ISM MISSION STATEMENT

We will work with you and your child to do everything we can to ensure that he/she becomes an academically successful, internationally-minded, caring person and a motivated learner able to communicate effectively using two or more languages and well prepared for the challenges of an ever-changing world.

ISM GUIDING PRINCIPLES

1. STUDENTS Children’s learning and their well-being will be the focus of all our decisions and activities. We will do all we can to help our students develop their abilities to the highest level of their potential. 2. ENVIRONMENT We will provide a physical and intellectual environment, which is nurturing, stimulating, healthy and safe for children and staff, creating an optimal setting for excellence in teaching and learning. 3. CURRICULUM We will choose and develop curricula, which are meaningful, challenging and internationally recognized, and which provide the academic continuity to support the key elements of our Mission Statement at each stage of development. 4. ENRICHMENT We will enhance and enrich our students’ learning by actively encouraging and supporting their participation in a wide variety of sporting, creative and cultural activities and events, which will develop existing talent and provide opportunities for new experiences.

5. RELATIONSHIPS We will learn to live and work individually and together, cultivating strong, caring relationships between students, staff and parents, which are founded on integrity, mutual respect, intercultural understanding and a commitment to peaceful and productive resolution of conflict. 6. COMMUNICATION Acknowledging the importance of excellent communication skills, we will teach our students to interact and communicate effectively with multiple audiences in more than one language and through a variety of modes. 7. SERVICE We will engage our students in meaningful community service projects, which will lead to reflection and personal growth and where they can demonstrate the school’s values in real life situations and take an active role in making their world a better place. 8. IMPROVEMENT We will support a process of continual improvement in our school. Recognizing that we live in a changing world, we will regularly assess and reflect on our practices, always striving to implement better and more effective ways to accomplish our Mission.

IGCSE:

Ms. Jenny Carter

The International General Certificate

of Secondary Education

Recognition

• Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds

• IGCSE is taken in over 160 countries and more than 10 000 schools • Recognised by leading universities and employers worldwide • 2 year programme offering sound preparation for the rigour of IB

Learner Profile The Cambridge IGCSE approach supports the 'ISM Guiding Principles', helping us to develop students who are: • Confident • Responsible • Reflective • Innovative • Engaged

Information taken from www.cie.org.uk

Assessment CIE Internal Assessment

• Orals in March for Foreign Languages

• Coursework in Art, Music, Drama, PE during the 2nd year until March

CIE External Assessment

• Exams in April, May and June

• ISM mock exams in January

Grading: A* to U

Results: August

IGCSEs at ISM • English Language and English Literature • Other 1st Languages • Foreign Languages • History • Geography • Sciences (Double Award) • Mathematics Then a choice of one of the following options: Class 10: Class 11: Art Art Music Music Drama ICT PE PE ICT

Year 11 Exams

Mock Exams: January 15-24 2018

IGCSE Exams: May 30-June 06 2018

Introduction to IGCSE Art

Two Components

The Exam (50%)

and

The Critical Study (50%)

The Final Exam

Students have a minimum of 8 weeks to develop process work based on a theme sent from Cambridge. Past themes have included:

• Spikes and Thorns

• Concealed

• Roadside Incident

• Dance

• Twisted and Knotted

Students may work in any media they desire as long as they show process work.

The Critical Study

Students choose an artist or designer to use for their study. They need to view the work first-hand which involves visiting an exhibition or working with the artist. They may produce a project as an essay, a journal, a visual project, a presentation or a series of art works. All research must be cited. Written work should include 1,500-2000 words. This work is assessed by Cambridge.

Work by Wang Guangyi

Assessment Criteria

Specific assessment criteria that are used throughout the two years: AO1 Gathering, recording, research and investigation (20%) (a) Investigate and research a variety of appropriate sources

(b) Record and analyze information from direct observation and/or other sources and personal experience

AO2 Exploration and development of ideas (20%) (a) Explore a range of visual and/or other ideas by manipulating images (b) Show a development of ideas through appropriate processes

AO3 Organisation and relationships of visual and/or other forms (20%) (a) Organise and use visual and/or other forms effectively to express ideas (b) Make informed aesthetic judgments by recognizing the effect of relationships between visual and/or other forms AO4 Selection and control of materials, media and processes (20%) (a) Show exploration and experimentation with appropriate materials (b) Select and control appropriate media and processes, demonstrating practical, technical and expressive skills and intentions AO5 Personal vision and presentation (20%) (a) Show personal vision and commitment through an interpretative and creative response (b) Present an informed response through personal evaluation, reflection and critical thinking

•

IGCSE ENGLISH – FIRST LANGUAGE AND LITERATURE

Mr Simon Thom HOD

Mr Keith Oxley

Mr Aaron McCarthy

Ms Carmel Arcus

FIRST LANGUAGE ENGLISH & ENGLISH LITERATURE

• Two separate qualifications taught in an integrated way.

• All students are expected to be entered for both First Language (Extended) and Literature.

• Both courses are assessed by 2 final exams taken in Year 11 (4 in total).

• The courses aim to develop to the highest potential the skills of reading, writing, speaking and listening.

• The courses are an excellent preparation for IB English A: Language and Literature and English A: Literature, which build upon the linguistic, literary and critical skills fostered in the IGCSE.

ASSESSMENT

• Assessment Breakdown –Final exam papers • Language – 2 x 2hr exams • Reading Passages – extended response, language analysis, and

summary – 50% • Directed Writing and Composition – discursive task followed by a

composition either narrative or descriptive style – 50% • Literature – 2 x 2hr exams • Prose and Poetry – 2 essays on novel and poems – choice of

literature essay or passage-based questions (closed book) – 50% • Drama (45 mins) and Unseen ( 75 mins) • I essay on the play studied (open book)and 1 essay on choice of

unseen poem or prose extract – 50%

SKILLS

• LANGUAGE – the focus is on developing skills such as drafting and redrafting, technical accuracy and proofreading, as well as directed writing, language analysis, summary, and composition. Students refine how they write reflectively and discursively and improve the planning, drafting and redrafting process, developing their writing skills in terms of content and style; introduction to close critical analysis and a variety of text-types.

• LITERATURE – the focus is on reading, interpreting and analysing literature from different genres – poetry, drama, and novels as well as independent reading. Students explore how to analyse novels and poetry, using the appropriate literary terminology and structuring effective literature essays on these two literary genres.

Mission

• International GCSE: texts in both language and literature from a variety of sources and cultures

• Language proficiency a strong focus

• Critical thinking about issues relating to identity, culture, change; preparing students for IB and 'ever-changing world'.

IGCSE French and Modern Languages

Mme NOCLAIN

Mme VEILLET

ISM Mission statement and Languages

• Promote the importance of French as the principal language of Monaco, the importance of Mother tongue studies for the future IB Diploma and the advantages of being multilingual and internationally minded

• Communication

• Set clear and challenging targets for all students in reading, speaking and writing

• Track progress towards achieving objectives

IGCSE First Language

French, German and Russian

• Final exam in May 2019

• PAPER 1: Reading 2 hours 50%

• Part 1: Read and answer questions

• Part 2: Compare two texts ( 250 words)

• PAPER 2: Writing 2 hours 50%

• Part 1: Argumentative writing (350 words min.)

• Part 2: Narrative or descriptive writing (350 words min.)

IGCSE Foreign Language

• French • Spanish

Final exam in May 2019 (Year 10)

• PAPER 1: LISTENING 45 min. 25 % • PAPER 2: READING 1 hour 25 % • PAPER 3: INDIVIDUAL ORAL 15 min. 25 % • PAPER 4: WRITING 1hour 15 25 %

Humanities: Geography and History

Mr Neville Carley

Mr. David Crowe

Mr. David Pennick

Mr Steven Graham

Mrs Erika Costa Li

Mr. Samuel Laurence

Ms. Helen Pugh

Ms. Hannah Gettel

Curriculum Content: Geography - Population and Migration, Settlement and Urbanisation, Food production, Industry, Tourism, Energy and Water, Earthquakes and Volcanoes, Rivers, Coasts, Weather, Climate and Natural Vegetation, Development, Environmental risks of economic development. History - The League of Nations, International Relations 1919-39, Russia 1905-41, Origins of the Cold War, American containment in Asia and Cuba, Soviet control over Eastern Europe 1948-89, Events in the Gulf 1970-2000.

IGCSE Geography and History

IGCSE Geography and History

Help students to become "academically successful" people by: • focusing on the knowledge and skills required to be successful in the

IGCSE exams and in preparation for the IB • using Plato and regular assignment grading to track performance

against IGCSE Mark schemes and providing regular feedback

Help students to become "internationally minded" people by: • using Case Studies from around the world to develop their knowledge

and skills, and encouraging students to research and investigate a range of international issues

IGCSE Geography and History

Help students to become "motivated" learners by: • using a variety of approaches to learning which encourage students develop

their knowledge and skills, providing individual support when necessary, and by promoting independence

Help students to "communicate effectively" by: • showing them how to analyse and use a wide variety of methods of

communication across all three subjects

Help students to be "well prepared for the challenges of an ever-changing world" by: • demonstrating the importance of problem solving skills and independent

learning throughout the course

Tracking and supporting students in

IGCSE Geography and History

• Regular written and verbal feedback given on assignments to inform students of their progress and how to improve

• Past paper assignments for homework and in class to track progress in acquiring the knowledge and skills

Tutorials are held after school for students who need more individual

support

IGCSE Information

Communication Technology

Miss Gettel

IGCSE ICT & ISM Mission

"Academically Successful"

75.3% Worldwide Passrate at C or

above

Students prepared through systematic

Year 9 ICT & Computing lessons

"Communicate effectively"

The very essence of ICT

Creating documents, presentations,

websites, evaluating information etc.

"The challenges of an ever-

changing world"

Technology is the driving power

behind our 'ever-changing world'

Preparing students for the work place

with real applicable skills relevant to

their lives

Tracking Student Learning

Practical element (60%)

Theory element (40%)

Past paper preparation

Monthly in-class assessment

Individual feedback verbally & using Plato

Support for Students

Plato

hannah.gettel@ismonaco.com

www.teach-ict.com

www.ictlounge.com

www.cie.org

Additional support sessions available at lunch times or after school by appointment

Mathematics

• Mr T Manak (Head of Department)

• Mrs J Carter

• Mrs S Parks

• Miss C Dupont

• Miss K Pepper

• Number

• Algebra

• Geometry

• Trigonometry

• Probability and Statistics

• Investigation and Modeling

Aims • Develop a foundation of mathematical skills, appropriate to continued learning

and applicable to other subjects and to the real world • Develop methods of problem solving • Interpret mathematical results and understand their significance • Develop patience and persistence in solving problems • Develop a positive attitude towards mathematics which encourages enjoyment,

fosters confidence and promotes enquiry and further learning • Appreciate the beauty and power of mathematics • Appreciate the difference between mathematical proof and pattern spotting • Appreciate the interdependence of different branches of mathematics and the

links with other disciplines • Appreciate the international aspect of mathematics, its cultural and historical

significance and its role in the real world • Read mathematics and communicate the subject in a variety of ways. • And last but not least….. • Enjoy it! Maybe even have some fun!

The Curriculum - 0607

•Extended or Core

•Three written papers:

•Excellent Preparation for rigour of further study

•Investigations and modeling as preparation for IB Internal Assessment •Develops skills in using technology for problem solving •Develops Exam taking techniques

Exam Structure

Core Curriculum Grades G – C Available

Extended Curriculum Grades E – A* Available

Paper 1 Short response questions No calculator 25% of final Grade

Paper 2 Short Response Questions No Calculator 20% of final grade

Paper 3 Medium to Long Response Questions Graphing Calculator required 60% of final grade

Paper 4 Medium to Long Response Questions Graphing Calculator required 60% of final grade

Paper 5 One investigation Graphing Calculator required 15% of final grade

Paper 6 One investigation and one modeling Graphing Calculator required 20% of final grade

How you can help

•Discuss mathematics at home. •Help your child manage deadlines •Don’t give your child a genetic “get out” clause. •Ensure homework is done independently. •Discuss resilience and persistence. •Emphasis learning through failure and mistakes. •Encourage students to use school support classes. •The learning is NOT in the destination but in the journey. It’s

not just about the answer.

•tarlochan.manak@ismonaco.com

IGCSE

Coordinated SCIENCE Ms Habiba Taouche - Chemistry

Mrs Natasha Chisholm - Chemistry Mrs Shawna Parks – Coordinated Science Mrs Marianne Ridley - Physics Mr Patrick Smullen - Biology Ms Kate Bellia - Biology

YEAR 10 – YEAR 11: All students are studying Coordinated Science, Double Award (0654). Final decision after Year 11 Mock Exam in January 2018 – Core or Extended. The grades awarded for Co-ordinated Science are double grades. Core curriculum – Grades C to G Extended curriculum - Grades A* to G Assessment: End-of-topic test, based on Past Papers Laboratory reports Homework on a weekly basis Weekly tutorials in Science

IGCSE Drama (CIE Paper 4011)

Ms C. Arcus

Drama and the Mission

ACADEMICALLY SUCCESSFUL ensuring coursework is

submitted at the highest standard possible

INTERNATIONALLY MINDED through studying practitioners

and repertoire from around the world

CARING INDIVIDUAL through collaborative work

MOTIVATED LEARNER ensuring rehearsals continue

outside of school

COMMUNICATE EFFECTIVELY both verbally and written, as

themselves and as a character to an audience

Teaching and Student Support

•Manipulate and use their voice

•Use movement and gesture

•Build and portray a character

•Design and use space

•Create their own powerful pieces in response to a stimulus

Practical

•Drama terminology

•Structure an exam response

•Analyse a script

•Express their ideas in an analytical and creative manner

Written

Regular written and verbal feedback

Suitable past paper exercises

Feedback and advice to improve practical work

All grades tracked on a tracking worksheet

Assessment

Written Exam (external) – 40%

• 2hrs 30mins exam in May/June of class 11

• Explore a set script, the devising process and discuss the roles of the actor, director, designer in creating a piece of theatre.

Coursework (internal) – 60%

• Submitted March of class 11

• Three pieces of practical coursework:

• One individual scripted piece

• One group scripted piece

• One group devised piece

Regular School Assessments

• Class and homework tasks

• Mock written exams

• Performance Tasks

IGCSE Music (CIE Paper 4010)

Mrs Z-L. Dina

Music and the Mission

INTERNATIONALLY MINDED exploring Western Classical

Tradition from 1600-present day and World Music from major

world cultures

MOTIVATED LEARNER listening to all styles; rehearsing for

performances outside of school

CARING INDIVIDUAL working to ensure successful ensemble

performances

COMMUNICATE EFFECTIVELY using correct terminology and express

intentions through compositions and performances

EVER-CHANGING WORLD using technology to compose and

record performances

Course Content, Student Support and Tracking

Classical Western Tradition

Baroque Period

Classical Period

Romantic Period

20th Century Music

SET WORK: Mendelssohn's Italian Symphony

World Music

African and Arab

Chinese

Indian

Indonesian

Japanese

Latin American

Exercises/Support

Music Theory(ABRSM)

Composition

Performance

Student Study Guide

Priority use of Music room during breaks

Use of tracking workbook

Assessment

Listening Exam (external) – 40%

•1hr 15mins exam in May/June of class 11

•Aural awareness, perception, discrimination of Western Music

• Identify and comment on music from different cultures

•Knowledge and understanding of one World Focus and one Western Set Work

Coursework (internal) – 60%

•Submitted March of class 11

•Performance – 30%

•One solo performance

•One ensemble performance

•Composition – 30%

•Two contrasting pieces

Regular School Assessments

• Class and homework tasks

• Listening tests

• Composition exercises

•Performance assessments

•Music Theory exercises

•Mock listening exam

IGCSE Physical Education: Mrs Thomas

1. Factors affecting performance

2. Health, safety and training

3. Reasons and opportunities for participation in physical activity

1. Games activities 2. Gymnastic activities 3. Dance activities 4. Athletic activities 5. Outdoor and adventurous activities 6. Swimming 7. Combat activities

THEORY PRACTICAL

‘’Sport remains a great metaphor for life's more difficult lessons’’

Susan Casey, former swimmer & Editor Sports Illustrated

1. Factors affecting performance

2. Health, safety and training

3. Reasons and opportunities for participation in physical activity

1. Games activities 2. Gymnastic activities 3. Dance activities 4. Athletic activities 5. Outdoor and adventurous activities 6. Swimming 7. Combat activities

THEORY PRACTICAL

“Sport remains a great metaphor for life's more difficult lessons” Susan Casey, former swimmer & editor Sports Illustrated

IGCSE PE & ISM Values

Academically Successful

Prepared though PE from Early Years to Secondary

School

1. Factors affecting performance

2. Health, safety and training

3. Reasons and opportunities for participation in physical activity

1. Games activities 2. Gymnastic activities 3. Dance activities 4. Athletic activities 5. Outdoor and adventurous activities 6. Swimming 7. Combat activities

THEORY PRACTICAL

“Sport remains a great metaphor for life's more difficult lessons” Susan Casey, former swimmer & editor Sports Illustrated

IGCSE PE & ISM Values

Motivated Learners

The importance of motivation in order to be

successful in sport

1. Factors affecting performance

2. Health, safety and training

3. Reasons and opportunities for participation in physical activity

1. Games activities 2. Gymnastic activities 3. Dance activities 4. Athletic activities 5. Outdoor and adventurous activities 6. Swimming 7. Combat activities

THEORY PRACTICAL

“Sport remains a great metaphor for life's more difficult lessons” Susan Casey, former swimmer & editor Sports Illustrated

IGCSE PE & ISM Values

Communicate Effectively

Well structured, concise answers On the sports field with team-mates and as a sports coach

1. Factors affecting performance

2. Health, safety and training

3. Reasons and opportunities for participation in physical activity

1. Games activities 2. Gymnastic activities 3. Dance activities 4. Athletic activities 5. Outdoor and adventurous activities 6. Swimming 7. Combat activities

THEORY PRACTICAL

“Sport remains a great metaphor for life's more difficult lessons” Susan Casey, former swimmer & editor Sports Illustrated

IGCSE PE & ISM Values

Internationally Minded

Opportunities for participation in sport depend on where you

come from

Assessment, Tracking & Support

60% 40%

THEORY Final Exam Section A: Multiple short answer questions Section B: 3 long answer questions …from each of the 3 units they have studied.

PRACTICAL

Ongoing Assessment

Part 1: (50%)

4 practical activities from 2 of the 7 categories

Part 2: (10%)

Analysis of performance in 1 of their 4 chosen practical activities

THEORY PRACTICAL

FINAL ASSESSMENT

• Regular end of topic tests - based on past exam questions. • Performance in the practical activities is assessed continuously - Individual

feedback is given to students regularly.

TRACKING AND SUPPORT

Ms Nunez

Year 11 INTERNSHIP / UNIVERSITY COUNSELING

Year 11 Internship

Work Experience • Two weeks

• After IGCSE exams (in June)

• Students and family find suitable placements (Monaco/France/elsewhere)

• Each student presents a power point during IB induction days in June

Benefits • Develop existing talents and

provide opportunities for new experiences and personal growth

• Give an insight into todays working environment and help inform decisions for the future

• Useful for applications/essential for some

University Counselling

• Groupwork to highlight the huge range of choices available internationally. Differences and research tools are discussed.

• Individual University presentations within school.

• Individual meetings with students to discuss ideas (January/February) – parents welcome.

Open door for questions anytime!

• English: simon.thom@ismonaco.com

• Modern Languages: ludmilla.veillet@ismonaco.com

• French: celine.noclain@ismonaco.com

• Science: natasha.chisholm@ismonaco.com

• Mathematics: tarlochan.manak@ismonaco.com

• Humanities: neville.carley@ismonaco.com

• PE & Sport Science: rachel.branagan@ismonaco.com

• Music & Drama: zoe.bridel@ismonaco.com

• University Counseling/CAS/Internship: laura.nunez@ismonaco.com

• IT Coordinator: hannah.gettel@ismonaco.com

• IGCSE Coordinator: jenny.carter@ismonaco.com

• Art: alexander.lloyd@ismonaco.com

• Head of Secondary: simone.sebban@ismonaco.com

Heads of Department