériel scolaire, quelques professions, les nombres, les matières scolaires, l’école, les
jours de la semaine, la description physique, la famille, les lieux de vacances, les moyens de
transport, quelques loisirs et activités sportives, l’heure, les moments de la journée, les repas, la
météo.
GRAMMAIRE
L’interrogation, les pronoms personnels, les articles définis et indéfinis, la négation, l’accord des
adjectifs, les adjectifs possessifs, les prépositions de lieu, le présent, le futur proche, le passé récent,
l’impératif, le passé composé et l’imparfait.
PHONETIQUE
L’intonation de l’interrogation et de l’affirmation, Le « e » final muet, les consonnes finales muette,
l’opposition [s] / [z], [y] / [u], [ ] , les oppositions [f] / [v], [b] / [p], [b] / [v], les voyelles nasales.
EXPRESSION ORALE
Communiquer en classe, parler de soi et des autres, de ses goûts, de son environnement, de ses
activités.
Travail sur des dialogues et des interactions simples de la vie quotidienne.
EXPRESSION ÉCRITE
Présentations, descriptions, correspondance simple, recettes, production de textes courts.
CIVILISATION FRANÇAISE
L’école, quelques personnalités françaises du monde politique, culturel et sportif, la vie de famille, la
gastronomie, quelques villes françaises, les fêtes saisonnières, les activités culturelles, les
expressions idiomatiques, extraits d’œuvres et de journaux.
Bibliographie
- Alter Ego 1+ et Agenda 1 – Hachette FLE
- Belleville 1 – CLE international
- Activités pour le CECR niveau A1 et A2 – CLE International
- Documents authentiques simples.
TH
FLE – SS GRADE (.INTERMEDIATES – TERMEDIAT- TE)
TEACHER: MS. GHISLAINE ROLLAND
AIMS:
The aims are to:
1
develop the ability to use the language effectively for purposes of practical communication;
2
form a sound base of the skills, language and attitudes required for further study, work and leisure;
3
offer insights into the culture and civilisation of the country;
4
encourage fuller integration into the local community;
5
develop a fuller awareness of the nature of language and language learning;
6 encourage positive attitudes towards language learning and towards speakers of other languages and a
sympathetic approach to other cultures and civilisations;
7
provide enjoyment and intellectual stimulation;
8 complement other areas of study by encouraging skills of a more general application (e.g. analysis,
memorising...)
WRITTEN EXPRESSION:
Understanding and writing a short text, describing someone and somewhere, taking notes, writing a postcard/a
letter, writing an invitation. Writing short paragraphs relating to the stories read in literature class.
VOCABULARY:
Area A: Everyday activities: Home life and school; food; health and fitness.
Area B: Personal and social life: Self, family and personal relationships; holidays and special occasions.
Area C: The world around us: Home town and local area; natural and made environment; people, places and
customs.
Area D: The world of work: Continuing education; careers and employment; language and communication in the
work place.
Area E: The international world: Tourism at home and abroad; life in other cuntries and communities; world
events and issues.
GRAMMAR:
Masculine/feminine, singular/plural, prepositions of time and place, the negative form, possessive adjectives and
pronouns, adjectives, pronominal verbs, comparatives and superlatives, demonstrative adjectives, homophones,
units of quantities.
Conjugaisons: The present, near future, future, and past tenses.
LITERATURE:
Short stories written for adolescents leaning French – Alex Leroc series (levels A2 and B1)
CULTURE:
Situation of France in Europe, main big towns in France, the Auvergne region, famous French people,
celebrations.
ASSESSMENT:
Each week, the student’s homework is graded. Tests are carried out weekly (vocabulary and grammar)
At the end of this course, those who wish to take the IGCSE examinations may do so.
FRENCH 10
TH
(AVANCÈS) NIVEAU B1/B2
TEACHER: MS. VALERIE PANIAGUA
OBJECTIFS GENERAUX :
1.
2.
3.
4.
5.
6.
Développer une autonomie orale, favoriser la prise de parole;
Améliorer la compréhension orale et l'expression écrite;
Acquérir des outils pour maîtriser la langue;
Travailler régulièrement à l'acquisition d'un vocabulaire diversifié et nouveau;
Approcher et être capable d’analyser des morceaux de littérature choisis
Sensibilisation à la culture française.
 EXPRESSION ORALE
Faire accéder l’élève à la maîtrise des formes fondamentales de discours afin de le rendre capable de
comprendre et de s’exprimer clairement à l’oral et à l’écrit.
Objectifs:
Prendre place dans un dialogue et dans un échange collectif: parler, oser s'exprimer, exposer son point
de vue, argumenter, demander des explications, écouter, répondre aux questions et relancer la
conversation.
Savoir rapporter un récit, un événement, restituer une expérience.
Communiquer dans le cadre d’un échange et s’exprimer de façon ordonnée.
Raconter, décrire, questionner, expliquer.
Saisir l'essentiel d'un texte en répondant oralement ou par écrit à des questions.
Acquérir une autonomie de compréhension et d’expression orale.
Etre capable de présenter ses recherches, faire une présentation orale de type examen.
 EXPRESSION ECRITE
Développer la capacité de s’exprimer et de communiquer par écrit, maîtriser la production de phrases,
l’articulation des idées, l’organisation d’un paragraphe.
Objectifs:
Elaborer et écrire une dissertation de 250 à 400 mots en respectant les contraintes de syntaxe et de
ponctuation, de présentation et de lisibilité.
Relater par écrit un événement, une expérience, une visite, une lecture en faisant ressortir l'essentiel.
Insérer dans une narration des notations descriptives.
Comprendre et analyser un énoncé.
Faire une synthèse de plusieurs documents.
Comptes-rendus et analyses littéraires de certaines œuvres.
 COMPREHENSION DE TEXTE ET LECTURE SUIVIE
Objectifs:
Développer le goût de la lecture.
Etudes de différentes nouvelles.
Compte-rendu de lecture
Analyser une œuvre
Comprendre un texte audio et savoir l’analyser.
 CONJUGAISON
Objectif:
Initier l'élève à l'usage des temps et des modes afin d'appréhender progressivement la signification et
l'utilisation.
PROGRAMME DE L'ANNÉE:
- Révisions et approfondissement du programme de l’an dernier
- Les modes de conjugaison et leur utilisation.
- Les expressions de temps (se situer dans le temps, l’expression de la durée …)
- Tous les temps de l’indicatif: présent, passé composé, futur simple, imparfait, plus-que-parfait, futur
antérieur, passé simple.
- L’impératif présent et passé
- Le conditionnel présent et passé
- Le subjonctif présent et passé
- La concordance des temps
 GRAMMAIRE, VOCABULAIRE ET ORTHOGRAPHE GRAMMATICALE
Objectif :
L'objectif majeur de la grammaire et de l'orthographe sera de permettre à l'élève d'avoir une
maîtrise accrue de la langue à travers la révision et l’approfondissement de tout ce qui a été présenté les
années précédentes.
PROGRAMME DE L'ANNEE:
Révisions et approfondissement du programme de l’an dernier
Consolider la connaissance de la ponctuation, en relation avec les structures et les types de phrases.
Les principales fonctions (la fonction sujet - la fonction complément d’objet directe et indirecte - la fonction
complément circonstanciel de temps et de lieu ...- les pronoms relatifs - les pronoms personnels
compléments - les adjectifs et pronoms possessifs et démonstratifs, les adverbes ..) pour savoir les identifier
dans une phrase.
Les accords (accorder le déterminant avec le nom, accorder un adjectif qualificatif, accorder le verbe et son
sujet, accorder un participe passé, ...)
Les prépositions
Les pronoms personnels sujets, réfléchis et compléments
Les pronoms relatifs.
Les styles de discours (le style direct et indirect)
Le gérondif
La forme passive
La cause et la conséquence
L’expression de la comparaison
L’expression de la cause, de la conséquence, de l’oppositions, de la concession, du but et de l’hypothèse.
Dossiers de vocabulaire: l’actualité, la vie citoyenne, les medias, l’opinion, la vie culturelle, la
différence…(thèmes de l’examen AS / A Level French)
 CULTURE
-
-
Manifestations culturelles diverses (cinéma, exposition, courts métrages à « La Jetée »…)
Travaux divers sur l’actualité et différents thèmes de sociétés du programme AS Level French et AP French
Language and Culture..
La culture française et en particulier l’Auvergne.(“Portrait de la France”, étude sur la région, le département,
les curiosités régionales…).
La France à travers les thèmes imposés par l’examen AS Level ou AP French Language and Culture.
SCIENCE
IGCSE BIOLOGY 10TH GRADE
TEACHER: MS. GLENDA BURBRIDGE
Text book: Complete IGCSE Biology
Section 1 – Characteristics and classification of living organisms
1 List and describe the characteristics of living organisms
2 Classification and diversity of living organisms
2.1 Concept and use of a classification system; 2.2 Adaptations of organisms to their environment
3 Simple keys
Section 2 – Organisation and maintenance of the organism
1 Cell structure and organisation
2 Levels of organisation
3 Size of specimens
4 Movement in and out of cells;4.1 Diffusion ; 4.2 Active transport ; 4.3 Osmosis
5 Enzymes
6 Nutrition
6.1 Nutrients; 6.2 Plant nutrition; 6.2.1 Photosynthesis; 6.2.2 Leaf structure; 6.2.3 Mineral requirements;
6.3 Animal nutrition; 6.3.1 Diet; Food supply; 6.3.2 Human alimentary canal; 6.3.3Mechanical and physical
digestion; 6.3.4Chemical digestion; 6.3.5 Absorption; 6.3.6 Assimilation
7 Transportation
7.1 Transport in plants; 7.1.1Water uptake; 7.1.2 Transpiration; 7.1.3 Translocation; 7.2 Transport in humans
7.2.1 Heart; 7.2.2 Arteries, veins and capillaries; 7.2.3Blood
8 Respiration
8.1 Aerobic respiration; 8.2 Anaerobic respiration; 8.3 Gas exchange
9 Excretion in humans
10 Coordination and response
10.1 Nervous control in humans; 10.2 Hormones; 10.3 Tropic responses; 10.4 Homeostasis; 10.5 Drugs
Section 3 – Development of the organism and the continuity of life
1 Reproduction
1.1 Asexual reproduction ; 1.2 Sexual reproduction ; 1.2.1 Sexual reproduction on plants ; 1.2.2 Sexual
reproduction in humans; 1.3 Sex hormones; 1.4 Methods of birth control; 1.5 Sexually transmissible diseases
2 Growth and development
3 Inheritance
3.1 Chromosomes; 3.2 Mitosis; 3.3 Meiosis; 3.4 Monohybrid inheritance;3.5 Variation; 3.6 Selection
3.7 Genetic engineering
Section 4 – Relationships of organisms with one another and with their environment
1 Energy flow
2 Food chains and food webs
3 Nutrient cycles
4 Population size
5 Human influences on the ecosystem
5.1 Agriculture; 5.2 Pollution; 5.3 Conservation
IGCSE PHYSICS 9TH & 10TH GRADE
TEACHER: MS. GLENDA BURBRIDGE
Text book: Complete Physics; Pople: Oxford
Students have 2 hours a week to complete their preparation for the IGCSE Physics examination begun in 9th
grade.
1. General Physics
1.1 Length and time
1.2 Speed, velocity and acceleration
1.3 Mass and Weight
1.4 Density
1.5 Forces
(a) Effects of forces; (b) Turning effect; (c) Conditions for equilibrium; (d) Centre of mass; (e) Scalars
and vectors
1.6 Energy, work and power
(a) Energy; (b) Energy resources; (c) Work; (d) Power
1.7 Pressure
2. Thermal Physics
2.1 Simple kinetic molecular model of matter
(a) States of matter; (b) Molecular model; (c) Evaporation; (d) Pressure changes
2.2 Thermal properties
(a) Thermal expansion; (b) Measurement of temperature; (c) Thermal capacity; (d) Melting and boiling
2.2 Transfer of thermal energy
(a) Conduction; (b) Convection; (c) Radiation; (d) Consequences of energy transfer
3. Properties of Waves, including Light and Sound
3.1 General wave properties
3.2 Light
(a) Reflection of light; (b) Refraction of light; (c) Thin converging lens; (d) Dispersion of light;
(e) Electromagnetic spectrum
3.3 Sound
4. Electricity and magnetism
4.1 Simple phenomena of magnetism
4.2 Electrical quantities
(a) Electric charge; (b) Current; (c) Electro-motive force; (d) Potential difference; (e) Resistance
(f)
Electrical energy
4.3 Electric circuits
(a) Circuit diagrams; (b) Series and parallel circuits; (c) Action and use of circuit components;
(d) Digital electronics
4.4 Dangers of electricity
4.5 Electromagnetic effects
(a) Electromagnetic induction; (b) a.c. generator; (c) Transformer; (d) The magnetic effect of a current
(e) Force on a current-carrying conductor; (f) d.c. motor
4.6 Cathode-ray oscilloscopes
(a) Cathode rays; (b) Simple treatment of cathode-ray oscilloscope
5. Atomic Physics
5.1 Radioactivity
(a) Detection of radioactivity; (b) Characteristics of the three kinds of emission; (c) Radioactive decay;
(d) Half life; (e) Safety precautions
5.2 The nuclear atom
(a) Atomic model; (b) Nucleus; (c) Isotopes
GEOGRAPHY
TEACHER: MRS. GILLIAN ALLEN
This
is
a
TWO
YEAR
COURSE
for
the
9th
and
10th
Grades,
designed
to
prepare
students
for
the
Cambridge
IGCSE
Geography
examination
where
the
first
part
is
taught
during
Grade
9
and
the
remainder
in
the
following
year,
i.e.
Grade
10.
THE SYLLABUS AIMS TO ENCOURAGE ALL STUDENTS TO DEVELOP:
a)
b)
c)
d)
e)
a sense of place and understanding
an awareness of the characteristics and distribution of contrasting physical environments
an understanding of some of the processes affecting the development of such environments
an understanding of the spatial effects of the ways in which people interact with each other and their
environments
an understanding of different communities and cultures throughout the world and an awareness of the
contrasting opportunities and constraints presented by different environments.
THREE major themes are treated: ALL are inter-related.
1. The natural environment
2. Population and settlement
3. Economic development and the use of resources
These themes are divided into topics supported by case studies and will involve problem
solving as well as creative writing. Resources used may be photographic, map extracts (1:25000 and
1:50000), drawings, diagrams, text extracts, statistics and tables of data. SKILLS of APPLICATION,
INTERPRETATION, and ANALYSIS of geographical information are developed throughout the
program (formulating aims and hypotheses, use of enquiry skills to collect data, presentation
techniques, and analysis of results and formulation of conclusions).
FIELDWORK FORMS AN INTEGRAL PART OF THE COURSE enabling students to collect
primary data and evaluate the problems and constraints within which they operate.
Field trips may be arranged not only during school time but also on Wednesday afternoons and Saturdays
depending on the subject matter and weather conditions. This also avoids students missing valuable time in
other subjects. Parents are informed of proposed field trips and are asked to complete a permission slip and
undertake that students are adequately equipped.
Theme 1
The natural environment
Plate tectonics: structure of the Earth; the distribution of earthquakes, volcanoes and fold mountains
in relation to plate margins. Causes and effects of earthquakes and volcanic eruptions.
Landforms and landscape processes: major rock types, weathering and erosion. The
hydrological cycle; river systems, river processes and their associated landforms. Floods and water
management. Coastal processes and associated landforms. Flooding and coastal management.
Weather: methods of collecting and measuring meteorological data. Use and interpretation of graphs and
other diagrams showing weather data.
Climate and natural vegetation: study of the tropical rainforest and tropical desert ecosystems.
The nature of and the relationship between climate and natural vegetation in these two ecosystems.
Inter-relationships between the natural environment and human activities with
reference to natural hazards, landscape processes climate and the two named ecosystems.
Theme 2
Population and settlement
Population dynamics: growth, causes and consequences (benefits and problems) of over-population
and under-population. Contrasting patterns of growth as influenced by birthrate, death rate incl. HIV/AIDS
and migration. The demographic transition model. Population structure as shown by age/sex pyramids.
Factors influencing the density and distribution of population and population migration.
Settlement: factors influencing the size, development and function of urban and rural settlements;
spheres of influence. Land-use in LEDC’s and MEDC’s. Problems in urban areas: causes and possible
solutions. Inner cities, redevelopment, shanty towns…The environmental impact resulting from urbanization
and possible solutions.
Theme 3
Economic development and the use of resources
Agricultural systems: inputs and outputs of a large-scale system of commercial farming and smallscale subsistence farming. Causes and effects of food shortages and possible solutions.
Industrial systems: primary, secondary and tertiary. Changes in employment with time and the level
of development in LEDC’s and MEDC’s. Products and waste from industrial systems. Factors influencing
the distribution of high technology industries and a manufacturing/processing industry on a global/national
scale.
Leisure and tourism: development in relation to the physical and human landscape. Benefits and
disadvantages to receiving areas.
Energy and water resources: significance of renewable and non-renewable supplies. Factors
influencing the development and siting of power stations; Uses, provision and competition for water
resources and the impact of water shortages.
Environmental risks and benefits: resource conservation and management. Soil erosion, global
warming and pollution (water, air, noise, visual). The need for sustainable development in different
environments.
WORLD HISTORY (2ND YEAR IGCSE)
TEACHER: MR. GERRY MORAN
This is a 2 year-course .
The aims of the syllabus are:
to stimulate interest in and enthusiasm about the past
to promote the acquisition of knowledge and understanding of human activity in the past
to ensure the candidates’ knowledge is rooted in an understanding/interpretation of historical evidence
to promote an understanding of the nature of cause and consequence, continuity and change etc.
to provide a sound basis for further study, by encouraging and developing the students’ critical faculty
to encourage international understanding
to encourage the development of linguistic and communication skills
The Assessment Objectives and the Assessment Criterion are included in the complete syllabus given to all
students at the beginning of the year.
The Core Content of the IGCSE Course is an attempt to answer a number of Key Questions:
1. Why was there a Civil War in the United States?
Specified Content: Causes and consequences of the Civil War; 1820-77; differences between North and
South; slavery, slave states, free states; abolitionism; the election of 1860; secession; course of the war; the role
of Lincoln; reconstruction.
2. What caused the First World War?
Specified Content:
The origins of the First World War
The Alliance System
colonial rivalries
Developments in the Balkans
The crisis of June-July 1914 and the outbreak of the war.
3. Were the Peace Treaties of 1919-23 fair?
Specified Content:
The peace treaties
The roles of individuals such as Wilson, Clemenceau and Lloyd George
The impact of the treaties on the defeated countries
Contemporary opinions of the treaties.
4. To what extent was the League of Nations a success?
Specified Content:
The League of Nations: strengths and weaknesses in structure and organisation
Successes and failures during the 1920s
The impact of the World Depression
The failures of the 1930s, especially in Manchuria and Abyssinia.
5. Why had international peace collapsed by 1939?
Specified Content:
The collapse of international order in the 1930s: the increasing militarism of Germany, Italy and
Japan
Hitler’s foreign policy to 1939: the Saar, remilitarisation of the Rhineland, Anschluss,
appeasement, crises over Czechoslovakia and Poland, the outbreak of war.
6. Who was to blame for the Cold War?
Specified Content:
The origins of the Cold War: the 1945 summit conferences and the breakdown of the US-USSR
alliance in 1945-46
Soviet expansion into Eastern Europe to 1948, and American reactions to it
Occupation of Germany and the Berlin Blockade.
7. How effectively did the USA contain the spread of Communism?
Specified Content:
-
Events of the Cold War: case studies of American reactions to the Cuban revolution, including
the missile crisis and its aftermath, and American involvement in the Vietnam War.
Students must also take one Depth Study; we take two. Depth Study A, as it ties in with four of our seven
Core Key Questions, is our main study. Depth Study C is a safety net.
DEPTH STUDY A: GERMANY 1918-45
The Revolution of 1918 and the establishment of the Republic. The Versailles settlement and German
reactions to it. The Weimar Constitution, main political divisions, the role of the army.
-
Political disorder, 1919-23; economic crises and hyper-inflation; the occupation of the Ruhr. The Stresemann
era. Cultural achievements of the Weimar period.
-
The early years of the Nazi Party: ideas and methods, the Munich Putsch, the roles of Hitler and other Nazi
leaders. The impact of the Depression on Germany: political, economic and social crisis of 1930-33. Reasons
for the Nazis’ rise to power,
-
Hitler takes power: the Reichstag Fire and the election of 1933. Nazi rule in Germany: the Enabling Act, the
Night of the Long Knives, the death of Hindenburg. Removal of opposition, methods of control and repression
-
Use of culture and the mass media. Economic policy including rearmament. Different experiences of Nazi
rule: women and young people, anti-Semitism, persecution of minorities. Opposition to Nazi rule.
-
Impact of the Second World War on Germany: conversion to war economy, the Final Solution.
DEPTH STUDY C: THE USA, 1919-41
-
The expansion of the US economy during the 1920s: mass production in the car and consumer durables
industries, the fortunes of older industries, the development of credit and hire purchase, the decline of
agriculture. Weaknesses in the economy by the late 1920s.
-
Society in the 1920s: the ‘Roaring Twenties’, film and other media, prohibition and gangsterism, race
relations, discrimination against black Americans, the Ku Klux Klan, the changing roles of women.
-
The Wall Street Crash and its financial, economic and social effects. The reaction of President Hoover to the
Crash. The Presidential election of 1932: Hoover’s and Roosevelt’s programmes.
-
Roosevelt’s inauguration and the ‘Hundred Days’. The New Deal legislation, the ‘alphabetic agencies’ and
their work, and the economic and social changes they caused. Opposition to the New Deal: the Republicans,
the rich, business interests, the Supreme Court, radical critics like Huey Long. The strengths and
weaknesses of the New Deal programme in dealing with unemployment and the Depression.
TEXTS:
Teacher’s notes and handouts
Making History by Christopher Culpin (Collins Educational)
Triumph of the American Nation by Todd & Curti (HBJ, Orlando)
People and Nations by Mazour, Peoples and Rabb (HBJ, Orlando)
ENGLISH
TH
ENGLISH 10 GRADE: FIRST LANGUAGE ENGLISH (IGCSE - English Syllabus code: 0500)
TEACHER:
th
This syllabus is designed as a two-year course for examination at the end of the second year (10 /2°).
Aims:
The aims of the syllabus are the same for all students. The aims are set out below and describe the
educational purposes of a course in a First Language for the IGCSE examination. They are not listed in order of
priority.
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 the variety of language;
complement the students' other areas of study by developing skills of a more general application (e.g.
analysis, synthesis, drawing of inferences);
promote the students' personal development and an understanding of themselves and others.
ASSESSMENT OBJECTIVES
The ten assessment objectives in First Language have been grouped according to the four skill areas tested
by the examination as follows:
A READING AND DIRECTED WRITING
Students should be able to:
understand and convey information;
understand, order and present facts, ideas and opinions;
evaluate information and select what is relevant to specific purposes;
articulate experience and express what is felt and what is imagined;
recognise implicit meaning and attitudes;
communicate effectively and appropriately.
B CONTINUOUS WRITING
Students should be able to:
order and present facts, ideas and opinions;
articulate experience and express what is felt and what is imagined;
communicate effectively and appropriately.
C USAGE
Students should be able to:
exercise control of appropriate grammatical structures;
understand and employ a range of apt vocabulary;
demonstrate an awareness of the conventions of paragraphing, sentence structure, punctuation and
spelling;
show a sense of audience and an awareness of register and style in both formal and informal situations.
ASSESSMENT
Scheme of assessment
Candidates who have followed the Core curriculum and take the relevant papers are eligible for the award of
grades C to G only. Candidates who have followed the Extended curriculum are eligible for the award of grades
A* to E only.
For the examination to be appropriate to candidates across the ability range, there will be a different scheme
of assessment for candidates expected to gain grades D to G (Core curriculum candidates) and for candidates
expected to gain grades A* to C (Extended curriculum candidates).
The papers in the scheme of assessment are as follows:
CORE CURRICULUM
Grades available : C to G
EXTENDED CURRICULUM
Grades available : A* to E
Paper 1 (2 hours)
Paper 2 (2.15 hours)
Reading and directed writing
Reading and directed writing
Paper 3 (1.15 hour)
Continuous writing
INFORMATIQUE (I. C.T.)
TEACHER : MS. VALERIE PANIAGUA
OBJECTIF GENERAL :
L’élève devra maîtriser l'utilisation des outils informatiques usuels pour produire, communiquer, s'informer et
ordonner sa propre documentation.
Il organise notamment des documents complexes comportant des tableaux, des formules et des liens avec
d'autres documents. Pour cela, il devra posséder les éléments de la culture informatique qui lui sont directement
utiles (vocabulaire spécifique, caractéristiques techniques essentielles, modalités du traitement des informations).
Programme
Les compétences qui suivent sont organisées en six domaines.
♦ Organiser des traitements numériques à l'aide d'un tableur
L'élève doit être capable de :
interpréter les résultats fournis à partir de données, et élaborer des calculs
créer une feuille de calcul qui réponde à un problème donné en utilisant à bon escient les formules et en
vérifier la validité.
♦ Produire, créer et exploiter un document (les interactions entre Word – Excel)
L'élève doit être capable de :
créer un tableau pour faire une présentation synthétique ;
organiser dans un même document, pour une communication efficace, texte, tableaux, images issus d'une
bibliothèque existante ou d'un autre logiciel (tableur, logiciel de traitement d'images...), sons en cas de
nécessité ;
créer un document avec des liens hypertextuels pour organiser la présentation de ses arguments.
♦ S'informer et se documenter
L'élève doit être capable de:
utiliser les principales fonctions d'un navigateur ;
au moyen d'un moteur de recherche, en utilisant si besoin est les connecteurs logiques ;
télécharger un fichier.
♦ Organiser des informations et son espace de travail
L’élève doit être capable de:
sauvegarder ou chercher une information à un endroit qui lui est indiqué ;
localiser une information donnée (fichier, adresse électronique…) ;
organiser son espace de travail en créant des dossiers appropriés, en supprimant les informations inutiles,
en copiant ou en déplaçant les informations dans le dossier adapté.
♦ Communiquer au moyen d'une messagerie électronique
L’élève doit être capable de:
Adresser, un fichier (texte, image ou son) comme pièce jointe (ou attachée) au moyen du logiciel de
messagerie habituel.
Créer une adresse e-mail.
Sauvegarder ou chercher une information à un endroit précis.
♦ Organiser une présentation à l’aide du programme PowerPoint :
L’élève doit être capable de:
rechercher sur Internet un sujet de son choix afin d’organiser un travail de présentation, en utilisant toutes les
fonctions déjà étudiées :
mise en forme du texte
insérer un graphique exporté d’Excel avec des formules de calcul
insérer des images (savoir les exploiter, les extraire d’un document, les scanner…)
créer et insérer un organigramme.
savoir utiliser les fonctions de PowerPoint (dynamiser le document, faire une animation, insérer un fond de
page…).
♦ Créer et organiser un site Internet sous Frontpage
L’élève doit être capable de:
faire une présentation d’un sujet de son choix au travers d’un site Internet simple.
construire une arborescence du site en amont.
élaborer une charte graphique simple.
mettre en page les différents éléments d’une page web (textes, images, tableaux…)
créer des liens hypertextes.
IGCSE INFORMATION COMMUNICATION TECHNOLOGY
Les élèves devront préparer seuls les thème suivants (des dossiers de préparation aux différents thèmes leur
seront fournis) :
1.
Information Systems and Data Processing: Information Systems - Types of Data - Data Processing
2.
Peripherals – Input and Output Devices: Input Peripherals - Output Peripherals
3.
Memory and File Systems: Data Storage Devices - The Back-up Process - Media
4.
Computer Networks - Computer Software and Operating Systems: Types of Software - Software
Evaluation - Operating Systems - Computer Languages – LAN / WAN – network environments.
5.
Data types: Identify different data types – file – record – field and key field.
6.
Information Technology at Home and in Education: Everyday IT - Working at Home - Educational IT Computers and Leisure Interests - Computers in Control
7.
Information Technology in the High Street: The Needs of the Retailer - Capturing Sales Data - The
“Cashless Society” - Automatic Shopping - Systems
8.
Inside your Personal Computer: The Anatomy of a Personal Computer - Processors and Processing
Systems
9.
The Effects of Using IT : Security of Information and Computer Crime - Computers and Personal
Privacy - Security of Information - Computer Viruses - Illegal Access “Hacking” - Software Theft and
Piracy- Effects of IT on patterns of employment – capabilities and limitations of IT.
10. The ways in which IT is used : Communicating applications - The Office - Office Technologies - Office
Communications - The Office of the Future -Information Technology in Industry - The Impact of IT on
Society - IT in the Manufacturing Industry …
11. Systems Analysis and Design: Describe different methods of researching a situation – state the need
for establishing the inputs, outputs and processing – need for specifying the required hardware and
software – Design: state the need for producing designs for documents – Implementation –
Documentation – Evaluation.
Assessment
criteria
for
practical
tests
The
assessment
criteria
for
the
practical
tests
are
set
out
in
eight
sections:
1. Communication
2. Document production
3. . Data manipulation
4. Integration
5. Output data
6. . Data analysis
7. . Website authoring
8. Presentation authoring