Document Sample
I.      Secondary School Academic Programme
I.1.    General Information
I.2.    Academic Tutor
I.3.    Assessment and Reporting Practices
        I.3.1.   Report calendar
        I.3.2.   General conduct
        I.3.3.   Academic achievement
        I.3.4.   Academic effort

II.     Subject Areas

II.1.   English
        II.1.1. Drama
        II.1.2. Curriculum Overview – English

II.2.   Modern Foreign Languages

        II.2.1.      English as a Foreign Language (EFL)
        II.2.1.1.    Placement of students
        II.2.1.2.    Enrolment criteria for years 7 to 9
        II.   Moving out the EFL programme
        II.2.1.3     Enrolment criteria for years 10 and 11 (IGCSE programme)
        II.2.1.4     Enrolment criteria for years 12 and 13 (IB Diploma Programme)

        II.2.2       French
        II.2.2.1.    Placement of students
        II.2.2.2     Curriculum Overview – French as a foreign language
        II.2.2.3.    French as a Second language Section
        II.2.2.4     Curriculum Overview – French as a Second language

        II.2.3    Spanish
        II.2.3.1. Curriculum Overview – Spanish

        II.2.4       German

         II.2.4.1. Curriculum Overview – German

II.3     Humanities

II.3.1   History
         II.3.1.1. Curriculum Overview – History

II.3.2   Geography
         II.3.2.1. Curriculum Overview – Geography

II.3.3   Economics

II.3.4   Life Skills
         II.3.4.1. Curriculum Overview – Life Skills

II.4     Science
         II.4.1. The Science department aims
         II.4.2. Curriculum Overview – Science

II.5.    Mathematics
         II.5.1. Curriculum Overview – Mathematics

II.6.    Art and Design
         II.6.1.  Aims
         II.6.2.  Curriculum Overview – Art and Design

II.7.    Music
         II.7.1.   The Music Department aims
         II.7.2.   Instrumental lessons
         II.7.3.   Rock Bands

II.8.    Physical Education
         II.8.1.  Aims
         II.8.2.  Objectives
         II.8.3.  Curriculum Overview – Physical Education

II.9.    Information Technology
         II.9.1.  The Information Technology department aims
         II.9.2.  Curriculum Overview – Information Technology

II.10.   Theory of Knowledge

I.     Secondary School Academic Programme

I.1.     General Information
The aim of the lower secondary school (years 7 to 9) is to provide a balanced curriculum which offers a wide range of subjects. Emphasis is given to establishing a
solid base in numeracy, literacy and information technology skills, and to develop good study habits in preparation for commencing the IGCSE (International General
Certificate of Secondary Education) programme. Students in years 10 and 11 prepare for the IGCSE programme, selecting their subjects from a wide range of
options. In the final two years, students go on to follow the International Baccalaureate Diploma Programme. Rigorous academic programmes combined with
extensive extra-curricular activities ensure a complete education for all students of all ages and abilities.

I.2.     Academic Tutor
Every student has a tutor whose responsibility it is to follow the academic programme and progress of the student. Each full-time member of the academic staff acts
as tutor to approximately ten to twelve students.One of the Tutor’s roles is to follow the student’s progress and to liaise with Head of House and with parents when

I.3.     Assessment and Reporting Practices
Students are regularly assessed, either formally or informally in every subject by their teachers. Every subject area has its own assessment policy. Moreover, a
system of oral and written feedback to report the students’ progress is in place. Tutor/parents and teacher/parents consultations take place twice a year; mid-term I
and mid-term III.

I.3.1.     Report calendar

Written reports take place as follows (dates are approximate and depend upon the school’s calendar):

Term I         Week 6        Mid-term report
                             → Academic effort grades and comments
Term I         Week 13       End-of-term report
                             → End-of-term results, achievement grade, academic effort grade, full
                                reports (years 7 – 12)
                             → For years 11 and 13, reports are sent after Mock Examinations which
                                take place in January
Term II        Week 5        Mid-term report
                             → Academic effort grade, Achievement grade and comment (if necessary)
Term II        Week 11       End-of-term report
                             → Academic effort grade, Achievement grade and comment (if necessary)
                             → Full written reports (years 11 and 13)
Term III       Week 4        Mid-term report
                             → Academic effort grade, Achievement grade and comment (if necessary)
Term III       Week 12       End-of-year report
                             → End-of-year exam results, achievement grade, academic effort grade, full
                                written reports (years 7, 8, 9, 10 and 12).

I.3.2.     General conduct

The following descriptors are included in reports as well as each department’s criteria.

                   Good               Satisfactory        Unsatisfactory

I.3.3.   Academic achievement

Achievement        Descriptor
7                  Excellent — Working beyond
6                  Very good — Fully mastered
5                  Good — Consolidating
4                  Satisfactory — Developing
3                  Mediocre — Beginning to show evidence
2                  Poor — Working towards understanding
1                  Very poor — No evidence

I.3.4.   Academic effort

Academic Effort             Descriptor
                            Exceptional sustained effort, commitment and engagement. Demonstrates an outstanding
                            attitude with an excellent sense of independence and responsibility.
                            Good sustained effort and commitment. Demonstrates a good attitude in all areas.
                            Independent and responsible.
                            Sufficient effort and commitment. Demonstrates some independence and accepts certain
                            responsibilities. Completes tasks successfully as required.
                            Insufficient effort and commitment. Fails to complete tasks to a satisfactory standard.
                            Demonstrates only limited independence and responsibility.
                            Unacceptable effort and commitment. A negative approach to learning. Lacking
                            independence and responsibility.

II.       Subject Areas

II.1.     English
What distinguishes the subject of English from the physical sciences, and even more from other modern languages, is that there is no central body of knowledge to
pass on. It is more concerned with the acquisition of skills than facts, and of course in developing a love of the art of literature.

The challenge of the English Department is to help students develop the essential practical skills of reading, writing, speaking and listening; whilst at the same time,
upholding the subject’s humanizing influence. It is obviously important to achieve the highest possible standards in public examinations, but we must also prepare
young people for life in its fullest sense. We must help students develop skills for adult life and provide opportunities for personal growth. We should seek to make
readers of our students so that their enjoyment of English stretches far beyond school and the classroom. For second language speakers of English we must
promote the idea that language is not merely a functional tool, but a doorway to the imagination. Overall, literature is an international language and one that we must
use to embrace the diversity of humanity.

II.1.1.   Drama

Although teachers incorporate dramatic techniques into their teaching of English, pupils in year 7 and year 8 have one Drama lesson per week. The focus of the
course is the exploration of concepts and social concerns through the use of dramatic technique. Over the course of the two year program, pupils will explore
techniques such as tableau freeze frame, facial expressions, body language and role play. The lessons will take place in the hall, where we make use of the stage
with full lighting and sound equipment. We also have access to the Stone Circle, which can be used an amphitheatre during the summer months.

II.1.2.   Curriculum Overview – English

Year 7

Prose                                                   Drama                                                    English Language
→ Whispers in the Graveyard                             → Our Day Out                                            → Chaucer
→ Holes                                                 → The Thwarting of Baron Bollingrew

Non-Fiction/Writing                                    Poetry                                             Shakespeare
→ Inform, recount, explain, instruct, persuade,        → Introduction to Poetry                           → Introduction to Shakespeare – his life and times
→ Media
→ Newspapers

                                                                                                          Research project

Year 8

Prose                                                  Drama                                              History of English Language
→ Kit’s Wilderness                                     → The Long, The Short and The Tall                 → The origins of English, Accents and dialects
→ Thursday’s Child

Non-Fiction/Writing                                    Poetry                                             Shakespeare
→ Adapt the forms of non-fiction to fit different      → Pied Piper/Ancient Mariner/Kubla Khan            → Macbeth
   audiences and purposes
→ Media
→ Advertising
                                                                                                          Restaurant Review

Year 9

 Prose                                              Drama                                        Major writers in their time
 → Lord of The Flies                                → An Inspector Calls                         → An introduction to a selection of authors and
 → Animal Farm                                                                                      their work

 Non-Fiction/Writing                              Poetry                                            Shakespeare
 → Speeches and Debate                            → Poetry From Other Cultures and Traditions       → Romeo and Juliet
 → Media
 → Moving Image (Shrek/Jaws)

                                                                                                    Travel Writing

  IGCSE years                             Literature                                                       Language
     Term1              •   Intro to IGCSE                                       •   Intro to IGCSE
                        •   Poetry – Songs of Ourselves                          •   Non-fiction forms
                        •   Drama – Much Ado About Nothing                       •   Writing to argue
                                                                                 •   Summary writing
     Term 2             •   Poetry                                               •   Non-fiction forms
                        •   Unseen Literature                                    •   Writing to describe
                        •   Prose – Pride and Prejudice                          •   Writing to narrate
     Term 3             •   Unseen Literature                                    •   Author’s Craft
                        •   Prose – Pride and Prejudice                          •   Non-fiction forms
                        •   Poetry – Songs of Ourselves                          •   Language Project
     Term 5             •   Drama – Much Ado About Nothing                       •   Writing to argue
                        •   Prose – Pride and Prejudice                          •   Writing to describe
                        •   Poetry – Songs of Ourselves                          •   Writing to narrate
                                                                                 •   Summary writing
     Term 6             •   Mock examinations                                    •   Mock examinations
                        •   Targeted revision of course based on                 •   Targeted revision of course based on feedback from mock
                            feedback from mock examinations                          examinations
     Term 7             •   Study Leave                                          •   Study Leave
                        •   IGCSE examinations                                   •   IGCSE examinations

All students should note: as the course is 100% examination based – aspects of the course in small sections and revisited at least three times throughout the course
to allow progression and application of developed skills. It is the responsibility of the student to carry out on-going revision.

IB Course – HL/SL English A1

(Please note: Higher Level Texts Only - World Literature Texts)

       Term 1           School’s free choice – part 4               Assessment

                            •   World War 1 Poetry                  IOP                            20th
                            •   In Cold Blood – Capote              Internal
                            •   Madame Bovary – Flaubert
                            •   Time’s Arrow - Amis                 15%

     Term 2 & 3         World Literature – Part 1
                                                                    Essay (SL/HL) Comparative –
                            •   The Assault – Mulisch               10/20 %                        20th
                            •   Essential short stories – Chekhov   Essay (HL) 10%                 19th
                            •   Unbearable Lightness of Being -                                    20th
                                Kundera                             20%
       Term 4           Detailed Study – Part 2

                            •   Essays - Orwell                     IOC                            20th
                            •   Othello – Shakespeare               External                       17th
                            •   Beloved – Morrison                                                 20th
                            •   Songs and sonnets – Donne           15%                            17th
                            •   Sonnets - Shakespeare                                              17th

       Term 5           Groups of works – Part 3 (Drama)
                           • Jumpers – Stoppard                     Exam – 1 essay
                           • The Visit – Durrenmatt                 HL – 2 hours                   20th
                           • Dr Faustus – Marlowe                   SL – 1 hour                    20th
                           • Translations – Friel                                                  16th
                                                                    25%                            20th
      Ongoing           Unseen Literature – Poetry and Prose
                        extracts                                    Exam
                                                                    Written commentary on unseen

                                                                       HL – 2 hours
                                                                       SL – 1 hour


NB: it is expected that students beginning the course in September, will have obtained copies of, and will have read the books from the first term of the syllabus in

II.2.    Modern foreign languages

English as a Foreign Language (EFL), French, German and Spanish are the modern foreign languages offered at the Senior School. The “Common European
Framework of Reference for Languages Global Scale” is used in order to determine proficiency levels in English as a Foreign Language (EFL), French, German and

 Proficient user     Level 6     C2    Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written
                                       sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very
                                       fluently and precisely, differentiating finer shades of meaning even in more complex situations.

                     Level 5     C1    Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself
                                       fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for
                                       social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects,
                                       showing controlled use of organisational patterns, connectors and cohesive devices.

 Independent         Level 4     B2    Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in
 user                                  his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with
                                       native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects
                                       and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

                     Level 3     B1    Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure,
                                       etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce
                                       simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams,
                                       hopes & ambitions and briefly give reasons and explanations for opinions and plans.

 Basic user          Level 2     A2    Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic
                                       personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks
                                       requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms
                                       aspects of his/her background, immediate environment and matters in areas of immediate need.

                     Level 1     A1    Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a
                                       concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as
                                       where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person
                                       talks slowly and clearly and is prepared to help.

                      Level 0            Have no understanding of the target language. Cannot interact with others in the target language. No utterance.

II.2.1.   English as a Foreign Language (EFL)
The EFL Department plays an important role at St. George’s. As written in our Mission Statement, St George’s School is an international school. English is the
language of instruction and, as an international school, St. George’s provides specific support for students for whom English is a foreign language.

The EFL curriculum is designed in order to provide support to those students throughout the curriculum and help students become independent users of English.
This EFL programme has at its disposal teachers specialised in teaching English as a Foreign Language. EFL students are taught in small groups and total
immersion in an English speaking environment allows them to progress quickly.

The courses offered by the department are modern in theme and interdisciplinary. The classes include all language elements – Speaking, Reading, Writing,
Listening, Grammar and Vocabulary. The department employs a wide variety of teaching methods including formal teacher instruction, pair and group work, project
work, games and role-plays. The department is equipped with course books, reference books, modern graded reading materials, EFL magazines, tapes, CDs, CD
ROM’s and ICT resources.

II.2.1.1. Placement of students

The placement is made through:

→ Teacher Recommendation Form sent confidentially from previous school and most recent school reports
→ An EFL placement test at the beginning of the school year
→ A transition report from Junior Department for students entering year 7
→ An interview with Head of EFL at the beginning of the school year

II.2.1.2. Enrolment criteria for years 7 to 9

Students follow an EFL programme if they have not completed the Proficiency Level 3 (= B1 According to the Common European Framework of Reference for
Languages Global Scale).
French is compulsory from year 7 but EFL students do not undertake studies in German (introduced in year 8), nor in German or Spanish (from year 9).

II. Moving out the EFL programme

In order to join the First Language English Programme, the student does not need to be a native speaker.
At the discretion of the Head of EFL, an EFL student who progresses well and reaches a level equivalent to Level 3 (B1) will be given the opportunity to move into
the mainstream English lessons. Final decision will be made by the Head of EFL and the English Department after a trial period.

II.2.1.3. Enrolment criteria for years 10 and 11 (IGCSE programme)

A student can only be successful in the IGCSE two-year programme if he/she has reached Level 3 when commencing the programme. Level 3 = B1, equivalent to
PET Preliminary English Test Certificate (with merit). The EFL Department takes into account the fact that in specific circumstances a student has not yet reached
level 3 in all four skills (Reading, Writing, Listening and Speaking). The EFL Department will assess all 4 skills and will give advice on whether or not this student
should follow a reduced IGCSE programme combined with extra EFL tuition which is not included in the fees.
Students who are still at level 3 or at level 4 follow an EFL programme. Level 3 students follow a one to two-year programme leading towards the official examination
FCE First Certificate in English (level 4 = B2). Year 11 students having reached Level 4 continue to follow either a CAE Certificate in Advanced English (level 5 =
C1) or the IGCSE 2nd Language English.

II.2.1.4. Enrolment criteria for years 12 and 13 (IB Diploma Programme)

The International Baccalaureate IB is an academic two-year programme which requires full understanding of lessons delivered in English. Level 4 is the minimum
level required in order to give the students the possibility of fully enjoying and taking advantage of the programme and achieving the Diploma. Level 4 = B2,
equivalent to the FCE First Certificate in English (grade B). Students who are still at level 4 choose for their GROUP 2 subject (Foreign Languages) the two-year
course English B at a Higher Level.

II.2.1.5.   EFL Curriculum Overview

     A1 / Year 7               A2 / Year 8              B1 / Year 9 + 10           B2 / Year 10 + 11            C1 / Year 12            C2 / Year 13
Everyday Activities      Lifestyles               Development of the           Entertainment               The Arts                 The Great Gatsby
Holidays                 Turning Points           Human Race                   Risks                       The Third Man            Revise Mock Papers
Computers                People                   Films and Storytelling       Fact or Fiction             Narrative Writing        The Changing World
The Natural World        Project                  History                      Food for Thought            Poetry                   Scientific and
The Family               Protest                  Tourism                      Material World              Lyrics                   Technological
Jobs                     Danger                   New York                     Certainty and Possibility   Theatrical English       Advances
Music                    + Subject Support        Life in the Future           Back to the Future          Art                      Crime and
Sport                                             Learning in the Future       We are Family               Cult of Celebrity        Punishment
Money                                             Technology in the Future     + Subject Support           Biographical Writing     Relationships
+ Subject Support                                 The price of Fame            IGCSE 2nd Language           + Subject Support        Exam Practice
                                                  New Inventions               Transport Issues                                      + Subject Support
                                                  Winning the lottery          Entertainment
                                                  Ambitions                    Travel and Outdoor Life
                                                  + Subject Support            Student Life
                                                                               Happy Endings
                                                                               + Subject Support

II.2.2.   French
Although English is St. George’s language of instruction, the study of French is compulsory from Pre-Reception to year 11 and it is considered a major part of the
School Curriculum. From Pre-Reception to Year 13, students are encouraged to develop the ability to use French effectively for purposes of practical
communication in the French Speaking Part of Switzerland as well as in all French speaking countries. The courses encourage fuller integration into the local
community. It also offers insights into the culture and civilization of the countries where the language is spoken and develops a fuller awareness of the nature of
language and language learning.

Students of all levels from beginners to advanced are placed into one of our two sections “French as a Foreign Language” or “French as a Second Language”. The
“French as a Second Language” section aims at allowing students to maximize their potential and to be challenged up to proficiency. The French Department
encourages positive attitudes towards the language learning process as well as a sympathetic approach to other cultures and civilizations. Lessons provide
enjoyment and intellectual stimulation and complement as often as possible other areas of study. Literacy skills of a more general application such as analysis,
synthesis, memorising etc. are encouraged. The Modern Languages Department strives to develop cultural awareness by working with authentic materials in the
target language, including ICT-based sources, communicating with the host community, inviting the students to consider their own culture and to compare it with the
cultures of the countries and communities where the target language is spoken and considering the experiences and perspectives of people in these countries and

The foreign language teachers at St. George’s School provide pupils with opportunities to come into direct contact with aspects of different cultures. They ask pupils
to reflect on cultural similarities and differences, and to empathize with native speakers of the language they are learning. The Department promotes pupils' cultural
development by providing them with insights into cultural differences and opportunities to relate these to their own experience, and to consider different cultural and
linguistic traditions, attitudes and behaviors.

II.2.2.1. Placement of students

Students are placed in different groups according to proficiency levels. Sets are determined by the MFL Curriculum Leader after discussion with class teachers
according to level reached by the student at the end of the previous academic year. Basic users follow a foreign language programme leading towards Foreign
Language IGCSE external examinations from Cambridge International Examinations (CIE). Students with a minimum of level 3 in French follow an advanced
programme leading towards First Language IGCSE external examination from CIE. New students are placed with the same criteria. Assessment is conducted by the
MFL Curriculum Leader at the beginning of the school year. A placement test is given to the student when relevant.

II.2.2.2. Curriculum Overview – French as a Foreign language

Proficiency Levels    I                            II                       III                       IV                       V
General Topics        → How to introduce          → Home town and local     → Town and                → The Francophone        → Current affairs 3
                        oneself                     area                      countryside               world                  → Environnement
                      → Family and friends        → Transport               → Public services         → Current affairs 2      → Ethics, social
                      → School stationary         → Sports and activities   → Travel                  → Conflict generation      inequalities, science,
                      → Countries and             → Daily life              → Describing accidents,   → Friendship               religions and beliefs
                        nationalities             → School routine            problems, feelings      → Work and               → Leisure and travel
                      → Dates                     → House and home          → Part time jobs            unemployment           → The environment
                      → Time                      → Food and meals          → Education               → Health and Fitness     → Media and
                      → Seasons                   → Shopping                → Further education       → Leisure and travel       technology
                      → Home life and school      → The weather               and training            → Violence and war       → Global issues
                      → Leisure                   → Health and fitness      → Media, television,
                      → Holidays                  → Leisure and               news
                      → Travel and transport        entertainments          → Current affairs 1
                      → Food and restaurants      → Cinema

II.2.2.3. French as a Second Language Section

Students who have reached level 3 of the Proficiency Level scale follow an advanced programme whose aim is the IGCSE in First Language French. Students do
not need to be native speakers to follow the course. However, they will need to master the language skills necessary to cope with an advanced course which also
includes literary elements vital to make progress in language.

As specified in the Cambridge IGCSE syllabus, the aims are to enable students to communicate accurately, appropriately and effectively in writing and to understand
and respond appropriately to what they read; to encourage students to enjoy and appreciate the variety of language; to complement the students’ other areas of
study by developing skills of a more general application (analysis, synthesis, drawing of inferences); to promote the students’ personal development and an
understanding of themselves and others.

II.2.2.4   Curriculum Overview – French as a Second Language

years 7, 8 and 9:

Term         Objectif         Main theme                      Types of texts                   Literary Content                Language

I            Descriptive     year 7                           year 7                           year 7                          Année 7
             tasks           L’enfance                        → Poetry                         → « Le professeur de            → Adjectives
                             → School                         → Reports                           musique »                    → Adverbs
                             → Family                         → Everyday life                  → « Le nouveau », extrait de    → Description tenses
                             → Friendship                     year 8                              Mme Bovary                   → Metaphors
                             year 8                           → Diary and « Carnet de          → « Le cancre »                 → Comparisons
                             Moments d’intensité                 voyage »                      → « Sans famille »              → Objective and subjective
                             → Travel                         Year 9                           Year 8                             description
                             → Discovery                      → Songs                          → « Les lettres persanes »      Year 8
                             → Adventure                      → Rap                            → « Jules Verne »               → Adjectives
                             Year 9                           → A town wakes up                → Film: « Carnets de            → Adverbs
                             La ville                         → Poems                             voyage »                     → Description tenses
                             → Urban culture                  → Comparative description        Year 9                          → Metaphors and other
                                                                                               → “Kiffe-kiffe demain”             literary devices
                                                                                               → “Terminus nord”               → Comparisons
                                                                                                                               → Objective and subjective

                                                                                            Year 9
                                                                                            → Les superlatives
                                                                                            → Literary devices

II   Narrative   Year 7                Year 7                year 7                         Year 7
     tasks       Le bestiaire          → Fables              → Extracts « La belle          → Direct/indirect speech
                                       → Dialogues              histoire »                  → Use of past tenses
                 Year 8                → Short stories       → Fables de la Fontaine”       → Connectors
                 Les vacances          Year 8                → « La chèvre de M.            Year 8
                 → Spare time          → “Roman photo”          Seguin”                     → Registers
                 → Getting bored       → Postcards           → Song “La corrida” FCabrel    → Dialogues
                 Year 9                → Blogs               → Film « Le renard et          → Direct/indirect speech
                 La guerre             year 9                   l’enfant »                  year 9
                 → “Débrouillardise”   → Soldiers’ letters   → Extracts « Le petit Prince   → Mode narrative
                 → Loneliness          → War diary           Year 8                         → “Je, première personne
                 → Love                → Poems               → “Le grand chemin”               du singulier”
                                       → Songs               → Film “Les six                → “Le point de vue”
                                       → Films                  compagnons”
                                                             → “Les Nouvelles orientales”
                                                             → “Wan fo”
                                                             Year 9
                                                             → Poems Victor Hugo
                                                             → “Le dormeur du Val”
                                                             → Extracts « Paroles d’
                                                                Etoiles »
                                                             → “Un sac de billes”
                                                             → Extract film « Au revoir
                                                                les enfants »
                                                             → Extract Film « La vie est
                                                                belle »
                                                             → Extract « L’ami retrouvé »
                                                             → Extract « Si c’est un
                                                                homme »
                                                             → Song « Manhattan-
                                                                Kaboul » Renaud
III        Argumentative       year 7                         year 7                       year 7                         year 7
           tasks               Le droit des enfants           → Pamphlets                  → Extracts “Poil de Carotte”   → Give an opinion
                               → pocket money                 → Tracts                     → Extracts “Les malheurs de    → Use of Subjonctif
                               → Leisure                      → Brochures                     Sophie”                     → Imperative form
                               → Relation parents/children    → Letters                    → « La flûte tzigane”          → Letter Format
                               → Relation boys/girls          → “Fresque”                  → “Journal d’un bonne”         year 8
                               → Working children             → Chart: children rights     year 8                         → Imperative form
                               → Soldier childre              year 8                       → “Malevil” Robert Merle       → Future tense
                               year 8                         → Campaigns                  → Magazine articles            → Conditional tense
                               Environment                    → Newspapers Articles        year 9                         → Use of
                               → Pollution                    → “Editorial”                → “Un papillon dans la cité”      cause/consequence
                               → Recycling                    → Statistics                 → “L’enfant noir”              → Rhetorical devices
                               → Climate                      year 9                       → “En attendant la nuit”       year 9
                               → Role of the individual in    → Introduction to simple     → “L’étudiant étranger”        → Style and register
                                   society                       Dissertation              → “Amy”                        → Hypotheses
                               year 9                         → Argumentation                                             → Connectors
                               Current issues                 → Speech                                                    → Rhetorical devices
                               → Immigration                  → Eloquence                                                 → Eloquence
                               → Rich and poor
                               → Racism
                               → Equality of genre

French as a Second Language IGCSE years 10-11

          TERM I                           TERM II                       TERM III                    TERM IV                   TERMS V and VI

→ Introduction to IGCSE          → IGCSE Foreign Language      → IGCSE Foreign              → Revision: descriptive       → Revisions: techniques of
  « First Language                 topic for oral exam           Language French              tasks: describing an          narrative tasks
  French »: assessment             preparation                   composition technique        individual, a place, our
  criteria and reading tasks                                     preparation                  feelings when witnessing    → Revision: writing an
  + writing tasks                → Argumentative tasks:                                       an event.                     argumentative text on
                                   From the argumentative      → Narrative writing          → Describing with a             current issues (sport,
→ Descriptive Writing:             speech to the               → Connectors                   subjective/objective          education, equality…)
  describing emotions and          argumentative writing       → Use of literary devices      perspective
  describing settings            → Writing a “dissertation”                                 → incorporating the 5         → Revision: comparative
                                   technique                 → Use of past tenses          senses in descriptive            tasks (similarities and
→ Extracts:                      → Pamphlet and “lettre      → Introducing the fear in     texts                            differences between two
                                   ouverte”                    narrative tasks           → Revision of Summary              texts, synthesis)
    •   “Du côté de chez         → Use of humour in                                        techniques                     → Revision: reading
        Swann”, M. Proust          argumentative texts       → Non-fiction texts:        → Comparative commentary           comprehension
    •   “Rêveries du             → Connectors                  magazines and               techniques                       techniques (synonyms,
        promeneur solitaire »,   → Rhetorical devices          newspapers                → connectors to compare            avoiding repetition,
        J.J. Rousseau            → Eloquence                 → Extracts:                   and contrast                     making inferences)
                                                               • “La petite Madeleine”
→ Texts:                                                       • “Primo Levi et          → Non-fiction reading /          → Individual follow-up of
« Sensations », poem A.          → Non-fiction texts:              Ferdinando Camon:       current issues:                  writing needs after mock
Rimbaud                            magazines and                   Conversations”          contemporary articles            exams
« La gloire de mon père »,         newspapers                  • “La peur” G. de           from magazines and
M.Pagnol                                                           Maupassant              newspapers (ex
« Entre les murs », F.           → Extracts:                                               Phosphore, GéoAdo…)            → Non-fiction reading /
Bégaudeau (part I)                 • “L’école des            → Text: “Je vais bien, ne   → Fiction: extracts related to     current issues:
                                       femmes”,Molière         t’en fais pas”, O. Adam     IGCSE past papers                contemporary articles
                                   • “Fables”, La Fontaine                               → Extracts:                        from magazines and
                                   • “Candide”, Voltaire                                   • « Boule de Suif »,             newspapers
                                   • “Stupeur et                                                Maupassant                → Fiction: extracts related to
                                       tremblements”, A.                                   • Description                    IGCSE past papers
                                       Nothomb                                                  d’Eugenie Grandet,
                                   • « Et si c’était                                            Balzac                    → Preparation for the
                                       niais »,P Fioretto                                  • Description de Michel          IGCSE First Language or
                                                                                                Strogoff, J. Verne          DELF B1/B2 exams
                                 → Text:
                                 « Entre les murs », F.                                      •   Photos (cités,
                                 Bégaudeau (part II)                                             champs de guerre)

Curriculum Overview French A1 and French A2

In years 12 and 13, the International Baccalaureate Diploma offers two different courses:

-First language students (natives) follow the A1 French syllabus. This is a literary course. (Refer to Language A1 IB syllabus for specifiation)

-Second language students(near-natives, bilingual or strong second language students) follow the A2 French syllabus. The programme includes Thematic Options
as well as Literary Options. (Refer to Language A2 IB syllabus for specification)

II.2.3.   Spanish
Foreign languages are essential in today’s international world. Learning Spanish can be useful in many careers (e. g. business studies, tourism, hotel
management, interpreting, journalism, education, linguistics, literary work). Being able to understand the basic structures of Spanish and to communicate in
familiar and formal situations is an advantage in the international world.

Spanish IGCSE (years 9, 10, 11) and Spanish IB Ab Initio (years 12, 13) are designed for students interested in the cultures of the Spanish speaking
countries and with no previous experience in learning the target language. These courses’ main emphasis is in the acquisition of the language required for
purposes and situations usually encountered in everyday social interaction. The course focuses on the development of the four primary linguistic skills –
reading, writing, listening, speaking – through the use of Spanish in a wide range of activities based on a variety of texts. At the end of the course, students
will communicate and understand information or ideas in written and oral form, in a limited range of contexts. They will also identify and use the register
appropriate to the linguistic differences existing in the Spanish speaking countries.

Upon request, the Spanish Department has the resources and the structure to offer the following courses:
Year 12 – IB Language B Spanish. Year 12 – IB Language A1 Spanish (refer to First Language curriculum for specification).

II.2.3.1. Curriculum Overview – Spanish

Year 9-13

             Year 9                   Year 10                Year 11          Year 12 Ab Initio   Year 13 Ab Initio   Year 12 Language   Year 13
                                                                                                                      B                  Language B
Learning     0-1                      1-2                    2-3              1-2                 2-3                 3-4                4
objectives                                                                                        (oriented towards
                                                                                                  IB examinations
                                                                                                  & syllabus)
Topics       → Home life and school   → Tourism              → Shopping and → Individual          → Leisure and     → Young people       → The
             → Home town and local    → Weather                public services  education and         travel          and the family       environment
               area                   → Health and fitness   → Further          work              → Environment     → Racism and         → Innovation and
             → Holidays               → Lifestyle              education and → Town and           → Health and        discrimination       technology
             → Travel and transport   → Leisure and            training         services              emergencies   → Health issues      → Education and
             → Food and restaurants     entertainments       → Part-time jobs → Food and drink                      → Drugs and            career
                                      → Cinema               → Media                                                  alcohol

II.2.4   German
Students in year 8 study German as a foreign language. This is a required course except for EFL students or beginners in French. In year 9, students choose
whether to continue with German or to choose Spanish instead. Students will study either German or Spanish studies up to year 11 and will enter the IGCSE.

All lessons are taught in the Foreign Language by a native speaker. Materials such as videos, magazines, newspaper, tapes, CDs and DVDs complement the
traditional methods and enlarge the student’s background, developing insights into the culture and civilisation where the language is spoken. Personal organisation
skills are essential to study German. German presents an academic challenge which is extremely rewarding if one has the patience to allow the language to grow.

The German IGCSE course (year 10 / 11) suits those who have a good grammatical and mathematical mind and who work methodically. It is useful for those who
live, work or travel frequently to Eastern Europe, Germany, Austria or the German part of Switzerland.

For those students who continue their German studies in year 10 and 11 it is highly recommended to follow at least three weeks a summer course in Germany or
Austria. A lot of summer camps are offered every year in these countries to allow the students from abroad to get in touch with the German speaking world.

IB / A2 German and IB Language B German courses may be offered upon request.

II.2.4.1. Curriculum Overview – German

Year 8-13

                         Year 8                            Year 9                               Year 10                                 Year 11
Learning objectives      0-1                               1-2                                  2                                       3
Topics                   → Alphabet and numbers            → Tourism                            → Shopping and public services          → Environment - The individual
                         → Home life and school            → The weather                        → Further education                        responsibilities, traffic and
                         → Home town and local area        → Health and fitness                 → Media                                    pollution
                         → Holidays                        → Lifestyle                          → Geography - Germany                   → History - The Berlin Wall
                         → Travel and transport            → Leisure and entertainments            Switzerland, Austria                 → Bauhaus in Weimar and
                         → Food and restaurants                Cinema                           → Sports and Olympic Games                 modern design
                                                           → School and rules

II.3.    Humanities

The Humanities department encompasses the subjects of History, Geography, Economics and Life Skills. History and Geography are taught across the age and
ability range to IB level, while Economics is offered at IGCSE and IB level. Life Skills is a course deigned exclusively for Yeas 7 – 9. All teaching groups are mixed

II.3.1   History
Students in years 7 – 9 study various aspects of European and World History. By the end of the three year course students will have demonstrated key historical
skills, including chronology, historical interpretation, analysis and communication of information. One of our prime aims is to encourage students to develop a life
long interest in History. As a result a variety of teaching techniques are used including: interactive games; videos and DVDs; IT; mystery games; power points; role
play; group work, as well as individual work.

II.3.1.1. Curriculum Overview – History

Year 7

 Autumn Term                                      Spring Term                                        Summer Term
 Historical Skills                                Medieval life in Europe                            Archaeology
 → How do historians find out about the past?     → How did medieval kings control their             → What is an archaeologist?
 → What is Secondary, primary, object, oral          countries?                                      → How do archaeologists know where to dig?
     evidence?                                    → What was it like to be poor?                     → How does an archaeologist excavate a site?
 The Romans                                       → What was it like to be rich?                     → What can artefacts tell you about the past?
 → Why were the Romans able to build up an        → What was it like to live in a medieval town?     → What can selected archaeological sites tell
     empire, and then control it?                 → Why was religion so important?                      us?
 → What was it like to live in Rome?              → How did Europe cope with the Black Death?
 → How did the Romans rule themselves?            → How can historians find out about life in the
 → Why did the Roman Empire collapse?                medieval times?
 → What do we owe the Romans?

Year 8

 Autumn Term                                      Spring Term                                        Summer Term
 European Explorers                               Native people of North America                     Islamic Civilisations
 → What was the world like in 1250?               → How were the different Native America tribes     → What do Muslims believe in?
 → Why did people not believe Marco Polo’s            different before the coming of the Whiteman?   → How did Islam spread before 1000 AD?
    stories?                                      → What effect did the coming of the Whiteman       → What was it like to live in a medieval
 → Why were Europeans willing to face danger to       have upon the Native people?                       Baghdad?
    explore?                                      → How did the Whiteman colonise North              → How and why did Western Europe and Islam
 → What were the famous voyages of discovery?         America?                                           clash?
 → What is a pirate?                                                                                 → What was it like in Mughal India?
 → Who are the famous modern explorers?                                                              → How did life in Mughal India compare to the
                                                                                                         Tudors in Britain?

Year 9

 Autumn Term                                        Spring Term                                          Summer Term
 The French Revolution                              19th Century Revolutions                             World War 1
 → What was France like in the 1700’s?              → Why was there Agricultural, Transport and          → What caused World War One?
 → What were the causes of the French                   Industrial Revolutions, and what were the        → What was it like on the western front?
    Revolution?                                         effects?                                         → What was the difference between reality and
 → What were the effects of the French              → What was it like to live in a nineteenth century      myth?
    revolution?                                         town?                                            → Why did Germany lose World War One?
                                                    → How did people react to the changes?

Year 10 - 13

               Autumn Term                              Spring Term                                  Summer Term
Year 10        → Peace Treaties                         → Causes of World War 2                      → Vietnam
               → League of Nations                      → Cold War 1945 – 49                         → Eastern Europe 1949 – 90
               → Causes of World War 2                  → Cuba                                       → United Nations
Year 11        → Germany 1918 - 45                      → Germany 1918 – 45
                                                        → Revision
Year 12        → SL World War 1                         → SL Search for Peace                        →   SL Stalin
NEW IB         → Search for Peace                       → Stalin                                     →   Hitler
               → HL Russia 1860 - 1917                  → HL Lenin                                   →   Spanish Civil War
                                                        → Weimar Germany                             →   HL Weimar Germany
                                                                                                     →   Italy 1919 – 39
Year 13        →   SL Stalin                            →   SL World War 2
OLD IB         →   Spanish Civil War                    →   Mao
               →   World War 2                          →   Revision
               →   HL Post war Germany and France       →   HL Brezhnev
               →   Khrushchev                           →   Gorbachev
                                                        →   One East European Country
                                                        →   Revision

II.3.2.   Geography
Students in years 7 – 9 study elements of Physical, Human, and Environmental Geography. By the end of the three year course students will have demonstrated a
basic knowledge of the world around them, from the local area to the wider world. They will also have demonstrated map and data collection skills, as well as
understanding of how the different parts of Geography interact and the processes that shape our world.

One of our prime aims is to make our students more globally aware, both inside and outside of school. As a result a variety of teaching techniques are used
including: videos and DVDs; Field trips; IT; group work; power points; role play, as well as individual work.

II.3.3.   Curriculum Overview – Geography

Year 7

 Autumn Term                                          Spring Term                                         Summer Term
 Introduction to Geography                            Water cycle                                         Settlements
 → What are the different types of Geography?         → Rivers- Key terms                                 → What are the reasons for settlements sites?
 Geographical Skills                                  → Why do rivers flow?                               → What are the different types of settlements?
 → How do Geographers use primary and                 → What are the differences between floods in an     Field Work at Les Mosses
     secondary data?                                     MEDCs / LEDCs?                                   Switzerland as a home region
 → How can this data be presented?                    Geography of Sport                                  → What is the climate, population, settlement
 → How do geographer use atlas?                       → Links with economic activity                          pattern, physical geography like?
 → How do geographers use maps?

Year 8

 Autumn Term                                    Spring Term                                      Summer Term
 Economic Geography                             Ecosystems and Crime                             Coasts and Weather, Tourism
 → What are the different types of economic     → What is an eco system?                         → What are the processes that shape coasts?
    activity?                                   → What are the main sorts of ecosystems?         → What are the man coastal features?
 → What are the different types of energy?      → How have plants and animals adapted to live?   → How is weather measured?
                                                → What is crime and how does it affect us?       → What are the different types of rain?
                                                → What are the causes and consequences of        → What are the different types of climates?
                                                   the international drug trade?                 → What are the benefits and problems
                                                                                                    associated with tourism?

Year 9

 Autumn Term                                    Spring Term                                      Summer Term
 Hazards                                        Population and Development                       Tourism and Globalisation
 → How are tropical cyclones and hurricanes     → Why and how has the world’s population         → How can tourism benefit a region?
    formed?                                        changed?                                      → What are the consequences of tourism for
 → How do hurricanes affect people?             → How does development affect population            developing nations?
 → What other forms of hazards affect people?      structure?                                    → What is globalisation?
                                                → What key factors identify development?         → What is the impact of globalisation?

Year 10 - 13

               Autumn Term                               Spring Term                                 Summer Term
Year 10        → Population and development              → Settlement – LEDCs                        → Climate and ecosystems
               → Settlement - MEDCs                      → Rivers                                    → Agriculture
                                                         → Coasts
Year 11        → Weather, climate and vegetation         → Mock exams                                → Revision
               → Water and energy resources              → Energy resources                          → Exams

Year 12        →   Drainage basins and management        → Population and development                →   Lithospheric Processes
               →   Fieldwork                             → Lithospheric Processes                    →   Weathering and mass movements
               →   Population and development                                                        →   Population and development
Year 13        →   Population and development            → Lithospheric Processes                    →   Revision
               →   Lithospheric processes                → Weathering and mass movements             →   Exams

II.3.3.     Economics

Students at IGCSE look at the basic modern economic issues confronting the world today, for example, recession and environmental problems. At IB, concepts first
encountered at IGCSE are further developed and built into a more comprehensive understanding of how the modern world operates within a global perspective.

II.3.3.1.      Curriculum Overview – Economics

               Autumn Term                               Spring Term                                 Summer Term
Year 10        → Basic economic problem                  → The private firm as producer -            → The individual as producer, consumer
               → The allocation of resources                employer                                    and borrower

Year 11        → Role of government in an economy        → Developed / developing economies          → Revision
               → Economic indicators                                                                 → Exams

Year 12        → Introduction to economics               → Microeconomics                            → International economics
               → Microeconomics
Year 13        → Macroeconomics                          → Development economics                     → Revision
                                                                                                     → Exams

II.3.4.   Life Skills
The world our children are inheriting is becoming increasingly complex. To meet the huge demands of a rapidly changing world, children need to be equipped with
skills of creativity, cooperation, conservation and awareness together with qualities of integrity, tolerance and compassion. These skills and qualities will be nurtured
and encouraged in Life Skills through research, class activities, role plays, games, projects, DVDs and visits.

II.3.4.1. Curriculum Overview – Life Skills

Year 7

 Autumn Term                                           Spring Term                                            Summer Term
 Personnel Issues                                      World religions                                        Social Issues
 → Getting to know each other                          → The world is made up of many different               → Looking at handicaps
 → Who am I?                                              religions - Sharing our religious backgrounds       → The story of Louis Braille
 → My hopes and dreams - Goals                         → The Bible                                            → Who was Helen Keller?
 → My worries and fears                                → Judaism                                              → School visit from Melody, our blind friend, and
 → My choices                                          → The importance of myths and mysteries – The             her guide dog
 → My feelings 1                                          Genesis story                                       → Project work – People who have overcome
 → My feelings 2 – Link between feelings and           → Trust and faith – The story of Noah’s Ark               handicaps and disabilities
    actions                                            → What is a promise? (covenant)                        → Study skills – Preparing for exams
 → My past                                             → The story of Abraham and Isaac                       → Organising and filing
 → My language - Importance of words and               → Friendship and deceit – The story of Isaac’s         → Studying for exams
    implications of swearing                              sons                                                → Dealing with stress
 → My friendships - Qualities of a good friend)        → Consequences of actions – The story of Esau          → In the exam
 → My teachers – The role of teachers                     and Jacob                                           → Post exam evaluation
 → Bullying                                            → Justice and forgiveness – The story of Joseph
 → My time – Managing time                             → Justice, rules and laws – The story of Moses
 → My holidays – Why and how we celebrate              → Christianity – the teachings of Jesus –
    Christmas – Our family traditions                     The Easter Story

Year 8

 Autumn Term                                      Spring Term                                        Summer Term
 Personnel Issues                                 World Religions                                    Social Issues
 → Sleep –It’s important                          → A way of looking – The blind man and the         → Poverty and wealth
 → All change – Adolescence                          elephant allegory – What are the religions of   → The story of Mother Teresa
 → Adolescence - Part 2                              the world?                                      → Human rights
 → Stress – Strategies                            → What are religions about?                        → Child labour
 → Drugs – Dangers                                → Group projects – Buddhism, Islam, Sikhism,       → Refugees part 1
 → Group project – Research                          Hinduism, Christianity, Judaism                 → Refugees part 2
 → Presentation of group work                     → Group projects cont                              → Aid agencies
 → Alcohol – Dangers of binge drinking            → Presentations                                    → The United Nations
 → Smoking – Dangers of addiction                 → Buddhism – A deeper look at origins, features    → Henry Dunant – The story of the Red cross
 → Support networks – Value of supportive         → Visit to Tibetan Study Centre
    relationships                                 → Christianity – A deeper look at Protestantism,
 → Dreams and aspirations and the confidence to      Catholicism, Orthodoxy
    pursue them                                   → Visit to these 3 local churches
                                                  → The Easter story
                                                  → How do you celebrate Easter?

Year 9

 Autumn Term                                       Spring Term                                          Summer Term
 Personnel Issues                                  Spirituality and World Religions                     Social Issues
 → Self –image                                     → Ultimate questions – How religions search for      → Fair trade
 → Self-esteem                                         these answers                                    → Justice – The life of Gandhi
 → Being unique                                    → What is free will? All choices have                → Justice – The life of Martin Luther King
 → Peer pressure                                       responsibility and consequences                  → Justice – The life of Nelson Mandela
 → Influencers – The role of the media             → The problem of suffering – Looking at the          → Group project – The life of a Noble Peace
 → Culture vultures – Current culture influences       Buddhist, Islamic, Hindu and Christian view of      Prize Laureate
 → Celebrity culture – Role models                     suffering                                        → Racism
 → Relationships – Communication, conflict         → A closer look at Islam, Hinduism, Sikhism and      → The environment – Our responsibilities
    resolution                                         Judaism – Features, origins, beliefs and rites   → Animal rights
 → Relationships – Assertiveness, forming new          of passage
 → Being strong and being tough
 → Gender expectations
 → Sexually transmitted diseases

II.4.     Science
Science is an umbrella term to cover the development of understanding, analysis and interest in the natural world and the known universe through experimentation,
observation and the critical evaluation of data. As such, scientific teaching at St. George’s covers the three main aspects of science, which are roughly divided into
Biology, Chemistry and Physics.

Biology deals with the study of living organisms and their interactions with the environment. Chemistry deals with the interactions of substances from which matter is
made. Physics deals with the nature and properties of matter and energy.

In years 7 - 9, the three components are taught as an integrated subject, general science. We aim to build upon previous experiences gained in junior education.
Although we teach topic blocks of material from the separate sciences, the links between the disciplines are constantly emphasized. This provides a firm foundation
from which students will extend their knowledge and skills in the separate sciences in years 10 and 11 for IGCSE.

II.4.1.   Science Department aims

→ To stimulate curiosity, interest and enjoyment in Science, and to encourage interest in, and understanding of, its application to the world in which we live
→ To give students a sound foundation of scientific knowledge and the skills needed to apply this in new and changing situations in a range of contexts
→ To help students understand key scientific ideas, how they develop, factors affecting their development and their power and limitation
→ To evaluate in terms of their scientific knowledge and understanding, the benefits and drawbacks of scientific and technological developments, including those
  related to the environment, personal health and quality of life
→ To allow students to appreciate the importance of Scientific method, as an aid to constructive logical thinking
→ To provide opportunities for full student involvement and participation through a variety of scientific studies
→ To equip students to organise and present information clearly and logically, using appropriate scientific terms and conventions and ICT where appropriate
→ To prepare and encourage students to embark upon further studies in pure and applied sciences (and therefore to help them get the best grade possible in the
  Public Examinations.)
→ To develop the ability and desire to work both independently and with others to further scientific knowledge and understanding

11.4.2.   Curriculum Overview – Science

General Science years 7, 8 and 9

Year 7                                       Year 8

→   Safety in the lab                         →   Safety in the lab
→   Classification                            →   Chemical structures
→   Cells                                     →   Chemical reactions
→   Life cycles                               →   Atomic structure
→   Sexual reproduction in Humans             →   States of matter
    and in Plants                             →   Forces
→   Chemical reactions                        →   Speed
→   Separating techniques                     →   Human body systems
→   Acids and alkalis                         →   Micro-organisms
→   Energy                                    →   The Environment
→   Electricity

Year 9

→   Characteristics of living things   →   Elements and Compounds          →   Measurement
→   Cell specialisation                →   Gas preparations and tests      →   States of matter
→   Movement into and out of cells     →   Stoichiometry                   →   Forces
→   Reproduction in Humans             →   Reactions of metals and their   →   The Universe
→   Reproduction in Plants                 compounds                       →   Electricity
→   Respiration                        →   Acids and bases                 →   Radioactivity
→   Homeostasis                        →   pH and indicators               →   Waves
→   Nutrition in Humans                →   Patterns of reactivity
→   Nutrition in Plants                →   Rates of Reaction

Biology IGCSE Years 10-11

Autumn Term                 Spring Term                  Summer Term                   Autumn Term                  Spring Term                Summer Term
Cell Structure and          Photosynthesis and Plant     Kidney Function, Health       Introduction to Genetics     Plant Reproduction         Final Revision
Function                    Nutrition                    and Excretion                 and Populations              Introductory               IGCSE Examination
Microscopy                  Mineral Nutrition            Populations, Communities      Chromosomes, Meiosis         Evolutionary Theory
Tissues and Organs          Heart, Health, Immunity      and Ecology                   and Mitosis                  Mock Examination
Keys, Identification and    and Circulation              End of Year Examination       Cancer, Genetic              Examination
Classification              Xylem and Phloem                                           Disease and pre-Natal        Preparation
Human Nutrition, Health     Transport                                                  Tests                        Experimental Exam
and Digestion                                                                          Natural and Artificial       Technique
                                                                                       Human Reproduction,
                                                                                       STDs and Health

Chemistry IGCSE Years 10-11

Autumn Term                 Spring Term                  Summer Term                   Autumn Term                  Spring Term                Summer Term
The particulate nature of   The Periodic Table:          Electricity and chemistry:    Metals: Properties of        Non-metals:oxygen,         Final Revision
matter: States of matter,   Periodic trends, group       Electrolysis, extraction of   metals, reactivity series,   sulphur, chlorineand       IGCSE Examination
diffusion.                  properties, transition       aluminium, Chlor-alkali       extraction and uses of       carbon:Oxygen, oxides,
Experimental techniques:    elements and noble           industry.                     metals.                      sulphur, sulphur
Measurement, methods of     gases.                       Rates of reactions: Speed     Air and water:               dioxide, sulphuric acid,
purification.               Stoichiometry:The mole       of reaction, catalysts and    Composition of air,          chlorine, c arbon and
Atoms, elements and         and calculations.            enzymes.                      tests for water, rusting     its compounds,
compounds Atomic            Chemical reactions:          Energy changes:               Non-Metas:Hydrogen,          limestone
structure, periodic table   Equations and redox          Energetics, reversible        nitrogen and ammonia,        Organic
and bonding                 Acids, bases and salts       reactions and fuels.          fertilisers                  Chemistry:Alkanes,
                            Properties of acids and                                                                 alkenes, alcohols,
                            bases and oxides,                                                                       acids, macromolecules,
                            preparation of salts,                                                                   polymers
                            identification of ions and

Physics IGCSE years 10-11

Autumn Term                  Spring Term                  Summer Term                  Autumn Term           Spring Term             Summer Term
General Physics              Electricity                  General Physics              Wave Properties       Thermal Physics         Final Revision
     Motion                       Charge                     Energy                         Sound                 Kinetic model      IGCSE Examination
     Density                      Current                    Work                                                 Thermal
     Forces                       Circuits                   Power                     Nuclear Physics       Properties
     Scalar and Vector            Digital electronics        Pressure                        Nuclear atom         Thermal transfer
Magnetism                    Electromagnets               Wave Properties                    Radioactivity

Biology IB Standard Level Year 12

Autumn Term                     Spring Term                     Summer Term
Ultra structure of Cells        DNA, RNA and Ribosome           Examination
Electron Microscopy             Transcription and Translation   Brain, Behaviour and
Advanced Light Microscopy       The Genetic Code                Neurobiology Special Option
Biochemistry :                  Mutation                        E
Carbohydrates                   Photosynthetic Reactions        Extended Essay begins
Lipids                          Chlorophyll and Energetic       Group 4 Experimental
Proteins                        Breathing and Respiration       Sciences Projects
Enzymes and Reactions
Nucleic Acids

Biology IB Higher Level Year 12

IB Higher Level Students study the IB Standard topics plus the following additional Courses:

Autumn Term                       Spring Term                    Summer Term
Plant Science                     Higher DNA Function            Kidney Function and
Higher Cell Biology               Higher Photosynthetic          Ultrastucture
Higher Biochemistry               Biochemistry                   Higher Brain Structure and
Higher Enzyme Function            Higher Respiration Reactions   Neurochemistry Topic E
                                  Introductory Statistics        Social Behaviour
                                                                 Synapses and Drug Action

Biology IB Standard Level Year 13

Autumn Term                       Spring Term                    Summer Term
Human physiology                  Mock Examination               Final Revision
Advanced Genetics                 Completion of Experimental     IB examination
Advanced Natural Selection        Design Assessments
Field Experimental Work           Examination Preparation
Evolutionary Theory
Evolution Special Topic D
Completion of Extended

Biology IB Higher Level Year 13

IB Higher Level Students study the IB Standard topics plus the following additional Courses:

Autumn Term                       Spring Term                    Summer Term
Higher Human Physiology           As IB Standard Level           As IB Standard Level
Higher Genetics, Selection
and Evolution
Theories for the Origin of Life
Hardy-Weinberg Theory
Meiosis and Variation

Chemistry IB Year 12
Autumn Term Year 12    Spring Term Year 12   Summer Term Yr 12

Stoichiometry          States of matter      Acids and bases
Atomic theory          Energetics            Oxidation and reduction
Periodicity            Kinetics              Organic chemistry
Bonding                Equilibrium

Chemistry IB Year 13

Autumn Term                  Spring Term                  Summer Term

   A. Higher physical organic chemistry

   B. Medicines and drugs
   C. Human biochemistry
   D. Environmental chemistry
   E. Chemical industries
   F. Fuels and energy

   G. Modern analytical chemistry
   H. Further organic chemistry
   and examination revision

Physics Year 12 – IB Standard Level

           Autumn                            Spring                          Summer

General Physics                  Oscillations and Waves           Thermal Physics
   Realm of Physics                Simple Harmonic                 Specific heat capacity
   Measurement and                   Motion                        Latent heat
     uncertainties                  Resonance                      Kinetic model
   Vectors and scalars              Wave characteristics
   Kinematics                                                     Communications
                                 General Physics                    Radio
                                   Forces and Dynamics              Digital signals
                                   Work, energy, power              Optical fibre
                                   Circular motion                  Communication

Physics Year 12 – IB Higher Level

IB Higher Level Students study the IB Standard topics plus the following additional Courses:

           Autumn                            Spring                          Summer

Quantum and Nuclear              Motion in Fields                 Thermal Physics
Physics                            Projectile motion                Thermodynamics
  Quantum physics                  Gravitational fields             Processes
  Nuclear physics                  Electrical fields                Second law of
  Radioactive decay                Orbital motion                     thermodynamics

Physics Year 13 – IB Standard Level

           Autumn                            Spring                          Summer

Field and Forces                 Electric Currents                Final examination
  Gravitational fields              Resistance                    preparation
  Electrical fields                 Circuits
  Magnetic fields
                                 Sight and Wave Phenomena
Atomic and Nuclear                   The eye and sight
   The Atom                          Standing waves
   Radioactive decay                 Doppler effect
  Nuclear reactions                  Diffraction
Electric Currents                    Polarization
   Potential difference

Physics Year 13 – IB Higher Level

IB Higher Level Students study the IB Standard topics plus the following additional Courses:

        Autumn Term                       Spring Term                     Summer Term

Digital Technology               Electromagnetic Waves            Final examination
  Analogue and digital              Nature                        preparation
 Data capture                       Optical instruments
Electromagnetic induction           X-Rays
   Induced emf
   Alternating current
  Power transmission

II.5.    Mathematics
In years 7, 8 and 9, the pupils develop and extend the basic skills of mathematics in terms of numeracy, data handling, shape and space and algebra.
Thinking skills, which include information-processing, reasoning, enquiry, creative thinking and evaluation, are embedded in all areas of the learning process.
In addition, the following aspects, which help to build up competent and confident use of their knowledge, are incorporated in the overall programme:

→ Communication: using subject-specific vocabulary and symbolism to explain ideas in a clear, logical sequence of steps both orally and in written form
→ Appreciation of relationships: recognising patterns, understanding that one idea may lead to another and developing the ability to generalise
→ Using imagination, initiative and flexibility: developing awareness that there can be different methods of reaching the same result or those different results
  may be equally valid if backed up with correct reasoning. Through problems and investigations pupils are encouraged to find and use strategies that may
  not be immediately obvious
→ Working systematically: considering the implications of the information supplied, reflecting on what an activity entails, planning ahead and adopting
  appropriate strategies such as making a diagram or making a list to clarify the information
→ Working independently: developing confidence to tackle unfamiliar developments in the work without immediately asking for help
→ Working cooperatively: working as a group, contributing ideas and suggestions, listening to the ideas of others and making constructive criticisms and

Through mathematics, pupils should acquire skills that extend beyond the realms of the mathematics classroom. Mathematics, as a discipline, should equip
them for tackling other areas of study and indeed for many aspects life itself. Finally, the aesthetic appeal of mathematics should not be neglected. Pupils
should derive pleasure and enjoyment from their discoveries and achievements and come to appreciate the beauty of mathematics.

II.5.1.   Curriculum Overview – Mathematics

Year 7

 Number work                      Algebra                 Shape, space and                   Data Handling
 → Decimals: Adding,              → Sequences and rules   → Length, perimeter and area       → Data collection
    subtracting, multiplication   → General term          → 3D shapes                        → Statistical diagrams; Tally and Pie
    and division                  → Algebraic terms and   → Surface area and volumes of         charts
 → Fractions: Adding and             expressions             cuboids                         → Mean, mode and median
    subtracting, changing to      → Rules of algebra      → Lines and angles                 → Range
    decimals, equivalence,        → Formulae              → Coordinates                      → Probability
    fraction of quantities        → Square numbers and    → Measuring and drawing angles     → Grouped frequencies
 → The four operations               square roots         → Constructions
 → Long multiplication and        → Triangular numbers    → Line and rotational symmetry
    division                      → Solving equations     → Reflections, rotations,
 → Percentages                    → Triangle-and-circle      translations and enlargements
 → Ratio and proportion              problems             → Polygons, tessellations
                                                          → Nets of solids

Year 8

 Number work                  Algebra                         Shape, space and measure            Data Handling
 → Multiplying and dividing   → Expanding brackets            → Alternate and corresponding       → Probability (experimental and
   negative numbers             and factorising                 angles                              theoretical)
 → HCF and LCM                → Linear functions              → Polygons: interior and exterior   → Statistical surveys
 → Powers and roots           → Graphs of functions             angles                            → Stem and leaf diagrams
 → Prime factors              → Gradient of a straight line   → Constructions                     → Scatter graphs
 → Fractions and decimals     → Real life graphs              → The circle                        → Frequency tables
 → Percentage increase and    → Solving equations             → Surface area and volume of        → Frequency diagrams
   decrease                   → Substituting                    prisms
 → Adding, subtracting,       → Forming equations and         → Imperial units
   multiplying and dividing     formulae                      → Congruent shapes
   decimals                   → Change of subject             → Combined transformations
 → Powers of 10                                               → Enlargements
 → Estimating                                                 → Planes of symmetry
                                                              → Shape and ratio
                                                              → Scale drawings
                                                              → Loci
                                                              → Bearings

Year 9

 Number work                  Algebra                           Shape, space and measure               Data Handling

 → Multiplying and dividing   → Sequences: pattern spotting     →   Pythagoras’ theorem                → Scatter graphs and correlation
   fractions                    and nth term                    →   Loci                                 Cumulative frequency diagrams
 → Percentages: compound      → Functions: simple real life     →   Congruent triangles                → Mean of grouped data
   interest, reverse            graphs                          →   Circle theorems                    → Probability: mutually exclusive
   percentages, percentage    → Simultaneous equations          →   Tessellations                        events, tree diagrams
   change                     → Equations involving fractions   →   Similar triangles                  → Probability investigation
 → Direct and inverse         → Inequalities                    →   Metric units for area and volume   → Data project
   proportion                 → Index notation (negative            Arc length and area of sector
 → Area and volume ratio        powers)                         →   Volume of cylinder
 → Reciprocals                → Quadratic and cubic graphs      →   Rates of change
 → Standard form              → Expansion and factorization -   →   Enlargements ( fractional )
 → Upper and lower              including quadratics            →   Sine, cosine and tangent of an
   boundaries                 → Change of subject                   angle

Year 10/11 IGCSE

 Graph work                Algebra                             Shape, space and measure            Data Handling

 → Quadratic functions                                         →   Circle theorems                 →   Probability
 → Straight lines          Quadratic equations                 →   Constructions                   →   Histograms
 → Inequalities            Fractions                           →   Locus                           →   Cumulative frequency
 → Linear programming      Changing the subject                →   Areas of sectors and segments   →   Mean, mode & median
 → Inverse functions       Direct and Inverse variation        →   Volumes and Surface area of
 → Cubic and reciprocal    Laws of indices                         prisms, pyramids, spheres and
   functions               Sets and Venn diagrams                  cones
 → Tangent to a curve      Sine Rule & Cosine Rule             →   Arc length
                           Trig ratios in all four quadrants   →
 → Trig functions                                                  Transformations
 → Distance and Velocity                                       →   Vectors
   time graphs                                                 →   Matrices

II.6.     Art and Design
Art and Design complements literary, mathematics, scientific and factual subjects. It is especially concerned with the development of visual perception and
aesthetics. It is a form of communication and a means of expressing ideas and feelings and also developing ways of seeing.
Students work is exhibited in the school.

II.6.1.   Aims

→ To develop the student’s skills and confidence using a variety of materials in predominantly the areas of drawing, painting, some graphic design and 2D
  and 3D craft activity, including some pottery
→ To instil in each student a sense of success and achievement

II.6.2.   Curriculum Overview – Art and Design

 Drawing                          Painting                    Contextual Study               Graphic Design              Craft, Sculpture and Pottery

 → A core area which aims to      → Students are taught       → Students are regularly       → This part of the          → Students are encouraged
   give students the                about colour and how        introduced to art              course covers               to engage in active
   experience and skills to         to apply it, making         historical material and        package design,             hands-on Art projects
   represent 3D reality into        colour studies from         are actively encouraged        lettering, advertising,   → Recycled materials are
   2D pictorial space               direct observation          to develop interest and        posters and layout          used in these projects
 → Drawing will articulate          and also evaluating         knowledge in this area                                     whenever possible and
   ideas and develop                the expressive use of                                                                  students are given a
   iconography                      colour as well as the                                                                  chance to use a wide
 → Students draw from               representative                                                                         variety of materials like
   natural and man made           → A variety of painting                                                                  paper, card, papier
   forms, still life, the human     techniques are taught                                                                  maché, plastic, clay,
   body and directly from the       using watercolour,                                                                     moro, plaster, wood,
   environment, as well as          acrylic and gouache                                                                    glass, stone, tin and other
   from the interpretation of       paint and collage                                                                      collected materials
   a theme                                                                                                               → Students use a variety of
 → They are taught how to                                                                                                  tools and techniques
   use drawing media such
   as pencils, charcoal,
   chalk, pastel and ink etc.

II.7.     Music
Music is an important part of the school in terms of student involvement, the effect it can have on the ethos of the school and the recruitment of new students.
Public performances are the shop-window on school life. They represent tangible evidence of achievement and excellence and there is ample evidence that
some parents choose St. George’s for its success in the field of performing arts.

Music of different types shapes our diverse cultures. In some respects it may be argued that there is an obligation to pass on the music of the culture in which
we live and work but the music syllabus of today does seek to explore the music of more than one culture. The syllabus is delivered through the three main
areas of listening, composing, and performing.

II.7.1.   The Music Department aims

→ To encourage students to listen effectively and respond to music of many different genres
→ To give students the necessary skills and musical vocabulary to enable them to compose effectively
→ To give students instrumental playing skills
→ To provide students with opportunities for personal growth and imaginative development
→ To develop appropriate teaching styles within an effective and challenging teaching environment
→ To maximise on potential and achievement
→ To provide opportunities for all students to experience success
→ To encourage positive attitudes to learning
→ To develop independent, critical thinkers and life-long learners
    years 7-9 broadly follow a similar course. Various projects are used to present different ideas and starting points and each one comprises the primary
    areas of Listening, Composing, Performing and Appraisal. Pupils' skills in these areas are developed.
A keyboard course is undertaken concurrently with the projects in order to:

→ Develop pupils' skills in notation
→ Develop pupils' individual instrumental skills
→ Improve pupils' access to the various components of the projects.

The keyboard course is totally individual and pupils learn at their own pace. This is especially useful for those who arrive at St. George's in the middle of the
year or in Years 8 and 9. Notation skills are also acquired through use of suitable written exercises.
ICT skills are developed in a small way through the multi-tracking capabilities of keyboards and some pupils use 'Sibelius' software.
Thereafter music may be studied for IGCSE and IB examinations. Performing: The most important performing opportunities are the Choir and Jazz Band.
Throughout the year, there are many opportunities for solo and ensemble performing.

In the Autumn Term, the Music Department is usually responsible for the production of a major stage musical that involves many students and staff across the
school. At the end of the Autumn Term, a carol service or celebration or Christmas in words and music is produced. In the Spring Term, there is a highly
successful lunchtime concert series through which students gain experience in public performing. In 2006 this culminated in an excellent cabaret evening for
parents and friends. The Summer Term begins with the now-established Music Competition which sometimes spills over into two evenings. External
adjudicators are engaged for this event. Musical performance also forms an integral part of the Graduation ceremony in June.

II.7.2.   Instrumental lessons

These are an important part of the school’s programme and a successful instrumental tuition programme leads to vibrant solo and ensemble performing
opportunities. Individual instrumental and singing lessons can be organised through the school and students are encouraged to take the practical
examinations of the Associated Board of the Royal Schools of Music held in June.

II.7.3.   Rock Bands

The Head of Music actively encourages students to play together and form their own bands.
Extra-curricular musical activity is fundamental for the development of individual and collective skills in performing and it is here that the influence of music on
the life of the school has its greatest effect. At present there is a main choir, Chamber Choir and Jazz Band. Other vocal/instrumental combinations are
organised on an ad hoc basis.

II.8.     Physical Education

The school believes that Physical Education, experienced in a safe and supportive environment, is vital and unique in its contribution to a pupil's physical
and emotional development and health. The Physical Education programme aims to provide for pupils' increasing self-confidence through an ability to
manage themselves successfully in a variety of situations.

The Physical Education curriculum provides our pupils with appropriate, stimulating, challenging and enjoyable learning situations, which will help
promote their physical development, good health and self-awareness It s also encourages the children's social development in areas such as co-
operation and teamwork. These challenges are set with consideration for progression, safety and equal opportunities for all regardless of gender, race or

II.8.1.   Aims

 → To provide physical experiences to bring about self-discovery to en able the pupil to become skilful and resourceful broadly in line with the
   requirements of the National Curriculum.

 → To enable the pupils to gain a sense of enjoyment and satisfaction together with a sense of achievement.

 → To develop good health and an understanding of health related fitness and the need to maintain an active lifestyle.

 → To develop self-confidence and positive attitudes through all forms of physical activity.

 → To develop social skills of co-operation and fair play through ail forms of physical activity enabling the child to cope with success and failure.

 → To develop an ability to plan a range of movement sequences, organize equipment and apparatus, and begin to design and apply simple rules.

 → To develop an ability to remember, adapt and apply knowledge, practical skills and concepts in a variety of movement based activities.

 → To develop communication skills, encouraging the use of correct terminology, lo promote effective co-operation.

 → To en sure that all pupils and staff are made aware of the need for safe practice in all forms of physical education. (See B.A.A.L.P.E. Handbook)
 → To try and ensure that all pupils are wearing appropriate dress for all forms of physical education in the interest of safety and hygiene.

II.8.2.   Objectives

 → Children will participate in a range of movement activities in order to develop personal physical skills. (Practical attainment)
 → Children will be made aware of their body in relation to others and their immediate environment and aim to promote quality of movement.
 → Children will be made aware of simple physiological changes that occur to their bodies during exercise. (Physiology) Children will be given
   opportunities to develop imagination and co-operation to achieve shared goals. (Teamwork)
 → Children will be given opportunities to develop personal characteristics like initiative, self-reliance and self-discipline. (Self-knowledge)
 → Children will be given opportunities lo enjoy and succeed in Physical Education as well as be stimulated and challenged. (Problem-solving)

II.8.3.    Curriculum Overview – Physical Education

Year 7-9

 Autumn Term                                     Spring Term     Summer Term
 Invasion Games                                  Skiing          Athletic Activities
 → Football                                      Net Games       → Track and field
 → Touch rugby                                   → Volleyball    Swimming
 Net Games                                       Gymnastics      → Racing
 → Tennis                                        → Formal        → Personal survival
 → Badminton                                     → Sports acro   Net Games
 Gymnastics                                      → Trampoline    → Tennis
 → Formal                                        Dance           Striking & Fielding Games
 → Sports acro                                                   → Rounders
 → Trampoline                                                    → Baseball

Year 10

 Autumn Term                                     Spring Term     Summer Term
 A selection of activities from                  Skiing          Net Games
 Invasion Games                                  Net Games       → Tennis
 → Football                                      → Volleyball    Striking & Fielding Games
 → Touch rugby                                                   → Rounders
 Net Games                                                       → Baseball
 → Tennis
 → Badminton
 → Formal
 → Sports acro
 → Trampoline
 Programmes are tailored to incorporate
 theoretical ideas on factors affecting

 →   Skill
 →   Motivation and mental preparation
 →   Skeleton and joints
 →   Muscles and tendons
 →   Circulatory and respiratory systems
 →   Fitness
 →   Physique
 →   Drugs

Year 11

 Autumn Term                                        Spring Term    Summer Term
 Invasion Games                                     Skiing         Net Games
 → Footbal                                          Net Games      → Tennis
 → Touch rugby                                      → Volleyball   Striking & Fielding Games
 Net Games                                                         → Rounders
 → Tennis                                                          → Baseball
 → Badminton
 → Formal
 → Sports acro
 → Trampoline
 Programmes are tailored to incorporate
 theoretical ideas on health, safety and training
 → Health
 → Diet
 → Safe practice
 → Injuries
 → Exercise and training

II.9.     Information Technology
At St. George’s we believe that in the increasingly dynamic and ever-changing modern world in which we live it is essential that our students should be able to
work confidently and effectively with I.T., to develop transferable I.T. skills and to be able to apply those skills across different contexts. In addition, we strive to
ensure that students attain appropriate certification for their skills. To this end St. George’s School is currently a registered centre for the Cambridge
International Diploma in I.T. Skills award at both foundation and standard levels and is also a registered centre for the European Computer Driving Licence

II.9.1.   The Information Technology department aims

→ To stimulate interest in the modern applications of Information Technology (I.T.)
→ To stimulate interest in recent developments in computer hardware and software
→ To develop a high level of practical competency in the use of the Microsoft Office suite of programmes (MS Word, MS Excel, MS Access, MS PowerPoint,
  MS Publisher, MS Outlook) and ancillary programmes such as MS Windows, MS Paint, MS Internet Explorer
→ To develop in students an understanding of the jargon and specific vocabulary associated with I.T.
→ To encourage students to identify how I.T. can be used effectively to prepare and complete projects set in other areas of the curriculum
→ To enable students to communicate effectively and efficiently through e-mail
→ To promote safe working practices when using computers
→ To develop an understanding of and an appreciation for the laws which govern computers and their use such as the Data Protection Act, Health and
  Safety Acts and the Laws of Copyright
→ To enable students to work and research safely within the environment of the Internet, to appreciate its worth whilst at the same time minimising the
  potential dangers and pitfalls associated with its use
→    To enable students to be able to use modern computers independently and with confidence
→    To enable students to recognise basic computer error messages and respond in an appropriate manner to solve these problems
→ To encourage students to work collaboratively and to undertake a range of roles within team based activities
→ I.T. is an obligatory subject for all students in Years 7, 8 and 9. Students receive two lessons per week of tuition, during which time they are prepared for
  the modular exams of the Cambridge International Diploma in I. T. Skills at Foundation level

II.9.2.   Curriculum Overview – Information Technology

Year 7                                                            Year 8

→    Keyboarding/Touch Typing Course                              → Databases – using MS Access
→    Basic file management and computer housekeeping              → Preparation for the Cambridge I.T. Skills Diploma Database
→    Computer Art and Design – using MS Paint                       module at Foundation level
→    Basic Desktop Publishing – using MS Publisher                → Spreadsheets – using MS Excel
→    Use of the Internet – using Internet Explorer                → Preparation for the Cambridge I.T. Skills Diploma
→    Word Processing – using MS Word                              → Spreadsheets module at Foundation level
→    Preparation for the Cambridge I.T. Skills Diploma Word       → DTP – using MS Publisher
     Processing examination at Foundation level                   → Application of I.T. skills - project work

Year 9

→ Presentation Graphics using MS PowerPoint
→ Preparation for the Cambridge I.T. Skills Diploma PowerPoint
  module at Foundation level
→ Application of I.T. Skills – project work
→ Using the Computer and Managing Files – using MS
→ Preparation for the Cambridge I.T. Skills Diploma Using the
  Computer and Managing Files module at Foundation level
→ Electronic Communication (The Internet/E-mail) using Internet
  Explorer and MS Outlook
→ Preparation for the Cambridge I.T. Skills Diploma Electronic
  Communications module at Foundation level

II.10. Theory of Knowledge

The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of
other cultural perspectives.

                                  Year 12                                                                    Year 13
Introduction to TOK                                                         Mathematics
Perception                                                                  Art
Empiricism: the use of senses                                               Politics
Language                                                                    Ethics
Reason and Emotion                                                          Truth and Relativism
History                                                                     Presentation Practice
Science                                                                     Formal Presentation
Paradigm Shifts                                                             TOK Essay; final rough copy
Introduction to the TOK Essay                                               TOK Essay; final copy
Introduction to the TOK Presentation


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