aice global perspectives component 2 essay examples

9239 Global Perspectives & Research Team Project (2021)

Topic outline.

• Introduction
• Assessment criteria
• Presentation
• Reflective Paper

The main aim of this resource is to exemplify standards of the Cambridge International AS & A Level Global Perspectives & Research, Component 3 Team Project, and show how different levels of candidates' performance relate to the subject's curriculum and assessment objectives. 

Candidate responses have been selected from four Cambridge centres from the November 2021 series to exemplify a range of candidate responses across the presentation and reflective paper. All candidates seen in the recordings of the live presentations were contacted and permissions provided to use the videos from their Team Project submission. 

The candidate responses are followed by examiner comments on how and why marks were awarded so that you can understand what candidates have done to gain their marks and what they could do to improve. The examiner comments also helps teachers to assess the standard required to achieve marks beyond the guidance of the mark scheme and the syllabus. There is also a list of common mistakes. 

• Presentation (25 marks)

• Reflective Paper (10 marks) 

Now that you have read the assessment criteria, you may want to practise marking the presentations and reflective papers . Watch each candidate's presentation, making a note of the strengths and weaknesses and give a mark, before you read the examiner comments and marks below. Complete the same task for each reflective paper candidate response.

We want to give you a small explanation of why we choose poverty as a subject. The 3 of us do not suffer from the effects of poverty, however, others do. And with the ongoing pandemic, people tend to forget other problems like Poverty. And that is why we wanted to talk about it, to make sure people understand that it is still an ongoing problem and that it has gotten worse the past year!

Poverty, what is poverty? How can we describe poverty from an economic perspective? Poverty in the eyes of economists is a state in which a person, a community or a neighbourhood lacks the financial resources to achieve a minimum standard of living. So, poverty means that the level of income of a person or a group of people is below a certain threshold. This threshold is so low that basic human needs can just be met. Receiving income that is below this threshold is considered living in poverty. The effects of living in poverty can be horrendous, people living without proper housing, clothing struggling to be able to eat healthy food or drink water every day. Although poverty seems to be a worldwide problem concerning millions of people around the world, poverty is also different in a lot of countries. because the threshold that determines whether someone is poor or not can differ per country. However, the IPL international poverty line has been set at $1.90 per day. Global estimates are that around 689 million people live in absolute poverty right now.

Let's start with a local view of Poverty.

In Maastricht, around 8.2% of the inhabitants live in poverty. We have a place in the top 10 municipalities with the highest number of habitants living in poverty. When compared with the averages of the Netherlands as a country we have a higher average of people living in poverty in Maastricht, which shocked me. I was under the impression that Maastricht would score 'better' on this list. And that is another problem with poverty.

You can not always tell when someone lives in this state of poverty. People tend to not talk about it and sink into an even deeper hole without trying to get help for the situation they are in. This can make the situation for people in poverty even worse. if you get to the point where you live in poverty the smart thing to do is get help for your financial situation. let people know what you are undergoing and get help. In the Netherlands, we have certain safeguards in place where you can explain your situation and get help from financial advisors. They will help you to limit your expenses and will try to help you pay off your debt if that is applicable.

Even with this available help people still live in poverty. In the Netherlands, about 6.2% of the population lives in poverty. With a poverty threshold of €1090 per month which almost a million people don't pass. This seems rather alarming, however, it is an improvement when compared with the numbers from several years ago. In 2013 7.4% of our population was living in poverty! So we are making small progress on the national level.

So there is a slight improvement, however, are we going to keep that up or even improve the situation faster? I think we can keep the progress up. On a global level, people have been hit hard financially by the lockdown. Businesses had to close down and people have been struggling financially. However, with the election in the Netherlands promises of improvement and support for those who need it have started to arise.

When we take a look at Maastricht once again, we can see that people are fighting for change. 6 of the political parties have agreed to a program in which they will get 50 households who live in poverty and have extensive debts, a financial plan and a guide to slowly get their lives back on track. Furthermore, before the year is out they want to make a plan to attack the poverty in and around Maastricht.

On a national level, things are starting to change as well. Food Banks are starting programs to support the people who need to get their food at the food banks. An example of this support is the 10 point plan created by a food bank in Groningen. This foodbank helps its 'customers' with a 10 point plan attack on poverty. Some examples are:

1. Only buy things you can afford!

2. Getting help when in a big debt has to become faster, right now it can take up to 4 months to get people to listen to your story.

3. Trying to remove the own risk of health care for people who live in poverty.

when looking at the biggest picture, international poverty, I am not sure if we are going the right way. at least we should be able to do better. because of the differences between countries on poverty we do not have a clear view of the real numbers. We do have estimates of absolute poverty, the $1.90 a day, and from those numbers we can conclude that we must do better.

There are some great ideas and initiatives out there to help reduce poverty around the world. For example: Improving the transition from school to work of the vulnerable work population. And implementing policy measures to reduce household debt and vulnerability to housing price changes.

Another great idea is to create a worldwide organisation that makes a centralised policy around poverty and the battle against poverty. Another thing that would help would be to make sure people are warned about the risks of borrowing money. There are some regulations around these risks already however we could improve them, make sure that vulnerable people can not miss the warnings, maybe even make it harder for them to borrow money because it will eventually put them in even more debt and make them even poorer. And lastly, we need to make sure everyone has the opportunity to get out of poverty, We need to give the poor the tools to become financially healthy again. Courses on finance, debt and interest, financial advice and learn them how to get back on their feet.

• Multimedia materials Click here for multimedia materials
• Examiner commentary on the presentation Click here for examiner comments and mark awarded

So the problem, what is cyberbullying?: Cyberbullying is bullying with the use of digital technologies. It can take place on messaging platforms, gaming platforms and on social media. Cyberbullying includes sending hurtful and mean messages, impersonating people, embarrassing someone and Spreading lies about someone [uhm]. The incidents of depression and suicides caused by cyberbullying are rising. A growing problem that leads to depression and anxiety cannot be left unnoticed.

Global Relevance. So, this is Dr. Sameer Hinduja, and he is a Professor in the School of Criminology and Criminal Justice at Florida Atlantic University , and he said that 34% of students worldwide have experienced cyberbullying at least once in their lifetime. People that have experienced cyber bullying in their life time are nearly 2 times more likely to attempt suicide. Another global [uhm] cyberbullying research survey in 2008, found out that 43% out of 2,000 students that they have tested have said that they have experienced cyberbullying too. Then we have Ipsos, that’s an American study, has ranked the highest cyberbullying rates throughout the world and it is based on parents' testimony, because they are more likely to be concerned. [Uhm] the study is from 2018 and here you can see the results. India has the most cyberbullying rates and Germany, our neighbour country has 17%.

Local Relevance. In the Netherlands, the Association of Universities (VSNU) is going to draw up a plan to better support scientists that are intimidated and threatened. Professors and university educators face online hate campaigns, death threats and home harassment a lot. [Uhm] on this picture, the cover, you see Marion [uhm] Koopmans and shes on dutch television. She is part of the plan. [Uhm] in the article they talk about Catherine E. de Vries. She is a Dutch political scientist and she receives a lot of swear words everyday.  "I hope you get corona," was one of the death threats she has received. It even went so far that they made her address public and they threatened her family. She wants this to stop. [Uhm] online hate is rampant. Dutch moderators receive thousands of hate reports every day. Especially during elections and Sinterklaas. They end the article with: "We can't help the scientists, [uhm] , to silence those who are trying to, those who are trying to silence them through intolerance, sexism and threats, however we can support them. I disagree. I found a political solution and Britt, my team mate, has found  [uhm] an educational solution.

So, a political solution. I think that we can only.[uhm, uhm] tackle cyberbullying by tackling anonymity. A Dutch professor of social psychology, Paul van Lange, says the largely lack of social control on social media accounts is the perfect breeding ground for hatred to occur.

Bullies should be punished. When a target goes to [uhm] goes to court they should be able to sue the person that has violated them. However, it is in most cases hard to find the guilty party, due to the many majority of fake accounts online. [Uhm] meaning the people spreading the lies or rumours can’t be punished.

So I think you need to show proof of your identity, before making an account on social media. This means an improved verification process that allows for accurate identification of the person behind the account. This way cyberbullying will diminish.

[Uhm] In the Netherlands, [uhm] a Dutch singer named Gordon is fed up with all the anonymous hate reactions online. Since the large amount of anonymous hate reactions on the Press release website, he decided to no longer remain silent. He started a petition that has already been signed up more than forty thousand times. He said that you should hold people accountable for the things they post on social media and prevent people from hiding behind a false name when making offensive remarks. [Uhm] This is only possible with stronger real name policies and enforcement. [Uhm] In China they already took control of [uhm] social media and they have controversially banned certain social media platforms, and anonymizers. The operators of social networks are responsible for removing posts that are considered as rumours. Rumours are identified by undermining [mora] morality, the authenticity of information and undermining the social system. So these [uhm] Social networks should put them in different categories therefore they need several licenses. [Uhm] spreading false information and online hatred is a crime and is punishable for up to seven years in prison. This has in fact stopped false information and mean comments from spreading.

However in most, in some  countries [uhm] people are prosecuted for their opinion. So anonymity has its value. The Chinese government [uhm] has control because they don't want anyone directly threatening the government’s power. So any information that could harm the government's power will be deleted, because they will say it's false or it's a rumour even though it's not false or a rumour. So hiding their identity is [uhm] can be a value to be able to express your opinion there. And everybody should be able to encrypt their communications and personal data as an essential protection of their rights to privacy and free speech." The Chinese laws on social media simply limit those established standards of free speech. And governments shouldn’t determine what speech is true and what is not.

So, I think that tackling anonymity is still the best solution, because the negative aspects of anonymity outweigh the positive aspects. Especially, in America and countries within Europe, where everyone has the right to freedom of expression. This right includes the freedom to have opinions and to receive or convey information or ideas. So, if you want to share your opinion, you may. There is just no excuse to hide behind a false name. Besides, the identity data does not necessarily have to be made public. They can be withheld from the judiciary. [If] Only if something that clearly involves false and harmful information, [uhm] the justice system should investigate it and know where the information came from, to be able to catch the bully. The rights to privacy will not be harmed when the court and government [uhm] can only look into your data when the judge approves it, just like the police needs a warrant before they can make an arrest. [Uhm], so, to be clear, all users should be subject to an enhanced verification process that enables accurate identification only when required by law [uhm], by law enforcement. When the sources can be traced, we can hold people accountable for what they post on social media, and we can catch the cyber bully and they can be punished accordingly.

These are my sources if you want to look further into this subject.

• Some candidates only identified their own perspective and did not refer to alternative views and approaches, including those of the other members of their team.
• Some presentations provided only an informative overview of their issue which describes what it is, rather than making an argument about why it is a problem and proposing a solution.
• Candidates made the mistake of not making any reference to their visual aids when speaking, meaning that they did not then support their argument.

Initially, our group work was quite organized. We agreed on the topic of illiteracy on day 1 after a class discussion. From then onwards, I took charge and brainstormed sub-topics and delegated them for us to research individually; [ Team member ] searched about the causes of the issue whereas I focused on the consequences. This method was effective as we could gather a considerable amount of information in a short period of time without any uncertainty as to who would research what. It was also useful as we realized early on that our issue was much more complex than we had thought and targeting specifically female illiteracy would allow for more focused, nuanced perspectives, and thus more interesting solutions. As for communication, most of our in-person meetings were in school rather than outside of school due to COVID risks. However, in between classes we talked and called frequently on WhatsApp which was sufficient enough to let us clarify our perspectives and keep track of each other's individual progress on our presentations.

• Examiner commentary on the reflective paper Click here for examiner comments and mark awarded

The teamwork went fine. All of us made sure that each one of us knew what was expected from them and attended the zoom meetings. We learned our personal team roles by the Belbin test, due to this we can now recognize our strengths and become more tolerant of our weaknesses. we tested our team fit in a practical team building exercise. When the introduction was finalized and the project was clear we were ready to brainstorm about the project in brainstorm sessions. During these sessions we were invited to join breakout rooms where we were given time to brainstorm. We chose our objectives, what are the goals and end product, divided team roles and appointed a scrum master. [Teacher] was our scrum master and made sure we did everything as we planned.  After brainstorming we chose three perspectives who were related to each other, had enough valid sources and were most related to the nuclear energy debate. We chose a topic that was both interesting and controversial making the subject debatable and relevant for this project. After doing quick research on different topics that meet our acquirements we decided that the nuclear energy debate fitted the best. The tasks were divided and each one of us chose a perspective. By choosing perspective, we assured that each one of us was interested and motivated in the subject. My personal perspective was the economical aspect., it is very relatable to the economics lessons I have been following for over three years so my knowledge I have built up was very useful for further research on the perspective. We helped each other out on the perspectives as we brainstormed on the topics during the sessions so we all were aware of each perspective. [Teacher] was our scrum master and made sure we did everything as we planned. He was in control of the time management and did a good job. Some members of the team were further than the others and were almost finished whilst the other members were still at the start of their transcript. To prevent this inconsistency within our time management in the future, we will have to re-evaluate personal progress within the group. The best solutions after researching each perspective were presented and evaluated. All the proposed solutions were compared and so we have concluded, nuclear energy must always be safe for the environment, environmental damage must be minimized at all costs and it has to satisfy three requirements; accessibility, availability and acceptability and it must be better for the climate. Thus being renewable, ecological and non-air polluting. This can be achieved by securing safety regulations and waste disposal management. The environmental and political aspect both agreed on the solution that human work should be replaced by machines for extra safety and to be sure no mistakes are made in the construction process. The placement of nuclear power plants should be far away from society to prevent disastrous situations. My interest and knowledge about nuclear energy, on a local and global scale, has increased. The research on the environmental, political and economical aspects changed the way I look at nuclear energy. At first, my belief was that it was extremely harmful for the environment and a very dangerous energy source, this due to things I heard in my city, Maastricht. people said that the local power plant, Tihange, is a threat to the environment of Maastricht and this formed my negative belief on nuclear energy. However, after this project I learned that nuclear energy has a great potential and is actually a good alternative energy supply that is better for the environment than fossil fuels. Environmental regulations like nuclear waste management must be made and further research on nuclear energy should be done to use nuclear energy to its optimum and replace fossil energy.

• Candidates sometimes only described what their team had done and did not identify strengths and weaknesses of their work together which would have led to an evaluation.
• Some reflective papers asserted what the candidate knows or believes about the issue and did not engage with how their thinking has changed or developed. This means that they did not reflect on the impact of alternative perspectives.
• Reflection needs to be on the effect of alternative perspectives on the issue. Some candidates reflected instead on their development of skills (of making presentations, for example, or doing research) which does not gain credit.

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0457 Example Candidate Responses Paper 2 (for examination from 2018)

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• About Sandy Crihfield
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AS Level AICE Global Perspectives

Sample Paper 2 Scaffoldings:

Sample paper 2s:, sample paper 3s:.

Bees PPTdylan Bees PPTjack Citrus GreeningPPTkasen Citrus Greening PPTnina Citrus Greening PPTAsha Sample Powerpoint 1 Sample Powerpoint 2 Sample Powerpoint 3 Sample Powerpoint 4 Sample Powerpoint 5 Karen Powerpoint Billy Powerpoint Gabi Powerpoint Abbey Powerpoint Daria Powerpoint Jonathan Powerpoint Natascha Powerpoint Shane Powerpoint Hannah Powerpoint Whitney Powerpoint Jocelyn Powerpoint Prescription Powerpoint Suicide Powerpoint Sample Powerpoint Karen Sample Presentation 1 Brianna Sample Presentation 2 Sierra Sample Presentation 3 Nehemiah Sample Presentation 4 Laura Sample Presentation 5 Kaitlyn Sample Presentation 6 Hailey Sample Presentation 7 Emily Sample Presentation 8 Conor Sample Presentation 9 Charlie *Cambridge Example Candidate Responses and Rubrics on Blackboard

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Preparation unit:, unit 1 - water:, unit 2 - food:, unit 3 - sex trafficking & child soldiers:, paper 1 (written examination):, paper 2 (essay):.

Paper 2 instructions Rubric for paper 2 Question Writing Question, ideas, and Concept Map How to write a good question (PPT) How to choose if it is a good question for paper 2 or 3 Peer Review Checklist for Scaffolding Transition suggestions from A Level Transition examples Transition in analysis from A Level Transition words Raven Scaffolding format Scaffolding sample Izzie Scaffolding sample #1 Scaffolding sample #2 Scaffolding samplewithout analysis Scaffolding rubric How to Validate 101 Validation Examples Validation key words Validation vocabulary Checklist for peer reviewing of scaffolding/essay Words of Analysis Analysis Words - Chart -Genesis Analysis from Erica Analysis vs Evaluation Analysis article Negative validations Sally Makes Wine Assessment for Learning Checklist How to revise your paper ppt Sample evaluative sentences Steps to writing the Essay Finding Academic Sources How to Grammar Check an Essay

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How to Format Paper 3 How to Choose a Perspective More on How to Choose a Perspective Scaffolding Format Paper 3 AICE Marking Rubric Paper 3 Creating Perspectives for your Paper 3 How to give your BEST presentation Dos and Don't for presentations Your Paper 3 Guide Presentation guidelines Presentation rubric AO1, AO2, & AO3 Presentation rubric criteria for peer reviewing Video links Transition for presentations Team project checklist Individual Presentation Assessment for Learning Checklist AICE Paper 3 Reflective Paper Rubric Example Candidate Response for the Reflective Essay New Reflective Essay Instructions Reflective Essay PPT Three videos of perspectives and their scripts Example #1 video Example #1 script Example #2 video Example #2 script Example #3 video Example #3 script Cambridge Submission Paper 3 Checklist

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AICE Art & Design (9479) - AS & A Level  - 9479 syllabus

Instructor:  Ms. Lori Smith

Grade levels 10-12.

AICE Art & Design encourages you to explore a range of processes and techniques in a chosen area of study. The class encourages personal responses that are based on knowledge and understanding and skills in art, craft and design. You will develop an inquisitive, creative approach to research and problem-solving and learn how to record notes from first-hand observation, personal experience and other sources.  In additon,  you will develop your independent expression by analysing, evaluating and applying concepts and techniques to the artwork you create.  Reflecting on your process is a critical element in this course.  You will not simply create great works of art:  you will become more aware of the reasons why you create the artwork you do.

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AICE Biology (9700) - AS & A Level -   9700 Syllabus   Instructor:  Mrs. Nadine Kalajian Grade Levels:  11-12 AICE Biology will offer you the opportunity to deepen and refresh the knowledge you gained in Biology I. The emphasis is to develop a profound understanding of many of the fundamental concepts in the field of Biology rather than an overview of all possible topics. There will be heavy emphasis on laboratory practical work in which you will gain not only procedural knowledge, but also become comfortable with designing and carrying out your own inquiries. This course provides an in-depth study of key biological concepts as outlined by the Cambridge Program Standards.  This course emphasizes the application of knowledge, scientific methods and procedures, and independent research. At the end of this rigorous and demanding course students will sit for the 3-part AICE exam.

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AICE Business (9609) - AS & A Level - 9609 Syllabus Instructor: Mrs. Christine Kearns Grade Levels:  10-12 This course will inform students of the distinctive role that business plays in our society.  Through the examination of case studies in economics, business ownership, and technology, students will enhance their appreciation for the impact of effective organizational models and leadership styles in the corporate world. 

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• AS Level - Paper 1 Specimen (Example) Paper (until November 2022)                  Paper 1 Mark Scheme (Rubric)
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• Tutor2u Website - A website full of useful resources, videos and activities that covers most of the AS and A Level Business content and skills.
• TakingTheBiz - Video tutorials on Business topics.
• S-cool Revision website - A website full of resources for topics related to AS and A-Level Business
• WJEC Educational Resources Website - contains notes and practice activities on a variety of business-related topics
• StuDoc Business Notes 
• The Economist Website - Website with articles about the economy and business
• BBC Business News Website - Real business news stories.
• CIEnotes - AS and A-Level Business Notes
• Entrepreneur Handbook Website - access articles on business-related topics to expand your knowledge of the subject content

AICE Drama (9482) - AS Level - 9482 syllabus

Instructor:  Ms. Kelly Rose

Grades: 10-12

AICE Drama encourages students to explore a range of practical and theoretical approaches to drama from script to performance. The course encourages students to develop the ability to apply practical skills effectively and to analyse and evaluate both their own work and the work of others. At the AS Level, students focus on three key areas: • the exploration, interpretation and analysis of the potential of dramatic texts in a performance context • the development of dramatic skills and their application to the process of devising based on a selected stimulus • the development of acting skills and their application to scripted performance .

AICE Drama Resources:

• Paper 1 Specimen (Example) Paper                                     Paper 1 Mark Scheme (Rubric)
• Paper 1 Specimen Answers
• Paper 1 Example Candidate Responses                             June 2021 Paper 1  (Example Candidate responses are from this paper)                       June 2021 Paper 1 Mark Scheme
• Paper 2 Example Candidate Responses
• June 2023 Paper 1
• June 2023 Paper 1 Mark Scheme
• Glossary of dramatic & theatrical terms

AICE English General Paper (8021) - AS Level  -  8021 syllabus

Instructor:  Mrs. Linda Foster Grade Level:  9-12

This course promotes the skills of rational thought, persuasion, analysis, interpretation and evaluation.  It encourages the exploration and appraisal of social, cultural, economic, philosophical, scientific and technological issues.  Students will develop an understanding and appreciation of individual, social, and cultural diversity as well as maturity of thought and clarity of expression both verbally and in writing.  Through the reading of timely literature, outside novels and works, and current media reports, students will develop critical reading and analysis skills.

AICE English General Paper Resources:

• Paper 1 Specimen (Example) Paper                               Paper 1 Mark Scheme (Rubric)
• Paper 2 Specimen (Example) Paper                               Paper 2 Specimen Paper Reading Insert                       Paper 2 Mark Scheme (Rubric)
• Paper 1 Specimen Paper Answers
• Paper 2 Specimen Paper Answers
• Paper 1 Example Candidate Responses  - this document contains actual example student responses to Paper 1 and gives details on how they were scored by the Cambridge examiners and why.
• June 2019 Paper 1 - Example Candidate Responses above are based on this June 2019 paper                         June 2019 Paper 1 Mark Scheme
• Paper 2 Example Candidate Responses  - this document contains actual example student responses to Paper 2 and gives details on how they were scored by the Cambridge examiners and why.
• June 2019 Paper 2                                     June 2019 Paper 2 Reading Insert                                                       June 2019 Paper 2 Mark Scheme
• AICE General Paper Student (Learner) Guide
• Discursive Writing Tips and Information
• Basic Discursive Essay Outline
• How to Develop a Counter-Argument in an Essay Handout

AICE English Language (9093) - AS Level - 9093 Syllabus Instructor: Mrs. Anne Straub and Mrs. Cynthia Bolton

Grade Levels:  Grades 10-12 Have you ever heard a love song that made you cry, listened to a speech that compelled you take action, or read a blog that made you laugh out loud? More importantly, have you ever wished that you could have that same effect on others?  If so, then AICE English Language AS Level is right up your alley. In this course, you will learn the distinguishing features of a given text and how to apply that understanding to your own writing.

AICE English Language Resources:

• Paper 1 Specimen (Example) Paper                   Paper 1 Mark Scheme (Rubric)
• Paper 2 Specimen (Example) Paper                   Paper 2 Mark Scheme (Rubric)
• Paper 1 Specimen Paper Sample Answers
• Paper 2 Specimen Paper Sample Answers 
• Paper 1 Example Candidate Responses                                         June 2021 Paper 1 (paper that candidate responses were based upon)                       June 2021 Paper 1 Mark Scheme
• Paper 2 Example Candidate Responses                                         June 2021 Paper 2                                                                                                         June 2021 Paper 2 Mark Scheme
• AICE English Language Student (Learner) Guide
• AICE English Language Glossary of Terms
• Wyzant Grammar Resources Website  - English Grammar Lessons and Review Material
• Andrew Moore's Universal Teacher Website - Offers an introduction to studying language and information on models of language and grammar skills
• Descriptive Words Handout
• Descriptive Writing Information and Tips
• Common Mistakes to Avoid on AICE English Language Exam video
• Paper 1 Question 1 Overview and Tips video
• Paper 1 Question 1a Directed Writing - Analyzing A Sample Response video
• Paper 1 Question 2 Overview and Tips video
• Paper 1 Question 2 How to Respond to Question video
• How To Write A Comparative Analysis video
• Annotating a Sample Text for Paper 1 Question 2 video
• Analyzing Form, Structure, and Language information and tips video
• Linguistic Elements Video
• AICE English Language information on Form, Structure, and Language as well as how to write commentary responses website
• AICE English Language Terms to practice on Chegg

AICE English Literature (9695) - AS & A-Level -  9695 syllabus Instructors:  Mrs. Cynthia Bolton & Mrs. Anne Straub

Grade Level: Grade 12 AICE literature provides students with an opportunity to study several pieces of literature in four genres in order to gain a greater understanding of literary techniques, themes, purpose, etc.  Students will read assigned literature at home and spend class time dissecting the material through a variety of venues. Students will also learn to express their interpretations of the works through written analytical essays that demonstrate a strong grasp of the English language. 

  AICE English Literature Resources:

• AS Level Paper 1 Specimen (Example) Paper                       Paper 1 Mark Scheme (Rubric)
• AS Level Paper 2 Specimen (Example) Paper                       Paper 2 Mark Scheme (Rubric)
• A Level Paper 3 Specimen (Example) Paper                         Paper 3 Mark Scheme (Rubric)
• A Level paper 4 Specimen (Example) Paper                         Paper 4 Mark Scheme (Rubric)
• Paper 1 Example Candidate Responses                               June 2021 Paper 1                                                          June 2021 Paper 1 Mark Scheme (Rubric)
• Paper 2 Example Candidate Responses                               June 2021 Paper 2                                                         June 2021 Paper 2 Mark Scheme (Rubric)
• Paper 3 Example Candidate Responses                               June 2021 Paper 3                                                         June 2021 Paper 3 Mark Scheme (Rubric)
• Paper 4 Example Candidate Responses                               June 2021 Paper 4                                                           June 2021 Paper 4 Mark Scheme (Rubric)
• AICE Literature in English Student (Learner) Guide
• Glossary of Poetic Terms

AICE Environmental Management (8291) - AS Level - 8291 Syllabus Instructor:  Mr. Aaron LeBlanc Grade Levels:  11-12 Students entering AICE Environmental Management class do not need to have studied environmental science or management before taking this class.  In this class, students will develop knowledge of Earth's natural systems, the effects of human activity on these systems, and important environmental problems which face the world today.  Students will learn that solutions to environmental issues are not easy to find, recognize that the environment is an important social and political issue, and understand the important role that individuals have in thinking about these issues and considering solutions. 

AICE Environmental Management Resources:

• Paper 1 Specimen (Example) Paper                       Paper 1 Mark Scheme (Rubric)
• Paper 2 Specimen (Example) Paper                       Paper 2 Mark Scheme (Rubric)
• Paper 1 Example Candidate Response                 June 2022 Paper 1                                               June 2022 Paper 1 Mark Scheme
• Paper 2  Example Candidate Response                June 2022 Paper 2                                               June 2022 Paper 2 Mark Scheme                                              
• Cambridge Suggested Resources List for AICE Environmental Management  - this document contains a list of books and websites that candidates might find useful to studying some of the different topics related to Environmental Management

AICE Geography (9696) - AS Level - 9696 syllabus

Instructor: Mrs. Jackie Insalaco        Grade Levels: 9-12

The AICE Geography course is designed to help students understand and interpret issues affecting people, places, and environments.  Students will develop an understanding of topics within physical geography and human geography as well as an awareness of the causes and effects of change on natural and human environments.  Key concepts covered in AICE Geography are space, scale, place, environment, interdependence, diversity, and change.  Students will be challenged to think logically and present ordered and coherent arguments in a variety of ways.  

AICE Geography Resources:

•   Paper 1 Specimen (Example) Paper             Paper 1 Specimen Paper Insert          Paper 1 Specimen Paper Mark Scheme
• Paper 2 Specimen (Example) Paper             Paper 2 Specimen Paper Insert            Paper 2 Specimen Paper Mark Scheme
• June 2023 Paper 1               June 2023 Paper 1 Insert             June 2023 Paper 1 Mark Scheme
• June 2023 Paper 2              June 2023 Paper 2 Insert             June 2023 Paper 2 Mark Scheme
• June 2022 Paper 11             June 2022 Paper 11 Insert            June 2022 Paper 11 Mark Scheme
• June 2022 Paper 12             June 2022 Paper 12 Insert              June 2022 Paper 12 Mark Scheme
• June 2022 Paper 1 Example Candidate Responses - examples from students to help you understand what the examiners are looking for in your responses
• June 2022 Paper 2             June 2022 Paper 2 Insert             June 2022 Paper 2 Mark Scheme
• June 2022 Paper 2 Example Candidate Responses - examples from students to help you understand what the examiners are looking for in your responses

AICE Geography Learner Guide - created for students, this guide outlines the key concepts that are covered in the course and offers reminders for students on how to prepare for the examination

AICE Geography Videos - This YouTube channel has videos that cover some of the concepts covered in the syllabus

Mr. Gedge's Geography YouTube Channel - This YouTube channel offers videos on a variety of topics that are relevant to geography

AICE Geography Video Playlist - Videos on topics such as urbanization, population growth, rivers, and more

AICE Geography Hydrology and Fluvial Geomorphology Videos - This playlist contains videos related to the topics of hydrology and geomorphology for AS-Level Geography

The Geography Academy Videos - This video playlist contains videos about what types of 15 mark questions you can expect to see on the examination

AS Geography Notes on Rivers and Coasts 

Znotes - AICE Geography Notes for both Physical and Human Geography topics

Physicsandmathstutor.com Notes on hydrology, fluvial, rocks and weathering, population and migration

Curriculum Press Geography Notes - website includes notes on Hydrology & Fluvial Geomorphology, Atmosphere & Weather, Rocks & Weathering, Population, Migration, and Settlement Dynamics

Word Press Revision Guide for AS Level Geography - this link gives you access to the full revision guide.

Mrs. Conrad's Geography Support - this website contains notes on a variety of AS Level topics

AICE Global Perspectives (9239) - AS Level - 9239 syllabus Instructor: Ms. Kathy Moore Grade Levels:  Grades 10-12 The focus of AICE Global Perspectives is on developing the ability to think, speak, and write critically about a range of global issues where there is always more than one point of view.  Students will become aware of global themes and issues, viewed from personal, local, national and international perspectives, and of the connections between them.  This cross-curricular program challenges students to work in groups, to present seminars, to create projects, and to publish essays.  Students who sign up for AICE Global Perspectives must be self-motivated and have the ability to establish and meet deadlines.  This course is recommended for juniors but is also available to sophomores (who have completed AICE English General Paper) and seniors.  

AICE Global Perspectives Resources:

• Paper 1 Specimen (Example) Paper                        Paper 1 Specimen Reading Insert                        Paper 1 Mark Scheme (Rubric)
• June 2023 paper 1
• June 2023 Paper 1 Mark Scheme (Rubric)
• June 2023 Reading Insert
• Component 2 - Essay - Example Candidate Responses  - this document contains actual example student responses for component 2 and gives details on how they were scored by the Cambridge examiners and why.
• Component 3 - Team Project - Example Candidate Responses  - this document contains actual example student responses for component 3 and gives details on how they were scored by the Cambridge examiners and why.
• Cambridge Learner Guide (Starting in 2023)
• Notes on Writing the AICE Global Perspectives Research Essay and a Possible Structure to use for the paper
• Notes and Suggestions for how to answer questions on Paper 1 - the sit down Global exam
• OWL - Purdue Writing Lab Website - This website offers easy guides to using the major academic citation systems
• Island Teacher Global Perspectives Support - This website offers a variety of resources on many topics related to global issues
• The Conversation website - articles on global issues and perspectives

AICE Information Technology (9626) - AS & A-Level - 9626 syllabus

Instructor:  Mrs. Susanne VanBrunschot

Grade Levels:  10 -12

AICE Information Technology will explore the impact of IT on industry and commerce, transportation, leisure activities, mediciine, workplaces, and homes.  To explore this impact, you will learn about various hardware and software applications and understand how they work with each other and with us in our environment.  You will then consider the uses of new technologies and how they affect our everyday life and how the rapid changing technology of our society is driving global communication through various platforms. 

AICE Information Technology Resources:

• AS-Level - Paper 1 Specimen (Example) Paper                                                      Paper 1 Mark Scheme (Rubric)
• AS-Level - Paper 2 Specimen (Example) Paper                                                      Paper 2 Mark Scheme (Rubric)                                           Paper 2 Audio & Visual Files
• AICE Information Technology Student (Learner) Guide
• Teach ICT website  - Basic information on a wide range of AS & A Level topics.
• HTML Tutorial website - Information and practice opportunities for html coding.
• HTML JavaScript Website - Information and practice opportunities for writing JavaScript.
• Understanding the Principles of Algorithm Design - An article which explore the principles of algorithm design.

AICE Marine Science (9693) - AS & A-Level - 9693 Syllabus Instructor:  Mrs.  Julia Pearsall Grade Levels:  Grades 10-12 This class is a college level introductory class into the marine sciences and is designed as a survey class of some of the different marine science disciplines.  The class will cover the basics of geological oceanography, chemical oceanography, physical oceanography and ecology of the marine environment as well covering basic scientific practices and methodologies.  The class contents will include but not be limited to the following:

• Scientific Method—including experimental design, interpretation of experimental data, inherent variations and limitations in the measurement of experimental data, and an understanding of the challenges that the marine environment poses to experimental design;
• Marine ecosystems and biodiversity—including discussions of the interrelatedness of populations of predators and prey, various marine feeding strategies, reproductive strategies in the marine environment, predator avoidance, marine succession, relating extreme and unstable environments to the level of biodiversity, specialized and general marine ecological niches, and the correlation between the level of biodiversity and the specificity of ecological niches;
• Energetics of marine ecosystems—including discussion on the movement of energy through the different marine ecosystems, transfer of energy, and loss of energy;
• Nutrient cycles in marine ecosystems—input and output to the reservoir of dissolved nutrients, nutrient availability and productivity, biological uses of nutrients, and a discussion of how productivity may be limited by the availability of dissolved nutrients;
• Coral reefs and lagoons—a discussion of the Darwin-Dana-Daly theory of atoll formation, protective role of reefs, cause and effects of reef erosion, and the use of artificial reefs in the protection of shores and anchorages;
• The ocean floor and the coast—including a discussion of tectonic theory and how it has helped to shape the ocean basin, process of erosion and sedimentation that give rise to the morphology of the littoral zone, and how environmental factors influence the formation of ecological communities in the littoral zone;
• Physical oceanography—including discussion of the factors that affect tides and currents and the climactic impact of ocean events including but not limited to El Niño;
• Chemical oceanography—including discussion of the factors that affect the chemical composition of seawater, layering and mixing of the ocean waters, and the impact of marine chemistry on ocean structures and the marine organisms. 

AICE Marine Science Resources:

• AS Level - Paper 1 Specimen (Example) Paper                         Paper 1 Mark Scheme (Rubric)
• AS Level - Paper 2 Specimen (Example) Paper                         Paper 2 Mark Scheme (Rubric)
• A Level -    Paper 3 Specimen (Example) Paper                         Paper 3 Mark Scheme (Rubric)
• A Level -    Paper 4 Specimen (Example) Paper                         Paper 4 Mark Scheme (Rubric)
• Paper 2 Specimen Answers
• Paper 3 Specimen Answers
• Paper 4 Specimen Answers
• AICE Marine Science Student (Learner) Guide
• Jeffrey Keene AICE Marine Science Videos   - Mr. Keene has uploaded videos on a variety of AICE Marine Science topics
• Katelyn Parrott AICE Marine Science Videos - Ms. Parrott has uploaded videos on a vareity of AICE Marine Science topics

AICE Mathematics (9709) - AS & A-Level - 9709 Syllabus Instructor: Mrs. Wanda Krajewski 

Grade Levels:  Grades 10-12 Students entering the AICE Mathematics class should be ready to learn at a fast-pace.  The students in this course typically learn a chapter a week, so this requires students to enter the class with a solid foundation of mathematical skills as well as an ability to learn new skills quickly.  The class will focus on many mathematical concepts and topics including quadratics, coordinate geometry, circular measure, trigonometry, vectors, differentiation, integration, logarithmic and exponential functions, the numerical solution of equations, and statistics. 

AICE Mathematics Resources:

• AS Level - Paper 1 Specimen (Example) Paper                                 Paper 1 Mark Scheme (Rubric)
• AS Level - Paper 5 Specimen (Example) Paper                                 Paper 5 Mark Scheme (Rubric)
• A-Level -    Paper 3 Specimen (Example) Paper                                 Paper 3 Mark Scheme (Rubric)
• A-Level -    Paper 6 Specimen (Example) Paper                                 Paper 6 Mark Scheme (Rubric)
• AS Level Paper 1 Specimen Paper Answers
• AS Level Paper 5 Specimen Paper Answers
• A-Level Paper 3 Specimen Paper Answers
• A-Level Paper 6 Specimen Paper Answers
• AICE Math Student (Learner) Guide
• Khan Academy  - Short video presentations of every topic are covered, which can help your understanding of new topics. You can also see examples of problems and examination questions being solved.
• +Plus Magazine Website - Real world mathematics, as well as interesting mathematical problems and investigations.
• A-Level Mathematics Resource Packages Website  - Further resources including short lessons and activities which explore the topics you are studying.
• Revisions Maths Website -  Review notes for topics on the A-Level Math exam
• Youtube videos of lessons by Mrs. Krajewski - Mrs. Krajewski's lessons from 2016-2017 school year uploaded to Youtube
• Resource Plus from Cambridge Videos for learners of AICE Math
• Pure Math 1 - Quadratics and Coordinate Geometry lessons, worksheets, and other practice material
• Pure Math 3 - Vectors lessons, worksheets, and other practice material
• Probability and Statistics - Permutations and Combinations lessons, worksheets, and other practice material
• Probability and Statistics - The Poisson Distribution lessons, worksheets, and other practice material
• Intuitive Video Playlist on Exam Hacks, Tips, and Sample Problems for Statistics 1
• Intuitive Video Playlist on Exams Hacks, Tips, and Sample Problems for Pure Math 1 material
• Intuitive Video Playlist of Solved Past Tests
• Maths With David videos for AICE Math 1 topics
• Maths with David videos for AICE Math Paper 3 topics  

AICE Modern European History & AICE United States History (9489) - AS-Level - 9489 syllabus AICE Modern European History Instructor:  Mr. Jon Reneau - Grade Levels:  Grades 9-12 

AICE United States History Instructor:  Mr. Michael Inman - Grade Levels: 10-12

The purpose of the AICE Modern European History course is to enable students to understand the developments that shaped Modern European History.  This will be achieved with a holistic understanding of Europe as a geographic region from 1789 to 1939.  Europe’s key developments will be studied in relation to the wider European context and with attention focused on the broader issues (revolution, nationalism, imperialism, war and totalitarianism) that helped shape European history.  Generally, assessment will follow the AICE History essay model. Non-essay format assessment will only be used to ensure reading comprehension.

Martin Luther King, Jr. once said, "We are not the makers of history.  We are made by history."  AICE US History aims to develop an interest and appreciation for the human endeavour by providing students with a greater knowledge and understanding of historical periods and themes.  Students will travel through time and explore the expansion of power in the US from the 1840s - 1930s, reenact the Civl War and Recontruction and analyze the war's origins, be dazzled by the Gilded Age and the Progressive Era, and feel the heartbreak of the Great Crash, the Great Depression, and the New Deal.

AICE Modern European History Resources:

• Paper 1 Specimen (Example) Paper  - see pages 2-3 for Modern European test questions                      Paper 1 Mark Scheme (Rubric)
• Paper 2 Specimen (Example) Paper  - see page 2 for Modern European test questions                            Paper 2 Mark Scheme (Rubric)
• June 2022 Paper 1 - see pages 2-3 for Modern European test questions                                                 June 2022 Paper 1 Mark Scheme (Rubric)  - see pages 5-6
• June 2022 Paper 2 - see page 2 for Modern European test questions                                                      June 2022 Paper 2 Mark Scheme (Rubric)  - see pages 5-8
• November 2021 Paper 1 - see pages 2-3 for Modern European test questions                                         November 2021 Paper 1 Mark Scheme (Rubric) - see pages 5-7
• November 2021 Paper 2 - see page 2 for Modern European test questions                                             November 2021 Paper 2 Mark Scheme (Rubric) - see pages 5-8
• June 2021 Paper 1 - see pages 2-3 for Modern European test questions
• June 2021 Paper 1 Mark Scheme (Rubric) - see pages 5-7
• June 2021 Paper 1 Example Candidate Responses - Example student responses at high, middle, and low levels for June 2021 test  - see pages 6-18 for Modern European examples
• June 2021 Paper 2 - see page 2 for Modern European test questions
• June 2021 Paper 2 Mark Scheme (Rubric) - see pages 5-9
• June 2021 Paper 2 Example Candidate Responses - Example student responses at high, middle, and low levels for June 2021 test - see pages 6-33 for Modern European examples
• AICE History Student (Learner) Guide
• How to Write Responses for Paper 1 and Paper 2 Videos
• Writing Tips for Paper 1 - SBQ - from a Marion County Schools teacher
• Writing Tips for Paper 2 - from a Marion County Schools teacher
• Six Rules for Writing Cambridge History Essays document
• Paper 1 Youtube Video by Weave Rush History about syllabus and rubric for history
• Paper 2 Youtube Video by Weave Rush History about syllabus and rubric for history
• Questions you might want to consider when analyzing historical sources on Paper 1 from InThinking
• Statements to avoid using when analyzing sources on Paper 1 from InThinking
• French Revolution and Napoleon information resources
• Causes of French Revolution video
• Napoleonic Guide - various information about Napoleon
• Coup of 18 Brumaire video
• Napoleon's Constitution information
• Napelon PBS documentary
• Agricultural Revolution in Britain information
• Agricultural Revolution in England 1500-1850 information
• Industrial Revolution review video playlist on YouTube by a history teacher, Mrs. Abrams
• Industrial Revolution Timeline
• Industrial Revolution - Impact of Steam Engine video
• The Industrial Revolution information
• Transport and the Industrial Revolution information
• Industrial Revolution Educational Film
• The Industrial Revolution information including causes, elements
• Textiles and Transportation and early British Industrial Revolution information
• Iron and Industry Industrial Revolution video
• The Corn Laws video
• Life in Urban Slums during Industrial Revolution video
• Social Change during Industrial Revolution video
• The children who built Victorian Britain video
• The New Poor Law during Industrial Revolution information
• Reform Act of 1832 video
• The Chartist Movement of Industrial Revolution video
• The Chartists of Industrial Revolution video
• The Toldpuddle Martyrs video
• The Industrial Revolution - a variety of links to information about the time period
• The Industrial Revolution overview informational site
• How Otto von Bismarck Unified Germany information
• German Unification video
• German Revolutions of 1848 information
• The Declaration of Olmutz video
• The Degree of growth in German Nationalism information
• Otto von Bismarck and Wars of German Unification information
• Excerpt from Bismarck's Blood and Iron speech
• Austro-Prussian War video
• Franco-Prussian War video
• Liberalism and Nationalism in Germany review video playlist on YouTube by a history teacher, Mrs. Abrams
• Nicholas II Biographical Information
• Nicholas II and Russian Revolutions of 1917 website with a variety of informative links
• Attempts to Strengthen Tsarism 1905-1914
• Russian Revolution of 1917 video
• War and Revolution in Russia 1914-1921 information
• Last of the Tsars - Nicholas II & Alexandra video
• 1917 Constituent Assembly in Russia information
• Treaty of Brest-Litovsk information
• Six Reasons Why Bolsheviks won the Civil War
• Why the Bolsheviks won the Civil War video
• The Revolutionary Sailors of Kronshtadt video
• Lenin's Economic Policy video
• The October Revolution - timeline and other information
• Russian Revolution review video playlist on YouTube by a history teacher, Mrs. Abrams
• British National Archives  - Gives you access to a range of historical sources. Especially useful when studying units about Britain and International Relations from a British perspective.
• French National Archives  - Gives you a range of historical sources. Especially useful for studying European options and International relations from a French Perspective. There is a language option (French, English or Spanish) at the top of the home page.

AICE United States History Resources:

• Paper 1 Specimen (Example) Paper  - see pages 4-5 for United States test questions                             Paper 1 Mark Scheme (Rubric)
• Paper 2 Specimen (Example) Paper  - see page 3 for United States test questions                                  Paper 2 Mark Scheme (Rubric)
• June 2022 Paper 1 - see pages 4-5 for United States test questions                                                        June 2022 Paper 1 Mark Scheme (Rubric)  - see pages 7-8
• June 2022 Paper 2 - see page 3 for United States test questions                                                            June 2022 Paper 2 Mark Scheme (Rubric)  - see pages 9-14
• November 2021 Paper 1 - see pages 4-5 for United States test questions                                              November 2021 Paper 1 Mark Scheme (Rubric) - see pages 8-10
• November 2021 Paper 2 - see page 2 for United States test questions                                                    November 2021 Paper 2 Mark Scheme (Rubric) - see pages 9-14
• June 2021 Paper 1 - see pages 4-5 for United States test questions
• June 2021 Paper 1 Mark Scheme (Rubric) - see pages 8-10
• June 2021 Paper 1 Example Candidate Responses - Example student responses at high, middle, and low levels for June 2021 test  - see pages 19-36 for United States examples
• June 2021 Paper 2 - see page 2 for United States test questions
• June 2021 Paper 2 Mark Scheme (Rubric) - see pages 10-15
• June 2021 Paper 2 Example Candidate Responses - Example student responses at high, middle, and low levels for June 2021 test - see pages 34-57 for United States examples
• How to Write Responses for Paper 1 and paper 2 videos
• Writing Tips for Paper 1 - SBQ - from Marion County Schools teacher
• Six Rules for Writing Cambridge history essays document
• Study Time INC website - contains downloadable versions of AICE history textbooks and a student's notes from course
• Study Mind Map Notes for US History - a youtube video compilation of study notes in mind map form
• Weave Rush History Review Videos - DO NOT USE VIDEOS FROM 3 YEARS AGO ABOUT HOW TO WRITE PAPERS - USE ONLY CONTENT VIDEOS TO REVIEW
• Short Guide to the American Political System article
• Major changes In American Politics by late 1820s article
• Expansion of U.S map 1763-present video
• Westward the Course of Empire Takes Its Way video - Westward Expansion
• Missouri Compromise of 1820 and Nullification Crisis website with notes
• Compromise of 1850 information 
• Fugitive Slave Act video
• A Historian explains the significance of the Fugitive Slave Act article
• Kansas-Nebraska Act information
• The Second Party System information and Video
• Civil War and Reconstruction: Buildup to the Civil War information
• Dred Scott Decision video
• Transcript of Dred Scott decision
• David Blight on signficance of Dred Scott decision article
• Key Events Leading Tension before Civil War Quizlet
• Inside Lincoln Douglas Debates Documentary
• Information on Lincoln's House Divided speech
• The Right of Secession article
• The Idea of Secession - Civil War and Reconstruction Video
• Secession:  How and Why South Attempted to Leave the US article
• Was It Inevitable Secession Debate Video
• Fort Sumter Information article
• Battle of Fort Sumter information article
• Leadership during the Civil War video
• Civil War Leaders website with information on each
• Truth about Abraham Lincoln documentary
• Union and Confederate Resources Information Sheet
• Revoking Civil Liberties:  Lincoln's Constitutional Dilemma information
• The Emancipation Proclamation: Freedom's First Steps information
• Emancipation Proclamation Video
• Civil War Analysis Study Guide
• Union and Confederate Politics Notes
• President Lincoln's Legacy: Plans for a Reconstructed Union video
• President Andrew Johnson: Attempts to Continue Lincoln's Reconstruction Plans video
• Presidential Reconstruction 1865-1867 notes
• Radical Reconstruction information
• The Reconstruction Amendments video
• Ulysses S. Grant Reconstruction Information
• The Travails of Reconstruction information
• Reconstruction Primary Source Documents and Information
• Civil War Primary Source Documents 
• American Industry Development in Gilded Age video
• Railroads in Late 19th Century information
• Economic Policies during Second Industrial Revolution video
• Immigrants and Health Concerns in late 19th century America information
• Trusts and Monopolies Information
• The Grange Movement 1875 information
• The Progressive Movement & Impact on American Politics information
• Women's Suffrage and Early Feminism Video
• Trust Busting and Government Regulations during Progressive Era video
• Progressive Era Politics Analysis information
• Progressive Era Amendments video
• 20th Century Economic and Social Changes information
• The Progressives and Direct Democracy information
• What Caused Wall Street Crash of 1929 information
• Great Depression Timeline
• The Farmers Story - the Great Depression video
• The Great Depression Analysis Study Guide
• Hoover and New Deal information
• Great Depression 1930s information
• FDR first 100 days study guide
• Measures introduced by Roosevelt to deal with depression information
• The New Deal Coalition video
• Opposition to New Deal information
• New Deal documents to analyze
• Great Depression and New Deal: Primary Source Collections
• The New Deal Primary Sources
• Great Depression and Herbert Hoover information
• USA National Archives  - Gives you access to a range of historical sources. Especially useful when studying the American options and International Relations from an American perspective.
• Library of Congress - A collection of sources and resources from The Library of Congress.

AIC E Music (9483) - AS Level - 9483 syllabus Instructor:  Grade Levels:  10-12 The AICE music class is an advanced music class that is an in-depth study of music history and/or music performance.  Students who are interested in the class should either have completed AICE General Paper and/or have a significant background in music.  Please note there is NO requirement that students in the class have a musical background.  The information provided by AICE makes it very clear that non-music people are encouraged to take the class. The topics covered in the class cover a wide range of musical ideas including (but not limited to) form, harmonic structure, historical context, and emotion in music.  Two fundamental ideas in music are assigned by Cambridge each year for in depth study.  Additional concepts are assigned by the teacher to ensure a thorough understanding of music.  The examination for this class does require students to perform musical pieces, compose short musical pieces, and write about music based on selections that are played for you.

If you enjoy listening, talking about, and discovering, music AICE is a wonderful class.  Be prepared to contribute to daily class discussions and to see music in a totally new way!

AICE Music Resources:

• AICE Music Paper 1 Specimen (Example) Paper                Paper 1 Audio File 1           Paper 1 Audio File 2        Paper 1 Audio File 3                      Paper 1 Mark Scheme (Rubric)

AICE Physics (9702) - AS & A-Level - 9702 syllabus Instructor:  Mrs. Tania Hartman Grade Levels:  12 AICE Physics is a survey of physics that includes the study of such topics as kinematics (describing motion), accelerated motion, dynamics (explaining motion by looking at the forces involved), work, power, energy, momentum,  properties of matter, electric fields,  electric current, practical circuits, waves and their properties, and radioactivity.   Laboratory activities and their analysis will be an integral part of the course.   As physics relies heavily on mathematical problem solving, it is HIGHLY recommended that you have completed Algebra II Honors with at least a B and are currently enrolled in an upper-level mathematics course. 

AICE Physics Resources:

• AS Level - Paper 1 Specimen (Example) Paper                                                 Paper 1 Mark Scheme (Rubric)
• AS Level - Paper 2 Specimen (Example) Paper                                                 Paper 2 Mark Scheme (Rubric)
• AS Level - Paper 3 Specimen (Example) Paper                                                 Paper 3 Mark Scheme (Rubric)
• A-Level -    Paper 4 Specimen (Example) Paper                                                 Paper 4 Mark Scheme (Rubric)
• A-Level -    Paper 5 Specimen (Example) Paper                                                 Paper 5 Mark Scheme (Rubric)
• AICE Physics Student (Learner) Guide
• STEM Learning Website  - Navigate via ‘resources’ to Secondary and A Level Science. You will need to create an account if you have not used this resource before. The physics section is subdivided in familiar topics and each topic contains (or is linked to) a wide range of resources, e.g. detailed lesson plans, videos and interactive animations.
• Institute of Physics Website - Navigate to ‘Teaching Advanced Physics’. This site gives ideas and resources for teaching physics, grouped in familiar topics.
• PhET University of Colorado Boulder Interactive Simulations Website - This site contains a vast range of physics simulations, often of experiments which are difficult to perform within the laboratory. You will need to register to gain full functionality, for example to download the teacher notes which are essential for each activity. 
• Minute Physics YouTube Channel -  This site contains some entertaining and thought provoking ‘sketch type’ videos which are particularly useful for wave particle duality and explaining the Universe.
• The Particle Adventure Website - This is an excellent resource to accompany the Particle Physics topic. It provides a comprehensive set of resources and activities for all the aspects covered in this topic, with plenty of scope for independent and Next Steps 12 active learning. In the additional features section, there is a link to a highly useful wall chart on Fundamental Particles and their interactions.

AICE Psychology (9990) - AS Level - 9990 syllabus Instructor:  Mrs. Megan Crawford & Mr. Doug Kuhblank Grade Levels:  11-12 AICE Psychology is an internationally accepted college level course that explores behavior and mental processes through twenty “core studies” from Psychology’s past. Students who take this course will gain a working knowledge of what psychologists do, how they gather their data, and how the research is applied to daily life.  Students in the AICE Psychology class are expected to able to write for evidence, evaluation, application, and analysis.  Students will write a total of 20 papers as they relate to 20 original research studies and will take 20 tests to prepare for the AICE exam during the year.  The 20 research studies to be examined will allow students to reflect on five key approaches in psychology: cognitive psychology, social psychology, developmental psychology, physiological psychology, and the psychology of individual differences. 

AICE Psychology Resources:

• Paper 1 Specimen (Example) Paper                                           Paper 1 Mark Scheme (Rubric)
• Paper 2 Specimen (Example) Paper                                           Paper 2 Mark Scheme (Rubric)
• Paper 1 Example Candidate Responses  - this document contains actual example student responses to Paper 1 and gives details on how they were scored by the Cambridge examiners and why.
• Paper 2 Example Candidate Responses - this document contains actual example student responses to Paper 2 and gives details on how they were scored by the Cambridge examiners and why.
• AICE Psychology Student (Learner) Guide
• Simple Psychology Website  - This website offers information on all forms of behaviourism.
• Mrs. M's AICE Psychology YouTube channel - videos with information about psychology studies
• Cambridge A-Levels Psychology YouTube Channel with Ross Stephenson - videos on how to answer papers and about psychology studies
• Cambridge AS Psychology Videos by David Meaker on YouTube
• Cambridge AS Psych Videos by EmJay on YouTube - Great Recap of the Fagen Elephant Training Study
• Powerpoints from an AICE Psychology teacher at North Marion High School
• Powerpoints about and notes on case studies and key words by Mr. Piazza at Somerset Canyon Charter School
• Psych Tutors has a page for each of the studies as well as information on the five approaches
• WJEC Educational Resources for psychology

AICE Sociology (9699)- AS Level - 9699 syllabus Instructor:  Grade Levels:  10-12 In a rapidly changing world, Cambridge International Sociology offers students the opportunity to not only explore the processes that are shaping current trends, but also to develop an understanding of the complexity and diversity of human societies and their continuities with the past. The study of Sociology should stimulate awareness of contemporary social, cultural and political issues, and focus attention on the importance of examining these issues in a rigorous, reasoned and analytical way. 

AICE Sociology Resources:

• Paper 1 Specimen (Example) Paper                                         Paper 1 Mark Scheme (Rubric)
• Paper 2 Specimen (Example) Paper                                         Paper 2 Mark Scheme (Rubric)
• Paper 1 Example Candidate Responses                                 June 2021 Paper 1                                                 June 2021 Paper 1 Mark Scheme (Rubric)
• Paper 2 Example Candidate Responses                                 June 2021 Paper 2                                                 June 2021 Paper 2 Mark Scheme (Rubric)
• AICE Sociology Student (Learner) Guide
• Socio Guru YouTube Channel with AS Sociology videos
• Mr. Andoscia's Sociology Classroom - readings, study guides, writing advice and structures, video lectures, notes
• Crash Course Socialization Video
• Revise Sociology - notes on culture, socialization, and social norms   Notes on Research Methods in Sociology
• Introduction to Sociology Video
• Sociology Central Resources - various links and notes

AICE Spanish Language (8022) - AS Level - 8022 syllabus Instructor: Mrs. Ana Garcia

Grade Levels:  Grades 11-12 Students in the Spanish Language class will study a wide range of topics in the language including human relationships, family, patterns of daily life, the media, food and drink , law and order, religion, health and fitness, work and leisure, employment, sports, and education.  It is recommended that students who wish to enter the AICE Spanish Language class have a minimum of three previous years of instruction in Spanish.  Students are required to complete a speaking presentation that will be recorded as part of the exam for this class. 

AICE Spanish Language Resources:

• Paper 1 Specimen (Example) Paper           P aper 1 Specimen (Example) Paper Supporting File             Paper 1 Specimen (Example) Paper Mark Scheme                   Paper 1 Specimen Transcript
• Paper 2 Specimen (Example) Paper                            Paper 2 Insert                        Paper 2 Mark Scheme (Rubric )
• Paper 3 Specimen (Example) Paper                           Paper 3 Mark Scheme (Rubric)
• Paper 4 Specimen (Example) Paper
• Paper 3 Specimen (Example) Paper Answers -  this document contains example responses to Paper 3.
• Paper 4 Speaking Test Sample Specimen Examples  
• Paper 4 Speaking Test Transcript for Specimen Examples
• Example Candidate Responses Audio Files  
• Cambridge Suggested Resources Document  - textbook and website resource suggestions

AICE Thinking Skills (9694) - AS & A-Level - 9694 syllabus Instructor:  Ms. Kathy Moore

Grade Levels:  10-12 Thinking Skills is an intriguing course that allows candidates to develop a specific set of transferable intellectual skills, independent of subject content including Critical Reasoning and Problem Solving.  The focus of the Critical Reasoning unit is on development of skill sets to

• evaluate the credibility of evidence (information) to make decisions based on rational,  logical reasoning;
• to analyze and draw appropriate conclusions from scientific data;
• to unpack arguments, identify flaws in reasoning and present reasoned arguments.

The Problem Solving unit focuses on analytical thinking using data and strategies to create/find solutions to real world scenarios.  Students learn to think critically “outside the box,” look at scenarios from different perspectives and discover “what to do” (strategies to implement) “when we don’t know what to do.”   Students must have a “true desire to think,” be actively involved in group discussions AND motivated to improve their skills at thinking.  We practice making informed decisions based on sound logical reasoning.  The curriculum creates opportunities for and encourages free and open debate, critical and investigative thinking, and informed and disciplined reasoning.

  AICE Thinking Skills Resources:

• AS-Level - Paper 1 Specimen (Example) Paper                                 Paper 1 Mark Scheme (Rubric)
• AS-Level - Paper 2 Specimen (Example) Paper                                 Paper 2 Mark Scheme (Rubric)
• A-Level -    Paper 4 Specimen (Example) Paper                                 Paper 4 Mark Scheme (Rubric)
• June 2023 AS Level Paper 1                                                             June 2023 AS Level Paper 1 Mark Scheme
• June 2023 AS Level Paper 2                                                             June 2023 AS Level Paper 2 Mark Scheme
• June 2023 A-Level Paper 3                                                               June 2023 A-Level Paper 3 Mark Scheme
• June 2023 A-Level Paper 4                                                                June 2023 A-Level Paper 4 Mark Scheme
• AICE Thinking Skills Student (Learner) Guide
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