Link to Grade 9 Curriculum - Ecole Bilingue Internationale Clermont
Transcription
Link to Grade 9 Curriculum - Ecole Bilingue Internationale Clermont
ECOLE BILINGUE INTERNATIONALE SCHOOL YEAR 2012-2013 SECONDARY SCHOOL CURRICULUM GRADE 9 (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. 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 9 TH (AVANCES) 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'ANNEE: - 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 PHYSICAL SCIENCE (3EME & GRADE 9) TEACHER: MS. GLENDA BURBRIDGE Text books: - Co-ordinated Science: Chemistry; Gallagher & Ingram: Oxford - Co-ordinated Science: Physics; Gallagher Ingram & Whitehead: Oxford - Sciences Physiques 3ème; Nathan The course unites the bilingual students from Massillon with those studying in the International Section. There are 2 hours per week. The French physical science program is covered Chemistry: Solids, solutions and conduction; atoms & ions; conduction of electricity; acidic and basic solutions; reaction of hydrochloric acid on iron; electrochemical battery; synthesis of chemicals. Electricity: Alternator and electricity generating stations; direct and alternating current; function and use of the oscilloscope; use of the voltmeter; power & electrical energy. Mechanics: Gravitation; weight & mass; gravitational potential energy and kinetic energy; safety on the road IGCSE PHYSICS 9TH & 10TH GRADE TEACHER: MS. GLENDA BURBRIDGE Text book: Complete Physics; Pople: Oxford Students in the Anglophone section spend a further 2 hours a week preparing for the Physics examination at IGCSE level. The complete programme is shown below and will be studied over a 2 year period. 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 (1ST 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 TH ENGLISH 9 /10 GRADES: FIRST LANGUAGE ENGLISH (IGCSE - English Syllabus code: 0500) TEACHER: MME C. COSTE 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 Extended Curriculum Grades available : C to G 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 GRADE 9TH - HNFORMATIQUE (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 saisies par l'élève, par une feuille de calcul élaborée par l'enseignant ; créer une feuille de calcul simple 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.