elc International School
Parent Guide (2015 – 2017)
IGCSE Accounting
Subject Code
0452
Textbook
Cambridge IGCSE Accounting – Catherine Coucom
Additional
Resources
Practise of past year exam papers (free online copies can be found on
http://www.xtremepapers.com)
Further information available at
http://www.cie.org.uk/programmes-and-qualifications/cambridgesecondary-2/cambridge-igcse
Complete Accounting syllabus is available at
http://www.cie.org.uk/images/164300-2016-syllabus.pdf
Duration
5 terms in total:
Year 10 Terms 1, 2 & 3
Year 11 Terms 1 & 2
IGCSE overall
grade and
Assessment
Method
The overall grade will be based on:
Paper 1
This is a structured question paper with 8-12 multiple choice items
and short-answer questions. There are usually between 4 and 5
questions based on topics from the whole of the syllabus. All
questions are compulsory, and candidates answer on the question
paper. There are 120 marks for this paper.
Duration- 1 hour 45 minutes
Weightage -50% of total marks
Paper 2
This is a structured question paper. There are usually 4 to 6
questions based on topics from the whole of the syllabus. All
questions are compulsory, and candidates answer on the question
paper. There are 120 marks for this paper.
Duration- 1 hour 45 minutes
Weightage -50% of total marks
School Term
Grade
School
examinations


Based on student’s effort, class tests, assignments and projects
Will follow closely with the IGCSE assessment criteria
1. In Year 10 students will write
 the Mid-Year Examination in Term 2
 Final Examination in Term 3
2. In Year 11 students will write
 An assessment test in Term 1
 Mock Examination at the beginning of Term 2.
1
elc International School
Aims:





Assessment
Objectives
To develop knowledge and understanding of the principles and
purposes of accounting for individuals, businesses, non-trading
organisations and society as a whole.
To develop an understanding of accounting principles, policies,
techniques, procedures and terminology.
Improved skills of numeracy, literacy, communication, enquiry,
presentation and interpretation.
Improved accuracy, orderliness and the ability to think logically.
To develop an excellent foundation for advanced study.
AO1 – KNOWLEDGE WITH UNDERSTANDING
Students should be able to:
 Demonstrate knowledge and understanding of facts, terms,
principles, policies, procedures and techniques that are in the
syllabus
 Demonstrate understanding of knowledge through numeracy,
literacy, presentation and interpretation
 Apply knowledge and information to various accounting situations
and problems.
AO2 - ANALYSIS
Students should be able to:


Select data which is relevant to identified needs of business
Order, analyse and present information in an appropriate
accounting form
AO3 - EVALUATION
Students should be able to:

Develop an ability to interpret and evaluate accounting information
and to draw reasoned conclusions
Relationship between assessment objectives and components
Component
AO2 Analysis
AO3
Evaluation
Paper 1
AO1 Knowledge
and
understanding
70%
20%
10%
Paper 2
45%
30%
25%
Approx. % total
qualification
60%
25%
15%
2
elc International School
Curriculum
Content
1. The purpose of accounting
2. Sources and recording of data




The double entry system of book-keeping
Business documents
Books of prime (original) entry
The ledger
3. Verification of accounting records




The trial balance
Correction of errors
Bank reconciliation
Control accounts
4. Accounting procedures





Capital and revenue expenditure and receipts
Accounting for depreciation and disposal of non-current assets
Other payables and other receivables
Bad debts and provision for doubtful debts
Valuation of inventory
5. Principles of financial statements


Income statements
Statements of financial position
6. Preparation of financial statements
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
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

Sole traders
Partnerships
Limited liability companies
Clubs and societies
Manufacturing accounts
Incomplete records
7. Analysis and interpretation





Summary of commonly used ratios
Interpretation of accounting ratios
Inter-firm comparison
Interested parties
Limitations of accounting statements
8. Accounting principles and policies
3
elc International School
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A Parent’s Guide to Years 10 and 11
Subject:
Additional Mathematics
Topics to be covered in this course
Assessment Focuses
Chapter 1: Set Theory
Students will be assessed on their ability in the
following areas:

Chapter 2: Simultaneous Equations
Students will be assessed on their ability in the
following areas:

Chapter 3: Indices, Surds and Logarithms
Understand and use: union,
intersection, number of elements, is
an element of, is not an element of,
complement, empty set, universal set,
subset, proper subset.
Solve simultaneous equations in two
unknowns, with one linear equation.
Students will be assessed on their ability in the
following areas:




Apply index laws
Perform simple operations with
indices and with surds, including
rationalising the denominator
Know and use the laws of logarithms
including change of base of logarithms
know simple properties and graphs of
the logarithmic and exponential
functions including ln x and ex
Skills that will be developed
By the end of the course, students will be able
to:
• recall and use manipulative technique
• interpret and use mathematical data,
symbols and terminology
• comprehend numerical, algebraic and
spatial concepts and relationships
• recognise the appropriate mathematical
procedure for a given situation
• formulate problems into mathematical
terms and select and apply appropriate
techniques of solution.
Revision Resources:
 www.cut-the-knot.org/
 www.geogebra.org/cms/
 www.khanacademy.org/
 www.nrich.maths.org/frontpage
 www.purplemath.com/
elc International School
____________________________________________________________
A Parent’s Guide to Years 10 and 11

Chapter 4: Quadratic Expressions
Solve equations of the form ax = b
Students will be assessed on their ability in the
following areas:

Chapter 5: Remainder and Factor Theorem
Chapter 14: Binomial Theorem
Chapter 7: Coordinate Geometry
Determine the range for a given
domain
 Find the maximum or minimum value
of a quadratic function by finding the
vertex form and sketch the graph
 Solve quadratic equations for real
roots and
 Give conditions for a given line to i)
intersect a given curve (real roots), ii)
be a tangent to a given curve (doubled
root), iii) not intersect a given curve
(no real roots)
 Find the solution set for quadratic
inequalities.
Students will be assessed on their ability in the
following areas:
 Know and use the remainder theorem
 Know and use the factor theorem
 find factors of polynomials
 solve cubic equations
Students will be assessed on their ability in the
following areas:
 Expand a binomial
Students will be assessed on their ability in the
following areas:

Solve questions involving mid-point
elc International School
____________________________________________________________
A Parent’s Guide to Years 10 and 11



and length of a line
Know and use the condition for two
lines to be parallel
Know and use the condition for two
lines to be perpendicular
Interpret the equation of a straight line
graph in the form y = mx + c

Chapter 8: Linear Law
Solve questions involving
perpendicular bisectors
 Find areas of polygons
Students will be assessed on their ability in the
following areas:


Chapter 9: Functions
Students will be assessed on their ability in the
following areas:



Chapter 10 & 11: Trigonometric Functions
Determine unknown constants by
calculating the gradient or intercept of
the transformed graph
Transform given relationships,
n
x
including y = ax and y = Ab , to
straight line form
Understand the terms function,
domain, range (image set),one-one
function
Use sketch graphs to show the
relationship between a function and its
inverse.
Understand the relationship between y
= f(x) and y = |f(x)|,where f(x) may be
linear, quadratic or trigonometric
Students will be assessed on their ability in the
following areas:
 Draw graphs for the sine, cosine and
elc International School
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A Parent’s Guide to Years 10 and 11
tangent functions

Chapter 12: Circular Measure
Chapter 13: Permutations
Solve simple trigonometric equations
and find the related angles for a given
domain
 Prove trigonometric identities
Students will be assessed on their ability in the
following areas:

Use radian measure

Solve problems involving circular
measure
Students will be assessed on their ability in the
following areas:


Chapter 23: Vectors
Students will be assessed on their ability in the
following areas:


Chapter 6: Matrices
Count arrangements of objects
Count combinations of objects
Add vectors using the parallelogram
law of vector addition
Use parallel vectors, unit vectors, and
scalar multiples of unit vectors
Students will be assessed on their ability in the
following areas:
 Recognise a zero matrix, square
matrix, and identity matrix
 Add or subtract two matrices
 Multiply a matrix by a scalar
 Multiply two matrices
 Find the inverse of a matrix
 Use matrices to solve simultaneous
equations
elc International School
____________________________________________________________
A Parent’s Guide to Years 10 and 11
Chapters 15-19: Differentiation
Students will be assessed on their ability in the
following areas:
 Differentiate f(x) = axn
 Use and apply the chain rule
 Use the product rule and quotient rule
 Find equations of tangents and
normals
 Use linear approximation
 Solve problems on maximum and
minimum of a function
 Sketch graphs of functions by using
information about maxima/minima
Chapters 20-22: Integration
Students will be assessed on their ability in the
following areas:
 Know that integration is the inverse of
differentiation
 Integrate polynomial functions
 Find the area of a bounded region
 Solve problems in kinematics
elc International School
Parent Guide (2015 – 2017)
IGCSE Biology
Subject Code
0610
Textbook
Biology for IGCSE Gareth Williams R Fosbery, J Adams
Additional
Resources
Practise of past year exam papers (free online copies can be found
on http://www.xtremepapers.com)
Further information available at
http://www.cie.org.uk/programmes-and-qualifications/cambridgesecondary-2/cambridge-igcse
Duration
Complete Biology syllabus is available at
http://www.cie.org.uk/images/167733-2016-2018-syllabus.pdf
5 terms in total:
Year 10 Terms 1, 2 & 3
Year 11 Terms 1 & 2
IGCSE overall The overall grade will be based on:
grade and
Assessment
1. A multiple-choice paper
Method
 Duration 45 minutes
 Weightage : contributes to 30% of the final grade
2. A written paper consisting of short-answer and structured
questions.
 Duration: 1 hour 15 minutes
 Weightage: contributes to 50% of the final grade
3. A written paper that will be based on the experimental skills
 Duration: 1 hour
 Weightage: contributes to 20% of the final grade
Term Grade


School
examinations
Based on student’s effort, lab work, class tests, assignments
and projects
Will follow closely with the IGCSE assessment criteria
1. In Year 10 students will write
 the Mid-Year Examination in Term 2
 Final Examination in Term 3
2. In Year 11 students will write
 An assessment test in Term 1
 Mock Examination at the beginning of Term 2.
1
CJ Science Department/2015/Ref: CJSC0002
elc International School
Aims:
1. To provide, through well designed studies of experimental
and practical science, a worthwhile educational experience
for all students, whether or not they go on to study science
beyond this level and, in particular, to enable them to acquire
sufficient understanding and knowledge and to become
confident citizens in a technological world, to take or develop
an informed interest in matters of scientific import. Also to
be suitably prepared for studies beyond the IGCSE level in
pure sciences, in applied sciences or in science-dependent
vocational courses.
2. To develop abilities and skills that are relevant to the study
and practice of Biology and are useful in everyday life. To
encourage effective communication and encourage efficient
and safe practice.
3. To develop attitudes relevant to Biology such as concern for
accuracy and precision; objectivity; integrity; enquiry;
initiative; and inventiveness.
4. To stimulate interest in, and care for, the environment.
5. To promote an awareness that scientific theories and
methods have developed, and continue to do so, as a result
of the co-operative activities of groups and individuals; and
the study and practice of science is subject to social,
economic, technological, ethical and cultural influences and
limitations; Also the applications of science may be both
beneficial and detrimental to the individual, the community
and the environment; and that science transcends national
boundaries and that the language of science, correctly and
rigorously applied, is universal.
Objectives
A – KNOWLEDGE WITH UNDERSTANDING
Students should be able to demonstrate knowledge and
understanding in relation to:
 scientific phenomena, facts, laws, definitions, concepts,
theories;
 scientific vocabulary, terminology, conventions (including
symbols, quantities and units);
 scientific instruments and apparatus, including techniques of
operation and aspects of safety;
 scientific quantities and their determination;
 scientific and technological applications with their social,
economic and environmental implications.
2
CJ Science Department/2015/Ref: CJSC0002
elc International School
B – HANDLING INFORMATION AND PROBLEM SOLVING
Students should be able, using oral, written, symbolic, graphical
and numerical forms of presentation to:







locate, select, organise and present information from a
variety of sources;
translate information from one form to another;
manipulate numerical and other data;
use information to identify patterns, report trends and draw
inferences;
present reasoned explanations for phenomena, patterns and
relationships;
make predictions and hypotheses;
solve problems, including some of a quantitative nature.
C – EXPERIMENTAL SKILLS AND INVESTIGATIONS
Curriculum
Content
Students should be able to
 use techniques, apparatus, and materials (including the
following of a sequence of instructions, where appropriate);
 make and record observations, measurements and
estimates;
 interpret and evaluate experimental observations and data;
 plan and carry out investigations, evaluate methods and
suggest possible improvements (including the selection of
techniques, apparatus and materials).
1. Characteristics and classification of living organisms
Characteristics of living organisms
Concept and use of a classification system
Features of organisms
Dichotomous keys
2. Organisation of the organism
Cell structure and organisation
Levels of organisation
Size of specimens
3. Movement in and out of cells
Diffusion
Osmosis
Active transport
4. Biological molecules
5. Enzymes
6. Plant nutrition
Photosynthesis
Leaf structure
Mineral requirements
7. Human nutrition
Diet
3
CJ Science Department/2015/Ref: CJSC0002
elc International School
Alimentary canal
Mechanical digestion
Chemical digestion
Absorption
8. Transport in plants
Transport in plants
Water uptake
Transpiration
Translocation
9. Transport in animals
Transport in animals
Heart
Blood and lymphatic vessels
Blood
10. Diseases and immunity
11. Gas exchange in humans
12. Respiration
Respiration
Aerobic respiration
Anaerobic respiration
13. Excretion in humans
14. Coordination and response
Nervous control in humans
Sense organs
Hormones in humans
Homeostasis
Tropic responses
15. Drugs
Drugs
Medicinal drugs
Misused drugs
16. Reproduction
Asexual reproduction
Sexual reproduction
Sexual reproduction in plants
Sexual reproduction in humans
Sex hormones in humans
Methods of birth control in humans
Sexually transmitted infections (STIs)
17. Inheritance
Inheritance
Chromosomes, genes and proteins
Mitosis
Meiosis
Monohybrid inheritance
18. Variation and selection
Variation
Adaptive features
Selection
19. Organisms and their environment
4
CJ Science Department/2015/Ref: CJSC0002
elc International School
Energy flow
Food chains and food webs
Nutrient cycles
Population size
20. Biotechnology and genetic engineering
Biotechnology and genetic engineering
Biotechnology
Genetic engineering
21. Human influences on ecosystems
Food supply
Habitat destruction
Pollution
Conservation
5
CJ Science Department/2015/Ref: CJSC0002
elc International School
Parent Guide (2015 – 2017)
IGCSE Business Studies
Subject Code
0450
Textbook
Cambridge IGCSE Business Studies (4th edition)
-Karen Borrington and Peter Stimpson
Additional
Resources
Practise of past year exam papers (free online copies can be found on
http://www.xtremepapers.com)
Further information available at
http://www.cie.org.uk/programmes-and-qualifications/cambridgesecondary-2/cambridge-igcse
Complete Business Studies syllabus is available at
http://www.cie.org.uk/images/164316-2016-syllabus.pdf
Duration
5 terms in total:
Year 10 Terms 1, 2 & 3
Year 11 Terms 1 & 2
IGCSE overall
grade and
Assessment
Method
The overall grade will be based on:
Paper 1
Written examination consisting of four questions requiring a
mixture of short answers and structured data responses. There
are 80 marks for this paper.
Duration- 1 hour 30 minutes
Weightage -50% of total marks
Paper 2
Written examination consisting of four questions based on a case
study, provided as an Insert with the paper. There are 80 marks
for this paper.
Duration- 1 hour 30 minutes
Weightage -50% of total marks
School Term
Grade


Based on student’s effort, class tests, assignments and projects
Will follow closely with the IGCSE assessment criteria
1
elc International School
School
examinations
1. In Year 10 students will write
 the Mid-Year Examination in Term 2
 Final Examination in Term 3
2. In Year 11 students will write
 An assessment test in Term 1
 Mock Examination at the beginning of Term 2
Aims

Make effective use of relevant terminology, concepts and methods
and recognise the strengths and limitations of the ideas used in
the business.

Apply their knowledge and critical understanding to current issues
and problems in a wide range of business contexts

Distinguish between facts and opinions, and evaluate qualitative
and quantitative data in order to help build arguments and make
informed judgements

Appreciate the perspectives of a range of stakeholders in relation
to the business environment, individuals, society, government and
enterprise

Develop knowledge and understanding of the major groups and
organisations within and outside business and consider ways in
which they are able to influence objectives, decisions and
activities

Develop knowledge and understanding of how the main types of
businesses and commercial institutions are organised, financed
and operated and how their relations with other organisations,
consumers, employees, owners and society are regulated

Develop skills of numeracy, literacy, enquiry, selection and use of
relevant sources of information, presentation and interpretation

Develop an awareness of the nature and significance of innovation
and change within the context of business activities.
2
elc International School
The four assessment objectives in Business Studies are:
Assessment
Objectives
AO1: Knowledge and understanding
Candidates should be able to:

demonstrate knowledge and understanding of facts, terms,
concepts, conventions, theories and techniques commonly applied
to or used as part of business behaviour.
AO2: Application
Candidates should be able to:

apply their knowledge and understanding of facts, terms,
concepts, conventions, theories and techniques.
AO3: Analysis
Candidates should be able to:


distinguish between evidence and opinion in a business context
order, analyse and interpret information, in narrative, numerical
and graphical forms, using appropriate techniques.
A4: Evaluation
Candidates should be able to:


present reasoned explanations, develop arguments, understand
implications and draw inferences
make judgements, recommendations and decisions.
Relationship between assessment objectives and components
Assessment
Paper 1
Paper 2
Objective
Weighting for
qualification
AO1 Knowledge
and
understanding
AO2 Application
40%
20%
30%
30%
30%
30%
AO3 Analysis
15%
25%
20%
AO4 Evaluation
15%
25%
20%
3
elc International School
Curriculum
Content
1. Understanding business activity
 Purpose and nature of business activity
 Classification of businesses
 Enterprise, business growth and size
 Types of business organisation
 Business objectives and stakeholder objectives
2. People in business
 Motivating workers
 Organisation and management
 Recruitment, selection and training of workers
 Internal and external communication
3. Marketing
 Marketing, competition and the customer
 Market research
 Marketing mix
 Marketing strategy
4. Operations management
 Production of goods and services
 Costs, scale of production and break-even analysis
 Achieving quality production
 Location decisions
5. Financial information and decisions
 Business finance: needs and sources
 Cash flow forecasting and working capital
 Income statements
 Balance sheets
 Analysis of accounts
6. External influences on business activity
 Government economic objectives and policies
 Environmental and ethical issues
 Business and the international economy
4
elc International School
Parent Guide
IGCSE Chemistry
Subject Code
0620
Textbook
Chemistry for IGCSE – Roger Norris and Roger Stanbridge
Additional
Resources
Printed booklet of past year papers will be made available for
students to purchase during the year
Further information available at
http://www.cie.org.uk/programmes-and-qualifications/cambridgesecondary-2/cambridge-igcse
Complete chemistry syllabus is available at
http://www.cie.org.uk/images/167037-2016-2018-syllabus.pdf
Duration
Practise of past year exam papers (free online copies can be found
on http://www.xtremepapers.com)
5 terms in total:
Year 10 Terms 1, 2 & 3
Year 11 Terms 1 & 2
IGCSE overall The overall grade will be based on:
grade and
Assessment
1. A multiple-choice paper
Method
 Duration 45 minutes
 Weightage : contributes to 30% of the final grade
2. A written paper consisting of short-answer and structured
questions.
 Duration: 1 hour 15 minutes
 Weightage: contributes to 50% of the final grade
3. A written paper that will be based on the experimental skills
 Duration: 1 hour
 Weightage: contributes to 20% of the final grade
Term Grade


School
examinations
Based on student’s effort, class tests, assignments and
projects
Will follow closely with the IGCSE assessment criteria
1. In Year 10 students will write
 the Mid-Year Examination in Term 2
 Final Examination in Term 3
2. In Year 11 students will write
 An assessment test in Term 1
 Mock Examination at the beginning of Term 2.
elc International School
Aims:






Objectives
develop scientific awareness through well-designed studies
of experimental and practical science;
develop abilities and skills that are relevant to the study and
practice of Chemistry;
develop attitudes relevant to Chemistry such as concern for
accuracy and precision, objectivity, integrity, enquiry,
initiative and inventiveness;
stimulate interest in, and care for the environment;
promote an awareness that the applications of science may
be both beneficial and detrimental to the individual,
community and the environment;
encourage effective communication.
A – KNOWLEDGE WITH UNDERSTANDING
Students should be able to demonstrate knowledge and
understanding in relation to:
 scientific phenomena, facts, laws, definitions, concepts and
theories;
 scientific vocabulary, terminology and conventions;
 scientific instruments and apparatus, including techniques of
operation and aspects of safety;
 scientific quantities and their determination;
 scientific and technological applications with their social,
economic and environmental implications.
B – HANDLING INFORMATION AND PROBLEM SOLVING
Students should be able to:
 locate, select, organise and present information from a
variety of sources;
 translate information from one form to another;
 manipulate numerical and other data;
 use information to identify patterns, report trends and draw
inferences;
 present reasoned explanations for phenomena, patterns and
relationships;
 make predictions and hypotheses;
 solve problems, including some of a quantitative nature.
C – EXPERIMENTAL SKILLS AND INVESTIGATIONS
Students should be able to
 use techniques, apparatus and materials;
 make and record observations, measurements and
estimates;
 interpret and evaluate experimental observations and data;
 plan and carry out investigations, evaluate methods and
suggest possible improvements.
elc International School
Curriculum
Content
1. The particulate nature of matter
States of matter, kinetic particle theory, diffusion and
factors affecting the rate of diffusion
2. Experimental techniques
Apparatus used for the measurement of time,
temperature, mass and volume, criteria of purity – paper
chromatography and methods of purification
3. Atoms, elements and compounds
Atomic structure and the Periodic Table
Components of an atom, isotopes, electronic structure
and the Periodic Table
Bonding: the structure of matter
Ions and ionic bonds, molecules and covalent bonds,
macromolecules and metallic bonding
4. Stoichiometry
Symbols of elements, formula of simple compounds and
ionic compounds, construct word equations and simple
balanced chemical equations, relative atomic mass,
relative molecular mass, mole and the Avogadro
constant, molar gas volume
5. Electricity and Chemistry
Electrode products formed during the electrolysis of
various compounds, industrial applications of electrolysis
6. Chemical energetics
Energetics of a reaction
Exothermic and endothermic reactions
Production of energy
Production of heat energy and electrical energy,
radioactive isotopes as an energy source and use of
hydrogen in a fuel cell
7. Chemical reactions
Speed of reaction
Factors affecting the rate of a reaction, experiments to
investigate the effect of a given variable on the speed of
a reaction; photochemical reactions
Reversible reactions
Describe reversible reactions, effect of changing
conditions on reversible reactions; concept of equilibrium
Redox
Oxidation and reduction
elc International School
8. Acids, bases and salts
Properties of acids and bases
Acids and bases, measurement of pH, weak and strong
acids, importance of controlling acidity in soil
Types of oxides
Acidic, basic, neutral and amphoteric oxides
Preparation of salts
Methods of preparation, separation and purification of
soluble and insoluble salts
Identification of ions and gases
Tests to identify aqueous cations, anions and gases
9. The Periodic Table
Periodic trends
Trends across a period, relationship between Group
number, valency electrons and metallic/non-metallic
character
Group properties
Properties of Group I and Group VII elements; identify
trends in other Groups
Transition elements
Properties of transition elements, use of some elements
as catalysts
Noble gases
Properties and uses of noble gases
10. Metals
Properties of metals
Physical and chemical properties, alloys and their uses,
structural and diagramatic representations of alloys
Reactivity series
Order of reactivity of metals with reference to its reaction
with water/steam, hydrochloric acid and reduction of their
oxides with carbon; unreactivity of aluminium
Extraction and uses of metals
Ease of obtaining metals from their ores, extraction
process of aluminium, zinc and iron, uses of metals and
steel alloys
elc International School
11. Air and Water
Tests for water, water treatment and uses of water;
composition of clean air, air pollutants and their sources,
adverse effects of pollutants and remedial measures to
lower the concentration of atmospheric pollutants;
separation of oxygen and nitrogen from liquid air,
methods of rust prevention, Haber process and uses of
fertilizers
12. Sulfur
Sources of sulphur, Contact process, uses of sulphur
dioxide and properties of dilute sulfuric acid
13. Carbonates
Manufacture of lime from calcium carbonate (limestone);
uses of lime, slaked lime and calcium carbonate
14. Organic Chemistry
Names of compounds
Name and draw the structures of organic compounds
e.g. methane, ethane; state the type of compound
present given a chemical name or a molecular
structure
Fuels
Names of fuels, fractional distillation of petroleum,
uses of fractions
Homologous series
General characteristics of homologous series;
structural isomerism
Alkanes
Properties of alkanes, substitution reactions with
chlorine
Alkenes
Manufacture of alkenes, properties of alkenes,
saturated and unsaturated hydrocarbons, formation of
poly(ethene) as an example of addition polymerisation
Alcohols
Formation of ethanol by fermentation and by catalytic
addition, properties of ethanol, uses of ethanol as a
solvent and as a fuel
Acids
Formation of ethanoic acid, ethanoic acid as a weak
acid, formation of esters.
elc International School
Macromolecules – Synthetic polymers and Natural
macromolecules
Formation of macromolecules from monomers, uses
of plastics and man-made fibres, formation of nylon
and terylene by condensation polymerisation,
describe the structures and reactions of proteins, fats
and carbohydrates; describe the fermentation of
simple sugars to ethanol.
elc International School
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A Parent’s Guide to Years 10 and 11
Subject:
First Language English
Topics to be covered in this course
Assessment Focuses
Skills that will be developed
Reading:
 Skimming and scanning
 Reading for information
 Reading for gist and meaning
 Reading for pleasure
 Making notes
 Expanding notes
 Selecting information for a specific
purpose
 Organising material for a specific
purpose
 Collating texts
 Analysing style
 Analysing effects achieved by the
writer
Students will be assessed on their ability in the
following areas:
By the end of the course, students will be able
to:
Writing:
 Writing to inform or explain
 Writing to argue or persuade
 Writing to describe
 Writing narratives
 Planning, drafting and improving
 Using Standard English
 Spelling
 Punctuation
 Using paragraphs
 Tenses
Reading
 Understand and collate explicit
meanings
 Understand, explain and collate
implicit meanings and attitudes
 Select, analyse and evaluate what is
relevant to specific purposes
 Understand how writers achieve
effects
Writing
 Articulate experience and express
what is thought, felt and imagined
 Order and present facts, ideas and
opinions
 Understand and use a range of
appropriate vocabulary
 Use language and register appropriate
to audience and context
 Make accurate and effective use of
paragraphs, grammatical structures,
sentences, punctuation and spelling.
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communicate accurately,
appropriately and effectively in
speech and writing;
understand and respond
appropriately to what they hear, read
and experience;
enjoy and appreciate variety of
language;
complement their other areas of
study by developing skills of a more
general application (e.g.analysis,
synthesis, drawing of inferences);
develop a better understanding of
themselves and others.
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A Parent’s Guide to Years 10 and 11
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Controlling and choosing language
Writing a speech
Writing dialogue or conversation
Writing diary entries
Writing formal and informal letters
Writing reports
Writing a persuasive article
Writing a feature article/news report
Writing for a specific audience
Summary:
 Summarise by speaking and listening
 Using language concisely
 Using own words
 Highlighting relevant details
 Re-ordering a text
 Writing a focused summary
Speaking and Listening:
 Preparing a talk
 Conversational skills
 Formal/Informal speech
 Defending opinions
 Assessing speech
 Group discussions
 Problems solving tasks
 Role play dialogues
 Current affairs
Speaking and Listening
 Understand, order and present facts,
ideas and opinions
 Articulate experience and express
what is thought, felt and imagined
 Communicate clearly and fluently
 Use language and register appropriate
to audience and context
 Listen to and respond appropriately to
the contributions of others
elc International School
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A Parent’s Guide to Year 10, Term 1(2015-2016)
Subject:
Geography
Topics to be covered in this
course
Chapter 1: Population
Dynamics
Chapter 2: Migration
Assessment Focuses
Skills that will be developed
Students will be assessed on their ability in
the following areas:
 Why the world’s population has
grown
 What are the causes and
consequences of overpopulation
 What are the causes and
consequences of underpopulation
 Reasons for the growth and decline
of population
 The demographic transition model
 The role of natural and human
factors in affecting population
growth
 Role of hiv in population growth
 Population structure and population
pyramids
 Case studies on countries
Students should develop the following
skills:
Students will be assessed on their ability in
the following areas:
By the end of the chapter, students
will be able to:
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Explain what are the various types
of migration
Explain how human and natural
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Explain why population has
grown
Explain how population
growth affects countries
Understand how nature and
humans affect population
Analyse the demographic
transition model
Anaylse and interpret
population pyramids and draw
comparison and differences
Analyse and interpret a variety
of graphs and maps on
population themes
Explain what are various types
of migration
Explain how migration affects
elc International School
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A Parent’s Guide to Year 10, Term 1(2015-2016)
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Chapter 3: Settlement
factors affect migration
Explain the impact of migration on
countries
Case studies on the various types of
migration
Students will be assessed on their ability in
the following areas:
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Describe patterns of settlements
Explain what factors affect rural
settlements and their locations
Describe reasons for hierarchy
settlements
Explain land use zones in cities in
medc’s and ledc’s
Describe problems associated with
urban settlements and potential
solutions
What are the effects of urbanization
on the environment
Relevant case studies
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donor countries
Research and present a
variety of relevant case
studies
Use maps and graphs to
analyse and interpret
migration movements
By the end of the chapter, students
will be able to:
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Understand what are the
various factor that affect rural
and urban settlemnts
Analyse settlement
hierarchies and suggest
reasons for their structure
Explain why cities in ledc’s and
medc’s have land use models
and why
Research and present a
variety of relevant case
studies
Use maps and graphs to
analyse and interpret a variety
of settlements
elc International School
Parent Guide (2015 – 2016)
IGCSE History
Subject Code
0470
Textbook
Twentieth Century History –John Cantrell; Neil smith; Peter Smith with Ray
Ennion (Oxford University Press]
Additional
Resources
Some good websites to support your learning:
http://www.bbc.co.uk/history
http://www.bfi.org.uk/
www.eyewitnesshistory.com
Further information available at
http://www.cie.org.uk/programmes-and-qualifications/cambridge-secondary2/cambridge-igcse/
Complete History syllabus is available at
http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-history0470/
Duration
5 terms in total:
Year 10 Terms 1, 2 & 3
Year 11 Terms 1 & 2
IGCSE overall
grade and
Assessment
Method
The overall grade will be based on:
Component 1
Written paper (2 hours)
Students answer two questions from Section A (Core Content)
and one question from Section B (Depth Study).
All questions are in the form of structured essays, split into three
parts: (a), (b) and (c).
40%
Component 2
Written paper (2 hours)
Students answer six questions on one prescribed topic taken
from the Core Content. There is a range of source material
relating to each topic.
For the examination in 2017, the prescribed topics is:
33%
Were the peace treaties of 1919–23 fair?
Component 4
Written paper 1 hour
Students answer one question on a Depth Study. For 2017
examination this will be Germany 1919-1945
27%
1
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School Term
Grade
School
examinations
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Based on student’s effort, class tests, assignments and projects
Will follow closely with the IGCSE assessment criteria
1. In Year 10 students will write
 the Mid-Year Examination in Term 2
 Final Examination in Term 3
2. In Year 11 students will write
 An assessment test in Term 1
 Mock Examination at the beginning of Term 2
Aims
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Evaluate the roles of individuals in the peace-making process.
Examine the impact of the treaties on the defeated nations.
Look at contemporary opinions about the treaties.
Examine the strengths and weaknesses of the structure and organisation
of the League of Nations, as well as the successes and failures in peace
keeping in the 1920s.
Estimate the impact of the Depression on the League after 1929.
Consider the failures of the League in the 1930s including the
Manchurian and Abyssinian crisis.
What was the impact of the Treaty of Versailles on the Republic?
To what extent did the Republic recover after 1923?
What did the Nazi Party stand for in the 1920s?
Munich Putsch-Mein Kampf and Nazi tactics 1924-29- Why did the Nazis
have little success before 1930?
What were the achievements of the Weimar period?
How Hitler rose to Power and consolidated his position.
The causes and effects of the Nazi rule. Was Germany a totalitarian
state?
Why had international peace collapsed by 1939?
What were the long term consequences of the peace treaties of 19191923?
How far was Hitler’s foreign policy to blame for the outbreak of war in
1939?
Why did USA-USSR alliance begin to break down in 1945?
How did USA respond to Soviet expansionism?
Who was to most to blame for the Cold War: USA or USSR?
How effectively did the USA contain the spread of communism?
Why did USA get involved in Cuba?
Why did events in the Gulf matter, c. 1970-2000?
What was the nature of Saddam Hussein’s rule in Iraq?
Why was there a revolution in Iran in 1979?
What were the causes and consequences of the Iran-Iraq,
1980-88?
Why did the First Gulf War take place?
2
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Assessment
Objectives
The three assessment objectives in History are:
AO1: an ability to recall, select, organise and deploy knowledge of the syllabus
content
AO2: an ability to construct historical explanations using an understanding of:
• cause and consequence, change and continuity, similarity and difference
• the motives, emotions, intentions and beliefs of people in the past
AO3: an ability to understand, interpret, evaluate and use a range of sources as
evidence, in their historical context.
Curriculum
Content
1. Option B
The 20th century: International Relations since 1919
The content focuses on the following Key Questions:
• Were the peace treaties of 1919–23 fair?
• To what extent was the League of Nations a success?
• Why had international peace collapsed by 1939?
• Who was to blame for the Cold War?
• How effectively did the USA contain the spread of Communism?
• How secure was the USSR’s control over Eastern Europe, 1948–c.1989?
• Why did events in the Gulf matter, c.1970–2000?

2. In addition, all candidates must also study at least one of the topics in
depth we will be studying:
Germany, 1918–45
3
elc International School
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A Parent’s Guide to Years 10 and 11
Subject:
English Literature
Topics to be covered
Assessment Focuses
Skills that will be developed
DRAMA
An Inspector Calls – J.B. Priestley
Merchant of Venice – William Shakespeare

Background of the playwright
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Social context
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The Elizabethan theatre
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The plot
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Themes, motifs and symbols
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Foreshadowing
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Characters and relationships
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Language
Students will be assessed on their ability to:
By the end of the course, students will be
able to:
PROSE
The English Teacher – R.K. Narayan
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Life and Background of the
author
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Settings of the novel
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Themes, motifs and symbols
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Foreshadowing
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The plot and sub-plots
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Major characters and the roles
they play
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Minor characters and the roles
they play
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The use literary devices and
effects
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Style, language and perspective
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show detailed knowledge of the content
of literary texts in the three main forms
(Drama, Poetry and Prose);
understand the meanings of literary texts
and their contexts, and explore texts
beyond surface meanings to show deeper
awareness of ideas and attitudes;
recognize and appreciate ways in which
writers use language, structure and form
to create and shape meanings and
effects;

enjoy the experience of reading literature

understand and respond to literary texts
in different forms and from different
periods and cultures

communicate an informed personal
response appropriately and effectively

appreciate different ways in which
writers achieve their effects

experience literature’s contribution to
aesthetic, imaginative and intellectual
growth

explore the contribution of literature to
an understanding of human concern
communicate a sensitive and informed
personal response to literary texts.
elc International School
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A Parent’s Guide to Years 10 and 11
POETRY
From Vol 2 Part 1 of Songs of Ourselves
 William Blake, ‘Clod and Pebble’
 Lady Mary Wroth, ‘Song’
 Kathleen Raine, ‘Passion’
 George Herbet, ‘Love’
 John Donne, ‘Love’s Infiniteness’
 William Wordsworth, ‘She was a
Phantom of delight’
 Emma Jones, ‘Tiger in the Menagerie’
 Amanda Chong, ‘Lion Heart’
 Edith Sitwell, ‘Heart and Mind’
 Liz Lochhead, ‘For my Grandmother
Knitting’
 Dilip Chitre, ‘Father Returning Home’
 Patricia Beer, ‘The Lost Woman’
 Owen Sheers, ‘Coming Home’
 Sam Hunt, ‘Stabat Mater’
Analysing Poetry:

Themes and subject-matter
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Tone and attitude
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Figurative language
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Rhythm and rhyme
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Patterns of sound
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Effects and purpose
elc International School
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A Parent’s Guide to Years 10 and 11
Subject:
Mathematics
Topics to be covered in this course
Assessment Focuses
Skills that will be developed
Chapter 1: Numbers
Students will be assessed on their
ability in the following areas:
By the end of the course, students will be able to:
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Chapter 2: Algebra 1
Identify and use natural
numbers, integers, prime
numbers, square numbers,
rational and irrational
numbers, recognize patterns in
sequences
Use the standard form A × 10n
Make estimates, give
approximations and round off
answers to reasonable
accuracy
Understand ratio and
proportion (including map
scale)
Calculate percentage increase
and decrease
Calculate simple and
compound interest
Solve word problems for speed
distance and time
Students will be assessed on their
ability in the following areas:
 Use directed numbers
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Organise, interpret and present information accurately
in written, tabular, graphical and diagrammatic
forms.
Perform calculations by suitable methods; including the
appropriate use an electronic calculator.
Understand systems of measurement in everyday use
and make use of them in the solution of problems.
Estimate, approximate and work to degrees of accuracy
appropriate to the context and convert between
equivalent numerical forms.
Use mathematical and other instruments to measure
and to draw to an acceptable degree of accuracy.
Interpret, transform and make appropriate use of
mathematical statements expressed in words or
symbols.
Recognise and use spatial relationships in two and
three dimensions, particularly in solving problems.
Recall, apply and interpret mathematical knowledge in
the context of everyday situations.
Make logical deductions from given mathematical data.
Recognise patterns and structures in a variety of
situations, and form generalisations.
Respond to a problem relating to a relatively
unstructured situation by translating it into an
elc International School
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A Parent’s Guide to Years 10 and 11
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Chapter 6: Trigonometry
Students will be assessed on their
ability in the following areas:
 Find the unknown side or
angle in a right angled triangle
 Use Pythagoras’ theorem
 Find the angle or side of a
three dimensional figure using
sine, cosine and tan

Chapter 3: Mensuration
Use formulae to find required
values
Use brackets and simplifying
Solve problems using linear
equations
Solve simultaneous equations
Factorise expressions of the
form ax + bx+ kay+ kby, a2x2 b2y2; a2 + 2ab + b2; ax2 + bx+ c
Find the roots of the quadratic
equation using factorisation or
the quadratic formula or by
completing the square.
Use the sine rule and cosine
rule to find the unknown angle
or side in any triangle
Students will be assessed on their
ability in the following areas:
 Find the area of the basic 2D
shapes; rectangle, trapezium,
kite, parallelogram, triangle
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appropriately structured form.
Analyse a problem, select a suitable strategy and apply
an appropriate technique to obtain its solution.
Apply combinations of mathematical skills and
techniques in problem solving.
Set out mathematical work, including the solution of
problems, in a logical and clear form using appropriate
symbols and terminology.
Revision Resources:
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http://www.bbc.co.uk/schools/gcsebitesize/maths/
www.cut-the-knot.org/
www.geogebra.org/cms/
www.khanacademy.org/
www.nrich.maths.org/frontpage
www.purplemath.com/
elc International School
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A Parent’s Guide to Years 10 and 11
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Apply the formula of polygons
to find the unknown angle or
side.
Find the area and
circumference of a circle
Use the formula to find the arc
length and sector area
Use the chord of the circle to
find the circumference
Know the volume formulae of
some 3D shapes
Find the Surface area
Chapter 7: Graphs
Students will be assessed on their
ability in the following areas:
 Draw accurate straight line
graphs
 Find the gradient of a line
 Form the straight line equation
by making y the subject
 Draw the graph of lines,
parabolas, hyperbolas and
rational functions
 Find approximate solutions to
a wide variety of equations
using a graph
Chapter 8: Sets, vectors and
functions
Students will be assessed on their
ability in the following areas:
 Know the basics of set
notation
elc International School
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A Parent’s Guide to Years 10 and 11
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Chapter 5: Algebra 2
Read a Venn diagram
Apply set theory to solve
problems
Apply arithmetic operations to
vectors
Recognise parallel vectors
Calculate the modulus of a
vector
 Solve vector geometry
problems
 Use a function machine or flow
diagram
 Find the inverse of the given
function
 Perform composition of
functions
Students will be assessed on their
ability in the following areas:
 Use algebraic fractions
 Change the subject of the
formula
 Solve direct and inverse
variation problems
 Use the rules of indices
 Form inequalities from the
given information
 Solve inequalities
 Draw a graph for given
inequalities
 Solve simple ‘linear
elc International School
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A Parent’s Guide to Years 10 and 11
programming’ problems
Chapter 4: Geometry
Students will be assessed on their
ability in the following areas:
 Use the fundamental results of
angles and find unknown
angles
 Find the interior or exterior
angle of a polygon
 Know the properties of
parallel lines and angles.
 Recognise lines of symmetry
and order of rotational
symmetry for 2-D shapes
 Find planes of symmetry for 3D shapes
 Recognise similar shapes
 State the conditions for
congruency
 Find the area of similar shapes
 Find the volume of similar 3d
shapes
 Apply circle theorems to solve
for missing angles
 Understand how simple loci
are related to constructions
 Recognise and draw the nets
of simple 3-d shapes
elc International School
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A Parent’s Guide to Years 10 and 11
Chapter 9: Transformations
Chapter 10: Probability
Students will be assessed on their
ability in the following areas:
 Reflect a shape using a given
matrix Rotate a shape using a
given matrix
 Enlarge a shape using a given
matrix
 Shear a shape using a given
matrix
 Do combined transformations
Students will be assessed on their
ability in the following areas:
 Display discrete or continuous
data in a bar diagram or
histogram
 Find the mean, median and
mode of different set of data
 Find the cumulative frequency
and draw the frequency graph
 Find the sample space of any
event
 Find the probability of any
event
 Define exclusive and
independent events
 Add two events
 Multiply two events
 Draw a probability tree
diagram
elc International School
Parent Guide
IGCSE Physics
Subject Code
0625
Textbook
Physics for IGCSE – Jim Breithaupt and Viv Newman
Additional
Resources
Practise of past year exam papers (free online copies can be found
on http://www.xtremepapers.com)
Further information available at
http://www.cie.org.uk/programmes-and-qualifications/cambridgesecondary-2/cambridge-igcse
Duration
Complete physics syllabus is available at
http://www.cie.org.uk/images/167041-2016-2018-syllabus.pdf
5 terms in total:
Year 10 Terms 1, 2 & 3
Year 11 Terms 1 & 2
IGCSE overall The overall grade will be based on:
grade and
Assessment
1. A multiple-choice paper
Method
 Duration 45 minutes
 Weightage : contributes to 30% of the final grade
2. A written paper consisting of short-answer and structured
questions.
 Duration: 1 hour 15 minutes
 Weightage: contributes to 50% of the final grade
3. A written paper that will be based on the experimental skills
 Duration: 1 hour
 Weightage: contributes to 20% of the final grade
Term Grade
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
School
examinations
Based on student’s effort, class tests, assignments and
projects
Will follow closely with the IGCSE assessment criteria
1. In Year 10 students will write
 the Mid-Year Examination in Term 2
 Final Examination in Term 3
2. In Year 11 students will write
 An assessment test in Term 1
 Mock Examination at the beginning of Term 2.
1
elc International School
Aims:
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Objectives
provide an enjoyable and worthwhile educational experience
for all learners
enable learners to acquire sufficient knowledge and
understanding
allow learners to recognise that science is evidence based
and understand the usefulness, and the limitations, of
scientific method
develop skills that are relevant to the study and practice of
physics, useful in everyday life and to encourage a
systematic approach to problem-solving, efficient and safe
practice and effective communication through the language
of science
develop attitudes relevant to physics such as concern for
accuracy and precision, objectivity, integrity, enquiry,
initiative and inventiveness
enable learners to appreciate that science is subject to
social, economic, technological, ethical and cultural
influences and limitations and that the applications of
science may be both beneficial and detrimental to the
individual, the community and the environment
A – KNOWLEDGE WITH UNDERSTANDING
Students should be able to demonstrate knowledge and
understanding in relation to:
 scientific phenomena, facts, laws, definitions, concepts and
theories;
 scientific vocabulary, terminology and conventions;
 scientific instruments and apparatus, including techniques of
operation and aspects of safety;
 scientific quantities and their determination;
 scientific and technological applications with their social,
economic and environmental implications.
B – HANDLING INFORMATION AND PROBLEM SOLVING
Students should be able to:
 locate, select, organise and present information from a
variety of sources;
 translate information from one form to another;
 manipulate numerical and other data;
 use information to identify patterns, report trends and draw
inferences;
 present reasoned explanations for phenomena, patterns and
relationships;
 make predictions and hypotheses;
 solve problems, including some of a quantitative nature.
2
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C – EXPERIMENTAL SKILLS AND INVESTIGATIONS
Curriculum
Content
Students should be able to
 use techniques, apparatus and materials;
 make and record observations, measurements and
estimates;
 interpret and evaluate experimental observations and data;
 plan and carry out investigations, evaluate methods and
suggest possible improvements.
1. Motion
Making measurements, distance-time graphs, more
about speed, acceleration, free fall
2. Forces and their effects
Mass and weight, density, force and shape, force and
motion
3. Forces in equilibrium
Moments, moments in balance, the Principle of
Moments, centre of mass, stability, vectors, momentum
4. Energy
Forms of energy, conservation of energy, fuel for
electricity, nuclear energy, energy from wind and water,
energy from the Sun and the Earth, energy and work,
power
5. Pressure
Under pressure, pressure at work, pressure in a liquid at
rest, pressure measurements, solids, liquids and gases,
gas pressure and temperature, evaporation, gas
pressure and volume
6. Thermal physics
Thermal expansion, thermometers, thermal capacity,
change of state, specific latent heat, thermal conduction,
convection, infra-red radiation, heat transfer at work
7. Waves
Wave motion, transverse and longitudinal waves,
reflection and refraction, diffraction
8. Light
Reflection, refraction, refractive index, total internal
reflection, converging lens, electromagnetic waves
9. Sound
Sound waves, properties, speed, musical sounds
3
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10. Magnetism
Magnets, magnetic fields, magnetic materials
11. Electric charge
Static electricity, electric fields, conductors and
insulators, charge and current
12. Electrical energy
Batteries and cells, potential difference, resistance,
electrical power
13. Electric circuits
Circuit components, series circuits, parallel circuits,
sensor circuits, switching circuits, time-delay circuits,
logic circuits, electrical safety
14. Electromagnetism
Magnetic field patterns, motor effect, electric motor,
electromagnetic induction, alternating current
generator, transformers, high-voltage transmission of
electricity
15. Radioactivity
Observing nuclear radiation, alpha, beta and gamma
radiation, discovery of the nucleus, half-life,
radioactivity at work
4
elc International School
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A Parent’s Guide to Year 10 – Term 1
Subject: Malay
Topics to be covered in this course
Assessment Focuses
Skills that will be developed
Unit 1: Hari Pertama di Sekolah
Menengah
Unit 2: Berhemah Semasa Berbelanja
Unit 3: Mutiara Hitam Dari Sabah
Unit 4: Manisnya Senyuman
Students will be assessed on their ability
in the following areas:
By the end of the course, students will be
able to:
1.0 Interact to establish and
strengthen the friendly relations
Ask about a social event using low-level
questions like what, when and why.
1.4 Discuss by using various questions
and answer in a polite manner.
Conduct play role activities: eg.
visiting fathers friend in hospital and say
word sympathy and offer specific help
1.5 Discuss and debate an argument
politely in variety of situations.
2. 0 Provide opinion and make valuable
contributions in a discussion.
2.4 Submit proposals to achieve the
purpose of discussion.
2.5 Provide an explanation
spontaneously on a matters relating to
the issues raised.
Discuss and critically comment on an
issue during a conversation situation
Example: Chemicals in medicine.
Level 1
v. Use easy to ask questions to share
ideas, knowledge and experience, and
provide appropriate answer in polite
conversation.
vi. Hear a matter carefully and react to
show sympathy for the unfortunate fate
that happens to someone.
Produce a mind map to relate ideas.
Example: Relate the effect of dam
construction to the environment.
Level 2
i. Identify and use words that can give
impact in the delivery.
Discuss and provide an explanation on an
issue based on a newspaper clipping.
Examples of issues: local music should
be rooted in traditional music.
ii. Specify the relationship between
something that matters with the others.
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A Parent’s Guide to Year 10 – Term 1
3.0 Courteous while negotiating for
consent and to say what is agreed.
3.3 State the position explained by the
production relevant information.
4.0 To consider different ideas to reach
a decision
4.2 Explain and prove consideration in a
rational and just manner to convince all
involved.
Conduct a negotiation – a simulation of
situation between management of the
school and the parents.
Example: Demand from parents that extra
class to be held two times a week and the
classes on weekends to be cancelled.
Listen carefully and cross examine the
submissions. Answer to approve or
disapprove views of others in the situation
above.
Write a review on things that are
discussed. List and organize rationale,
verbal detail about issues in the discussion
Obtain relevant data and facts of material
that is read to validate decision.
Example: Squatter problem.
Level 2
i. Submit a personal view while making
critical response based on observations
and experiences in negotiations.
ii. Explain your stance on things.
Level 2
i. Taking into account the views of
various parties to make judgments
Level 3
i. Present facts as evidence to convince
others in decision-making
Write the rationale for the decisions taken
based on the facts given.
5.0 Persuading to influence others to
do
something
5.2 Use argument that is constructive
and convincing to influence others in
variety of situations.
A simulation: to persuade friends to join a
competition and provide specific
arguments so that he agrees to
participate.
Level 2
i. Present argument and reason
appropriate to assure others.
ii. Give emphasis and show the
determination in presenting ideas to
increase confidence
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A Parent’s Guide to Year 10 – Term 1
6.0 Transacting with certain party to
obtain goods and services
6.2 Use appropriate words, phrases,
sentences, style and language to obtain
goods and services.
7.0 Obtain information from a variety of
sources: heard, read, and watched
7.3 To submit questions to seek for more
clarification.
7.4 Reading quickly by scanning and
surface reading of a range of printed
reference and electronics materials.
7.5 Understand the substance and
examine the purpose of letters and other
materials
Ask questions of many levels to obtain
services such as to register as a member
of a gymnasium. Questions can be asked
of the monthly membership fees, and time
of training.
Level 1
i. Identify the correct style of speaking
and appropriate call word to liaise with the
given party by telephone or at a counter.
ii. Make inquiries to obtain information
about goods and services and provide an
appropriate response when obtaining
information
Telling the story from a drama or
documentary in own words
Surface reading newspaper articles on
current issues to identify main idea.
Guess the meaning in context, then refer
to the dictionary and verify the accuracy
of meaning given.
Level 1
ii. Read quickly materials or publications
appropriate to complete a task.
iii. Identify and specify general description
and the main idea in a variety of
materials.
iv. Understand and that the meaning of
difficult words based on context.
Level 2
8.0 Process information to
specific requirements
8.5 Interpret information that was chosen
in a rational way to make inferences.
Using graphics, organize information
heard or read.
Identify the topic sentence in Paragraph,
the ideas that support the topic sentence
and distinguish which information is
important and which is not .
8.6 Review the information and decide
whether to receive, add, or rejected.
8.7 Assessing the value overall of
Analyse the title and underline the key
words in a composition, essay and other
iii. Describe information in a logical way
to make inferences.
iv. Check the information to determine
the strength and weaknesses.
v. Make predictions with give reasons
based on information contained in the
text.
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A Parent’s Guide to Year 10 – Term 1
information to give it a strong ground.
9.0 Communicate information to
specific purpose
9.2 Determine the format of delivery and
type of writing appropriate to convey
information.
9.3 To provide a framework for delivery
and materials to circulate in order to make
a presentation.
10.0 Understand and give personal
responses about a literary work.
10.4 State the types, features, theme,
questions, values and lessons.
10.5 Explain the meaning, style, language
and the element of sounds in the poetry.
texts.
Illustrate the format of a formal letter,
speech, announcement, article and report
writing as well as speech, welcoming
words and how to speak in form and other
forms of oral presentations.
Level 1
ii. Interpret the title of the presentation.
iii. State and illustrate the variety of
formats in writing and format of oral
presentation
Talk about the interesting and
effectiveness of a piece of work. Say why
they like it and why is it effective.
Level 2
ii. State the interesting matters in the work.
Use of repetition, ‘sinkof’ (short forms eg.
ku, kau, etc.) and simile in own writing.
iii. Listen carefully in order to understand
the purpose and appreciate the beauty of
the language.
Read and identify symbolism, proverbs
and idiomatic expressions in a text and
use it in own paragraph writing.
Explain the meaning of the proverbs used.
11.0 Have command in the style and
format of creative and non-creative
writing.
11.1 Identify the language style in a
creative and non-creative writing.
Note the repetitive aspects and other
elements like alliteration, assonance,
beginning and ending rhymes in pantun,
sajak and syair.
State opinion on the use of rhymes.
11.2 Analyse the style of language and the
elements of sound in a literary work.
Level 1
ii. Identify the language style in a prose.
iii. Explain the meaning of metaphor or
figurative speech in the prose using
context.
Level 2
i. Appreciate the beauty of the element of
sound used.
elc International School
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A Parent’s Guide to Year 10 – Term 1
12.0 Produce creative and not creative
writing.
12.3 Construct topic and supporting sentences
into a cohesive paragraph.
12.4 Organizing content and use appropriate
connectives to produce a coherent paragraph.
Write different types of essay including
situations, factual, creative imagination
and a discussion.
Decide suitable supporting sentences to
expand ideas or topic sentence.
Choose suitable beginning and ending
which will connect ideas logically
Construct beautiful, grammatically correct
sentences to produce a creative piece of
writing.
Puan Zanariah, August 13
Level 2
ii. Present content in appropriate
sequence using appropriate connectives.
Level 3
i. Write suitable introduction and conclusion
using appropriate language.
elc International School
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A Parent’s Guide to Year 10, Term 1
Subject:
Mandarin Chinese
Topics to be covered this term
Unit 1: Parts of the body
Chapter 1: Parts of the body
 Learning parts of the body in Chinese.
 Reading with correct pronunciation.
 Translating sentences.
 Describing appearance of family
members using correct adjectives.
Chapter 2: Appearance
 Choosing the correct answer by
listening to recording.
 Writing pinyin and meanings of
Chinese characters.
 Translating sentences.
Chapter 3: Illness
 Naming illnesses in Chinese.
 Reading comprehension with correct
pronunciation.
 Making simple dialogues based on the
information given.
 Acting out dialogues.
 Answering questions based on the
comprehension.
Assessment Focuses
Students will be assessed on their ability in the
following areas:
Listening
 Understand language in the past,
present and future tense with familiar
language in different contexts.
Reading
 Understand a range of texts that
include familiar language with the
present, past and future tense.
 Note specific points and detail.
Speaking
 Give a short, prepared talk with
opinions and answer simple questions
about the talk.
 Vocabulary is varied and answers use
new language from reading.
Writing
 Write texts with descriptive language,
a variety of structures and new
vocabulary taken from texts you have
read.
Skills that will be developed
Listening
 Understand gist and identify main
points and detail in spoken language.
Reading
 Read through short passages and note
down key words to help with own
understanding.
Speaking
 Understand and respond to spoken
language.
Writing
 Understand and respond to written
language.
 Communicate in writing, showing
knowledge of a range and variety of
vocabulary and applying the grammar
and structures of the target language
accurately.
elc International School
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A Parent’s Guide to Year 10, Term 1
Chapter 4: Illness (cont.)
 Reading comprehension with correct
pronunciation.
 Matching pictures to the correct
sentences.
 Categorising words and phrases.
 Translating sentences.
Unit 2: Food
Chapter 5: The currency of China
 Saying prices in Chinese.
 Completing short dialogues.
 Writing prices in Chinese.
 Making simple dialogues.
elc International School
A Parent’s Guide to Years 10 and 11
Subject: Music
Topics to be covered in this year
Listening skills:
 Instrument identification
 Aural analysis of musical works to
identify genre, era, composer and
other important musical
characteristics
 Appreciation of various musical
traditions
 Writing analyses of music
Music theory:
 Identification and application of key
signatures up to and including 4
sharps and flats
 Italian, German & French terms used
in traditional classical music
 Intervals and cadences
 Analysis of instrumentation
 Dynamics, tempo and articulation
 Standard forms used in music such as
symphonies, concertos, chamber
music
 Vocal forms in music such as opera,
oratorio, musicals, lied
Repertoire:
 Important composers and works that
have shaped the course of the history
of music
 In-depth analysis of selected works,
including Mozart’s Piano Concerto in A
Assessment Focuses
Skills that will be developed
Students will be assessed on their ability in the By the end of the course, students will be
following areas:
able to:
Listening skills:
 Ability to analyse music from
traditional Western sources by
listening
 Ability to identify instrumentation
 Select appropriate descriptions of
timbre, texture and structure
 Write meaningful and detailed
commentary on music heard
Music theory:
 Ability to identify cadences, intervals,
chords and key signatures
 Identify and translate basic Italian,
German and French musical terms
 Understand and identify musical
elements such as dynamics, tempo
and articulation
World Music/Ethnomusicology:
 Identify music from around the world
 Identify various ethnic instruments
and understand the basic workings of
the instruments
Performing skills:
 Ability to perform with confidence
and skill in front of peers and public
 Understanding of the music being







Identify pieces of music by region or
country
Enjoy and appreciate a variety of
music
Identify pieces of world music by
culture and geographical location
Perform with confidence in front of
peers and public
Write and compose their own music
according to their own creativity and
also by guidelines set
Write meaningfully about music heard
Identify various instruments of the
traditional Western orchestra and also
various ethnic instruments
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Major k488 and Rodrigo’s Concierto
de Aranjuez
World Music/Ethnomusicology:
 Appreciation and study of musical
cultures from around the world
including Latin America, Africa, Japan,
Arabia and Indonesia
 Identify and classify ethnic
instruments used in various musical
cultures
 In-depth analysis of selected world
music cultures, including Chinese
music and Arab music
Performing skills:
 Increase in confidence in performing
through experiences and
opportunities
 Peer evaluation and critical listening
skills
Composition:
 Effective use of melody and rhythm
 Utilising dynamics and articulation
 Use of compositional tool and effects
such as sequence and modulation in
composing a piece of music

A Parent’s Guide to Years 10 and 11
performed
Ability to project meaning and nuance
through performance
Composition:
 Ability to create a meaningful musical
composition
 Creating melody with structure and
musical interest
 Use of appropriate harmonic language
 Use of rhythm to create interest
 Ability to choose instrumentation
suitable for compositional abilities
 Convey mood and meaning through
musical language