Feb 23, 2009 ... First Language English with Literature. • ESL with Literature. Group 2 : Modern
Languages. • Hindi as a Second Language. • Foreign Language ...
IGCSE Programme Booklet
2009-2011 Compiled by: Suprio Bhowmick 23rd Feb 2009
The Pathways Vision To make Pathways a learning community of motivated students and staff engaged in active learning through the best use of modern technology. To develop young individuals who think, question and are curious through enquiry based learning and project work. To create responsible global citizens, utilize an international curriculum and principles of studentcentred learning. To impart world class education that shall foster academic excellence, physical fitness, psychological and spiritual health, social consciousness and concern for the environment in each Pathways student through our own systems and practices.
IGCSE Programme Pathways World School offers a two-year International General Certificate of Secondary Education (IGCSE) in the 9
th
and 10
th
Grades. We believe that the IGCSE Programme not only offers our
students many excellent opportunities to prepare themselves for post-secondary education anywhere in the world but, also provides them with the skills, knowledge and experience necessary to be productive citizens in the international community. The IGCSE is a balanced international curriculum designed to encourage high academic standards through a practical approach to teaching and learning. The International General Certificate of Secondary Education (IGCSE) is an international curriculum run by the Cambridge International Examinations (CIE). The programme has a wide curriculum specifically tailored to international needs, with an assessment system appropriate for students of all abilities. It consists of a two year syllabus culminating in a public examination at the end of Grade 10. It provides an excellent first stage for students who are considering entering university in the USA, Canada, UK, Australia, Asia or Europe. The IGCSE suits both the academic and the creative, vocational student. The program of study teaches and encourages independence of thought, the analysis of a wide range of issues and strong communicative skills. In addition to providing excellent preparation for students planning to enter our International Baccalaureate Diploma Programme in the 11th and 12th Grades, the IGCSE provides students with the opportunity to measure their academic skills against a similar age group from around the world and to gain valuable experience in taking external examinations. It is equivalent in standard to the British GCSE and is recognized as evidence of ability by academic institutions and employers worldwide. The examination body is CIE (Cambridge International Examinations). All examinations are set in the UK and the answer scripts are also sent to the UK for marking. The structure and content of the syllabi are validated by the UK Qualifications and Curriculum Authority (QCA), ensuring quality education. The progress of students is carefully monitored throughout the IGCSE Course and they are taught to set their own targets and determine the actions necessary to achieve them. Students continue to follow a life skills programme and have the benefit of individual mentoring by their personal tutors. Careers education and advice forms a part of the life skills programme. All students will take part in the Physical Education programme and time slots are set aside for this. Other than formal examination syllabi, students are encouraged and expected to develop a number of other skills considered necessary for a rounded education today.
IGCSE provides a broad study programme by drawing subjects from FIVE areas:
Languages
Humanities & Social Sciences
Sciences
Mathematics
CTV ( Creative, Technical & Vocational )
Pathways World School IGCSE Programme: Pathways World School offers the following subjects from the five areas. Languages : First Language: English Second Language: English, Hindi Foreign Language: French, Spanish ( Note: Students can take English only as either First or Second Language, not both) Humanities & Social Sciences: Economics
Geography
History
Literature in English
Environmental Management*
Sciences: Biology
Environmental Management*
Chemistry Physics Mathematics: Mathematics Additional Mathematics Cambridge International Mathematics
Creative, Technical and Vocational (CTV) : Art & Design
Business Studies
Design & Technology
Music
Drama
Information Technology
Physical Education
Computer Studies
Pathways IGCSE Subject Options Group 1 : Languages First Language English with Literature ESL with Literature
Group 2 : Modern Languages Hindi as a Second Language Foreign Language Spanish/French Self Taught Language
Group 8: Any one subject from Group 4 to 6
PULSE (Pathways Universal Life Support Education)
Group 7 : Any one subject from Group 4 to 6
Group 6: Creative, Technical & Vocational Business Studies Information Technology Art & Design Design & Technology Drama Physical Education Music Computer studies
+ Student Activity Programme (SAP)
Group 3 Mathematics Additional Mathematics Cambridge Int. Mathematics
Group 4 : Sciences Physics Chemistry Biology Environmental Management Group 5 : Humanities & Social Sc. Economics History Geography Environmental Management
Subject Overview Languages First Language English: The aims of the syllabus are the same for all students. The aims are set out below and describe the educational purposes of a course in a First Language for the IGCSE examination. They are not listed in order of priority. The aims are to:
enable students to communicate accurately, appropriately and effectively in speech and writing;
enable students to understand and respond appropriately to what they hear, read and experience;
encourage students to enjoy and appreciate a variety of languages;
complement students' other areas of study by developing skills of a more general application (e.g. analysis, synthesis, drawing of inferences);
promote students' personal development and an understanding of themselves and others.
English as a Second Language [ESL] The syllabus assesses students' ability to use English as a medium of practical communication, and is aimed at students for whom English is not a first language/mother tongue but for whom it is a lingua franca or language of study.
Hindi as a Second Language The syllabus assesses students' ability to use Hindi as a medium of practical communication, and is aimed at students for whom Hindi is not a first language/mother tongue but for whom it is a lingua franca or language of study.
Foreign Language : ( Spanish/French) The aims of the syllabus are the same for all students. The aims are set out below and describe the educational purposes of a course in a foreign language for the IGCSE examination. They are not listed in order of priority. The aims are to:
develop the ability to use the language effectively for purposes of practical communication within the country of residence, where appropriate, and in all the countries where the language is spoken;
form a sound base of the skills, language and attitudes required for further study, work and leisure;
offer insights into the culture and civilization of the countries where the language is spoken – this may include literature where appropriate;
encourage fuller integration into the local community, where relevant;
develop a fuller awareness of the nature of language and language learning;
Humanities & Social Sciences Literature in English* These describe the educational purposes of a course in Literature for the IGCSE examination, and are the same for all students. They are not listed in any order of priority. 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
Students 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. Students will study in detail individual texts in prose, poetry and drama.
Geography The aims of the syllabus are the same for all students. The aims are set out below and describe the educational purposes of a course in Geography for the IGCSE examination. They are not listed in order of priority. The aims are to encourage students to develop:
a sense of place and an understanding of relative location on a local, regional and global scale;
an awareness of the characteristics and distribution of a selection of contrasting physical and human environments;
an understanding of some of the processes affecting the development of such environments;
an understanding of the spatial effects of the ways in which people interact with each other and with their environments;
an understanding of different communities and cultures throughout the world and an awareness of the contrasting opportunities and constraints presented by different environments
History: The History syllabus offers students the opportunity of studying some of the major international issues of the 19th and 20th centuries, as well as looking in greater depth at the history of a particular region or regions. However, the emphasis within the syllabus is as much on the development of historical skills as on the acquisition of knowledge.
Economics: The aims of the syllabus are the same for all students. The aims are set out below and describe the educational purposes of a course in Economics for the IGCSE examination. They are not listed in order of priority. The aims are to enable candidates to:
develop a sound knowledge and understanding of economic terminology and principles and elementary economic theory;
develop basic economic numeracy and literacy and the ability to handle simple data including graphs and diagrams;
use the tools of economic analysis in particular situations;
identify and discriminate between differing sources of information and to distinguish between facts and value judgements in economic issues;
employ economic skills, with reference to individuals, groups and organizations in order to understand better the world in which they live;
participate more fully in decision-making processes, as consumers and producers and as citizens of the local, national and international community;
develop an understanding of the economies of developed and developing nations and of the relationships between them; and to appreciate these relationships from the perspective of both developed and developing nations.
Sciences
Biology: The biology syllabus offers a combination of theoretical and practical studies leading to an understanding of the concerns and basic principles of biology with an emphasis on human biology. Students will develop scientific abilities and skills relevant to the study of biology in relation to the four main areas of syllabus content. These are:
Characteristic and classification of living organism
Organization and maintenance of the organism
Development of the organism and continuity of life
Relationships organisms with one another and with their own environment
Physics: The Physics syllabus offers a combination theoretical and practical studies leading to an understanding of the basic principles of Physics. Students will develop scientific abilities and skills relevant to the study of physics; these will be used in everyday life and if desired, will form a basis for more advanced study. Students will gain an awareness of the study and practice of science and will understand that scientific applications have both beneficial and detrimental effects on the individual and the environment. The course will prepare students to become confident citizens in a technical world, and to take an informed interest in scientific matters.
Chemistry: The chemistry syllabus offers a combination of theoretical and practical studies leading to an understanding of the basic principles of Chemistry. Students will develop scientific abilities and skills relevant to the study of physics; these will be used in everyday life and if desired, will form a basis for more advanced study. Students will gain an awareness of the study and practice of science and will understand that scientific applications have both beneficial and detrimental effects on the individual and the environment. The course will prepare students to become confident citizens in a technical world, and to take an informed interest in scientific matters.
Environmental Management *( In Humanities also) Environmental Management is concerned with education for sustainable development in a world where the security of resources and life-sustaining systems is endangered by human impact. It is wide-ranging in its scope, topical in its coverage and targeted on important skills that young people need for life.
Mathematics Mathematics The aim of the subject is to help the students acquire knowledge and skills relevant to their adult life and future employment. Students need to develop lively and inquiring minds so that they may interpret the many mathematical aspects of the world. Students are taught to think clearly and to argue logically by bringing a sense of order to their work. Neatness, concise presentation and communication are fundamental parts of this course. The course includes the following areas of study:
Number Algebra
Geometry
Trigonometry Graphs
Sets, Vectors and Functions
Matrices and Transformations Statistics and Probability
Investigations, Practical Problems and Puzzles
Additional Mathematics: The Additional Mathematics syllabus is intended for high ability candidates who have achieved, or are likely to achieve, Grade A*, A or B in the IGCSE Mathematics examination. Students will only be entered for this course on the recommendation of their Mathematics Teacher.
Cambridge International Mathematics: The Aims of this syllabus should enable students to:
acquire a foundation of mathematical skills appropriate to further study and continued learning in mathematics;
develop a foundation of mathematical skills and apply them to other subjects and to the real world;
develop methods of problem solving;
interpret mathematical results and understand their significance;
develop patience and persistence in solving problems;
develop a positive attitude towards mathematics which encourages enjoyment, fosters confidence and promotes enquiry and further learning;
appreciate the beauty and power of mathematics;
appreciate the difference between mathematical proof and pattern spotting;
appreciate the interdependence of different branches of mathematics and the links with other disciplines;
appreciate the international aspect of mathematics, its cultural and historical significance and its role in the real world;
read mathematics and communicate the subject in a variety of ways.
Creative, Technical & Vocational ( CTV ) Art & Design: The personal response encouraged by the Art and Design syllabus will stimulate students’ imagination, sensitivity, conceptual thinking and powers of observation and analytical ability. Students will develop confidence and enthusiasm in the practice of Art and Design as they gain the technical skill necessary to form, compose and communicate in two and three dimensions, and the ability to identify and solve problems in visual and tactile form. Students are expected to show the development of ideas from initial attempts to final solutions. The study of art and Design will lead to a wider awareness of the role played by the visual arts in society and in the history of civilization. It will broaden students’ cultural horizons and enrich their individual experience.
Drama: The aims of the syllabus are the same for all students. The aims are set out below and describe the educational purposes of a course in Drama for the IGCSE examination. They are not listed in order of priority. The aims are to enable students:
To develop candidates’ understanding of Drama through practical and theoretical study.
To enable candidates to realize the performance possibilities of text and other stimuli.
To encourage the use of dramatic forms and structures to communicate feelings and ideas to an audience.
To foster the acquisition and development of skills in Drama, both individually and in groups.
To develop understanding of the processes leading to performance and the elements involved in creating a performance and to develop evaluative ability across the various stages of performance work.
To stimulate an enjoyment of drama.
Physical Education: The syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of Physical Education. It is also designed to foster enjoyment in physical activity. The knowledge gained should enable candidates to develop an understanding of effective and safe physical performance. Candidates should be encouraged to improve:
Their ability to plan, perform, analyze and improve, and evaluate physical activities
Their knowledge, skills and understanding of a range of relevant physical activities
Information Technology: Students will learn to use tools of computing such as word processing, spreadsheets and databases. They will discover how these tools are used in industry and commerce and study the principles that enable information technology to assist in solving problems. Issues such as confidentiality of date, hacking and the use of viruses, form part of the syllabus dealing with the social implications of computing. Students are made aware of the wide range of services available on the World Wide Web like advertising, customer support, distribution of software and e-commerce. Students will find that the skills that they learn in the course will support their responses to the demands of other areas of the curriculum. They will learn enough of the jargon of computing to be able to understand technical descriptions of hardware and software.
Computer Studies : This Computer Studies syllabus is independent of other syllabuses at this level and it includes no significant mathematical or numerical content. The intention of the syllabus is that students should gain knowledge of the nature of information processing and the broad range of its applications, together with a general understanding of how an information processing system is designed to suit a particular application and how such a system works. The syllabus concentrates on the principles of information processing so that, although students will study contemporary hardware, software and applications as examples, they should be well equipped to appreciate future developments in the technology and its applications.
Computing is an applied subject and, to reinforce the practical
aspects, all candidates are expected to do practical work.
Design & Technology: The aims of the syllabus are the same for all students. The aims are set and describe the educational purposes of a course in Design and Technology for the IGCSE examination. They are not listed in order of priority. The aims are to enable students to foster awareness, understanding and expertise in those areas of creative thinking which can be expressed and developed through investigation and research, planning, designing, making and evaluating, working with media, materials and tools. It encourage the acquisition of a body of knowledge applicable to solving practical/technological problems operating through processes of analysis, synthesis and realisation and to relate their work, which should demand active and experimental learning based upon the use of materials in practical areas, to their personal interests and abilities;
Business Studies: Students will develop an understanding of the role and purpose of business activity in the public and private sectors, and the importance of innovation and change. They will learn how the major types of business organizations are set up financed and operated and how their activities are regulated. The factors which influence business decisions, activities and outputs, will also be considered.
Music: The aims of the curriculum are the same for all students. These are set out below and describe the educational purposes of a course in Music for the IGCSE curriculum.
The aims are to enable
candidates to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the activities of listening, performing and composing and assist candidates to develop a perceptive, sensitive and critical response to the main historical periods and styles of Western music. It help candidates to recognise and understand the music of various non-Western traditions, and thus to form an appreciation of cultural similarities and differences. It provides a foundation for further study in music for those candidates who wish to pursue their studies at a higher level.
Grading system : Grading runs through ‘A*’, A, B, C, D,E, F, G & U (Un-graded) The ‘A*’ award is given to the very top percentile in any subject and G indicates a minimum satisfactory performance. For those wishing to move onto higher education, for further study in a subject, a B or above is usually asked for. With a minimum performance of at least five C grades
Most subjects are offered at two levels: Core & Extended
Students need not enter for the same level of curriculum in all subjects
Grades available for Core : C, D, E, F & G
Grades available for Extended : A*, A, B, C, D, E, F & G
Assessment technique: Written examinations that include multiple choice, short answer, and long answer questions
Oral Tests
Practical Tests
Course Work
Certification: Certification can be given in two ways:
As individual IGCSE subject examinations
As the International Certificate of Education ( ICE )
International Certificate of Education (ICE) award:
Encourages schools to offer a balanced curriculum across a wide range of subjects and skills
Is awarded to candidates that pass in at least seven IGCSE subjects, which must include: Two from Language group One each from four other groups
The award is offered in Three categories: Distinction: Grade A or better in five subjects + Grade C or better in two subjects Merit: Grade C or better in five subjects + Grade F or better in two subjects Pass: Grade G or better in seven subjects
STUDENT ACTIVITY PROGRAMME(SAP)
SAP is a framework for experimental learning designed to involve students in a new roles. The emphasis is on learning by doing real things that have real consequences and then reflecting on these experiences over time. Aims: To encourage the creative, physical, social development of students through their own experiences
To challenge students to develop a value system by which they can enhance their personal growth.
To develop a spirit of open-mindedness, life long learning, discovery and self-reliance.
To encourage the development of new skills.
To develop a sense of responsibility towards the community.
To encourage the development of attitudes and traits others will respect, such as determination, commitment, initiative and empathy.
Objective:
Self confidence and modesty
Attitudes and values which respect human dignity and which transcend barriers of race, class, religion, gender and politics
An awareness of humanitarian and environmental issues
An willingness to interact meaningfully with others
A sence of responsibility towards all members of the local, national and global communities, and a commitment to be of value of these communities
An ability to reflect on and to learn from experience
An ability to meet challenges and awareness of personal limitations
Practical skills which can be used in the service of others and in the future career.
(Adapted from the IBO CAS Guidelines)
All students will be expected to participate in a range of activities in two years. This will help you to explore different interests and to develop your talents.
Students to participate actively in the following three areas: Creativity: Active participation in any of a wide range of activities, unconnected with the academic curriculum. These activities could be creative: (such as music, drama, art, photography, writing or debates, quizzes, other forms of public speaking, Paper recycling etc. These activities could be completely new to the experience of the student, but must have a goal and show reflection on progress.
Community Work: Active service to either the immediate school community or external organizations. Service may be in the form of teaching basic literacy to younger children or the school support staff. Projects based on the environment, Projects involving work in NGOs. Fund raising for orphan, training IT training for support staff and children All service activities must have a goal in mind and be undertaken with commitment.
Action Physical activity such as expeditions, camping, rock climbing, individual and team sports.
The activities on offer in school are : House activities – such as Debates, Quizzes, JAM, Drama competitions Club Activities – Environment, Community Service, Cybernetic Club, Drama Club and Photography Club etc. Afternoon Activities – Sport, Music, Dance, Ceramics School Activities - School magazine, Web Page, Newsletter, Voluntary Activities – Community Service, Outdoor expeditions, paper recycling etc
SAP is a two years programme and compulsory for all students of IGCSE and will be acknowledged in End of Year Reports. (Students are required to spend a balanced amount of time in all three areas. There may be a combination of two areas in one activity – such as: a) Coaching younger students in a sport (community service + sport) b) Organizing a Walkathon to raise funds for a community project (community service + action) c) Putting together a play to promote an environment free of Diwali crackers etc.
TIME : Students should complete minimum 20 hours in three activities within 2 years. Total hours : 60
Creative : 20 hrs
Action : 20 hrs
Service: 20 hrs
SAP INVOLVEMENT; This is what you do:
Choose at least 5 or 6 activities you would like to participate in at the start of the academic year. See the Teacher-in-charge of the activity and s/he will let you know of schedules and training programmes.
Make a note of the dates of the activity (including training schedules, if any) in your diary
When the activity begins, fill in the SAP Records in your diary and note the time spent, each time you participate
When the activity is over fill in SAP hours and ask the teacher in charge to sign it for you.
After the completion, students will get the Pathways World School SAP Award along with the IGCSE Award.
For further information on IGCSE Curriculum You can visit
Pathways world School IB/IGCSE Resource Room Or online
At
www.cie.org.uk & www.cambridgestudents.org.uk
Subject choice Form IGCSE BATCH 2009-2011 (To be submitted to the IGCSE Coordinator)
Name : _____________________________
Please select ONE subject from each group.
Group 1
Group 6 First Language English with Literature
o
o o o o o o o o
Certificate for Teachers and Trainerswith Literature o English as a Second Language
( Literature is based on performance )
Group 2 Hindi as Second Language Foreign Language French Foreign Language Spanish
o o o
Design & Technology Information Technology Computer Studies Business Studies Art &Design Drama Music Physical Education
Group 7 Group 3 o
Mathematics
o
Additional Mathematics
o
Cambridge Int. Mathematics
(Approval required from HOD-Mathematics) for Additional Mathematics)
Group 4 o o o o
Physics Chemistry Biology Environmental Management
Group 5 o
Economics
o o
History Geography
o
Environmental Management
Student’s Signature: ________________
o o o o o o o
Physics Chemistry Biology Economics History Geography Environmental Management
o o o o o o o o
Computer Studies Design & Technology Information Technology Business Studies Art &Design Drama Music Physical Education
o o o o o o o o
Computer Studies Design & Technology Information Technology Business Studies Art &Design Drama Music Physical Education
Group 8 o o o o o o o
Physics Chemistry Biology Economics History Geography Environmental Management
Date : ____________
