Curriculum Guide: Middle School

THE MIDDLE SCHOOL

The Middle School consists of years 10 and 11 and caters for students between the ages of 14 and 16. The pastoral Year Tutor is responsible for monitoring all issues relating to discipline, attendance and pastoral care for all pupils in years 10 and 11. In addition, students are assigned to a Form Teacher at the beginning of each school year. Parents should have no hesitation in contacting either Year Tutor or the Form Teacher with any queries they may have. The school must be informed in case of illness or changes in the domestic situation.

All students are encouraged to take part in the extracurricular activities programme, which includes a variety of sports, drama and music. These take place during the lunch break and after school from 3.45 to 5.00pm. Special late buses help participants get home after these activities. In addition to regular weekly activities the school organises a number of educational trips, both in Greece and abroad.

Curriculum

The Middle School curriculum is carefully designed to be both a natural progression from the work covered in years 7 to 9 and a sound preparation for the International Baccalaureate offered in years 12 and 13. In years 10 and 11, students are prepared for examinations set by British examining boards, the majority of these are the International General Certificate of Secondary Education (IGCSE), although the Modern Greek Department also prepares students for the Greek Achievement Tests (GAT) recognised by the Greek Ministry of Education.

The IGCSE exams are designed to cater for students of all abilities. For most subjects, grade range is from A* to G. In all cases, grades A* to C are counted as acceptable for the purpose of admission to UK universities. Admittance to Campion IB diploma (years 12 and 13) is usually dependent on pupils achieving 5 A*-C grades including passes in English and Maths.

These examinations are specifically designed to test a wide range of skills, besides those normally associated with written examinations, such as field work in geography, practical work in science, and oral communication in languages, all of which increase the importance of a serious approach to studies over the full two years of the course. A significant proportion of the marks in some subjects is reserved for coursework completed at school during the two years leading up to the final examination. Students and parents will be informed of the timetable for coursework at the start of each year.

Homework

In years 10 and 11, students are encouraged to organise their own homework schedules, ensuring that assignments are spaced evenly and do not build up towards the end of the week.

In Year 10, the total amount of homework per week should be approximately 12 hours. In addition, students are expected to spend some time each week doing extra reading of their textbooks or library books. As a guide, the following may be useful:

In Year 11, the total amount of work completed at home each week should be approximately 15 hours. Beyond this, students should be regularly reading and revising their Year 10 work, as this is at least half of the examination syllabus, and they should aim to follow these guidelines:

Campion Diploma

The grades achieved in years 10 and 11 are an important element in students’ eventual qualification for the Campion Diploma, which is based on the number of credits obtained from Year 10 onwards.

Possession of an IGCSE grade of C or above in any subject will count as 2 credits. In the absence of this, a grade average of better than C‑ in a subject will count as 1 credit per year.

How to Choose Courses of Study

At Campion we set out to offer as wide a variety of courses as we can and to give students some choice in the courses they study. English, Mathematics and PE must be taken by all students who, in addition, choose six other subjects: one science, one humanity, one language, and a further three subjects from any other subject on offer, including creative arts subjects. Where pupils would benefit from additional English Support or Learning Support, this would replace one of the additional option choices. Students make their choices following a process of consultation between students, teachers and parents, or upon admission to the school.

Students should at this stage give some thought to the subjects they will study at IB level, since this may be affected by the IGCSE subjects they have chosen. In general, to follow an IB course at Higher Level, a student should have studied that subject at IGCSE and obtained a high grade. Students are given advice on the transition from IGCSE to IB courses prior to making their choices.

Syllabuses, Past Papers, Mock Exams

During the course of Year 10, students will receive copies of the relevant parts of the syllabus of each course they are studying. Material from past papers will be regularly used both in class and in tests, and many subjects provide a booklet with several sets of past papers. Mock examinations, in which students will be exposed to the wide range of the examinations that they will take at the end of that year, will be held in the second term of Year 11.

Syllabuses, past papers and other useful information can also be obtained on the following sites:

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-secondary-2/cambridge-igcse/

COURSE DESCRIPTIONS

Middle School English builds on and extends skills developed in the Lower School. All students will be entered for the examination in First Language English and Literature.

First Language English consists of a paper calling for a variety of comprehension and writing tasks based on the close reading of passages (for 50% of the final mark), and a directed writing paper which examines the ability to write argumentative, descriptive or narrative essays (for 50% of the final mark).   Literature involves an examination paper on three set texts in prose fiction, drama and poetry (for 75% of the final mark); and an unseen paper where there is a choice of prose or poetry (for 25% of the final mark).

In Year 10, all sets follow a combined course in Language and Literature. At the end of Year 10, sets may be adjusted on the basis of ability.

For more information on First Language English:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-english-first-language-0500/

For more information on Literature:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-english-literature-0486/

The Maths Department has adopted this IGCSE level mathematics curriculum which is designed to mesh with the further study of Mathematics at IB Diploma level. A hallmark of this is the early introduction of the use of graphical display calculators in solving mathematical problems; the testing of mathematical skills of investigation and modelling; and the assessment of the ability to do mathematics with and without a calculator.

All students follow a common thread of work covering such topics as basic algebra, the use of a graphics display calculator, estimation, trigonometry, function graphing, mensuration, Euclidean and transformational geometry, practical arithmetic, probability and statistics. Students aiming for the extended syllabus examination cover some additional topics such as the theory of quadratic equations, the sine and cosine rule, and modelling with exponential, circular and logarithmic functions.

Extended syllabus students are also expected to respond to problems of a more abstract nature and to set out their work in a clear and logical form using appropriate terminology.

As with the Lower School course, the use of computer software to explore Mathematics forms an integral part of the course. Mathematical competition is encouraged further through the UK Intermediate and Senior Mathematical Challenges which are taken by extended syllabus students.

For more information please visit:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-international-mathematics-0607/

All pupils will be expected to purchase a graphical calculator (guidance given in Year 10) for use in both the IGCSE Maths and also years 12 and 13. Assessment for both the IGCSE core and extended syllabus is terminal, consisting of performance in 3 exams.

Three science subjects are offered at IGCSE: Biology, Chemistry and Physics. All students are advised to choose two of these subjects, but the timetable allows pupils to take one, two or three.

Students who may wish to apply for university courses in medical or veterinary sciences or dentistry, or who have a keen interest in science, are advised to choose all three sciences.

These courses provide students with the necessary foundation to continue into the (compulsory) science course in the IB, and the opportunity to extend their scientific knowledge more widely. Students are taught both core and extended material in mixed ability groups: the final decision whether to enter for the core or extended examination is taken after the mock exams in January of Year 11.

Each science builds on and further develops the skills and knowledge developed in the Lower School. The science courses provide a well-designed study of theoretical and experimental science, and a worthwhile educational experience for all students.

More information on the content of each syllabus may be found via these links to the Cambridge website:

Biology:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-biology-0610/

Chemistry

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-chemistry-0620/

Physics

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-physics-0625/

All three subjects are assessed by a terminal exam consisting of three papers. There is no coursework requirement.

Global Perspectives is a groundbreaking and stimulating course that stretches across traditional subject boundaries and develops transferable skills. It is both cross-curricular and skills-based and taps into the way students of today enjoy learning, including team work, presentations, projects and working with other learners around the world. The emphasis of the course is on developing the ability to think critically about a range of global issues where there is always more than one point of view.

Meeting government ministers, organising a local river clean-up project and writing to the United Nations about climate change are just some of the activities learners will pursue during the course.

• Component 1 – Written Examination (35%)
• Component 2 – 2000-word individual Report (30%)
• Component 3 – Team Project (35%)

Further details of the syllabus and assessment are to be found at:

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-global-perspectives-0457/

Twentieth century international history is studied starting with the peace settlements at the end of the First World War and developments in international relations during the inter-war years. The onset and development of the Cold War after World War Two is also examined. The depth study covers the history of America from 1919 to 1941. Considerable use is made of primary documents and contemporary sources as an important aim of the course is to develop the ability to analyse sources for reliability and usefulness, as well as to encourage critical judgement of the events studied. Whilst acknowledging the need to develop historical skills, it is also essential that candidates acquire a solid body of historical knowledge to be able to reach substantiated judgements about the modern world.

Assessment

Further details of the syllabus and assessment are to be found at:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-history-0470/

The IGCSE syllabus has an international approach which is particularly relevant to our students. Through the Cambridge IGCSE Geography syllabus, students will develop a ‘sense of place’ by looking at the world around them on a local, regional and global scale. Students will examine a range of natural environments such as volcanoes, rivers, coasts and ecosystems, together with human environments such as settlements and their populations. They also study some of the processes which affected their development, such as demographic transition, migration, and urbanization. They will also look at the ways in which people interact with their environment and the opportunities and challenges an environment can present, such as global warming and soil degradation, thereby gaining a deeper insight into the responses of different
communities and cultures around the world. 

Year 10 studies emphasise map work and physical topics. Year 11 studies emphasise populations, economic development and the environment. Fieldwork and local case studies are included in both years of the course. The fieldwork will be based on data collection within the local area and students will be expected to prepare the methods for data collection, process the data appropriately, and analyze the results in a final report.

Final Assessment

Paper 1 1 hour 45 minutes. Geographical themes: a choice of 3 questions out of 6 taken from the 6 topics of the syllabus (45% of final grade).

Paper 2 1 hour 30 minutes. Geographical skills: map work and graphical analysis  (27.5% of final grade).

Paper 3  Coursework, 2000 words (27.5% of final grade).

Further details of the syllabus and assessment are to be found at:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-geography-0460/

FOREIGN LANGUAGES

In Middle School, foreign languages are optional subjects. The two-year courses develop and enrich the knowledge of the language and also demand more initiative from pupils in preparation for the IGCSE examinations at the end of Year 11. Topics which we began investigating in Lower School are revisited in greater detail and with new additions in terms of vocabulary, grammar and phraseology. All four language skills (speaking, listening, reading and writing) are still deemed equally important and are given equal weighting in the external examination.

At the beginning of Year 10, most pupils have completed at least three years of study in these languages. By the end of the Middle School courses pupils should have developed a reasonable fluency in the language and well-motivated candidates are ideally placed to begin IB studies. The course has prepared them to understand and contribute to discussions on a wide range of up-to-date themes. Moreover, they should have developed an appreciation of life in a French, Spanish or Arabic speaking country and understand the workings of some institutions such as schools.

Throughout the course, an emphasis on understanding the culture of the relevant countries is emphasized.

For more information, please go to the following sites:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-french-foreign-language-0520/

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-spanish-foreign-language-0530/

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-arabic-foreign-language-0544/

https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-german-foreign-language-0525/

Greek Attainment Test

IGCSE Modern Greek is designed for the non‑native speaker. The aim of the course is to encourage the students to use the language and to develop an awareness of Greek culture. There are four papers: paper 1 – listening, paper 2 – reading, paper 3 – speaking and paper 4 – writing, each worth 25% of the final grade. There is no coursework.

For more info:

https://qualifications.pearson.com/content/dam/pdf/GCSE/Greek/2017/specification-and-sample-assessments/specification-GCSE-L1-L2-in-greek-2017.pdf

In Year 10 fluent Greek speakers have the opportunity to sit in May examinations in Modern Greek to obtain the Greek Attainment test (GAT), Level Γ1. The examinations are run by the Aristotelian University of Thessaloniki. These examinations are offered to students in Year 10 (level Γ1) on a separate basis to the IGCSE examination, which is offered in Year 11.

For more info:

http://www.greek-language.gr/greekLang/index.html

The examination for IGCSE Drama consists of 60% practical and performance coursework (three pieces) and 40% written examination (1 paper, 2 hours 30 mins).

Students use practical techniques and skills learned on the course to study a range of texts and stimuli from different times and cultures. The course is structured to encourage students to shape their own ideas into drama work, and to learn the importance of evaluating their own and others’ practical work. Students are encouraged to explore the differing roles of actor, director, stage manager and set designer. Students will develop interpersonal and group working skills and self-expression, and will increase awareness of themselves and of the world around them.

This particular IGCSE syllabus, with its emphasis on placing work within the context of historical, cultural and social influences, provides a good link to the IB Theatre course offered in years 12 and 13.

For more information please visit:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-drama-0411/

The aims of this course are to encourage personal expression, imagination, sensitivity, conceptual thinking, powers of observation, and analytical ability and practical attitudes. It leads to greater understanding of the role of the visual arts in the history of civilisations and combines a breadth and depth of study so that it may accommodate a wide range of abilities and individual resources. The examination consists of two components, each worth 50%.

Paper 1, broad-based assignment (50%): the externally assessed examination enables students to work either in an observational manner and produce an objective drawing or painting demonstrating an understanding of forms, and textural and spatial relationships; or to respond in a more interpretative, personal and imaginative way.

Coursework component (50%): students produce a portfolio and one piece of finished work completed during the course. The area of study undertaken is ‘painting and related media’. Studies may be representational or descriptive, or they may be imaginative and interpretative. In either case, they will evolve thorough investigation and development. They may be based upon a directly observed starting point or subject, or they may be a personal response to a theme. Students should learn to use a workbook to undertake visual researches, develop their ideas and show a knowledge of art from other cultures or history and relate it to their own studies.

If you would like more information, please click on the link below:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-art-and-design-0400/

The course aims to promote the development of curiosity, enquiry, initiative, resourcefulness and ingenuity while relating work to real-life situations. The syllabus places particular emphasis upon complete design processes, including the production of models or design prototypes to enable effective evaluation.  It encourages the acquisition of a body of knowledge applicable to solving practical and technological problems as well as stimulating the development of a range of communication skills, such as freehand drawing, technical drawing, and modelling.  Emphasis is also placed upon the understanding and application of the relationship between design and industry, looking at, for instance, the processes of manufacture, marketing and advertising. Assessment is through a combination of two written and drawing examinations, worth 50%, and an internally assessed project completed over two years, worth 50%.

• Paper 1 – is a design question paper.  It tests design thinking – 1 hour and 30 minutes
  worth 25% (externally marked)
• Paper 2 is a technical drawing paper. It tests drawing skills -1 hour
  worth 25% (externally marked)
• Project (Option 5: Graphic Products) The project will be made during two terms of the course as a school-based assessment.

The pupils are able to select a topic/design brief and the project must follow the full design process – research, design ideas and final 2D solution culminating in a final 3D outcome.

Worth 50% (internally marked/externally moderated)

If you would like more information, please click on the link below:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-design-and-technology-0445/

The IGCSE music course is accessible to any student who is able to play a musical instrument or to sing. It is also assumed that they are able to read musical notation.
The course divides into three parts: listening, performing and composition. For the listening part of the course they cover a wide range of musical material from Western and non-Western traditions, and undertake activities based on an understanding of these styles in order to prepare for the listening paper. They will obtain the necessary vocabulary and terminology to discuss the different musical features in a piece of music, and they will also learn enough theory to allow them to notate their own ideas, and to study a musical score.

The emphasis of the course is on creative work, and students spend time in class developing their own compositions, either at a musical instrument or using computer software. They then submit two pieces of music that they have created as composition coursework. For the performance aspect they are required to play or sing a solo piece, and to play or sing as part of an ensemble. Class time is spent working on these performances which are recorded and submitted as coursework.

• Listening exam 40% (externally marked)
• Performing 30% (internally marked, externally moderated)
• Composition 30% (internally marked, externally moderated)

For further information:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-music-0410/

Cambridge IGCSE Information and Communication Technology encourages learners to develop lifelong skills, including:

• understanding and using applications
• using Information and Communication Technology (ICT) to solve problems
• analysing, designing, implementing, testing and evaluating ICT systems, ensuring that they are fit for purpose
• understanding the implications of technology in society, including social, economic and ethical uses
• awareness of the ways ICT can help in home, learning and work environments.

Further information about the syllabus and assessments can be found at:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-information-and-communication-technology-0417/

The Physical Education curriculum for the Middle School includes Volleyball, Football, Basketball, Table Tennis, Handball, Softball, Tennis, Field Hockey, Athletics (Track and Field), Touch Rugby and Cross-Country.  Students are grouped according to their ability.  Some activities take place in single sex groups.

All students must have full and correct kit, with all items of clothing clearly marked with the owner’s name.

This is an examination course involving theoretical and practical elements. The theoretical element covers basic physiology and anatomy, along with general health, fitness training and sporting injuries. Assessment takes place in two parts; each candidate will be assessed throughout the course and again at the end of Year 11. They will be assessed in four sports of their choice with the limitation that at least one sport must not be considered a game. Most sports and activities are available including: football, swimming, personal survival, athletics, dance, skiing, volleyball, tennis and volleyball, although not all may be covered in the normal teaching hours of the course.

• Component 1: Exam Paper (Theory) 1 hour 45 minutes, candidates answer all questions. Externally assessed. (50%)
• Component 2: Coursework candidates undertake four physical activities from at least two of the seven categories listed. Internally assessed / externally moderated. (50%)

The course is taught during the normal PE timetable.

For further information:

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-physical-education-0413/

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