maru-a-pula

Est. 1972

LOWER SCHOOL
PROGRAMME

FORMS 1 – 3
Revised 2019
 INTRODUCTION
The Lower School Programme at Maru-a-Pula School aims to develop knowledge and skills in a
wide range of subjects so that students have a broad and balanced foundation, have explored
their abilities and interests, are well placed to make their subject selections for the IGCSE
programme and are equipped to tackle their studies with confidence.

A specific aim of the programme is to develop strong reading, writing and numeracy skills whilst
teaching the content of the core and the enrichment subjects. ICT, research, collaboration,
communication and presentation skills are developed across the curriculum. Academic
integrity and responsible use of the internet are also addressed in our programme.

 English, Mathematics, Science, Geography, History, ICT and Physical Education are taken
by all students throughout the Lower School programme.

 All students pursue Art, Drama and Music in the first two years of the programme.
Thereafter, having explored their strengths in these three arts, they select two for their Form
3 year.

 All students take both French and Setswana in Form 1. Students will be streamed according
to their abilities in the languages, with some students in the Setswana Course learning
Setswana as a Second Language, whilst others follow a Setswana First Language
programme. From Form 2, students have a choice of doing Setswana or French.
(Students can continue with Beginners Setswana in Forms 2 and 3, but Setswana can only
be selected at IGCSE Level by students who are fluent in the language.)

 PSHE (Personal, Social and Health Education) is taught in Forms 1 and 2, and Global
Awareness is taught to all Form 2 classes.

 All students pursue an Introductory Business Course in Form 3.

Project and research work forms an important part of the Lower School Programme.
Increasingly, teachers use the internet or Google classroom to post materials for students. All
students have school internet addresses and are able to use the school library and computer
rooms, both of which provide internet access, during school hours and afternoons.

The morning programme is supported by our co-curricular programme in the afternoons, where
students take part in community service, physical and enrichment activities.

Catch Up classes in the basics of English, Mathematics and recorder playing are provided and
are compulsory for students identified as needing to strengthen their skills in these areas during
the first year of their secondary school programme. These form part of the co-curricular
requirements for these students.

School trips or outings form an integral part of the holistic education of students in Forms 1 and
2.

Daily homework is set, according to a timetable, to help students to develop good study habits.
 ENGLISH
Form 1 (based on Cambridge Checkpoint stage 8)

 In-class private reading (ten minutes daily)

 ‘Myself’ – introductory descriptive work
 Library Orientation
 Spelling – strategies to help with spelling
 Vocabulary – ‘word of the day’, use of thesaurus and dictionary, synonyms and
antonyms etc.
 Review of parts of speech
 Review of punctuation – paragraphing, end marks, apostrophes, speech marks etc.
 Informal/formal language – audience and purpose
 Adding variety to writing - simple, compound and complex sentences, fronted
adverbials, complex nouns, prepositional phrases, connectives etc.
 Studying literature – narrative structure, setting, creating atmosphere, character, theme
etc.
 Poetry and figures of speech
 Non-fiction texts – leaflets, letters, reports, magazine articles etc.
 Oral and written presentations
Form 2 (based on Cambridge Checkpoint stage 9)

 In-class private reading (ten minutes daily)

 Vocabulary building - ‘word of the day’
 Factual and persuasive writing – newspaper reports, leaflets, arguments, speeches etc.
 Punctuation – colons, semi-colons, hyphens etc.
 Studying literature – setting, plot, character, theme, symbolism etc.
 Effects of the writers’ use of language – analysis skills
 Poetry and figures of speech – pun, oxymoron, hyperbole etc.
Form 3

 In-class private reading (ten minutes daily)

 Vocabulary building – ‘word of the day’
 Directed writing – letters, speeches, reports etc.
 Studying literature – drama and prose/short stories
 Language analysis skills
 Poetry and figures of speech – pathetic fallacy, assonance, enjambment etc
 Empathic writing
 Introduction to summary skills
 Introduction to Shakespeare

Lessons per 6 day cycle: 5

Reading homework 20 minutes per dayWritten Homework: twice per cycle In class:
individual, pair, group and class work

Continuous assessment: short and extended writing tasks, timed comprehension, grammar
exercises and spelling tests

Exams: Coursework (extended writing 40%), Exam (timed comprehension / grammar 60%)
 MATHEMATICS
Aims

The lower school Mathematics curriculum is designed to bridge the gap from Primary School to IGCSE. For
Form 1 this means ensuring that all students have an excellent understanding of all the topics covered at
Standard 7 in our various feeder schools, whilst introducing new topics such as Matrices. Forms 2 and 3 then
build on this foundation and introduce more complex ideas that form the basis for the IGCSE course.

The department aims to develop mathematical understanding in such a way that its use, both in other
subjects and in everyday life, becomes obvious. For those students with a love of the subject we run two
accelerated classes in Forms 2 and 3. One prepares students to take the Cambridge Additional
Mathematics qualification, and the other prepares them for our internal Advanced Mathematics program.

Course Outline

Form 1 Form 2 Form 3

Number – Matrices, Factors, Number – Standard Form, Number – Word Problems, Reverse
Primes, Fractions, Decimals. Indices, Percentages, Ratios, Percentage, Ratio and Proportions,
Travel Graphs.
Algebra – Formula, Equations, Algebra – Brackets and Factors,
Sets Algebra – Formula, nth
term, Formulas, Simultaneous Equations
Linear Equations, Line Graphs, (Linear and Quadratic), Inequalities,
Geometry – Angles, Symmetry, Simultaneous Equations, Word Quadratics, Curved Graphs,
Triangles, Quadrilaterals, Problems. Functions, Sets.
Coordinates, Lines, Area,
Perimeter, Volume. Geometry – Polygons, Geometry – Volume and Area,
Pythagoras, Areas of Triangles Transformations, Similar Figures,
Statistics – Collecting and and Parallelograms, Circles, Trigonometry.
displaying data, Comparing Reflections and Translations,
data, Grouping data, Data Scale Drawing Statistics – Data Processing, Data
analysis Analysis Diagrams, Probability.
Statistics – Probability

Homework
Homework will be set on a regular basis, and should take about 1½ hours a week to complete. Homework
may take the form of completing unfinished class assignments, homework exercises, short investigations,
reading/preparation for the next lesson, and revision for exams.

Assessment and Reporting

Students will complete both formative and summative assessments on a regular basis. Formative
assessments guide both students and teachers in the pupils’ learning and usually consist of in-class
assignments and short tests, as well as homework. Summative assessment consists of tests at the end of
topics as well as end-of-term exams.

All mid-term assessment grades are based on continuous assessment by the teacher. The end of term grade
for Term 1 is based on a combination of a common test and continuous assessment. The final grade for
Terms 2 and 3 are based solely on performance in the Mid-Year and End-of-Year Exams.

Selection for the accelerated groups is based on the student’s performance.

 SETSWANA
All students take Setswana in Form One. Students will be streamed according to their abilities in
the languages, with some students in the Setswana Course learning Setswana as a Second
Language (Beginners’ Setswana), whilst others follow a Setswana First Language programme
(Classical Setswana).

BEGINNERS’ SETSWANA
Beginners’ Setswana is offered to all Form 1 students who have little or no Setswana, and aims to
give students sufficient confidence to be able to hold a simple conversation in Setswana, to read
simple written Setswana and understand spoken Setswana to some degree. It is not intended for
students who are already fluent speakers of Setswana.

Lessons are arranged in such a way that learning will be easy for everybody. Students will find
themselves wanting to learn more as they begin to make sense of the Setswana words they have
heard outside of class, and develop an interest in listening to Setswana on the radio or television
and interacting in Setswana with people at school, in shops or in their community services.
Students will learn to create sentences, conversations and write paragraphs according to
situations.

TOPICS

Term 1 Formal and Informal greetings for different types of people e.g. age range
Greetings
Introducing yourself and others: nationality, language spoken, gender and
Introductions profession

Titles of people and how they are addressed at work. Answering phones,
Work situation meetings at offices, banks and events at schools.

Cardinal points. Prepositions: to, at, up, above, under. Names of places to
Directions point to. Understanding instructions given and directions to places.

Term2 Talking to pump assistants, filling up and checking the vehicle. Tuck shops
Petrol station and stock found in there. Vending machines, various tools, transport and
various colours.

Shopping Food types, vegetables, groceries, meat furniture clothes and other items.

Hotel/Restaurants Needing accommodation, food type, service provided. Meals, drinks,

furniture, numbers and utensils, guests, parties and tips.

Term 3 Doctors, assistants, nurses, fire brigade, trucks and ambulances. Calls,
Emergency/ numbers, equipment used, first aid given and parts of the body.
Hospital
Home situation Family, relatives, friends, neighbours and other people. Weddings, church,
weather, daily activities and parties.

Game reserves, animals, birds, different types of water features, transport

Tourism to various places

Lessons per 6 day cycle: 2

 CLASSICAL SETSWANA

Classical Setswana caters for students who already speak Setswana. Students will do extended
reading and writing, especially in Form 3. The course also requires students to make oral
presentations on topics which they have researched. Debates on cultural issues as well as
emerging issues form part of the oral work. Students will be expected to use computers to
research different topics and type up essays and presentations. (Students can access school
computers in the afternoons.)

Forms 1-3

Main topics/ activities:

Continuous Writing
(Composition, Dialogue, Translation, Report/ Speech, Poetry)
Grammar
(Nouns, Pronouns, Synonyms, Verbs, Idioms/ Proverbs, Conjunctives, Interjections)
Literature
(Characters/ Characterization, Theme/ Message, Plot of Events, Conflicts, Setting)
Comprehension
(Vocabulary, Specific questions to test understanding)

Prescribed texts include: Tshedimosetso, Translation/ Thanolo 1 and 2, Setswana/ English

Dictionary, Thanodi ya Setswana and different Literature novels for each year group.

Lessons per 6 day cycle: 2 in Form 1, 4 in Forms 2 and 3

Assessment

 Setswana is assessed and has a final examination. (Both Beginners’ and Classical
Setswana examinations are set)
 Tests, homework and class work are given to check students’ understanding.
 Students are given one piece of class work and one home-work per cycle.

From Form Two, students have a choice of doing Setswana or French. Students can continue with
Beginners Setswana in Forms Two and Three, but Setswana can only be selected at IGCSE Level
by students who are fluent in the language.
 FRENCH
The aim of French teaching is to help the pupil communicate and understand in four areas of
skill - speaking, listening, reading and writing.

Course Content

FORM 1 Main Topics Grammatical concepts

Greetings, Personal identification Alphabet, Numbers
Identifying classroom objects Definite, Indefinite and Partitive
Articles
Self, family and personal relationships Formation of feminine of adjectives of
nationality / Agreement of Adjectives
Animals/Pets, House Possessive Adjectives
Seasons, Weather Common Prepositions
Holidays and special occasions ER, -IR & -RE Regular Verbs / Main
Irregular Verbs in Present Tense,
Daily Routine, Time, Household Tasks positive negative and interrogative
forms
School Life Resources:
Leisure Our course is based on the Tricolore Total
Home town and local area, Directions 1 nouvelle edition series of textbooks but
Talking about food and meals / Eating incorporates all sorts of other support
with a French family materials: IT, CDs, magazines, videos
Lessons per 6 day cycle: 2

FORM 2 Main Topics Grammatical concepts

Shops, town buildings, public services All negatives
Food, Talking about menus, Ordering Reflexive Verbs, more irregular verbs
a meal in a restaurant, café

School Life, Internet, School Conjunctions : si, quand, mais

exchanges
Leisure time, inviting, accepting and More Prepositions
refusing an invitation, excuses Adjectives, Comparative and
Superlative of Adjectives
Holiday and weekend plans, Simple Future. Regular and Irregular
accommodation, Means of transport verbs
Health, stress, fast-food, how to be in Prepositions with names of countries,
good shape regions, towns, villages, means of
transport
Savoir faire un récit, lost and found Relative Pronouns
objects
Resources : Near Future
Our course is based on the Encore Direct and Indirect Object pronouns
Tricolore 2-4 nouvelle editions but Present Participle
incorporates all sorts of other support Perfect Tense
materials: IT, CDs, magazines, videos
Lessons per 6 day cycle: 4
 FORM 3 Main Topics Grammatical concepts

Self, family, personal relationships, Talking about events in the Past,

common teenage problems, Pocket Present and Future Tenses
money
Everyday life, daily routine, school Present Perfect Tense
Leisure time in all tenses Using the Perfect and imperfect
Tenses together
Holiday, weather, places to visit in Revision and consolidation of all
Paris, France and other francophone grammatical concepts studied in
countries, accommodation Forms 1 and 2
Town, region, country, environment Demonstrative, Interrogative and
Possessive Pronouns
Healthy lifestyles, healthy eating, Adverbs
general fitness, parts of the body,
All Relative pronouns
accidents
The World of Work Resources :
Our course is based on the Encore
Tricolore 2-4 nouvelle editions but
incorporates all sorts of other support
materials: IT, CDs, magazines, videos

Lessons per 6 day cycle: 4

Assessment:
In all three year groups, all four competences are assessed through:
 Frequent short tests / quizzes
 Term tests
 Mid-Year Exams
 End of Year Exams

Homework: set three times per cycle; contributes to assessment.

 GEOGRAPHY
The aim of the Lower School Geography Curriculum is to develop students’ knowledge and
understanding of places and processes in the world, both locally and beyond. Students are also
introduced to skills which help them to conduct simple investigations, in the classroom and also
out and about on our extensive grounds. Our thematic scheme is used flexibly in our planning,
enabling us to cover cross-curricular themes, current affairs and students’ own interests. We aim
to stimulate an interest and a sense of wonder about different places, both local and global. In
Form 1, students are introduced to Ordnance Survey maps and begin to learn another skill which
they can use throughout their lives.

The curriculum is semesterised for Geography and History in Form 1 and in Form 2. During the first
semester two Form 1 classes and two Form 2 classes will study Geography while the other two
Form 1 and Form 2 classes study History. During the second semester the classes which studied
Geography during the first semester will then study History, and vice versa.

In addition to the more traditional approaches to teaching and learning, students will be
involved in group activities, decision making exercises (DMEs), role plays, debates and peer to
peer oral presentations. ICT is an integral part of learning and teaching.

The topics are reviewed and updated from time to time in order to meet current needs and the
IGCSE syllabus. The main topics currently studied are:

Form 1

Semester 1 Semester 2

 What is Geography?  What is Geography?

 Map Reading  Map Reading
 Settlement  Settlement
 A shopping survey  A shopping survey
Lessons per 6 day cycle: 5 Prescribed Texts: Foundations, Atlas

Form 2

Semester 1 Semester 2

Weathering, Rivers and Coasts Weathering, Rivers and Coasts

Resources and the Environment Resources and the Environment

Industries (Primary, Secondary, Tertiary, Industries (Primary, Secondary, Tertiary,

Quaternary) Quaternary)

Impact of Industry on the Environment Impact of Industry on the Environment

 Lessons per 6 day cycle: 5 Prescribed Texts: Connections,

Botswana: A Physical, Social and Economic Geography (supplementary text)
 Form 3

Term 1 Term 2 Term 3

 Climate and  Plate Tectonics  Global Warming

Ecosystems  Development  Globalization: Sports
 Soil Erosion and Fashion
 Lessons per 6 day cycle: 3
 Prescribed Texts: Interactions, Horizons 3 (supplementary textbook)
Assessment and assigned work

Homework:
 Forms 1 and 2: Homework assigned twice per cycle, 20 – 30 minutes
 Form 3: Homework assigned twice per cycle, 30 minutes
Projects:
 Form 1
o Shopping Survey at the end of each Semester
 Form 2
o Weathering Survey Around the School at the beginning of each Semester
o Farm/Factory Visit and Environmental Impact in Term 2
 Form 3
o Rainforest Destruction in Term 1
o Plate Tectonics in Term 2
o Trading Game in Term 3
Tests: 2 per term/semester
Exams: Mid-Year and End of Year Exams in Form 2 and 3 only
Duration: 1 hr 30 minutes. Marks: 100 marks

Writing and Reading Tasks / Presentation Skills

 Mainly short answers in Forms 1 and 2; increased extended writing in Form 3.
 Main tests are comprehension based
 Worksheets are skills based (using graphs, maps, diagrams)
 Discussions and debates (e.g. F3: rainforest destruction debate in Term 1)
 Posters (e.g. Form 2: Weathering project, Form 3: Rainforest destruction)

Access to computers/library/internet
Needed for projects and research. Students can access these at school in the afternoons.
 HISTORY
In the Lower School History curriculum, students study regional and international history. There is a
great deal of emphasis on the development of skills in addition to the acquisition of knowledge. The
course is also designed to connect with the IGCSE History course which is taught in Forms 4 and 5.

FORM 1
Students begin their journey under the ancient acacia and baobab trees of Southern Africa. They
focus on: the origins of people in Southern Africa; hunter-gatherers; the arrival of the Khoikhoi and the
Dutch; the struggle over land. A new resource folder has been specifically designed to teach the
‘new history’, which places emphasis on both the acquisition of knowledge and the development of
skills.

In addition to focusing on the history of Southern Africa in general, and Botswana in particular,
students will also briefly study the history of other major regions of Africa through captivating video
clips.
Lessons per 6 day cycle: 5, for one semester.

FORM 2
Having started their journey in Southern Africa, students now continue their trip across the Atlantic to
the United States. Here they get to meet Martin Luther King and they join the freedom riders in their
quest for civil rights. They also study the life of Malcolm X.

Students then continue their historical trip to India where they are then introduced to Gandhi and
India’s struggle for independence from British colonialism. Richard Attenborough’s version of the life
of Gandhi is critically viewed. Students do not have a specific textbook and are given handouts during
the term to guide them through the various topics.

The central theme in Form 2 is non-violent resistance. Students will, at the end of the semester, focus
on a project under the theme of non-violent resistance in a global context. A key question that will
be addressed in this project is whether non-violent mass actions are effective forces in bringing about
social and political changes in a society.
Lessons per 6 day cycle: 5, for one semester.

FORM 3
Having started their journey in Southern Africa, after going to the USA and India, students now embark
on a journey to the coniferous forests of Russia. Here they encounter Tsar Nicholas and the
disreputable Rasputin. They then examine one of the most seminal events of the twentieth century,
the Russian Revolution. The roles of Lenin, Trotsky and Stalin are critically examined. Students then get
to experience life in the trenches during the First World War. Here they reflect on how the war started
in the first place. Students will also study the role that Botswana played in the war. Ben Walsh’s
textbook, GCSE Modern World History guides us through Form 3 History.

In Term 3, students will start the first IGCSE topic: The Peace Treaties after the First World War.
Lessons per 6 day cycle: 3

ASSESSMENT
Students are graded through continuous and terminal assessment.
 Continuous assessment – At the end of each unit, students are graded through tests,
assignments and projects. The marks are recorded and are then reflected in their report cards
at the end of each term.
 Terminal Assessment – Since both the Form One and Two History programmes are
semesterised, students write exams at the end of their semester. Exams in Forms 1 to 3 are 1
hour 30 minute exams, graded out of 80. This mark is converted into grades ranging from an
A+ to U and is reflected in their report.
 JUNIOR SCIENCE
Main topics and activities in Forms 1, 2 and 3:

Form 1 Form 2 Form 3

1. Characteristics of 1. How Plants Grow 1. Photosynthesis

Living Things
2. Major Organ Systems 2. A Healthy Diet 2. Reproduction In
Flowering Plants

3. Cells 3. Digestion 3. Adaptations

4. Microorganisms 4. Circulatory System 4. Ecology

5. Living Things in their 5. Respiratory System 5. Human Influences on

Environment the Environment

6. Classification & 6. Reproduction In 6. Variety of Life

Variation Humans
7. The States of Matter 7. The Particle Theory 7. Structure of The Atom

8. Properties of Matter 8. Elements & Atoms 8. The Periodic Table

9. Acids & Alkalis 9. Compounds & 9. Endothermic &

Mixtures Exothermic Reactions

10. Measurements 10. Metals, Non-Metals 10. Patterns of Reactivity

11. Forces & Motion 11. Chemistry in Everyday 11. Preparing Common
Life Salts

12. Energy 12. Speed 12. Rates of Reaction

13. Energy Transfers 13. Sound 13. Units, Measurements

& Density

14. The Earth & Beyond 14. Light 14. Pressure

15. Magnetism 15. Turning on a

Pivot/Moments

Periods per 6 day cycle: three singles and one double. The 16. Electrostatics
double period is set aside for practical work
17. Electrical Circuits
Topics are taught through a variety of activities including: 18. Heat Transfers
 Class discussions 19. World Energy Needs
 Practicals
 Field work projects
 Projects

Homework and Projects: Homework is assigned twice a cycle, one hour per cycle for Forms 1
and 2 and 1 hour 30 minutes for Form 3s. Projects are given for specific topics to allow students
to engage in research.
Skills and activities:

Students are expected to develop the following skills in order to address the tasks assigned to
them:

 Read and comprehend lab instructions, research material and text books
 Write up lab reports and projects.
 Problem solving skills: applying scientific methods in and out of the lab setting
 Lab skills: proper handling of a range of equipment to ensure safety of themselves and others
when carrying out experiments.
 Utilize the IT that is available to them, in appropriate sections of the curriculum
 Communication skills – interacting with team/classmates, analyzing and presenting data
findings.
 Investigative skills; these are emphasized in Form 3 in order to prepare students for the IGCSE
syllabus.

Texts and Resources:

 Checkpoint Science by Peter D Riley is the prescribed text for Forms 1 to 3.

The textbooks are separate for each level.
 Students’ Workbooks.
 Access to computers, library and internet is required by students in order for them to be able
to fully achieve what is expected.

Assessment:

Assessment methods are as follows:

Continuous Assessment:

 Regular assignments
 One quiz per cycle
 Projects
 Three/four topic tests per term

Note: tests make up 80% and other open book exercises make up 20% of the term’s assessment
grade.

Examinations:

 Examinations are written only at the end of Terms 2 and 3. The exam is a combination of
multiple choice questions and structured questions with a total of 100 marks.
 The Form 3 Final Exam includes the practical component.

Other useful information

 The department emphasizes cross curricular links and understanding the usefulness of
science in everyday life.
 The activities are designed to ensure that enjoyment of Science is at the core of students’
understanding of the content.
 The curriculum allows continuity into the IGCSE curriculum
 ICT SKILLS
Aims:
 to develop students' knowledge of a range of different software applications and their
ability to use different applications effectively to complete tasks;
 to develop students' ability to manage documents and data in a variety of applications;
 to develop students' ability to enter data accurately;
 to develop students' skills and knowledge in contexts that are directly relevant to the
school's curriculum
 to encourage progression by assisting in the development of skills and knowledge that
learners will need to undertake further study.

Course contents:

FORM 1

File management & 1. Components of a computer system

communication 2. Email
3. Effective use of the internet (google classroom, google
drive etc.)
4. Creating and managing files and folders

E - Document 1. Format basic paragraph and document properties

production 2. Integrate files to create an integrated business document
3. Format tabular data and amend existing data
4. Format page layout and manipulate text according to a
house style

Spreadsheets and 1. Identify, input and amend data in spreadsheet software

Graphs accurately
2. Insert and replicate formulae in spreadsheets
3. Use of formulae and functions
4. Creation of graphs and charts

Number of Periods per 6 day cycle: 2

FORM 2

Presentation 1. Opening a source file

Authoring 2. Creation of presentation slides
3. Use of master slides to place objects

Data manipulation 1. Import data from different sources

(Foundation level) 2. Edit and recognize data to meet needs

Data manipulation 1. Creation of queries

(Standard level level) 2. Database functions
3. Report creation

There are no requirements for Recommended Prior Learning. However students will
find it beneficial to have completed Form 1 work.

Number of Periods per 6 day cycle: 2

 FORM 3

Data analysis 1. Create a data model

2. Test the data model
3. Manipulate data
4. Present data

Web authoring 1. Web development layers

2. Create a web page
3. Use stylesheets
4. Test and publish website

Data manipulation 1. Integration of Database and Word-processing application.

2. Integration of spreadsheet and word-processing
applications
3. Integration and output

There are no requirements for Recommended Prior Learning. However students will
find it beneficial to have completed Form 1 and 2 work.

Number of Periods per 6 day cycle: 2

The Form 1, 2 and 3 ICT Skills programme is a hands-on activity in fulfilment of the school’s ICT
policy, which includes developing the ability of the students to carry out various ICT tasks across
the curriculum in a proficient manner. It is based on the Cambridge ICT syllabus

Method of Assessment: Forms 1, 2 and 3

 All lessons involve hands-on activities in class. There is no homework assigned to students.
However, students who do not complete class tasks are expected to use the afternoons
to complete the tasks before the next lesson.
 40 minutes tests are offered after a number of skills have been learnt. Usually not more
than three tests are offered for any school assessment period. Thus, not more six tests are
offered in a school term.

Resources:
Currently, there are no prescribed text books. Various worksheets have been prepared to
cover the needed skills. Students are frequently referred to the website www.teach-
ict.com.com to supplement the learning of the required skills.
 ART
General Statements:

There are three areas in which Art helps students in their personal development:

co-ordination, spatial awareness and imagination/creativity. These are, almost, bi-products of

doing Art.

Art is a compulsory subject for all students for the first two years. At the end of the second year
the students may choose two of the three optional subjects (Art, Drama and Music) and therefore
may drop Art to do Music or Drama.

The class sizes in Forms 1 and 2 vary a little, though on average the number is 18. The students
may be in a class that is a mixture of two different form groups. The students in Forms 1 and 2
have two lessons of Art per six day cycle.

In Form 3 the class size is dependent on timetable constraints and the choices that students make
in their optional subjects. The students in Form 3 have three lessons of Art per six day cycle.

The Art programme at Maru a Pula is based on Art and Design as a means of communication,
therefore each project has two primary goals:

1. Students will improve their skills and understanding of the practical application of
different media.
2. Students will learn to “read” and understand visual presentations.
3.
Within each project the students will be exposed to a variety of work by Artists and Designers from
different world cultures. This is part of a strategy to instill tolerance and understanding and to
celebrate difference, recognizing the broad range of cultures that make up our student body.

The fundamental skills of Art and Design are few and therefore the learning of these skills is built
into the curriculum continually throughout the years, progressing in complexity and diversity of
experience.

Form 1 Form 2 Form 3

Basic Skills Design Fine Art
Term 1 Term 1 : Term 1 :
Introduction to Drawing 2D Design Typography Perspective
Term 2 : Term 2 : Term 2 :
Introduction to Colour 2D Design Painting
Term 3 : Term 3 : Term 3 :
Introduction to 3D Design Printmaking
Modelling/Construction in 3D

Assessment: The assessment of the course is based on the knowledge, use and understanding of
the visual elements and principles covered in the projects. However, in view of the fact that our
students arrive in the school from very different Art experiences, students are given credit for their
industriousness in the first year.
 DRAMA
The Drama course serves to enhance the holistic education of the student and affords the
students the opportunity to develop an extensive range of skills deemed necessary for life in the
21st century. The course requires active engagement in experiential, contemporary
educational activities. Apart from being an enjoyable and exploratory course, the course aims
to further the development of:

 Emotional Intelligence
 Effective Oral and Non-Verbal Communication Processes
 Conceptual, Critical and Analytical Intelligence
 Performance
 Theories of Performance
 Critical Appreciation of Theatre Literature
 Knowledge of Media, Design and Contemporary Technology
 Organisational and Leadership Skills
 Critical and performance exploration of relevant social, historical and psychological
issues.
This course is compulsory for students in Forms 1 and 2 and provides students with welcome relief
from desk learning. In Form 3, students choose two of the options: Art, Drama and Music.

FORM 1

Term 1 Term 2 Term 3

Students will be introduced Students will be introduced Students will focus on Public
to the idea of using the to the techniques and Speaking and learn basic
body, mind and voice as conventions of devising a delivery skills of volume,
tools in performance, play and creating their own projection, rate, expression,
working in small groups on a character. and eye contact. The class
scripted piece. Assessment and End-of-Term will explore a variety of
Assessment and End-of-Term Grade: speeches. They will learn
Grade: The assessment criteria will how to conduct and
Students will be assessed on cover three strands:
answer questions in a formal
their acting skills and their  The quality of the individual
interview, create an
ability to communicate role that the student has
devised and the ideas that announcement, deliver a
effectively to an audience. The
underpin it. newscast, and recite a
assessment criteria cover four
 The integrity of the dramatic reading.
strands: individual role and its
 The quality of vocal and Assessment and End-of-Term
contribution to the overall
physical technique and use piece. Grade:
of performance space.  The ability to engage with The assessment criteria will
 The ability to pace the the devising process in cover two strands:
performance and vary order to craft and shape  The quality of the individual
levels of emotional intensity. the role. basic delivery skills of
 The confidence and volume, projection, rate,
consistency of the expression, eye contact and
performance. audience engagement.
 The nature of the student’s  The organization of the
rapport with the audience. speech components;
introduction, body and
conclusion.
Periods per 6 day cycle: 2
FORM 2

Term 1 Term 2 Term 3

Students will focus on Sock Students will be taught the The students will be taught
Puppetry, working in small dramatic conventions of the conventions of Mime
groups to create Storytelling. Working in and Physical Theatre.
personalized and groups they will source a Film or Video: Frantic
meaningful puppets, folk story or fairytale from Assembly / Cirque Du Soleil-
dialogue, movement and their culture and merge it Quidam.
interaction with other with their own ideas for the Assessment and End-of-Term
puppets. purposes of staging it during Grade:
Assessment and End-of-Term the Form Two Under The  Students will create a 5-
Grade: minute play, inspired by
Baobab Tree and Other either an image, a memory
 Working in small groups Stories Festival. or a Pop song (that relies on
students will create a 10-
Assessment and End-of-Term physical images and no
minute puppet play,
Grade: spoken words) supported by
supported by Journal work
 The assessment will be Journal work (10 pages).
(10 pages).
based on the
conceptualization, scripting
and execution of a 10-
minute play that is
performed on stage,
complete with costumes
and props, supported by
Journal work (20 pages).
Periods per 6 day cycle: 2

Form 3

Term 1 Term 2 Term 3

Students will study and Educational Theatre/Forum Students will study and
research the principles of Theatre- Introduction to research the principles of
Melodrama. Augusto Boal and Brecht. making short films.
Film: Shaolin Soccer. Film: Erin Brokovich Assessment and End-of-Term
Assessment and End-of-Term Working in groups, students Grade:
Grade: will explore and select a Students will conceptualize
Students will conceptualize and script a complete 8-
social, political, or religious
and script a complete 10- minute Movie, supported by a
issue and conceive an
minute Melodrama, supported trailer and poster, the final
Educational Theatre piece
by research, the final script script and Journal work (15
on that selection. pages). The short film will be
and Journal work (15 pages).
Assessment and End-of-Term showcased at the MaP Form 3
Grade: Students will script and Film Festival.
perform a 10-minute
Educational Theatre/Forum
Theatre piece, supported by
the research material and
opinions they have formed on
the subject and Journal work
(15 pages).

Periods per 6 day cycle: 3

 MUSIC

The Lower School Music curriculum is designed to bridge the gap from Primary School to IGCSE.
For Form 1 this means ensuring that all students have an equal understanding of all areas in music,
regarding performance, reading notation, understanding interpretation, as well as being able to
compose their own music and giving life to their performance playing. Forms 2 and 3 then build
on this foundation and introduce more complex ideas that form the basis for the IGCSE course.

The department aims to develop musical understanding in such a way that its use, both in other
subjects and in every day life, becomes noticeable. For those students with a love and talent of
the subject we run extra music classes that prepare students to take the Cambridge Music
qualification, e.g. Trinity Guildhall and ABRS Music examinations, orchestra and Music Theatre.

Forms 1 and 2

2 lessons per 6 day cycle: 1 Marimba and 1 General Musicianship

Homework: 10 minutes practice every day for at least 5 days

Prep work: 45 minutes per cycle for projects and theory work

Continuous assessment: Practical performance, both solo and tutti

Written work and Projects

End of term: No examination, only continuous assessment.

Marks are an average of both components (Marimba and General Musicianship) combined

Form 3

3 lessons per 6 day cycle: 1 Marimba, 2 General Musicianship

Homework/Prep: 60 min per cycle for projects

Continuous assessment: Practical performance, both solo and tutti

Written work and Projects

End of term: No examination, only continuous assessment

Marks are an average of both components (Marimba and General Musicianship) combined

Content and Topics

 Reading and understanding Music Notation, including Music Theory

 Practical performance: Recorder or Orchestral Instrument and Marimba
 Listening and Appreciation of Music Time Periods and Genres
 Composers
 Physical Education
Physical Education (PE) is compulsory for all students in Forms 1 to 3. Periods:
Forms 1 and 2 have two lessons each 6 day cycle. Form 3s have one lesson per cycle.
Aims:
The Maru-a-Pula Physical Education department aims to develop not only physical ability, but
also to develop the following:
 the self-management skills of self-monitoring and self-direction;
 the social or interpersonal skills of communication;
 cognitive skills of critical thinking, problem-solving and creative thinking;
 collaboration, leadership and cross-cultural skills;
 proficiency in games;
 the seeds for a lifetime of healthy living.
The programme is designed to be inclusive of individual abilities. We learn through play!

PE Curriculum (Forms 1, 2 and 3)

By the end of the three years, the student must be able to do the following:
 understand and apply the rules for all athletics events;
 demonstrate a basic to advanced swimming ability;
 demonstrate an understanding of life-saving skills and safety in aquatic environments;
 demonstrate basic orienteering skills;
 understand and apply basic first aid techniques;
 understand the basic mechanics of body parts and muscular structure;
 demonstrate skill development and tactical understating in Volleyball, Basketball, Netball,
Football, Rugby, Cricket, Tennis, Contact Rugby and Softball;
 demonstrate basic waltz, indigenous ethnic traditional dances and line dances;
 demonstrate the ability to create dance routines and formations;
 demonstrate an understanding of indigenous ethnic traditional games;
 understand and apply the principles of fitness training;

Students are also introduced to a module on the formulation of a fitness program. This equips
them with the appropriate knowledge to maintain a post-physical education lifetime of healthy
living.

In addition, Form 3s are exposed to games that they may encounter if selected to the MaP
exchange program, namely;
 Kickball
 Ultimate Frisbee
 Field Hockey
 American Football
 Golf (Driving range only)
 Handball

Assessment
 Assessment is based on the following:
 physical ability;
 ability to understand and apply tactics during situations;
 attendance and participation;
 quizzes (internet and paper based);
 PE Projects (one a year) – Form 3s in Term 1; Form 2s Term 2; Form 1s in Term 3.
 LIFE SKILLS
Introduction

This subject is designed to give junior students an opportunity for self-discovery and self-
improvement, as well as to teach them various valuable life skills that will serve them well in their
future lives. It encourages students to express their opinions in a safe, non-threatening
environment and to grow socially and emotionally to become critical thinkers.

FORM 1

2 Periods per 6 day cycle

PSHE (Personal, Social and Health Education) and
Life Orientation (addresses 21st century learning skills in a practical way).

PSHE - Topics covered:

 All About Me
This introductory lesson focuses on the feelings, anxieties and worries students face with
the transition from primary to secondary school.
 Getting to know our classmates
 What my school expects of me
 Personal Hygiene
 Bullying
 Using social media responsibly
 Study Skills and Time Management
 Self-esteem
 Relationships & conflict resolution with adults and peers
 Substance Misuse
 Brainology
These lessons focus on the Growth Mindset course by Stanford University Professor, Carol
Dweck.

LIFE ORIENTATION - Topics covered:

 Self-awareness
 Teamwork
 Leadership
 Ethical decision making
 Mindfulness & Meditation
 Healthy friendships
 Healthy relationships
 Sympathy & Empathy
 Motivation / Grit (Resilience)
 Communication skills
 Race & Discrimination
 Values
FORM 2

2 Periods per 6-day cycle

PSHE (Personal, Social and Health Education) and Global Awareness.

PSHE – Topics covered:

 Sex, Sexuality and Relationships

This unit focuses on making sensible decisions. It encourages students to think
about the consequences of their actions now, as well as how they could affect
them in their adult lives.
 The dangers of pornography
 Peer Pressure
This unit looks at understanding the nature of peer pressure, how it can affect lives
and how students can deal with it.
 Managing emotional difficulties
 Coping with stress
 Depression
 Suicide

GLOBAL AWARENESS

 A variety of current affairs topics are covered.

 FINANCIAL LITERACY
Financial Literacy is taught in Form 3 only.

Aims:
 To introduce the basics of all the three Business related subjects:
Accounting, Business Studies and Economics.
 To assist students to choose their subjects for IGCSE according to their aptitude for the
subjects.

Topics:

Accounting

 Journalising in the appropriate books.

 Posting the transactions to the ledgers.
 Trial Balance.
 Income statement (simple).
 Statement of Financial Position (simple).
Business Studies

 Business Objectives.
 Specialisation and Division of Labour.
 Forms of Business Organisations.
Economics

 Allocating resources in the economy.

 The basic economic problem; choice and allocation of resources.
 Demand and supply and equilibrium price.
 Price elasticity of demand.
 Price elasticity of supply.

Number of periods per 6 day cycle: 2

1 period per cycle will be for Accounting

The other period per cycle is for Business Studies and Economics

Assessment:
Students will be given class work, homework and a test at the end of each topic.
Students will be required to write one-and-a-half-hour mid-year and end-of-year examinations.

Resources:

 Students are expected to be active on google classrooms.

 Assignments, handouts and worksheets will be posted on google classroom. Students
might need access to computers and to use the internet during their free time for
assignments given to them. (They have access to computers at school in the afternoons.)
 Students need a Journal, Double Ledger and Cash book.
(These can be bought from the school supplies or from other shops)
Our Vision

To be one of Africa’s leading institutions, where students are

educated to excel and to be passionate and creative leaders
who serve their communities.

Our Mission

Maru-a-Pula is a dynamic world-class school rooted in

Botswana. We offer a rigorous curriculum that prepares students
for entry to highly selective universities, to pursue challenging
careers and self-fulfilment. Through programmes emphasizing
self-discipline and community service, each student learns
personal and social responsibility. We encourage our students to
exercise leadership that is compassionate, democratic and
tolerant.

Our Values

Maru-a-Pula’s education is based on:

 academic excellence that promotes ethical inquiry and

informed choices;
 student-centred approaches to learning, which nurture
creativity
 developing confidence, self-reliance and self-esteem;
 valuing all members in a sensitive, multicultural,
international community;
 promoting democracy and a sense of responsibility to our
community
 promoting a respect for the environment;
 the inclusion of students from diverse backgrounds
through our bursary, scholarship and orphan
programmes.

landline : +267 391 29 53

fax : +267 397 33 38
[email protected]
web : www.maruapula.org
private bag 0045, gaborone, botswana