Secondary Curriculum Overview

Cambridge IGCSE Additional Mathematics is accepted by universities and employers as proof of essential mathematical knowledge and ability.

The Additional Mathematics syllabus is intended for high ability candidates who have achieved, or are likely to achieve, Grade A*, A or B in the Cambridge IGCSE Mathematics examination.

Successful Cambridge IGCSE Additional Mathematics candidates gain lifelong skills, including:

• The further development of mathematical concepts and principles
• The extension of mathematical skills and their use in more advanced techniques
• An ability to solve problems, present solutions logically and interpret results
• A solid foundation for further study.

Key Stage 3 (Years 7, 8 & 9)

In art lessons, students develop skills of creativity and of working independently, collaboratively and proficiently. Year 7 topics include sewing, perspective drawing and 3D construction.

In Year 8, architectural perspective drawings are produced in the early terms, building on students’ knowledge from the previous year, followed by recycled art productions from different materials. 3D construction models are constructed to understand methods of building in miniature.

In Year 9, the main theme is sculpture. Students have to create their own art pieces, using Papier Mâché, wax sculpture, wire figures and glass painting. Students research each technique online for inspiration and go on a field trip to a Sculpture House, where they observe the techniques of creating sculptures using different materials such as porcelain, mud, cement and fibre.

Key Stage 4 (Years 10 & 11)

The syllabus for IGCSE Art is varied and interesting for learners. It encourages a range of skills, stimulates aesthetic awareness, knowledge and critical understanding of Art, and provides opportunities for students to develop a whole range of expertise. Crucially, an individual and independent outlook is encouraged at all times. The syllabus is designed to accommodate a wide range of abilities.

The syllabus content covers a broad spectrum of study including painting and related media, printmaking, three dimensional studies, photography, digital and lens based media, graphic communication and textile design. There is a wide range of subject matter for which students could submit their work. For example under painting and related media subjects a student could include, landscapes, figure studies, portraits, the natural and man-made environment, still life, artifacts, abstract notions or feelings, personal experiences and visual ideas inspired by literary sources.  

Candidates take two components. Component 1 is an internally set assignment which is marked by Cambridge International. There is no question paper for this. Student’s research, develop and realise a project from one area of study in the subject content from a theme set by the teacher. Candidates produce a portfolio of up to four sheets (eight sides) of maximum A2 Artworks along with a final outcome whereby candidates produce an ultimate creation in their chosen medium which is marked externally. Component 2 is an externally set assignment which is marked by Cambridge International. There is a question paper for this. Students will produce their supporting studies during the preparation period, after receipt of the paper and before the supervised test. Students explore and develop supporting studies in response to the starting point, producing work leading to a final outcome that is produced during the supervised test of 8 hours’ total duration. They may, but do not have to, explore the same area of study for Component 1.

Candidates are encouraged to develop a range of skills including ability to record direct from observation, ability to identify and solve visual problems, creativity, visual awareness, cultural understanding, develop imagination, develop confidence, enthusiasm, independence, ability to experiment with a variety of techniques, ability to express knowledge of a working vocabulary relevant to the subject interest , ability to investigate, research, and express practical and technical skills which aid independent learning.

Students will be assessed on the following objectives;

• AO1 - Record ideas, observations and insights relevant to intentions as work progresses.
• AO2 - Explore and select appropriate resources, media, materials, techniques and processes.
• AO3 - Develop ideas through investigation, demonstrating critical understanding.
• AO4 - Present a personal and coherent response that realises intentions and demonstrates an understanding of visual language.

Students will receive a grade outcome from between grade A-F.

Students can use a wide range of media e.g. painting and drawing, graphic media, printmaking, non- traditional media, new media, mono- printing, clay work, Sculpture, ceramics, and a wide range of other processes.

The study of Art and design is fundamentally linked to a number of important issues and gives each student an awareness of spiritual, moral, ethical, social, legislative, economic and cultural matters which are important for the development of each individual for life. 

Key Stage 4 (Years 10 & 11)

In IGCSE Business Studies, students develop their understanding of business activity in the public and private sectors, and the importance of innovation and change. They study how the major types of business organisation are established, financed and run, and how their activities are regulated. Factors influencing business decision-making are also considered, as well as the essential values of cooperation and inter-dependence.

IGCSE Business Studies provides a good foundation for further study at Cambridge International Advanced Level and prepares students for the world of business.

Key Stage 4 (Years 10 & 11)

Students study ICT throughout Key Stage 3 but in Key Stage 4 they have the option of switching to IGCSE Computer Science. Here, students develop their understanding of the main principles of problem solving using computers and develop computer-based solutions using algorithms and a high-level programming language (Python). In addition students study computer architecture, logic gates, data representation, networks and many other aspects of Computer Science. The emphasis is on creating new programs to solve problems rather than using existing, packaged applications.

The IGCSE exam uses pseudo-code and flowcharts to assess students' programming skills and these visual techniques are used throughout Key Stage 4 to complement the programming languages used, currently Scratch and Python.

IGCSE Computer Science leads to the Cambridge International AS and A Level, however the skills learnt can also be used in other areas of study and in everyday life.

The Key Stage 3 Drama programme at Network International School enables pupils to explore, develop and express ideas and concepts, which will help them, make sense of reality. Furthermore, all students have the chance to build their confidence in English as a spoken language - focusing on developing the clarity and effectiveness of their oral communication skills. 

Drama is a life skill and a creative art form. It helps pupils develop their ability to use voice, movement, gesture and facial expression, in acting, mime, dance drama and improvisation. They can express and manage their thoughts and feelings – shared and experienced – while working in a safe and controlled environment. The development of these skills encourages self-confidence and self-awareness, promoting the development of the individual in a group context: roles and ideas are negotiated, problems solved and decisions made together. Teamwork and critical thinking skills are key to the Drama classroom, and students are assessed on their abilities in three areas: Creating, Performing and Evaluating. Thoughtful reflection is encouraged, rewarded and then applied.

Building on an introductory programme that focuses on confidence-boosting activities and equipping students with a range of dramatic techniques, the KS3 drama syllabus expands as students progress up the school, to composing original scripts and performances and adapting stories to the dramatic form.

Key Stage 3 (Years 7, 8 & 9)

In English classes, students are engaged using a variety of creative methods including media, role-play, speech making, debate, film making, visiting literary performers and excursions.  Students learn to understand and hone their skills in writing according to purpose, whether their task is report writing, narrative, argument, description, entertainment or literary critique. Students are encouraged to grow through an appreciation of rich and influential literature, guided to develop as critical readers of poetry, prose and drama and, in turn, build their cultural understanding and knowledge of the world around them.

Following the National Curriculum in England (July 2014) Network encourages pride and excellence in all four English curriculum areas: reading, writing, speaking and listening. The overall objective is to employ a combination of language skills and engagement with literature that will enable students to confidently make links and communicate with the world in creative and productive ways.

Alongside our content rich schemes of work, we also provide a diverse extra-curricular program including regular internal and external creative writing competitions, Debate Club, The Film Review Collective. Weekly reading and spelling logs also supplement the work we do during lessons to ensure students meet their full potential in English.

The English Department also works closely with the English as a Second Language support team, ensuring students are able to participate in all subjects as soon as is practical after enrolling. This upholds our policy of ‘First Language English’ in teaching and learning.

Key Stage 4 (Years 10 & 11)

IGCSE ENGLISH LANGUAGE

Cambridge IGCSE First Language English is designed for learners whose first language is English. Cambridge IGCSE First Language English learners develop the ability to communicate clearly, accurately and effectively in both speech and writing. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed.

Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge IGCSE First Language English also develops more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively.

IGCSE ENGLISH LITERATURE

Cambridge IGCSE English Literature enables learners to read, interpret and evaluate texts through the study of literature in English. Learners develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes that may be expressed. Through their studies, they learn to recognise and appreciate the ways in which writers use English to achieve a range of effects, and will be able to present an informed, personal response to the material they have studied.

The syllabus also encourages the exploration of wider and universal issues, promoting learners' better understanding of themselves and of the world around them.

IGCSE ENGLISH AS A SECOND LANGUAGE

Cambridge IGCSE English as a Second Language is designed for learners who already have a working knowledge of the language and who want to consolidate their understanding in order to progress in their academic or professional career. The qualification reflects the widespread use of English in education and commerce, and also in entertainment. 

The aim is to achieve a level of practical communication ideal for everyday use, which can also form the basis for further, more in-depth language study. In Syllabus 0510, marks for the oral component do not contribute to the overall grade candidates receive for the written components. A count-in oral component is offered in Syllabus 0511.

“Learn a new language and get a new soul”

^{Czech proverb}

In today’s world, speaking one foreign language is not enough. Students who speak several languages will increase their chances of finding a job, whether at home or abroad. Learning another language enriches the mind and opens up new horizons, both personal and professional.

More than 220 million people speak French on all the five continents. It is the second most widely learned language after English and the sixth most widely spoken language in the world. French is also the second most widely taught language after English, and is taught on every continent. The OIF, an international organization of French-speaking countries, is made up of 77 member States and governments.

Key Stage 3 (Years 7, 8 & 9)

At the beginning of Key Stage 3 in French, students consider questions such as ‘Why learn a foreign language?’ and ‘How to learn a foreign language?’

Students build skills in the four key areas of listening, speaking, reading and writing; through a wide variety of teaching methods and resources.

Topics covered include:

• Why and how do you learn a foreign language?
• The francophone world
• Self & Family
• Sports & Hobbies
• House & Home
• Holidays

Key Stage 4 (Years 10 & 11)

Cambridge French IGCSE is accepted by universities and employers as proof of linguistic ability and understanding. The course encourages learners to develop lifelong skills, including:

• The ability to use a foreign language as a means of practical communication
• Insight into the culture and civilisation of countries where the language is spoken
• A positive attitude towards language learning, towards the speakers of other languages, and towards other cultures and civilisations
• Techniques which can be applied to other areas of learning, such as analysis and memory skills
• A sound foundation for progression to employment or further study

The syllabus content is organised around five broad Topic areas which provide contexts for the acquisition of vocabulary and the study of grammar and structures. Through the study of these Topic areas, candidates gain insight into target language countries and communities.

The Topic areas are:

• Everyday activities
• Personal and social life
• The world around us
• The world of work
• The international world

Key Stage 3 (Years 7, 8 & 9)

Throughout years 7 to 9 we look to create wonder in the world around us as well as an understanding of how humans have interacted with the natural world. We look to equip students with the necessary skills to ask questions, solve problems and to find answers. Students are assessed in a variety of ways, from tests, to essays to presentations and projects. Students study the following topics:

Year 7 students study:

• Introduction to geography – it's your planet!
• Similarities and differences – Myanmar vs the United Kingdom
• Weather and climate - case study – tropical rainforests
• Earth’s Natural resources

Year 8 students study:

• Population
• Extreme Environments
• Plate tectonics
• Urban living and sustainable cities

Year 9 students study:

• Rivers
• Development
• Global Tourism
• Coasts

Key Stage 4 (Years 10 and 11)

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 and man-made environments, and study some of the processes which affected their development. They will also look at the ways in which people interact with their environment and the opportunities and challenges an environment can present, thereby gaining a deeper insight into the different communities and cultures that exist around the world.

Key Stage 4 (Years 10 & 11)

Students choosing Global Perspectives as an IGCSE will enjoy developing and learning a range of new skills which can be applied to their chosen topics. Candidates will develop the following skills, planning, analysis, synthesis, collaboration, evaluation and communication. Students will practice these skills throughout the course laying a solid foundation for the compulsory components which consist of an individual research question consisting of two components, and a group project with an evaluation. At the end of the course students will complete a written paper provided by the Cambridge board.

Students can select a variety of subjects to research throughout the course including Educational issues, conflict and peace, inequality and poverty, disease and health, law and criminality, tradition culture and identity, belief systems, transport and infrastructure and many more subjects. This course aids the student to think deeply about global issues in our world and formulate individual opinions which are a good foundation for life.  

Key Stage 3 (Years 7, 8 & 9)

At the beginning of Key Stage 3 in History, students consider the vital question ‘Why study history?’ Students build skills such as examining and interpreting sources to enable them to investigate evidence and reach informed conclusions. A variety of learning methods are used, including group work, discussion, examination of original and secondary sources, film, and project work.

Year 7 topics covered include:

• What is History?
• The Roman Empire
• Empires over History, and how this has changed/ influenced the national boundaries of today
• Local History project on Yangon

Year 8 students learn about:

• The Tudor Monarchs
• The Spanish Empire and the Aztecs
• Slave Trade
• Civil Rights in America
• The Anglo- Burmese Wars

In Year 9, students cover:

• WW1
• Dictators and the Rise of Hitler
• Genocide
• WW2

Key Stage 4 (Years 10 & 11)

The Cambridge IGCSE History syllabus looks at some of the major international issues of the nineteenth and twentieth centuries, as well as covering the history of Germany 1918-1945 in more depth. The emphasis is on both historical knowledge and on the skills required for historical research.

Learners develop an understanding of the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. History will stimulate any learner already interested in the past, providing a basis for further study, and also encouraging a lifelong interest in the subject.

"Those who cannot learn from history are doomed to repeat it."

^{George Santayana}

Key Stage 3 (Years 7, 8 & 9)

In Key Stage 3 students study Information and Communication Technology (ICT) where they develop practical skills in many packaged software applications such as: spreadsheets; word processing; database management; website creation; graphics editing. Students also learn computer programming using Scratch (a visual, block-based programming language) and in Year 9 they are introduced to Python. This allows them to become active creators and controllers of technology, instead of just being passive users.

ICT combines theory with practice throughout Key Stage 3 and students are always encouraged to reflect upon and discuss the ethical and moral issues related to technology.

Key Stage 4 (Years 10 & 11)

Students may continue to develop their ICT skills into Key Stage 4 by choosing the IGCSE ICT option, where theory continues to be combined with practice. The theory component is extremely broad covering almost every software application and every input/output device imaginable. Systems analysis and design is approached through a "real world" project at school and the effects of ICT on society are investigated. Practical work extends what has already been learned in Key Stage 3 such as creation of multi-table relational databases; use of HTML/CSS scripts to create websites rather than using a visual tool to generate them.  

Key Stage 3 (Years 7, 8 & 9)

We follow the UK National Curriculum from Key Stage 1 through to Key Stage 3. The National Curriculum for mathematics aims to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Key Stage 4 (Years 10 & 11)

Mathematics is an essential subject for all learners. Cambridge IGCSE Mathematics learners gain lifelong benefits, including:

• The development of their mathematical knowledge
• Confidence, by developing a feel for numbers, patterns and relationships
• An ability to consider and solve problems and present and interpret results
• Skills in communication and reasoning using mathematical concepts
• A solid foundation for further study.

Our programs balance a thorough knowledge and understanding of a subject and help to develop the skills learners’ need for their next steps in education or employment.

Our students will sit the IGCSE Mathematics exam, which is available without coursework – subject number 0580. Our students have Core (grades C to G) and Extended (grades A* to E) options. Papers 1 and 3 are for Core option with a total exam time of 1 hour and 2 hours respectively.  Papers 2 and 4 are for Extended option with a total exam time of 1.5 hours and 2.5 hours respectively.

The combination of knowledge and skills in Cambridge IGCSE Mathematics gives learners a solid foundation for further study. Candidates who achieve grades A* to B are well prepared to follow a wide range of courses including Cambridge International AS & A Level Mathematics.

Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of academic achievement. Many universities require a combination of Cambridge International AS & A Levels and Cambridge IGCSEs to meet their entry requirements.

Key Stage 3 (Years 7, 8 and 9)

In Music, we follow the UK curriculum for Key Stage 3 where we acknowledge music as a “universal language that encourages both inventiveness and creativity.” Students are given the opportunity to perform and listen, to review and make evaluations of music across a variety of genres, styles and historical periods. We will examine set works of famous composers, musicians and modern artists. There will be a range of instruments that students are able to learn including alto recorder, percussion, ukulele and keyboard. Students can utilise their voices through proper singing technique, and compose music of a high standard either individually or in groups.

We also expose students to a variety of sounds with the aim of laying down an understanding of tone. Students identify tones as either major or minor and read the melodic patterns based on the quaver notes of the scale. They also recognise the key signatures in C, F, and G major and chord patterns. At this level, pitch, music notation, dynamics, articulation tempo, timbre, texture and structure are all taught and examined. At year 7, 8 and 9 level, our music programme is a comprehensive one ensuring that pupils are well prepared for IGCSE Music.

Key Stage 4 (Years 10 and 11)

In accordance with the Cambridge syllabus for IGCSE Music, students listen to, perform and compose music while encouraging their aesthetic and emotional development, self-discipline and most importantly, creativity. The aim is to enhance student appreciation and enjoyment of music and to create a foundation for any future music studies they may undertake. This will also encourage a life-long appreciation of music.

Students study music of all styles – each in its historical and cultural context. They are encouraged to be perceptive, sensitive and critical when listening to music. As with the Cambridge syllabus, the content is heavily Western European, although there is some scope within the syllabus for world music as well as elements of jazz, folk and pop.

We expect that students develop their music reading ability and are advised to have tuition either inside or outside of the school on their main instrument. It is strongly recommended that students come into this course with a minimum of 3 years tuition in their main instrument.

IGCSE Music at Network (years 10 and 11), follows the skill development and assessments as they are set down by Cambridge:

Listening Examination – 40%

• Aural awareness, perception and discrimination in relation to Western music of the Baroque, Classical, Romantic and 20^th Century Periods.
• Identifying and commenting on a range of music from cultures in different countries.
• Knowledge and understanding of one Western Prescribed Work and one Prescribed Focus from a non- Western culture.
• Examination in June 2020

Performance – 30%

Performance 1: Sing or play individually – either one piece or two short contrasting pieces (which should be on the same instrument), and

Performance 2: Sing or play in an ensemble – either one piece or two short contrasting pieces (which should be on the same instrument, but this does not need to be the same instrument as that offered for individual performing).

Composition – 30%

Composition 1: Must be written in a Western, tonal style and must demonstrate familiarity with the basic principles of traditional harmonic language. This composition must be fully notated using staff notation and the score must be submitted with the recording.

Composition 2: May be in any style of the candidate’s choice and may be notated in whatever form of notation is appropriate to the music. If staff notation is not used, the intentions of the notation must be clearly explained in an accompanying commentary. The score and commentary (if applicable) must be submitted with the recording.

Key Stage 3 (Years 7, 8 & 9)

In the Secondary School, Myanmar Studies is divided into three groups: Literate, Non-literate and International. Pupils study Myanmar literature, traditional cultures and customs of different tribes, and Myanmar Geography in Myanmar studies lessons.

In Myanmar language lessons, literate pupils read and write different articles in different formal and informal writing styles (such as persuasive writing in newsletters and advertising). They learn to communicate effectively with correct grammar and sentence structure. In speaking and listening, they expand their vocabulary. Their learning is based on Myanmar National Curriculum textbooks.

Non-literate but fluent pupils study the Myanmar alphabet, learning basic spelling skills and sentence structure. Short stories are used for both reading comprehension and writing.

International students learn to respond to short instructions and ask simple questions using the common vocabulary of food, directions, places, appearance, family and clothes. They also learn to speak, read and write using Myanmar numbers.

Key Stage 3 (Years 7, 8 & 9)

In Key Stage 3, students are taught to develop their basketball, football, touch rugby, volleyball, table tennis, athletics, badminton and swimming throughout the year, focusing on two sports per term. In lessons, students initially work to progress the fundamental skills used in the sport, including the rules of the game, both of which they can apply as students pursue their choice of sport in inter school competitions and sports fixtures against other international schools. Fair play and good sportsmanship are installed within our students as we help to develop the all round games player. Our Physical Education lessons also help to promote great social and leadership skills encouraging regular physical activity as part of a healthy lifestyle.

Key Stage 4 (Years 10 & 11)

In Key Stage 4 all students participate in core Physical Education. They are able to continue developing their communication, problem solving and team work skills in a variety of physical activities. We encourage student’s confidence and independence by giving them more active roles and responsibilities in organising team games. Students are able to build on their key skills learnt in Key Stage 3 and apply more advanced skills, tactics and strategies. We ensure students at Network are fully equipped to participate in sport and physical activity after leaving school and have an understanding of how physical activity can promote overall health and well-being.

Students at Network also have the opportunity to study Cambridge IGCSE Physical Education. Students will develop their knowledge and understanding of the theoretical aspects of Physical Education and performance in a modern world. Alongside theory, they will be assessed in their application of skills, techniques and strategies in 4 practical performances. They will gain a sound basis for further study in the field of Physical Education. Areas of study include:

• Anatomy and physiology
• Health, training and fitness
• Skill acquisition and psychology
• Social cultural and ethical influences 

Network is part of a series of friendly inter-school competitions in a variety of sports with other international schools in Yangon, the MISAC league and tournaments. Students have the opportunity to compete in MISAC sports from Year 7 to Year 13. This encourages good relationships with other International schools; supports student interaction with peers in different schools, and involves students in sport at a competitive level.

Throughout Key Stage 3, 4 and 5 we will be covering issues, which are relevant for our students focused around personal, social and health education. We will cover topics such as relationships, body image, citizenship and careers. The lessons are often discussion based and this subject is not assessed.

Key Stage 3 (Years 7, 8 & 9)

In Key Stage 3, science is a hands-on, practical based subject that is primarily taught through performing experiments and experiencing scientific phenomena first hand. In science, students are encouraged to ask questions, hypothesize, design investigations and formulate conclusions. Learning is inquiry based and an emphasis is placed on skills.

The major aims of Science at Network International School are to stimulate curiosity, interest and enjoyment in science; to develop an interest in and care for the environment; and to provide a sound foundation in knowledge and practical skills.

Year 7 students study: laboratory safety, acids and alkalis, systems, energy and sustainable living, separating mixtures, reproduction, electric circuits, states of matter, ecology, forces and classification.

In Year 8, focus moves to: food and digestion, heat transfer, water, respiration, forces and motion, elements and compounds, microbes and disease, light, chemical equations, population, materials, sound and tectonics.

In Year 9, students learn about: energy, inheritance and variation, static electricity, energy, the reactivity series, exercise and health, speed, coordination and response, metals and crime scene investigations.

Key Stage 4 (Years 10 & 11)

Students have the choice of taking either Cambridge IGCSE Co-ordinated Sciences or Cambridge IGCSE Biology, Chemistry and Physics. Cambridge IGCSE Co-ordinated Sciences, is a double award, earning two grades. Cambridge IGCSE Biology, Chemistry and Physics, earning three grades and they will be awarded these separately.

Both Science courses gives learners the opportunity to study Biology, Chemistry and Physics within a cross-referenced, scientifically coherent syllabus. Learners gain an understanding of the basic principles of each subject through a mix of theoretical and practical studies, while also developing an understanding of the scientific skills essential for further study. 

They learn how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment. As well as focusing on the individual sciences, the syllabus helps learners to understand the technological world in which they live, and take an informed interest in science and scientific developments.