Year 10 Curriculum Statements Term 1 2019/20

English (1st Language)

Course Content:

The Year 10 English Course Curriculum has a primary focus on the four main aspects of

language acquisition, namely: Reading, Oral/Speaking, Listening and Writing Skills. There is

also a focus in key stage 4 on critical thinking, collaboration and communication.

The literature focus for 10.1 in term 1 is “Wild Boy” by Rob Lloyd Jones. The class reading is

accompanied by innovative and engaging resources specifically designed to help students access

the texts and to support learning as required by the National Curriculum. Areas of focus will

include Using contextual clues to anticipate content, themes and viewpoints, Inference,

Identifying and evaluating narrative viewpoint, and determining key points about social

relations.Grammar focus: present simple, past simple, present continuous, articles, possessive ‘s’,

times, adverbs of frequency, prepositions, object pronouns and possessive pronouns.

Oral/Speaking Skills will be practiced and assessed in the form of multiple project presentations,

as well as general classroom interaction and discussion. Writing Skills will be practiced and

assessed across multiple levels of the Year 10 Curriculum: Comprehension-based question and

answer; research projects; literature-based question and answer; letter writing, magazine article

writing, etc.

Resources:

Readers

Oxford English: An International Approach

New English File Elementary Teaching Resources

Assessment:

Controlled Exam Component 70%

o 2 written Exams

A letter

A magazine article

o 1 Literature Exam

Continuous Assessment Component 30%

o Weekly grammar test

o Reading comprehension (including new vocabulary definitions)

o 2 Oral Presentations

An interview

Magazine article analysis

o 1 similes, metaphors and idioms project

English (2nd Language)

Course Content:

The Year 10 English Course Curriculum has a primary focus on the four main aspects of

language acquisition, namely: Reading, Oral/Speaking, Listening and Writing Skills. There is

also a focus in key stage 4 on critical thinking, collaboration and communication.

The literature focus for term 1 is The Breadwinner by Deborah Ellis. The class reading is

accompanied by innovative and engaging resources specifically designed to help students access

the texts and to support learning as required by the National Curriculum. Areas of focus will

include Using contextual clues to anticipate content, themes and viewpoints, Inference,

Identifying and evaluating narrative viewpoint, and determining key points about social

relations.

The literature text will be read in conjunction with learning exercises pertaining to

pronunciation; vocabulary; spelling; grammar; themes within the novel; character building,

development and descriptions; tension; symbols; silent/self-reading; and text summary.

Grammar focus: present simple, past simple, present continuous, articles, possessive ‘s’, times,

adverbs of frequency, prepositions, object pronouns and possessive pronouns.

Oral/Speaking Skills will be practiced and assessed in the form of multiple project presentations,

as well as general classroom interaction and discussion.

Writing Skills will be practiced and assessed across multiple levels of the Year 10 Curriculum:

Comprehension-based question and answer; research projects; literature-based question and

answer; letter writing, magazine article writing, etc.

Resources:

Deborah Ellis: The Breadwinner

The Breadwinner Rollercoaster Resource Pack

Oxford English: An International Approach

New English File Elementary Teaching Resources

Focus on Grammar 1

Assessment:

Controlled Exam Component 70%

o 2 written Exams

A letter

A magazine article

Continuous Assessment Component 30%

o Weekly grammar test

o Reading comprehension (including new vocabulary definitions)

o 2 Oral Presentations

An interview

Magazine article analysis

o Weekly Listening Assignment

Year 10.1 (Extended Maths)

Course Content

The course begins with introducing number system i.e. natural numbers, integers, whole

numbers, rational & irrational numbers, approximation and estimation, standard form, ratio and

proportion, percentages, speed, distance and time, scientific calculator usage. This basic

knowledge is applied in learning algebra 1 and algebra 2: negative numbers, directed numbers,

formulae, brackets and simplifying, linear equations, word problems based on linear equations,

simultaneous equations, factorizing, quadratic equations, word problems based quadratic

equations, algebraic fractions, subject change, variations, indices, inequalities, LPP. Afterward

students will learn mensuration and geometry: area, the circle, arc length and sector area, chord

of a circle, volume, surface area, fundamental results, Pythagoras’ theorem, symmetry,

similarity, circle theorems, constructions and loci, nets. At the end of term students will learn

trigonometry: right angled triangle, scale drawing, 3D problems, sine, cosine and tangent for any

angle, the sine rule, the cosine rule.

Resources.

Text, Oxford Extended Mathematics for Cambridge IGCSE (by David Rayner);

Section 1, Number – all

Section 2, Algebra 1 – all

Section 3, Mensuration – all

Section 4, Geometry – all

Section 5, Algebra 2 – all

Section 6, Trigonometry – all

www.myimaths.com for online h/w’s.

Further resources and links will be posted on www.edmodo.com.

Assessment.

Chapter / Unit Test (CT/UT) – 25%

Home works (at SB + www.myimaths.com) [HW’s] – 15%

Mid-term exam (MTE) – 20%

Mid-term exam (MTE) – 40%

Maths 10.2/3

Course content

In this term the topics covered will be Numbers in which students will learn calculations with

real numbers, using standard form, appropriate bounds, ratios and proportion, percentages and

simple and compound interest. In algebra Students will be taught constructing and transforming

formulae and equations, solving linear equations, simultaneous equations. This topic will also

cover solving quadratic equations by factorizing, completing the square or using the formula. In

mensuration students will learn carrying out calculations involving the perimeter and area of

quadrilaterals and triangles, circles and volume and surface area of cuboid, prism and cylinder.

Resources

Textbook- Extended Mathematics for Cambridge IGCSE:

Section 1: Number

Section 2: Algebra 1

Section 3: Mensuration

www.myimaths.com which is an online interactive teaching tool

Further resources and links will be posted on Schoolbase.

Assessment

Homework- online on www.myimaths.com or photocopied sheets from the homework book-

15%

End of chapter test/quizzes- 25%

Mid-term exam- 20%

End of term exam-40%

PHYSICS

Course Content.

The course begins with the correct procedure for measuring and recording data. This knowledge

is applied to the study of motion and density. Various types of motion are illustrated using

distance-time graphs and speed-time graphs. The difference between mass and weight and the

nature of gravity are explored. The effects of forces on objects are then studied including

Newton’s Laws of Motion and Hookes’ Law. The concepts of turning forces, moments, and

momentum will be considered in terms of their application to everyday examples such as car

design and safety.

Resources.

Text, Complete Physics for Cambridge IGCSE;

Section 1, Measurements and Units - all

Section 2, Forces and Motion - all

Section 3, Forces and Pressure parts 3.01; 3.02; 3.03 and 3.04 only

Further resources and links will be posted on schoolbase

Assessment.

Investigation and experimental reports 20%

Calculations and problem solving worksheets 20%

End of topic tests, 15% each:

Measurements and units,

Motion and motion graphs,

Forces 1, Newton’s Laws and Hookes’ Law

Forces 2, Turning forces and momentum

Biology

Course Content.

As Biology is the science of Life, it is important to start the IGCSE Biology program with a clear

definition on what is life: through this first chapter the different kingdoms of life will be

introduced, and the students will familiarize themselves with the different rules of life-forms

classification. The cell as the unit of life is a very important foundation of the Biology

curriculum: The organelles and the diversity of cell structures and functions will be studied

during this second unit. The third chapter will give the focus to Biological Molecules such as

proteins, lipids, carbohydrates…being able to identify these molecules as well as studying their

activity (enzymes) will be the topics of several experiments. Finally, term 1 will finish through

the notion of diet and the description of the mechanisms of digestion, absorption and assimilation

through the human alimentary canal.

Resources.

Complete Biology for Cambridge IGCSE 3RDedition:

Sections 1.1 to 1.7 :Classification

Sections 2.1 to 2.2: Movements in and out of cells

Sections 2.3 to 2.6 and 2.13 to 2.14: Biological molecules

Section 2.15 to 2.20: Animal nutrition

Further resources and links will be posted on schoolbase

Assessment.

End of topic mini tests:30%

Class participation, assignments, experiments: 10%

Midterm and end of term exams:60%

Course Content.

Having established a foundation in the nature of elements and compounds, and the concept of

chemical reactions, term 2 goes into the details of redox and electrochemical reactions. The

dynamics of reactions are studied thereafter. These themes comprise chapters 7 – 10 of the

textbook presented in that order as follows:

The conventions of oxidation state of elements, and changes of these states during redox

reactions.

Electrolysis – using electricity to cause chemical processes.

Energy concepts in chemistry in the form of heat and electricity, including reversibility

and chemical equilibrium.

Reaction rates and catalysis including the role of these concepts in photochemistry.

Resources.

Text, Complete Chemistry for Cambridge IGCSE, chapters 7-10.

Youtube and other internet sources presented in class and on facebook.

Assessment.

Tests at the end of each chapter that count out of 15 – 20 marks each. These marks will

be added together providing 60% of the term grade.

The mock exam just before the mid-term break will account for 40% of the term grade.

“Effort” is determined by the student’s exercise books: Whether it is handed in on time,

and whether his/her work is complete. This includes reports on laboratory practical’s.

Neatness is also taken note of. The cooperation of the student in class plays a role too.

Combining test marks, and the effort of the student, gives a good indication of what the

potential of the student is, and the expected grade at the end of the year.

Chemistry

Course Content:

In year 10, the students begin the year term 1 with a unit of work dedicated to states of matter,

particles, solids, liquids and gasses, the discovery of the atom, protons and how all matter is

vibrating around us and the kinetic energy of matter – the lab includes an experiment

demonstrating sublimation and deposition. In the next unit we will study about separating

substances, mixtures, solutions and solvents, pure substances and impurities – from a practical

standpoint our health, the labs will include saturation point, chromatography, and separation

methods including distillation. For the third unit we will study about atoms, elements and

compounds, isotopes and radioactivity, electron arrangement, and metals and non-metals. For the

fourth unit we will study about atoms combining, which includes the concepts of ionic and

covalent bonds. For the final course, students will study about reacting masses and chemical

equations. We are doing 5 units in term 1 in chemistry, approximately 3 weeks per unit; at the

end of every unit there will be a unit test and a practicum lab.

Resources Used:

Y10 Cambridge Checkpoint Science Coursebook

Glencoe and Phet Virtual Labs with lab reports

The schools chemistry lab for real life applications and practicum

Science chemistry simulations

The Quizlet website for making notes and flashcards to study

Assessment:

Work is assessed using UK National Curriculum.

Classwork is 30%

Homework is 30%

Tests and exams are 40%

Year 10 IGCSE History

At SPIP we follow the Cambridge International Examinations curriculum for IGCSE History.

Students study modern 20th century history and focus on seven key topics beginning from 1919

and going up the year 2000. During the first term the students will engage with three of these

topics. The first unit will cover the peace treaties of 1919, for example the Treaty of Versailles.

Upon concluding this unit they will switch on the League of Nations and finally they will study

why peace collapsed before 1939. This unit covers such topics as the rise of Adolf Hitler and

Appeasement. Throughout this term the students will be developing and practicing the necessary

exam skills required to succeed at IGCSE History. They will develop the ability to recall, select,

organise and deploy historical knowledge; Understanding change and continuity, cause and

consequence, similarity and difference; Understanding the motives, emotions, intentions and

beliefs of people in the past; Ability to understand, interpret, evaluate and use sources as

evidence, in their historical context. The emphasis in IGCSE History is as much on developing

lifelong historical skills as on acquiring knowledge and the course aims to stimulate interest and

enthusiasm about the past.

Resources used

20th Century History for Cambridge IGCSE (Oxford)

GCSE modern world history (Hodder)

activehistory.co.uk

Past CIE exam papers

Teacher made resources

Assessment

Open book exam questions – 30%

Controlled exam questions – 70%

Global Perspectives

Content

Year 10 Global Perspectives students will learn the skills they need for their individual and

group research:

plan and carry out research

formulate a range of relevant questions

propose and evaluate a line of enquiry gather and present information, representing

different perspectives

identify and analyse key issues within a topic

synthesise information from a range of sources • provide references to support

information presented

participate constructively in discussions and group work/activities

engage in cross-cultural collaboration Evaluation

identify and evaluate possible future scenarios and courses of action

develop a line of reasoning to support a judgment, decision or course of action

evaluate and reflect on the outcome of group work

evaluate and reflect on the individual contribution to group work

develop evidence-based personal responses, demonstrating self-awareness

communicate effectively and appropriately

Resources

Complete IGCSE Global Perspectives for Cambridge IGCSE & O Level ISBN-10: 0198366841

ISBN-13: 978-0198366843

Assessment Breakdown

Assignments: 40%

Projects: 40%

Participation: 20%

Chinese

Course Content

In term 1, students will learn topics like ‘Three meals a day, eating out , furniture and

neighborhood. After learning, students can tell the name of the common food, including Chinese

food, Thai food, fast food and drinks. Students can ask others about their favourite food .They

can describe their house, including the structure of the hours and the arrangement of furniture.

Students can describe their neighbourhood.

Resources

Text , Easy steps to Chinese, Book 2 lesson11-15

Assessment

1. Investigation and classroom performance 10 %

2. Examination 50 %

3. Dictation 20 %

4. Homework 20 %

Geography

Students will follow the Cambridge International Examinations curriculum for IGCSE

Geography. Students study three central themes: Population and Settlement, The Natural

Environment and Economic Development. In this term we will focus on the natural

environment. This will include plate tectonics, volcanoes, tsunamis, rivers and river landforms,

coasts and coastal landforms as well as weather, climate and biomes. Students will be able to

demonstrate an understanding and knowledge of each topic, and will be able to describe the

features of different elements in the natural environment. They will be able to explain the

hazards and opportunities of each event and/or environment. They will be able to discuss the

possible human interventions in each scenario. They will be able to apply the knowledge in a

case study of each topic. Students will be able to describe measuring procedures and recognize

all instruments used. They will learn about the different biomes, but will focus on the equatorial

climate and hot desert climates. They will know and understand the tropical rainforest and hot

desert ecosystems. They will be able to discuss the challenges of these ecosystems and be able

to discuss the adaptation of animals to these environments.

Resources used

Cambridge iGCSE Geography Coursebook(Cambridge)

Cambridge IGCSE Geography Revision Guide Student's Book

Collins Student World Atlas 3rd Edition (Collins)

Detailed Powerpoint presentations on each topic prepared by teacher

Level criteria for assignments Assessment

Tests during the term – 30%

Controlled exam questions – 70%

Business Studies

Summary

In Term 1, Business Studies students will get the opportunity to learn about economic activities

of firms. They will learn how businesses add value to raw materials and classify business

activities based in the sectors of the economy. Furthermore, student will be exposed to types of

legal entities businesses can choose from and their benefits and disadvantages. In addition,

growth of businesses and measurements thereof will be discussed before the focus is turned to

stakeholders of business organizations and their interests and objectives. Finally, students get a

preliminary introduction to the world of human resources management, motivation of

employees, organization and communication with members of the labor force.

Assessment

Evaluation of knowledge and skills will take place ongoing through informal assessment. Formal

assessment will be done ten times. There will be an in-class test after each unit has been

discussed and practiced and at the half term and term end, there will be an assessment on the

entire material covered.

ICT

Course Content

Theory-

Distinguish between hardware and software.

Identify the main components of a general purpose computer.

Identify all input, output and storage devices along with its uses, advantages and

disadvantages.

Practical-

Create and edit the contents, appearance and layout of documents.

Candidates should be able to create a database.

Candidates should have a working knowledge of MS Access.

Resources

Complete ICT for Cambridge IGCSE

o Part 1

Unit 1- Types and components of computer systems

Unit 2- Input and output devices

Unit 3- Storage devices and media

o Part 2

Unit 18- Data manipulation

Unit 17- Document Production

Assessment

Topic Tests – 60%

Class Work- 40%

Psychology

Year 10 psychology students learn to think critically, understand key concepts and theories,

provide each key concept and theory with real life examples, recognize, describe and evaluate

research studies, on ethics, generalisability, validity, reliability and application of findings, all at

an introductory level.

Topics students will explore include Developmental Psychology, the functioning of Memory,

Psychological Problems (depression and addiction) and, last but not least, the Brain and

Neuropsychology.

Music:

This class is divided into three separate components, Performing, Composing, and Appraising.

The students will study in depth the first four set works designated for the IGCSE Exam,

Brandenberg Concerto by Bach, Sonata Pathetique by Beethoven, Music For A While by Purcell,

and Killer Queen by Queen. We will continue to study musical notation, and theory within the

confines of the set works, and discovery through their selected performance pieces. They will

compose two piece one of their own choosing and an additional composition based on a set brief

defined by IGCSE. Time will be divided equally in the class between the three components, and

the information for the Appraising section will happen through lecture, listening to the set works,

assignments and chapter study. The students will select their own performance pieces as outline

in the IGCSE guidelines, with emphasis on selecting works from different musical genres, for

their solo and ensemble piece.

Resources;

GCSE Music Study guide – Paul Terry

Edexcell GCSE Music – John Arkell Jonny Martin

Youtube

PE

Theory (40%) Practical (50%)

All theory marks are determined by unit

assessments throughout the course of study.

This equates to 40% of their grade.

Unit 3: Skill acquisition and psychology

Skill and ability

Skilled Performance

Skill classification continua

Simple information processing model

The stages of Learning

Guidance

Goal-setting

Motivation

Anxiety

Arousal

Unit 2: Health, fitness and training

Health and well-being

Diet and energy Sources

Fitness

All practical marks are determined by the

performance of individual skills and their

application in game situations. It is also

determined by the ability to perform attacking

and defending skills in an applied game

situation.

Practical Marks account for 50%.

Basketball

Dribbling

Passing and receiving

Shooting (lay ups)

Shooting (set shots/jump shots)

3-man weave

Setting a screen

Man-to-man defence

Zone defence

Volleyball

Serve

Dig

Volley

Smash/spike

Attacking play:

Three-touch rally

Setting from a variety of positions

Digging in defence

Football

Passing

Receiving

Tackling

Dribbling

Heading

Shooting

Retaining possession,

Creating space to receive a pass or to shoot

Marking and/or delaying an opponent

Timing of a tackle

Enterprise

Year 10 Enterprise students will develop both knowledge about running an enterprise and

practical skills and experience in carrying out enterprising activities:

Students will:

Carry out enterprising activities in small groups. They will select, plan, budget,

organize, prepare, coordinate and carry out activities which have clear goals and

objectives which benefit society or a subsection thereof. Students will reflect, review

and report on each of these activities and produce an individual report which is

assessed on predetermined criteria.

Understand what is meant by enterprise

Know different ways of being enterprising

Able to describe, compare and contrast different types of business organizations

Explain purposes of businesses

Identify and explain personal attributes and entrepreneurial skills

Analyze and evaluate behavior of entrepreneurs

Understand how opportunities for enterprises arise

Explain the reasons and methods of entrepreneurs in taking and managing risk

Understand existence and implications of rights, responsibilities and ethical

considerations in areas of employment, production and marketing & selling

Understand and explain what is meant by negotiation

Analyze and evaluate negotiation processes

Know the difference between investment and saving, including in the local context

Evaluate and choose sources of financing appropriate for different enterprise types

Be aware of sources of credit and evaluate the provision of credit in different

situations

Explain the importance of keeling accurate financial records

Understand reasons for budgeting

Explain and compare concepts of cash flow, profit and loss, and produce cash flow

budget and profit and loss accounts for new enterprises

Understand and explain business objectives

Understand the content and purpose of a business plan and evaluate the need for and

entrepreneur to produce one

Understand the concept of time periods when planning and the need to plan regularly

Understand and explain why laws and regulating enterprise startups are needed

Understand the purpose and evaluate the benefits of marketing

Understand customer wants, needs and explain ways of researching potential

customers

Explain the importance of retaining customers and evaluate ways in which this can be

done

Understand and evaluate the different methods of communicating with a market for

different types of enterprise

References

Cook, T., & King, J. (2015). Complete Enterprise for Cambridge IGCSE. Oxford: Oxford

University Press.

Assessment Breakdown

Project work: 50%

Coursework/Exams: 50%

ART

Course Content

The course begins with establishing coursework and exam criteria and focuses student attention

on the intricacies of the IGCSE syllabus. Students are informed of the need to build a portfolio of

work to be submitted as their course work during term 2 of Year 11. A topic of individual

interest is established early on and work related to the topic is completed during Year 10. At this

point the viewpoint may be broad and may encompass a network of ideas. At all times however

students are encouraged to maintain relevance and direction to their work. It is essential as soon

as possible to identify strengths and weaknesses and for students to establish a topic that will

direct their desires and interests.

Students are encouraged to make use of a broad range of media and to experiment with a variety

of techniques. They are asked to question their ideas and to offer a range of solutions relating to

the use of space. Personal vision and the quality of presentation remain at the for-front

throughout the project.

Project – Cubism and the use of multiple perspective

Sketching and drawing techniques

Research and recording

Tonal technique

Application of acrylic paint

Water colour and use of wash

Linier and geometric shapes

Project – Components and composition

Establishing key elements

Viewpoint

Light and shade

Art movements of the 19th and 20th century and artists of interest

The Art department assesses all work based upon student project work carried out in the

classroom. Assessment occurs throughout and a final A* and E Grade will be provided on

completion of the project.

Assessment

Gathering, Recording, Research and Investigation 20%

Exploring and Development of Ideas 20%

Organisation and Relationships of Visual Elements 20%

Selection and Control of Materials, media and Processes 20%

Personal Vision and Presentation 20%

Travel and Tourism

Course Content

The course begins with exposure to a very broad selection of famous tourism destinations while

introducing students to terminology and general components of the tourism industry. The course

will continue on with the various positives and negatives of tourism in areas of socio-cultural,

environmental and economic learning such key concepts as multiplier effect and leakage. In the

second half of the first term students will examine the role of the government on travel and

tourism including research on how government policies affect economics, politics, environment

and socio-culture.

Resources

Textbook: Cambridge IGCSE Travel and Tourism

Unit 1: The Travel and Tourism Industry

o Introduction

o Impacts of Tourism

o Government Role in Tourism

Past papers

Further resources and links will be posted on Edmodo

Assessment

Classroom work and notebook 40%

Projects and case studies 30%

Midterm & End of Term Exams – 30%