Physical Education PE

PHYSICAL EDUCATION (PE) Navigation Head of Department: Mr B. Brider. Member of Staff : Mr T. Gwariro. IGCSE Level (Form 3 & 4) The syllabus provides learners with an opportunity to study both the practical and theoretical aspects of physical education. It is designed to encourage enjoyment in physical activity by providing learners with an opportunity to take part in a range of physical activities and develop an understanding of effective and safe physical performance. This helps learners to develop an appreciation of the necessity for sound understanding of the principles, practices and training that underpin improved performance, better health and well-being. AS & A Level (Sixth Form) The purpose of the course is to enable students to use the theory knowledge gained to improve their performance and conversely to use what they know from their physical activities to help them understand the theory coursework. The ultimate goal from CIE seems to be oriented towards coaching. My departmental aims are to create a rounded sportsman, who has a good working knowledge of what he is doing and why he is doing it, so that he can improve his own performance and that of others. I also encourage a pro-active initiative, as this course lends itself to them being in control of their practical coursework. Entry requirements, ideally, are an A or B at IGCSE level in Biology and English Language. There is a large and difficult Biology section at both levels. Section C requires a good command of English for clear expression, as essay-style answers are required. The course content is as follows: AS Level (Lower 6)TheorySection A : Anatomy and PhysiologySection B : Acquiring, Developing & Performing Motor SkillsSection C : A Contemporary Study of PE & Sport ( focus on the UK)There are 3 compulsory questions, one per section, (divided into a number of shorter questions) each carrying 30 marks. Weighting 70%. PracticalEach of 2 chosen activities from various categories are marked based on specific criteria, and are filmed for moderation. Drill -type activitiea are required at this level, as well as footage of competitive situations.An action plan on one of their chosen activities must be produced in writing ( minimum 10 A4 sides) following specific parameters.Each activity and the action plan are marked out of 30. Weighting 30%.  ( 20% for the activities and 10 % for the Action Plan) A2 Level (Upper 6)TheorySection A : Exercise and Sport PhysiologySection B : Psychology of Sports PerformanceSection C : Olympic Games , a Global perspective PracticalThe activities offered change a little, for example weight training becomes weight lifting. They may change the activities chosen, if they so wish. Marking is stricter and focuses more on times and distances than the performance quality required of AS candidates. Only competitive footage is required at this level.The activity carrying the 10% weighting changes to a synoptic oral presentation on another student, performing one of the candidate’s chosen activities. He must assess and evaluate their performance of a selected skill , offering a program for their improvement. All coursework from their AS & A2 years must be used to support and underpin their commentary. It needs to be approximately 10-15 minutes long and they may not use notes. If both years are covered the weighting is 50% for each year. However candidates may opt to stop at the end of the AS year and take their result as their final mark. Filming of their various matches is done by me at all home games both at St George’s and any away games in Harare. The purpose of this is to provide evidence to support the marks given for their 2 practical activities. They have , since last year, been editing their own footage, with guidance from Mr. Koschke, a parent who is in the filming and editing business. This is to encourage their personal input into their coursework and give them an added skill for the future. As far as uses of this course are concerned it lends itself, quite obviously to teaching, coaching and personal training. It can also be a springboard to physiotherapy, sports psychotherapy ( with further training) or other jobs relating to the support of professional athletes. Career Prospects: Apart from the very real application of this subject to their personal lives, particularly in relation to a lifetime of leisure activity, this subject lends itself to a career in Personal Training, the Army, Coaching, Teaching, Emergency Medical Care, Chiropractics, and Physiotherapy. Qualifying as a Physiologist would require a shorter period of training.

French

FRENCH Navigation Head of Department: Mrs S. Makoni. Members of Staff: Ms T. Mutasa and Ms N. Murembwe. Departmental Aims The department aims are to enable students to: Develop the language proficiency required to communicate effectively in French at level A2 (CEFR Basic User), with elements of level B1 (CEFR Independent User) Offer insights into the culture and society of countries and communities where French is spoken Encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures Develop awareness of the nature of language and language learning Provide enjoyment and intellectual stimulation Develop transferable skills (e.g. memorising, drawing of inferences) to complement other areas of the curriculum Form a sound base of the skills, language and attitudes required for progression to work or further study in French. Content Overview The subject content is organised in five broad topic areas (A–E below). These provide contexts for the acquisition of vocabulary and the study of grammar and structures. The study of these topic areas enables students to gain an insight into countries and communities where French is spoken. The five topic areas listed below are described in more detail in section 3. Everyday activities Personal and social life The world around us The world of work The international world The syllabus gives students opportunities to develop and apply a wide range of foreign language skills. Candidates will be expected to read and understand a variety of written and spoken texts on familiar topics. Candidates will be required to demonstrate understanding of the main ideas, opinions and attitudes, as well as select and extract relevant details and deduce the meaning of occasional unknown words from context. They will also have opportunities to write in French on familiar, everyday topics, and to speak the language by taking part in everyday conversations. Syllabus Breakdown IGCSE Level (Form 3 & 4) All candidates take all four papers. Candidates will be eligible for grades A* to G. All candidates take: Paper 1: A listening exam worth 25% of their final grade(40 marks) – Approximately 50 minutes. Candidates listen to a number of recordings and answer multiple-choice and matching questions. This will be externally assessed Paper 2: A reading exam worth 25% of their final grade (45 marks). Candidates will be required to read a number of texts and answer multiple-choice and matching questions as well as questions requiring short answers. Paper 3: A speaking exam worth 25% of their final grade (40 marks) – Approximately 10 minutes. Candidates will be required to complete one role play and conversations on two topics. This exam will be internally assessed and externally moderated. Paper 4: A writing exam worth 25% of their final grade (45 marks) – Approximately 10 minutes. Candidates will be required to complete one form-filling task, one directed writing task and one task in the format of an email/letter or article/blog. Again, this will ve externally assessed Entry Requirements at AS & A Level – A* / A in French at IGCSE AS LEVEL (Lower 6) 8682 Component 1: Speaking Test Component 2: Reading & Writing Component 3: Essay A LEVEL (Upper 6) 9716  Component 1: Speaking Test Component 2: Reading & Writing Component 3: Essay Component 4: Texts Career Prospects: In addition to Translation and Teaching, French is a useful adjunct in many professions (Business Administration, Communication, Finance, Accountancy, Law, Foreign Affairs). It may be studied at University as a component of an Arts degree.

Computer Science

COMPUTER SCIENCE Navigation Head of Department: Members of Staff: The aim of the Cambridge International AS and A Level Computer Science syllabus is to encourage students to develop an understanding of the fundamental principles of computer science and how computer programs work in a range of contexts. Students will study topics including information representation, communication and Internet technologies, hardware, software development, and relational database modelling. As they progress, students will develop their computational thinking and use problem solving to develop computer-based solutions using algorithms and programming languages. Studying Cambridge International AS and A Level Computer Science will help students develop a range of skills such as thinking creatively, analytically, logically and critically. Students will also be able to appreciate the ethical issues that arise with current and emerging computing technologies. Entry Requirements and Recommendations: A minimum achievement of B for Computer Science and Mathematics (Extended) at IGCSE Level is required. Career Prospects: There are numerous career opportunities for students who have studied Computer Science, either as a stand-alone discipline or in conjunction with other subjects. In order to study Computer Science at university, students are likely to need Mathematics at A Level and one other science subject.

CISCO – ITE & CCNA

CISCO – ITE & CCNA Navigation Head of Department: Mrs M. Hundermark Members of Staff: Mrs L. Chakwizira – Legal Main Contact for CISCO and Instructor, Mr S. Mugodza – Instructor, Mr M. Philip – Instructor and Mr D. Chikumba – Instructor. The St George’s College CISCO Academy is the best up-class College in Zimbabwe so far, offering a wide range of courses. The College has all the new sophisticated technologies which include CISCO routers and switches for industry level practical experience. CISCO courses content includes highly interactive e-doing activities that stimulate learning and improve knowledge retention, hands-on labs, simulation-based learning activities, and online assessments and the courses are recognized internationally. We offer Cyber Security, IT Essentials, CCNA (CISCO Certified Network Associate) and CCNA Security. Entry Requirements and Recommendations: A/B grade or better in IGCSE ICT. A pass in IGCSE Mathematics is recommended. Career Prospects: These include Network Administrator, Network Engineer, Network Technician and Systems Administrator.

Information Technology IT

INFORMATION TECHNOLOGY (IT) Navigation Head of Department: Mrs M. Hundermark. Members of staff: Mrs L. Chakwizira, Mr L. Muhuru, Mrs P. Chitumba, Mr T Nyahwa and Mr M. Phillip. The syllabus followed by each year group is outlined below: Forms 1 & 2 – ICDL (International Computer Driving Licence) Basic concepts of IT (theory) Using a computer & file management (Windows 7) Word processing (Word) Spreadsheets (Excel) Databases (Access) Presentations (PowerPoint) Internet & E-mail IGCSE Level (Form 3 & 4) All students: Finish off ICDL WebStarter and Advanced ICDL (Modules 3-6) AS Level (Lower 6) AS level CISCO CCNA Module 1 & 2 WebStarter Advanced ICDL (Modules 3-6) CISCO ITE A2 Level (Upper 6) A level CISCO CCNA Modules 3 & 4 What is CISCO?PC Hardware and Software provides a comprehensive over­view of computer fundamentals and an introduction to advanced concepts. It is intended for individuals who want to pursue careers in IT and gain practical knowledge of how a computer works. Students who complete the CISCO course will be able to describe the internal compo­nents of a computer, assemble a computer system, install an operating system, and troubleshoot using system tools and diagnostic software. They will also be able to con­nect computers to the Internet and share resources in a networked environment. IT Essentials: PC Hardware & Software Some concepts covered in the course include: Core competencies in the latest hardware and software technologies Advanced installation of computers, peripheral devices, networks and security components Information security skills Safety and environmental issues Preventive maintenance tasks Advanced troubleshooting skills Entry Requirements and Recommendations: AS/A Level A minimum of a B grade in IGCSE ICT. A pass in IGCSE Mathematics is recommended. Career Prospects: Students who take IT get a solid foundation for further studies in Information Technology or Information Systems and career opportunities as a system analyst or software engineer.

Music & Dramatics

MUSIC & DRAMATICS Navigation

Global Perspectives

GLOBAL PERSPECTIVES Navigation Subjects Offered at Form 1 & 2 Level Subjects Offered at IGCSE Level (Form 3 & 4) Subjects Offered at A Level (Lower & Upper6) Head of Department: Ms T. Mutiti. Members of Staff: Mr H. Sakarombe, Mr G. Kepekepe, Mr C. Mukwaira and Mr T. Gwariro. Course OverviewGlobal Perspectives is a course that stretches across traditional subject boundaries and develops transferable skills. The emphasis is on developing the student’s ability to think critically about a range of global issues, where there is always more than one point of view. Active, holistic learning is emphasised in this course.  The main aim is to develop skills, encouraging critical thinking and creating an environment that allows students to transition from being dependent on the teacher to active learning. Skills to be developed in this course include, but are not limited to:● research, evaluation and analysis of information,● communication and collaboration within tasks,● planning and presentation of findings and● reflection. Students complete individual and group work projects through the two years that the course is offered. They are taught and encouraged to explore various modes of conducting research, presentation skills using a variety of media.At present, Global Perspectives is offered at Junior Level (Form 1 &2).

Geography

GEOGRAPHY Navigation Head of Department: Mr G. Chimbetete. Members of staff: Mr C. Chadya, Mr C. Mukwairo, Mrs V. Makiyi, Mr H. Sakarombe. Introduction To study geography, particularly from an A-level point of view, a good command of the English language is a definite aid. Pupils should be prepared to undertake a great deal of extra work throughout the course, not just towards the end. A file of fieldwork, lesson notes and individual research notes must be maintained. Departmental Aims Geography occupies a pivotal position in the understanding and interpretation of social, economic, political and environmental conditions. We, as a department, aim to produce scholars who can be self-reliant and productive with a clear understanding of the socio-economic problems facing as part of the global village, and are dynamic and holistic in their understanding that interactions are taking place in the environment in which they live as well as the world at large, and realise how people impress their ways, habits and economic demands upon the environment and to develop a sense of awareness and responsibility towards the management of their environments. Entry Requirements & recommendations for  Entrance into AS level Geography Pupils must have at least a B grade in IGCSE geography and at least a C grade in IGCSE English language and maths . Recommended subjects at  IGCSE ton accompany Geography are history and science related subjects. Course Content – Forms 1 & 2 Syllabus:  The aims of the syllabus are to introduce students to the main components of Physical and Human Geography and the inter- relationships between them, and develop skills in interpreting topographical maps (map-work). Forms 3 & 4 (IGCSE Level) Syllabus:  The aims of this syllabus are to encourage students to develop a sense of place and an understanding of relative location on a local, regional and global scale, an awareness and understanding of the characteristics and distribution of physical and human environments, and an ability to select and use suitable basic techniques for observing, collecting, classifying, presenting, analysing and interpreting data through the use of maps, audiovisual materials, documentary materials and statistics. Sixth Form Level (AS & A2 Level):  The syllabus aims are to develop an awareness of the relevance of geographical analysis to understanding and solving contemporary human and environmental problems, demonstrate and explain the causes and effects of change over space and time on the natural and human environments, and promote an appreciation of the need for understanding and respect of and co-operation in conserving the environment on both a local and global scale. Core Geography – topics: Hydrology & Fluvial Geomorphology, Atmosphere & Weather, Rocks & Weathering, Population Change, Settlement Dynamics. A2 Paper 1: Core – Geography: This is taken by pupils who would not have written the AS exam or who would have failed to achieve a satisfactory result. Candidates will revisit all core geography topics on their own. A2 Paper 2:  Advanced Level Physical Geography Options: Pupils must study at least two topics: Tropical environments, Coastal environments, Hazardous environments, Arid and semi-arid environments. A2 paper 3:  Advanced Level Human Geography Options: Pupils must study at least two topics: Production, location and change, Environmental management, Global interdependence, Economic transition. Duration of Examinations AS candidates: Paper 1 – 3 hours / AS candidates: Paper 2 – 1 ½ hours / Paper 3 – 1 ½ hours There are field excursions based on topics chosen. Practicals include handling of data and analysis and interpretation of topographical maps and photographs, and implementation of geographical information systems. Combinations Geography combines well with almost all subjects: Career prospects Career prospects exist in the following areas; accounting, business studies, administration, ecology, natural environment, assessment management and conservation, map surveying, quantity and quality surveying, cartography, geology, agriculture, forestry, hydrology, meteorology, urban and rural planning, politics, tourism and leisure industries, market research, civil engineering, terrain analysis, remote sensing, field data collection, journalism, development projects, demography, law, information technology, social work.

History

HISTORY Navigation Head of Department: Mr B. Dzuda. Members of Staff: Mr H. Sakarombe, Mrs C. Ramahlo, Mr A. Chishawa, Mr G. Kepekepe. Departmental Aims The Department aims to provide learning opportunities for students to develop transferable skills such as enquiry, analysis, interpretation and communication. These will enable them to become critical and independent thinkers in the world they live. Introduction Studying history involves studying change. This is due to the many variations of the history syllabi across the world. We teach topics that stretch from the roots of the Origins of mankind and State formation to contemporary Globalisation of the World with a focus on its current political, legal, religious and economic activities. Students write Cambridge International Examinations at IGCSE and Advanced Level. Syllabus Breakdown History At Junior Level Form 1 The Meaning of History The Origins of Mankind The Stone Age The Early Inhabitants of Central and Southern Africa Ancient Civilisation & State Formation Form 2 Voyages of Exploration The Slave Trade Rise of Capitalism The Scramble for Africa The Occupation of Zimbabwe Forms 3 & 4 History at this level prepares students for Cambridge International Examinations 0470 Option B Paper 1 Paper 2 Paper 4 A Level History History Syllabus 9489: Cambridge International ExaminationsStudents write four staggered papers. AS Level History European History Option: Modern Europe, 1750–1921 Paper 1 Paper 2 A2 History Paper 3 The origins and development of the Cold War Paper 4 European history in the interwar years, 1919–41 (Dictators) Mussolini’s Italy, 1919–41 Stalin’s Russia, 1924–41 Hitler’s Germany, 1929–41 Britain, 1919–39 Career Prospects: Very few of our students aim at the academic life but History provides a suitable background for Law, Accountancy, Business Studies, Journalism and Public Administration. The choice of other A Level subjects would depend on which career the student had in mind. For example, those intending to enter the commercial world could combine history with Business Studies, Accounts or Economics, while languages and English Literature might be a more suitable combination for Law and Journalism.

Design and Technology

DESIGN AND TECHNOLOGY Navigation Head of Department: Mr R. Maposa. Members of Staff: Mr O. Mlalazi and Mrs G. Molife. Vision Statement The Design and Technology department at St George’s College is committed to delivering a curriculum accessible to all which provides the broadest possible range of opportunities for students. One which will allow students to become self-motivated and confident learners, who can work independently and as part of a team. We aim to ensure that learners develop technical and practical competencies as well as the wider skills valued by employers. Our main priority is for students to be problem solvers who are not afraid of making mistakes. We hope our students will become responsible citizens who make a positive contribution to society. Mission Statement: The department firmly believes that students learn best by ‘doing’ and by allowing them to experiment and take risks, in a safe and positive learning environment. This is achieved through imaginative teaching that embraces new technologies and resembles modern industrial processes, whilst retaining the best of traditional practices. At the heart of this, is the desire to deliver a curriculum in which students produce high quality outcomes. Students must learn about the social and ethical responsibilities of designers and engineers and the importance of managing finite resources with care. Department Aims To foster awareness, understanding and expertise in those areas of creative thinking which can be expressed and developed through investigation and research, planning, designing, making and evaluating, working with materials and tools. To encourage the acquisition of a body of knowledge applicable to solving practical / technological problems operating through processes of analysis, synthesis and realization. To stimulate the development of a range of communication skills which are central to design, making and evaluation. To stimulate the development of a range of designing and making skills. To encourage students to relate their work to their personal interests and abilities. This should demand active and experimental learning based upon the use of materials in practical areas, To promote the development of curiosity, enquiry, initiative, ingenuity, resourcefulness and discrimination. To encourage technological awareness, foster attitudes of co-operation and social responsibility, and develop abilities to enhance the quality of the environment. To stimulate the exercising of valued judgments of an aesthetic, technical, economic and moral nature. Cambridge IGCSE (Forms 3 & 4) Course Overview In Design and Technology, there are two options on offer and they both follow the Cambridge IGCSE Specifications: Graphic Products Systems and Control Graphic Products This area of study aims to develop the skills that designers use within the context of their design activities in the design studio. It also aims to develop an awareness of the importance of communication and modelling techniques concerned with promotion and illustration of ideas and their interrelationship with all stages in commercial manufacture and promotion. Graphic products play a big role in one or more of the following or similar areas: Packaging Promotional design Display Product design Manuals Architectural modelling Corporate identity Systems and Control This area of study aims to develop the skills and knowledge used by designers within the context of a group of related technological resource areas: structures, mechanisms and electronics. Candidates need practical experience so that they can get a broad understanding of the three resource areas. By identifying how these areas interrelate, candidates can appreciate and exploit their role in designing and making controlled systems. Project            Each candidate must complete an individual project which centres on the option they have chosen from Part 2 of the syllabus. The project area is decided by the candidate with advice as appropriate from their teacher. Cambridge does not prescribe or recommend project areas. The project is internally marked by the teacher and externally moderated by Cambridge. Although each candidate bases their project on the option they have chosen, the nature of design and technology means that a candidate might want to include some knowledge, materials and skills from other options as well. This is permissible, but not required, and should be limited. Candidates should produce work in the form of an A3-size folder and the ‘made product’. Use of CAD/CAM is encouraged where facilities exist. However, all relevant work should still be presented in hard copy as an A3-size folder; soft copy submission is not acceptable. The folder must include sufficient photographs of the made product, showing an overall view together with detailed views of evidence which support the award of marks for project assessment criteria. The made product itself is not to be submitted. Cambridge AS/A LEVEL (Sixth Form) Course Overview Cambridge International AS Level candidates take only Components 1 and 2. Cambridge International A Level candidates have two choices. Candidates who want to take the whole of the Cambridge International A Level qualification at the end of a course of study take all four components together. Candidates who want to take the Cambridge International A Level qualification in two stages take the Cambridge International AS Level first. If they pass Cambridge International AS Level, they then only need to take Components 3 and 4 in order to complete the Cambridge International A Level. Candidates study compulsory core syllabus content at Cambridge International AS Level (tested in Component 1). At AS and A Levels they also have the opportunity to investigate and develop specialist areas of interest through the coursework projects (Components 2 and 4). The project is a significant part of the teaching and assessment requirements. Cambridge International A Level candidates choose one of the three following focus areas from Part 2 of the syllabus to study (tested in Component 3): Product design Practical technology Graphic products. Career Prospects: Numerous tertiary qualifications recognise D & T as a relevant subject at A Level. Careers in the design, animation, graphics and engineering sectors are just some of the possibilities for studies in this area.