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SchoolFirstMeeting:1stYearIBinEnglish

Annéescolaire2016-2017

G1-Literarure:SabineMaubouchéLeNy Thisisatwo-yearcoursethatwillculminateintheIBLanguageA:LiteratureexamstobetakeninMayofthesecondyear.Eachsegmentofthetwo-year,four-partcourse,willbuildonworksandpassagesreadandexploredthroughout thecourse,whileprovidingstudentswith thecognitiveskills tounlockthecontentanddeepermeaningofclassic,internationalandcontemporaryliterature,and,onoccasion,film.Thecourse’sfocusisthree-fold:todevelopeachstudent’sappreciationofliteratureasaformofart;tocultivatelife-longlearnersbydevelopingeachstudent’scriticalthinkingandcommunicationskillsinbothoralandwritten forms;and to instill ineachstudentanunderstandingandappreciationofinternationalism,fueledbyacompassionforpeopleofallbackgrounds.This is a holistic approach to literature: all the works we will study are linked by some commonthemes.Moreover,oneofthemainfeaturesofthissyllabusisthatamajorityofthewritersareNobelPrizelaureatesinliterature.Thecourseisdividedintofourpartsbasedontheworksandtopicsbeingstudiedandtheassociatedassessment.Thepartswillbetaughtinthefollowingorder:PartIV,PartI,PartII,PartIII.Inthisway,PartsI,IIandIVwillbecoveredinthefirstyear,andPartIIIinthesecondyeargivingstudentsenoughtimetoprepareforthefinalexams.Part IV (Free Choice) consists of 3 differentworks all ofwhichmust be linked by aspects such asculture,genre,theme,etc.Thiswillculminateinthe15-minuteinclassIndividualOralPresentation(IOP).TheReadings for thispart include:ToKillaMockingbirdbyHarperLEE,TheGoodEarthbyPearlS.BUCKandTheGrassisSingingbyDorisLESSING.Thesetextsareunitedbytheessentialthematicfocus,“PrejudiceandIntolerance,genderrolesandsocialconstraints.”Anin-depthcontextualanalysiswillshowhowthese3workscrisscrossthelabilefrontiersbetweenhistoryandfiction.PartI(WorksinTranslation)consistsin3worksreadintranslation.Studentswilllearntoappreciatethedifferentperspectivesofpeoplefromotherculturesandtoconsidertherolethatcultureplaysinmaking senseof literaryworks. Theywill be asked to compare and contrast thedifferentworks inpreparationfortheWrittenAssignment.Readings for this part include:Woman at Point Zero by Nawal El SAADAWI, Chronicle of a DeathForetoldbyGabrielGARCIAMARQUEZandFatelessnessbyImreKERTESZ.All three works are novels and all three works address the issues of Freedom and Confinement,DehumanizingandSuffering,andCulturalandSocietalOppression.Part II consists in thedetailedstudyof3worksofdifferentgenresoneofwhichmustbepoetry.Thesewillbestudiedwithaviewtothe10-minuteIndividualOralCommentaryandDiscussion(IOC)Thiscourse is language-focused.Theobjective is toanalyzeelementssuchascharacter, themeandsettingandtoshowhowparticulareffectsareachievedthroughlanguageuse.

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Readingsinclude:DearLjfebyAliceMUNRO,TheInterestingNarrativeoftheLfeofOlaudahEquiano,or Gustavus Vassa, the AfricanbyOlaudah EQUIANO and Selected Poems 1966-1996 by SeamusHEANEYTheworkswillconsiderthefollowingthemes:Ordinarypeopleandordinarylivesandthedestructionofpersonalidentity,PartIIIconsistsof4works,butofthesamegenre.Significantly,thefocusinthispartistopreparestudents for the one of the 2 externally assessed written exam called Paper 2. Students will berequiredtounderstandthewaysinwhichcontentisdeliveredthroughtheliteraryconventionsoftheselectedgenre.Theywillcomparethesimilaritiesanddifferencesbetweenthechosenworks.Readings for Part III are: Beloved by ToniMORRISON,Disgrace by J.M. COETZEE, Animal Farm byGeorgeORWELLandAPassagetoIndiabyE.MFORSTER.Assessments:Studentswillbeassessedonthecompletionofandsuccessinacombinationofformalandinformalassessments. Thesewillcomprisethreebasiccategoriesofbothoralandwrittenwork:homework;class work and essays, quizzes, and tests. Along with these, every student must also completemandatoryIBoralandwrittenassessments.As required for the IB Language A: Literature, two mandatory internal assessments will also becompleted.Therewillbe2Oralactivities:The INDIVIDUAL ORAL PRESENTATION (IOP) is done in the classroom. It is based on Part IV andcountsfor15%ofastudent’soverallgrade.The INDIVIDUAL ORAL COMMENTARY AND DISCUSSION (IOC). Students present a formal oralcommentaryonPOETRYstudiedinPartIIandthenengageinadiscussionwiththeteacherononeoftheothertwoworksstudied.Itcountsas15%ofeachstudent’soverallgrade.TheStudentsWrittenWorkisexternallyassessedandweighs70%ofthefinalgrade.Thereare3writtenpiecesofwork:TheWrittenAssignment(basedononeworkfromPartI).Thetopic(oftheessayisdevelopedsolelybythestudent.Itcountsas25%oftheoverallgrade.Paper 1: Guided Literary Analysis (the “Unseen Commentary”.) The passages for analysis may beeitheracompletepieceofwritingoranextractfromalongerpiece,andwhereverpossibletheywillnothavebetakenfromworkslikelytohavebeenstudiedinclass.Onepassageisusuallyapoemandtheotheranexcerptfromaworkofprose.Paper1countsfor20%oftheoverallgrade.Paper2:EssayLiteraryGenresisaCompare/ContrastessaybasedonworksfromPartIII.Studentsmustrefertoatleast2GENRESbasedon2worksinPartIIIofthebookstheyhavestudied.Paper2willbeworth25%ofthefinalgrade.

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G2:Languageacquisition:FrenchwithJean-MichelRenardandGermanwithCarlaMinchella

OBJECTIVES:Studentswill beassessedontheirabilityto:a)Communicateclearlyandeffectivelyinarangeofsituationsdemonstratinglinguisticcompetenceandinterculturalunderstandingb)Uselanguageappropriatetoarangeofinterpersonaland/orculturalcontextsc)Selectaregisterthatisgenerallyappropriatetothesituationd)Understand,analyzeandrespondtoarangeofwrittenandspokentextswithaccuracyandfluencye)Organizeideasonarangeoftopicsinaclear,convincingandcoherentmannerOUTLINE:TheLanguageBSL/HLsyllabusapproachesthe learningof languagethroughmeaning,coveringthethemesoftheCoreandtheOptionstodevelopstudents’receptive,productiveandinteractiveskills.1TheCoreisdividedintothreerequiredareasofstudy:•CommunicationandMedia•GlobalIssues•SocialRelationships 2Wewillalsocover2oftheseOptions:•Culturaldiversity(French)•Customsandtraditions(German)•Health•Leisure(French)•Science&Technology(German)RESOURCES:Awide range of texts - written and spoken, literary and non-literary, will be used. Some ofthesematerialswill be available online to the students (by using theirDropbox) andotherswill be fromvariousprintandaudiovisualsourcesandtwonovelsforHL.The studentswill be taught how to use dictionaries on line so as to expand their vocabulary andchecktheirpronunciation-beforeapresentationforexample.EVALUATIONA/ONGOINGCLASSASSESSMENTS:•ProjectsandpresentationsProjects and interactive oral presentations will be related to the themes studied. They will beassessed according to the IB Language B-SL/HL written and oral language scales. The 3 aspectsassessed are: productive skills and interactive and receptive skills.•WrittenworkParagraphsandcompositionsareevaluatedaccording to the IBLanguageB-SL/HLwritten languagescale. The 3 aspects assessed are: language, message and format.

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•Quizzes and tests (punctual tests during a lesson, DS (devoir surveillé), CS (contrôlesemestriel))Studentswillhaveperiodiclanguagequizzesandteststhroughoutthecourseofstudy.•HomeworkStudents are responsible for completing assignments.Some homework will be spot-checked and noted as part of the formative assessment. Somehomework assignments will be presented in class and/or submitted for formative feedback orevaluatedforIB.B/INTERNALANDEXTERNALASSESSMENT:1.ExternalAssessment/YEAR2(ÉpreuveExterne)70%•Paper1(exam),ReceptiveSkills1h30mins=25%Texthandlingexerciseson4writtentexts(SL)5writtentexts(HL),basedontheCorethemes•Paper2(exam),WrittenProductionSkills1h30mins25%

- Onewrittenexerciseof250-400words,fromachoiceof5subjects,basedontheOptions.Oneof10+writtentextformats/styleswillberequired,forexample.:Lejournalintime,l’articledejournal,lecourriel,lalettre,unebrochure,unguide,unarticledeblog,unecritique,unrécit,uncompterenduetc.(SLandHL).

- Onepersonalresponsetoashorttextbasedonthecore.HL(150-250words)

•WrittenAssignmentTravailécrit):athometobewritteninJanuary.20%Intertextualreading,followedbyawrittenexerciseof300-400wordsplusa100-wordrationale,basedontheCore.(SL)Writtenexerciseof500-600wordsplusa150-250wordrationale,basedononeoftheliteraryworksstudiedinclass.(HL)2.InternalAssessment:YEAR1AND230%InternallyassessedbytheteacherandmoderatedbytheIBO•Individualoral:YEARII:GRADE128-10mins20%.ItisbasedontheOptions.15minspreparationtime,followedbya10-minute(maximum)presentationanddiscussionwiththeteacher.ScheduleddateforIBoralexamsbetweenJanuary15thand19thfor2018•Interactiveoralactivities-YEARIandII:10%.ItisbasedontheCore:3classroomactivitiesassessedbytheteacher.LEARNINGSTRATEGIES:The thematic structure of the coursewill provide the studentswith anopportunity to researchsomeoftheirowninterestsastheyrelatetothemeswecoverandtothefrancophoneculture.Language concepts (grammar) will be integrated into the themes to help them communicateeffectively.Although somewritingassignmentsmustbedone in class, youwill alsobeencouraged toworkathome and to use online tools to construct, revise and share yourlearning.

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G3–BusinessManagement:Jean-FrançoisRosa

Globalobjectives:

Theroleofbusinessesorganizationsnowadays istoproduceandsellgoodsandservicesthatmeethumanneedsandwantsbyorganizingresources.

Therefore, the class encourages students to think about business opportunities, technologies andideas,whilegivingthemarangeoftoolsandtechniquestoactonit.

Todo so, studentswill need todevelopanunderstandofbusinesshistoryandbenchmarkvarioustypesoforganizations,systems,processesandmethodstobettergraspthealwaysevolvingbusinessworld.

The class will also encourage an international mindset by studying organizations throughout theworldandhelpdevelopsough-after“soft"skillsthroughcooperationandteamwork.

Unitdescription:

They are 5 units in the businessmanagement course corresponding to the 5main functions of abusinessorganizations:

1)Strategyandorganizations:

• Presents the different functions (HR, Operations, etc) and types of organizations(commercial, for-profit social social enterprises, non-profit social enterprises) ) and theirroles,

• Outlinestheelementsofabusinessplanandexplainstheroleofentrepreneurship,• IdentifiesKeyPerformanceIndicatorsthatareanchoredinainspiringvisionstatementand

sharedmissionstatement,• Identifygrowthstrategiesbasedontheanalysisoftheexternalandinternalenvironment.

2)Humanresourcesmanagement:

• Identifies factors influencing the management of human capital in the organization(turnover,innovation,etc),

• Pointouttheimportanceoftrainingandappraisalsystemsandhowmotivationcanleadtohigheroutcomes,

• Allows students to understand the different leadership styles and to start thinking abouttheirown.

3)Financeandaccounts:

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• Looks at how to ensure that appropriate funds aremade available to produce goods andservices.

• Explainsinternalandexternalsourcesoffinancesrelatedtogrowthprojects• Carriesoutbreakevenanalysisandcalculatestargetpriceandprofit• Calculatesandinterpretsprofitmargins,ROE,efficiencyratios,andacidtestratios.

4)Marketing:

• Ensuresthatthebusinessoffersaproductorservicethatisdesiredbyasufficientnumberofcustomersbyidentifyingtargetmarketsandunderstandingtheelementsandthepurposeofanappropriatemarketingmixtoaddressthem.

• Distinguishesbetweenmarketandproductorientationandcalculatesmarketshare

5)Operationsmanagement:

• Ensuresthattheappropriatemethodsandprocessesareusedintherightlocationinordertoproposeaqualityproductorservice

• Promotesefficiencywhilediscussingtheecological,socialandsustainabilityimplications

Assessment:

1)StandardLevel:

A)Externalassessmentrepresents75%ofthefinalgradefrom2papers.• Paper1is1hour15minuteslongandweights30%.Thereare2sections(AandB)thatare

based on a IB prescribed pre-seen case study issued to students threemonths before theexamination

• Paper2is1hourand45minuteslongandweights45%.Thereare3sections(A,B,andC)Ø SectionAfocusesonquantitativequestionsdrawnfromunits1to5basedon

unseenstimulusmaterial(1questionoutof2)Ø SectionB focuseson synthesisquestionsdrawn fromunits1 to5basedon

unseenstimulusmaterial(1questionoutof3)Ø SectionCfocusesontheconceptsofchange,culture,ethics,

globalization, innovation and strategy that underpin the businessmanagement course and based on a real world organization example(1questionoutof3)

B)Internalassessmentrepresents25%ofthefinalgrade

• It isaWrittencommentarythatallowsstudentstodemonstratetheapplicationofbusinessmanagementtools,techniquesandtheoriestoabusinessissueorproblem.

2)HigherLevel:

A)Externalassessmentrepresents75%ofthefinalgradefrom2papers.

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• Paper1 is2hour15minutesandweights30%.Thereare3 sections (A,BandC) thatarebased on a IB prescribed pre-seen case study issued to students threemonths before theexaminationoradditionalstimuluspackets.

• Paper2is1hourand45minutesandweights45%.Thereare3sections(A,B,andC)Ø SectionAfocusesonquantitativequestionsdrawnfromunits1to5basedon

unseenstimulusmaterial(1questionoutof2)Ø SectionB focuseson synthesisquestionsdrawn fromunits1 to5basedon

unseenstimulusmaterial(1questionoutof3)Ø SectionCfocusesontheconceptsofchange,culture,ethics,

globalization, innovation and strategy that underpin the businessmanagement course and based on a real world organization example(1questionoutof3)

B)Internalassessmentrepresents25%ofthegrade.

• Itisaisaresearchprojectthatallowsstudentstodemonstratetheapplicationoftheirskillsandknowledgetobusinessissuesordecision-making.

G3–History:SabineMaubouchéLeNy

TheaimsoftheHistorycoursearetopromoteanunderstandingofhistoryasadiscipline,includingthenatureanddiversityofitssources,methodsandinterpretations;toencourageanunderstandingof thepresent throughcritical reflectionof thepast;encourageanunderstandingof the impactofhistoricaldevelopmentsatnational, regionaland international levelsanddevelopanawarenessofone’sownhistoricalidentitythroughthestudyofhistoricalexperiencesofdifferentcultures.Throughout theDPhistory course, studentshave theopportunity to explorehistorical events thathaveplayedakeyroleinshapingtheworldtoday,deepeningtheirunderstandingofthecomplexandinterconnectednatureofpastandpresentevents.The IB Diploma ProgramHistory course study is a 2- year curriculum course. It consists of a corecurriculum-20thCenturyWorldHistory- that includesan in-depthstudyofan individualPrescribedSubjectandtheselectionoftwotopics.Thefirstyearwillfocusheavilyonthestudyofthetopics.Alistofthesubjectsandtopicscoveredislistedbelow.N°8:NationalistandIndependenceMovements(1800-2000)

ThreeIndependencemovementswillbestudied:India-1857-1947;Cuba-1895-1898andAlgeria-1954−1962.Foreachof themovements, studentswillbe required tounderstandandevaluate theimportanceoftheemergenceofthenewstatesthe19thand20thcenturies:theirorigins,thereasonsfortheirsuccess,thechallengesthenewstatesfacedinthefirst10yearsandtheresponsestothosechallenges.

TopicN°10:20thcenturyAuthoritarianStates

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Threecasestudieswillbecovered:GermanyunderAdolfHitlerandtheNaziregime(1933-1945);theSovietUnionunderJosephStalin(1928-1953);andCubanNationalismunderCastro(1959-2008).The 20th century produced many authoritarian and single-party states. Students will study theorigins, ideology,organization, formof government, and impactof these regimes. Indoing so, thegoalistoviewthesecasestudieswithinatypologyofthekeyfeaturesthatauthoritarianpartystatesseemtoshare.ThePrescribedSubjectfortheHistorycoursewillbe:ConflictandIntervention(Rwanda(1990-1996)andKosovo(1989-2002).Inthispartofthecourse,studentswillneedtounderstandthecausesoftheconflict,thecourseandintervention,theresponseoftheinternationalcommunity,andtheimpactoftheconflict.

AssessmentsTheHistoricalInvestigation.AttheendofYear1,studentswillneedtosubmita2,000wordresearchstudyonahistoricaltopicofthestudent’schoice.Thefreechoiceoftopicmeansthatthehistoricalinvestigationprovidesaparticularlygoodopportunityforstudentstoengagewithtopicsthatareofpersonalinterest,ortopicsrelatedtotheirownlocalornationalhistory.

Itiswovenintonormalclassroomteaching,assessedinternallyandworth25%offinalgradeAttheendofyear2,studentswillbeexternallyassessedon2ExamPapers.

Paper1-worth30%ofthefinalgrade-isasource-basedexaminationpaperbasedonthePrescribedSubject:ConflictandIntervention.Paper2-worth45%offinalgrade-isanessaypaperbasedonthe2worldhistorytopicsstudiedinclass (N° 8: Independence Movements; N°10: Authoritarian States.) Students must answer 2questions,eachselectedfromadifferenttopic.Throughouttheyear,therewillbebothsummativeandformativeassessments(includingmid-termexams).

G4–Biology:StéphanieBadaroux

The aimsof thebiologyprogramme in the IB is todevelop thedifferents scientifics capacities likecuriosity,beingopenminded,tobeabletoobserveandcreatanexperiment….Allthiswithcaring,autonomy,toleranceandrespect.

Syllabusoutline:

Thecore:

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1.Cellbiology2.Molecularbiology3.Genetics4.Ecology5.Evolutionandbiodiversity6.Humanphysiology Additional higher level (AHL) : 7. Nucleic acids 8. Metabolism, cell respiration and photosynthesis 9. Plant biology 10. Genetics and evolution 11. Animal physiology Option : Neurobiology and behaviour TeachingApproach:In order to do this we will:

• Use different documents, look at various problems • Formulate different hypotheses • Validate (or not) these theories • Make conclusions

Practical work is a vital and integral part of group 4 science courses, providing students withexperienceof investigativeandexperimentalactivitieswithinandoutsidetheclassroom.Itenablesthem to develop a wide range of skills such as investigation, design, manipulative skills, dataprocessing and analysis, evaluation, teamwork and communication. The opportunity to undertakeinvestigations and hands-on experimentation allows them to engage in many of the processesencounteredbyscientists,andtoappreciatethenatureofscientificthoughtandinvestigation.

“IhearandIforget.IseeandIremember.IdoandIunderstand.”

Confusius

Throughstudyingbiologyor chemistry, students shouldbecomeawareofhowscientistsworkandcommunicatewitheachother.Whilethescientificmethodmaytakeonawidevarietyofforms,itistheemphasisonapracticalapproachthroughexperimentalworkthatcharacterizesthesesubjects.

Assessment:

There are two types of assessment: The internal assessment (20% of the final grade) and theexternalassessment(80%ofthefinalgrade).

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Internal assessment ( SL and HL): Internal assessment is an integral part of the course and iscompulsoryforbothSLandHLstudents.Itenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge,andtopursuetheirpersonalinterests,withoutthetimelimitationsandotherconstraintsthatareassociatedwithwrittenexaminations.

ExternalassessmentdetailsSL:

• Paper1:45min:30multiple-choicequestionsoncore,about15ofwhicharecommonwithHL

• Paper2:1h15:Short-answerandextended-responsequestionsoncorematerial.• Paper3:1h:ThispaperwillhavequestionsoncoreandSLoptionmaterial.

ExternalassessmentdetailsHL:

• Paper1:1h40multiple-choicequestionsoncoreandAHL,about15ofwhicharecommonwithSL.

• Paper 2: 2h15: Short-answer and extended-response questions on the core and AHLmaterial.

• Paper3:1h15:Thispaperwillhavequestionsoncore,AHLandoptionmaterial.

G4:Chemistry–AlexandraDavid

Chemistryisanexperimentalsciencethatcombinesacademicstudywiththeacquisitionofpracticaland investigationalskills. It isoftencalledthecentralscience,aschemicalprinciplesunderpinboththe physical environment in which we live and all biological systems. Apart from being a subjectworthy of study in its own right, chemistry is a prerequisite for many other courses in highereducation, such as medicine, biological science and environmental science, and serves as usefulpreparationforemployment.

Programme:

Towdifferentslevelsareproposed:ThestandardLevel(SL)3hoursperweekanstheHighLevel(HL)5 hours per week. In the Syllabus component there is a core and an additional higher levelcomplement.

Core:

1.Stoichiometricrelationships

2.Atomicstructure

3.Periodicity

4.Chemicalbondingandstructure

5.Energetics/thermochemistry

6.Chemicalkinetics

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7.Equilibrium

8.Acidsandbases

9.Redoxprocesses

10.Organicchemistry

11.Measurementanddataprocessing

Additionalhigherlevel(AHL)

12.Atomicstructure

13.Theperiodictable—thetransitionmetals

14.Chemicalbondingandstructure

15.Energetics/thermochemistry

16.Chemicalkinetics

17.Equilibrium

18.Acidsandbases

19.Redoxprocesses

20.Organicchemistry

21.Measurementandanalysis

Option:Medicinalchemistry

Through studying chemistry, students should become aware of how scientists work andcommunicatewitheachother.Whilethescientificmethodmaytakeonawidevarietyofforms,itistheemphasisonapracticalapproachthroughexperimentalworkthatcharacterizesthesesubjects.

Theaimsenablestudents,throughtheoverarchingthemeoftheNatureofscience,to:• appreciate scientific study and creativity within a global context through stimulating and

challengingopportunities• acquire a body of knowledge, methods and techniques that characterize science and

technology• applyanduseabodyofknowledge,methodsandtechniquesthatcharacterizescienceand

technology• developanabilitytoanalyse,evaluateandsynthesizescientificinformation• develop a critical awareness of the need for, and the value of, effective collaboration and

communicationduringscientificactivities• develop experimental and investigative scientific skills including the use of current

technologies• developandapply21stcenturycommunicationskillsinthestudyofscience

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• become critically aware, as global citizens, of the ethical implications of using science andtechnology

• developanappreciationofthepossibilitiesandlimitationsofscienceandtechnology• develop an understanding of the relationships between scientific disciplines and their

influenceonotherareasofknowledge.

Assessments:

There are two types of assessment: The internal assessment (20% of the final grade) and theexternalassessment(80%ofthefinalgrade).

Internal assessment ( SL and HL): Internal assessment is an integral part of the course and iscompulsoryforbothSLandHLstudents.Itenablesstudentstodemonstratetheapplicationoftheirskillsandknowledge,andtopursuetheirpersonalinterests,withoutthetimelimitationsandotherconstraintsthatareassociatedwithwrittenexaminations.

ExternalassessmentdetailsSL:

• Paper1:45min:30multiple-choicequestionsoncore,about15ofwhicharecommonwithHL

• Paper2:1h15:Short-answerandextended-responsequestionsoncorematerial.• Paper3:1h:ThispaperwillhavequestionsoncoreandSLoptionmaterial.

ExternalassessmentdetailsHL:

• Paper1:1h40multiple-choicequestionsoncoreandAHL,about15ofwhicharecommonwithSL.

• Paper 2: 2h15: Short-answer and extended-response questions on the core and AHLmaterial.

• Paper3:1h15:Thispaperwillhavequestionsoncore,AHLandoptionmaterial.

G5:Mathematics–DanyMuller

The Diploma Programme is a fantastic pre-university course of study focusing on the variousstudents’abilities,competences,interestsinmathematicsandpersonalitiestomeettheirneeds.Thisis why The Ecole Privée Bilingue Internationale provide 3 possible course units in mathematics topreparetheInternationalBaccalaureateDiplomaProgramme:

- “Mathematics studies” at the standard level for students with varied mathematicalbackgroundsandabilities

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- “MathematicsSL”forstudentswithagoodbackgroundandinterestinmathematics

- “Mathematics HL” for highly qualified students in mathematics who want to make ofmathematicsanimportanttopicfortheiruniversitystudies.

LearningTopics:

Semester1:

- Numbersandalgebra(operationswithintegersandfractions,percentage,scientificnotation,SI,currencyconversion,expansionandfactorisation,numbersequencesandseries)

- Mathematicmodels(Linearandquadraticfunctions,equations)

- Introductiontodifferentialcalculus(tangent,equationoftangentsandderivative)

Semester2:

- Numbersandalgebra(numbersequencesandseries)

- Geometryandtrigonometry(linearequation,distancebetween2points,pointsofintersection,sine,cosine,tangent,useofthecosinerule)

- Descriptivestatistics(discreteandcontinuousdata,frequencytables,range,interquartilerange....)

- Logic,setsandprobability(compoundstatements,truthtables,intersection,complement,union,probabilityofsimpleandcombinedevents,conditionalprobabilities)

- Statisticalapplication(Thenormaldistribution,probabilitycalculations,thebivariatedata)

Objectivesetteachingméthodology:

The main objective is to promote the students’ personality and intellectual potential. For thispurpose, the teaching methodology used will aim at developing their intellectual curiosity inmathematicswhileapproachingallconceptsandnotionsinacriticalwayatthesametime.

This is why the teaching methodology that is applied focuses on developing the students'knowledgeofmathematicalconceptsandkeyprinciplessotheycanapplytheminalogicalmanner.Thisteachingmethodologyisbasedonadualapproach.Atfirst,allstudentsareaskedtogetactivelyinvolvedinthe learningprocessthen, inasecondtime,adiscussionaroundeachdifficultyandkeypointswillbeaddressed.

The final purposeof such teachingmethodology is tomake students independent, and capableofusingallmathematicalconceptsandnotionsinvariousapplicationonadaytodaybasis.

Expectedworkandindividualinvolvement:

Allstudentswillhavetobehardworkingandhighlymotivatedindividualsinordertobesuccessfulinmathematics.Specificeffortsneedtobemadeinthefollowingareas:

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- Homeworktoprepareshortlecturesandresolvevarioustypeofmathematicalproblems- Theuseofamethodologytosolveproblemsratherthantheuseofformulaknownbyheart- Thewritingskills

Assessment:

Threetypesof internalassessmentwillbeusedtoevaluatethecompetences,workandabilitiesofeachstudent:

- Allstudentswillhavetoproduceanindividualexplorationwhichisawritingworkaimedatinvestigatinganareaofmathematics.

- Semestrialexamsonallchaptersstudied.- Six-weekassessments