CAMBRIDGE GRADE PRE - IGCSE

[2024-2025]

MOTION

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Dear Student,

The future rests with today’s young people and their readiness to take up the challenges
of the 21st Century. Changing the curriculum to keep up with a changing world is what
initiated this endeavour of drafting specific guidelines for the term projects that are in
sync with all the modern developments and trends in education.

With an objective to maximise learning, an integrated approach towards conducting the

project work has been incorporated wherein the project assignments across subjects
revolve around a common theme. This Project Guidelines’ is thus intended to give a
clear description of the projects to be conducted in Grade Pre-IGCSE Term 2 on the
topics based on the theme - ‘Motion’. The projects employ a multi-disciplinary approach
which entails combining several methods of learning and drawing from different subjects
to explore the given topic.

The guidelines provide detailed instructions on the projects and outline the approach,
method, materials and manner in which the project needs to be conducted. The ‘Project
Guidelines’ aims at taking you to new heights of inquisitiveness and helping you gain
insight into a different approach to learning. We hope that you will enjoy working your
way through the projects with the help of these guidelines.

Happy learning!

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 CHEMISTRY

Unit: Separation Techniques

Topic: Analyse chlorophyll variety in different plant leaves using paper

chromatography; poster on chromatography applications.

Learning Objectives:

• Use paper chromatography to separate the leaf pigments found in three different
types of plant leaves.
• Calculate Rf values of the separated pigments.
• Analyse the Rf values to estimate the approximate concentration of pigments
Make a poster on the applications of chromatography

Activity/Task: Individual

• Students create an Illustrated and annotated poster (A4 size). - to be done as

home assignment and submitted on due date.

• They will also analyse the type of chlorophyll in the given leaf samples. (Will be
done in class; the materials for the analysis will be provided)

Pre-Project Instructions:

• Teacher announces the project at the end of the unit ‘Methods of separation’.
• Students are asked to research on the applications of paper chromatography.
• Based on the research, they make an illustrated and annotated poster.
Project Day:

• Two periods of 35 minutes each will be allotted for the project.

• 1st period: Students conduct an experiment to separate the pigments in 3 different
leaf varieties. The procedure for the experiment is given below.
• 2nd period: students calculate Rf values using the chromatogram, which they can
compare with the standard values and come up with an approximate
concentration of pigments in each variety of leaf.
• They also discuss the types and importance of various plant pigments (Discussion
questions given along with the procedure).

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Experimental Procedure

Note: To make sure you can compare your results, as many of your materials as
possible should remain constant. This means that the temperature, brand of acetone,
size of paper strips, where the plant extract is placed onto the stationary phase, etc.,
should remain the same throughout the experiment.

1. Grind up roughly equal samples of each of the different plant leaves and
distribute them into test tubes. There should be at least three labelled test tubes
for each type of plant (if using the Iceberg lettuce, "Iceberg 1," "Iceberg 2," and
"Iceberg 3" are good names for the tubes).
2. Add enough acetone (nail-polish remover) to suspend the ground-up leaves.
3. Let the acetone/leaf mixture sit for 24 hours.
4. Cut each chromatography paper in half (length-wise) to make approximately 2
cm wide by 7.5 cm long strips. You will need at least 9 chromatography strips. 5.
Use a pencil to lightly label which leaf extract will be spotted on each paper strip.
Label three chromatography strips for each type of plant leave. Tip: do not use a
pen for writing on the strips: the ink will run when the solvent passes through the
strips.
6. Draw a pencil line 1 cm from the edge of each strip of paper, as shown in
Figure 6 below.
a. This will be the origin line.
b. You will spot the plant extract for each strip right on this line, as shown in
Figure 6.
7. Take a pipette and fill it with one of the plant leaf extracts.
8. Spot the sample in the middle of the origin.
9. Repeat step 8 with the other plant leaf extracts you want to test. Use a
new paper strip for each one.
10. Fill the 100 cm3 beaker to a depth of 1 cm with the acetone.
11. Clip two of the prepared chromatography strips to a wooden splint. Make
sure the two strips do not touch each other or the beaker and that their
bottoms are aligned. Rest the splint on top of the beaker so that the strips
hang straight into the beaker.
12. If necessary, add more of the acetone. The goal is to have the end of the
chromatography strip just touching the surface of the solvent solution.
13. Let the solvent rise up the strip (by capillary action) until it is about 0.5 cm
from the top then remove the strip from the solvent. Keep a close eye on
your chromatography strip and the solvent front — if you let it run too long
the plant extract may run off the paper and become distorted.

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 14. Use a pencil to mark how far the solvent rose.
Allow the chromatography strip to dry, then measure (in cm) and calculate the Rf
value for each plant pigment. Record your results in a table.

Discussion questions:

1. What types of pigments do you think are present in each type of leaf? How can
you tell? (Consider color, Rf value, for the answer.)

2. How do the different pigments help the plant? Suggest why do different plants
have different amounts and different types of these pigments?

Rubric for evaluation of poster

SKILLS Excellent Good Satisfactory Poor
Pictures/Illustratio All Most Few pictures pictures
ns pictures/Illustr pictures/Illustr /Illustrations /Illustrations
ations are ations are are relevant are not
relevant and relevant and and clear relevant and
clear clear clear
Content All required Most required Few required Missing
elements are elements are elements are most/all
visible and visible and visible and required
organized organized organized elements
Visual appeal Excellent Good design Needs some Needs
design and and layout improvement significant
layout in design and improvement
layout in design and
layout
Mechanics Excellent 1-2 spelling 3-5 spelling multiple
spelling, or grammar or grammar spelling or
grammar and errors with errors with grammar
original original original errors with
content content content mostly
borrowed
content

Total ________________________ /10

Rubric for evaluation of experiment

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 SKILLS Exceeds Meets Partially Does not
Meets Meet
Purpose of The reason for The reason for The reason for The reason
the lab theinvestigation is the the for the
thoroughly investigation is investigation is investigation
understood understood partially is not
understood understood
Procedure Variables, Variables, Variables, Variables,
constants, their constants, their constants, their constants,
relationships and relationships relationships their
procedure were and procedure and procedure relationships
accurately werewell were and procedure
followed followed satisfactorily were well not
followed followed
Calculation Quantitative data Quantitative Quantitative Quantitative
precisely data precisely data data
substituted substituted butsatisfactorily erraneously
without any errors with 1-2 errorssubstituted but substituted
with 3-5 errors
Discussion All key patterns Most key Some key key patterns
shown in the patterns shown patterns shown shown in the
results are in the results in the results results are
correctly are correctly are correctly not connected
connected connected connected

Total ________________________ /10

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 PHYSICS

Unit: Forces and motion

Topic: Newton’s Cradle

Learning Objectives:

Students will be able:

• To construct Newton’s cradle for demonstrating Newton’s third law of motion.

Activity/Task: Group activity

Students need to construct Newton’s Cradle model during project periods.

Pre-Project Instructions:

• Research about Newton’s law of motion.

• Students need to procure the following materials for the project. ▪ Cardboard – 1
sheet ▪ Marbles – 6 no.
▪ Thick thread – 1 roll ▪ Superglue / hot glue- 1 no. ▪
Skewers – 2 no.
▪ Paper cutter-1 no
▪ Markers/sketch pens
▪ Paints/ Colours - to decorate the model

Project Day:
• Two periods of 35 minutes each will be allotted for the project.
• Students will construct the model as per the following instructions:
Instructions to construct the model:
1. Cut two rectangular cardboard sheets each of dimensions 10 cm x 12cm and 15
cm x 4 cm for the model support.
2. Cut another 10cm x 12 cm cardboard sheet in U shape with 2 cm gap from the
sides.
3. Poke holes at the end of the arm of each U shaped cardboard sheets.
4. In 15 cm x 4 cm cardboard sheet, cut two slits of 1 cm height. The gap between
the slit should be the same in both the cardboard sheets.
5. Place the U-shaped cardboards inside the slits.
6. Place and glue the skewer in between the U shaped cardboard through the holes.

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 7. Stick the thread around half of the marble balls. Also tie a double knot at both the
ends of the thread.
8. Hang all the marble balls between the skewers at same height.
9. Glue the threads with the skewers.

Experimental Procedure:

1. Move one ball from the end at some height and release.

2. Observe the motion of the other hanging balls and analyse the forces.

3. Repeat the step 1 with 2 or 3 balls.

4. Now, release the balls at the end and observe how the balls react to the action
done.

5. Note down the observations and conclusions.

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Rubric for evaluation:
Skills Below Approaching Meets Exceeds
Expectation 12 Expectation Expectation Expectation
pts 2-3 pts 3-4 pts 4-5 pts
Model Model shows Model shows evidence Model is well Model is completely
no research in of research in planning thought out finished, well
planning. but is not finished. and thought out and is
implemented easily understood.
correctly.
Missing a
component.
Construction, The model is The model is The model is The model is
Creativity, poorly constructed but uses carefully carefully
neatness constructed. It materials that are not constructed constructed with
lacks in well chosen. It is with materials materials that
neatness in constructed with little but does not showcase student’s
creativity. neatness and showcase creativity and are
creativity. student’s
appropriate.
creativity.
Presentation Does not speak Eye contact, clear Speaks Anticipates
clearly, make speech, or clearly, make questions and takes
eye contact, or preparation to present eye contact, ownership of the
is unprepared to model is minimal. and presents model.
present model. model well.

Scientific The student Conclusions are very The students The student uses
analysis either has no poorly related to the use some all available data
conclusions or evidence provided in data, prior prior knowledge,
the conclusions the observations. knowledge, research and
are not related research and experience to draw
to the experience to conclusions. If
observations draw appropriate, student
from the model. conclusions includes discussion
but ignore of the conflicting
other observations.
evidence
during the
activity.

Total _________________/20

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 ENGLISH
Unit: Descriptive Writing

Topic: Describing a model (Newton’s Cradle).

LEARNING OBJECTIVES:

To enable students to:

• Communicate clearly, effectively and imaginatively.

• Develop understanding of audience.
• Evaluate appreciation of words.
• Analyse and select appropriate tone, style and register for the form, purpose and
audience.
• Compose a descriptive write-up.

ACTIVITY/TASK: Individual Activity

Compose a descriptive write-up for the model constructed in Physics, using at the least
two sensory imageries and other relevant figures of speech within 150- 200 words.

PRE - PROJECT INSTRUCTIONS:

• Students are to work on planning of the write-up simultaneously with construction

the model.
• Prepare the page-layout for the composition. (A4 size coloured chart paper)
Layout should be neatly bordered with space for by-line.

PROJECT DAY:

Students will be given a period to attempt and complete the descriptive write-up (with
respect to their constructed model in Physics). Another two periods will be assigned to
them for the presentation of the same (2minutes per student).

CATEGORY 4 - Excellent 3- Good 2 -Satisfactory 1 -Needs

Improvement

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 Clear, wellfocussed Main idea is clear Main idea is The main idea is
idea.Paragraph is but not focussed. somewhat clear. clear.The transitions
Content & clean organization. Paragraphs are Connections between ideas are
Organisation mostly organised. between ideas are unclear or
Correct spatial orde Some spatial order blurry. nonexistent.
r transitions words transition
are used. words/phrases used. Spatial order
transition words/phr
ases are not always
evident.

Use of Vivid details Details and Limited presence of Absence of

Concrete & incorporated imageries details/sensory details/sensory
Sensory throughout. Sensory adequately support imageries. imageries.
Detail details create rich the description.
imageries.

Effectively employs Noticeable efforts to Presence of some Little to no use of fig

the use of include figurative lan figurative language urative language.
Use of figurative language, guage throughout of awkward
Figurative such as: metaphor, the work. construction. The
Language simile, personificati effect of this
on, and hyperbole, t language on the
o enhance the overall mood of the
meaning of the piece may be
work. limited.

Structure is varied Structure shows Little to no variation Grammatical

with no errors. some variations with with error some mistakes are so
Sentence few errors. structure. numerous that the
Structure readability is
impaired.

Excellent Good enunciation, Satisfactory Unsatisfactory

enunciation, intonation, pacing enunciation, enunciation,
Presentation intonation, pacing and fluency with intonation, pacing intonation, pacing
and fluency with no some dependency and fluency with and fluency with
dependency on on notes dependency on complete
notes. notes. dependency on
notes.

Total _____ / 20

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 BIOLOGY

Unit: Movement in and out of cells

Topic: Investigate osmosis using gummy bears

Learning Objectives:

• Use gummy bears to study the effect of different concentration of salt solutions.
• Create a data table and graph to display the results of their investigation.

• They will also make qualitative observations of gummy bears in different

solutions.

Pre-Project Instructions: (Group activity)

• Teacher announces the project at the end of the unit ‘Movement in and out of the
cells.
• Students are asked to make a table to note down their observations during the
experiment.
• Each group to get 12 gummy bears on the project day.
Project Day:

• Two periods of 35 minutes each will be allotted for the project.

• 1st period: Students measure the initial length, width and mass of the gummy
bears and note down the appearance as well.
• 2nd period: students measure the final length, width and mass of the gummy
bears, calculate mean and note down the change in appearance in the data table.
They will also calculate the percentage change in all the above three variables
and display the results using bar graph.(Discussion questions given along with
the procedure).

Experimental Procedure

1. Measure the length and width in mm of the 12 gummy bears using ruler. Record
results in a table.

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 2. Measure the mass in grams of each gummy bear by using the electronic scale.
Record results in a table.
3. Place 3 gummy bears each in beakers containing 100 cm3 of distilled water, 5%,
10% and 15% salt solutions.
4. Label beakers from A-D
5. Record the qualitative observations of each gummy bear in a table.
6. Leave the apparatus overnight.
7. Remove the gummy bears from each beaker and pat them dry using filter paper
to remove the excess solution. Be very careful because the candy is now
extremely breakable.
8. Measure the length and width using ruler in mm and record it in the table.
9. Place each gummy bear on electronic balance and measure the mass in grams
and record it in the table.
a. Calculate the mean length, width and mass of 3 gummy bears in each
beaker and record it in the table.
b. Calculate the following percent changes in the size of the candy and
record in the table.
c. % change in length
d. % change in width
e. % change in mass
10. Graph the percentage changes on a bar graph. Remember to title and label both
axes on your graph.

Discussion questions:

1. What happened to the candy after soaking overnight?

2. What are the sources of error in the investigation?
3. What improvements can be done in the investigation?

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Rubric for evaluation of experiment
SKILLS Exceeds Meets Partially Does not
Meets Meet
Purpose of The reason for the The reason for The reason for The reason
the lab investigation is the the for the
thoroughly investigation is investigation is investigation
understood understood partially is not
understood understood
Procedure Variables, Variables, Variables, Variables,
constants, their constants, their constants, their constants,
relationships and relationships relationships their
procedure were and procedure and procedure relationships
accurately were well were and procedure
followed followed satisfactorily were well not
followed followed
Calculation Quantitative data Quantitative Quantitative Quantitative
precisely data precisely data data
substituted substituted butsatisfactorily erroneously
without any errors with 1-2 errorssubstituted but substituted
with 3-5 errors
Discussion All key patterns Most key Some key key patterns
shown in the patterns shown patterns shown shown in the
results are in the results in the results results are
correctly are correctly are correctly not connected
connected connected connected

Total ________________________ / 20

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 ICT
Unit: Document Production

Topic: Produce a word document on “Artificial Intelligence in transportation”.

Learning Objectives: Students learn the role of Artificial Intelligence in

transportation and document production skills.

Activity/Task : Individual Activity

To research and produce a word document on the role of AI in transportation.

Pre-Project Instructions:

The word document should have the following details:

• Define Artificial Intelligence
• Role of Artificial intelligence in Transportation
• Advantages of AI in Transportation
• Disadvantages of AI in Transportation
The document prepared by the student use the following features

o Appropriate header and footer o Images

inserted appropriately o Proper table
design
o Information to be displayed in columns o
Section breaks to be used

Project Day:

Two periods of 35 minutes each will be allotted for the project.

Students will display the document prepared by them and they will give a talk for 3
minutes about the topic.

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Rubric for evaluation:
Criteria Exemplary Good Satisfactory Needs
Improvement

Content Covers topic indepth Includes essential Content is Content is not

with details knowledge about minimal related to the topic
the topic

Organisation Content is well Content is good Some content There is no clear

organised but overall is properly logical
organisation is organised. organisation
missing. present
Images Images are related Images are Images are Images seem
to the related to the related to the randomly chosen,
theme/purpose of the theme/purpose theme/purpos are of low quality,
site, are thoughtfully of the site, are of e of the site, OR distract the
cropped, good quality and and are of reader
are of high quality enhance reader good quality.
and enhance reader interest or
interest or understanding.
understanding.
Fonts The fonts are The fonts are The fonts are A wide variety of
consistent, easy to consistent, easy consistent and fonts, styles and
read and point size to read and point point size point sizes was
varies appropriately size varies varies used.
for headings and appropriately for appropriately
text. Use of font headings and for headings
styles (italic, bold, text. and text.
underline) is used
consistently and
improves readability.
Spelling and There are either no There are a few There are There are maybe
Grammar spelling or spelling and/or several many spelling
grammatical errors, grammatical spelling and/or
but there may be errors and/or grammatical errors
one or two very grammatical
minor spelling and/or errors
grammatical errors

Total _________ /20

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 HINDI

Activity/Task - Individual Activity: Make Timeline on A4 size paper

Pre-Project Instructions:

Research on the following points to be done post-Independence:

Guidelines for the timeline

•
The document should contain the research and facts on the above-mentioned
topics.
• Each student will be given 10 minutes to present the topic.

Project Day: Presentation to be done individually and the same will be evaluated
on the following rubric.

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Rubric for evaluation:
Skills 4 3 2 1

Documentation Time line contains Time line Time line Time line contains
of events all significant contains most contains some none significant
events . This of significant significant events . This
includes date events . This events . This includes date
description and includes date includes date description and
picture. description and description picture.
picture. and picture.

Content/facts Facts were Facts were Facts were Facts were often
accurate for all accurate for accurate for inaccurate for
events reported almost all events most of the events reported
on the timeline. reported on the events on the timeline.
timeline. reported on
the timeline.

Accuracy All dates indicated Almost dates Some dates None of the
on timeline are indicated on indicated on dates indicated
correct and are timeline are timeline are on timeline are
sequenced in the correct and are correct and correct and are
proper order. sequenced in are sequenced in the
the proper order. sequenced in proper order.
the proper
order.

Sentence Events are clearly Events are Events are not Events are
fluency described using described well described described using
accurate and vivid but language is clearly and vague language
language. sometimes language is or inaccurate
vague or often vague or information.
inaccurate . inaccurate .

Style and The time line was The time line The time line The time line does
organization set up to cover the cover almost cover the not cover the
relevant time the relevant relevant time relevant time
period . time period . period to period .
some extent.

Total: /20 Unit: Vive les vacances

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 FRENCH

Topic: Back-in-Time Travel Brochure

Learning Objectives:

• Learn about what makes a good travel brochure by thinking critically about
brochures they have studied.
• Create a brochure that demonstrates strong research skills and an
understanding of the culture being explored.

Activity/Task: Individual activity

Design a travel brochure to entice time travelers to join you on a visit to the civilization
of Ancient Egypt and present the same in class.

Pre-Project Instructions:

Prepare your information:

• Review library and Internet resources about the civilization of Ancient Egypt.
Extend your knowledge of the region and the culture by carrying out this
research.
• Arrange your information based on the following topics:

➢ a detailed map of Ancient Egypt;

➢ a list of major cities at that time;
➢ information about language(s) spoken;
➢ facts about the government;
➢ information about the culture of Ancient Egypt;
➢ types of transportation a visitor would see;
➢ how natural geography played an important role in the lives of people;
➢ a hieroglyphic message to be decoded using a hieroglyphic decoder such as The
Hieroglyphic Alphabet or Hieroglyphic Decoder

• Students will create a brochure based on the following guidelines:

➢ Create a colorful and eye-catching cover for your brochure.

➢ Remember that you want to attract visitors; you will want to present hardship
and danger on the journey as excitement and adventure.

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 ➢ Make your brochure as attractive, appealing, and informative as you can.
➢ Balance text with illustrations and use plenty of colors.

Project Day:

• Two periods allotted for the project.

• Oral presentation will be done during this allotted time.
• Each student’s presentation should not exceed 5 minutes.

Rubric for evaluation:

/20 High- Quality work Satisfactory work Unsatisfactory
3 2 work
0
Geography (3 Geologic features ha vSome geologic No map. Very
marks) been identified and features are . vague descriptions
a thoroughly mentioned. of the geologic
explained Main Comments about features. No
mode of modes of references to how
transportation is transportation and Egyptians travelled.
mentioned and how geography No mention of how
explained. How advanced the the geography of
geography impacted civilization are Egypt helped to
the civilization is included but not advance the
included and well well explained. Map civilization. Maps
explained. Map is is neatly coloured. are not colourful
beautifully coloured.

Architecture( 3 Four or more At least three Fewer than three

marks ) structures are structures have structures have
explained been explained. been identified.
thoroughly. Reasons have Little or no
Information on been given for information about
several theories why/how how monuments
about how/why monuments were were created.
monuments were created
created
Hieroglyphic(3 Detailed Includes some Limited or no
marks) information about information about information about
origins, purpose, hieroglyphics, hieroglyphics.
scribes, and purpose, scribes, Hieroglyphic
deciphering deciphering. decoder is missing.
hieroglyphics. A Decoder included. There is no
Message included,
decoder is hieroglyphic

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 included. A creative but not very creative. message to decode.
message has been
included.

Religious(3 marks Religious beliefs are Some information on Major beliefs are not
) explained thoroughly. religious beliefs. Two explained.
Three or more gods to three gods are Information about
have been identified explained. one or two gods is
with descriptions of Information on death included. Little or no
each. Major beliefs rituals and information about
surrounding the mummification is rituals or
after-life and the included but not in mummification is
process of rich detail. included.
mummification have
been explained in
good detail.

Organization of Information is Most of the brochure Very difficult to follow.

brochure ( 5 organized. The is organized. The Information
marks ) brochure is easy to brochure has decent doesn't "flow" in a
read and "flows" very "flow" throughout. way that makes
well. The sections of The sections of the sense. Very
the brochure are in brochure are in a disorganized.
an order that make logical order
sense.

Neatness ( 3 marks) Information was Information was Information was

provided in a neat provided in a neat provided in a sloppy
and orderly fashion; and orderly fashion; and disorderly
where great detail in where detail in art fashion; where
art and format was and format was detailed in art and
evident. evident. format was not
evident.

Total ____ /20

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 MATHEMATICS
Unit : Statistics

Topic : To create bar graphs and pie charts using the data from Biology project.

Learning objectives :

• To compare a the set of data using comparative bar chart. To interpret the data
in the form of a pie chart.
Activity/ Task: Individual Activity

• Students will create bar graphs, comparative bar chart and pie chart based on
the experimental data from the biology project.

Pre- Project instructions:

The project is in continuation to their Biology project.

• Students will record the data of the change in length, width and mass of the
gummy bears i.e. before and after experiment.
• They will make three tables as following:

Serial No. Initial Length Final length

Serial No. Initial Width Final Width

Serial No. Initial Mass Final Mass

Project Day:

• Two periods of 35 minutes each will be allotted for the project.

• Students will make 3 comparative bar charts, one for each length , width and
mass of the gummy bears.
• They will also make 3 bar graphs according to the percentage change in length,
width and mass, one bar graph for each parameter.
• Students will make 3 pie chart, one for each percentage change in length, width
and mass.
• All the calculations for constructing bar graphs and pie chart should be clearly
shown and explained.

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Rubric for evaluation:
Skills Excellent ( 4 pts) Good (3 pts) Fair (2 pts) Poor (1 pt)
Data Measurements are Measurements Measurements Measurements
collection accurate with are mostly are somewhat are incomplete,
reasonable precision. accurate. inaccurate and inaccurate and
very imprecise. imprecise.
Observations are Observations are
thorough. generally Observations are Observations
Work is generally neat complete. Work incomplete or are incomplete
and organized. is organized. recorded in a or not included.
Includes symbols, units confusing way.
and significant digits. Only 2 or 3 minor Symbols, units
errors using There are 3 or and significant
symbols, units more minor errors figures are not
and significant using symbols, included.
digits units and
significant digits.
Labels on X Accurate and Unit only or label Label on one axis Label the axis
and descriptive labels on only on both axes. only as x and y, but
Y axes both axes, not with
Including unit when accurate word
necessary label
Accuracy of All bars are graphed Most bars are Only some of the Few bars are
graphing correctly and are easy graphed correctly bars are graphed graphed
to see. and are easy to correctly. correctly OR
see. extra data were
included.
Width of All bars are the same Most bars are the Only some of the Only 1-2 of the
bars width. same width. bars are the bars are the
same width. same width.
Pie Chart Overall the pie chart Overall the pie Pie Chart created Attempt at
was created correctly; chart was created but not reflecting creating a pie
easy to interpret data; correctly; easy to the correct data. chart.
arranged attractively on interpret data; Hard to interpret.
the page. All directions arranged
were completed attractively on the
correctly. page. All
directions were
completed
correctly with less
than 2 minor
errors.

TOTAL ____________ /20

24
 ACCOUNTING

Unit: Petty cash books

Topic: Booklet on mobility of cash

Learning Objectives:

To enable students to:

• demonstrate knowledge and understanding of accounting principles.

• apply the principles and concepts from the syllabus to a new situation, in a logical,

deductive way.

• integrate the knowledge obtained from secondary research to produce an illustrated

output.

• communicate and present ideas in a clear and concise manner.

ACTIVITY/TASK: Individual Activity

Students will research and identify the required information which will be provided when
the project is announced. They will further prepare a booklet on the same.

PRE-PROJECT INSTRUCTIONS:

• Project is announced after the completion of unit, “Petty cash books”

• Students are asked to research on the parameters provided
• Students will then explain mobility of cash from the extract, define as to what a
petty cash book is, its uses and make a petty cash book using the information
given in extract.
• Students could make a rough plan to serve as a blue print.
• Materials to make the booklet will be procured by the student.

PROJECT DAY:

• Students will be allotted 2 periods of 35 minutes each to prepare the booklet.

They can use an already prepared rough plan as an outline for the booklet.
• The completed projected will be evaluated by the teacher using the following
rubric.

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Grading rubric for Booklet
Criteria Exemplary Accomplished Developing Beginning
4 3 2 1

Good Organized; Some Poorly organized;

organization; points are organization; no logical
points are somewhat points jump progression;
logically jumpy; sense around; beginning beginning and
Organization ordered; sharp of beginning and ending are ending are vague
sense of and ending unclear
beginning and
end

Content Supporting Some details Details are Unable to find

details specific are non- somewhat specific details
to subject supporting to sketchy. Do not
the subject support topic

Grammar, No errors Only one or More than two Numerous errors

Usage, two errors errors distract from
Mechanics, understanding
Spelling

Creativity is Creativity is Creativity is Basic creativity;

varied; varied; unimaginative; needs descriptive
Creativity supporting supporting details lack words
details vivid details useful “colour”

Typed; clean; Legible writing, Legible writing, Illegible writing;

neatly bound in well-formed some ill-formed loose pages
Neatness a report cover; characters; letters, print too
illustrations clean and small or too large;
provided neatly bound in papers stapled
a report cover together

Total ________ /20

26
 PROJECT- TERM 2

STUDENT WORKSHEET

Name: Grade: Pre-IGCSE

Subject : Accounting Marks:20

Petty Cash Book Example

A trader maintains a petty cash book using the imprest system.

1. Enter the following transaction in the petty cash book for him. The cashier who was
given Rs. 100 under imprest system on Aug 4, 2017.

2017

Aug 6 Paid for printing work 5

Aug 8 Paid for stationary purchased 8

Aug 10 Paid for postage stamps 6

Aug 12 paid for office furniture 11

Aug 14 Paid for travelling charges 7

Aug 15 Paid for general expenses 4

Aug 17 Manager taxi fare 12

2. Enter the following transactions in the simple petty cash book:

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2018

May 2 Cheque received for Rs. 700 to open the book.

May 3 Postage paid Rs. 50.

May 6 Paid taxi hire of travelling salesman Rs. 100.

May 8 Paid wages Rs. 125.

May 13 Telegram sent to Delhi Rs. 40.

May 17 Cart hire paid on commodities bought Rs. 60.

May 19 Stationary purchased Rs. 120.

May 25 Customer's tiffin charges Rs. 60.

May 31 Settled the balance due to Smith Rs.80

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 BUSINESS STUDIES
UNIT: Classification of business activities

Topic: Power point presentation on economic mobility

LEARNING OBJECTIVES:

To enable students to:

• demonstrate knowledge and understanding of different stages of economic

activity
• apply the principles and concepts from the syllabus relating to economic mobility
of a country.
• integrate the knowledge obtained from secondary research to produce an
illustrated output in form of a power point presentation.
• communicate and present ideas in a clear and concise manner.
ACTIVITY/TASK: Individual Activity

Students will research and identify the economic mobility in a country. They will further
prepare a colorful power point presentation on the same and present.

PRE-PROJECT INSTRUCTIONS:

• Project is announced after the completion of unit, “Classification of businesses”.

Research on economic mobility of the country to be conducted.
• Make a power point presentation using the research content and the presentation
guidelines discussed by the teacher.

PROJECT DAY:

• Students will be allotted 2 periods of 35 minutes to make the presentation.

• The completed project will be evaluated by the teacher using the following rubric.

29
Grading Rubric for Power point presentation

5 4 3 2 1

Content is Content is Content is Content is Content is

accurate and accurate but accurate but questionable inaccurate
information is some information is and and
Content presented in information is not presented information information
a logical not presented in a logical is not is not
order. in a logical order, making presented in presented in
order but is it difficult to a logical a logical
still generally follow. order, order,
easy to follow. making it making it
difficult to difficult to
follow. follow.
Presentation Presentation Presentation Presentation Presentation
flows well flows well. flows well. is has no flow.
Slide and logically. Tools Some tools unorganized. No tools
Creation Presentation correctly used to show Tools are not used.
reflects used. Correct acceptable used in a Insufficient
extensive number of understanding relevant number of
use of tools slides. Overall . Correct manner. slides.
Lacking in
in a creative presentation number of
number of
way. Correct is interesting. slides.
slides.
number of
slides.
Thorough Good Content Deficiency in Erroneous
Quality research research satisfactory but content and content and
of conducted conducted very few no. Of no diversity
research using variety using multiple resources resources of resources
of resources. of resources. used. used. used.

Pictures Images are Images are Most images Images are No images.
and appropriate. appropriate. are inappropriate
backgro Layout of Layout is appropriate. .
und images is cluttered.
pleasing to
eye.

Total _____ /20

30
 ECONOMICS

UNIT: Factors of production

Topic: Make a vlog on” Mobility of Factors of Production”.

LEARNING OBJECTIVES:

• Students will understand and define the factors of production.

• Students will understand the mobility of factors of production.
• Students will distinguish between mobility of factors of production.
• Students will explain the influences on mobility of factors of production.
• Students will integrate the knowledge obtained from secondary research to
produce an illustrated output in form of a Vlog.
ACTIVITY/TASK: Individual Activity

Students will research and identity the following questions after which they will make a
vlog presentation including the answers to the questions.

• What do they understand by factors of production?

• What do they understand by mobility?
• What do they understand by mobility of factors of production?
• Distinguish using examples between the mobility of land and mobility of capital?
• Explain what is meant by mobility of factors of production called the mobility of
enterprise.
• What are the causes of geographical immobility with respect to mobility of
labour?
PRE-PROJECT INSTRUCTIONS:

• Project is announced after the completion of unit, “Factors of production”.

• Students are guided to do research on this topic using internet.
• Students will come up with research results.
• Students will then make a video of what they understood and express in their
own words.
• Students will prepare and finalize the Vlog
PROJECT DAY:

• Students will be allotted 2 periods of 35 minutes to present.

• Students will use the video they have created.
• The completed projected will be evaluated by the teacher using the rubric.

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Grading rubric for Vlog
Excellent 4 Good Fair 2 Poor
Skills pts 3 pts pts 1 pt

Communicat Excellent Good Communication Communica

ion communication communication skills and tion skills are
skills. Student skills. Student interaction with weak.
speaks clearly, speaks camera are weak.
and is pleasant to somewhat
listen and to clearly.
watch.
Consistently uses Incorporates Discusses Includes no
References direct references some references references from references
and Support to outside sources from outside outside sources in or supporting
to support sources, but may a general way, evidence.
thoughts. not be consistent. but doesn’t use
specific
references.
Excellent sense of Good use of Minimal use of Use of
Creativity & design. Effective graphics and/or design elements. elements
Elements of camera other design No transitions. detracts
Design techniques used elements. Some Sound is lacking from video.
for the video and transitions are Too many
or inappropriate or
pictures. Video inappropriately scratchy. Some or too gaudy
and pictures are placed. Sound pictures or videographics;
focussed and of quality is OK. clips may be out transitions,
good quality. Video clips or of focus or too many
“shaky”. clips,
Smooth transitions pictures are clear
background
are appropriate and in focus.
s and/or
and aid in delivery
sounds
of the detract from
presentation. content.
Pictures or
video clips
may be out
of focus or
“shaky”.
Has a clear picture Has a fairly clear Has brainstormed Little effort
of what they are picture of what their concept, but has been
Concept trying to achieve. they are trying to no clear focus has spent on
Adequate achieve. Can emerged. brainstormin
description of what describe what they Goals/final g and
they are trying to are trying to product not refining a

32
 do and generally do overall but has clearly defined. concept.
how his/her work trouble describing Unclear on
will contribute to the how his/her work the goals and
final project. will contribute to how the
the final project. project
objectives
will be met.
Outline is organized Outline is Outline is fair, with Outline is
and easy to read. somewhat needed poor and in
Outline each of the ideas/ organized. Most improvement. need of
reflections/events of the Some of the improvemen
are included in the ideas/reflections/ ideas/reflections/ t.
Vlog. events are events are
included in the included in the
Vlog. Vlog.

Total ______ /20

33
 MARATHI

Topic: - भारतातील माझे आवडते पर्यटन स्थळ

Instructions:
 This is an individual project.
 The students will have to prepare a scrap book/Booklet on the topic “भारतातील माझे
आवडते पर्यटन स्थळ” with Cover page (Name, Class & Division, Subject, Roll number,
Topic)
 Students need to stick the pictures of different Indian Tourist places and Labelle it on
separate pages.
 Students need to select their favourite tourist place and write 10-15 lines about the
selected place with suitable pictures in detail.
 Speak few lines about the same.
 Criteria for evaluation are Content and Presentation.

Marking Criteria
 10 Marks for picture, labelling and information about the monument.
 5 marks for speech.
 5 marks for overall Presentation.
 Unit 1 & 3- Getting started with Cambridge Global Perspective

and

Analysis

Title: Understanding Global Perspective

Learning Objectives: To research and reflect on what health-related challenges refugees

might face when they shift to a new country.

Introduction:
In today’s interconnected world, diseases have the potential to spread rapidly across borders,
affecting individuals and communities worldwide. Understanding disease and health from a
global perspective is crucial to addressing public health challenges and promoting well-being.
This project aims to explore various aspects of diseases and health from a global standpoint,
including their causes, impacts, prevention strategies, and the role of international
cooperation.
Outline:
1. a research question as the title
2. an introduction to describe the issue
3. an analysis of the causes and consequences of the issue
4. a global perspective on the issue
5. a national or local perspective
6. a proposal for a realistic national or local course of action
8. a conclusion which answers the title question and reflects upon the learner’s personal
perspective
9. a consistent list of references.
Note: This outline provides a general framework for your project. You can further expand each
section, conduct research, gather data, and include relevant visuals (charts, graphs, images)
to enhance your presentation. Additionally, consider incorporating real-life examples and
personal experiences to make your project more engaging and relatable.
Project plan:
Learners will work individually for the project work.

35

All the project work and research will be done at home and presentation in school
What learners have to do:

• Read and learn from various sources about the project topics given to you.
• Analyze the information from difference sources.
• Create a brief reflective summary on their findings.
• Make sure to create bibliography (list of resources/books they went through to learn about
the issue) for their brief writing in APA format.
• The work should consist of at least 300 words, excluding bibliography.
• Present their project to the larger audience and talk about their learnings.

Marking Criteria:

Sr. Criteria Marks

No.
1 Research skill 5
2 Analysis and evaluation skills 6
3 Reflection skill 5
4 Communication and collaboration (Presentation) 4
Total 20
Resources:
This list is suggestive and learners are expected to read beyond the resources provided to
create their work.