More Ceramics, French and Engineering for my daughter at the local high school...it all seems to be going well enough. She has also added Color Guard to her weekly activities; this entails at least ten hours of practice with the other girls. It is a very American thing to have Color Guard with the Marching Band for the high school football games. My daughter is diving in headfirst, and as parents are meant to be active supporters, I am going to be getting more involved.
Last week, we followed a plan of action to cover the six IGCSE subjects. By the weekend, I had realised that the schedule needed to be changed. So this week we planned to cover all the subjects, but focused more time on the three courses that are accelerated (for completion in one year). Of course, I had forgotten that once a month there is a half-day Friday at the high school. It is impossible to get the three IGCSEs done in a shorter time frame before picking up my other high school daughter, so I have to skip the lessons planned for half-day Friday and do them next week instead.
In the meantime, this is what was covered on Monday and Wednesday:
IGCSE Maths (0580)
Pimental & Wall, (2014) Cambridge IGCSE Maths Core and Extended, [ISBN 9781444191707] pp. 12 - 14
Pemberton, (2012) Essential Mathematics for Cambridge IGCSE: Extended, [ISBN 9780199128747] pp. 5 - 9; 382 - 383
Strengths of the student: math-strong and confident
Challenges:significant figures was a new concept so care was taking to master understanding
How we covered the material: orally went through the vocabulary to check for understanding; did exercises together or chose questions for each other (this was fun)
How I judged knowledge/skill acquisition: checking answers as we went through exercises; addressing mistakes as they occurred
IGCSE English Language (0500)
Cox, (2010) Cambridge IGCSE First Language English Teacher's Resource [ISBN 9780521743693], pp. 6 -8 (Unit 2)
Strengths of the student: articulate, good comprehension and writing skills
Challenges: none this time :)
How we covered the material: orally went through Unit 2 (Cox book) and wrote notes to work on skills
How I judged knowledge/skill acquisition: careful attention to answers given to see that the student was on target; checking answers against suggestions in the textbook; giving student past paper 2 (extended) to assess initial quality of work (did Question 2 on writer's skills).
IGCSE History (0580)
McCleavy (2005) Twentieth Century History: International Relations since 1919 [ISBN 9780521893503]pp. 4 - 9
Shepperson (Ed.) (2003) GCSE History: Complete Revision and Practice [ISBN 9781841463759]
Strengths of the student: some prior knowledge; enthusiasm for the subject
Challenges: knowing how to answer IGCSE level essay questions
How we covered the material:discussed the topic on 'Origins of the First World War' further. Introduced two essay questions, 'What caused the First World War?' and 'Did the Alliance System make war more likely or less likely?' (taken from CIE syllabus). Deconstructed essay questions.
How I judged knowledge/skill acquisition: through discussion and deconstruction of essay questions. Listened to how the student would answer the questions, and looked at essay planning.