Muscat International School
CU R RI CU L U M
H A N D B O OK
2013 - 2014
IGCSE
(INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION)
GCSE
(GENERAL CERTIFICATE OF SECONDARY EDUCATION)
Relevant to the 2013/2014 academic year
April 2013
Muscat International School IGCSE/GCSE Curriculum Handbook 2013-2014
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INDEX
Page
Introduction
3
IGCSE/GCSE Subjects offered at M.I.S
IGCSE/GCSE in Arabic Language
IGCSE Second Language Arabic
IGCSE in Art & Design
IGCSE in Biology
IGCSE in Business Studies
IGCSE in Chemistry
IGCSE in Drama
IGCSE in English as a 1st Language & English as a 2nd Language
IGCSE in English Literature
IGCSE in French
IGCSE in Geography
IGCSE in History
IGCSE in Applied Information Technology
IGCSE in Mathematics
IGCSE in Music
IGCSE in Physics
IGCSE in PE
Options
: Advice to Students
5
6
8
10
12
14
16
18
20
21
23
25
27
28
30
34
35
Your Option Form : Some Frequently Asked Questions
36
IGCSE Course Selection Sheet - Grade 9 : 2011 - 2012
37
USEFUL SITES FOR BOTH STUDENTS AND PARENTS:
Cambridge International Examinations:
http://www.cie.org.uk/CIE/WebSite/home.jsp
Cambridge Students’ Club
http://www.cambridgestudents.org.uk/
Edexcel Home:
http://www.edexcel.com
Edexcel International Students’ Club
http://www.edexcelstudents.org.uk/club/
Muscat International School IGCSE/GCSE Curriculum Handbook 2013-2014
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INTRODUCTION
Entry to Grade 9 marks the beginning of IGCSE courses, which last two years and,
thereafter, Advanced Subsidiary (AS) and Advanced (A2) Level GCE courses.
Unlike in Grades 7 and 8 when all students follow the same subjects, the Secondary
School curriculum allows students to select the subjects that they wish to pursue. In
Grades 9 and 10 English, Mathematics, and PE remain compulsory for all students.
Omani students must choose Arabic as one of their subjects in the option choices. All
students will follow either Islamic or PSHE.
As you consider your choices for courses to be studied Grade 9 or in Grade 10, keep
an open mind and keep your options open as far as possible. Seek up-to-date advice
and information.
AT IGCSE LEVEL THE FOLLOWING SUBJECTS ARE CURRENTLY AVAILABLE:
• Arabic 1st , 2nd Language and Classical Arabic
• Art & Design
• Biology
• Business Studies
• Chemistry
• Information Technology
• Drama
• English as a 1st Language and English as a 2nd Language
• English Literature
• French
• Geography
• History
• Mathematics
• Music
• Physics
• PE
The IGCSE examination is available to students who wish to acquire an International
School qualification based on the British National Curriculum in order to pursue further
education in the Arab world, North America, Europe and other countries around the
globe.
You will sit your IGCSE/GCSE examinations at the end of Grade 10 and receive
certificates issued by the two examining boards – Cambridge and Edexcel. These
qualifications are currently used by schools in over 110 different countries and are
recognized by educational establishments and employers all over the World. In Grades
9 and 10 you will be following a curriculum that is divided into a set of core subjects and
a set of option subjects.
All students will follow IGCSE courses in Mathematics, English and at least one
science. Omani nationals are also required to take Arabic. All students follow nonexamined courses in PE and either Islamic or PSHE. The other subjects should be
chosen from the lists.
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Your choices should be based on a careful consideration of a number of factors. These
include your ability in a subject, your teachers’ opinion as to your ability, your ideas
about a future career, your parents’ wishes and your own enjoyment of the subjects.
Read the Curriculum Handbook very carefully, with your parents before you make your
choices. Discuss the subjects with the appropriate teachers. Make sure that the
combination of subjects you choose is a reasonable one, taking into account the factors
listed above. Do not choose courses simply because your friends are choosing them.
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ARABIC LANGUAGE
(3AROW, 4ARO, 4CAO)
INTRODUCTION
Having the ability to speak, read and write a language means that one can communicate with
the people who use it. Knowledge of a language other than one’s own provides access to the
wider world and an entry into various domains of life. Nowadays the Arabic language has a
dominant position among world languages. Knowledge of Arabic will have great value for
students who intend to enter the highly competitive world of the future. It is a passport to
achieving success and development in the Arabic world and beyond.
In Grades 9 and 10, students may take IGCSE Arabic as a First or Second Language or
Classical Arabic within the Options structure, however, Omani students must take Arabic as a
First Language. In Grades 11 and 12, students may choose to take AS Arabic, but Omani
students must take First Language. Other students may choose between First and Second
Language.
TEACHING AND LEARNING ARRANGEMENTS
Students continue to develop their language skills through Reading, Listening
Comprehension and Writing in preparation for the GCSE/IGCSE examination at the end of
Grade 10.
GCSE/IGCSE COURSE CONTENT
All candidates will be expected to demonstrate skills in the following areas:
LISTENING
Candidates will be expected to demonstrate an understanding of e.g. simple
announcements, instructions, requests, monologues, interviews
and dialogues. The
student will be required to demonstrate comprehension only and no undue burden will be
put on memory.
READING
Candidates will be expected to demonstrate an understanding of e.g. menus, time-tables,
advertisements and an ability to extract relevant and specific information from texts such as
simple brochures, guides, letters and forms of imaginative writing considered to be within the
experience of and reflecting the interests of sixteen years olds of average ability. Candidates
will be asked to demonstrate only comprehension, not to produce summaries.
WRITING
Candidates will be expected to carry out tasks which include short messages e.g. postcards,
lists, notes, in response to instructions in English or easily comprehensible Arabic.
ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS
Internal and External Exams.
At the end of the Grade 10 year, students will sit the GCSE/IGCSE Arabic as a First
Language or Second Language.
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ART & DESIGN (1027)
When I was studying Art, I found it fun, enjoyable and easy. All it takes is a little bit of patience and practice. I
didn’t have much of my friends in Art but it was still fun because we would always have something fun to do. If you
are a person that loves to draw and use many different tools to express your creativity then Art is the subject for
you.
Yarub Al Habsi
INTRODUCTION
As a vital area of investigation, Art and Design can encourage the exploration of values,
foster imagination and creativity, develop practical and perceptual skills, promote
intellectual and aesthetic development is fun, attractive and stimulating. You will be
encouraged to become involved in your work and enjoy the physical involvement with
materials and processes. We aim to provide you with an environment in which you can
appreciate, explore, judge and enjoy Art and Design as a creative process.
The Art and Design course introduces you to a variety of projects using a range of
different media. You will learn to carry a piece of work through from an original idea to a
finished outcome, reviewing and modifying your work as it progresses.
TEACHING TIME
Each student in Grade 9 and 10 has four lessons of Art and Design per week.
COURSE CONTENTS
GCSE
At present the course is made up of Paper 1 (Coursework Units 1 and 2) and Paper 2
which is an externally set assignment. The coursework consists of keeping a work
journal of research, supporting studies and developmental ideas which lead to one or
more finished outcomes.
The externally set assignment takes the form of a theme, set by the exam board.
Students are then given 8 weeks in which to prepare for a timed 10 hour examination
during which they produce their final pieces of work.
Studies may be representational or descriptive, or they may be more imaginative and
interpretative. In either case, they will evolve through investigation and development.
They may be based upon a directly observed starting point or subject, or they may be a
personal response to a theme.
Subjects may include landscapes, figure studies, portraits, the natural or man-made
environment, artefacts, abstract notions or feelings, personal experiences, or visual
ideas inspired by literary sources.
Methods employed include drawing, graphic media, painting and related mixed media.
You will be expected to use a sketchbook to make visual researches and develop your
ideas. You will be expected to show a working knowledge of Art and Design from other
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cultures and relate this to your own studies and a sound understanding of a particular
artists or art movement will help to enhance your work.
ASSESSMENT
GCSE students are assessed each week through homework, and at the end of each
project module.
LEARNING AIDS
At this level all students are expected to have a comprehensive range of materials to
use both in the studio and at home. A full set of drawing pencils from 6B to 4H, a 30cm
ruler, eraser, protractor, compass, scissors, sketchbook (A3), a set of water soluble
pencils, a set of acrylic paints, a set of watercolours, a range of paint brushes and
access to a camera.
CAREER OPPORTUNITIES ASSOCIATED WITH THE STUDY OF ART AND DESIGN
Art and Design at GCSE Level is intensive, time-consuming and relies heavily on
personal motivation and self-discipline.
You will be required to complete weekly homework and may also be asked to work in
the studio outside normal lesson times, in order to complete work for assessment. Art
and Design at Muscat International School aims to give you more than just practical
skills. Our aim is to affect the way you see and think about things, to enable you to be
perceptive and able to notice and appreciate or question your surroundings.
You may not all become painters or sculptors, but you may use your art skills to pursue
careers in other specialist areas, such as:
Industrial design, graphic design, textile design, fashion design, jewellery design,
pottery, weaving, teaching, interior design, stage, film, television, set or costume design,
architecture or gallery and museum administration .
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IGCSE BIOLOGY (0610)
Biology is a great and interesting subject. Biology talks about humans, animals, the environment and so on.
Basically, Biology is all about life in many details. You understand so much about life and learn so much from
biology. It is a fun subject, it is simple and easy.
Noor Al Said
INTRODUCTION
Biology is an important subject for many careers in science. The practical approach in
the subject helps students to develop their investigation and observation skills.
IGCSE BIOLOGY
This is a two years programme introduced in grade 9 and finished in grade 10 with a
final external examination set by University of Cambridge (CIE).
Students in Grades 9 and 10 are taught in groups within the Options structure.
The structure of IGCSE Biology curriculum will be as follows:
Year
Course
Grade 9
First year of IGCSE (no external
exam)
Grade 10
Second year of IGCSE (external
exams)
TEACHING TIME
Students will be taught four lessons in grade 9 & 10 per week. The same teacher will
teach all lessons in one class, as far as possible.
TEACHING AND LEARNING ARRANGEMENTS
Up to Grade 8, students have already studied a wide variety of topics within the subject.
Many of these basic principles will be built up in such a way that students will be
encouraged to understand and apply them. Once they have understood the principles,
these will allow their confidence and ability to grow further in the field of Science and
Technology.
Generally students are not taught to memorise facts. Instead they should learn
principles, which they can apply them in different examples and contexts. Further,
students are encouraged to participate fully in practical sessions where their knowledge
and skills will be assessed. At all times, students’ awareness, understanding and critical
thinking are encouraged and assessed. As much as 1/4th of the whole curriculum time
will be devoted to practical work of one form or another. Students will be assessed on
their practical experience in the IGCSE examinations.
Students will be expected to complete homework after every lesson. This may consist
of further reading/research, experiment write-ups (to the best of their ability), essays or
any other task which is deemed appropriate to the course.
Most lessons, if not all, will be in the purpose-built Biology laboratory.
Muscat International School IGCSE/GCSE Curriculum Handbook 2013-2014
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ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS
Assessment of a student’s ability is made in a number of ways within the Biology
department. Regular testing and homework will indicate how well students have
understood topics whilst frequent assessment of practical will give an indication of their
ability to perform an experiment. In addition to the above assessments, examination
groups (grade10) will have mock examinations just before the final external
examinations. This should give a fairly accurate prediction of how students will perform
in the actual examination.
IGCSE EXAMINATIONS
All students will sit examinations for their Biology IGCSE as follows:
Core Curriculum
Grades available: C to G
Paper 1 - 30%
Paper 2 - 50%
Extended Curriculum
Grades available: A* to G
Paper 1 - 30%
Paper 3 - 50%
Alternative to Practical (Paper 6)
- 20%
Students will be guided to choose either the Core or Extended Curriculum based
on their abilities assessed during the whole course. By selecting the Core, a student
can only receive up to a C grade. If a student is capable of t achieving an A*, A or B
grade then he/she must enrol for the Extended Curriculum.
LEARNING AIDS
Students will have a prescribed text book, which the department supplies. Other books
may be recommended by teachers. These may be purchased at the student’s
discretion. However, we have a very well stocked Secondary Department library from
which the students are encouraged to borrow. The library has a wide selection of text
books, which the students will find most useful. Students are expected to have a basic
calculator, a ruler and a protractor in addition to other writing materials, in all science
lessons.
SUMMARY
Biology at IGCSE level has many different skills incorporated into it - mathematical,
logical, analytical and conceptual. Students will realise their ability in each of these
areas and then develop them further over the duration of the course. Through hard
work, enthusiasm and dedication, students will find Biology as the most enjoyable and
exciting subject that can lead them to many challenging opportunities in the future.
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BUSINESS STUDIES (0450)
Business Studies is a subject I chose because it is challenging yet enjoyable. Everything that you will learn in
business you will be able to implement in the real world. Studying business for IGCSE was fun yet it needs a lot of
determination and hard work.
Parsa Khan
INTRODUCTION
Many young people today will seek work in industry and commerce. If they are to add
value effectively, they need to understand the origins of wealth creation and be familiar
with the concepts and application of business and economics. Business literacy is
growing in importance, and young people are increasingly becoming involved in the
management of enterprise.
TEACHING TIME
IGCSE has four 50 minute lessons for a two year course. IGCSE students can expect
to receive about 1 hour homework per week.
AIMS
The aims of the syllabus are the same for all students. These aims are set out below
and describe the educational purposes of a course in Business Studies for the IGCSE
examination. They are not listed in order of priority.
The aims are to enable students to:
• make effective use of relevant terminology, concepts and methods and
recognise the strengths and limitations of the ideas used
• apply their knowledge and critical understanding to current issues and problems
in a wide range of appropriate 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
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 business 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 employment 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
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THE COURSE COVERS THE FOLLOWING TOPICS :
1.
2.
3.
4.
5.
Business and the environment in which it operates
Business structure, organisation and control
Business activity to achieve objectives
People in business
Regulating and controlling business activity
ASSESSMENT OBJECTIVES
The four assessment objectives in Business Studies are:
A : Knowledge and Understanding
B : Application
C : Analysis
D : Evaluation
A : KNOWLEDGE AND UNDERSTANDING
Students should be able to:
• demonstrate knowledge and understanding of facts, terms, concepts and
conventions appropriate to the syllabus;
• demonstrate knowledge and understanding of theories and techniques
commonly applied to or used as part of business behaviour.
B : APPLICATION
Students should be able to:
• apply their knowledge and understanding of facts, terms, concepts and
conventions to business problems and issues;
• apply their knowledge and understanding of theories and techniques commonly
applied to business problems and issues.
C : ANALYSIS
Students should be able to:
• distinguish between evidence and opinion in a business context;
• 6. order, analyse and interpret information, in narrative, numerical and graphical
forms, using appropriate techniques.
D : EVALUATION
Students should be able to:
• present reasoned explanations, develop arguments, understand implications and
draw inferences;
• make judgements, recommendations and decisions.
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IGCSE CHEMISTRY (0620)
I think chemistry is a very useful subject. When you study chemistry, you realize that chemistry is everywhere –
anything you eat or drink or use like (plastic, glass, any metallic materials like jewelry, cutlery, and cans etc...)
Chemistry can also be very interesting at times. I would recommend you to take chemistry if you are interested in a
future career which requires chemistry for example, medicine, engineering, biochemistry, nanotechnology,
pharmacology, etc…) Practical chemistry can also be fun at times because it makes it easier to understand the
theory.
Amna Aftab
INTRODUCTION
Chemistry is an important subject for many careers in science. The practical approach
in the subject helps students to develop their analytical and observation skills.
IGCSE CHEMISTRY
This is a two year programme introduced in grade 9 and finished in grade 10 with a final
external examination set by University of Cambridge (CIE).
Students in Grades 9 and 10 are taught in groups within the Options structure.
The structure of IGCSE Chemistry curriculum will be as follows:
Year
Course
Grade 9
First year of IGCSE (no external
exam)
Grade 10
Second year of IGCSE (external
exams)
TEACHING TIME
Students will be taught four lessons in grade 9 & 10 per week. The same teacher will
teach all lessons in one class, as far as possible.
TEACHING AND LEARNING ARRANGEMENTS
Up to Grade 8, students have already studied a wide variety of topics within the subject.
Many of these basic principles will be built up in such a way that students will be
encouraged to understand and apply them. Once they have understood the principles,
practice in solving problems will allow their confidence and ability to grow further in the
field of Science and Technology.
Generally students are not taught to memorise facts. Instead they should learn
principles, which they can apply them in different examples and contexts.
Further, students are encouraged to participate fully in practical sessions where their
knowledge and skills will be assessed. As much as1/3 rd of the whole curriculum time
will be devoted to practical work of one form or another. Students will be assessed on
their practical skills in the IGCSE examinations.
Students will be expected to complete homework after every lesson. This may consist
of further reading/research, experiment write-ups (to the best of their ability), essays or
any other task which is deemed appropriate to the course.
Most lessons, if not all, will be in the purpose-built Chemistry laboratory.
Muscat International School IGCSE/GCSE Curriculum Handbook 2013-2014
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ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS
Assessment of a student’s ability is made in a number of ways within the Chemistry
department. Regular testing and homework will indicate how well students have
understood topics whilst frequent assessment of practical will give an indication of their
ability to perform an experiment.
In addition to the above assessments, examination groups (grade10) will have mock
examinations just before the final external examinations. This should give a fairly
accurate prediction of how students will perform in the actual examination.
IGCSE EXAMINATIONS
All students will sit examinations for their Chemistry IGCSE as follows:
Core Curriculum
Extended Curriculum
Grades available: C to G
Paper 1 - 30%
Paper 2 - 50%
Grades available: A* to G
Paper 1 - 30%
Paper 3 - 50%
Practical Assessment (Paper 5)
(we are one of the few schools in the middle- east offering this paper)
OR
Alternative to Practical (Paper 6)
- 20%
Students will be guided to choose either the Core or Extended Curriculum based
on their abilities assessed during the whole course. By selecting the Core, a
student can only receive up to a C grade. If students wish to achieve an A*, A or
B grade then he/she must enrol for the Extended Curriculum.
LEARNING AIDS
Students will have a prescribed text book, which the department supplies. Other books
may be recommended by teachers. These may be purchased at the student’s
discretion. However, we have a very well stocked Secondary Department library from
which the students are encouraged to borrow. The library has a wide selection of text
books, which the students will find most useful. Students are expected to have a basic
calculator, a ruler and a protractor in addition to other writing materials, in all science
lessons.
SUMMARY
Chemistry at IGCSE level has many different skills incorporated into it - mathematical,
logical, analytical and conceptual. Students will realise their ability in each of these
areas and then develop them further over the duration of the course. Through hard
work, enthusiasm and dedication, students will find Chemistry as the most enjoyable
and exciting subject that can lead them to many challenging opportunities in the future.
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GCSE DRAMA
Drama was an exhilarating experience! I studied different play scripts and my knowledge expanded to beyond
acting. Practical Drama was amazing because I got to portray different peoples’ lives. Drama was a decision I do
not regret.
Ali Al Zadjali
INTRODUCTION
GCSE Drama follows on from the drama work done in the Preparatory years. Students
will develop their improvisation and acting skills to a higher level. To begin with, you
don’t need to be an accomplished actor to qualify for the course. However, you
obviously require an interest in theatre and the exploration of the dramatic form. A wish
to bolster one’s self-confidence can be one strong reason for wanting to pursue the
course. Students will enjoy taking this course if they want to study a subject that is both
practical and creative.
It is important that students are interested in gaining a greater understanding of how
theatre and plays work and that they are keen to be involved in performances. Students
need to be curious about issues and ideas and have a creative instinct for
communicating their views through drama. Students may be keen on acting, writing or
on the visual and technical side of theatre and wish to develop their skills in some or all
of these areas.
The course demands practical, creative and communication skills in almost equal
measure. Students will extend their ability to create drama and theatre, either in a
performing or production role. Students will also be required to write about drama and
to develop their powers of analysis to become an informed critic. The course will involve
taking part in drama productions, as well as studying plays and playwrights
Key subject aims:
The Edexcel GCSE in Drama encourages students to:
• develop a personal interest in why drama matters and be inspired and changed
by studying a broad, coherent, satisfying and worthwhile course of study
• work imaginatively and creatively in collaborative contexts, generating,
developing and communicating ideas
• consider and explore the impact of social, historical and cultural influences on
drama texts and activities
• reflect on and evaluate your own work and the work of others
• develop and demonstrate competence in a range of practical, creative and
performance skills
• actively engage in the process of dramatic study in order to develop as effective
and independent learners and as critical and reflective thinkers with enquiring
minds.
Assessment:
Unit 1 Drama Exploration
Internally assessed under controlled conditions
Six-hour practical exploration
Documentary response (recommended maximum 2000 words)
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Unit 2 Exploring Play Texts
Internally assessed under controlled conditions
Six-hour practical exploration of the play text
Documentary response to practical exploration (recommended maximum 1000 words)
Documentary response to live theatre (recommended maximum 2000 words)
Unit 3 Drama Performance
Externally assessed under controlled conditions
Students will present their work as either performers or performance support students
in a single performance to an examiner appointed by Edexcel.
WHAT COULD I DO NEXT WITH GCSE DRAMA?
There are many things you can go on to do with a GCSE in Drama. The best thing to do
is to speak to your Drama teacher who will know about the choices on offer. You may
wish to take a GCSE in Drama for its own sake, perhaps to form the basis of a future
interest or as part of a range of other subjects. Or you might wish to go into a job where
it is useful to have had experience of Drama, or where you will need to use some of the
skills developed during this course. These might include careers in such fields as retail,
travel and tourism, sales and marketing or any career that involves meeting people face
to face. The study of Drama can help you develop transferable skills which you can
take into any career or job.
WHAT WILL I LEARN ON THIS COURSE?
The course demands practical, creative and communication skills in almost equal
measure. You will extend your ability to create drama and theatre, either in a
performing or production role. You will also be required to write about drama and to
develop your powers of analysis to become an informed critic. The course will involve
taking part in drama productions, as well as studying plays and playwrights.
WHAT KIND OF STUDENT IS THIS COURSE SUITABLE FOR?
You need to be curious about issues and ideas and have a creative instinct for
communicating your views through drama. You may be keen on acting, writing or on
the visual and technical side of theatre and wish to develop your skills in some or all of
these areas. Equally you will be interested in going to the theatre to see plays
performed by different theatre companies.
WHAT OTHER SKILLS MIGHT I DEVELOP?
As well as acquiring the skills involved in creating and performing Drama, you will also
be able to acquire skills in working with others, problem solving and communication.
You will find that Drama will help you feel more self-confident and prepare you to deal
with a range of different situations and people.
WILL I ENJOY THIS COURSE?
You will enjoy this course if you want to study a subject that is both practical and
creative. You may have done some acting before or helped out backstage on a
production. You may have always wanted to have a go at making a play, performing,
making costumes, building a set or operating the lights but never had the chance. You
will enjoy this course if you enjoy working as part of a team as Drama involves a lot of
group work.
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ENGLISH (0500, 0510)
THE AIMS OF THE ENGLISH DEPARTMENT
The English department is a dynamic, innovative department that respects and builds
on the traditions of the past while developing new methods of teaching to reach out to
and enthuse our students. Our aim is to bring out the best in all of our students, no
matter what their ability, and to give them a lasting fascination for, and love of, English
and Literature that will remain with them throughout their lives. Teaching in the
Secondary School is devoted to developing in students the skills, knowledge and
understanding that will lead to success in public examinations. In Grades 9 and 10 we
prepare students for IGCSE examinations in First Language English, Second Language
English and English Literature. English is a universal language that is essential for
anyone wishing to become a doctor, engineer, architect, lawyer or business executive,
or who wants to enter the most prestigious universities and colleges in the Middle East,
Britain, the USA and Australia. This is why English is a core subject at IGCSE.
TEACHING TIME
Students embarking on their IGCSE course in Grade 9 and 10 have five fifty minute
lessons of English a week.
TEACHING AND LEARNING STYLES
In the English Department we believe in flexibility of teaching and learning to suit the
different needs of the students and the wide variety of skills, subject matter, materials
and activities covered in English. Students are involved in dramatisation,
comprehension work, public speaking as well as reading, writing and practising for
examinations. It is essential that students engage personally with the set texts and with
the kind of tasks that they are asked to do. We expect students to take responsibility
for their own learning, to reflect on the progress they have made and set themselves
targets.
COURSE CONTENT
Students prepare for the extended or core papers in English First or Second Language
according to the Cambridge IGCSE syllabuses.
IGCSE FIRST LANGUAGE
STUDENTS DEVELOP THEIR ABILITY TO:
•
•
•
•
•
write fluently in a variety of styles for different audiences and purposes;
read and respond to a wide range of literature and non-fiction texts;
take part effectively in oral work, including discussions, role plays and
presentations;
understand the importance of style, audience and purpose as the key to
understanding texts;
summarise accurately;
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•
•
•
•
compare texts and draw conclusions based on inference as well as on what
is clearly stated;
write creative as well as argumentative and persuasive essays;
study sections of the media, including newspapers, film and advertising;
consolidate knowledge and understanding of grammar, spelling and
punctuation in order to make their writing more effective.
The examinations test the students’ ability to write fluently and creatively,
to write for specific audiences, to summarise and to read for meaning.
The students will be tested by means of two examination papers, namely
reading and directed writing and continuous writing.
IGCSE ENGLISH AS A SECOND LANGUAGE
This course will be offered on an extended or core level. Students will
undertake to write two final examinations papers, one testing
comprehension and essay writing skills and the other testing listening
skills. There is also an oral component to this course.
ASSESSMENT, SCHOOL EXAMINATIONS AND EXTERNAL EXAMINATIONS
IGCSE English as a first Language consists of two papers. One is a Reading Passages
paper and tests reading comprehension and understanding how writers achieve effects.
This paper also requires students to write a summary based on the two passages. The
second paper requires the students to use and develop the given information in another
form e.g. a letter, report, speech, dialogue. In this paper a variety of composition titles
will be given and students are required to write on one only.
IGCSE English as a Second Language consists of two papers. One is a Reading and
Writing paper in which students read and answer questions on a number of texts,
summarise three further texts then write three essays. This paper lasts for two hours.
The Listening paper lasts for forty-five minutes and requires students to answer multiple
choice questions or fill in the gaps in a text based on what they have heard. There is
an oral examination carried out by teachers in the English Department in April of each
year. This lasts for approximately ten minutes and is submitted to the examiners on
audio tape.
LEARNING AIDS
All students have their own copies of the set texts which they annotate. They also keep
their own notes of class discussions and presentations. The English Department also
issues notes and comparative analysis materials to students. Students have access to
a range of critical studies material, video resources and past papers. We also take
every opportunity to ensure that our students participate in school productions and
attend productions from outside.
COMPETITIONS
Students’ work is regularly entered for international and national essay and poetry
writing competitions. Students also participate, where possible, in local public speaking
competitions.
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ENGLISH LITERATURE (0486)
English Literature is a very interesting subject. It exposes the mind to a variety of different texts by authors from
all around the world. It is a challenging course and it helps if you do your own research. I find the course very
interesting.
Adiroopa Mukherji
AIMS
The aims are to encourage and develop students’ ability to:
• 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 areas of human
concern
ASSESSMENT OBJECTIVES
Students will be assessed on their ability to:
• 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;
• recognise and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects;
• communicate a sensitive and informed personal response to literary texts.
ASSESSMENT
Paper 4: Set Texts – Closed Books A - 2 hours 15 minutes (75%)
The full range of grades (A* – G) is available
The paper has three sections: Drama, Poetry, and Prose. Students must answer one
question from each section. All questions carry equal marks. This is a ‘Closed book’
paper: candidates may not take their set texts into the exam room.
On each text, candidates have a choice of three questions:
•
•
•
Poetry - one passage-based question, and two essay questions;
Drama - one passage-based question, one essay question, and one ‘empathic’
question;
Prose - as for drama.
‘Empathic’ questions address the same assessment objectives as the essay and
passage-based questions. These questions test knowledge, understanding and
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response, but give candidates the opportunity to engage more imaginatively with the
text by assuming a suitable ‘voice’ (i.e. a manner of speaking for a specific character).
Candidates must answer at least one passage-based question and one essay question.
Passage-based questions ask candidates to re-read a specific passage or poem from
the set text, which is printed on the exam paper. All questions encourage an informed
personal response, and are designed to test all the assessment objectives. In practical
terms this means that candidates will have to demonstrate:
•
•
•
•
their personal response, sometimes directly (answering questions such as
‘What do you think?’, ‘What are your feelings about…?’) and sometimes by
implication (such as ‘Explore the ways in which…’);
their knowledge of the text through the use of close reference to detail and use
of quotations from the text;
their understanding of characters, relationships, situations and themes;
their understanding of the writer’s intentions and methods, and response to the
writer’s use of language.
Paper 5: Set texts – Closed Books B – 45 minutes (25%)
In this paper, candidates answer one question on one set text. All questions carry equal
marks. This is a “Closed books” paper: candidates may not take their set texts into the
exam room.
On each set text, candidates have a choice of three questions as follows:
Poetry - one passage-based question and two essay questions
Drama - one passage-based question, one essay question, and one ‘empathic’
question
Prose - as for drama
CURRICULUM CONTENT
Candidates should be able to demonstrate an appreciation of texts and themes in ways
which may range from straightforward knowledge of content and surface meaning to
the communication of an informed personal response. Candidates should study in detail
individual texts in the three main literary forms of prose, poetry, and drama. All students
should be able to:
•
•
•
•
•
•
•
•
•
•
•
recall, narrate
summarise
paraphrase
select relevant detail
distinguish viewpoint
detect theme, motivation
comment on plot,
characterisation
explore theme, motivation
analyse plot, characterisation
employ basic critical terminology
discuss the ways writers achieve
their effects
•
•
•
•
•
•
•
•
demonstrate some awareness of
the ways writers achieve their
effects
draw inferences
state opinions
articulate and discuss feelings
and attitudes
make connections
evaluate, interpret
integrate apposite quotation and
comment
communicate a considered
personal response
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FRENCH (0520)
I studied French from grade 7 to 11. It was hard but it is a beautiful language. When you can use the language it is
a great achievement and the lessons were mostly a lot of fun. I would recommend the subject to anyone who likes
learning languages.
Miriam Al-Bulushi
INTRODUCTION
The IGCSE is a two-year course, covered in Grades 9 and 10.
In Grades 6, 7 and 8 you have learned the basics of French - how it sounds, how its grammar
works. At the end of Grade 9, you can hold a conversation, using past, present and future
tenses. Now, you are ready to move on. Will the next years be filled with ever more complicated
grammar? Absolutely not! There is only a limited amount of grammar, and you will have covered
a great deal of it already.
The real requirement is to build up vocabulary, and we do this as the French themselves do - by
reading and listening.
The main difference between Grades 7 and 8 is in the vocabulary, both quality and quantity.
You will be expected to write more, and better. How do you acquire this extended vocabulary?
As French people do - by reading and listening. There is also a large amount of listening
material, on video and audio tape.
TEACHING TIME
For Grades 9 and 10, there are four lessons per week as part of the Options structure.
TEACHING ARRANGEMENTS
In Grade 9, one of the four lessons is devoted entirely to listening, which most people find is by
far the most difficult skill, but you will find that, like anything else, practice helps. One is devoted
to the oral exam, and the other two are for assimilating and acquiring grammar and vocabulary.
In Grade 10 the first two terms are devoted to developing these skills through an appropriate
text book, and the second two terms are devoted to past paper studies.
COURSE CONTENT
IGCSE
There are four components in the course - Listening, Speaking, Reading and Writing. In the
exam, each part is worth 25% of the total. The Listening exam consists of several short
passages and a couple of longer ones, with questions to test the students’ understanding.
The speaking part is tested by an Oral exam lasting 15 minutes, with a Role Play, a
prepared Topic and a general conversation. The reading exam is a straightforward test of
comprehension, with, like the Listening, several short passages and some longer ones. The
Continuous Writing paper requires candidates to write two short essays; accuracy is
essential here. This is where all the work on grammar pays off! The course books are
Encore Tricolore Books 4 and 5.
ASSESSMENT, SCHOOL AND PUBLIC EXAMINATIONS GRADES 9 AND 10
Progress will be judged by means of continuous assessment, as for all Years. In Grade 9,
there are frequent short tests of comprehension and writing skills. In addition, in Grade 10,
we cover several past papers and you will take a mock examination.
LEARNING AIDS
The French Department has a variety of learning aids. Tapes of past exams are available. The
most valuable learning aid, of course, is the student’s own desire to learn. French people learn
French by ... listening and reading. So do we, but effort is required.
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GEOGRAPHY (0460)
INTRODUCTION
The course offered in IGCSE Geography aims to develop your knowledge and
understanding in an attractive and stimulating environment. You will learn not only a
subject but also how to make sense of the changing world around you. Students opting
to study Geography at IGCSE in Grades 9 and 10 will receive four forty minute lessons
each week. Geography is taught in a mixed ability class. There is usually one IGCSE
class. A single teacher who is a Geography specialist teaches each examination class.
IGCSE COURSE CONTENTS
Students who choose to study Geography at IGCSE will follow the curriculum set by
the University of Cambridge Examinations Board. The course is designed as a twoyear course for examination at age 16 plus.
THE COURSE IS DIVIDED INTO THREE AREAS:
1. Population and Settlement
2. Natural Environments
3. Economic Development and the Use of Resources.
These three areas feature topics such as migration and urban growth, weather and
rivers, energy and industry, etc.
THE THREE THEMES ARE DESIGNED TO ENABLE YOU TO:
I)
ii)
iii)
iv)
v)
vi)
develop an awareness of the world around you
identify different human and physical environments
understand what changes such environments
understand how people interact with each other and their
environments
study different communities and cultures in developed and
developing countries
examine contrasting opportunities and constraints presented by
different environments
The IGCSE is designed to test your knowledge and understanding of Geography as
well as your ability to use a wide range of practical skills. As a Geographer you will
develop new map-reading skills and learn how to observe, collect and analyse a
variety of fieldwork data. You will also develop the skills necessary to investigate
your surroundings, solve problems, make decisions and form reasoned arguments
on various geographical issues.
Geography will also teach you how to draw detailed maps, diagrams, graphs and
tables. More importantly, you will learn how to analyse verbal, numerical, graphical,
pictorial and diagrammatic geographical data. You will also be able to interpret
aerial photographs and satellite images.
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Many of the above skills are best developed through practical activities and
fieldwork.
PHYSICAL GEOGRAPHY TOPICS:
HUMAN GEOGRAPHY TOPICS:
i)
ii)
iii)
iv)
v)
i)
ii)
iii)
iv)
v)
Natural Environments
River and Coastal Environments
Volcanoes and Earthquakes
Atmospheric Systems
Glacial Systems
Population and Settlements
Farming
Energy
Industry and Trade
Development
ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS
In accordance with MIS assessment procedures, students’ progress in Grades 9 and 10 will be
assessed on the themes covered in the curriculum.
The various skills required for IGCSE will be assessed using a variety of class work, homework
and examination practice carried out in class. A more formal end-of-year school examination will
be taken by Grade 9 students based on topics and themes covered in their first year. Mock
examinations will also take place for students in Grade 10, prior to the examinations taken in May
and June.
THE IGCSE GEOGRAPHY EXAMINATION INCLUDES THREE PAPERS. THEY ARE
WEIGHTED AS FOLLOWS:
Paper
1 : Theory
2 : Practical/Skills Paper
4 : Alternative to Coursework
Weighting
45%
27.5%
27.5%
All papers are compulsory including Paper 4, which test analytical, data response and fieldwork
skills etc. These papers test your ability to understand Geography rather than memorising pages of
facts, as well as your ability to grasp facts and generalisations by asking questions which are
designed to make you think, rather than recall information.
WHAT USE IS GEOGRAPHY?
Geography is about the real world. It is a broad subject and is acceptable for most careers. Some
of the skills you develop through Geography will often be of use to you in the future. There are
many aspects of the study of Geography which develop the knowledge and skills useful for careers
such as:
1.
2.
3.
4.
5.
6.
7.
Environmental Services e.g. planning, agriculture, environmental health, architecture
Information Services e.g. market research, journalism, media
Management e.g. local government, retail/business management, marketing
Mathematical Services e.g. computing, finance, OS cartography, surveying
Scientific Services e.g. meteorology, mining, oil companies, geology
Social Services e.g. civil service, administration, education
Travel and Tourism e.g. hotel management, transport services
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HISTORY (0470)
History explores the events of the past which have shaped the world we live in, in ways we might never have imagined. After
learning the topics that history brought to me, I now feel that I have a better understanding of the way that society functions and I
enjoyed the experience along the way.
Yasen Al Meerali
INTRODUCTION
In a rapidly changing world the study of twentieth century and contemporary History helps us to
put these changes into some sort of perspective, in addition it is important to understand the
consequences arising from the major historical events such as the French or Russian Revolutions,
the birth of democracy and human rights, and the struggle to achieve these rights. Knowing where
our modern world has come from can only help us to understand where it might be heading. For
anyone whose likely future career is going to be in politics, international relations, business,
finance, banking, law, diplomacy, journalism, tourism or any of the arts, History has a direct
relevance. History develops the skills of interpretation and evaluation of evidence as well as
providing the basis for a thorough understanding of our modern world – both necessary for anyone
who aspires to being regarded as ‘educated’.
While the content of History is important so also is the process. We need to ask not only ‘What do
we know?’ but also ‘How do we come to know it?’ This is achieved through the study and analysis
of evidence. Using and weighing up evidence is a vitally important skill that can be used to good
effect in areas outside and beyond the study of History itself. History may be thought of as a huge
law court at which the actions of individuals and societies in the past are weighed up and praise
and blame are apportioned. As in any court the arguments depend on evidence and at MIS using
and understanding historical evidence are two of the central skills we aim to deliver.
HISTORY COURSES IN GRADES 9 AND 10
In Grade 9 and 10 History is allocated four periods per week as an Option. The main purpose of
the IGCSE History course is to furnish students with a clear framework for understanding some of
the main developments that have influenced our contemporary world. The course offered is the
History of the major events in Europe prior to the Twentieth Century, and in addition, a study of the
Modern World after the First World War. If the previous centuries seem to have seen rapid and
accelerating change, in the twentieth century changes seem to have reached a fever pitch. The
IGCSE course emphasizes two specific aspects of the world in the twentieth century.
AIMS
1.
2.
3.
4.
5.
6.
7.
the stimulation of interest in and enthusiasm for the past,
the promotion of and acquisition of knowledge and understanding about past human activity,
ensuring that such knowledge is grounded in the proper use of historical evidence,
the promotion of a proper understanding of causation and similarity and difference in History,
the achievement of a solid basis for the further study of History,
the promotion of international understanding,
the encouragement of written and verbal communication skills.
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ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS
Assessment involves regular homework, which in Grades 9 and 10 is given once or twice a week,
marked and recorded. This assessment involves written exercises, assignments, working on
previous IGCSE questions, making notes, or learning for tests in class.
TEACHING AND LEARNING AIDS
The History Department has full sets of textbooks for the various parts of the IGCSE syllabus.
Students are also provided with photocopies of important relevant literature and of notes generated
within the department.
MAIN SELECTED TOPICS
•
•
•
•
•
French Revolution
Russian Revolution
Foreign Policies and the Cold War after World War one
Russia under Stalin
The History of Medicine Through the ages.
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APPLIED INFORMATION
TECHNOLOGY (ICT) (0417)
INTRODUCTION
Information Technology is now an essential part of our everyday lives. The aim of Information
Technology at IGCSE level and beyond is to develop in students an understanding and
appreciation of the power of computer applications within society.
The IGCSE is timetabled for four lessons of 50 minutes each.
The aims of the curriculum are the same for all candidates. These are set out below and describe
the educational purposes of a course in Information Technology for the IGCSE examination. They
are not listed in order of priority.
The aims are to:
• help students to develop and consolidate their knowledge, skills and understanding in
Information Technology;
• encourage students to develop further as autonomous users of Information Technology;
• encourage students to continue to develop their Information Technology skills in order to
enhance their work in a variety of subject areas;
• provide opportunities for students to analyse, design, implement, test and evaluate
Information Technology systems;
• encourage students to consider the impact of new technologies on methods of working in
the outside world and on social, economic, ethical and moral issues;
• help students to grow in their awareness of the ways in which Information Technology is
used in practical and work-related situations.
ASSESSMENT OBJECTIVES
A : Practical Skills
B : Knowledge and understanding
A : PRACTICAL SKILLS
Students should be able to:
• use e-mail and the Internet to gather and communicate information;
• use word processing facilities to prepare documents;
• use database facilities to manipulate data to solve problems and represent data graphically;
• integrate data from different sources into a single document or report;
• produce output in a specified format;
• use a spreadsheet to create and test a data model, extracting and summarising data;
• create a structured website with style sheets, tables and hyperlinks;
• create and control an interactive presentation.
B KNOWLEDGE AND UNDERSTANDING
Students should be able to demonstrate knowledge and understanding in relation to:
• the functions of the main hardware and software components of computer systems;
• the networking of information-processing systems;
• the ways in which information technology is used and the effects of its use;
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•
•
the stages and methods of system analysis and design;
computing terminology.
ASSESSMENT
All candidates will be entered for Papers 1, 2 and 3 [1 x theory; 2 practical]
Paper 1 (2 hours) (40%)
A written paper of 120 marks assessing the skills in Assessment Objective B. The paper will
contain mainly questions requiring a short response, a word, a phrase or one or two sentences,
although there will be some questions requiring a more extended response. There will be no
choice of questions. The questions will test sections 1 - 8 of the curriculum content.
Paper 2 (2 hours 30 minutes) (30%)
A practical test assessing skills in sections 9 - 16.
Paper 3 (2 hours 30 minutes) (30%)
A practical test assessing skills in sections 9 - 16.
The two practical tests will each be comprised of a number of tasks to be taken under controlled
conditions. The practical tests focus on the candidate's ability to carry out practical tasks rather
than to explain the theory of how the tasks are completed. Candidates are assessed on their
ability to complete these tasks.
COURSE CONTENT
The curriculum content is set out in eight interrelated sections. The sections are as follows:
•
•
•
•
•
•
•
•
Components of a Computer System
Input and Output Devices
Storage Devices and Media
Computer Networks
Data Types
The Effects of Using IT
The ways in which IT is used
Systems Analysis and Design
Students will be familiar not only with the types of software available and the range of Information
Technology knowledge and skills detailed below, but also with their uses in practical contexts.
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MATHEMATICS (0580)
Maths is a fundamentally important subject. It is important in all sciences and commerce subjects. Why I chose Maths was
because it was an interesting and challenging subject. Maths is important in our daily lives.
Naveed Parkar
INTRODUCTION
Mathematics is integral to our daily living. It is a tool upon which many other subjects rely.
Consequently the study of Mathematics is compulsory in Grades 9 and 10, enabling the students
to gain an internationally recognised IGCSE qualification and entry into Tertiary study in many
cases
Students who continue to specialise in Mathematics benefit from an excellent grounding in the
subject which greatly enhances their further study in university courses with a strong Mathematics
inclination. At Muscat International School the structure of Mathematics teaching in Grades 9 and
10 will be as follows:
Year
Grade 9
Grade 10
Year 1 of IGCSE course (Extended or Core course).
The students are placed in an Extended or Core class according
to their performance in Mathematics in previous years.
Completion of IGCSE course.
Extended Course – Two external papers, Grades A* - E available
Core Course – Two external papers, Grades C – G available
PLEASE NOTE:
A minimum grade of C in the Extended course at IGCSE in Grade 10 is necessary to begin the
two year AS/A2 Level course in Grades 11 & 12 or a minimum grade of D in IGCSE course in
Grade 10 is necessary to begin the two years GED.
TEACHING TIME
Mathematics is taught at IGCSE level for a total of five periods in Grades 9 and 10.
AIMS
The aims of the curriculum are the same for all students. The aims are set out below and describe
the educational purposes of a course in Mathematics for the IGCSE examination. They are not
listed in order of priority.
The aims are to enable students to:
• develop their mathematical knowledge and oral, written and practical skills in a way which
encourages confidence and provides satisfaction and enjoyment;
• read mathematics, and write and talk about the subject in a variety of ways;
• develop a feel for number, carry out calculations and understand the significance of the
results obtained;
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•
•
•
•
•
•
•
•
•
•
•
•
apply mathematics in everyday situations and develop an understanding of the part which
mathematics plays in the world around them;
solve problems, present the solutions clearly, check and interpret the results;
develop an understanding of mathematical principles;
recognise when and how a situation may be represented mathematically, identify and
interpret relevant factors and, where necessary, select an appropriate mathematical method
to solve the problem;
use mathematics as a means of communication with emphasis on the use of clear
expression;
develop an ability to apply mathematics in other subjects, particularly science and
technology;
develop the abilities to reason logically, to classify, to generalise and to prove;
appreciate patterns and relationships in mathematics;
produce and appreciate imaginative and creative work arising from mathematical ideas;
develop their mathematical abilities by considering problems and conducting individual and
co-operative enquiry and experiment, including extended pieces of work of a practical and
investigative kind;
appreciate the interdependence of different branches of mathematics;
acquire a foundation appropriate to their further study of mathematics and of other
disciplines.
COURSE CONTENT
CAMBRIDGE IGCSE
Core
Extended
Weightings
Paper Number
1 and 3
2 and 4
Papers 1 and 2
35%
Paper Length
1 hour and 2 hours
1½ hours and 2½ hours
Papers 3 and 4
65%
The IGCSE examination does not include a coursework element. The Cambridge IGCSE
syllabus aims to give the student a broad Mathematical basis upon which to base both further
study and to use in life outside the school. A student will be expected to show familiarity with
calculators and also to show a mental ability with numbers. The syllabus assumes that
candidates will be in possession of an electronic calculator for all papers. This calculator must
not contain programmable memory.
ASSESSMENT OBJECTIVES
The abilities to be assessed in the lGCSE Mathematics examination cover a single assessment
objective, technique with application. The examination will test the ability of candidates to:
• organise, interpret and present information accurately in written, tabular, graphical and
diagrammatic forms;
• perform calculations by suitable methods;
• 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;
• use mathematical and other instruments to measure and to draw to an acceptable degree
of accuracy;
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•
•
•
•
•
•
•
•
•
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
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.
TEACHING AND LEARNING STYLES
In the Maths Department we believe in flexibility of teaching and learning to suit the different needs
of the students and the wide variety of skills, subject matter, materials and activities covered in
English. We expect students to take responsibility for their own learning, to reflect on the progress
they have made and set themselves targets.
ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS
Students are assessed continually by the Mathematics department. Internal assessment is based
on class work and periodic examinations. There is a system of reporting that provides information
to students and parents over four separate periods within the school year.
Mathematics syllabi are in general agreed as a common core by the Universities in the UK.
Mathematics is normally an entrance requirement for the Sciences and is regarded highly by the
Social Sciences which include subjects such as Economics and Business Studies.
Both the IGCSE Level examinations are widely respected and recognised across the world.
LEARNING AIDS
The learning of Mathematics in Muscat International School places an emphasis on class teaching
and academic rigour. Textbooks provide information and exercises at all levels. Additional
resources are provided to the students in the form of past papers and sample papers to further
enhance study, practice and revision.
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MUSIC (1426)
The Edexcel IGCSE in Music allows students to capitalise on their different musical interests. The
areas of study include a wide range of music including classical, world music and popular music.
The IGCSE is designed to allow the study of music through the integration of performing,
composing, listening and appraising with the opportunity to use music technology in performance
and as a compositional tool.
WHAT IS IGCSE MUSIC ALL ABOUT?
IGCSE Music is about making and listening to music. It covers performing, composing and
listening in a wide variety of musical styles - popular music, world music, and classical music.
There are opportunities to use music technology such as sequencing and recording.
WILL I ENJOY THIS COURSE?
You will enjoy this course if you want to study a subject that
• involves performing
• involves listening to all kinds of music
• involves composing or arranging music
• gives you the opportunity to play music with others in e.g., rock groups, bands,
• orchestras or local choirs
• gives you the opportunity to learn more about and use music technology
HOW DOES IT FOLLOW ON FROM WHAT I HAVE LEARNED BEFORE?
You will improve your skills in performing and composing different types of music. You will listen to
a wide variety of music and learn more about how and
why it was written and/or performed.
WHAT ABOUT EXAMS?
There is one exam in the summer. You will listen to a CD and answer questions on the four Areas
of Study which cover popular music, classical music and music from around the world.
IS THERE ANY COURSEWORK?
Yes. You will perform ( play, sing or sequence) three pieces altogether. One of the pieces will be a
solo in any style and on any instrument. The other two performances will be with other players.
These performances may take place in the classroom, in school music groups or outside school.
They will be recorded and marked by your teacher. You may offer sequencing as part of your solo
performing, and sequencing and recording for performing during the course. You will also
compose two pieces according to a brief written by the teacher or yourself. These will be in a form
or style that you have chosen from a list which includes the 12 bar blues, reggae, African
drumming, variations, rondo, experimental or electronic music and club dance remix. If you like,
you could write a song for a musical. If you are interested in music technology, you may use
computer sequences, multi-track recorders, digital recording, and sampling in the preparation and
presentation of compositions. You may also use technology to record work and to produce printed
scores and extract parts.
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WHAT OTHER SKILLS MIGHT I DEVELOP?
As well as covering Music at IGCSE level, the course will enable you to develop Key Skills in
Communication and Information Technology which could be useful to you in whatever you do
afterwards. In particular, IGCSE Music offers opportunities to develop the wider Key skills in
working with others (e.g. taking part in rehearsals, performing).
WHAT COULD I DO NEXT WITH GCSE MUSIC?
IGCSE Music is a good preparation for further musical study and a solid foundation for the AS/A
Levels in Music and Music Technology as well as BTEC National Diplomas (in Music, Popular
Music and Music Technology) and the new Vocational A-Level in Performing Arts. You may wish
to take an IGCSE in Music for its own sake, perhaps to form the basis of a future interest.
Alternatively, you may wish to go into a job where it is useful to have had experience of music or
where you will need to use some of the skills developed during this course. These might include
careers in the music industry, publishing, entertainment and teaching or any job which involves
communication and expressive skills.
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IGCSE PHYSICS (0625)
Physics is a very important subject that no doubt has a very bright future for anyone who takes it. It teaches students from a young
age to use physics in their everyday lives. It can be a tough subject but with studying and hard work you can develop your
thinking skills and accomplish anything. Taking physics can give the students a variety of career’s ahead.
Tariq Al Rawas
INTRODUCTION
Although learning facts obviously plays a part in any Physics course, this is very much secondary
to the acquisition of thinking skills. Students must learn how to observe measure, interpret and
analyse data and make conclusions. They must be able to design and criticise experiments that
are given and suggest improvements. They must have some appreciation of errors and how these
can be reduced.
IGCSE PHYSICS
This is a two year programme introduced in grade 9 and finished in grade 10 with a final external
examination set by University of Cambridge (CIE).
Students in Grades 9 and 10 are taught in groups within the Options structure.
The structure of the IGCSE Physics curriculum will be as follows:
Year
Course
Grade 9
First year of IGCSE (no external exam)
Grade 10
Second year of IGCSE (external exams)
TEACHING TIME
Students will be taught four lessons in grade 9 & 10 per week. The same teacher will teach all
lessons in one class, as far as possible.
TEACHING AND LEARNING ARRANGEMENTS
Up to Grade 8, students have already studied a wide variety of topics within the subject. Many of
these basic principles will be built up in such a way that students will be encouraged to understand
and apply them. Once they have understood the principles, practice in solving problems will allow
their confidence and ability to grow further in the field of Science and Technology.
Generally students are not taught to memorise facts. Instead they should learn principles, which
they can then go on to practise in different examples and contexts. Further, students are
encouraged to participate fully in practical sessions where their knowledge and skills will be
assessed. As much as1/3 rd of the whole curriculum time may be devoted to practical work of one
form or another. Students will be assessed on their practical skills in the IGCSE examinations.
Students will be expected to complete homework after every lesson. This may consist of further
reading/research, experiment write-ups (to the best of their ability), essays or any other task which
is deemed appropriate to the course.
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ASSESSMENT, SCHOOL EXAMINATIONS AND PUBLIC EXAMINATIONS
Assessment of a student’s ability is made in a number of ways within the department. Regular
testing and homework will indicate how well students have understood topics whilst frequent
assessment of practical will give an indication of their ability to perform an experiment. In addition
to the above assessments, examination classes (grade10) will have mock examinations before
their final external examination. This should give a fairly accurate prediction of how students will
perform in the actual examination.
IGCSE EXAMINATIONS
All students will sit examinations for their Physics IGCSE as follows:
Core Curriculum
Extended Curriculum
Grades available: C to G
Grades available: A* to G
Paper 1 - 30%
Paper 1 - 30%
Paper 2 - 50%
Paper 3 - 50%
Practical Assessment (Paper 5) (we are one of the few schools in
the middle- east offering this paper)
OR
Alternative to Practical (Paper 6)
- 20%
Students will be guided to choose either the Core or Extended Curriculum based on their
abilities assessed during the whole course. By selecting the Core, a student can only score
up to a C grade. If a student is capable of achieving an A*, A or B grade then he/she must
enrol for the Extended Curriculum.
LEARNING AIDS
Students will have a prescribed text book, which the department supplies. Other books may be
recommended by teachers. These may be purchased at the student’s discretion; however, we
have a very well stocked Secondary Department library from which the students are encouraged
to borrow. The library has a wide selection of text books which students will find most useful.
Students are expected to have a basic calculator, a ruler and a protractor in addition to other
writing materials, in all science lessons.
SUMMARY
PHYSICS at IGCSE level has many different skills incorporated into it - mathematical, logical,
thinking, analytical and conceptual. Students will realise their ability in each of these areas and
then develop them further over the duration of the course. Through hard work, enthusiasm and
dedication, students will find Physics as the most enjoyable and exciting subject that can lead
them to many, many challenging opportunities in the future.
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GCSE PHYSICAL EDUCATION
CONTENT OF THE COURSE
PE will offer students the opportunity to develop skills in a wide range of sports and activities and
help them to improve their own performance. Students will learn to develop skills through the
process of planning, performing and evaluating. They will have the opportunity to participate in the
role of player/participant, official and leader in a number of different activities.
COURSE STRUCTURE
The Physical Education course is practically based but also interesting and relevant for students.
The syllabus offers logical progression to further study at Post 16. Students will receive 4 lessons
of GCSE Physical Education per week (2 practical and 2 theoretical), plus their 2 lessons of core
Physical Education.
Assessment is through the following components:
Practical Skills - 50 marks (60%):
4 Assessments from at least 2 groups of activities;
At least 2 as a performer/player - 40 marks
Analysis of performance in one of the practical activities - 10 marks
Written Examination (1 ½ hours) – 80 marks (40%):
Practical activities can be chosen from the following groups of activities:
• Outwitting opponents (games i.e. football, netball, rugby, boxing)
• Accurate replication of movement (trampolining, gymnastic activities, diving)
• Exploring ideas (dance activities)
• Maximising performance (track and field athletics, swimming, golf)
• Exercising safely (weight training, aerobics, circuit training) and
• Problem solving (skiing, climbing, horse riding, mountain activities)
Theoretical Components include:
• Healthy, active lifestyles
• Our Healthy, active body
Course Outcome
Full range of GCSE grades, with the option of further study at Post 16 for successful students.
SUITABILITY
GCSE Physical Education is suitable for students who have ability in at least 4 different sporting
areas. Students must be highly motivated and enthusiastic about Physical Education and be
aware that the theoretical component will form 40% of the course. Students will therefore need a
good understanding of English and Science.
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OPTIONS
ADVICE TO STUDENTS
1. Think carefully, first of all, about the range of subjects and courses on offer.
2. Read this handbook to find out as much information as you can about the courses.
3. Whilst reading, make a list of any questions which you would like answered.
4. Ask your teachers about the IGCSE courses - find out if they think that you could cope with the
requirements of each course.
5. Find out the examination requirements of the subjects.
6. Speak with the Grade 9 and 10 students and ask them how they have found the courses,
particularly in subjects such as Business Studies.
7. Consider, first and foremost, the subjects at which you feel that you are good and those that
you enjoy. If you do not choose subjects that you enjoy, then the next two years will make you
unhappy. If you enjoy a subject and achieve good results in it, in class work and homework,
then you will stand more chance of achieving success in it rather than opting for a subject just
because someone tells you that it is a ‘good’ subject to take.
8. All subjects are of equal importance. Do not think that the three Sciences are more important
than subjects such as Art and Drama. This misguided thinking is often the basis of many bad
Option choices. Medicine and Engineering are not the only careers open to you.
9. It is you who will be following the IGCSE courses between September 2012 and May 2014.
Listen to advice, by all means, but it must be your decision, and not that of any one else, as to
which subjects you decide to take. That said, it is not at all advisable to take a subject for
which a teacher says that you are not suited. In cases such as this, the teacher really does
know best!
10. Once you have thought through your Option choices, you must commit to them and not
change your mind, unless there are exceptional circumstances. Once the Option choices
information is in, the school time-table for September 2012 will be constructed around your
requirements.
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YOUR OPTION FORM
SOME FREQUENTLY ASKED QUESTIONS
WHEN DO I COMPLETE THE FORM?
Do not complete this form until you have carefully considered all aspects of the Options process.
Have you read the Curriculum Handbook?
Have you talked with your parents?
Have you discussed potential subjects with your teachers?
Please return the form to your tutor by Saturday 5th March
HOW MANY SUBJECTS CAN I CHOOSE?
The number of subjects that you may ultimately have at IGCSE/GCSE level is the same whether
you are an expatriate or Omani student. Read the instructions carefully, then complete the form.
WILL I BE ABLE TO CHANGE MY MIND LATER?
Probably not. Once the courses start in August it becomes very difficult to change. Students need
to think carefully about their options choices at the start.
USEFUL SITES FOR BOTH STUDENTS AND PARENTS:
Cambridge International Examinations:
http://www.cie.org.uk/CIE/WebSite/home.jsp
Cambridge Students’ Club
http://www.cambridgestudents.org.uk/
Edexcel Home:
http://www.edexcel.com
Edexcel International Students’ Club
http://www.edexcelstudents.org.uk/club/
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USEFUL SITES FOR BOTH STUDENTS AND PARENTS:
Cambridge International Examinations:
http://www.cie.org.uk/CIE/WebSite/home.jsp
Cambridge Students’ Club
http://www.cambridgestudents.org.uk/
Edexcel Home:
http://www.edexcel.com
Edexcel International Students’ Club
http://www.edexcelstudents.org.uk/club/
Muscat International School
P O Box 1031
P C 112
Ruwi
Sultanate of Oman
Phone:
Fax:
Email:
Website:
968 24 565550
968 24 560957
admin@misoman.org
www.misoman.org
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