SOUTHLANDS INTERNATIONAL SCHOOL 4 CURRICULUM THE START OF KEY STAGE 4 HERALDS THE BEGINNING OF STUDENTS DETERMINING THEIR OWN EDUCATIONAL DESTINY. THE KEY STAGE 4 CURRICULUM AT SOUTHLANDS, INCLUDING IGCSE QUALIFICATIONS, PROVIDES A SOLID FOUNDATION IN PREPARATION FOR THE IBDP AND THE GATEWAY TO FUTURE STUDIES.

CARLY BARBER \\ HEAD OF SENIOR SCHOOL c o n t e n t s

3 Southlands Mission Statement 15 English Language A 4 The Learner Profile 16 English Literature 5 Key Stage 4 at Southlands 17 Pre-IB French B

Geography 7 KS4 Curriculum Overview 18 History 8 Reporting & Assessment 19 9 KS4 Residentials 20 Pre-IB Italian A 10 Inter-School Opportunities 21 Pre-IB Italian B 11 Library 22 Mathematics 12 Learning with Technology 23 Science 13 Art & Design 24 The IB at Southlands 14 Drama SOUTHLANDS MISSION STATEMENT

AT SOUTHLANDS INTERNATIONAL SCHOOL OUR AIM IS TO ENSURE THAT ALL STUDENTS:

receive a high quality education, in the English language, within a nurturing, stimulating and creative international ethos.

are inspired, respected, challenged and supported by the well-qualified, caring and professional team of staff.

receive excellent pastoral care from their teachers in a friendly, positive atmosphere.

know that their individual qualities, abilities and cultures are recognised and valued.

are provided with additional educational opportunities on and off site, locally and nationally.

are given the opportunity to fulfill their individual potential academically, socially, morally and emotionally.

leave school equipped with the skills and awareness they need to become tolerant, independent, co-operative, responsible and creative young people.

develop a lifelong interest in learning, the environment, technology and self-development.

0 3 THE LEARNER PROFILE Inquirers Knowledgeable

We nurture our curiosity, developing We critically appreciate our own skills for inquiry and research. We cultures and personal histories, as well know how to learn independently and as the values and traditions of others. As reflected in our with others. We learn with enthusiasm We seek and evaluate a range of points Mission Statement, the and sustain our love of learning of view, and we are willing to grow aim of all IB World throughout life. from the experience. Schools is to develop internationally minded young people who, Thinkers Communicators recognising their common humanity and We develop and use conceptual We show empathy, compassion and shared guardianship of understanding, exploring knowledge respect. We have a commitment to across a range of disciplines. We service, and we act to make a positive the planet, help to create engage with issues and ideas that have difference in the lives of others and in a better and more local and global significance. the world around us. peaceful world.

The IB Learner Profile represents 10 attributes Principled Open-minded valued by IB World

We express ourselves confidently and Schools. We believe We use critical and creative thinking creatively in more than one language these attributes, and skills to analyse and take responsible and in many ways. We collaborate action on complex problems. We others like them, can effectively, listening carefully to the exercise initiative in making reasoned, help individuals and perspectives of other individuals and ethical decisions. groups. groups become responsible members of local, national and global Caring Reflective communities.

We act with integrity and honesty, with We thoughtfully consider the world a strong sense of fairness and justice, and our own ideas and experience. We and with respect for the dignity and work to understand our strengths and rights of people everywhere. We take weaknesses in order to support our responsibility for our actions and their learning and personal development. consequences.

Balanced Risk-takers CITY LIFE \\ ASHTRAYNUTZ We understand the importance of We approach uncertainty with balancing different aspects of our lives forethought and determination; we - intellectual, physical, and emotional - work independently and cooperatively to achieve well-being for ourselves and to explore new ideas and innovative others. We recognise our strategies. We are resourceful and interdependence with other people resilient in the face of challenges and and with the world in which we live. change. 0 4 KEY STAGE 4 (KS4) WHAT IS THE IB

OVERVIEW

Welcome to Key Stage 4 at Southlands International School. The purpose of this booklet is to give students and parents an introduction to, and overview of life at KS4. The teaching and learning which takes place in this phase of a student’s education lay the foundations for the IB Diploma in years 12 and 13 and the student’s future beyond Southlands.

Students are taught a broad range of subjects across the curriculum, working in specialist areas around the school. It is important that good work habits are developed and pupils become increasingly independent in their studies. This is actively encouraged by the pupil’s form tutor, a member of staff with whom they meet every morning and will mentor students as a part of this time.

The school day lasts from 08.50 to 15.25. There are five lessons a day, each lasting one hour. There is a registration period at the start of each day. This takes place in the designated form room with their form tutor.

LEARNING SKILLS

We are committed to the development of some key learning skills across the whole school. This is evident in our approaches to teaching and learning that can be observed from nursery to IB Diploma level. We actively support key attributes and learner profiles required for success at IGCSE and IB Diploma level. These skills directly link with our school learning values and the IB learner profile, enabling pupils to personalise and connect with their learning in a safe, yet rigorous environment in order to become expert learners.

0 5 AT SOUTHLANDS WHAT IS THE IB

T U T O R T I M E

KS4 students are divided into form groups, each with designated form tutors. They are the first point of contact with parents. The students will spend 10 minutes at the beginning of each day with their form tutors who are there to help with problems, encourage students to organise themselves for the day, check homework planners and to discuss matters of importance. Students will consider their academic performance and study habits with their form tutor throughout the year after each report. Clear targets for improvement will be set.

Wellbeing is paramount at Southlands International School and students will explore this with their form tutors and other staff. During this time issues such as careers, respect, global awareness, study skills, body image, relationships and many more are discussed in order for the students to develop an awareness of their own strengths and develop aspects of their wellbeing within a caring and safe environment.

HOMEWORK

The homework schedule for years 10 and 11 is intended to provide a structured framework that will support students in their development of well-organised work and study habits. Homework, when given, must be recorded each day in the student’s planner, which parents are asked to check on a weekly basis.

Assignments are carefully chosen and support or reinforce the learning that has taken place at school. Students are actively encouraged to commit to their homework in a positive environment – at a desk, without distraction and with computer use in a common area at home.

0 6 KS4 CURRICULUM OVERVIEW

The KS4 curriculum offers a broad and balanced education based around selected programmes of study identified in the EDEXCEL IGCSE specifications and additional carefully created pre-IB courses that enable our students to get a head start in their studies. These course tailored to future IB needs have strong foundations in celebrating the rich diversity of nationalities in our student body and the position of our school in Italy.

In addition to the core curriculum, which is identified on the left side of the table below, we also give students 3 options of study in Languages, Humanities and Arts. The design of our curriculum is to maintain a good balance of subjects, in line with the IB Diploma of which they will continue with into years 12 and 13.

All courses identified with an asterisk are EDEXCEL, externally examined and internationally recognised IGCSE qualifications.Having completed Italian and French GCSEs in year 9, students studying these subjects in key stage 4 will not achieve an additional qualification, but will receive expert tuition in preparation for the IB Diploma course in this area.

SUBJECTS OFFERED

English Language*

English Literature*

CORE Mathematics*

Science (Double Award)*

PSHE

Physical Education OPTION

French Languages A OR Italian

Humanities History* B OR Geography*

Arts Art* C OR Drama*

Students should be careful when selecting their options subjects as, for example, History must be studied at IGCSE if is to be undertaken as part of the IB Diploma.

0 7 Formative assessment is an ongoing process in all subject areas throughout the year. This can occur in a variety of ways including written work, questioning, practical activities, projects, class discussions, group work, role play and many more. Students will be assessed using a variety of these techniques against recognised published criteria for each subject. In terms of summative assessment, end of year examinations will be taken in May of the summer term for year 10. The marks attained in these examinations, together with those from the formative assessments throughout the year, will be amalgamated to give overall attainment.

In year 11 students will undergo a series of mock examinations in November in order to prepare them for their final assessments in the summer term. The dates and times of the final exams are published nearer the time and normally take place between the second week in May and the third week in June. These dates cannot be changed and students must attend all of their examinations to be awarded the qualification.

There are two reporting points to parents throughout the year: both full written reports. The first report is designed to provide an overview of all the subjects studied by a student and gives an indication of whether students are achieving at the expected level for the first half of the year. The second progress report follows in June at the end of the summer term.

Parent consultations occur twice in the year and allow parents the opportunity to meet with each of their child’s teachers to discuss their progress and any queries arising from the reports. The first such meeting happens in October and the second in March. In between these periods of formal contact parents should feel free to contact the school at any time if they have concerns about either the wellbeing or academic progress of their child. The form tutor is the first point of contact for parents, with more serious matters then being referred up to the Deputy Headteacher of the Senior School. Appointments can be made via the school office. REPORTING & ASSESSMENT

0 8 EXTRA CURRICULAR

key stage 4 RESIDENTIALS

Each year across KS4 students are invited to take part in a Residential Trip week. These trips are tailored to each specific year group and encompass both activities supporting the curriculum and enhancing students’ collaboration and teamwork skills.

They foster a positive ethos amongst the year group and are often reported by students as a highlight of the year!On these trips, friendships are formed and students are encouraged to become increasingly independent, self-confident and demonstrate leadership skills.

DESTINATIONS

YEAR 10 - LONDON Stepping back in time, students are given the opportunity to bring the Germany they are studying for GCSE History alive as they explore sensitive and enlightening aspect of this great city

YEAR 11 - BERLIN Linked to a core component of the IGCSE Drama curriculum, year 10 get to see a range of live performances while taking in the sights and sounds of the "Big Smoke"

0 9 EXTRA CURRICULAR

inter-school OPPORTUNITIES

Whilst academic study remains extremely important to us, education is also far more than just the curricular. As such, we encourage students at KS4 to participate in a range of activities offered across the year. Annual events bring together Globeducate schools from across Europe and beyond to compete in Academic and Sports Olympics and Art competitions. Students celebrate musical talent through the International Music Festival and their global citizenship through the Model United Nations programme.

"The Academic Olympics was a lot of fun. It was a great experience because we had the opportunity to learn and meet new people. We took part in many different activities. During this event we had different challenges, for example a treasure hunt, Science and Maths challenges. - Irene Tropea, Year 10

1 0 The library provision fully LIBRARY reflects the development of international mindedness. With world literature and extensive The school library is an affective subscriptions to international domain; a place to think, learn and periodicals, students have a reflect, to be calm, balanced and 'window into the world'. mindful. Digital databases and software, It impacts the creative, critical and accessed through school iPads analytical skills taught across the and laptops, provide students IBDP, making a particularly with the added scope of a transformative difference to the virtual environment that enables Extended Essay. effective research and inquiry within independent study. Our library is a place that welcomes both independent and Throughout the academic year, group study while the Librarian is Diploma students will benefit always available to offer vital from dedicated library sessions support in areas of academic tailored to the needs, aims and writing, academic honesty, digital outcomes of individual IB citizenship and literacy. Diploma and core subjects.

1 1 LEARNING WITH TECHNOLOGY

At Southlands we recognise the essential part a 21st century technology plays in our students' lives and approach to will continue to play in their futures. As such, we look for every opportunity to enhance broadening learning activities through the use of educational appropriate resources. opportunities We continually review the technology we use both in and out of lessons and how we can utlise it to improve our communications with home, looking to ensure we remain forward facing. All teaching rooms are fitted with SMART boards, we have access to two well equipped ICT labs and students are encouraged to use the bank of ipads available for lesson use. We balance this by teaching our students the skills to remain safe while using items such as social media as part of the computing and PSHE curriculum. why technology?

EXTEND subject knowledge using digital resources and the internet. CREATE the potential for different ways to experience learning and engagement in the classroom.

ENABLE students to develop essential digital learning skills.

1 2 KEY STAGE 4

ART & DESIGN

At Southlands, we offer an International GCSE OVERVIEW course in Art and Design with Fine Art endorsement.

HOMEWORK Fine Art can be defined as work developed primarily to communicate aesthetic, intellectual or Homework is set weekly to consolidate the purely conceptual ideas and meaning, rather than coursework. Students are expected to keep up with to serve a practical or commercial function. For assignments set and dedicate at least three hours’ example, work could be the outcome of personal homework time weekly for each task given. experiences, thoughts and feelings, or simply observation and records of people, places and things in new and unique ways.

ASSESSMENT Fine Art work will demonstrate an understanding and application of formal elements and creative This qualification has two components: skills, including mark-making. 1. Personal Portfolio (50%) This component gives opportunities to students The course will help to develop:creative, to: develop and explore ideas; research primary imaginative and practical skills for communicating and contextual sources; experiment with media, and expressing ideas, feelings and meanings in art, materials, techniques and processes; present craft and design investigative, analytical, personal responses to them set by the school. experimental and interpretive capabilities, Students must submit three sheets of supporting aesthetic understanding and critical studies and one sheet of final outcome. Students' skills understanding of the codes and conventions work must show evidence of all four Assessment of art, craft and design, and an awareness of the Objectives. The total number of marks available for contexts in which they operate knowledge and the Personal Portfolio is 72. understanding of art, craft and design in contemporary society and in other times and 2. Externally-set Assignment (50%) cultures. This component allows students opportunities to: develop and explore ideas; research primary and contextual sources; experiment with media, materials, techniques and processes; present personal responses to them set by the centre. Students must submit three sheets of supporting studies and one sheet of final outcome. Students' work must show evidence of all four Assessment Objectives. The total number of marks available for the externally-set assignment is 72.

1 3 KEY STAGE 4

DRAMA

The Edexcel GCSE in Drama is an exciting and challenging course. Over the two years, students will learn and engage in a variety of Drama OVERVIEW strategies and techniques to help them explore themes, topics, issues, and play texts: all a wonderful way of deepening their understanding RESOURCES of the world around them and their place in it. They will devise and perform their own work, as There is a dedicated space for Drama adapted for well as rehearse and perform from published practical work (students need to wear indoor, soft- scripts, to different audiences. soled 'dance' style shoes in the Drama studio). Students are encouraged to borrow play-texts Much of the work in lessons is practical, creative from the Drama library to read independently and and collaborative – this means attendance is vital there is a Drama Edexcel Student Book to support as this experience cannot be gained by studying them in their studies. alone. Students will also learn how to write for Drama, keeping a Drama journal, shaping essays and developing their evaluative skills to demonstrate their understanding of what they have learnt during practical sessions. By the end ASSESSMENT of the course they will have deepened their Component 1 (40%) knowledge of theatre and theatre practice and Students work in groups to devise a piece of Drama have a toolkit of ideas to use as performer, which they will then perform. The aim is to gain director and theatre critic. insight and understanding of a chosen topic, theme

or stimulus by collaborating with others, there is a mandatory residential trip to the UK to contributing and developing creative ideas and see nationally acclaimed live theatre productions. experimenting with Dramatic form. They then This is a fantastic experience for the students; it develop and shape their piece to performance also forms the basis for section B of the written standard. They also produce a portfolio to exam at the end of the course. document and evaluate their work. This component is internally assessed and externally moderated.

HOMEWORK Component 2 (20%) Students will explore a text and perform two key Students will have regular written homework extracts from it. Students collaborate in groups to throughout the course to develop their analytical, demonstrate their knowledge and understanding of evaluative and reflective skills. They need to show practical and performance drama skills by creating understanding of what they have explored and a live performance. This Unit requires considerable created, and will learn to document the process of commitment and dedication. This component is devising theatre and to evaluate their work. They assessed by a visiting examiner. will also undertake research and complete key assignments to support their portfolio work and Component 3 (40%) exam preparation. Written examination of 1 hour and 30 minutes.

Section A will contain questions on a set text that There will be times when students will need to students have previously explored, with the focus rehearse outside of lessons: at break times or after on decisions made by a performer, director and school. A considerable amount of individual, designer. Section B requires students to evaluate a independent preparation is also required for live performance they have seen (on UK components 1 and 2 – learning lines and working on residential). performance skills. 1 4 KEY STAGE 4

ENGLISH: LANGUAGE A

OVERVIEW

The Edexcel International GCSE in English TEXTBOOKS & RESOURCES Language (Specification A) enables students to:

The class will study a variety of texts from a range develop their understanding of the spoken of genres, fiction and non-fiction, drama, prose & word and the capacity to participate effectively poetry. Each student will also be issued a copy of in a variety of speaking and listening activities the Edexcel Anthology for IGCSE, containing develop the ability to read, understand and required texts for English Language & poetry for respond to material from a variety of sources, English Literature. and to recognise and appreciate themes and attitudes and the ways in which writers achieve their effects develop the ability to construct and convey meaning in written language, matching style to audience and purpose ASSESSMENT In addition to the set texts, students should support Assessment comprises of 60% written examination their studies with wider reading, including study paper and 40% internally assessed coursework guides & commentaries which are accessible on the Internet. Although watching & listening to Paper 1: Reading & Writing (2 hour 15 minutes adaptations of the works should also enhance external examination) understanding & appreciation of a text, this is no Responding to reading non-fiction substitute for studying the work itself: naturally, the Unprepared passage with graded questions. original text is the prime focus of our study. Response to featured extract or text from Section A of the Edexcel Anthology. As part of our study, students will research the Writing task context of works: historical, political, religious & One transactional writing task from a choice of biographical, for example. Students will also two, with specific purpose & audience. respond to guided questions aimed to encourage close reading of the text, as we explore meaning & Paper 3: Written Coursework (2 internally set but features of style. externally moderated coursework assignments) Responding to reading Attendance in lessons is vital. A significant Explore two texts from Section B of the proportion of time in lessons is used for discussion Edexcel Anthology, demonstrating & oral feedback. Students may be sharing their appreciation of how writers achieve certain findings or opinions in a small group; they may be effects in poetry & prose. presenting information to the whole class; we may Writing task be brainstorming ideas in preparation for an One original imaginative composition. assessment, reviewing strategies for structuring a particular type of writing, or comparing contrasting interpretations of a character, for example.

1 5 KEY STAGE 4

ENGLISH: LITERATURE OVERVIEW

HOMEWORK The Edexcel International GCSE in English Students will be expected to read a considerable Literature enables students to: amount at home; they should also prepare notes, sometimes in the form of answers to questions set engage with and develop the ability to read, for class. They will be encouraged to complete understand and respond to a wide range of background research for each text, which can literary texts from around the world involve Internet research and published study develop an appreciation of the ways in which guides, although they should always be encouraged authors achieve their literary effects and to to make their own notes rather than simply copying develop the skills needed for literary study and pasting the work of others.There will be explore, through literature, the cultures of their opportunities for students to plan, prepare & complete certain coursework assignments at home, own and other societies and it is crucial that final pieces be authenticated as find enjoyment in reading literature and the student’s own work, in accordance with the understand its influence on individuals and Academic Honesty Policy of the school. societies.

LOOKING AHEAD ASSESSMENT Assessment comprises of 100% written examination We are proud to offer both the English Language and the English Literature IGCSE qualifications. Paper 1: Poetry & Modern Prose (2 hours external The transition to the IBDP English A course has examination) proved virtually seamless, since the required skills Response to an unseen poem are nurtured at IGCSE: critical thinking, discussion, Choice of question to compare two poems from justification of opinions, listening & appreciating Section C of the Edexcel Anthology Choice of essay question on elected Modern the opinions of others, and so on. Both courses Prose text: Of Mice & Men effectively prepare our students for the challenges This is a closed book exam: no copies of the of future studies. Modern Prose text may be taken in to the exam.

Paper 2: Modern Drama & Literary Heritage Texts (1 hour 30 minute external examination) Choice of essay question on elected Modern Drama text: A Curious Incident of the Dog in the Nighttime Choice of essay question on elected Literary Heritage text: Macbeth This is an open book exam: prescribed editions of both texts may be used during the exam. 1 6 KEY STAGE 4

PRE-IB FRENCH B OVERVIEW AS A FOREIGN LANGUAGE

HOMEWORK Our Pre-IB French as a Foreign Language course Students will be expected to complete grammar aims to encourage students to: and reading comprehension activities as well as written tasks/essays at home on a regular basis. develop an interest in, and enthusiasm for, They will be encouraged to complete background language learning research and take interest in current affairs and develop understanding of the language in a culture of the Francophone world. variety of contexts and genres communicate confidently, clearly and effectively in the language for a range of purposes develop awareness and understanding of the contemporary society, cultural background and ASSESSMENT heritage of countries or communities where the language is spoken This comprises of 70% written examination paper consider their study of the language in a and 30% speaking examination. broader context. Paper 1: Spoken Expression and Response in French (10 minute speaking examination) Our Pre-IB French as a Foreign Language enables Section A requires students to respond to four students to: set questions on a stimulus related to the student’s chosen general topic area. derive enjoyment and benefit from language Section B requires the teacher/examiner to learning engage the student in a discussion that, although acquire knowledge, skills and understanding for still relating to the same general topic, moves practical use, further study and/or employment away from the main focus of the stimulus. communicate with speakers of the language take their place in a multilingual global society. Paper 2: Understanding and Written Response in French (2 hour 30 minute examination) Section A requires students to listen to a range of TOPICS authentic recorded French-language material and Youth culture and concerns to retrieve and convey information by responding Lifestyle: health and fitness to a range of French-language questions. Section B requires students to read authentic The world around us French-language printed materials and to retrieve Education and employment. and convey information by responding to a range of mainly French-language test types. Section C requires students to write 200-220 words in the form of a letter, report or article in French based on a short printed French-language stimulus.

1 7 KEY STAGE 4

GEOGRAPHY

OVERVIEW

The Edexcel International GCSE Geography course HOMEWORK reflects recent changes in the world and in the teaching and learning of geography. Practical Students will be expected to read a considerable geography enquiry skills, including fieldwork, are amount at home; they should also prepare notes, sometimes in the form of answers to questions set used to underpin geographical knowledge and for class. They will be encouraged to complete understanding. This two-year course aims to background research, which can involve Internet actively engage students in the process of research and published guides, although they geographical enquiry. should always be encouraged to make their own notes rather than simply copying and pasting the Students develop as effective and independent work of others.There may be opportunities for learners, and as critical and reflective thinkers with students to plan and prepare coursework enquiring minds. Students develop their assignments at home, although final pieces will be knowledge and understanding of geographical completed under controlled conditions in the classroom. concepts and appreciate the relevance of these concepts to our changing world.

The course aims to give students the opportunity to gain skills that will support progression to ASSESSMENT further study of geography, and to enhance their educational or employment prospects. This The IGCSE in Geography is assessed through two qualification enables students to explore the external examinations. The Physical Geography world, the challenges it faces and their own place examination will examine topics from section A plus a question on fieldwork related to one of the two in it, and to help prepare them to succeed in their topics studied. The Human Geography paper chosen pathway. assesses the two topics from section B, fieldwork based on one of the two topics and the Section C The International GCSE has three sections as set topic. There will be a variety of question types out below: including extended writing, data-response and open-ended questions. Section A – The Natural Environment

Coastal environments ASSESSMENT OBJECTIVES Hazardous environments Recall, select, and communicate their knowledge and understanding of places, environments and Section B – People and their Environments concepts Economic activity and energy Apply their knowledge and understanding in Urban environments familiar and unfamiliar contexts Select and use a variety of skills, techniques and Section C- Global Issues technologies to investigate, analyse and evaluate Development and human welfare questions and issues 1 8 KEY STAGE 4

HISTORY

OVERVIEW

TEXTBOOKS & RESOURCES This syllabus is a vibrant, interesting and very Students are encouraged to read independently progressive course. It builds on work and critical around the subject with books and films from the thinking skills students developed in Library. Additionally, there is a History Student and 3 and continually challenges and delves Book to support them in their studies. deeper into the key ideas of Twentieth Century international relations as the students’ progress through Years 10 and 11.

In all aspects, the syllabus meets the requirements of QCA, adopts new ideas in both the teaching of modern history and in methods of evaluation and HOMEWORK assessment and leads well in IB Diploma History.

Students will be expected to read a considerable The philosophy and methodology behind this amount at home; they should also prepare notes, syllabus is modular, breaking the programme of sometimes in the form of answers to questions set study into three key areas. The students will for class. progress to complete in depth historical analysis

and an interpretation of key events in: They will be encouraged to complete background research, which can involve Internet research and 2 Depth Studies published guides, although they should always be 1 Breadth Study encouraged to make their own notes rather than A Historical Investigation simply copying and pasting the work of others. The content of the curriculum has been revised and focus has shifted to International Relations based themes. Giving the students a more insightful view of the ideological influences behind the key events of the twentieth century. Thus requiring of the students, a more thoughtful and ASSESSMENT interpretive understanding of history.

Students will be assessed through two written Students will study two Depth studies: external examinations at the end of Year 11. Both A Divided Union; Civil Rights in the USA 1945-74 papers are 1 hour 30 minutes in total and are Germany 1918-45 equally weighted at 50% of their final grade, which will now be marked according to the scale 1-9. Students will study one Breadth study: Changes in medicine, 1848–1948

A Historical Investigation will also be selected from the following: The USA, 1918-41

1 9 KEY STAGE 4

PRE-IB ITALIANA A CORSO DI LINGUA E LETTERATURA OVERVIEW

TESTI

Lo scopo del corso Pre-IB di Lingua e Letteratura Gli studenti studieranno ed analizzeranno diversi Italiana e' quello di sviluppare le abilita' che generi testuali: romanzo e racconto e i loro saranno indispensabili nel corso di Diploma IB. sottogeneri, testi teatrali e poetici. I brani sono per Entro la fine di Year 11 gli allievi avranno la maggior parte contenuti nell'antologia fornita dalla sviluppato un approccio allo studio della materia scuola all'inizio dell'anno scolastico. Altri testi analitico e saranno in grado di estrarre dai brani saranno forniti dall'insegnante. Esempi di testi studiati informazioni extra-testuali. studiati: “Io e te” N. Ammaniti, “Il giovane Holden” J.D. Salinger e “Novecento” A. Baricco.

L'obiettivo e' preparare gli studenti a:

Conseguire le competenze di base per l'analisi di testi di diversi generi letterari: COMPITI A CASA analizzare in modo approfondito una varieta' di testi studiati per tutta la durata del corso; Gli studenti dovranno svolgere una parte dello sviluppare un approccio critico, creativo e studio della teoria e l'analisi dei testi in programma personale allo studio del testo letterario; a casa, portando a termine regolarmente le attivita' affrontare lo studio della letteratura italiana assegnate. Dovranno inoltre dimostrare di essere in e straniera, proveniente da varie culture; grado di approfondire e reperire ulteriori utilizzare i mezzi informatici con lo scopo di informazioni sul contesto e sugli autori dei testi reperire informazioni. esaminati autonomamente consultando Internet, Creare una coerente organizzazione delle oltre ai libri. Cio' fara' si' che, in sede di verifica argomentazioni: scritta e orale in classe, gli alunni avranno le strutturare le idee in modo logico e chiaro, competenze adeguate per portare a termine sia nella produzione orale che in quella l'analisi e il commento dei brani proposti. scritta; argomentare con riferimenti e citazioni per supportare in modo persuasivo l'argomento trattato. Acquisire un appropriato registro linguistico e ASSESSMENT un'adeguata competenza sintassica e lessicale: ampliare il vocabolario; La verifica delle competenze e conoscenze acquisite utilizzare strutture sintattiche complesse, avverra' per tutta la durata del corso di studi per chiare ed efficaci; mezzo di interrogazioni orali, dibattiti tra gli studenti saper riconoscere ed utilizzare sia nella mediati dall'insegnante e verifiche scritte. Inoltre, al produzione orale che scritta una varieta' termine di Year 10, i ragazzi affronteranno una prova significativa di registri e toni linguistici. di comprensione del testo con domande a risposta Acquisire una visione globale: multipla e/o aperta e una di produzione scritta. Al esplorare attraverso la letteratura la propria termine dei 2 anni di corso, le prove saranno: una e le altre culture prova di comprensione del testo con domande a trovare piacere nella lettura e comprendere risposta multipla e/o aperta, una prova di l’influenza della letteratura sugli individui e produzione scritta, una prova di analisi di un testo sulla societa’ noto o non conosciuto. 2 0 KEY STAGE 4

PRE-IB ITALIAN B OVERVIEW AS A FOREIGN LANGUAGE

HOMEWORK

Students will be expected to complete grammar Our Pre-IB International Italian course aims to and reading comprehension activities as well as encourage students to develop the following written tasks/essays at home on a regular basis. skills: They will be encouraged to complete background Themes – skills: research and take interest in current affairs and Responding to spoken text in writing, showing culture of the Italian world. understanding of the main points, gist & detail Responding to written text in writing and speaking, showing understanding of the main points, gist and detail Summarising a written text in speaking ASSESSMENT Summarising a spoken text in writing Translating into and from Italian Paper 1: Listening, Reading and Translation Demonstrating knowledge and understanding of (2 hours – 40%) the social and cultural context of the target Section A: Listening (30 marks) language through discussion of a theme Section B: Reading (30 marks) Expressing viewpoints and justifying opinions Section C: Translation into English (20 marks) Developing an argument and reaching a logical conclusionIn addition, students need to be able to Paper 2: Written response to works and translation analyse aspects of culture and present their (2 hours and 40 minutes – 30%) independent research project in the speaking Section A: Translation (20 marks) examination. Section B: Written response to works (literary texts) (50 marks) Literature/film – skills: Section C: Written response to works (films) (50 Critically analysing the work marks) Evaluating the form & techniques used in the work Presenting and justifying viewpoints Developing logical arguments to persuadeRelating Paper 3: Speaking the work to key concepts, issues and the social (21-23 minutes – 30%) context Writing a critical response Task 1: Discussion on a theme Task 2, Part 1: Independent research presentation Task 2, Part 2: Discussion on independent THEMES research I cambiamenti della società italianaT La cultura politica e artistica nei Paesi di lingua italiana L’Italia: una società in evoluzione Dal Fascismo ai giorni nostri

2 1 KEY STAGE 4

MATHEMATICS

OVERVIEW

QUALIFICATION AIMS AND OBJECTIVES HOMEWORK

The Pearson Edexcel International GCSE in All students are given written homework on a Mathematics (Specification A) (4MA1) qualification regular basis to re-enforce the learning in class. enables students to: There will also be self-assessment exercises and develop their knowledge and understanding of investigations to complete when appropriate. mathematical concepts and techniques Practice is an essential part of mathematics - so acquire a foundation of mathematical skills for the homework set is an extremely important and further study in the subject or related areas integral part of the International GCSE course. enjoy using and applying mathematical techniques and concepts, and become confident to use mathematics to solve problems appreciate the importance of mathematics in society, employment and study. ASSESSMENT

This comprises of two externally set and marked KNOWLEDGE AND UNDERSTANDING written examination papers each lasting two hours. This Pearson Edexcel International GCSE in Each paper is weighted 50% of the qualification. Mathematics (Specification A) (4MA1) requires students to demonstrate application and understanding of the following: Number Use numerical skills in a purely mathematical way and in real-life situations. Algebra Use letters as equivalent to numbers & as variables. Understand the distinction between expressions, equations and formulae. Use algebra to set up and solve problems. Demonstrate manipulative skills. Construct and use graphs. Geometry Use properties of angles. Understand a range of transformations. Work within the metric system. Understand ideas of space and shape. Use ruler, compasses and protractor appropriately. Statistics Understand basic ideas of statistical averages. Use a range of statistical techniques. Use basic ideas of probability. 2 2 KEY STAGE 4

SCIENCE DOUBLE AWARD OVERVIEW

HOMEWORK

Students will be expected to read and research at The IGCSE Science course is divided into 3 units home; they should also prepare notes, sometimes described below: in the form of answers to questions set for class. Work on developing examination rubric by Biology (33.3% of final grade) completing past paper questions will form a large Chemistry (33.3% of final grade) part of homework assessment. Physics (33.3% of final grade)

BIOLOGY ASSESSMENT Overview of content This unit is split into five compulsory topics: The Edexcel International GCSE in Science (Double The nature and variety of living organisms Award) comprises three 2-hour externally marked Structures and functions in living organisms examination papers: Reproduction and inheritance Biology Paper 1 Ecology and the environment Chemistry Paper 1 Use of biological resources Physics Paper 1

The assessment for this qualification is linear, and all CHEMISTRY papers must be taken in the same series. Overview of content There will be a range of short-answer structured This unit is split into four compulsory topics: questions in all papers which are ramped to ensure Principles of chemistry accessibility for less-able students, as well as to Inorganic chemistry stretch more-able students. Students may be Organic chemistry required to perform calculations, draw graphs and Physical chemistry describe, explain and interpret scientific phenomena. Some of the question content will be unfamiliar to students; these questions are designed PHYSICS to assess data-handling skills and the ability to apply scientific principles to unfamiliar situations. Overview of content This unit is split into eight compulsory topics: Questions targeted at grades 7-9 will include Forces and motion questions designed to test knowledge, Electricity understanding and skills at a higher level, including Waves some questions requiring longer prose answers. Energy resources and energy transfer

There are some practicals in the specification Solids, liquids and gases content, which students need to describe. Magnetism and electromagnetism Knowledge of these practicals, and the ability to Radioactivity and particles interpret the resulting data, is required. Astrophysics 2 3 KEY STAGE 4

FOR THE FUTURE: THE IB AT SOUTHLANDS OVERVIEW

The IB Diploma model shows the curriculum with the six areas of knowledge surrounding the core elements.

The International Baccalaureate Diploma IB Diploma Programme students are required Programme (IBDP) is an externally assessed, to study: internationally-recognised qualification which provides opportunities for our students all 6 subjects (one from each group). over the world. As well as promoting rigorous 3 subjects (and no more than 4) at Higher academic standards, the IBDP will help Level. candidates to develop skills and attributes 3 subjects (maximum) at Standard Level. which will ensure they are prepared for all future challenges. The IB Diploma candidate must meet three additional requirements: In addition to subjects in languages, mathematics, sciences, individuals and Submission of an Extended Essay Satisfactory competition of the Theory of societies and the arts, the IBDP includes the Knowledge course core elements of Theory of Knowledge (TOK), Compulsory participation in the extra- Creativity Activity and Service (CAS) and the curricular CAS programme Extended Essay (EE).

To be awarded the bilingual diploma a student must fulfil one or both of the following criteria:

Complete two languages selected from group 1 with the award of a grade 3 or higher in STUDENTS WHO HAVE both. COME TO US WITH AN Complete one of the subjects in group 3 or 4 IB EDUCATION ARE in a language that is not the same as the student’s nominated group 1 language. The AMONG THE WORLD’S student must attain a grade 3 or higher in BEST AND ARE both the group 1 and the subject from group IMMEDIATELY READY 3 or 4. FOR THE RIGOUR AND DEPTH OF OUR MOST DEMANDING COURSES.

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