International
Baccalaureate
Middle Years Programme
A Curricular Guide for Students, Parents and
Guardians
INTERNATIONAL COMMUNITY SCHOOL
2010 – 2011
Correct as of 1/09/10.
TABLE OF CONTENTS
Page
Middle Years Programme Curriculum – an overview
3
LANGUAGE A – ENGLISH
Years 1-3, Learning Objective and Course Topics
Years 4-5, Learning Objective and Course Topics
5
5
7
LANGUAGE B – SPANISH OR FRENCH
Year 1-5, Learning Objectives
Year 1-5, Course Topics
8
8
9
HUMANITIES
Year 1, Learning Objective and Course Topics
Year 2, Learning Objective and Course Topics
Year 3, Learning Objective and Course Topics
Year 4, Learning Objective and Course Topics
Year 5, Learning Objective and Course Topics
14
14
16
17
20
22
SCIENCE
Year 1, Course Topics
Year 2, Course Topics
Year 3, Course Topics
Year 4, Course Topics
Year 5, Course Topics
25
26
27
29
30
31
MATHEMATICS
Year 1, Course Topics
Year 2, Course Topics
Year 3, Course Topics
Year 4, Course Topics
Year 5, Course Topics
33
34
35
36
37
38
PHYSICAL EDUCATION
Year 1-5, Learning Objectives
Year 1-5, Course Topics
39
39
40
ARTS
Visual Arts, Learning Objectives
Visual Arts, Years 1-5 Course Topics
Music, Learning Objectives
Visual Arts, Years 1-5 Course Topics
43
43
44
47
47
TECHNOLOGY
Year 1-5, Learning Objectives
Year 1-5, Course Topics
51
51
52
-2-
IB MIDDLE YEARS PROGRAMME CURRICULUM
An overview
The International Baccalaureate (IB) Middle Years Programme (MYP) has been offered by
the IB since 1994. It was adopted by the International Community School in August 2005 and
the school was accredited in August 2008. ICS is now an IB World School.
The MYP sits in between the IB Primary Years Programme (PYP) and the IB Diploma
Programme, both offered by ICS, so offering students a comprehensive and coherent
educational framework from ages 3 – 18. Each programme focuses on the development of the
whole child emphasising intellectual, emotional, social and physical growth, involving the
traditions of learning in languages, humanities, science, mathematics and the arts.
At ICS the IB framework is enhanced by three key strategic strands:
1. A strong focus on the integration of Information Communication Technology
(ICT). Each student is given, for the duration of their time at the school, a Netbook
which they utilise at school and home to enhance their learning experience. Teaching
and learning as a result are more collaborative, dynamic and engaging. This strategy
is transforming the school’s learning environment into an inspirational learning space
where students interact, create, collaborate and build knowledge. As a result we are
actively preparing our students to compete in the new global economy, developing 21st
century work force skills and preparing them to be effective 21st century world
citizens.
2. Personalising the educational experience for each individual. Personalising Learning
is a strategy focusing all of the school’s resources to ensure that the potential of each
student is realised by ensuring that the learning experience is appropriate to them
personally and that they are able, with support, to decide what they learn, how they
learn, when they learn and who they learn with. There is therefore a focus throughout
the programme of teaching students how to learn (Approaches to Learning); a focus
on individual assessment; teaching strategies that differentiate and engage students at
their level; mentoring and support for students through form tutors, academic tutors
and an array of teaching specialists; and opportunities for students to select topics,
projects,
activities
themselves
to
fulfil
course
expectations.
3. Maximising the use of the Outdoor Classroom across the curriculum and extended
curriculum. The school’s central London location is used to the full by the teaching
faculty to enhance learning and explore things that are not possible within the
classroom. Each unit of study is enriched by well planned visits and activities that link
to the fundamental concepts being studied. These visits aim to provide excellent crosscurricular opportunities so embedding ‘deep learning’; are inquiry led so that students
take charge of their own learning, are fun and enjoyable and place the students in
authentic locations where they can meet experts outside the school. They are also
opportunities for our teaching faculty to learn about our students in new settings. In
addition an extensive Travel and Learn programme offering optional adventure trips
outside London and to international locations runs throughout the school year.
The MYP curriculum is illustrated by an octagon with eight academic groups (or subject
groups) surrounding five ‘areas of interaction’. The areas of interaction (Approaches to
Learning, Community and Service, Health and Social education, Environments, and Human
-3-
Ingenuity) provide the MYP with its unique core. Teaching subject areas through these
contexts allows teaching and learning to focus on attitudes, values and skills. The personal
project (a MYP Year 5 project) appears at the centre of the octagon.
Each student studies the whole MYP programme which consists of eight academic groups,
consisting of 13 subject areas. There is also an emphasis on the interrelatedness of the
academic groups so that departments work together during the academic year to complete
projects utilising skills, concepts and content from several subject areas. Aspects of the Areas
of Interaction are addressed through the distinct disciplines.
The overall philosophy of the programme is expressed through three fundamental concepts
that support and strengthen all areas of the curriculum.
These concepts are based on:



Intercultural awareness
Holistic learning
Communication
Taken as a whole, the curriculum provides a balanced and challenging education that will
equip young people for effective participation in the modern world and is designed to prepare
them for pre-university courses such as the IB Diploma or Advanced Placement courses
(AP’s).
This Curriculum Guide is deigned to give you an overview of the major academic areas and
courses that students will study at ICS. The programme is led by the school’s IB MYP
Coordinator, Ean Alleyne and directed by the Secondary Principal, Brenda Murray and the
Head of School, Rose Threlfall. This team also works closely with the school’s PYP and
Diploma Coordinator in order to provide a seamless educational experience for our students.
This Curriculum Guide is correct as of 1/0/10. Any updates will be contained within the online version.
-4-
LANGUAGE A - ENGLISH
PHILOSOPHY
The Language A course at ICS aims to provide our students with the ability to use language
as a vehicle for thought, creativity, learning and self-reflection. Students will also be able to
use language as a tool for personal growth, social interaction and for developing relationships
within our international community. Through the study of differing texts students will
understand more clearly aspects of their own culture and those of other cultures. At ICS there
is an emphasis on the celebration of diversity, which is a fundamental part of our learning at
school.
The Language A course will enable students to develop the skills involved in speaking,
listening, reading, writing and viewing in a variety of contexts. Students will analyse literature
in a critical and creative way and consider the role of literature both culturally and
historically. Students will develop language skills through interdisciplinary work and become
better learners as they reflect on the learning process.
YEAR 1-3 LEARNING OBJECTIVES
By the end of the year, students should be able to:
1. recognise and comment on the language, content, structure and meaning of familiar
age-appropriate oral, written and visual texts.
2. understand and begin to apply language A terminology in context.
3. understand some of the effects of the author’s choices on an audience.
4. compose pieces that apply age-appropriate literary and/or non-literary features to serve
the context and intention.
5. compare and contrast age-appropriate texts, and connect themes across and within
genres.
6. express a relevant personal response to literary and non-literary texts.
7. create work that employs organizational structures and language-specific conventions
throughout a variety of text types.
8. organize ideas and arguments in a coherent and logical manner.
9. employ appropriate critical apparatus.
10. use language to narrate, describe, explain, argue, persuade, inform, entertain and
express feelings.
11. use language accurately.
12. use appropriate and varied register, vocabulary and idiom.
13. use correct grammar and syntax.
14. use appropriate and varied sentence structure.
15. use correct spelling/writing.
YEAR 1 COURSE TOPICS




Story Writing 1: Ghost Stories: Evoking emotion through writing.
Poetry: How do we express ourselves through the written word?
Novel Study 1: Boy: Tales of Childhood by Roald Dahl, an autobiography
Persuasive writing: Speeches: Making Your Voice Heard!
-5-



Personal Reading Project
Novel Study 2: Private Peaceful by Michael Morpungo
Drama Studies – Introduction to Shakespeare
YEAR 2 COURSE TOPICS





Poetry Studies
Novel Study : Village by the Sea by Anita Desai
Persuasive writing
Personal Reading Project
Drama Studies – How did William Shakespeare make his plays dramatic?
YEAR 3 LEARNING OBJECTIVES
By the end of the year, students should be able to:
1. appreciate and comment on the language, content, structure, meaning and significance
of both familiar and previously unseen pieces of age appropriate writing.
2. begin to develop a critical appreciation of a range of age-appropriate written and
visual texts.
3. use language to narrate, describe, explain, argue, persuade, inform, entertain, express
feelings and begin to
4. analyse.
5. compare age-appropriate texts and connect themes to show similarities or differences
across genres.
6. begin to express an informed personal response to literary and non-literary texts and
demonstrate the ability to approach age-appropriate works independently.
7. understand many of the connotations within a language in order to interpret the
author’s or speaker’s intentions.
8. express ideas with clarity and coherence in both oral and written communication.
9. structure ideas and arguments, both orally and in writing, in a logical way and support
them with relevant examples.
10. distinguish the main ideas in an age appropriate text from the secondary ideas.
11. use and understand an appropriate range of vocabulary and idiom.
12. use correct grammar with appropriate and increasingly varied sentence structure.
13. show an increased awareness of the need for an effective choice of register suited to
the audience in both oral and written communication.
YEAR 3 COURSE TOPICS





Poetry Studies
Persuasive writing
Novel Study 1 : A Christmas Carol by Charles Dickens
Novel Studies 2: To Kill a Mocking Bird by Harper Lee
Drama Studies: Much ado About Nothing by William Shakespeare
-6-
YEAR 4-5 LEARNING OBJECTIVES
By the end of the year, students should be able to:
 understand and comment on the language, content, structure, meaning and significance
of both familiar and previously unseen pieces of writing.
 demonstrate a critical awareness of a range of written and visual texts.
 use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain
and express feelings.
 compare texts and connect themes to show similarities or differences across genres.
 express an informed personal response to literary and non-literary texts and
demonstrate the ability to approach works independently.
 understand connotations within a language in order to interpret the author’s or
speaker’s intentions.
 express ideas with clarity and coherence in both oral and written communication.
 structure ideas and arguments, both orally and in writing, in a sustained and logical
way, and support them with relevant examples.
 distinguish the main ideas in a text from the secondary ideas.
 use and understand an appropriate and varied range of vocabulary and idiom.
 use correct grammar with appropriate and varied sentence structure.
 show awareness of the need for an effective choice of register suited to the audience in
both oral and written communication.
YEAR 4 COURSE TOPICS





Poetry Studies
Novel Studies : Lord of the Flies by William Golding
Media Studies
Drama Studies – The Crucible by Arthur Miller
Shakespeare Studies - Othello
YEAR 5 COURSE TOPICS





Poetry Studies
Novel Studies 1 : Of Mice and Men by John Steinbeck
Media Studies
Drama Studies: An Inspector Calls
Novel Studies 2: The Catcher in the Rye
-7-
LANGUAGE B - SPANISH/FRENCH
PHILOSOPHY
At the International Community School we believe that learning a second or third language is
not only useful but also essential. In our multicultural world, where we have students from all
over the world, it is a priority to extend the knowledge of different languages, cultures and
social issues.
Learning French or Spanish or any other second language has become a requirement due to
the huge demand from the global economy and the necessity to communicate and compete in
business or as an individual.
Students do not learn a language isolated with just grammar rules, they become socially
involved with the language. They learn about ideology, history, politics and economy of the
countries of the target language. Our main goal is to prepare our students for today’s
competitive world.
LEARNING OBJECTIVES FOR SPANISH & FRENCH
Those who have had Spanish/ French before will go faster and start the other units before.
The plan for the term will depend on the level of command of the topics presented in the
introductory units.
The four primary language skills to be developed in an integrated way are: Listening,
Speaking, Reading and writing.
Competence in each of the primary language skills will involve an understanding of three
interrelated areas:
1. Language: handling the language system accurately (grammar, syntax, etc)
2. Cultural interaction: Selecting language appropriate to a particular cultural and social
context.
3. Message: understanding ideas and how they are organized in order to communicate
them appropriately.
In order to accomplish our philosophy our Modern Language department will try to develop
within every student the following:






Communicative competence in the target language.
Develop meta-cognitive skills and apply them in the process of learning a foreign
language.
Appreciation and knowledge of the culture of the target language.
Use and development of new technologies related to areas of learning a second
language.
Give students the opportunity to acquire and develop a foreign language and to help
them to be more successful members of society.
A sense of social responsibility based on respect and tolerance to others and the
environment.
-8-
YEAR 1 COURSE TOPICS FOR SPANISH
TERM I: Tu y lo colegio
 Introducing yourself :
Reflexive verbs
 Ask and give
telephone numbers:
verb ‘to have’
 Basic vocabulary:
possessive adjectives
and verb ‘ser’
 Subjects in Spanish
 Definite articles
 Days of the week
 Numbers up to 31
 Things in the
classroom
 Description of the
school
 Articles masculine
and feminine singular
and plural
 Short conversations
TERM II :Tu y lo demas
 Mi familia: nouns/
masculine and
feminine
 De donde eres?
Nouns/ singular and
plural
 Nationalities,
countries and
languages
 Word order/ definite
articles
 Description of
something: adjectives
of description
 Description of places:
adjectives of
description,
masculine and
feminine
 Description of places:
adjectives /masculine
and feminine
 Learn to talk about
games and sports:
plural and singular
 Spanish trip to
Barcelona
TERM III :Tu y los dias
 Adjectives-colours:
verb ‘ir’ and
prepositions
 Time: verb ‘ser’: to
be/ ‘es son’
 Talk about the
timetable
 Say what you do and
what time you do it
 Order food and
drinks: verbs ‘querer’:
want, and the use of
‘usted’
 Ask how much
something costs
 Talk about your daily
life: presents tenses
 What you do during
the weekend and
everyday
 General reviews
YEAR 1 COURSE TOPICS FOR FRENCH
TERM I
TERM II
TERM III
 Classroom objects
 Who am I ? Where do
 School
subjects,
I
come
from?
timetable
 Meeting and greeting
people
 Where you live?
 Routine
–
introduction
to
 The date, age and
 Rooms
reflexive verbs
birthday
 Furniture
 Opinions
Prepositions
 The alphabet
 Pourquoi ? Ne…pas,
 Classroom
 Telling the time
numbers, quantifiers
instructions
 Asking for + giving

Sports
directions
 Family
 Musical instruments
 Pets
 Transport
 Hobbies
 Presents tenses of
 Town
verbs ‘have’ and ‘be’
 Writing an informal
 (Aller à, est ce que,
letter
qu’est ce que)
 Subjects pronouns
 Jouer à, jouer de,
 Independent reading
aimer, adverbs of
 Expressing opinions
-9-

Activities
spare time
in
frequency
your
YEAR 2 COURSE TOPICS FOR SPANISH
TERM I
A Soy como soy
 Ask and give personal
informations : radical
changes verbs
 Talk about likes and
dislikes : adverbs,
questions
 Talk about school and
school subjects : use
of adjectives
 Describe physical
appearance : negative
expressions
 Describe personality :
comparatives
 Talk about different
professions :
masculine and
feminine
 Describe countries and
geographical
features : verbs ‘ser’
and ‘estar’
 Express feelings :
exclamation
B El tiempo libre
 Talk about past time:
pronouns
 Talk and ask about TV
programs and
actors :verbs ‘saber’
and ‘gustar’
 Express your
opinion :indefinite
pronouns
 Say how you spend
your free time :
superlatives
 Talk about books,
magazines and
comics : emphatic
pronouns
TERM II
C Que divertido
 Buy tickets :
exclamations
adjectives
 Talk about things in
the past :preterite of
‘ar’ verbs
 Talk about what you
did during the
weekend :preterite of
‘ir’ and ‘er’ verbs
 Talk about
holidays :preterite
irregular verbs
TERM III
E Una visita turistica





Talk about your
holidays : review of
the present and future
Make plans for the
weekend
Follow directions in a
map : future tense
plural
Talk about journeys
and visits in the future
Talk about means of
transport :
prepositions
Buy tickets and ask
for information
Plan a tourist visit :
irregular verbs
Describe a city
Say what you like
most and least:lo que
mas
D Una fiesta sorpresa

 Talk about pocket
money and how you

spend it : pronouns
 Buy clothes,

expressing preference,

opinions : adverbs of
time
 Ask for information
and shopping in
F Que vaccaciones!
department store
 Get information on
 Talk about what you
typical Spanish
did during the
items : demonstratives
holidays: Preterite of
adjectives
irregular verbs
 Make, accept and
 Talk about the past
reject invitations :
 Ask and say where
future tenses
places are:verb estar
 Talk about what you
 Talk about school trip
will do in the future
to Spain: preterite,
 Talk and buy food
plurals
and drinks,
 Numbers 100 – 1000
quantities :preposition
 Book a place in a
s
campsite
 Express feelings
 Talk about the
 Spanish trip to
advantages and
Barcelona
disadvantages of
different types of
- 10 -
 Talk about plans for
your spare time :
expressions of
agreement and
disagreement
 Make and answer to
suggestions
 Bawdsey week/ Field
Studies

accommodation
General review
YEAR 2 COURSE TOPICS FOR FRENCH
TERM I
TERM II
TERM III
 Countries and their
 Making
and
 Clothes and fashion
capitals
discussing
 Styles and materials
arrangements (social
 Languages
and
 Reading about clothes
and transactional)
nationalities
and
fashion
for
 Negociating
and
information
and
 French
speaking
stating future plans
countries and areas
pleasure
and intentions
[PROJECT]
 Grammar:
 Invitations
demonstrative
 Weather and seasons
adjectives,
 Grammar:
the
 Numbers up to 100
immediate
future,
comparisons
 Locations in towns
‘aller’ + infinitive,
 Being and receiving a
and countries
modal
verbs,
guest
 Finding the way
‘pouvoir,’ ‘vouloir’ et
 Expressing
thanks
 Modes of transport
‘devoir’
and appreciation
 Grammar: Imperative

Following
and

Grammar: verbs, il
tu et vous, verbs,
devising
recipes
faut + nouns, present,
negative, numbers

Preparing
a
menu
–
past and future
 Activities in your
Healthy
living
 Describing
and
spare time/ likes and

Buying
and
ordering
comparing
friends
dislikes
food and drinks
 Pocket money
 Food, restaurant
 Discussing upcoming
 Grammar: measure,
holidays – revising
quantity, size, articles,
the future tense
perfect tense with
‘avoir’, (have) + être
(Mrs. Van der Tramp
YEAR 3 COURSE TOPICS FOR SPANISH
TERM I
TERM II
TERM III
 Revision introducing
 Subjects
and
 Shopping
in
a
yourself
and
timetable: imperatives
department
store:
describing
people:
review of the present
 What
you
do
interrogatory words
and future tenses
everyday at school:
- 11 -













Simple future: regular
verbs
Talk about your plans
for
the
future:
irregular verbs
Future using going to:
use of adjectives
Talk about food:
exclamations
Asking and paying for
food: comparatives
Expressing feelings:
contrast between ‘ser’
and ‘estar’
Animal classifications
Animal
characteristics: verbs
‘saber’ y ‘gustar’
Writing short letters:
indefinite pronouns
Description of cities:
superlatives
Africa
project
:
emphatic pronouns
Numbers: expressions
of agreement and
disagreement
Bawdsey week













irregular verbs
Daily routine
Talk
about
your
holidays plans: future
Getting
travel
information: pronouns
Finding your way
around the station and
buying
tickets:
adverbs of time
Described
what
happened: preterite
Get information on
typical Spanish items:
demonstrate
Describe
health
problems and ask for
advice:
future
tenses/regular verbs
Booking
hotel
accommodation
Making complaints in
a hotel: prepositions
What you do to help
at home: expressions
Part time jobs
Discuss about TV
Programmes
and
films
Spanish
trip
to
Barcelona














Expressing opinions
and preferences about
shopping:
demonstrative
adjectives
Buying food in the
market: future tense
Complaining
about
problems
with
purchases
Arranging to go out
Making
a
date:
prepositions
Reading
and
discussing newspaper
and magazines: the
conditionals
Express your opinion
about a film or an
event: irregular verbs
in future
Say what you like
most and least
Describe problems at
home and at school
Talking
about
environmental issues
Present tense/regular
and irregular verbs
Future tense
Past tense: imperfect
and preterite
General vocabulary
review
YEAR 3 COURSE TOPICS FOR FRENCH
TERM I
TERM II
TERM III
 Illnesses (problems,
 School trip or other
 School trip or other
remedies)
visits/holiday abroad
visits/holiday abroad
or in this country
or in this country
 Healthy
lifestyle
(past, present, future)
 Towns and countries
 Towns and countries
 Review of body parts
 Regions of France
 Regions of France
[Project]
[Project]
 (Depuis,
present
tense,
expressions
 Aspects
of
the
 Aspects
of
the
with
‘etre’
and
environment (direct
environment (direct
‘avoir’, adverbs of
object
pronouns,
object
pronouns,
time)
negatives other than
negatives other than
- 12 -




Past birthday or other
special occasions
Recent events in the
wider world
Perfect tense of verbs
with ‘avoir’, perfect
tense, ‘etre’, reflexive
verbs
Careers – vocabulary
– future tense (single
future
and
near
future)

ne…pas)
Arranging
hotel
accommodation





ne…pas)
Arranging
hotel
accommodation
Cultural
hobbies:
cinema, TV, films,
understanding
reviews and opinions
Reading for pleasure
(relatives pronouns,
complex sentences,
imperfect tense in
descriptions
and
opinions)
Tourism (vocabulary,
complex
sentences
and opinions)
Revising
present,
past, and future tenses
YEAR 4 & 5 COURSE TOPICS FOR SPANISH & FRENCH
TERM I













Greetings
Names
Alphabet
Language for the
classroom
Countries and
nationalities.
Professions
Places of work
Numbers
free time, jobs and
money.
Daily routine.
Talking about
yourself, your
family and pets.
Home life and
school
House chores
Pocket money
TERM II
 Self family and
personal relationships
 Holidays and special
occasions
 Talk about your
friends,
 Describe your house
and your local area
 Talking about future
plans and projects
 Food / health and
fitness
- 13 -
TERM III
 Home town and local
area
 Shopping / Public
services
 Giving and
understanding
directions.
 Finding the way
 Give and ask for
opinions
 Describe the seasons
 Weather
 Travel and transport.
 Environmental /issues
HUMANITIES
PHILOSOPHY
The aim of the Humanities programme at ICS is to encourage students to gain and develop
knowledge, conceptual understanding, research skills, analytical and interpretive skills, and
communication skills, which contribute to the development of the student as a whole. The
Humanities course aims to encourage students to respect and understand the world around
them and to provide a skills base to facilitate further study. This is achieved through the study
of individuals, societies and environments in a wide context: historical, contemporary,
geographical, political, economic, religious, technological and cultural.
YEAR 1 LEARNING OBJECTIVES FOR HISTORY
A. Knowledge and understanding



Know and apply historical terms
Demonstrate an understanding of chronology
Describe historical events
B. Understanding and Application of Concepts



Recognize similarity and difference
Identify cause and consequence
Begin to make relevant connections between present and past events
C. Application of Skills




Begin to detect forms of bias
Begin to question the authenticity and reliability of historical sources
Begin to analyse data and information
Begin to make balanced judgments on issues and problems
D. Presentation and Organization of Information


Select material which is relevant to the topic
Organise information in a logically sequenced manner
YEAR 1 COURSE TOPICS FOR HISTORY
 History and the Tools of History
 Pre-history and the Development of Early Civilization
 Ancient Civilizations
- 14 -
YEAR 1 LEARNING OBJECTIVES FOR GEOGRAPHY
A. Knowledge




Know and apply geographical terminology
Demonstrate an understanding of the different factors that govern our lives
Describe both the physical and human landscapes
Explain how various processes/ systems work
B. Concepts




Develop awareness of geographical ideas, theories
Recognize similarity and difference between geographical regions
Identify cause and consequence
Begin to make relevant connections between physical and human environment
C. Skills







Use general OS map reading skills and Atlas skills.
Interpret information represented graphically and numerically.
Construct information using different map resources and a different medi
Demonstrate an awareness of issues which affect where we live
Identify questions and issues.
Recognize and describe spatial/time patterns
Evaluate some geographical information
D. Organization and Presentation



Conduct small scale investigations into various phenomena.
Select material which is relevant
Organise information in a logically sequenced manner and draw conclusions
YEAR 1 COURSE TOPICS FOR GEOGRAPHY
 What do we mean by Geography?
 Students situate themselves both locally and globally.
 What are the main social, economic, environmental and political factors which impact
on people’s lives?
 The Physical environment.- The physical processes which have shaped it.
 Climate /weather
 Conservation of the environment
 Population Growth
 What is Development?
- 15 -
YEAR 2 LEARNING OBJECTIVES FOR HISTORY
A. Knowledge and understanding




Know and apply historical terms
Demonstrate Factual recall
Demonstrate an understanding of chronology
Describe historical events
B. Understanding and Application of Concepts




Recognize similarity and difference
Begin to recognize continuity and change
Identify cause and consequence – establish links between causes and consequences
Begin to make relevant connections between present and past events
C. Application of Skills



Begin to detect forms of bias: visual and printed
Begin to question the authenticity and reliability of historical sources
Interpret a wide range of historical sources and evidence
D. Presentation and Organization of Information


Select material which is relevant to the topic
Organise information in a logically sequenced manner
COURSE TOPICS FOR HISTORY






Modern Religion: The Birth of Christianity and Islam
The Middle Ages: Feudalism in Europe and Japan
Caste and Class: The Middle Ages in China and India
Early America: Societies in Isolation
Exploration and Exploitation
Enlightenment and Revolution
YEAR 2 LEARNING OBJECTIVES FOR GEOGRAPHY
A. Knowledge





Demonstrate subject knowledge through use of relevant facts and terminology
Describe and explain physical and human processes
Demonstrate an understanding of chronology in linking processes
Recognize the interaction between processes / systems and their outcomes
Give views which can be supported by relevant information
B. Concepts
- 16 -




Apply ideas/ concepts to new situations
Research and utilise information
Understand limitations of theories and ideas
Draw inferences from information provided
C. Skills








Interpret and utilize diagrammatic, graphic, numerically represented information
Compare and contrast sources of information
Collect primary and secondary data and present in different ways
Investigate places, environments using geographical skills
Utlise inquiry and research skills to investigate various hypotheses
Develop Field study skills.
Begin to analyse data and information
Begin to make balanced judgements on issues and problems
D. Organization and Presentation





Select material which is relevant to the topic
Organise information in a logically sequenced manner
Express views and ideas coherently and in context
Record/ Document sources of information
Use different media to represent information
COURSE TOPICS FOR GEOGRAPHY






The Poverty cycle- physical , social economic and political -cause and consequence
Migration- understanding the differences between emigration and immigration
Weather and Climate - Where does it come from?
Rivers and floods – the importance of fresh water and its storage
The Growth of Industry-primary, secondary and tertiary and the factors which determine
success or failure.
Energy resource and exploitation – managing economic prosperity and sustainable
development.
YEAR 3 LEARNING OBJECTIVES FOR HISTORY
A.




B.




Knowledge and Understanding
Know and apply historical terms
Demonstrate factual recall
Demonstrate an understanding of chronology
Describe historical events.
Understanding and Application of Concepts
Make relevant connections (where they exits) between present and past events
Understand events and issues in the context of the time period
Recognize similarity and difference
Understand continuity and change.
- 17 -
C.
Application of Skills
Evaluation of Evidence
 Detect forms of bias: visual, graphic, tabular and printed
 Question the authenticity and reliability of historical sources
 Interpret and evaluate a wide range of historical sources and evidence.
Historical Analysis




D





Analyse and interpret data and information
Make balanced judgements on issues and problems, and draw valid conclusions
Identify key questions and issues
Present clear and reasoned arguments based on historical concepts, using relevant
examples.
Presentation and Organisation of Information
Select material, which is relevant to the topic
Organize information in a logically sequenced manner
Express historical information and ideas in a clear and precise manner
Clearly document the sources of information used
Use a variety of media and technologies to present data
YEAR 3 COURSE TOPICS FOR HISTORY




The Industrial Revolution
Nationalism in the 1800s
The Age of New Imperialism
World War I
YEAR 3 LEARNING OBJECTIVES FOR GEOGRAPHY
A. Knowledge
 Express ideas clearly in the subject discourse.
 Demonstrate subject knowledge and provide supporting information
 Demonstrate an understanding of cause and consequence
 Use inference in texts.
B. Concepts
 Make relevant connections between different concepts and ideas
 Understand events and issues in context .
 Be able to draw comparisons and use analogies to effect
 Understand the limitations of concepts and ideas in a fast changing world.
C. Skills
 Use, interpret and produce visual, graphic, tabular and printed data
 Select information from different data sources
 Test hypotheses and substantiate or modify where necessary
- 18 -





Investigate places, environments using geographical skills
Utilise inquiry and research skills to investigate various hypotheses
Develop critical awareness
Be able to work collaboratively
Make balanced judgements on issues and problems
D. Organisation
 Select material, which is relevant to the topic
 Structure information in a logically sequenced manner
 Present arguments/ information coherently
 Demonstrate an ability to manage time
 Use a variety of media and technologies to present data
YEAR 3 COURSE TOPICS FOR GEOGRAPHY





Coastal Environments
Limestone landscapes
Tourism good or bad?
World Biomes and Ecosystems
International Trade
YEAR 4 LEARNING OBJECTIVES FOR HISTORY
A.




B.




C.
Knowledge and Understanding
Know and apply historical terms
Demonstrate factual recall
Demonstrate an understanding of chronology
Describe historical events.
Understanding and Application of Concepts
Make relevant connections (where they exits) between present and past events
Understand events and issues in the context of the time period
Recognize similarity and difference
Understand continuity and change.
Application of Skills
Evaluation of Evidence
 Detect forms of bias: visual, graphic, tabular and printed
 Question the authenticity and reliability of historical sources
 Interpret and evaluate a wide range of historical sources and evidence.
Historical Analysis



Analyse and interpret data and information
Make balanced judgements on issues and problems, and draw valid conclusions
Identify key questions and issues
- 19 -

D





Present clear and reasoned arguments based on historical concepts, using relevant
examples.
Presentation and Organisation of Information
Select material, which is relevant to the topic
Organize information in a logically sequenced manner
Express historical information and ideas in a clear and precise manner
Clearly document the sources of information used
Use a variety of media and technologies to present data
YEAR 4 LEARNING OBJECTIVES FOR GEOGRAPHY
A. Knowledge
 Express ideas clearly in the subject discourse.
 Demonstrate subject knowledge and provide supporting information
 Demonstrate an understanding of cause and consequence
 Use inference in texts.
B. Concepts
 Make relevant connections between different concepts and ideas
 Understand events and issues in context .
 Be able to draw comparisons and use analogies to effect
 Understand the limitations of concepts and ideas in a fast changing world.
C. Skills
 Use, interpret and produce visual, graphic, tabular and printed data
 Select information from different data sources
 Test hypotheses and substantiate or modify where necessary
 Investigate places, environments using geographical skills
 Utilise inquiry and research skills to investigate various hypotheses
 Develop critical awareness
 Be able to work collaboratively
 Make balanced judgements on issues and problems
D. Organisation
 Select material, which is relevant to the topic
 Structure information in a logically sequenced manner
 Present arguments/ information coherently
 Demonstrate an ability to manage time
 Use a variety of media and technologies to present data
- 20 -
COURSE TOPICS FOR HUMANITIES
TERM 1
History: World War 1
History: The League of Nations
Population and settlement
Climate, weather and
hurricanes
Short & long term causes
Assassination of Franz Ferdinand
Key Battles
US involvement
End of WW1
The rise and fall.
The Treaty of Versailles
Interpret data
Analyse and evaluate statistical data
Understand the interrelationships between
physical/social economic environment on
settlement and population movement - Interpret
and use demographic transition models
Recording & Reading weather maps and
understanding high/low pressure,
depressions.weather symbols
Researching a natural disaster caused by weather.
TERM 2
South Africa
Hurricanes
-Why and where do they happen?
-How do you reduce the impact?
Global warming
-what is it?
-what can we do to reduce the
impact?
Colonisation
Apartheid
Continuing issues
Understanding the differences between
LEDCs and MEDCs when coping with
disaster.
Producing clear instructions and information
in the form of a leaflet.
Understanding the cause and solutions of
global warming.
To understand both sides of a debate and
constructively discuss both
TERM 3
Persecution
The Salem Witch Trials
McCarthyism
The War on Terror
Field work
- Measuring beach
profile and long
shore drift
Calculating cliff height.
Coastal Processes
- Bawdsey Fieldwork project
- Erosion and longshore drift
- 21 -
YEAR 5 LEARNING OBJECTIVES FOR HISTORY
A.




B.




C.
Knowledge and Understanding
Know and apply historical terms
Demonstrate factual recall
Demonstrate an understanding of chronology
Describe historical events.
Understanding and Application of Concepts
Make relevant connections (where they exits) between present and past events
Understand events and issues in the context of the time period
Recognize similarity and difference
Understand continuity and change.
Application of Skills
Evaluation of Evidence
 Detect forms of bias: visual, graphic, tabular and printed
 Question the authenticity and reliability of historical sources
 Interpret and evaluate a wide range of historical sources and evidence.
Historical Analysis




D





Analyse and interpret data and information
Make balanced judgements on issues and problems, and draw valid conclusions
Identify key questions and issues
Present clear and reasoned arguments based on historical concepts, using relevant
examples.
Presentation and Organisation of Information
Select material, which is relevant to the topic
Organize information in a logically sequenced manner
Express historical information and ideas in a clear and precise manner
Clearly document the sources of information used
Use a variety of media and technologies to present data
YEAR 5 LEARNING OBJECTIVES FOR GEOGRAPHY
A. Knowledge
 Express ideas clearly in the subject discourse.
 Demonstrate subject knowledge and provide supporting information
 Demonstrate an understanding of cause and consequence
 Use inference in texts.
B. Concepts
 Make relevant connections between different concepts and ideas
 Understand events and issues in context .
 Be able to draw comparisons and use analogies to effect
- 22 -

Understand the limitations of concepts and ideas in a fast changing world.
C. Skills
 Use, interpret and produce visual, graphic, tabular and printed data
 Select information from different data sources
 Test hypotheses and substantiate or modify where necessary
 Investigate places, environments using geographical skills
 Utilise inquiry and research skills to investigate various hypotheses
 Develop critical awareness
 Be able to work collaboratively
 Make balanced judgements on issues and problems
D. Organisation
 Select material, which is relevant to the topic
 Structure information in a logically sequenced manner
 Present arguments/ information coherently
 Demonstrate an ability to manage time
 Use a variety of media and technologies to present data
YEAR 5 COURSE TOPICS FOR HUMANITIES
TERM 1
History: World War 2
-WW2 in Europe
- The Holocaust
- The British home-front
- The Pacific War
Short & long term causes
Key Battles
US involvement
Bombing of Hiroshima & Nagasaki
End of WW2
Drainage basins and river
managements
Hydrological cycle
Drainage basins
Three gorges
Identify risks/threats to environment both
physical and social economic.
Fossil fuels and renewable resources
Natural resources.
What is our energy future?
TERM 2
The Cold War
Urban and rural settlements
- OS maps
- Settlement patterns
- Urban growth
- Functional zones and change
The Cold War
The Nuclear arms race
Korea
Vietnam
Map reading
Interpret graphs/ photos to describe distinctive
characteristics of places and situations.
Research and present comparative issues in
respect of student’s own countries.
The Nuclear arms race
Korea
Vietnam
- 23 -
TERM 3
The United Nations
Map reading
Structure
Purpose
Success and Failures
Practical:
Map reading
Compass use
orienteering
- 24 -
SCIENCES
PHILOSOPHY
Never stop asking questions.
Albert Einstein
In Science we learn to view the world objectively without bias, preconceived ideas or
prejudice. We learn how to formulate a question and how to investigate it using the accepted
scientific theories of our time as reference points. By understanding how man’s understanding
of the world has advanced and then retreated across time and cultures, we can put our current
understanding in context, and accept that our deeply held theories could be proved wrong, and
then we are able to advance in understanding.
Science is taught as an integrated science course in years MYP 1-3 and as separate sciences,
Biology, Chemistry and Physics in Years 4 and 5.
YEARS 1-5 LEARNING OBJECTIVES
The study of science aims to provide students with a body of knowledge, content, and an
understanding of the scientific approach to problem solving, skills.
The ability to formulate hypotheses, design and carry out experiments to test them, and
evaluate results constitutes the framework within which scientific content is presented.
Students are expected to:



Use basic laboratory equipment safely and efficiently, considering the health and
safety of themselves and those around them.
Make sensible estimates and take accurate measurements.
Make scientifically supported arguments.
Students are also encouraged to relate the content of the classroom and laboratory to the wider
world as they develop critical thinking, and problem-solving skills. Students will develop an
awareness of the increasingly international context of scientific activity, its impact and ideas
of the constant evolution of scientific knowledge and understanding is also promoted.
Students are encouraged to consider Science as constantly evolving, cooperative venture
involving individuals and members of the international scientific community, influenced by
social, economic, technological, ethical and cultural factors.
- 25 -
YEAR 1 COURSE TOPICS
TERM I - BIOLOGY
Classification of plants and animals:
 The distinction between living and non-living things.
 The 7 characteristics of living things.
 The 5 kingdoms of bacteria, protozoa, fungi, plants and animals. Include names and
basic characteristics of the vertebrate classes, names and one example of each
invertebrate phyla.
 The use of simple dichotomous keys, for the identification of common plants and
animals.
Environment and feeding relationships:
 adaptation of organisms to their habitat, limiting factors on population size
 Terrestrial and marine food chains including limiting factors on length, food webs,
pyramids of numbers and of biomass.
Cells:
 generalised plant and animal cell, specialised cells,
 levels of organisation cells, tissues, organs, system, organism using one plant and one
animal example.
 Introduction to the microscope, drawings of observations, scale, simple cell division
(not mitosis and meiosis), microscopic organisms, hydra, paramecium etc.
Reproduction:
 flowering plants, the flower, pollination, fruit, seed dispersal, germination.
 Human, anatomy, conception, introduction to contraception, foetal development, birth,
growth, puberty, menstrual cycle, assisted fertility.
 Amphibians, fish etc – an appreciation of other forms of reproduction.
TERM II - CHEMISTRY
Atoms and the particle model of solids, liquids and gases:
 Introduction to the periodic table, atomic weight atoms contain protons, neutrons and
electrons.
 Motion of particles in different physical states, inter-conversion between states.
Diffusion, Brownian motion.
Solutions:
 Water the universal solvent, concentration (introduce the term molarity no
calculations) and solubility, soap.
 Separation techniques, chromatography, filtration, distillation, separating funnel,
crystallisation, grow a crystal salt or copper sulphate crystal.
Acids and alkalis:
 The pH scale, measuring pH
 The pH of common materials
 Neutralisation
- 26 -
Simple chemical reactions:
 factors to indicate a chemical reaction has taken place, precipitation, colour change,
heat (endothermic / exothermic)
TERM III - PHYSICS
Energy resources:
 Simple definition of energy.
 Renewable and non renewable energy resources
 Fossil fuels origin and why they will run out
 Advantages of renewable energy over non renewable energy
 Alternative energy for specific locations.
Introduction to electricity:
 magnets, electromagnets, ceramic magnets,
 static electricity
 direct current, the electrical cell, series and parallel circuits.
Forces and their effects:
 friction, gravity, compression, air and water resistance, upthrust, reaction and weight.
 Concept of speed and acceleration
 Balanced and unbalanced forces
The solar system and beyond:
 Names and order of planets
 Life cycle of stars. Emission of light.
 Night sky
 Tides and the Moon
 Solar System, Galaxy and Universe
 Day and night and seasons
YEAR 2 COURSE TOPICS
TERM I - BIOLOGY
Food and digestion:
 The main food groups, food tests, balanced diet
 The digestive system, main steps only and common names
 The mouth and teeth
Breathing and the lungs:
 Structure of the lungs main parts only and common names.
 Process of inspiration and exhalation, relative concentration of carbon dioxide and
oxygen in air taken in and breathed out of the lungs.
 Damage to the lungs by smoking
 Respiration burning glucose with oxygen produces energy
The blood:
 Main parts of the blood red blood cells, white blood cells, platelets and plasma
- 27 -

The heart, veins and arteries
Microbes and disease:
 Discovery of microbes
 Growth and reproduction of microbes
 Sanitation and heath
 HIV, tuberculosis, food poisoning
TERM II - CHEMISTRY
Atoms and elements, compounds and mixtures:
 History of the atom
 Revise structure of the atom
 Periodic table – organisation, metals / non metals
 Atoms and molecules
 Define element compound mixture
 Chemical reactions involve atoms joining and separating ( no detail of bonding types)
 Chemical formulae tell us which atoms are present and equations tell us how they are
combined.
 Matter cannot be created or destroyed ( but it can be converted into energy)
Geology:
 Concept of the geological time scale, how rocks can be used to date the earth.
 Types of rock formation of sedimentary, igneous and metamorphic an example and
uses of each.
 Identification of carbonate rocks
 The rock cycle
 Fossils
 Chemical, biological and physical weathering, erosion, transportation and
sedimentation.
 Precious and semi precious stones, extraction and uses.
 Plate tectonics
TERM III - PHYSICS
Heating and cooling:
 Thermal expansion and contraction, special case of water,
 movement of heat along a bar,
 conduction, convection and radiation.
Sound and hearing:
 Sound travels as a wave, wavelength is pitch, amplitude is volume, musical
instruments
 The structure of the ear
 Damage to the ear
Light and the eye:
 Light travels as a wave, wavelength is colour, amplitude is brightness,
 the effect of prisms,
 refractive index
- 28 -
YEAR 3 COURSE TOPICS
TERM I - BIOLOGY
Introduction to genetics:
 Mendel and his experiments on peas,
 punnet diagrams
 Haemophilia in the royal families of Europe
 Selective breeding
 Cloning
 Genetic engineering
Health:
 Drugs and their effect on the body
 Mental health, stress
 The importance of sleep and exercise
Plants:
 Photosynthesis, structure of the leaf, the chloroplast and chlorophyll
 Plants for food, major food crops, potatoes, rice, sugar beet or cane
 Commercial farming, maximising crop production
 Use of fertiliser and pesticide / herbicide
 Organic farming,
 Biological pest control
TERM II - CHEMISTRY
The reactivity series of metals:
 Reactions of metals with oxygen, water and acid including balanced equations.
Reminding pupils atoms cannot be created or destroyed
 Reactivity increases as we go down the groups for group one and two metals
 Preventing corrosion of metals.
 Metals usefulness depends upon their place in the reactivity series. Use of iron /
steel, aluminium,
 Chemical cells can be used to create electrical energy.
Chemical reactions:
 Balancing equations
 Endothermic and exothermic reactions
Chemistry and the environment:
 Acid rain
 Pollution – eutrophication of rivers, effects of PCB’s on the human body, pesticide
use, global warming, current topics
 Waste disposal
Chemistry in society:
 Manufacture of glass
 The plastics industry, chemicals from oil
 The pharmaceutical industry
 chemical weapons
- 29 -
TERM III - PHYSICS
Electricity
 Use of ammeter and voltmeter
 Series and parallel circuit
 Simple resistors (thermistor, diode, variable resistor)
 Current as a flow of electrons
 Voltage as a measure of energy
 National grid
 Electricity generator
Forces:
 Gravity centripetal and centrifugal force orbiting satellites
 Pressure in gases and liquids
 Turning moments
 Friction
 Terminal velocity
YEAR 4 COURSE TOPICS
(please see individual year guides for more detail)
TERM I
 CELLULAR ORGANISATION AND FUNCTION
 ATOMIC STRUCTURE
 FORCE AND MOTION/ GRAVITY
 SUPPORT AND MOVEMENT
 THE PERIODIC TABLE AND TRENDS
 PHOTOSYNTHESIS
 CHEMICAL REACTIONS
 RADIOACTIVITY
TERM 2
 TRANSPORT SYSTEMS
 CHEMICAL CALCULATIONS
 ENERGY – KINETIC ENERGY/ MOMENTUM
 RESPIRATION
- 30 -
 FRACTIONAL DISTILLATION AND THE HYDROCARBONS
 ENERGY RESOURCES
TERM 3
 DIET AND HEALTH
 USEFUL ORGANIC PRODUCTS
 ENERGY DISTRIBUTION/ ENERGY TRANSFER
 DIGESTION
 RATES OF REACTION AND CHEMICAL EQUILIBRIUM
 BIOLOGICAL CLASSIFICATION AND DIVERSITY OF ORGANISMS
 ACIDS AND BASES
YEAR 5 COURSE TOPICS
TERM I
 RESPONDING TO THE ENVIRONMENT

SOLUTION CHEMISTRY

ENERGY AND ELECTRICITY

HOMEOSTASIS

ELECTROLYSIS

MAGNETISM AND ELECTRICITY
 REPRODUCTION

ENERGY CHANGES IN CHEMICAL REACTIONS

TRANSFERRING ENERGY BY HEATING
- 31 -
TERM 2

HUMAN REPRODUCTION

PATTERNS AND PROPERTIES OF NON-METALS

WAVES

INHERITANCE

PATTERNS AND PROPERTIES OF METALS
 LIGHT AND SOUND
TERM 3

EVOLUTION

INDUSTRIAL CHEMISTRY

COMMUNICATIONS

ORGANISMS AND THEIR ENVIRONMENT

FUNDAMENTALS OF EARTH CHEMISTRY

ELECTRONICS

CYCLES AND THE EFFECTS OF HUMANS ON THE ENVIRONMENT
- 32 -
MATHEMATICS
PHILOSOPHY
The principle philosophy of the department of Mathematics at International Community
School is to instil in each pupil of Mathematics a high level of critical thinking skills.
All courses of Mathematics provide an environment that cultivates these skills. In order for
each student to achieve success, develop logical thought, and adapt to the approach of critical
thinking, the department recognises fully that each student must be given multiple
opportunities.
Success in Mathematics is contingent upon each student’s ability to formulate questions,
create various models based on problem-situations, make general correlations between
mathematical relationships, and challenge his/ her thinking at a higher level.
Students develop these necessary academic skills through researching, thinking, planning,
designing, negotiating, creating, processing, presenting, and reflecting.
The Mathematics curriculum encompasses a wide- range of subjects: Arithmetic, PreAlgebra, Algebra 1 & 2, Geometry, Pre Calculus with Trigonometry, Single Variable and
Multi-Variable Calculus. Infused within the aforementioned subjects are the strands of
Number Sense, Patterns, Relations, Algebra, Geometry Fundamentals, Measurement, Data
Analysis, Statistics, and Probability.
The department has an accelerated program, APEX [Advanced Placement for Excellence],
designed for gifted and talented students in the area of Mathematics.
APEX students are taught within the parameters of the department’s philosophy and are
challenged to solve deeper, broader, more sophisticated problems, and are introduced to
thought provoking questions, often linking the disciplines of Science [physical sciences] and
mathematics.
- 33 -
YEAR 1 COURSE TOPICS
COURSE TITLE
PRE-ALGEBRA
APEX [ADVANCE PLACEMENT FOR EXCELLENCE] LEVEL


TERM I





TERM II
TERM III
GEOMETRY
UNIT










COURSE TITLE
TOPICS
Set Theory and Axioms for Real Numbers
Power and Exponents, Order of Operations,
Variables, and Expressions
Integer and Rational Number Operations
Equations [Simple and Multi-Step] and
Functions [Linear]
Ratio, Proportion, and Probability
Percents
Perimeter, Area, and Volume of Geometric
Figures
Surface Area and Measurement
Real Numbers and Right Triangles
Graphs of Linear Functions
Data Analysis, Probability, and Statistics
Reflections, and Rotations
Angle Relationships and Transformations
Geometry Basics, Reasoning and Proof
Perpendicular and Parallel Lines
Congruent Triangles
Properties of Triangles
ARITHMETIC/ PRE-ALGEBRA
STANDARD LEVEL
TERM I







TERM II





TOPICS
Long Multiplication and Division
Multiplying and Dividing Decimals
Operations on Fractions with like and unlike
denominators
Operations on Mixed Numbers
Number Patterns
Ratio, Proportion, and Percents
Power and Exponents, Order of Operations,
Variables, and Expressions
Solving Simple Equations
Integer and Rational Number Operations
Data Analysis and Graphs
Tools of Geometry
Transformations - Reflections, Rotations, and
- 34 -

TERM III



GEOMETRY
UNIT



Translations
Perimeter, Area, and Volume of Geometric
Figures
Surface Area and Measurement
Probability
Solving Multi–Step Equations and
Inequalities
Right Triangles
Geometry Basics
Reasoning and Proof
YEAR 2 COURSE TOPICS
COURSE TITLE
ALGEBRA 1
APEX [ADVANCE PLACEMENT FOR EXCELLENCE] LEVEL
TERM I
TERM II
TERM III
GEOMETRY/ TRIGONOMETRY
UNIT





















TOPICS
Axiom of Real Numbers
Power and Exponents, Order of Operations, Variables and
Fractions
Equations and Functions
Multi-Step Equations and Inequalities
Ratio, Proportion, and Probability
Percents
Geometry and Measurement, Area, and Volume
Surface Area
Real Numbers and Right Triangles
Linear Functions
Measurement, Area, and Volume
Data Analysis and Probability
Polynomials and Non linear Functions
Angle Relationships and Transformations
Perpendicular and Parallel Lines
Congruent Triangles, Properties of Triangles
Quadrilaterals
Transformations
Right Triangles, the Pythagorean Theorem, and Bearings
Basic Trigonometric Ratios
Circle Theorems
COURSE TITLE
PRE-ALGEBRA
STANDARD LEVEL
TERM I
TERM II
TERM III


TOPICS
Set theory and Axioms for Real Numbers
Power and exponents, Order of Operations, Variables, and
Expressions








Integer and Rational Number Operations
Equations [Simple and Multi-Step] and Functions [Linear]
Ratio, Proportion, and Probability
Percents
Perimeter, Area, and Volume of Geometric Figures
Surface Area and Measurement
Real Numbers and Right Triangles
Graphs of Linear Functions
- 35 -
GEOMETRY
UNIT







Data Analysis, Probability, and Statistics
Reflections, and Rotations
Angle Relationships and Transformations
Geometry Basics, Reasoning and Proof
Perpendicular and Parallel Lines
Congruent Triangles
Properties of Triangles
YEAR 3 COURSE TOPICS
COURSE TITLE
ALGEBRA 1B-2
APEX [ADVANCE PLACEMENT FOR EXCELLENCE] LEVEL
TERM I
TERM II
TERM III
GEOMETRY/ TRIGONOMETRY
UNIT

















TOPICS
Equations and Inequalities
Linear Equations and Functions
Systems of Linear Equations and Inequalities
Matrices and Determinants
Quadratic Functions
Polynomials and Polynomial Functions
Measurement, Area, and Volume
Data Analysis and Probability
Polynomials and Non linear Functions
Angle Relationships and Transformations
Perpendicular and Parallel Lines
Congruent Triangles, Properties of Triangles
Quadrilaterals
Transformations
Right Triangles, the Pythagorean Theorem, and Bearings
Basic Trigonometric Ratios
Circle Theorems
COURSE TITLE
ALGEBRA 1
STANDARD LEVEL
TERM
I
TERM
II
TERM
III
GEOMETRY/ TRIGONOMETRY
UNIT





















TOPICS
Axiom of Real Numbers
Power and Exponents, Order of Operations, Variables and
Fractions
Equations and Functions
Multi-Step Equations and Inequalities
Ratio, Proportion, and Probability
Percents
Geometry and Measurement, Area, and Volume
Surface Area
Real Numbers and Right Triangles
Linear Functions
Measurement, Area, and Volume
Data Analysis and Probability
Polynomials and Non linear Functions
Angle Relationships and Transformations
Perpendicular and Parallel Lines
Congruent Triangles, Properties of Triangles
Quadrilaterals
Transformations
Right Triangles, the Pythagorean Theorem, and Bearings
Basic Trigonometric Ratios
Circle Theorems
- 36 -
YEAR 4 COURSE TOPICS
COURSE TITLE
ALGEBRA 1B-2
APEX [ADVANCE PLACEMENT FOR EXCELLENCE] LEVEL
TOPICS
TERM I
TERM II
TERM III

Logic, Reasoning and Proof

Parallel and Perpendicular Lines

Congruent Triangles and Quadrilaterals

Similarity

Right Triangles, Trigonometry

Vectors and Bearings

Matrices and Transformations

Area of Polygons and Sectors

Laws of Sines and Cosines

Surface Area and Volume

Circle Theorems

Probability and Statistics
COURSE TITLE
ALGEBRA 1
STANDARD LEVEL
TOPICS
TERM
I
TERM
II
TERM
III

Set theory and Axiom for Real Numbers

Equations and Inequalities

Linear Equations and Functions

Systems of Linear Equations and Inequalities

Systems of Linear Equations and Inequalities

Matrices and Determinants

Quadratic Functions

Right Triangles, the Pythagorean Theorem, and
Bearings, Basic Trigonometric Ratios

Measurement, Area, Surface Area and Volume

Perpendicular and Parallel Lines, Congruence and
Properties of Triangles

Data Analysis and Probability
- 37 -
YEAR 5 COURSE TOPICS
COURSE TITLE
ALGEBRA 1B-2
APEX [ADVANCE PLACEMENT FOR EXCELLENCE] LEVEL
TOPICS
TERM I
→ Quadratic Functions
→ Graph Theory
→ Polynomials and Polynomial Functions
TERM II
→ Powers, Roots, and Radicals, Complex Numbers
→ Exponential and Logarithmic Functions
→ Rational Equations and Functions
→ Sequences and Series
→ Probability and Statistics
TERM III
→ Trigonometric Ratios and Functions
→ Trigonometric Graphs, Identities, and Equations
COURSE TITLE
GEOMETRY
STANDARD LEVEL
TOPICS
TERM
I
TERM
II
TERM
III

Logic, Reasoning and Proof

Parallel and Perpendicular Lines

Congruent Triangles and Quadrilaterals

Similarity

Right Triangles, Trigonometry

Vectors and Bearings

Matrices and Transformations

Area of Polygons and Sectors

Laws of Sines and Cosines

Surface Area and Volume

Circle Theorems

Probability and Statistics
- 38 -
PHYSICAL EDUCATION
PHILOSOPHY
The Physical Education Department is dedicated to helping our students understand and
appreciate the basic principles of physical education and their relationship to a healthy, active
lifestyle. Moreover, the curriculum is designed to promote skills and confidence to enhance
both students’ physical well-being and also their social and personal development.
To work towards these aims, the PE Department embraces the International Baccalaureate’s
four-tiered approach to physical education, which promotes understanding, independence,
performance, and social awareness. By focusing on knowledge and understanding, we seek to
demonstrate the importance of physical activity to a healthy lifestyle and illustrate how
strength, fitness, and flexibility contribute to physical well-being. By evaluating composition
and performance, we hope to encourage students to develop the skills and tactics necessary to
express themselves through a variety of physical activities. Finally and perhaps most
importantly, we hope that students will learn through team and individual sports to value one
another and to work cooperatively, supporting and encouraging others, regardless of
differences in opinions and abilities.
YEAR 1-5 LEARNING OBJECTIVES
The purpose of this class is to help the student understand and appreciate the basic principles of
physical education and their relationship to a healthy, active lifestyle. In particular, it is the hope
that students will develop skills and confidence in the following areas:
1. Knowledge & Understanding of:


The importance of physical activity to a healthy lifestyle
How strength, fitness, and flexibility contribute to physical well-being.
2. Performance & Application of:



Acquired motor skills necessary to perform a variety of physical activities
Tactics, strategies, and rules in both individual and group activities
Health and fitness principles effectively through a variety of physical activities.
3. Social Skills:




Work cooperatively
Support and encourage others
Develop positive attitudes and strategies for dealing with challenges
Show sensitivity to other cultures
4. Personal Engagement:

Show initiative, creativity, and a willingness to improve yourself
- 39 -




Take responsibility for your own learning and actively participate in class
Demonstrate self-motivation, organization, and responsible behaviour
Recognize, analyze, and evaluate the effects of a variety of physical activities
Reflect upon and evaluate your own performance and set goals for future development
DURING CLASS
Appropriate Dress – students are expected to wear:


Flexible clothing such as T-shirts and athletic trousers (NO jeans!)
Trainers or other footwear appropriate for running and jumping
Warm-up Activities – students are required to participate in the following activities:



Warm-up run to improve fitness
Stretches to improve flexibility
Exercises to improve strength
Attitude & Sportsmanship – students will be assessed based on their ability to demonstrate:





Listening and self-reflection
Initiative and personal engagement
Teamwork and respect for others
Positive attitudes (regardless of outcome)
Sensitivity to the needs/abilities of others
YEAR 1 COURSE TOPICS
TERM I
Fitness
What makes a good warm-up, stretching and cooling down?
Volleyball
How can I help my peers becoming better at volleyball?
Gymnastics
How do I maintain safety during gymnastics?
TERM 2
Indoor invasion game
What makes a good referee/coach?
Kung fu
How do I maintain safety during sport and activity?
Hip hop
How has hip hop evolved and changed society?
TERM 3
Athletics
How can I organise athletics within limited facilities?
Football
How can I set viable goals for myself?
- 40 -
YEAR 2 COURSE TOPICS
TERM I
Fitness(Pilates)
How can I pursue an active lifestyle through Pilates?
Volleyball
How can I be a coach/referee?
Gymnastics
How can we create collaboratively?
TERM 2
Indoor invasion game
How can I change dimensions and rules in a game?
Ground wrestling
How can we structure the environment to ensure safety?
Salsa
How has salsa developed?
TERM 3
Athletics
What are possible dangers for my body when exercising?
Football
How can we create the ultimate football game?
YEAR 3 COURSE TOPICS
TERM I
Fitness (Pilates)
How can I pursue an active lifestyle through Pilates?
Volleyball
How can I be a coach/referee?
Gymnastics
How can we create collaboratively?
TERM 2
Indoor invasion game
How can I change dimensions and rules in a game?
Ground wrestling
How can we structure the environment to ensure safety?
Salsa
How has salsa developed?
TERM 3
Athletics
What are possible dangers for my body when exercising?
Football
How can we create the ultimate football game?
- 41 -
YEAR 4 COURSE TOPICS
TERM I
Fitness
What is the influence of exercise on my well being?
Volleyball
How do I know what type of sports I like?
Gymnastics
How can successful group work influence my well-being?
TERM 2
Indoor invasion game
What is the influence of sports on the immediate environment?
Kung fu/Karate
How can I choreograph a fights scene?
Ball room dancing
How can I Learn/Teach dance?
TERM 3
Athletics
How can I help others doing physical activity?
Football
Is professional football good?
YEAR 5 COURSE TOPICS
TERM I
Fitness
What is the influence of exercise on my well being?
Volleyball
How do I know what type of sports I like?
Gymnastics
How can successful group work influence my well-being?
TERM 2
Indoor invasion game
What is the influence of sports on the immediate environment?
Kung fu/Karate
How can I choreograph a fights scene?
Ball room dancing
How can I Learn/Teach dance?
TERM 3
Athletics
How can I help others doing physical activity?
Football
Is professional football good?
- 42 -
ARTS
VISUAL ART
PHILOSOPHY
It is the philosophy of the Art department that Art education is fundamental to human growth
and provides students with intellectual and creative experiences that connect them to the
world around them. Art provides invaluable opportunities for students to use their imagination
and problem solve using their own creativity. Whether Art is being pursued as a career or
simply being studied as an opportunity to develop their creative abilities, Art education will
heighten an appreciation for visual literacy and the challenges of creative self-expression.
LEARNING OBJECTIVES
These Art courses encourage students to develop:
- creative and imaginative powers and the practical skills for communicating and expressing
ideas, feelings and meanings in art, craft and design;
- investigative, analytical, and experimental elements, aesthetic understanding and critical
skills;
- understanding of different areas of art, craft and design and awareness of contexts in which
they operate;
- knowledge and understanding of art, craft and design in contemporary societies and in other
times and cultures.
The Learning Objectives of these Art courses encourage the students to:
- record observations, experiences and ideas in forms that are appropriate to intentions;
- analyse and evaluate images, objects and artefacts showing understanding of context;
- develop and explore ideas using media, processes and resources, reviewing, modifying and
refining work as it progresses;
- present a personal response, realising intentions and making informed connections with the
work of others.
- 43 -
YEAR 1 COURSE TOPICS FOR THE VISUAL ARTS
Theatre Design:
 Colour tone and shade

Compositional studies

Creating atmosphere in a piece of work

Using new materials (oil pastels, water colour, clay)

Creating structures

Three dimensional collage

Critical Studies: Henri Rousseau

Computer work:

Creating collages using Fireworks based on the Environment
YEAR 2 COURSE TOPICS FOR THE VISUAL ARTS
Retablos:
 Drawing Structure of face

Compositional design skills

Using water colour and guache

Creating three dimensional work using papier mache

Graphic Design

Expressing visually through colour and symbolism

Critical Studies: Frida Khalo and Mexican Art

Computer work:

Researching role models, experimenting designs for their piece using Fireworks
YEAR 3 COURSE TOPICS FOR THE VISUAL ARTS
Landscape:
 Expressive markmaking
- 44 -

Experimenting with colour

Using oil pastels, watercolour and pencil drawing

Collage

Technical Drawing

Critical studies: Van Gogh, Chuck Close and David Hockney

Computer work:

Creating Expressive pieces inspired by Van Gogh on the computer
YEAR 4 COURSE TOPICS FOR THE VISUAL ARTS
TERM 1
MEDIA / TECHNIQUES
WORKING FROM
OBSERVATION
By the end they should be able to
work in various media/ use various techniques
By end of unit they should
be familiar with oil pastel,
pastel, gouache, clay etc. and know the effect each
creates.
Students should be able create the illusion of 3-D on 2D surface,
understand proportion/ measurements, etc.
TERM 2
Work from observation
MOVEMENT
Students should be able to put the knowledge they’ve
acquired intopractice
Students should become aware of negative shapes
between objects. Students should understand how
light/ shade can make objects look solid
Students should be able to depict movement on 2-D
surface and
possibly also 3-D
Students should have studied different kinds of
movement ( slow, fast,mechanical etc.) how water
moves, etc.
TERM 3
MOVEMENT
Students should be able to depict movement on 2-D
surface and
possibly also 3-D
Students should have studied different kinds of
- 45 -
PORTRAITS
movement ( slow, fast,mechanical etc.) how water
moves, etc.
Students will be able to do portrait to express
personality, identity.
Students will study work of artists, e.g: cubist, realistic
etc.
YEAR 5 COURSE TOPICS FOR THE VISUAL ARTS
TERM 1
SURREALISM
GROWTH/ DECAY
BUILDINGS
EXPRESSIONISM
Sts. should be able to create their own Surrealist work
of art and be familiar with the work and the aims
of Surrealist artists.
Sts. should be able to create an original work of related
to growth or
decay or both.
Acquire some architectural knowledge and learn to
construct models.
Discover ways (both 2-D and 3-D)
to express feelings through art.
TERM 2
WATER
Sts. should research water ( moving/
still) reasons for colour changes, etc.
They should be able to create a piece
of 2-D work based on this knowledge.
LANDSCAPE
Sts. will study work of landscape
painters , including views from a
window. They should then create
their own work.
TERM 3
MOVEMENT
PORTRAITS
Students should be able to depict movement on 2-D
surface and
possibly also 3-D
Students should have studied different kinds of
movement ( slow, fast,mechanical etc.) how water
moves, etc.
Students will be able to do portrait to express
personality, identity.
Students will study work of artists, e.g: cubist, realistic
etc.
- 46 -
MUSIC
PHILOSOPHY
Music plays an integral part in each student's education, as well as his/ her own selfexpression. It is the responsibility of the music department to provide well prepared quality
instruction to help each student realise his or her own individual potential and abilitiy. It is the
belief of the music department that all students, no matter what challenges they are faced
with, can benefit from music instruction. Music itself is a unique discipline in that it can
integrate many other subjects and disciplines such as Science, Mathematics, and History into
its curriculum, thus, providing students with a more well-rounded and holistic education.
YEAR 1-5 LEARNING OBJECTIVES



To enable students to consolidate a range of basic music skills, knowledge and
understanding, through activities of listening, performing and composing.
To help students recognize and understand the music of various non-Western
traditions and to form appreciation of cultural similarities and differences.
Provide foundation for further study in music for students who wish to peruse their
studies at a higher level.
Listening
Throughout the school year students are expected to identify and comment on a range of
music from different cultures, using appropriate music expressions and language.
Performing
Students will be expected to show interpretative understanding of the music performed.
Composing
Using discrimination and imagination in guided and free composing
Using staff notation and other suitable systems
YEAR 1-5 COURSE EXPECTATIONS

Classroom instruments should be used with care and consideration for other students.

Volume of playing an instrument should be appropriately adjusted to the working
environment.

Bags should be kept off the tables.

Bring your Developmental Workbook every lesson.
YEAR 1 COURSE TOPICS
1. Elements of Music
2. Latin Beat
3. Music of Latin America
- 47 -
4. The Folk Tradition
5. Rhythms of Nile
6. Medieval Music
7. Impressionism in Music
8. What makes a Good Song?
YEAR 2 COURSE TOPICS
1. Revision: Elements of music - Time values/ Meter in music
2. Reggae Music - What it is and where did it come from/ How chords are used/ Bass
lines/ Riffs and syncopation
3. Making Connections - What is improvisation/ Rhythm of Africa/ pentatonic
improvisation
4. Going Solo - Opportunities for going solo/ Percussion ensembles/ Composing a rock
solo/ performing Kwela piece/ Rondo form
5. Jazz Improvisation - Improvising the hart of Jazz / what is scat/ modal jazz
6. Night Music - What is night music/ programme music/ what are nocturnes/ lullabies/
7. Film Music - Introducing film music/ setting the scene/ motif/ commission.
YEAR 3 COURSE TOPICS
1. Chords Into Jazz - Feelin’ blue in just three chords/ Swinging the melody/ jazzing it
up
2. From Transylvania to Balkans - The rhythms of Hungary/ Serbian Kolo/ Tonality in
Balkan music
3. Improvisation and organisation - What is toccata/ what makes toccata/ what is raga/
East meets West
4. Polyrhythm into minimalism - African drumming/ Rhythms of Africa/ Clapping
music/ Tubular bells
5. Music for Special Occasions - Music for funerals/ Music for weddings/ Fanfares/
Music for an occasion
6. Making Arrangements - Variations/ A theme but not as we know it/ Arranging a
popular song
7. Programme Music - Music can tell a story/ Looking for inspiration/ Composing
YEAR 4 COURSE TOPICS
TERM 1
Overview of Western Classical Understanding the role and function of the ground
music styles -Baroque Music, bass,
Different melodic variation techniques used in 1700Classicism and Romantic Era.
1850.
Composing variations over a repeating bass.
20th Century Music
Identifying the difference between expressionism and
Expressionism, Serialism and
impressionism.
Minimalism
Understanding how a serial piece of music is
composed.
- 48 -
TERM 2
Composing an arrangement for
four parts
Work on understanding arrangement of music in four
parts, Working on understanding of chord progression.
Work on understanding melodic climax, repetition of
climax and cadences.
Film Music
Gain knowledge of combining the elements of music
in order to create effective film music.
Using different techniques to create music that reflects
the emotional and narrative messages of a film.
TERM 3
Embellishing Notes and Rhythm
Secret Symphonies
Developing understanding of independent notes which
are not harmonised, known as embellishing notes.
Understanding of different meaning of rhythm in
music working on developing rhythmic plans for a
composition.
For students to explore composing in free-style, using
learned techniques.
Working on individual initiative and exploration of
desired form, style of music
YEAR 5 COURSE TOPICS
TERM 1
Overview of Western Classical Understanding the role and function of the ground
music styles -Baroque Music, bass,
Different melodic variation techniques used in 1700Classicism and Romantic Era.
1850.
Composing variations over a repeating bass.
20th Century Music
Identifying the difference between expressionism and
Expressionism, Serialism and
impressionism.
Minimalism
Understanding how a serial piece of music is
composed.
TERM 2
Composing an arrangement for
four parts
Work on understanding arrangement of music in four
parts, Working on understanding of chord progression.
Work on understanding melodic climax, repetition of
climax and cadences.
- 49 -
Film Music
Gain knowledge of combining the elements of music
in order to create effective film music.
Using different techniques to create music that reflects
the emotional and narrative messages of a film.
TERM 3
Embellishing Notes and Rhythm
Secret Symphonies
Developing understanding of independent notes which
are not harmonised, known as embellishing notes.
Understanding of different meaning of rhythm in
music working on developing rhythmic plans for a
composition.
For students to explore composing in free-style, using
learned techniques.
Working on individual initiative and exploration of
desired form, style of music
- 50 -
TECHNOLOGY
PHILOSOPHY
The Technology Department primarily aims to equip students with the knowledge, skills,
values and attitudes needed to understand the role and impact of technology in the modern
world. Students understand that Technology is a tool used to identify needs or problems.
They use creativity, innovation, team work and personal experience to meet the need or solve
the problem. Students learn that Technology is an all-encompassing discipline, in which direct
links are made with other subjects and daily life contexts and scenarios. Students address
three fundamental branches of Technology: information, materials and systems.
Students use the Design Cycle, a cyclic approach to problem solving that involves
investigation, planning, creation and evaluation in order to achieve technological goals. The
Design Cycle is used to generate ideas; when making a new product, improving on an existing
one, or solving problems through research, analysis and reflection.
The flexible nature of the Technology curriculum empowers students, providing them with
numerous opportunities for expression of ideas and opinions. Students reflect on their
achievements, recognise strengths and areas for improvement, and enhance future learning
experiences. Students are supported as independent thinkers, while still showing mutual
respect for the viewpoint of others. Moreover, students feel comfortable that technology is
more than a means to an end, but a way of thinking and doing used to improve the quality of
life.
LEARNING OBJECTIVES
Through the topics listed above students are expected to meet the following standards when
being assessed within the technology subject group:





During the investigative phase of the design cycle students are expected to
identify the problem, develop a design brief and formulate a design
specification. Students are expected to acknowledge the sources of
information and document these appropriately.
Students are expected to generate several feasible designs that meet the design
specification and to evaluate these against the design specification.
Students are expected to construct a plan to create their chosen product/solution that
has a series of logical steps, and that makes effective use of resources and time.
Students are expected to document, with a series of photographs or a video and a
dated record, the process of making their product/solution, including when and how
they use tools, materials and techniques. Students are expected to follow their plan,
to evaluate the plan and to justify any changes they make to the plan while they are
creating the product/solution.
Students are expected to evaluate the product/solution against the design
specification in an objective manner based on testing, and to evaluate its impact on
life, society and/or the environment. They are expected to explain how the
product/solution could be improved as a result of these evaluations.
- 51 -


Personal engagement is an integral component of technology and this is
acknowledged through a student’s self-motivation, independence, and general
positive attitude when working through the phases of a project’s design.
Attitudes towards maintaining a safe and cooperative working environment and
showing respect for others is critical to obtaining successful outcomes in this
subject group.
YEAR 1 COURSE TOPICS

The design cycle

Discovery of material tools and machines

Engineering technology

Communication technology

Transportation technology

Energy and power technologies – fluid, thermal, and electrical systems
YEAR 2 COURSE TOPICS
Term 1
 The Design Cycle and Practical Technology Skills - Strand: Information, Systems
 Communication through Drawing: Designing and creating a container using 2D and
3D drawings - Strand: Materials
 Computer Technology: Storyboarding my Life - Strand: Information
 Revision, Consolidation and Examinations
Term 2
 Structural Technology: Designing and Creating a Model playhouse using new and
recycled materials - Strands: Information, Materials, Systems
 Food Technology: Designing and Enacting a Fitness Program and developing a
complimentary diet - Strands: Information, Systems
Term 3
 Computer Technology: Designing and Creating an ICS movie - Strands: Information,
Systems
 Manufacturing Technology: Designing and Creating Jewellery - Strands: Materials
YEAR 3 COURSE TOPICS
Term 1
 The Design Cycle and Practical Technology Skills - Strand: Information, Systems
 Communication through Drawing: Isometric and Non-isometric Drawing Project:
Designing and Creating a Model Kennel or another example of housing for a pet Strands: Information, Materials
- 52 -
 Revision, Consolidation and Examinations
Term 2
 Computer Technology: Designing and Creating a Model of the Internet or World Wide
Web - Strands: Information, Systems
 Food Technology: Designing and Simulating a Fast Food Production Line - Strands:
Materials, Systems
Term 3
 Manufacturing Technology: SBE – Designing and Creating T-shirts to make a profit Strands: Information, Materials
 Mechanical Technology: Levers and Linkages – Designing and Creating a Measuring
Tool - Strands: Materials, Systems
YEAR 4 COURSE TOPICS
Term 1
 The Design Cycle and Practical Technology Skills - Strands: Information, Systems
 Structural Technology: Designing and Creating a Model Stadium - Strands: Materials,
Systems
 Revision, Consolidation and Examinations
Term 2
 Mini Personal Project
Term 3
 Manufacturing Technology: Designing and Creating Teacher Aided Materials Strands: Information, Materials
YEAR 5 COURSE TOPICS
Term 1
Communication through drawing, Computer technology and structural technology: designing
and creating an environmental friendly model house using google sketch up. Strands:
materials, systems and ICT.
Term 2
Computer Technology: creating a movie to raise awareness on a certain topic. They will use Imovie or windows movie maker - Strands: systems and ICT
Term 3
Computer Technology: LEGO robotics. - Strands: ICT, systems and material
- 53 -