Members of Staff

Cambridge Checkpoint English

The department offers candidates the Cambridge Lower Secondary Curriculum from year 7 to year 9, towards the end of which candidates sit the Cambridge Checkpoint Examinations. This marks the progress they have made in the first 3 years of secondary education and measures their preparedness for the next level, which is the IGCSE First Language English course and the IGCSE Literature in English course in years 10 and 11.

Cambridge IGCSE First Language English

The Cambridge IGCSE First language English course prepares candidates to be able to develop the ability to communicate clearly, accurately and effectively when speaking and writing; to learn to use a wide range of vocabulary, and the correct grammar, spelling and punctuation, as well as to develop a personal style of speaking and writing and an awareness of audience. These are the skills that are tested at the end of the course.

Cambridge IGCSE Literature in English

The IGCSE Literature in English course aims to enable students to enjoy the reading of literature; to understand and respond to literary texts in different forms and from different periods and cultures; to communicate an informed personal response appropriately and effectively as well as appreciate different ways in which writers achieve their effects. Students are also able to experience literature’s contribution to aesthetic, imaginative and intellectual growth and also explore the contribution of literature to an understanding of areas of human concern.

Cambridge Advanced Level Literature in English

Cambridge International AS and A Level Literature in English provides learners with the opportunity to gain further knowledge and understanding of international poetry, prose and drama, by studying all three genres at both levels.

A wide range of inspiring set texts are selected to offer a breadth and depth of literary study and to encourage lively and stimulating classroom discussion.

Staffing

The department has a staff of 6 full-time teachers responsible for delivering curriculum content through planning and delivering lessons, conducting formative as well as summative assessments through prep, class tests and form tests. These activities build up to external examinations at the end of year 9, 11, 12 and 13, that is, Checkpoint, IGCSE, AS and A Level respectively.

Business Studies,   Economics

Members of Staff

CAMBRIDGE INTERNATIONAL IGCSE BUSINESS STUDIES 0450

AIMS OF COURSE

The aims are to enable students to:

• Make effective use of relevant terminology, concepts and methods, and recognise the strengths and limitations of the ideas used in business

• Apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts

• Distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements

• Appreciate the perspectives of a range of stakeholders in relation to the business environment, individuals, society, government and enterprise

• Develop knowledge and understanding of the major groups and organisations within and outside business, and consider ways in which they are able to influence objectives, decisions and activities

• Develop knowledge and understanding of how the main types of businesses are organised, financed and operated, and how their relations with other organisations, consumers, employees, owners and society are regulated

• Develop skills of numeracy, literacy, enquiry, selection and use of relevant sources of information, presentation and interpretation 8 develop an awareness of the nature and significance of innovation and change within the context of business activities.

DESCRIPTION OF COURSE

Cambridge IGCSE Business Studies is accepted by universities and employers as proof of an understanding of business concepts and techniques across a range of different types of businesses. Successful Cambridge IGCSE Business Studies students gain lifelong skills, including:

• Understanding different forms of business organisations

• The environments in which businesses operate and business functions such as marketing, operations and finance

• An appreciation of the critical role of people in business success

• Confidence to calculate and interpret business data

• Communication skills including the need to support arguments with reasons

• Ability to analyse business situations and reach decisions or judgements.

*Prior learning:

Learners beginning this course are not expected to have studied Business Studies previously.

METHOD OF ASSESSMENT

PROGRESSION TO FURTHER STUDY/UNIVERSITY/EMPLOYMENT

Cambridge IGCSEs are general qualifications that enable learners to progress directly to employment or to proceed to further study. Candidates who are awarded grades A* to C in Cambridge IGCSE Business Studies are well prepared to follow courses leading to Cambridge International AS and A Level Business Studies, or the equivalent.

CAMBRIDGE INTERNATIONAL IGCSE ECONOMICS 0455

AIMS OF COURSE

The aims are to enable students to:

• Know and understand economic terminology, concepts and theories

• Use basic economic numeracy and interpret economic data

• Use the tools of economic analysis

• Express economic ideas logically and clearly in a written form

• Apply economic understanding to current economic issues.

DESCRIPTION OF COURSE

Students study:

• Basic economic problem: choice and the allocation of resources

• The allocation of resources: how the market works; market failure

• The individual as producer, consumer and borrower

• The private firm as producer and employer

• Role of government in an economy

• Economic indicators

• Developed and developing economies: trends in production, population and living standards

• International aspects

Prior learning:

Candidates beginning this course are not expected to have studied economics previously.

METHOD OF ASSESSMENT

Paper 1 Multiple Choice - 45 minutes

Candidates answer 30 multiple choice questions.

Weighted at 30% of total available marks.

Paper 2 Structured questions - 2 hours 15 minutes

Candidates answer one compulsory question, which requires them to interpret and analyse previously unseen data relevant to a real economic situation, and three optional questions from a choice of six.

Weighted at 70% of total available marks.

PROGRESSION TO FURTHER STUDY/UNIVERSITY/EMPLOYMENT

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

Common economics careers and roles include economist, auditor, stockbroker, insurer, business manager, retail merchandiser, pricing analyst, statistician, financial consultant and public sector roles.

CAMBRIDGE INTERNATIONAL AS & A LEVEL ECONOMICS 9708

AIMS OF COURSE

The syllabus aims to enable candidates to develop:

• an understanding of the factual knowledge of economics

• a facility for self-expression, not only in writing but also in using additional aids, such as statistics and diagrams, where appropriate

• the habit of using works of reference as sources of data specific to economics

• the habit of reading critically to gain information about the changing economy we live in

• an appreciation of the methods of study used by the economist, and of the most effective ways economic data may be analysed, correlated, discussed and presented.

DESCRIPTION OF COURSE

Cambridge International AS & A Level Economics provides learners with the skills needed to use economics in work or further study, including how to explain and analyse economic issues and arguments, evaluate economic information, and organise, present and communicate ideas and judgements clearly.

The syllabus covers a range of basic economic ideas, including:

• an introduction to the price system and government intervention

• international trade and exchange rates

• the measurement of employment and inflation

• the causes and consequences of inflation.

• macroeconomic theory and policy

• economic growth and development.

METHOD OF ASSESSMENT

Paper 1 AS Level Multiple Choice - 1 hour 30 marks

30 multiple - choice questions

Questions are based on the AS Level subject content.

Externally assessed

33% of the AS Level

17% of the A Level

Paper 2 AS Level Data Response and Essays - 2 hours 60 marks 

section A: one data response question (20 marks)

section B: one essay from a choice of two focusing mainly on microeconomics; there are two parts to each essay question (20 marks)

Questions are based on the AS Level subject content.

Externally assessed

67% of the AS Level

33% of the A Level

Paper 3 A Level Multiple Choice - 1 hour 15 minutes 30 marks

Questions are based on the A Level subject content; knowledge of material from the AS Level subject content is assumed.

Externally assessed

17% of the A Level

Paper 4 A Level Data Response and Essays - 2 hours 60 marks

section A: one data response question (20 marks)

section B: one essay from a choice of two focusing mainly on microeconomics; the essay questions are unstructured with no parts (20 marks)

section C: one essay from a choice of two focusing mainly on microeconomics; the essay questions are unstructured with no parts (20 marks)

Questions are based on the A Level subject content; knowledge of material from the AS Level subject content is assumed.

Externally assessed

33% of the A Level

PROGRESSION TO FURTHER STUDY/UNIVERSITY/EMPLOYMENT

Cambridge International A Level Economics provides a suitable foundation for the study of Economics or related courses in higher education. Equally it is suitable as part of a course of general education.

Cambridge International AS Level Economics is the first half of Cambridge International A Level Economics. Depending on local university entrance requirements, the qualification may permit or assist progression directly to university courses in Economics or some other subjects.

Common economics careers and roles include economist, auditor, stockbroker, insurer, business manager, retail merchandiser, pricing analyst, statistician, financial consultant and public sector roles.

 CAMBRIDGE INTERNATIONAL AS & A LEVEL BUSINESS 9609

AIMS OF COURSE

The syllabus aims to enable candidates to:

• understand and appreciate the nature and scope of business, and the role of business in society, internationally and within each candidate’s own country

• develop critical understanding of organisations, the markets they serve and the process of adding value

• evaluate business behaviour from the perspective of a range of stakeholders including owner/ shareholder, manager, employee, customer, supplier, lender and government

• develop an awareness of the political, economic, social, technological, legal, environmental and ethical issues associated with business activity

• develop quantitative, problem-solving, decision-making and communication skills

DESCRIPTION OF COURSE

The syllabus is designed to help learners develop the following:

• the capacity to analyse characteristics and activities of business organisations and how they respond to the changing demands of their environments.

• an understanding of how effective managers and leaders develop successful organisations in terms of customer focus and the products/services they offer

• the opportunity to reflect on how successful business organisations engage in financial and accounting practices to maximise value for stakeholders

• development of knowledge that relates to strategic planning and decision-making to ensure business survival, change, and sustainable success

PROGRESSION TO FURTHER STUDY/UNIVERSITY/EMPLOYMENT

The business studies course will build a strong foundation for those who wish to move on to further study and train in specialized areas such as management, international business, marketing, accounting, information and communication technology, or entrepreneurship.

It will also provide practical skills for those who wish to move directly into the workplace.

CAMBRIDGE INTERNATIONAL AS and A LEVEL ECONOMICS 9708

AIMS OF COURSE

The syllabus aims to enable candidates to develop:

 an understanding of the factual knowledge of economics

 a facility for self-expression, not only in writing but also in using additional aids, such as

statistics and diagrams, where appropriate

 the habit of using works of reference as sources of data specific to economics

 the habit of reading critically to gain information about the changing economy we live in

 an appreciation of the methods of study used by the economist, and of the most effective

ways economic data may be analysed, correlated, discussed and presented.

DESCRIPTION OF COURSE

Cambridge International AS & A Level Economics provides learners with the skills needed to

use economics in work or further study, including how to explain and analyse economic issues

and arguments, evaluate economic information, and organise, present and communicate ideas

and judgements clearly.

The syllabus covers a range of basic economic ideas, including:

 an introduction to the price system and government intervention

 international trade and exchange rates

 the measurement of employment and inflation

 the causes and consequences of inflation.

 macroeconomic theory and policy

 economic growth and development.

PROGRESSION TO FURTHER STUDY/UNIVERSITY/EMPLOYMENT

Cambridge International A Level Economics provides a suitable foundation for the study of

Economics or related courses in higher education. Equally it is suitable as part of a course of

general education.

Cambridge International AS Level Economics is the first half of Cambridge International A

Level Economics. Depending on local university entrance requirements, the qualification may

permit or assist progression directly to university courses in Economics or some other subjects.

Common economics careers and roles include economist, auditor, stockbroker, insurer, business

manager, retail merchandiser, pricing analyst, statistician, financial consultant and public sector

roles.

ICT, Food and Nutrition  and CDT 

Cambridge IGCSE Information and Communication Technology

provides learners with the ability to use a broad range of ICT skills and encourages knowledge and understanding of the development of ICT systems, networks and their safe use.

This course provides learners with the ability to understand the rapid change of ICT in a technology-based world and the impact ICT has on the world.

Learners in a modern ICT based world need to have the ability to gather, process and manipulate data; this course helps learners to fulfil this.

Syllabus overview

Aims

The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to develop:

• an understanding of the basic components, use and application of different ICT systems and networks

• the skills to analyse, design, implement, test and evaluate ICT systems

• the skills to understand the impact of current and new technologies on methods of working in the outside

world

• the ability to recognise potential risks when using ICT, and use safe, secure and responsible practice.

Content overview

1 Types and components of computer systems

2 Input and output devices

3 Storage devices and media

4 Networks and the effects of using them

5 The effects of using IT

6 ICT applications

7 The systems life cycle

8 Safety and security

9 Audience

10 Communication

11 File management

12 Images

13 Layout

14 Styles

15 Proofing

16 Graphs and charts

17 Document production

18 Databases

19 Presentations

20 Spreadsheets

21 Website authoring

Assessment overview

All candidates take three papers.

Paper 1 1 hour 30 minutes

Theory 40%

80 marks

Questions will be based on sections 1–21 of the

subject content

All questions are compulsory

Externally assessed

Paper 2 2 hours 15 minutes

Document Production, Databases 30%

and Presentations

70 marks

This test assesses the practical skills needed to use the applications covered in sections 17, 18 and 19 of the subject content

Candidates must demonstrate the practical skills

relevant to sections 11–16

All tasks are compulsory

Externally assessed

Paper 3 2 hours 15 minutes

Spreadsheets and Website Authoring 30%

70 marks

This test assesses the practical skills needed to use

the applications covered in sections 20 and 21 of the subject content

Candidates must demonstrate the practical skills

relevant to sections 11–16

All tasks are compulsory

Externally assessed

Cambridge International AS & A Level Information Technology encourages learners to meet the needs of Higher Education courses in Information Technology as well as employers.

Information Technology (IT) is the application of technology to process information. In a world where IT is constantly changing, individuals increasingly need technological and information literacy skills that include the ability to gather, process and manipulate data.

The impact of IT on society is enormous and as the percentage of businesses and households connected to communication networks such as the internet grows, so does the need for individuals who understand these new technologies.

This syllabus encourages learners to become effective and discerning users of IT. It helps them to develop a broad range of IT skills, knowledge and understanding. Learners study the structure and use of IT systems within a wide range of organisations, including the use of a variety of computer networks. As a result, learners gain an understanding of IT system life cycles, and how these affect the workplace. They also learn about the wider impact of IT on society in general. At A Level, learners also study simple programming for the web relevant to their own use of IT.

Syllabus overview

Aims

The aims describe the purposes of a course based on this syllabus.

The aims are to enable students to:

• develop a broad range of IT skills

• develop an understanding of the parts, use and applications of IT systems within a range of organisations,

including the use of networking technology

• develop an understanding of how IT systems affect society in general

• develop a broad knowledge of the use of IT in workplace situations and the potential risks

• develop an understanding of the system life cycle and apply this understanding to workplace situations

• develop an understanding of project management skills

• be aware of new and emerging technologies

• apply their knowledge and understanding of IT to solve problems.

Content overview

Candidates for Cambridge International AS Information Technology study the following topics 1–11.

1 Data processing and information

2 Hardware and software

3 Monitoring and control

4 Algorithms and flow charts

5 eSecurity

6 The digital divide

7 Expert systems

8 Spreadsheets

9 Modelling

10 Database and file concepts

11 Sound and video editing

Candidates for Cambridge International A Level Information Technology study topics 1–11

and the following topics 12–20.

12 IT in society

13 New and emerging technologies

14 Communications technology

15 Project management

16 System life cycle

17 Mail merge

18 Graphics creation

19 Animation

20 Programming for the web

Assessment overview

Paper 1

Theory 1 hour 45 minutes

70 marks

Questions are based on sections 1–11 of the subject content. Candidates answer all questions on the paper.

Externally assessed

50% of the AS Level

25% of the A Level

Paper 2

Practical 2 hours 30 minutes

90 marks

The tasks in this practical paper test sections 8–11 of the subject content. Candidates apply knowledge and understanding from sections 1–7 of the subject content. All tasks are compulsory.

Candidates select the most appropriate software and must use the most efficient methods to solve each task.

Externally assessed

50% of the AS Level

25% of the A Level

Paper 3

Advanced Theory 1 hour 45 minutes

70 marks

Questions are based on sections 12–20 of the subject content. Sections 1–11 are assumed knowledge and understanding. Candidates answer all questions on the paper.

Externally assessed

25% of the A Level

Paper 4

Advanced Practical 2 hours 30 minutes

90 marks

The tasks in this practical paper test sections 17–20 of the subject content. The paper includes tasks from sections 8–10 within a problem-solving context. Candidates apply knowledge and understanding of all subject content. All tasks are compulsory.

Candidates select the most appropriate software and must use the most efficient methods to solve each task.

Externally assessed

25% of the A Level

Curriculum Overview for forms 1-3

The Curriculum for Forms 1 to 3 covers some of the topics from the Cambridge IGCSE syllabus.

Form 1

Types and components of computer systems

Input and output devices

Storage devices and media

File management

Images

Layout

Form 2

The effects of using IT

Safety and security

Communication

Styles

Document production

Presentations

Form 3

Networks and the effects of using them

The systems life cycle

Graphs and charts

Spreadsheets

 HOME ECONOMICS - Food and Nutrition

WHY OPT FOR FOOD & NUTRITION 0648

Successful Cambridge IGCSE Food & Nutrition candidates gain lifelong skills, including:

- an understanding of nutrition and of health problems related to diet

- an understanding of how socio-economic factors affect diet

- an awareness of how eating patterns and dietary needs depend on age and social group

- an awareness of how the position of the consumer differs in developed and less-developed economies

Successful Cambridge IGCSE Food & Nutrition candidates gain lifelong skills, including:

- the ability to assess the effectiveness and validity of claims made by advertisers

- aesthetic and social sensitivity to dietary patterns

- an interest in the creative aspect and enjoyment of food

- skills necessary for food preparation and food preservation

- the ability to organise and manage family food resources and to use food resources effectively in everyday life

- knowledge of safety and hygiene requirements.

ASSESSMENT

Paper 1 Theory 2 hours: Written paper consisting of short-answer questions, structured questions and open-ended essay questions (100 marks which contributes 50% of total marks)

Paper 2 Practical Test 2 hours 30 minutes with Planning Session of 1 hour 30 minutes. Candidates have a Planning Session of 1 hour 30 minutes one week before the Practical Test of 2 hours 30 minutes.

ACADEMIC PROGRESSION

- Candidates to progress either directly to employment, or to proceed to further qualifications. Candidates who are awarded grades A* to C in  Cambridge IGCSE Food & Nutrition are well prepared to follow courses leading to Cambridge International A Level, or the equivalent.

- Candidates can also progress to do degree courses such as Nutrition and Human Health, Food Science, Food Technology, Dietetics, Consumer Science, Food Safety and Hygiene, Sports Nutrition, Public Health, Nutritional Epidemiology, etc.

- Pre-requisite or co-requisite to health related degree courses.

CAREER PROGRESSION

- Nutritionists

- Food Scientists

- Food Technologists

- Nutritional Epidemiologists

- Food Microbiologists

- Public Health specialists

- Dieticians

- Sports

- Consumer scientists

- Academicians

- etc

PERFORMANCE IN THE LAST TWO YEARS

- 2020: 100% A-C

- 2021: 72.2% A-C; 100% A-E

- 2022: 100% A-C

Cambridge Checkpoint - DESIGN and TECHNOLOGY

The department offers candidates the Cambridge Lower Secondary Curriculum in Design and Technology from Year 7 to Year 9. Throughout these three years, students engage in hands-on learning that emphasizes creativity, problem-solving, and critical thinking. While students do not sit for a Checkpoint examination in this subject, they are internally assessed to ensure a solid foundation is established for their progression to the IGCSE course in the subject.

AQA GCSE Engineering

The AQA GCSE Engineering course prepares candidates to understand and apply the principles of engineering design and technology in a practical context. Students develop their creativity and technical skills while working with a range of materials and processes. The course emphasizes the design process, allowing students to analyze and evaluate existing products, design their own solutions, and create prototypes. This hands-on approach equips students with the necessary skills to meet the challenges of the 21st century, including sustainable design practices and the use of technology in manufacturing.

Cambridge Advanced Level Design and Technology

The Cambridge International AS and A Level Design and Technology program offers learners the opportunity to delve deeper into design principles and processes, enhancing their understanding of both theoretical and practical aspects of the subject. Students engage in a variety of projects that challenge them to develop innovative solutions while considering user needs, functionality, and sustainability. This advanced study encourages independent thinking and prepares students for higher education and careers in design, engineering, and technology.

Staffing

The subjects are supported by a dedicated team of 2 full-time teachers and 1 technician who are responsible for delivering curriculum content through well-structured lesson planning and engaging teaching methods. They conduct formative and summative assessments, including class tests, project evaluations, and practical assessments, to monitor student progress. These assessments build up to external examinations at the end of Year 11, Year 12, and Year 13, including IGCSE, AS, and A Level qualifications.

History    Geography     Law    Rs   

Cambridge IGCSE INTERNATIONAL - History(0470)

Cambridge IGCSE History looks at some of the major international issues of the nineteenth and twentieth centuries and covers the history of particular regions and events in more depth.

The syllabus:

enables learners to develop historical knowledge and the skills required for studying historical evidence

gives flexibility for teachers to develop a course that interests and stimulates their learners

provides a sound basis for further study and encourages a lifelong interest in the subject.

Cambridge International AS & A Level History (9489)

Cambridge International AS & A Level History is a flexible and wide-ranging syllabus covering modern history in the nineteenth and twentieth centuries.

The syllabus:

1. Builds upon skills gained at Cambridge IGCSE™ or O Level and develops lifelong skills including understanding issues and themes within a historical period

2. Emphasises both historical knowledge and the skills required for historical research

3. Encourages learners to develop their independent thinking and to make informed judgements on historical issues

4. Allows learners to build upon their understanding of cause and consequence, continuity and change, similarity and difference, significance, interpretations and use historical evidence as part of their studies

5. Gives learners a range of topics to study on - European, American or International history

6. Allows teachers a choice of periods to focus on, enabling them to build a course that reflects their learners' interests and staff specialisms, or which is relevant to the local or regional context

7. Builds a strong foundation of knowledge and skills for further study of history.

Geography Curriculum at Kamuzu Academy

The Importance of Geography

 - Geography is crucial as a subject because it:

  - Encourages students to appreciate local environmental problems

  - Helps students understand the ways in which people interact with each other and with the environment

  - Provides them with skills to reduce or solve environmental problems

Develops in them an understanding of their important role in the global village in the 21st century

Geography Curriculum at Kamuzu Academy

The Geography curriculum is split into four parts:

Lower School Geography Curriculum: Students in Form 1 to Form 3 are taught a mixture of topics taken from Physical Geography and Human Geography. The aim is to lay the foundations for IGCSE Geography, taught in Form 4 and Form 5.

IGCSE Geography: Students in Form 4 and Form 5 follow the Cambridge IGCSE Geography syllabus for two years, writing the IGCSE Geography exam at the end of Form 5.

Advanced Subsidiary Level Geography: Lower 6 students follow the Cambridge AS Level Geography syllabus, a one-year course, writing the Cambridge AS Geography exam at the end of Lower Six.

Advanced Level Geography: Upper 6 students follow the Cambridge A Level Geography syllabus, a one-year course, writing the Advanced Level Geography exam at the end of Upper Six.

Enrichment and Extra-curricular Activities

The Geography Department at Kamuzu Academy offers student support, enrichment, and extra-curricular activities, including special coaching sessions, clinics, and intensive guidance to help students excel in external examinations.

Assessment

The Geography Department utilizes formative and summative assessments, including preps, long-term assignments, end-of-topic/unit assessments, mid-term tests, end-of-term tests, mid-year examinations, end-of-year examinations, and external examinations.

SCIENCE

Lower Secondary

Cambridge Lower Secondary Science (0893)

For students in Forms 1,2,3 (typically aged 11 to14) we offer Cambridge Lower Secondary Science (0893). This curriculum covers six main areas called ‘strands’ as follows:

1. Biology – living things and how they interact.

2. Chemistry – the study of matter.

3. Physics – the interaction of matter and energy.

4. Earth and Space – planet Earth, the wider Solar System and beyond.

5. Thinking and Working Scientifically – understanding and skills of scientific models and representations, scientific enquiry and practical work.

6. Science in Context – the relevance of science in everyday life.

This culminates into Cambridge Lower Secondary Checkpoint at the end of the Lower Secondary programme in Form 3.

Upper Secondary

Cambridge IGCSE

In Forms 4 and 5 (typically aged 14 to 16 years) students use learn the Cambridge IGCSE curriculum in the following three subjects:

1. Cambridge IGCSE Biology (0610)

Cambridge IGCSE Biology helps learners to understand the biological world in which they live through the following topics:

1) Characteristics and classification of living organisms

2) Organisation of the organism

3) Movement into and out of cells

4) Biological molecules

5) Enzymes 6 Plant nutrition

6) Human nutrition 8 Transport in plants

7) Transport in animals

8) Diseases and immunity

9) Gas exchange in humans

10) Respiration

11) Excretion in humans

12) Coordination and response

13) Drugs

14) Reproduction

15) Inheritance

16) Variation and selection

17) Organisms and their environment

18) Human influences on ecosystems

19) Biotechnology and genetic modification

2. Cambridge IGCSE Chemistry (0620)

Cambridge IGCSE Chemistry helps learners to understand the technological world by exploring basic principles, concepts and some current applications of chemistry, through the following topics:

1) States of matter

2) Atoms, elements and compounds

3) Stoichiometry

4) Electrochemistry

5) Chemical energetics

6) Chemical reactions

7) Acids, bases and salts

8) The Periodic Table

9) Metals

10) Chemistry of the environment

11) Organic chemistry

12) Experimental techniques and chemical analysis

3. Cambridge IGCSE Physics (0625)

In Cambridge IGCSE Physics learners get to understand the technological world by exploring the basic principles, concepts, and current applications of physics through topics such as:

1) Motion, forces and energy

2) Thermal physics

3) Waves

4) Electricity and magnetism

5) Nuclear physics

6) Space physics

Form 6

Cambridge Advanced: Cambridge International AS & A Level.

Cambridge Advanced builds on the foundations of Cambridge Upper Secondary and is for learners aged 16 to 19 years who need advanced study to prepare for university and higher education. From the Cambridge Advanced menu of curricula we offer the Cambridge International AS & A Level curriculum. This curriculum develops a deep understanding of subjects and independent thinking skills. As a result of this, thousands of learners worldwide gain places at leading universities every year with Cambridge International AS & A Levels. We offer the Cambridge International AS & A Level in the following subjects:

1. Cambridge International AS & A Level Biology (9700)

AS Level subject content

Candidates for Cambridge International AS Level Biology study the following topics:

1) Cell structure

2) Biological molecules

3) Enzymes

4) Cell membranes and transport

5) The mitotic cell cycle

6) Nucleic acids and protein synthesis

7) Transport in plants

8) Transport in mammals

9) Gas exchange

10) Infectious diseases

11) Immunity

AS Level candidates also study practical skills.

A Level subject content

Candidates for Cambridge International A Level Biology study the AS topics and the following topics:

12) Energy and respiration

13) Photosynthesis

14) Homeostasis

15) Control and coordination

16) Inheritance

17) Selection and evolution

18) Classification, biodiversity and conservation

19) Genetic technology

A Level candidates also study practical skills.

2. Cambridge International AS & A Level Chemistry (9701)

AS Level subject content

Candidates for Cambridge International AS Level Chemistry study the following topics:

Physical chemistry

1) Atomic structure

2) Atoms, molecules and stoichiometry

3) Chemical bonding

4) States of matter

5) Chemical energetics

6) Electrochemistry

7) Equilibria

8) Reaction kinetics

Inorganic chemistry

9) The Periodic Table: chemical periodicity

10) Group 2

11) Group 17

12) Nitrogen and sulfur

Organic chemistry

13) An introduction to AS Level organic chemistry

14) Hydrocarbons

15) Halogen compounds

16) Hydroxy compounds

17) Carbonyl compounds

18) Carboxylic acids and derivatives

19) Nitrogen compounds

20) Polymerisation

21) Organic synthesis

Analysis

22) Analytical techniques

AS Level candidates also study practical skills

A Level subject content

Candidates for Cambridge International A Level Chemistry study the AS topics and the following topics:

Physical chemistry

23) Chemical energetics

24) Electrochemistry

25) Equilibria

26) Reaction kinetics Inorganic chemistry

27) Group 2

28) Chemistry of transition elements

Organic chemistry

29) An introduction to A Level organic chemistry

30) Hydrocarbons

31) Halogen compounds

32) Hydroxy compounds

33) Carboxylic acids and derivatives

34) Nitrogen compounds

35) Polymerisation

36) Organic synthesis

Analysis

37) Analytical techniques

A Level candidates also study practical skills.

3. Cambridge International AS & A Level Physics (9702)

AS Level subject content

Candidates for Cambridge International AS Level Physics study the following topics:

1) Physical quantities and units

2) Kinematics

3) Dynamics

4) Forces, density and pressure

5) Work, energy and power

6) Deformation of solids

7) Waves

8) Superposition

9) Electricity

10) D.C. circuits

11) Particle physics

AS Level candidates also study practical skills.

A Level subject content

Candidates for Cambridge International A Level Physics study the AS Level topics and the following topics:

12) Motion in a circle

13) Gravitational fields

14) Temperature

15) Ideal gases

16) Thermodynamics

17) Oscillations

18) Electric fields

19) Capacitance

20) Magnetic fields

21) Alternating currents

22) Quantum physics

23) Nuclear physics

24) Medical physics

25) Astronomy and cosmology

A level candidates also study practical skills.

KAMUZU ACADEMY DEPARTMENT OF MATHEMATICS PROFILE

The Department of Mathematics is one of the biggest departments at Kamuzu Academy. Our team of experienced and passionate mathematics teachers are committed to supporting student success and fostering a love of mathematics.

Mission Statement

The Mathematics Department at Kamuzu Academy is committed to fostering a deep understanding and appreciation of mathematics among our students, empowering them to become confident problem-solvers, critical thinkers, and informed citizens. We strive to create an inclusive and supportive learning environment that encourages creativity, perseverance, and excellence.

Teaching and Learning Approach

 Student-centered and inquiry-based learning

 Technology integration.

 Collaborative group work and peer support

 Formative assessments and feedback to inform instruction

 Differentiation to meet diverse learning needs

 Emphasizes real-world applications and mathematical modelling

 Regular assessments and feedback to track student progress

Department Objectives

 Develop a strong foundation in mathematical concepts and skills

 Encourage logical reasoning, problem-solving, and critical thinking

 Prepare students for success in various STEM fields and future academic pursuits

 Foster a growth mindset and resilience in the face of challenges

 Promote collaboration, communication, and teamwork

Curriculum Overview

Our mathematics curriculum is designed to be engaging, challenging, and relevant to real-world applications. We offer a range of courses to cater to different abilities and interests, including:

 Cambridge Checkpoint Mathematics

 Cambridge IGCSE Mathematics

 AS/A-Level Mathematics

Cambridge Checkpoint Mathematics

we offer Cambridge Checkpoint Mathematics, a comprehensive and internationally recognized program that develops mathematical skills and understanding in students aged 10-14. This is a three-year course which starts in form 1 to form 3. Our lower secondary mathematics curriculum encourages life-long enthusiasm for analytical and rational thinking. Learners develop a holistic understanding of the subject, focussing on principles, patterns, systems, functions and relationships. They will become mathematically competent and fluent in computation, which they can apply to everyday situations. It prepares students for Cambridge IGCSE and A-Level mathematics.

We have divided this subject into three main areas called ‘strands’, which run through every lower secondary mathematics stage. Learners will develop skills in:

• Number

• Algebra, Geometry and Measure

• Statistics and Probability.

Cambridge IGCSE Mathematics (0580)

Cambridge IGCSE Mathematics encourages learners to develop their mathematical ability as a key life skill, and as a strong basis for further study of mathematics or to support skills in other subjects. The Cambridge IGCSE Mathematics curriculum covers Number, Algebra and graphs; Coordinate geometry, Shape and space: Geometry; Mensuration; Trigonometry; Vectors and transformations and Probability and statistics, with assessments comprising of written exams. Available at two tiers - Core and Extended - this program caters to diverse learning needs, allowing students to demonstrate their mathematical fluency and analytical skills. It’s a two-year programme which starts in form 4 and finishes in form 5.

By pursuing Cambridge IGCSE Mathematics, students benefit from enhanced logical reasoning, problem-solving abilities, and real-world applications. This qualification is highly valued by universities and employers worldwide, providing a solid foundation for advanced courses, including Cambridge A-Level mathematics

Cambridge International AS and A-Level Mathematics (9709)

The mathematics department also offers Cambridge AS and A-Level Mathematics, a rigorous and rewarding program that develops students' mathematical skills and understanding. This two-year course is ideal for students who enjoy problem-solving, critical thinking, and mathematical modelling. Cambridge AS and A-level Mathematics encourages students to take ownership of their learning, developing independent study skills, time management, and self-motivation, all of which are essential for university success. Cambridge AS and A-level Mathematics is an excellent preparation for university courses in science, Economics, Actuarial Science, Data Analysis, Research and Development, technology, Medicine, engineering, and mathematics STEM fields, including physics, computer science, and engineering. Learners can apply these skills across a wide range of subjects and these skills equip them well for progression to higher education or directly into employment.

Components Combination

 Pure Mathematics (compulsory)

 Mechanics

 Statistics

CLASSICS, FRENCH and CHINESE 

Members of Staff

CLASSICS - Greek and Latin

Kamuzu Academy is one of the few institutions in the World that offers five languages namely English, Latin, Greek, French and Mandarin Chinese, The Languages Department is made up of the four languages: Two Classic languages and two Modern Foreign languages,

The Classics offer Greek and Latin, Drama has recently been added as an option starting from form four

Greek and Latin are offered to all students in forms one to three. From form four, every student is required to take either Greek or Latin for IGCSE. Drama is an option on its own and can be done with either Latin or Greek,

MODERN FOREIGN LANGUAGES: FRENCH

French is offered to all students in Forms 1, 2 and 3, It is optional in Forms 4, 5 and 6

AIMS OF TEACHING FRENCH

 The aims are to enable students to:

• develop the language proficiency required to communicate effectively in French

• offer insights into the culture and society of countries and communities where French is spoken

 • develop awareness of the nature of language and language learning

• encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures

• 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, either in French or another subject area.

CONTENT OVERVIEW

 The subject content is organised in five broad topic areas:

A. Everyday activities

 B. Personal and social life

 C. The world around us

 D. The world of work E. The international world

 These topic areas 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.

ASSESSMENT

All learners are assessed in all the four language skills:

Listening

Speaking

Reading

 Writing

Assessment objectives 

Listening: 

understand the main points and key information in simple everyday material 

understand clear speech on a range of familiar topics 

understand the description of events and expression of ideas, opinions and attitudes in simple texts 

identify and select relevant information in predictable texts

 Speaking: 

communicate clearly and effectively in a range of predictable everyday situations 

engage in conversations on familiar topics, expressing opinions and feelings

use a range of structures and vocabulary with reasonable accuracy 

demonstrate some ability to maintain interaction 

show some control of pronunciation and intonation 

Reading:

 understand the main points and key information in simple everyday material understand authentic factual texts on a range of familiar topics 

understand the description of events and expression of ideas, opinions and attitudes in simple texts 

identify and select relevant information in predictable texts 

Writing: 

communicate simple factual information clearly for everyday purposes 

write simple phrases and sentences on a familiar topic 

 write simple connected texts describing events, experiences, opinions and hopes and ambitions 

use a range of simple vocabulary and language structures reasonably accurately

 CAMBRIDGE INTERNATIONAL IGCSE MANDARIN CHINESE 0547

Aims Of course:

The Cambridge International IGCSE in Mandarin Chinese (0547) aims to:

 Develop Communication Skills: Enable students to communicate effectively in Mandarin,

both in spoken and written forms.

 Cultural Understanding: Promote an understanding of Chinese culture, society, and

traditions, fostering a broader perspective on the language's context.

 Language Proficiency: Equip students with the vocabulary and grammar necessary to

understand and produce Mandarin at an intermediate level.

 Critical Thinking: Encourage analytical skills through the exploration of texts and

conversations in Mandarin, enhancing comprehension and interpretation.

 Preparation for Further Study: Lay a solid foundation for students wishing to pursue

advanced studies in Mandarin or related fields.

DESCRIPTION OF COURSE

The Cambridge International IGCSE in Mandarin Chinese (0547) is designed for learners who

want to develop their language skills in a structured way. Here’s a brief overview of the

course:

Course Structure

1. Topics Covered:

o Daily Life: Family, friends, hobbies, and routines.

o Education: School life, subjects, and future plans.

o Travel and Tourism: Holidays, transport, and directions.

o Health and Fitness: Healthy living, food, and wellness.

o Cultural Awareness: Festivals, traditions, and societal norms.

2. Skills Development:

o Listening: Understanding spoken Mandarin in various contexts.

o Speaking: Engaging in conversations, expressing ideas, and responding to

questions.

o Reading: Comprehending written texts, including articles, stories, and

dialogues.

o Writing: Producing coherent texts, including messages, essays, and

descriptions.

3. Assessment:

o The course typically includes four components: listening, speaking, reading,

and writing, allowing students to demonstrate their proficiency in all areas.

Learning Outcomes

By the end of the course, students should be able to:

 Communicate effectively in a range of everyday situations.

 Understand and use a variety of vocabulary and grammar structures.

 Appreciate and reflect on Chinese culture and its influences.

Teaching Approach

The course often employs interactive teaching methods, including role-playing, group work,

and multimedia resources, to enhance engagement and understanding.

Overall, the course aims to build a solid foundation in Mandarin Chinese, preparing students

for further studies or real-world applications of the language.

Method of assessment

The assessment for the Cambridge International IGCSE in Mandarin Chinese (0547) typically

consists of four key components, each designed to evaluate different language skills:

1. Listening (25%):

o Students listen to recorded conversations, dialogues, or announcements.

o They answer questions based on what they hear, demonstrating their

comprehension of spoken Mandarin.

2. Speaking (25%):

o This component includes a conversation with an examiner.

o Students may be asked to discuss topics, answer questions, and respond to

prompts, showcasing their spoken proficiency and ability to engage in

dialogue.

3. Reading (25%):

o Students read a variety of texts, such as articles, letters, or advertisements.

o They answer questions that assess their understanding of the material,

including key details and overall meaning.

4. Writing (25%):

o Students produce written responses to prompts, which may include letters,

messages, or essays.

o This assesses their ability to organize thoughts and communicate effectively

in writing, using appropriate vocabulary and grammar.

Overall Assessment Approach

 The assessments are designed to evaluate not only the students' knowledge of

vocabulary and grammar but also their ability to use Mandarin in practical contexts.

 Each component is graded on a scale, contributing to the overall IGCSE grade.

This balanced assessment approach ensures that students develop a comprehensive skill set

in listening, speaking, reading, and writing in Mandarin Chinese.

The Cambridge International IGCSE in Mandarin Chinese (0547) provides a solid foundation

for various pathways in further study, university, and employment. Here are some potential

progressions:

Further Study

 A Levels or Equivalent:

 Students can progress to A Level Mandarin or other advanced language courses,

deepening their understanding of the language and culture.

University

 Degrees in Languages:

 Students can pursue degrees in Mandarin or Asian languages, often combined with

subjects like business, history, or politics.

 International Relations:

 Understanding Mandarin is advantageous for students aiming for careers in

diplomacy, international business, or global studies.

 Business and Economics:

 Many universities offer programs focusing on the Chinese market, where Mandarin

proficiency is a valuable asset.

Employment

1. Business and Trade:

o Companies with connections to China value employees who can communicate

in Mandarin, making graduates attractive candidates for roles in trade,

marketing, and management.

2. Education:

o Graduates can work as Mandarin teachers or language tutors, either in schools

or through private instruction.

3. Translation and Interpretation:

o Proficiency in Mandarin opens opportunities in translation services, helping

businesses and individuals bridge language barriers.

4. Tourism and Hospitality:

o With China being a major travel destination, roles in tourism and hospitality

often require Mandarin-speaking staff to cater to Chinese tourists.

5. Government and NGOs:

o Knowledge of Mandarin is beneficial for careers in public service, non-profit

organizations, and international agencies focused on China-related issues.

Overall, proficiency in Mandarin Chinese enhances employability and opens doors to diverse

opportunities in various fields.

Art and Design , Music

Art and Design

Objectives of the Art Department

1. Skill Mastery: Students will demonstrate proficiency in a variety of artistic

techniques and media.

2. Portfolio Development: Encourage students to create a diverse portfolio that

reflects their unique style and growth as artists.

3. Art Critique: Facilitate regular critiques where students can share feedback

on each other's work, fostering a supportive learning environment.

4. Art History Knowledge: Introduce students to key movements, artists, and

artworks, helping them contextualize their work within a broader artistic

landscape.

5. Personal Expression: Encourage students to develop a personal voice and

vision in their art-making.

Student-Centred Learning

1. Individual Choice: Allow students to choose projects that resonate with their

interests, encouraging ownership of their learning.

2. Active Participation: Engage students through hands-on activities,

promoting active learning and exploration.

3. Reflection: Incorporate regular reflection sessions where students assess

their work and growth, fostering self-directed learning.

Scaffolding in Art Education

1. Incremental Challenges: Introduce concepts and techniques gradually,

allowing students to build on their skills without feeling overwhelmed.

2. Supportive Feedback: Provide constructive feedback that guides students in

improving their work, emphasizing growth rather than perfection.

3. Collaborative Learning: Pair students with peers who can offer support,

enhancing learning through shared experiences and perspectives.

4. Resource Accessibility: Ensure students have access to various materials

and resources, enabling them to explore and experiment freely.

By aligning the art department's aims and objectives with student-centred learning

and scaffolding techniques, educators can create a rich, supportive environment that

nurtures artistic growth and personal expression.

Art Curriculum Outline for Forms 1 & 2

1. Introduction to Art

 Overview of Art Forms: Painting, drawing, sculpture, printmaking, digital art,

and photography.

 Art Appreciation: Introduction to famous artists and movements.

2. Elements and Principles of Art

 Elements of Art: Line, shape, form, color, value, space, texture.

 Principles of Design: Balance, contrast, emphasis, movement, pattern,

rhythm, unity.

3. Drawing Techniques

 Basic Drawing Skills: Observational drawing, contour lines, and shading

techniques.

 Exploration of Mediums: Pencils, charcoal, ink, and pastels.

 Projects: Still life, portraiture, and landscape drawing.

4. Painting

 Color Theory: Understanding primary, secondary, and tertiary colors; warm

and cool colors.

 Painting Techniques: Watercolor, acrylic, and tempera.

 Projects: Abstract paintings, thematic works, and landscapes.

5. Sculpture and 3D Art

 Introduction to Sculpture: Materials such as clay, wire, and found objects.

 Techniques: Modelling, carving, and assembling.

 Projects: Clay sculptures, mixed media, and relief work.

6. Printmaking

 Basic Printmaking Techniques: Mono printing, linocut, and screen printing.

 Projects: Creating a series of prints based on a theme.

7. Digital Art

 Introduction to Digital Tools: Basic graphic design software (e.g., Adobe

Photoshop, Canva).

 Techniques: Digital drawing, photo editing, and design.

 Projects: Creating digital posters, illustrations, or animations.

8. Art History and Cultural Connections

 Study of Different Cultures: Art from various cultures and historical contexts.

 Influential Artists and Movements: Renaissance, Impressionism,

Modernism, etc.

 Projects: Creating artwork inspired by a specific culture or movement.

9. Personal Projects and Portfolio Development

 Individual Exploration: Students choose a medium or theme to explore in

depth.

 Portfolio Creation: Compiling works to showcase progress and personal

style.

10. Reflection and Critique

 Art Critique Techniques: Learning to give and receive constructive

feedback.

 Self-Reflection: Writing about artistic choices, challenges, and growth.

11. Community and Collaboration

 Group Projects: Collaborative mural or installation projects.

 Exhibitions: Organizing a school art show to display student work.

Assessment Methods

 Formative Assessments: Participation, effort, and progress in class

activities.

 Summative Assessments: Finished projects, presentations, and portfolios.

 Peer and Self-Assessment: Encouraging reflection on one’s own work and

that of peers.

Materials and Resources

 Art Supplies: Pencils, paints, clay, paper, digital tools.

 Visual Resources: Art books, online galleries, and museum visits (virtual or

in-person).

This outline provides a structured yet flexible framework that can be adapted based

on resources, student interests, and local cultural contexts.

Form 3 GCSE Art Curriculum Outline (Foundation)

1. Introduction to GCSE Art

 Overview of the GCSE Art Course: Expectations, assessment criteria, and portfolio

development.

 Understanding Art Contexts: Introduction to contemporary and historical art

movements.

2. Skills Development

 Drawing Techniques:

o Observational drawing and sketching from life.

o Use of different mediums: graphite, charcoal, and ink.

 Painting:

o Exploration of watercolors, acrylics, and mixed media.

o Color mixing and theory application.

 Printmaking:

o Techniques such as linocut and mono printing.

 3D Work:

o Introduction to basic sculpture techniques using clay and mixed media.

3. Themed Projects

 Project 1: Identity and Self-Expression

o Focus on self-portraits and personal symbols.

o Exploration of mixed media techniques.

 Project 2: Nature and Environment

o Observational studies of plants, animals, or landscapes.

o Use of various media to convey themes of nature.

 Project 3: Cultural Influences

o Research and create work inspired by different cultures or artistic traditions.

o Exploration of patterns, symbols, and storytelling through art.

4. Art History and Contextual Studies

 Key Movements and Artists:

o Study of significant art movements (e.g., Impressionism, Surrealism, and

Modernism).

o Analysis of works by influential artists and their impact on contemporary art.

 Contemporary Art Practices:

o Exploration of current artists and trends in the art world.

5. Creative Process and Experimentation

 Idea Development:

o Brainstorming, mind mapping, and mood boards to develop concepts.

 Experimentation:

o Encouraging exploration of different materials and techniques to find personal

style.

 Documentation:

o Keeping an art journal for reflections, sketches, and experiments.

6. Critical and Reflective Practice

 Art Critique:

o Learning to analyse and discuss artworks critically.

o Engaging in peer assessments and group critiques.

 Self-Reflection:

o Writing reflections on personal work and progress.

o Setting goals for improvement.

7. Portfolio Development

 Compiling a Portfolio:

o Organizing works created throughout the year for assessment.

o Including a variety of projects to showcase skills and creativity.

 Presentation Skills:

o Preparing for presentations of personal work, discussing processes and

influences.

8. Final Assessment Preparation

 Mock Exam:

o Simulating the GCSE exam process with a timed project.

o Focus on responding to a given theme or brief.

 Portfolio Review:

o Final review and critique of portfolios in preparation for GCSE.

Assessment Methods

 On-going Assessment: Participation, effort, and engagement in class.

 Project Evaluations: Assessment of completed projects based on creativity,

technique, and presentation.

 Portfolio Review: Final compilation assessed for diversity of work and development.

Materials and Resources

 Art Supplies: Various drawing, painting, and sculpting materials.

 Visual Resources: Access to art books, online databases, and virtual galleries.

 Field Trips: Visits to galleries or museums to enhance understanding and

appreciation of art.

This curriculum outline provides a structured foundation for students in Form 3,

encouraging creativity and skill development while preparing them for the demands

of the GCSE Art qualification.

IGCSE VISUAL Arts

FORM 4: Component 1 – Coursework/ Foundation

This project is intended to introduce the Form 4 students to a number of

techniques and media and is more teachers led, before they embark on a

more individual student centred project.

About this unit:

This is an IGCSE unit of work that will extend the students and focus on observation

to be in line with the exam analysis from the previous year (not enough quality

observation.)

Students will spend time working form spider diagrams produced to allow them to

discover their own perspective.

Much emphasis is placed upon artist’s analysis and local artists should be a source

of information.

AO1

Record observations

Use of a camera and understanding chiaroscuro and lighting techniques.

Working from direct observations, foreshortening and perspective.

Understanding pallor and face tones, use of blue for shadow and development of

warm verses cold (front and back)

AO2

Analyse

Observation of art from first hand sources (gallery visits) analysis of said art in

relation to observation work. Visual and written analysis of art work with reference to

20th century art. Sampling and experimenting with artist’s techniques and emulation

of styles.

AO3

Development

Use of media including Photoshop.

Use of sketchbook, continuation and refining of art work, mock ups and changes.

Development page including annotations of ideas.

AO4

Review and refine

Experiment with ideas through a series of planned trials.

Final response to be analysed. Format to change so work has to be placed within a

different format.

Learning outcomes

Observational drawings of face in line, looking at different viewpoint and perspective,

students will be able to interpret their own image. They will understand about

foreshortening and vanishing points.

Students will be able to mix a range of colours in a colour grid that demonstrates

understanding of colour theory (warm cold, tints shades saturation, ochre etc.

Use of a working sketchbook.

Use of media and different paint qualities.

Conceptual ideas brought about by research and starting points (follow path of

choice on research tree).

Understanding how artists use media and media to suit purpose.

Making links with cultural artwork and 20th centre contemporary artists.

Developing work with annotation and information..

Layout and compositional tolls (rule of thirds and golden section) suggestion etc.)

Personal response to art work, making a piece of artwork about self...

Working within a different format.

Understanding artists in context and conceptual ideas.

FORM 5 Component 1 – Coursework

This is an internally set assignment which is marked by Cambridge

International. There is no question paper for this component. There are two

parts to this component: • a portfolio and • a final outcome. Candidates can

choose to work in any of the areas of study and should explore a theme,

producing a portfolio of work that leads to a resolved final outcome. The

theme may be set by the teacher or candidates may choose their own theme

in consultation with their teacher. 

Students are given "Individual Learning Plans" this is an on-going document

and serves as a method of tracking/communicating ideas between the teacher

and student.

Component 2 – Externally Set Assignment

This is an externally set assignment which is marked by Cambridge International.

There is a question paper for

There are two parts to this component:

• supporting studies created during the preparation period and

• a final outcome, produced during a supervised test of 8 hours’ total duration.

Candidates can choose to work in any of the areas of study and should explore one

starting point set by

Cambridge International. Candidates produce their supporting studies during the

preparation period, after receipt of the paper and before the supervised test.

Candidates explore and develop supporting studies in response to the starting point,

producing work leading to a final outcome that is produced during the supervised

test.

Candidates may, but do not have to, explore the same area of study as component

1.

Candidates should select supporting studies that show how they have:

• recorded ideas and observations from first-hand studies, such as their own

drawings and photography, and secondary imagery from books, magazines and the

internet.

• explored and experimented with different media, techniques and processes.

• carried out relevant research into artists, designers and cultural influences related

to their ideas.

• selected, reviewed and refined their ideas as work progresses to plan and produce

a personal and coherent final outcome.

Assessment Overview for IGCSE Art (Cambridge)

The IGCSE Art and Design assessment is structured to evaluate students' artistic skills,

creativity, and understanding of various techniques and media. Here’s a breakdown of the

assessment components:

1. Components of Assessment

 Portfolio (Coursework):

o Weighting: Typically around 50% of the final grade.

o Content: A collection of work demonstrating a range of skills, processes, and

techniques. Students are expected to show their development of ideas, use of

different materials, and exploration of themes.

o Reflection: Students must include annotations and reflections that explain

their choices and artistic process.

 Externally Set Assignment:

o Weighting: Generally about 50% of the final grade.

o Content: Students receive a set of themes or questions from Cambridge and

create a final piece in response. This includes preparatory work leading up to

the final piece.

o Examination Period: Typically, students have a set period (e.g., 10 hours) to

complete their final artwork, which is produced under exam conditions.

2. Assessment Criteria

Assessments are typically evaluated based on the following criteria:

 Creative Use of Materials: How effectively students use various materials and

techniques.

 Development of Ideas: The depth of research, planning, and experimentation shown

in the portfolio and final piece.

 Artistic Outcomes: Quality and originality of the final artwork, including

composition, color, and overall impact.

 Contextual Understanding: Awareness of art history, contemporary practices, and

influences in their work.

 Reflection and Evaluation: Ability to critically evaluate their own work and

articulate their artistic journey.

Assessment objectives as a percentage of the qualification for both Component 1 &

2

Assessment objective weighting in IGCSE %

AO1 Record 25

AO2 Explore 25

AO3 Develop 25

AO4 Present 25

Total 100

Cambridge externally assess both Component 1 &2 ( this year the work will be

entered digitally)

Conclusion of the Art Department Curriculum

The Art Department curriculum is designed to nurture creativity, enhance technical

skills, and foster critical thinking in students. By providing a diverse range of artistic

experiences, we aim to cultivate not only individual expression but also a deep

appreciation for the arts and their cultural significance.

Ultimately, our curriculum strives to empower students to explore their identities,

develop confidence, and pursue their passions in the arts. By showcasing their work

and engaging with the community, we reinforce the value of creativity as a vital part

of education and personal growth. We are committed to creating an inclusive and

inspiring environment where all students can thrive as artists and individual

Overview Music Classes at Kamuzu Academy

Upper school (Form 4, 5 & L6 & U6): We offer IGCSE, AS & A2 Cambridge Music courses as optional Subjects. In these course, we explore the stylistic features of the western music culture, world music, performing & composing.

Course objectives

Develop analytical and critical listening skills

Recognize historical periods and styles

Appreciate diverse musical genres

Develop performing and composing skills through coursework

Lower school (Form 1, 2 & 3): We an integrated course with the following objectives,

Understanding musical elements such as melody and harmony

Understanding basic staff notation as a foundation of specialized musical studies in the upper school

Developing singing and performing skills in all students

Promoting creativity through rhythm and melody composition

Co-curriculum & Extra-curriculum Musical Activities

Orchestra: We have a renown orchestra which performs at our big function and concerts. When you are passing by the music room during the lunch break, you will hear harmonious timbres of musical instruments sounding from the class as Mr. Kaluwile is always dedicating his time and passion to conducting the orchestra practice.

Marching Band: Everyone loves the marching band! The Prize-giving Function was very colourful this year with formation of the marching band leading the procession. Parents and kids cerebrated us all the way from the start of the procession at the ornamental lake to the venue at the Appian square. It's amazing and gratifying to see students with complete zero musical background gradually picking up the instrument and developing their skills over the years up to grade 8 level of The Associated Board of the Royal Schools of Music (ABRSM).

MUSIC CONCERTS: Kamuzu Academy Orchestra has been performing at orchestra concerts at Sunbird Capital, BICC and Crossroads Hotel in Lilongwe. We have also been invited and hired to perform at state functions, Chinese National Day, university graduation ceremonies and many more.

The most spectacular thing is how new generations of musicians are nurtured as the advanced ones leave the Academy but without dropping the standards.

SUBJECT OVERVIEW

Physical Education is delivered at Kamuzu Academy in one of three ways:

 Core Physical Education

 Extra-curricular Activities

 Academic Sports Science

Pupils in forms one to five are provided with a weekly core PE lesson which aims to expose them to a

wide range of activities. In these lessons the basic skills of each activity are taught and pupils begin

to learn to develop an interest in different activities.

The extra-curricular programme is extensive and this is where pupils can follow their passion in a

wide variety of sports. These sessions take place daily from 4-5 pm within the activities programme.

Each sport is given a designated term and they are delivered by staff members who also hold a

passion and interest for the sport.

Finally, when pupils reach IGCSE, they can choose to study academic physical education and this

continues as an option right through to A level in the form of sports science. Both the IGCSE and A

level courses contain a range of disciplines including the study of physiology, psychology,

biomechanics and the sociology and history of sport.

CURRICULUM AIMS

The major aim of the Physical Education curriculum at Kamuzu Academy is to provide an inclusive

atmosphere where an interest in being active can be fostered in all pupils; yet at the same time,

allowing those with a real passion for sport to strive for excellence. This is achieved by utilising the

core PE lessons and the House Games competitions to encourage participation, whilst providing

more intensive training and coaching in specific activities and sports through the extra-curricular

programme.

ASSESSMENT

In the lower school, pupils are assessed largely in respect to the progress they make. We

understand that not all individuals hold a passion for sport, but we are passionate ourselves about

realising the importance of leading an active life to eliminate the risk of coronary heart disease in the

future. For this reason, we have chosen not to include a grade in lower school assessment, simply a

comment on progress through their attainment over the term, and more importantly an indication

of the effort they have put in to developing each and every activity covered.

IGCSE

When pupils reach form four and can select IGCSE PE as an option, the assessment follows the

structure set out by CIE. The IGCSE PE course is comprised of two equally weighted sections; theory

and practical. For the theoretical component, pupils are required to write a one hour 45 min paper

which covers a wide range of topics addressing physiological, psychological and sociological factors

which impact on sporting performance. With regard to the practical component, pupils are required

to select 4 sports to be assessed in. Here their performance is judged against a set of criteria,

considering attacking, defending and competitive situations. To give their practical grade, the

candidate is internally assessed and externally moderated by CIE.

AS and A Level

Pupils following the AS CIE PE curriculum are required to study three different areas of theoretical

content; Applied anatomy and physiology, Acquiring, developing and performing movement skills,

and finally, Contemporary studies in physical education and sport. In addition to the two and a half

hour written exam, which contributes 70% of the weighting to the final grade, pupils are expected to

perform in two chosen practical activities, and for one of these activities, produce a written piece of

work which looks at analysing and improving their performance.

For the AQA A level PE curriculum, the focus of the areas of study adjust slightly to consider the

impact on elite performance rather than participation and the sections become; Exercise and sport

physiology, Psychology of sport performance and Olympic Games: a global perspective. The

practical component continues to focus on two activities but for the coursework they are required to

evaluate and appreciate a live performance giving a verbal analysis of their observations.

Once again for both AS and A level, the theoretical components are assessed via a written

examination and the practical components are internally assessed and externally moderated by CIE

or AQA.

PREP

In the lower school core PE lessons, pupils are given prep on occasion which requires them to

investigate rules and regulations, skills and tactics of new activities, or develop and design short

warm-up plans. The information they find is used in the lessons to further develop their

understanding of the activity being covered.

If pupils select the leadership option in form four, they are required to complete prep work each

week for the following lesson. This is largely in the form of developing progressively more advanced

sessions to deliver to their peers. If pupils select the performing at max option, they are required to

use their prep time each week to develop their training programme.

For academic PE, at both IGCSE and A level, pupils are given a range of tasks to complete

independently. These tasks are designed to either consolidate learning from the previous lesson, or

prepare pupils for the proceeding lesson.

ENRICHMENT AND EXTRA CURRICULAR ACTIVITIES

As previously suggested, extra-curricular activities play an integral part of the delivery of physical

education at Kamuzu Academy. There are a wide range of activities available. Some activities, such

as swimming, volleyball, golf and squash are available all year round. There are excellent facilities at

the Academy including a 33 m pool and an onsite golf course, which allows pupils to make the most

of the opportunities available. Other activities, have designated terms where they are the focus for

interschool competition: Term 1 – Girls’ and Boys’ Netball, Boys Football. Term 2 – Girls’ and Boys’

Basketball, Girls’ Football, Girls’ and Boys’ Rugby, Girls’ and Boys’ Hockey. Term 3 – Athletics, Tennis,

Cricket and Rounders. The majority of the interschool events are focused around the Quad-Schools

Championships. These events include pupils from KA, SAIntS, BMIS and Hillview. The competition

takes place in three age-groups; U13, U15 and U19. For this reason, our extra-curricular activities

are grouped in the same way and pupils will often find themselves interacting with pupils in other

year-groups. In addition to these large block fixtures, wherever possible, there are matches

organised with local opposition. This ensures that a greater number of pupils benefit from the

opportunity to represent their school.

One of the major accepted benefits of sport, is all the other attributes which can be gained from

inclusion in physical activity; above and beyond just simply learning the core practical skills within

the sport being learnt. The extra-curricular programme is therefore instrumental in helping us as a

department to work on these many and varied qualities; such as discipline, respect, teamwork,

communication, leadership, resilience and perseverance, to name but a few.

CURRICULUM OVERVIEW FOR EACH FORM

FORM 1

In form one, pupils have two double periods of core Physical Education assigned within the

curriculum. The idea is to introduce pupils to a number of new activities in addition to developing

their understanding of more traditional sports. Therefore, lessons in form one will look at units of

work on Netball, Football, Rugby, Basketball, Tennis, Cricket, Athletics, Swimming, Golf, Dance and

Gymnastics. For the games activities pupils are taught many of the basic skills of the game and this

gives them a thorough grounding in the sport. The main aim for swimming is to develop water

confidence for all pupils and to improve the technical aspects of the strokes for those who are

already competent swimmers. Whereas, both dance and gymnastics activities allow pupils to use

their creativity to design and choreograph routines.

FORM 2

The emphasis in form two Physical Education lessons, is to continue to provide exposure to a wide

range of activities with the addition of developing prowess and an understanding of tactical

considerations rather than just core skills. They will cover units of work on Netball, Football, Rugby,

Basketball, Athletics, Swimming and Dance. All games units have the specific aim of developing the

core skills learnt last year, and introducing some more challenging tactical scenarios where pupils

are required to select the correct skills to utilise in competitive situations. The aim with Dance is to

generate an opportunity for pupils to continue to develop their creativity through choreographing

dance routines. In addition, dances from a number of different countries are covered, which allows

pupils to look at cultural influences involved in dance. Finally, the Swimming unit plays an important

role in developing the life skill of being able to survive in water, and by the end of form two, the

majority of students are comfortable swimming at least in the shallow end.