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The IGCSE Programme
INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION
International General Certificate of Secondary Education [IGCSE] The IGCSE is a comprehensive two year programme for Grades IX & X. It is a balanced mix of practical experience and theoretical knowledge. It is a universally recognized qualification among international schools and universities worldwide. Various educational skills like recall of knowledge, teamwork, problem solving etc., are developed in this course. The course offers the best in international education and, being in pace with the changing needs, it regularly updates and extends the curriculum. It lays an excellent foundation for students who wish to continue with the IB Curriculum at the pre -university level. Aims and Objectives: 1. To encourage International understanding and to support modern curriculum development. 2. To set standards which are recognized world wide by encouraging good and innovative modes of teaching. 3. To enable the students to become confident and well informed in a modern technological world. There are five subject groups in IGCSE with several subjects to choose from in each group Group 1: Languages • First Language English • Foreign Language French German Hindi Spanish Mandarin Chinese Group 3: Sciences Physics Chemistry Biology Group 4: Mathematics Mathematics Additional Mathematics Group 5: Creative, Technical and Vocational Group 2: Humanities and Social Sciences, English Literature History Geography Economics Art Business Studies Drama Computer Studies Music
First Language English at the IGCSE level focuses on writing skills .Students learn to write different kinds of essays that include Argumentative, Descriptive and Narrative. Directed writing forms an integral part of English as a first language, wherein the students write magazine articles, interviews, speeches etc. English literature at the IGCSE level involves close reading of literary texts as well as the development of analytical skills. Students are encouraged to make a personal response to Literature. Modern Languages: The ability of the child to have an insight into the culture and civilization of the countries of the various Modern Languages is stressed as is ability to communicate, understand and respond to various languages.
Humanities and Social Sciences: This group gives an opportunity for students to explore the various aspects of Geography, History and Economics. Science is a well designed experimental and practical course, coupled with a strong theoretical foundation. The course is suitably designed for students who wish to pursue a career in pure Sciences, applied Sciences or any Science-dependant vocational courses. Mathematics at the IGCSE level is offered as Extended or Additional Mathematics. Students exceptionally gifted in Mathematical skills and those who wish to pursue a career in Pure Mathematics are advised to opt for Additional Mathematics. Creative, Technical and Vocational Course: The subjects offered at this level harness the creative and technical skills of the students. Subjects like Music and Art which are generally practiced as hobbies by students in their earlier years of school, can be studied as academic subjects in Grades IX & X. Students are not only evaluated by CIE for their skills in these subjects, but they also have an opportunity to showcase their talents during various cultural events. Choice of Subjects: At TISB the various subjects are regrouped into the following 8 timetable blocks .This is to ensure that they have the benefit of studying subjects from a wide spectrum of subject areas. Students have the choice of opting for one subject from each of the following blocks: Block 1 Block 2 Language English (Both are compulsory) Foreign Language (Any one compulsory) Mathematics (Any one compulsory)) (Any one compulsory) (Any one compulsory) (Any one compulsory) (Any one compulsory) (Any one compulsory) English Language English Literature Hindi French German Spanish Mandarin Chinese Mathematics (Extended) Additional Mathematics Chemistry Physics Biology Business Studies Physics Chemistry Economics History Geography Art Drama Music Computer studies
Block 4 Block 5 Block 6 Block 7 Block 8
Mode of Assessment • By CIE: Students at the IGCSE level are subjected to two types of assessments: External assessment and Course work. External Assessment includes the various components of Examination in all the subjects conducted at the end of Grade-X. The answer scripts are sent to CIE for Evaluation. Course work refers to any component specified by the CIE syllabus that is assessed in the centre by the centre’s teachers. The teachers who assess the coursework are accredited by CIE. Examples of such course work components include projects, folio of essays, art and craft items, internally assessed speaking tests, etc. • At TISB Students are assessed on a periodic basis after the completion of every unit in each of the subjects throughout the academic year. The School Information Management System (SIMS) effectively keeps track of the academic progress of the students as they proceed with their preparation for the Term-end Examinations. Students appear for the Final Examination at the end of Grade-X .They appear for two Internal Examinations in Grade-IX which are scheduled at the end of 1st and 2nd Term respectively. Most of the syllabus in each of the subjects is completed by the end of Grade-IX. As a result, a period of three to four months is devoted to rigorous revision in each of the subjects before the students appear for their First Mock Examination in the month of February. A second Mock Examination is also conducted in the month of March before the students go on to appear for their Final IGCSE Examination in the month of May. The two Mock Examinations are conducted in a pattern identical to the IGCSE Examinations with respect to the assessment criteria and the mode of evaluation. Grading in all the subjects range from A* to F.The grade Boundaries followed at TISB are as follows:
% of marks 85 or above 75 – 84 65 – 74 50 – 64 35 – 49 20 – 34 Less than 20
IX&X A* A B C D E F
International Certificate of Education (ICE) is awarded to students who take up at least seven subjects in IGCSE which includes two languages from Group-1, one subject each from the other four groups and the seventh subject from any of the five groups. The certificate is awarded to students in three different categories: Distinction, Merit and Pass, depending on their grades in the Final Examination.
the study of English is divided into studying Language and Literature. At TISB. letter writing. Their writing skills are honed through good planning. interviews. THE LANGUAGE COURSE (EXTENDED) 2009-2011 The First Language English (Extended) Course encourages students to develop reading and writing skills. but also a speaker and writer of his / her own words. Literature at the IGCSE level is quite fascinating. Directed writing based on passages includes report writing. There is great intellectual growth as the students are exposed to a variety of genres. FAUSTUS FOR FOUNDER’S DAY The English Language lessons are abuzz with ideas and opinions on a wide range of topics. discursive. gain confidence in voicing opinions and become quite adept at public speaking. They appreciate the beauty of the language. magazine articles. The activity and discussionbased English Language classes ensure that the students develop skills in language such as listening. brochures.ENGLISH IGCSE English is a two-year intensive course divided into the study of Literature and Language. They develop communication skills. Students work on writing descriptive. understand and analyze literature. Students participate in all kinds of activities and these experiences enrich their learning. The student of Literature and Language is not only a listener and reader of other people’s words. The interactive classes help students enjoy interpreting texts and this gives them the freedom of thought. In addition to this. and effective use of idiom and style. diary entries and summary writing. The students develop their reading skills which enable them to understand explicit and implicit meanings. ENGLISH DEPARTMENT STUDENTS PERFORMING AN EXCERPT FROM CHRISTOPHER MARLOWE’S DR. 5 . They also learn to write in different styles. speaking. reading and writing. analyze literary techniques used by writers and gain a deeper understanding of themselves and the world around them. students also analyze the language of writers. argumentative and narrative essays. dialogue writing. use of a wide range of vocabulary. speeches. The enriching experience of studying English Literature enables students to enjoy.
including one question from each genre. The students take two papers: Closed Books A: [Paper 4] Closed Books B: [Paper 5] Closed Books A: [Paper 4] The texts prescribed for the IGCSE batch of 2011 for Paper 4 are: Drama: Poetry: Prose: William Shakespeare – King Richard III Fourteen poems from Songs of Ourselves Ten stories from Stories of Ourselves Assessment of Paper 4 The assessment involves one externally marked examination. prose and poetry. and summary writing. Closed Books B: [Paper 5] The text prescribed for the IGCSE batch of 2011 for Paper 5 is Maya Angelou’s I Know Why the Caged Bird Sings. analysis of how writers achieve effects. The genres studied are drama. THE LITERATURE COURSE – 2009-2011 This course encourages students to appreciate literature and to communicate a sensitive response to literary texts. 6 .Assessment: Reading Passages [Paper 2]: The students are assessed on three tasks – directed writing. Directed Writing and Composition [Paper 3]: The students are assessed on two tasks – directed writing and composition. The students must answer three questions in all. Assessment of Paper 5: The assessment involves one externally marked examination on one text.
Assessment: Reading Passage (Core) [Paper 1] The students are tested on comprehension. discursive.PART OF AN INTERACTIVE SESSION IGCSE CORE ENGLISH – 2009-2011 This is a two-year course. Directed writing based on a passage includes report writing. speeches. summary writing and directed writing based on a given reading passage. The students appearing for these exams receive certificates. (This is the same as The First Language English (Extended) Course Paper 3. interviews. letter writing. This is an option open only to students who take the First Language English (Core) Course. Directed Writing and Composition [Paper 3]: The students are assessed on two tasks – Directed writing and composition. argumentative and narrative essays. which is well balanced. diary entries and summary writing. dialogue writing. Marks for this component do not contribute to the overall grade. Speaking and Listening (Optional) [Paper 5: The students appear for an oral examination involving Listening and Speaking (Paper 5). 7 . The First Language English (Core) Course encourages students to develop creative writing skills. brochures. Students work on writing descriptive. It includes only a Language programme and no literature. magazine articles. The grades in this course range from C-G unlike the other courses which have grades ranging from A*-G.
It gives them an excellent foundation to further pursue the subject at the IB Diploma level. Accelerated Mathematics and Extended Mathematics. 8 . enquiry and problem solving.AN IGCSE STUDENT MAKES THE CLASS MORE LIVELY BY ENACTING THE ROLE OF MALVOLIO FROM SHAKESPEARE’S THE TWELFTH NIGHT MATHEMATICS: Brief description of the course as it is conducted at TISB IGCSE Mathematics develops students’ skills in thinking. IGCSE Mathematics is offered at two levels.
Surds. Trigonometric equations. The Extended Mathematics students cover topics like Algebra.70 Marks and Paper 4-130 marks. trigonometry. logarithmic and exponential functions. Examples of Work/Activities Apart from the regular teaching hours. Quadratic Equations. Transformations Vectors. The knowledge they gain gives them clarity of concepts and helps them to recognize the appropriate mathematical procedure for a given situation. which covers the basic requirements of higher level Mathematics in the IB Diploma. This provides a solid foundation and develops their potential to understand different perspectives of problem solving and to make reasoned responses. The students are exposed to topics like Calculus. The Additional Mathematics students answer two papers Paper 1 – 80 marks and paper 2-80 marks.Students who are gifted and are very keen to excel in the subject opt for the Accelerated course. Vectors and Counting principles. How the Course helps them in future The students of the IGCSE acquire a suitable foundation in Mathematics for further studies. 9 . Mensuration. and gain an appreciation of the beauty. Binomial theorem. General Description of the Assessment In Extended Mathematics the students take two papers Paper 2. They complete the two year syllabus in Grade –IX and take up an exam at the end of the academic year. Students are encouraged to work on projects and Presentations for intra and inter-school competitions. They also derive enjoyment and satisfaction from engaging in Mathematical pursuits. They study Additional Mathematics in Grade-X. power and usefulness of Mathematics. Statistics and Probability. Remedial classes are conducted throughout the year to help the students gain confidence and perform better in their Final IGCSE Examinations.
SCIENCE: 10 .
respiration. which includes reproduction. which includes cells. enzymes. movement in and out of cells.BIOLOGY The Biology course is a two year course which introduces new topics that are designed to give an insight into how natural systems operate. It also provides. SYLLABUS The major units that the students are exposed to are: • • • Characteristics and classification of living organisms Organization and maintenance of organisms. an interesting educational experience for all students. nutrition. excretion. growth and development and genetics Organisms and their environment • 11 . coordination and response Development of organisms and continuity of life. transportation. through well designed studies of experimental and practical science.
By pursuing this course students will be better prepared for grade XI if they wish to pursue Science. and they will have a much more satisfying experience of Biology. would be reinforced with a lab on food tests. Experimental skills and investigations • Students are assessed throughout the year by means of summative and formative assessments • Formative assessments take the form of unit tests. (20% weightage) ACTIVITIES Classroom teaching is accompanied by practical work in labs that helps students become enquirers. within familiar and unfamiliar contexts.Multiple choice questions for 40 marks (30% weightage) 2. A topic on nutrients. understanding and insight. BENEFITS IGCSE Biology places considerable emphasis on the understanding and use of scientific ideas and principles in a variety of situations.ASSESSMENTS The three assessment objectives in Biology are: 1. which is a written paper designed to test familiarity with laboratory-based procedures. Paper 3 is chosen since the extended curriculum is also taught along with the core syllabus (50% weightage) 3.Alternative to practical paper. Paper 1. This will also prepare candidates for an assessment that will. Knowledge with understanding 2. Students will be able to get familiar with new scientific techniques and apparatus. carry out investigations and evaluate results. Paper 6. 12 . Lab activities help reinforce concepts taught in theory class. test expertise. whose marks are converted to grades • Summative tests which take the form of examinations All candidates must enter for three papers: 1. learners and thinkers. for example. Paper 3.Extended theory paper consisting of 80 marks of short – answered and structured questions. Handling information and problem solving 3.
and perform tasks which will help improve their ICT skills. well versed in the Cambridge IGCSE syllabus with a proven record of success. The students gathered the data and we recorded it in Notebook software for everyone to then process graphically. work and Power.PHYSICS: What will be studied? During years IX and X at TISB.] [Here we see a simulation of the behaviour of gas particles. They have access to a wide range of lab equipment and carefully designed practical activities. How is this done at TISB? TISB has a team of experienced physics teachers. In addition. Forces. How is the syllabus delivered at TISB? We believe that understanding of the sciences comes through experience. The majority of our students gain the highest attainable grade on this course. This allows students to review classes and materials in their prep time. This is an exam produced by University of Cambridge for international students and has both academic rigor and the development of the practical and investigative skills necessary for the understanding of science. Students can change properties such as the volume of the 13 . That means that we wish to give our students the full variety of experiences that an outstanding international school can offer. many materials are saved on our school intranet. Electricity and Magnetism and Atomic Physics are the other topics covered. Velocity and Acceleration. Thermal Physics. Topics that are included in IGCSE Physics are as follows: General Physics includes Speed. Energy. Our students are taught in classrooms with facilities such as interactive whiteboards. Length and Time. away from the classroom. students prepare for the IGCSE exam. [This is an example of a practical lesson on the variation of resistance with length and with cross sectional area of a conductor.
Agriculture. Industries and Tourism are taught in grade X. that include graphs. Some examples of IGCSE Geography activities Example 1 3(c) study Fig. Toposheets are taught by means of survey maps and aerial photographs.container. It allows students to visualise something that can’t be seen with the naked eye. SOCIAL STUDIES: Geography: The various themes of IGCSE Geography are taught over a period of two years. 7. heat and motion to be studied. Various geographical skills that include Statistics and Topographical map work are developed. Assessment Geography assessment at the IGCSE level is aimed at evaluating knowledge and understanding. II.  (v) Why do meanders sometimes develop into ox-bow lakes?  14 . The syllabus has three themes. It is widely regarded as excellent preparation for the IB Diploma. namely Population and Settlement. 7. The weightage given to this component is 45%.papers.7 which shows the river speed of 20 cms/sec. through grades IX and X.] Is IGCSE Physics a rigorous course? The IGCSE qualification is known and accepted by international schools and universities worldwide. (i) Complete the line on Fig. studied by our Year XI and Year XII students. Population and Settlement. both conceptually and experimentally. Topics such as Natural environment components. decision making and investigation skills (enquiry.  (ii) On Fig. All candidates appear for three Q. Natural environment and Economic development and Use of resources. Various statistical techniques are also used while teaching. The duration for components -II and IV is 1 hour 30 minutes.I. 7 which shows different speeds of the water as it flows around a river meander. maps etc.  (iv) Give reasons for the shape and features of the meander you have described in (c) (iii). shade the part of the river where the flow is greater than 40 centimeters per second. the temperature of the gas and the pressure of the gas and watch the change in the behaviour of the gas particles. making the concepts easier to understand.  (iii) Describe the shape and features of the meander shown in Fig. It allows important physics concepts such as electricity. to a level which will challenge the most able students and develop the skills for success in the years to come. The weightage for each of these papers is 27.5%. are dealt with in Grade-IX. along with analysis. The duration of Paper 1 is one hour 45 minutes. correlation coefficients. practical and presentation skills). & IV.
Rocca and Ragalna.Nicolosi. 2.Example 2 (a)Study Fig. What does this mean?  (ii) Identify the main hazard from the volcanic eruption which threatened: 1. (i) Mount Etna is an active volcano.  15 . 5 which is a sketch of Mount Etna during a volcanic eruption in 1983. 5 on the people who lived close to Mount Etna.  (iii) Describe the possible impacts of the volcanic activity shown by Fig.
Explain why people choose to live close to active volcanoes. 6B.  (C) Many people live close to the volcanoes which are shown in Fig. 6B. (i) Use evidence from Fig.(iv) Describe what can be done to protect people from volcanic eruptions.  B) Study Figs 6A and 6B (opposite) which show information about the eruptions of Mount Etna. 6A only.  (ii) Explain how volcanoes are formed at destructive plate boundaries such as the one shown in Fig.  16 . to compare the lava flows of 1923 and 1983. You may use a labelled diagram in your answer. You may refer to examples which you have studied.
Students wishing to pursue careers in fields like town planning and settlements. forestry and various remote sensing and satellite imagery operations will benefit tremendously from the IGCSE Course in Geography. A study of IGCSE Geography works as a sound base if the student wishes to take up Geography at IB level. as it gives abundant knowledge of the world including issues and problems created due to human actions. 17 . as well as the physical processes all around us. oceanography. climatology. BENEFITS The study of geography is important for all students. etc.Example 3 An aerial photograph for interpretation The above photograph may be used for questions like identifying the area or identifying the environmental issues associated with a region such as that shown in the photo.
producers and citizens of the local. 18 . Most of the micro-economic concepts are taught using discussion and question-answer methods. There are 3 papers similar to the board pattern of exam. The student is required to write an answer using the knowledge acquired with reference to case study and structured questions. role of individuals and resource allocation in the economy. Central bank. The assessments are carried out by giving case studies and tests relating to the topic covered. the CIE board pattern will be followed. 3. They will learn to handle simple data and to carry out economic analysis. evaluate information and discriminate between facts and value judgments in economic issues. The third paper is analysis and critical evaluation [30% weightage] with Novel data for interpretation and analysis of a real economic situation. 4. 5. The Economics course will promote in students a greater understanding of the world in which they live.ECONOMICS: The IGCSE Economics (0455) syllabus will develop an understanding of economic terminology and principles. market structures. In the first year the semester exams will consist of one paper with 30 multiple choice questions and four or five structured questions based on topics covered and relevant questions will be asked. For the final exam different multiple choice and structured questions are chosen from past papers. Students are taken on different field trips to explore real world conditions and to apply to them on economic concepts. Economics taught during the first year of IGCSE at TISB introduces students to the basic principles of Micro and Macroeconomics. 2. national and international community. Basic economic problem: choice and resource allocation The allocation of resources: how markets work. market failure The individual as producer. One paper with 30 multiple choice questions [20% weightage] The second paper with structured questions [50% weightage and Candidates must answer Section A and three questions in Section B] related to the syllabus. and of basic economic theory. etc as part of student-centered and problem-based learning. and will encourage them to play a full part in the decision-making process as consumers. including the nature and method of economics and the role of the private and government sectors. in preparation for the mock exams. consumer and borrower The private firm as producer and employer Role of government in an economy The second year of the IGCSE is a major chunk of Macro economics concepts. In the second year of the IGCSE. Students will gain an awareness of the economics of developed and developing nations and the way they interrelate. Case studies and worksheets are the regular method for reinforcement of learning. Emphasis is placed on the business organizations and their structure. The topics covered are: 1. Students are given many projects on the Stock Exchange. The contents are well laid out so that students develop both critical and analytical skills by means of solving structured and data response questions.
The contents are well laid out so that students develop both critical and analytical skills. including: Banking Retail Higher Education Local Government Self-employed (establishing own business) Economic Administration Global Financing Development Labor Relations Statistics Academia Journalism International Law Project management Brokerage Law BUSINESS STUDIES The IGCSE Business Studies syllabus develops students' understanding of business activity in the public and private sectors. some of the portions covered are marketing. etc. During the second year of the course. The assessments are done by giving students case studies relating to the topic covered. students are qualified for a wide range of careers in the public and private sectors. and topics as varied as the internal working of the company. the basics of profit and loss account. Finance. financed and run.Employer associations. by means of solving case studies. In the first year the semester exams will consist of one paper with five small case studies based on topics covered. partnership. Journalism. The topics covered are: The purpose of business Activity and its types Forms of Business Activity: Sole trader. private companies and Plc’s Government influences of Business Accounting. The student is required to write an answer using the knowledge acquired and relating it to the case study.After gaining knowledge of Economics. During the first year of the IGCSE. 19 . Marketing. students learn how businesses are organized and owned. and relevant questions will be asked. including Business. motivation Employee . balance sheet and ratio analysis Organisation Structure. They can take up a variety of careers. For the final exam different case studies are chosen from past papers. Students learn how the major types of business organizations are established. Public Sector Management. and the importance of innovation and change. Communication. organizing production and location of business.
write a report or read a balance sheet. Role plays like a mock trade union are conducted. In Paper 1 there are five case studies worth 20 marks each. Marketing. Journalism. product oriented business or market oriented business are debated. In grade 9. and the employers defend their stand. `USA`s containment of the spread of communism`. with questions related to the case. with people working only for financial gains. The students are enthusiastic about business because it is dynamic and ever-changing. The second paper is a long case study worth 100 marks each. Public Sector Management. students take on an in-depth study of Germany and critically learn and analyze the successes and failures of Weimer Germany. This gives the students the skills to express their views and to listen to counter-arguments. as well as looking in great depth at the history of a particular region. including Business. 20 .In the second year of the IGCSE two papers similar to the board exam are set for the Mock Examinations: one paper with five small case studies and another big case study. HISTORY: The History syllabus offers students the opportunity to study some of the major international issues of the 19th and 20th centuries. In TISB. It is designed for the student who needs to be able to analyze a business. whether it be as Marketing head or a Human resource manager. International Relations since1919’’and do an in depth study on Germany (1918 – 45). `Gorbachev`s contribution to the fall of the USSR`. Various topics like profit being the sole motive of business. They have taken up a variety of careers. Hitler’s rise to power and the way he ruled Germany until 1945. which carries a similar weightage of 50 %. Most current business news is discussed. Finance. In grade 10. our budding historians study and understand topics like The Paris Peace conference. we take up option B of the syllabus “The 20th century. Business Studies is a broad discipline that will provide students with a range of skills and knowledge to help choose their specialization later as a career. the Treaty of Versailles and analyze questions such as "Were the peace treaties of 1919-23 fair?". In the Second term they will study `The cold war`. Benefits: After gaining an initial knowledge of Business. students are qualified for a wide range of careers in the public and private sectors. A thorough discussion is carried out by the employees discussing their problems. The Final IGCSE Exam consists of two papers of 100 marks each. where one group represents employees and another represents the employer. in the first term. and `the UNO`. including: Banking Retail Running the family Business Higher Education Local Government Manufacturing Self-employed (establishing own business). etc. discussed and seminars held. "To what extent was the League of Nations a success?" "Why had international peace collapsed in 1939?" The students will also analyze the causes of the Second World War. `USSR’s control over eastern Europe from 1948 to 1998`.
They also watch a number of historical movies. intentions and beliefs of people in the past. organize and deploy knowledge of the syllabus content. They also prepare presentations on various topics and present them in class. As part of class activities students work on many worksheets to enhance their interest in the subject. Students appear for the final IGCSE exam at the end of the two year course. problem solving. to help people return to more authentic 21 . as well as to collect more information related to their topics in History. personal presentation. cause and consequence. non-verbal communication skills and communication skills. age and gender. similarity and difference. students acquire valued skills such as team building. Interesting debates are organized in class on topics like “Hitler was a weak dictator” or “The policy of appeasement was the main cause for the outbreak of the Second World War” or “Who started the cold war?” Students also do role-play and present their views and interpretations of various historical events. As a Drama department we believe strongly that Drama has the potential to create learning spaces which bridge the divides of culture. law or civil services. select. and answer three papers based on the topics they have learnt. They will learn to evaluate and use a range of sources as evidence in a historical context. DRAMA: The overall philosophy of Drama is to foster a positive self-concept in students by encouraging them to explore life by assumption of roles and by the acquisition of dramatic skills. Benefits: This course goes a long way in helping and preparing students keen on taking up history as a university subject or as an IB subject. and demonstrate an understanding of change and continuity. It also helps them pursue career options like journalism. Studying history would helps them to do subjects like archaeology or museology in future. emotions. or diplomatic positions in various world organizations. They should be able to comprehend and interpret the motives.As far as assessment is concerned. candidates are expected to recall. which makes the subject-matter even more interesting. By studying Drama.
a political issue or a domestic issue. light. acting. physically. a photograph and an event in the history of your own country. and provide opportunity for reflection on. 22 . Drama showcases and theatre trips will be organized by the Drama department and school for IGCSE Drama students. Workshops conducted by professional practitioners. costume design. Students complete research on certain topics: a social issue. They will learn about set. a sculpture. The students are encouraged to participate in the annual school production. Commedia dell Arte and character study. and evaluation of. Coursework (60% of the total grade): this consists of three pieces of practical work. Students are exposed to different dramatic styles and techniques: documentary drama. A solo. scripted and a devised group work. However.relationships with themselves and those around them. The three pieces will be recorded on video or DVD and will be sent to Cambridge for external moderation. there are also other options: a picture. the practical work. of course. imaginatively. aesthetically and socially by giving form and meaning to experience through “acting out”. musical theatre. The IGCSE course consists of two components: Written examination paper (40% of the total grade): this paper will require responses to a prereleased text and three stimuli. Drama can develop the whole person – emotionally. intellectually. satire. directing and.
performing and composing. etc. Generally students enjoy playing their own instruments and like to participate in various school programs where they build confidence as soloist or accompanist through performing. Prepared listening is prescribed work for the students. In the unprepared listening section. as they also share knowledge and learn new instruments and techniques. 23 . The Performing component consists of two sections. Beethoven. • The listening paper consists of two sections. students excel in learning different types of period music. which are listening. where students work on two selected pieces.solo and ensemble. Apart from that. The course has three major assessment objectives.unprepared & prepared. one from world-wide music and the other from Western Classical. from the Baroque to the Modern Century. students also enjoy the great musical works by famous composers such as Bach. Mozart.MUSIC The IGCSE music syllabus is designed to be a two-year course.
structure and techniques of compositions as well as the rudiments of theory.• Composing is done within the two year IG music learning program. The students are expected to complete two compositions by the end of their course work. style. it could either be for an instrument or for vocals. 24 . This helps students explore musical ideas. All the students compose their own music.
All extracts are played four times. acoustic concerts. choirs and orchestra. Listening Papers: based on CDs supplied by CIE. such as school productions. Activities For developing confidence and musicianship. class assemblies. Students will be expected to follow any complete/skeleton scores or diagrams provided. The student is also expected to write the scores of their compositions which will be sent along with the recordings.Assessment Assessment Course work & Listening papers Internal 60% Course work: Performances 30% & Compositions 30% Course Works External 40% Listening papers: Unprepared listening 24% & Prepared listening 16% Performance: consists of prepared performance of the candidates own choice. for which solo or ensemble pieces may be performed. Composition: Students must submit two compositions with contrasting characteristics. The performance is between 4-10 minutes. This will be recorded and sent to the IGCSE for evaluation. one or two contrasting short pieces either vocals or instrumental are to be played. 25 . These will also be recorded and sent to the IGCSE. All questions are compulsory and require either short answers or multiple-choice format. students take part in various performances throughout the year. The test will be in two parts: Unprepared Listening (maximum 60 minutes) and Prepared Listening (maximum 40 minutes). The questions will test the students’ understanding and perception of the music. Here.
TISB has introduced the Trinity College of London music exam. performing and composing. teachers usually show movies of great composers’ works such as symphonies and operas. wherein his performance For a wide range of knowledge of composers’ works and history of music. The school also invites outside schools and artists to come and perform at TISB. knowledge and understanding. students may take extra individual classes. on a monthly basis. Students can take up further studies in music if they wish to pursue a musical career. students take part in musical workshops and school competitions. where students appear for practical as well as theory examinations. This helps students from different schools interact with one another and also gives the students a chance to meet artists to share their experiences with the students. The results of these Examinations have been highly excellent. through the activities of listening.To build techniques and skills. 26 . sensitive and critical response to the main historical periods and styles of Western music and Non-Western traditional music. To improve their musicianship. Through this. they are able to develop a perceptive. Benefits Students are able acquire and consolidate a range of basic musical skills. Students are also taken to live concerts to watch different performances. The student is expected to present a solo or ensemble piece in class. and vice versa.
and the ability to identify and solve problems in a visual and tactile form. figure drawing. conceptual thinking. sensitivity. The final grade depends upon: 50% . from observation. interpretative study.A portfolio of coursework. powers of observation and analytical ability. printmaking and sculpture. The study of Art and Design will lead to a wider awareness of the role played by the visual arts in society and in the history of civilization. ASSESSMENT Work is continuously assessed throughout the course with individual tutorials to discuss progression and development. painting. 50 % . To facilitate this there are regular visits to galleries and residential trips. still life. Students will develop confidence and enthusiasm in the practice of Art and Design as they gain the technical skill necessary to form. working from primary source material. It will broaden students’ cultural horizons and enrich their individual experience. Throughout the course there is a strong emphasis on researching Art History and contemporary fine art practice. These are delivered through a variety of projects. Students are expected to show the development of ideas from initial attempts to final solutions. mixed media. COURSE CONTENT The course is designed to develop skills in drawing. that is.Art and Design THE COURSE ETHOS The personal response encouraged by the Art and Design syllabus will stimulate students’ imagination. 27 .A ten hour examination. compose and communicate in two and three dimensions. urban environment – and from imagination. landscape.
All candidates will also be required to demonstrate some level of practical skill through the project. Benefits of the course The syllabus is designed to instill creativity and logic and to apply the same in all real life situations. together with a general understanding of how an information processing system is designed to suit a particular application. design. is to be carried out over an extended period. The purpose of the project is to allow candidates the opportunity to demonstrate their ability to undertake a complex piece of work. stock market. although students will study contemporary hardware. software and applications as examples. analyze. explain. The skills will usually be tested by requiring recall of information. The intention of the syllabus is that students should gain knowledge of the nature of information processing and the broad range of its applications. will usually be tested in a fairly straightforward way. and to complete the solution and present their results. The students often opt to create applications to manage travel. 29 . together with some simple application of that information.Computer Studies The Computer Studies syllabus is independent of other syllabi and includes no significant mathematical or numerical content. testing. or explanation. This will enable the students to use their skills and experience gained during the course to analyze. to reinforce the practical aspects. to varying degrees. which is a computer-based solution to a significant problem.Project A single piece of coursework of a complex nature. This course also helps students pursue Computer Science at a higher level in grades 11 and 12. implement. restaurant etc. inventory. hotel. using information and situations which should be broadly familiar to candidates. they should be well equipped to appreciate future developments in technology and its applications. test and evaluate the solution to a problem. The coursework is a small project. designing. synthesize and justify. involving the use of a computer to solve a specific problem. Abilities to comprehend. The application is designed using Visual Basic as Front end and Microsoft Access as backend. Paper 2 Coursework (School-based assessment) . Computing is an applied subject and. which entails analyzing. library. (implementing) and documenting a simple application. Paper 1 (2 ½ hours) Short-answer and structured questions with no choice. and how such a system works. all candidates are expected to do practical work. SCHEME OF ASSESSMENT All candidates will be required to demonstrate basic levels of knowledge and understanding. The syllabus concentrates on the principles of information processing so that.
environmental concerns and education. true or false. French. and cultural knowledge of the language spoken in a different part of the world. sports. The questions come in the form of MCQs. The infrastructure also plays a significant role in developing various linguistic skills among the students. such as multimedia. where the creativity of the teacher is highly encouraged and appreciated. The language courses are designed in such a way that students learn to develop analytical skills through various text handling exercises. interviews and individual or group conversations. The course also coveys that learning another language can enrich one’s life and broaden one’s horizons. poster presentation. video. The classes witness a gradual transition into the target language. speaking and listening in the target language are part of the daily learning experience. and possibly even open an area for travel or work. art. radio or tape recordings. this enables students to have an opportunity of starting a new language at beginner’s level. e. Hindi and Mandarin Chinese and is also the only school where Hindi is offered as a foreign language for non-native speakers. travel guides. Reading skills are also broadened by introducing authentic material such as articles. brochures. simulation. articles. providing students with the skills necessary to be socially appropriate in the respective culture. face-to-face. studying current events and exposure to cinema. created by the teachers. brochures and email. as well as subjective. reading. eating. TISB is the only school in India that offers five languages. The students are assessed on all the linguistic components.Modern Languages: Under the IGCSE Modern Language program. ethnic. transportation and travel. Most of the time students are strongly encouraged to communicate in the target language. cinema. Activities include dialogues. painting and music. menus. It can leverage their professional career and expand the scope of work to different geographical locations. The IGCSE language programme at TISB is based on a curriculum in which reading. biographic information. picture description. 30 . dance and drama. plays and poems. The writing tasks include the practice of grammar as structure input and output. food. The Students are guided on improvisation and practice spontaneous oral and written communication. The language courses stretch far beyond the class room environment. leisure. The students are evaluated on objective. short stories.e. watching the news. Spanish. The exercises are accompanied by adequate audio visual stimulus. weather and time expressions. The language program aims to explore geographic. The Students are given a variety of texts to become familiar with all the styles of the target language. French. in the form of compositions. Learning takes place through a cultural showcase of the languages taught which include various activities such as exhibitions. writing. The course also emphasizes understanding of the language spoken when delivered at moderately normal speed by native speakers in various situations. oral reports and projects. The teaching method extends beyond the text books. writing. There are a variety of interesting exercises based on the course work. Spanish and Hindi. audio and video resources. advertisements. interests and hobbies. letters. leading to career growth by reducing geographical limitation. It helps develop vocabulary and language structure and to comprehend and communicate appropriately and effectively in the following areas: greetings. They practice daily oral communication and drills to perfect and learn correct conjugations.g. daily activities. that provide additional aid for their language development. In the global context the knowledge of these languages can prove to be extremely beneficial to the students. reports. The languages offered in the middle school are Mandarin Chinese. questions. news items. family and relationships. German is introduced from grade IX. matching or selecting the appropriate answers. reports. discussions. social notices and simple business letters. recitation. descriptions and narration. interviews. debates. The cultural enrichment of students develops through reading authentic materials. ethnic and cultural knowledge of the languages. and learn organizational and presentational skills through various writing tasks. listening and speaking. German. summaries. clothing and shopping. future plans. They acquire a basic geographic. i.
students are made comfortable in a friendly atmosphere where individual learning styles are taken into account. students are engaged in role plays. reading and writing Preparing students to become academically proficient in English and successful in mainstream classes Small classes to accelerate the students’ learning acquisition Relaxed and friendly classroom atmosphere to discard the fear of a foreign language Range of activities to build up self-confidence and enhance self-esteem Wide range of stimulating learning activities High performance standards Continuous assessment Ongoing review and development of curriculum to incorporate the best and latest learning and teaching technique. They should be able to communicate in speech and writing. and also to help them integrate into the mainstream programme. summarising. speaking and listening skills of the students. oral presentations and individual research on topics of academic interest. board games and online activities are provided to promote the principles of inquiry-based learning. In order to fulfill this mission. speaking. the department follows a flexible but systematic programme. The main features of the EFL programme at TISB are the following: • • • • • • • • • • o Flexibility of the programme to address students’ individual learning needs and styles Integration of all aspects of language learning . In the intermediate and advanced years. To promote critical thinking and use of the academic English. which encourage rapid English acquisition and confidence building. EFL The EFL Department at TISB has a two–fold mission: to provide all EFL students with the English language skills required for their social and academic life in the school. A wide range of stimulating and challenging activities like pelmanism activities. 31 . showing accurate knowledge of a variety of vocabulary and applying the grammar of the target language accurately. skimming texts to find the main point. EFL classes focus on group work and pair work as well as whole class activities. These include report writing.listening.Assessment: Students are assessed based on their ability to understand and respond to spoken and written language. students are taught various learning strategies to meet the requirements of academic English. In the early years EFL programme. The students appear for four different components for their final Examination which assesses the writing.
Language games. Students are motivated to use the library and internet facilities during their course of study. class skits and role-plays make learning English pleasurable. Practice in English pronunciation.debates. Students are encouraged to improve their vocabulary and grammar skills. and discussions on topics that encompass current issues based on newspaper articles and a wide variety of text resources from the internet. Students are trained to understand simple messages. accent and intonation are given through our audio resources. online activities. The student’s ability to talk about interests and everyday activities is enhanced in the classroom. especially in listening and speaking. Elementary level In the Elementary EFL programme. activities are designed to promote confidence. 32 . instructions and directions.
Pre-intermediate level In this level students are trained to develop their daily life discourse and communication skills. narrating and comprehending stories) are given importance in the course of study. Intermediate level 33 . communicating opinions. Fluency and expression in writing (giving instructions and explanations.
We work in small groups based on proficiency levels making the lessons 34 . various language skill tasks as well as sub-skill tasks for practising pronunciation. lexis. We follow the communicative language approach while teaching English as a foreign language. theme-based topics.The intermediate level is based on a multisyllabus approach. based on the academic needs of the students. is used for teaching. fluency and accuracy. Along with this. Specific terminology. situational expressions. Upper Intermediate Level In this level the focus is on reading skill strategies including intensive skimming and scanning development tasks as well as intensive reading exercises. which skilfully combines grammar. The students are encouraged to write essays on a variety of topics following established conventions of the genre concerned. communicative and decision making activities based on authentic reading materials are also given. EFL Teaching Methods Our aim is to make the students feel relaxed in a totally new environment with a new language.
Integrated Skills in English examinations (ISE) is an international exam which assesses all four language skills .Speaking.interesting and enjoyable. International certificate to prove your language skills TISB is an accredited centre for Trinity ISE (Integrated Skills in English) Examination. Our team of teachers imparts intensive training for the students to score well in this examination and makes them ready for the interview with the Trinity examiner. Writing. Listening and Reading. Small class sizes and individualized attention ensure students the opportunity to explore his or her potential for academic success. 35 . EFL students are enrolled to write Trinity ISE examination during their course of study.
responding to the teacher’s requests for more information. detailed descriptions of real or imaginary events Give information and opinions about the prepared topic Answer questions on the prepared topic and participate in informal discussion of the topic. 36 .EFL Examination EFL examination paper consists of five sections: • Listening • Reading • Grammar and Vocabulary • Writing • Speaking Aims: • • • • • • Understand articles and reports concerned with various issues Obtain information. facts or details. ideas and opinions from the text and write it in one’s own language Review vocabulary and grammatical structures Write clear.
English has assumed the position of an official language in cities across the world.Benefits In today’s global context. 37 . EFL Programme in TISB caters to the needs of the speakers of English as a foreign language and it is a course which allows students to make excellent for making maximum progress in a short time.
They learn how to plan. Become KNOWLEDGEABLE about physical activities by being made aware of the opportunities for sport inside and outside school. Be CREATIVE by presenting them with opportunities to develop their own ideas. to accept limitations. Physical fitness tests are conducted on a periodic basis. AIMS AND OBJECTIVES Our aims should be to encourage children so that the maximum number will wish to take part in physical activity long after they leave school. abilities and preferences.Emphasis is given on the Physical fitness of the students. In order to achieve this overall aim we must fulfill a number of objectives. It promotes physical skillfulness. Be SAFE and AWARE of danger by learning rules of conduct during physical activity. to act independently. 6. Be SENSITIVE TO OTHERS by giving them responsibility for others as leaders. Playful methods are adopted to improve the same. 3. physical development and knowledge of the body in action. developing all aspects of fitness like strength. It promotes a positive attitude towards active and healthy lifestyles. 2. and their ability to use these to perform in a range of activities. skills and coordination. Through this process pupils discover their aptitudes. These objectives can be met by encouraging pupils to: 1. 38 . ideas and events are to improve their quality and effectiveness. technical aspects of track and field events and other minor games are taught in PE classes. Pupils learn how to think in different ways to suit a wide variety of creative competitive and challenging activities. 4. 5. so that the fullest involvement of the students is achieved. stamina. to be selective. speed. Develop TEAM SPIRIT by stressing the importance of working as a team. Become more SKILLFUL by experiencing and understanding motor skills. PHYSICAL EDUCATION CLASSES: Basic skills of various games and sports. Foster PERSONAL ATTRIBUTES by being given confidence through opportunities to make decisions. 7. marching.THE ROLE OF PHYSICAL EDUCATION AT TISB The Importance of Physical Education Physical Education develops pupils’ physical competence and confidence. perform and evaluate actions. Physical education provides opportunities for pupils to be creative. PROGRAMMES OF STUDY MORNING ACTIVITY (for Boarders) . ways to do warming up exercises. and make choices about how to get involved in lifelong physical activity. competitive and to face up to different challenges as individuals and in groups and teams.
control away from a defender. place kicking.Shooting at goal with full instep General technique. chest. Depth and width in attack System of play. Set play.Jumping to head the ball. follow through. ground. with or without pressure. . uses of passes in the game. kicking from hands.Types of Pass. Receiving Dribbling Heading Shooting Tackling Goalkeeping TACTICS AND TEAM SKILLSPrinciples of play – Depth in defense. selection of the appropriate pass. head down. eyes on the ball throughout.Collecting the ball at various heights. chip. control under pressure. . lofted. using different parts of the foot.Running with ball.Interception before tackling. body serves. body position. . dribbling and shooting at goal. get into line with the ball. . recovery after tackle. ability to get free for a pass. position at each pass.Use of various surfaces. Defending – heading high and for distance. (head. slide tackle. ‐ Accuracy of a pass. . good contact. use of feints. heading a pass. BASIC LAWS OF THE GAME 39 . thigh). Heading to shoot at the goal. heading while being marked. communication between players. throwing. changing pace and direction. Positioning at various situations. Communication with other players.The classes for different games and sports are carried out as per the Schedule mentioned below: SOCCER Basic Skills and Techniques Passing . . foot.
Jumping Events Long jump Triple jump .Sprinting and start techniques. 40 . 1500m and 3000m Relays – Starts. finishing technique. speed onto the board and learn hop. Throwing Events Shot put . position to stand in the lane. change-over zone.Approach run. movement across the circle and release and follow through. acceleration zone. Distance running – 800m. use of arms and landing. methods of changing baton (upsweep /down sweep). speed onto the board.Approach run. .Grip. use of take-off foot. standing start.TRACK AND FIELD ATHLETICS Basic Skills and techniques – Warming up and cooling down Running Events . use of arms and landing. stance. crouch start.
stance. carry. positioning at release. overhead pass. Rules for each event BASKETBALL Basic Skills and techniques – Basic Stance – Feet shoulder width apart. fingers spread out underneath the ball.footwork Hook shot – bowling action Passing Two hand bounce pass. wrist. movement across the circle and release and follow through. two hand chest pass. jump above and shoot.Grip. use of pass. Footwork .Grip. run up and withdrawal.Discus Javelin . . knees slightly bent.Pivoting Tactics and team skills One to One Offence Defense Basic laws of the game 41 . Shooting – Basic stance. Jump shot – Bend knees. follow through and balance. Lay up shot .
Passing the ball .HOCKEY Basic Skills and techniques – Hockey stick.Pushing the ball ‐ Hitting the ball Receiving the ball ‐ ‐ ‐ Tackling Goalkeeping ‐ ‐ ‐ Tactics and team skills Basic rules of the game From front From the left From the right From behind Closing down In front of the body Preparing to save Saving – kicking. with the hands and body. Positioning 42 .Grip and stance.with the stick.
Run up. -Be able to throw underarm and over arm -Field. Demonstrate grip for in swing/ out swing or for off spin/ leg spin. for fast Fielding Tactics and team skills Basic rules of the game 43 . Wicket Keeping .Be able to catch below shoulder height or overhead ball. pull/ cut -Correct call and running between the wickets. stance and back lift Forward defence/ backward defence. Bowling .CRICKET Basic Skills and techniques – Batting ‐ Demonstration of grip. on/ off drive. pick up and return ground ball from outfield. .Sense of positioning behind the stumps -Stand close up to slow bowlers and standing back bowlers. delivery action and follow through. understand what is meant by good line and length.
TABLE TENNIS Basic Skills and techniques – The bat grip – The shake hand grip The pen hold grip The stance and footwork – Feet shoulder width apart. receiving and returning service. follow through. tactics adopted during rallies. lean slightly forward. The Basic Strokes – Backhand push The forehand drive The backhand drive Forward push The Service High toss serve Backhand spin Forehand spin Long serve Receiving Service. tactics during rallies. SpinForehand top spin Backhand top spin Chopping and back spin Tactics and strategies Basic rules of the game 44 . footwork.Low / High Service. forehand. backhand High or low clear. backhand drives drop shot.Basic positioning. knees slightly bent. forehand smash. selection of shot. Serving.BADMINTON Basic Skills and techniques – Strokes / Shots – Correct grip. movement around the court. shot selection. Tactics and team skill Singles – Basic positioning. variety in play.Balanced body position on the ball of the feet. Doubles . General body position.
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