IGCSE HANDBOOK 2012 I 2013

THE WORLD IN A CLASSROOM

TABLE OF CONTENTS

1 INTRDUCTION2 What is IGCSE? I Why do IGCSE? I Who can do IGCSE?

3 INTERNATIONAL CERTIFICATE OF EDUCATION (ICE)Berlin International School IGCSE Calendar

4 STUDENT SURVIVAL GUIDE TO IGCSEHow can parents help?

5 EXAM TIPS & PHRASEOLOGY

6 TARGET SETTING

7 LIFE SKILLS

8 B.I.S. IGCSE SUBJECTS

LANGUAGES (GROUP I)8 English10 German13 French and Spanish

14 MATHEMATICS (GROUP IV)

SCIENCES (GROUP III)15 Biology I Chemistry I Physics

HUMANITIES & SOCIAL SCIENCES (GROUP II)15 Business Studies16 Geography17 History

CREATIVE I TECHNICAL & VOCATIONAL (GROUP V)18 Music I Visual Arts 19 ICT – Information Communication Technology20 Drama21 Physical Education (non IGCSE)

IGCSE CoordinatorMr Martin Kealeymartin.kealey@berlin-international-school.de

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IGCSE HANDBOOK 2012I2013You are now entering one of the most crucial stages of your education. At the end of these two years you will sit the firstof probably many important examinations which will qualify you for your future career. Do not under-estimate the im-portance of your IGCSE years and exam results – establishing good study habits now will help you later on. IGCSEs arean internationally recognised qualification and the results you achieve will determine whether it is possible for you topursue further education at post-16 level – the International Baccalaureate, or ‘Advanced’ levels or a wide range of otherqualifications 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 neglectyour ‘fun’ activities, they are also important in the development of you as a well rounded person. Sporting, social andcommunity 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 Inter-national School. With that right comes the responsibility of using that opportunity to the full, and also of respecting therights of other people. All students – especially those at the Senior end of the school share the responsibility of makingour school the best possible learning environment. You should always try to:

Be positive: polite, courteous and considerateBe respectful: of yourself, other people and propertyParticipate: fully in class and always do your bestBe punctual: to school, and avoid unnecessary absencesBe honest: with yourself and with othersLook 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, andprobably more freedom both inside and outside school. This can be a fun and exciting time. However, some studentsfind these years stressful, and can become over worried about their work. Here at B.I.S we are concerned about youroverall well being, not just how good your grades are. If at any time you are worried about your work, or any other aspectof your life, seek help immediately. Your form tutor is the first person to go to, or you could talk to any subject teacheryou feel particularly close to. All the staff, and the school counselor, are here to help you – both academically and per-sonally, and all will treat your problems with sympathy and understanding, and hopefully help you resolve them in thebest way for you.

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WHAT IS IGCSE?The IGCSE (International General Certificate of Secondary Education) is a two-year programme of study which students atB.I.S follow in Years 9 and 10. It has been designed and is administered by the University of Cambridge International Exami-nations Board (CIE) for students of all abilities, and it has been specifically designed with international students in mind.

WHY DO IGCSE?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 requirementfor 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 coursesin higher and further education. IGCSEs provide a good foundation for the International Baccalaureate programme inYears 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 ad-ministered 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 IGCSE?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

In some subjects, there is a choice between Core and Extended curriculum papers, allowing teachers and students todecide 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 overviewof 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 moreacademically able student, who is expected to achieve between grades A*– CStudents need not enter the same level of curriculum in all subjects – you can enter Extended in the subjects you aregood 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 I Chemistry I Physics • German (as a First orForeign Language) • History • Geography

In addition, students must choose two of the following options: Business Studies • Music • Art • French • Spanish • Information Technology • Drama

These five subjects are offered in ‘Subject Groups’ to students at the end of Year 8. Their preferences are taken into accountwhen compiling the ‘groups’, and individual counselling is available in order to guide the students to making the optimumchoices for them. Some ‘Individual Study Periods’ may be available to students who wish to choose the minimum numberof subjects.

INTERN. 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 aminimum of seven IGCSE subjects. Two of these must be from Group I and one each from Groups II – V, with a seventhsubject from any Group.

GROUP 1: LANGUAGESEnglish (First or Second Language) I German (First or F. L.) I French F.L. I Spanish F.L.

GROUP 2: HUMANITIES & SOCIAL SCIENCESEnglish Literature I History I Geography

GROUP 3: SCIENCESScience: Biology I Chemistry I Physics

GROUP 4: MATHEMATICSMathematics

GROUP 5: CREATIVE, TECHNICAL & VOCATIONALBusiness Studies I Music I Art I Information Technology I Drama

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 12will attain an ICE with a merit grade or better.

THE BERLIN INTERNATIONAL SCHOOL - IGCSE CALENDARIGCSEs are a two-year course. Below is an outline of the important dates and deadlines which you will meet throughoutthose two years at Berlin International School.

GRADE 9 GRADE 10SEPTEMBER Introduction to all your new courses Second Year of IGCSE Programme beginsOCTOBER Mid-Term Progress Report Cards Mid-Term Progress Report CardsNOVEMBER Parent I Teacher Conferences Parent I Teacher ConferencesDECEMBER – –JANUARY Subject Testing Mock IGCSE examinations in all subjects

School Reports School ReportsFEBRUARY – –MARCH Mid-Term Progress Report Cards Oral examinations in English, French, Spanish & German

Parent I Teacher Conferences Practical examinations in MusicParent I Teacher Conferences

APRIL – –MAY Final written examinations in all subjectsJUNE Subject Testing Pre I.B. work & Work Experience (three weeks)JULY School Reports School ReportsAUGUST Publication of results from CIE. (available online)

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A SURVIVAL GUIDE TO IGCSEn Be organized: Keep all your notes in order. A well-organised book or file will save you a lot of time when it comes torevision. Use your planner everyday to record your homework and make short-term plans. If it is written down you areless likely to forget it!

n Keep on top of things: If you are absent from school for any reason it is your responsibility to catch up on any workthat has been missed.

n Prioritise your time and work: Do not leave things until the last minute. Plan ahead and use your time sensibly. Makea list of things you have to do, and the order in which you have to do them. This will help you to:

n Meet Deadlines: Get every piece of work in on time. If you start by doing this with all short pieces of work you will bemore likely to do it when major pieces of coursework have to be handed in.

n Ask for help if you do not understand: Always seek help if something is bothering you, or you do not understand aparticular topic. A problem shared is a problem halved, and teachers will not know you are having problems unless youtell them!

n Find a balance: Everyone needs some free time to relax and enjoy themselves! Try to find a good balance betweentime to work and time to play. Allocate set times when you are going to do your homework and stick to them.

n Be prepared to work hard: Adopt a determined and hard working attitude towards your IGCSEs right from the beginningof 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 hadworked hard the week before the exams, or when you receive your results!

n 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 theymight be from your own. Never be afraid to ask questions – even if they seem trivial - if you do not understand!

n Revise thoroughly: Good revision techniques are the key to exam success. Everyone has their own particular style ofrevising – try to find out as early as possible what works best for you! Revision notes are essential, and can be made ina variety of ways – mind maps are a good example. Revision notes provide a summary of the key points of any topic, andshould be made from your own notes, text books, or other sources provided. Remember – re-writing notes increases theinput of information to the brain and helps you remember things better.

n A well planned revision schedule is also essential: Revision must be planned before any exam sessions. Plan yourtime 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 yourequipment and leave things where you know 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 avoidloud 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 duringthese 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 piecesof work should be handed in.To facilitate visits to places of educational value during the holidays.

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EXAM TIPS & PHRASEOLOGYIn many subjects you will come across the same types of question. Make sure you know the exact meaning of the following terms:DescribeDiscussContrastCompareStateListGive two examples ofExplain fullyGive 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 passageWhat 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 ………………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 usuallybe given high marks if you write all you know about a subject, but do not really answer the question that has been asked!

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TARGET-SETTINGOK, you have read about what you have to do, now … how are you going to do it? It might seem daunting at first to knowthat in two years you will have done all this stuff, but remember the old proverb - a journey of a thousand miles beginswith the first step! Approach your challenges a bit at a time - it is important for you to set yourself targets in each of yoursubjects; you should think about both long and short term goals, but remember that these goals should be: SMART!

WHAT DOES THIS MEAN? EXAMPLES SPECIFIC Be detailed. Stay away from It is much better to set a target such as ‘I will learn all about

vague and confusing goals. photosynthesis in Biology’ than just to say ‘I will get better in Biology’

MMEASURABLE Give yourself a time line – ‘I will learn all about photosynthesis by next Friday’when are you going to achieve NOTyour goal. ‘by the time I sit my IGCSEs’

A ACTION-ORIENTED What will you do? What actions ‘I will revise and rewrite my notes, and make a ‘mind map’ do you need to make to achieve of the main points’this goal?

R REALISTIC Check your goal – is it achievable No point in saying you will learn it by Friday if all this week in the time allocated? you are going on the International Award expedition!

T TIMELY Give yourself sufficient time – ‘Next Friday’ is in sight – the end of Year 11 might not be but not too much. 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 below 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?

FINALLY: There are many ‘life skills’ you could develop now which will help in school, throughout your career and in the yearsahead. Here are a few which employers consistently say are capabilities they look for in people applying for jobs:

COMMUNICATION SKILLSLISTEN: 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 SKILLSThink 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 QUALITIESBe 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 I TEAMWORK SKILLSRespect 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 IGCSEGRADE 9 & 10 COURSES

IGCSE FIRST LANGUAGE ENGLISH

COURSE DESCRIPTIONInternational General Certificate of Secondary Language syllabuses are designed as two year courses for examinationof 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 experienceEncourage students to enjoy and appreciate variety of languageComplement 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.

RESOURCESTexts: 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.

ASSESSMENTThe progress of the students is continuously assessed through homeowork assesments, class participation, mid termtests, end of year tests and mock exams.

Paper 1: Reading Passages 50%Paper 3: Directed Writing and Composition 50%

IGCSE: ENGLISH LITERATURE

DESCRIPTIONThe International General Certificate of Secondary Education Literature (English) is a two-year course for examination of16-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 ideasand attitudes should be achieved. Students will be assessed on their ability to recognize and appreciate the ways language, structure and form are used tocreate and shape meanings and effects.

SKILLS I PURPOSEn understand and respond to literary texts in different forms and from different periods and culturesn communicate an informed personal response appropriately and effectivelyn recognize ways in which writers achieve their effectsn experience literature’s contribution to aesthetic, imaginative and intellectual growthn explore the contribution of literature to an understanding of areas of human concern

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ASSESSMENTThree 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.

RESOURCESTitles of Literature to be studied are provided by the IGCSE. The Syllabus must be consulted for the year of Exam.

ENGLISH AS A SECOND LANGUAGE

COURSE DESCRIPTIONThe International General Certificate of Secondary Education in English as a Second Language (Core and Extended Cur-riculums) is designed as a two year course for the examination of 16 year old plus students. The subject matter of theexamination(s) reflects an international perspective which strives to be ‘culture-fair’ rather than ‘culture-free’. It utilizesauthentic and ‘semi-authentic’ material drawn from a range of sources. Candidates will be expected to understand andreproduce a wide range of social registers and styles and to be able to use the language effectively in both written andoral forms of communication. The topics selected will relate to the interests and needs of the candidates in using ESL inareas including education, the world of work, current affairs, health and welfare, travel and school affairs.

STUDENTS WILL BE ENCOURAGED TO:n develop the ability to use English effectively for the purpose of practical communicationn form a sound basis in the skills required for further study or employment using English as the mediumn develop an awareness of the nature of language and language-learning skills, along with skills of a more general applicationn 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 andhomework.

ASSESSMENTThe 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 & 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 completethe coursework at B.I.S. If students are not able to take English classes for advanced/native students due to their level of English, they will beplaced in an ESL English class. These ESL English classes also support other subjects as needed. The ESL Lab is openall day and ESL students are able to get individualized help or do independent study. ESL English lessons are scheduledfor 5 lessons a week. The purpose of the Learning Support department is to help students who need to develop additional skills in order to beacademically successful at B.I.S. These skills can be in the area of reading, spelling, writing and study skills/habits. Thelearning support department does not offer tutoring, but will assist in finding a tutor. Lessons are scheduled on an ‘asneeded’ basis and can be anywhere from 1-3 lessons a week.

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IGCSE FIRST GERMAN LANGUAGE (GRADE 9)

German Native is offered to German mother tongue speakers and to students who have successfully completed all otherlevels 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 offictional and non-fictional texts. Argumentative texts (i.e. ‘Erörterung’) are introduced.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:n participation in classn homeworkn in class writing assignments (i.e. composition, creative writing)n quizzes, tests, IGCSE exam papers n IGCSE papersn projects n 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 otherlevels 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 offictional 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:3-4 works of German/world literatureWortstark 10 (Schroedel), Unterwegs 10 (Klett). deutsch.werk 6 (Klett)Deutschstunden 10 (Cornelsen-Verlag)

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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:n participation in classn homeworkn in class writing assignments (i.e. composition, creative writing)n quizzes, tests n IGCSE papersn projects n group and individual presentations

The final grade is based on 50% oral and 50% written achievements.(20% of the mock exam counts towards the second semester grade.)

IGCSE FIRST LANGUAGE GERMAN - EXAM PAPERSExtended Curriculum Grades available: A*to GPaper 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 & 10:GFL 1 - Beginner 0 - 1 year knowledge of GermanGFL 2 - Intermediate 1 - 2 yearsGFL 3 - Advanced 2 - 4 years

In GFL we train all four skills - speaking, listening, reading and writing from the beginning. Our teaching is based ona communicative, interactive approach in order to enable the students to understand and speak German in everydaysituations. Increasingly students will be able to deal with more complex communicative situations and texts, includingliterary texts. Concepts of grammar are introduced in the beginner class and continuously developed on the followinglevels.

We teach with a monolingual approach using only German in the class room and sharing it as everyone’s commonlanguage.

TOPICS as required by the IGCSE Syllabus are:n Growing up in society > Multi-ethnicityn Ecology > Migrationn Global Issues > Citizenshipn Conflicts > Further education and work lifen Relationships > German speaking countries

We mostly use authentic resources such as pictures, postcards, songs, movies, newspaper articles, easy readers. Inaddition to selected photocopied material we work with the following books:Deutsch mit Grips C1 (Klett Verlag)Optimal A1, A2, B1 (Langenscheidt Verlag)Unterwegs 9 & 10 (Klett)Easy readers, abridged and unabridged short novelsWhenever possible we try to integrate the culture of the host country into our teaching (e.g. sight seeing trips, shoppingon a Berlin market, visits to museum, cinema, theatre).

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ASSESSMENT is based on the following criteria:n participation in classn homeworkn quizzes, tests, IGCSE past papersn projects n 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 & EXAMS

Core Curriculum Extended CurriculumGrades available: C to G Grades available: A*to G

Paper 1 Listening (45 min.) Sections 1, 2 & 3 Listening (45 min.) Sections 1, 2 & 3Paper 2 Reading and directed writing. Reading and directed writing.

Sections 1, 2 & 3. (1,5 h) Sections 1, 2 & 3. (1,5 h)Paper 3 Speaking (15 min) Speaking (15 min)Paper 4 Continuous writing

WEIGHTING OF PAPER

Core ExtendedPaper 1 33% 25%Paper 2 33% 25%Paper 3 33% 25%Paper 4 n/a 25%

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IGCSE FRENCH I SPANISH AS A FOREIGN LANGUAGE

Grades 9/10 In French/Spanish we build the linguistic and communicative qualifications and skills for IGCSE in ForeignLanguage. In this course the students are prepared to be able to handle subjects of the IGCSE standards. The studentsare 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):n A: Everyday life (Home life; School routine; Eating & drinking; etc.)n B: Personal and social life (Family & friends; Hobbies etc.)n C: The world around us (Home town; Environment; Meeting people; etc.)n D: The world of work (Continuing education; Future career plans; etc.)n E: The international work (Tourism; Life in other countries etc.)n Specific grammar contents which are needed for the IGCSE contents in active or passive way such as all tenses for regular & irregular verbs; the conditional tense; interrogatives; use of pronouns; etc.

The ASSESSMENT during the school year is based on the following criteria:n participation in class n homeworkn quizzes, testsn IGCSE past papers (Role plays; Reading and directed writing; Continuing writing; Listening) n 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.)

PAPERS & POSSIBLE EXAMS

Core Curriculum Extended CurriculumGrades available: C to G Grades available: A*to G

Paper 1 Listening (45 min.) Sections 1, 2 & 3 Listening (45 min.) Sections 1, 2 & 3Paper 2 Reading and directed writing. Reading and directed writing.

Sections 1, 2 & 3. (1,5 h) Sections 1, 2 & 3. (1,5 h)Paper 3 Speaking (15 min) Speaking (15 min)Paper 4 Continuous writing

WEIGHTING OF PAPER

Core ExtendedPaper 1 33% 25%Paper 2 33% 25%Paper 3 33% 25%Paper 4 n/a 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 IGCSEexaminations 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 Extendedsyllabus. 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 planefigures 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 coversconstructions 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-righttriangle 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 inboth the 9th and 10 grade programmes at both levels. Exam preparation is part of the 10th grade coursework. AfterIGCSE 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 expectto study Mathematics at the university level. The Core IGCSE course is for students who plan do the Studies IB programand who will continue their university studies in the Humanities. A student taking the Core IGCSE course can choose toenroll in the SL IB programme, however it is recommended that a minimum grade of C be attained to ensure success inthe 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 their own non-graphic calculator.

CORE EXTENDEDIGCSE Assessment Percentage PercentageComponents Weighting Weighting

External Examination Paper 1 25% Paper 2 20%Non-calculatorExternal Examination Paper 3 60% Paper 4 60%With calculatorInvestigative/modeling Paper 5 15% Paper 6 20%Examination

IGCSE SCIENCE COURSES

All three of the Natural Sciences have some common aims:n to develop the skill of inquiryn to encourage safe experimental practicesn 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 teachingof Science is inclusive and all students will be exposed to the extended level material at appropriate times throughoutthe courses.

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COMMON EXTERNAL ASSESSMENTAll 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 skillsincluding 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 theParticulate Nature of Matter; Acids and Bases; Electrochemistry and Organic Chemistry. It aims to prepare students forfurther study in all of the sciences but also enables students to become confident citizens in a technological world, wherethey 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 detrimentsthat Chemistry can convey to both individuals and the environment.

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 measurementsand 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 privatesectors, and the importance of innovation and change. Students learn how the major types of business organisationsare established, financed and run, and how their activities are regulated. Factors influencing business decision-makingare also considered, as are the essential values of cooperation and interdependence. Through their studies, studentsnot 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.

ASSESSMENTCandidates must be entered for the following papers: Weighting of papers(i) Paper 1 50%(ii) Paper 2 50%

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DIFFERENTIATIONAll 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.

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 ona local, regional and global scale. Students will examine a range of natural and man-made environments, and learn aboutsome 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 anenvironment can present, thereby gaining a deeper insight into the different communities and cultures that exist aroundthe world.

ASESSMENTAll 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 questionpapers and answer booklets, where candidates answer in the spaces provided.

PAPER WEIGHTINGPaper 1: 45%Paper 2: 27.5%Paper 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 x25 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. Thispaper will be mainly skills-based and will test a candidate’s ability to handle various ways of depicting geographical in-formation. The questions will be neutral in that they will not require specific information of place. Candidates will be ableto 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 areasuch as Zimbabwe, the Caribbean or Mauritius and will include a full key.

Paper 4Alternative 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 oneor more of the syllabus themes:1. Population and Settlement2. The Natural Environment3. Economic Development and the Use of ResourcesCandidates 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 rangeof techniques used in a variety of fieldwork studies.

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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 geo-graphical knowledge and understanding. Methods used to process and to present data will also be tested using bothcartographical and statistical techniques. An ability to analyse data collected and to formulate conclusions will also beexamined 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, aswell as covering the history of particular regions in more depth. The emphasis is on both historical knowledge and on theskills required for historical research. Students learn about the nature of cause and effect, continuity and change, similarityand difference and find out how to use and understand historical evidence as part of their studies. IGCSE History willstimulate any student already interested in the past, providing a basis for further study, and also encouraging a lifelonginterest in the subject.

ASSESSMENTCandidates 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 theexamination.

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 oneoption.The topics will be prescribed each year and will be taken from the Core Content. Each option will include a collection ofsource material relating to the prescribed topic, and a series of questions based on the material.

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 GRIDPAPER WEIGHTING ASSESSMENT OBJECTIVES

MARKS PERCENTAGEPaper 1 60 40Paper 2 50 33Paper 4 40 27Total 150 100

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IGCSE MUSIC

The music course is a two year programme aimed primarily at those students who are instrumentalists or singers receivingregular lessons outside school. The three ASSESSMENT objectives in Music are:Listening (30%) • Performing (30%) • Composing (30%)

LISTENINGAural awareness, perception and discrimination in relation to Western music of the Baroque • Classical, Romantic and20th century periods • Identifying and commenting on a range of music from cultures in different countries • Knowledgeand understanding of one Western Prescribed Work and one Prescribed Focus from a non-western culture.

PERFORMINGTechnical competence on one or more instruments or voice (two pieces required one as an ensemble and one solo) •Interpretative understanding of the music performed.

COMPOSINGComposing three pieces, one with notation • Showing imagination and control of the compositional process • Thecourse in school will be largely addressed to the listening element – encouraging an awareness of musical style fromWestern 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 compositionacquired in middle school The course is designed to equip students with the necessary skills to successfully completethe IGCSE exams. As well as this, it provides preparation for those students eventually choosing visual arts in IB and toequip students not continuing with visual arts with basic skills and appreciation of the arts. Students will embark upona more intensive exploration of Art History and appreciation, Art Theory and the application and further development ofpractical technical skills.

GOALS & OBJECTIVESThe course is designed to help students develop as practicing visual artists and art historians. There is a stronger emphasison 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 beassessed on their journal at the end of each semester. Special focus will be given to viewing exhibitions in galleries toacquaint students with ‘the white cube’ and its practices. Students are encouraged towards adopting an independentapproach towards learning which in turn fosters individual creativity. In practical work students will be expected to be effectiveplanners of their work and be able to show evidence of expertise in practical skills and encouraged to take risks indecision making based on what they have learned. This educational approach leads the student towards a learning outcomeaimed at developing research and other essential skills required for the IGCSE and IB programs.

EVALUATION BASED CRITERIA – ASSESSMENTAcquisition 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 CONTENTOver the two year course, the syllabus 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 9Course introduction • Using a research workbook • What is Art? • Drawing still life • History of still life. Dutch & Germanpost-renaissance still life • Renaissance & the discovery of graphic perspective • One & two point perspective • Com-mercial design • Design project • Ideas in visual arts • Critical analysis • Planning & executing individual artworks •Interpretative studies • Art appreciation.

COURSE CONTENT SUMMARY – YEAR 10The 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 andexecuting individual artworks • Interpretative studies • Examination preparation.

IGCSE INFORMATION & COMMUNICATION TECHNOLOGY

This is a two year course and gives the students the flexibility to cope with a wide variety of resources and ever-changingtechnology. The course consists of practical work as well as some theory knowledge and gives the students a competencein a wide variety of software packages. These packages include software competencies with the following programmes:Microsoft Power point • Microsoft Word • Microsoft Excel • Html Editor.The course also includes an insight into technology and its affect on society.

COURSE CONTENTWritten paper:Types and components of computer systems • Input and output devices • Storage devices and media • Computer networks• Data types • The effects of using ICT • The ways in which ICT is used • Systems analysis and design

Pratical:Communication • Document production • Data manipulation • Integration • Output data • Data analysis • Websiteauthoring • 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

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The IGCSE exam at the end of the course consists of:Paper 1 Written paper at 40% of totalPaper 2 Practical at 30% of totalPractical test at 30% of total

Practical testsThe two practical tests will each comprise a number of tasks to be taken under controlled conditions. The practical testsfocus 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.

IGCSE DRAMA

Through practical and theoretical study, students develop an understanding and enjoyment of drama, improving groupand individual skills and studying ways to communicate ideas and feelings to an audience. Students learn how to discoverthe performance possibilities of a text and other stimuli, and devise dramatic material of their own. Students will get toknow a wide range of dramatic methods, concepts and types of theatre that will enable them to make a role their ownand bring the text as well as their character to life, the demonstration of which will form part of the final assessment.

AIMSn to develop students’ understanding of drama through practical and theoretical study.n to enable students to realise performance possibilities of text and other stimuli.n to encourage the use of dramatic forms and structures to communicate feelings and ideas to an audience.n to help students to acquire and develop skills in Drama, individually and in groups.n To develop understanding of the processes leading to performance and the elements involved in creating a performance;to be able to evaluate the various stages of performance work.

n to encourage enjoyment of drama.

ASSESSMENTStudents will be assessed on:n their ability to demonstrate understanding of the perfomance possibilities of text and other stimuli and the differing roles of actor, director, stage manager and technician in its realisation.

n to devise dramatic material and reflect on its effectiveness.n on their performing skills in drama.

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PAPERS & WEIGHTING

PAPERS MARKS & PERCENTAGEPaper 1 – Written examinationCandidates answer questions relating A: Understanding > 20to a pre-released text and 3 stimuli B: Devising > 20

C: Performing Skills > -> 40%

Paper 2 – CourseworkCandidates submit 3 pieces of practical work: A: Understanding > 15> 1 individual piece (max 5 min.) B: Devising > 15> 2 group pieces (max. 15 min. each) C: Performing skills > 30

> 60%

P.E.: YEAR 9 & 10 (NON-IGCSE)

In P.E. we develop different skills, like endurance, physical strength, body control, and feel for rhythm and teamworkskills. We teach several ballgames and other modified games, track and field and gymnastics. In upper grades we focusmore on subject areas and try to support individual and team interests. Ballgames like soccer, basketball, hockey, handballand 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 requiredthat the students take part in extra activities such as ‘Bundesjugendspiele’. In gymnastics we extend our program tooffer 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 insport activities.

ASSESSMENT50% performance • 25% improvement & effort • 25% attitudes & learner profile (behaviour in team games, helpfulness &sportsmanship).We assess our students through 3 tests per grading period.

FULLY ACCREDITED BY THE COUNCIL OF INTERNATIONAL SCHOOLS (C.I.S.) • THE NEW ENGLAND ASSOCIATION OF SCHOOLS & COLLEGES (NEASC)

Lentzeallee 8/10 & Lentzeallee 12/14 • 14195 Berlin-Dahlem • Fon +49(0)30/82007790 • Telefax +49(0)30/82007799Internet: www.berlin-international-school.de • E-Mail: office@berlin-international-school.de

Officially recognised by the Berlin Department of Education • Member of ECIS, I.B., NEASC, AGIS & VDPStaatlich anerkannte Ersatzschule • Schulträger: Private Kant-Schule e.V.

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STATUS: PROVISIONAL EDITION, AUGUST 2012 © 2012 PRIVATE KANT-SCHULE e.V. • PHOTO: SÖREN MÜLLER • DESIGN: ARTWORK GEWECKE