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Peterhouse Boys

Academic Overview

Peterhouse prides itself in the excellent quality of its academic education. Boys and girls, of all abilities are encouraged to demand much of themselves with the aim of reaching their full academic/intellectual potential. At all levels whenever possible pupils are streamed or set so that the brightest can be stretched/extended and the less bright can be given appropriate support and guidance.

Pupils are encouraged to think for themselves and to take responsibility for their own learning rather than rely on their teacher. Teaching staff in turn are expected to create a dynamic and creative environment for learning and to demand much of their pupils and tutees.

In addition to their main A level choices pupils are able to follow either an AS course in English language, French language or Global Perspectives.
The Senior Master (Academic) coordinates all matters academic and is responsible for ensuring that Peterhouse keeps abreast of all the latest developments in education. Peterhouse Boys accepts pupils with a wide range of academic abilities. Those requiring extra Mathematics or English (reading or spelling) have support lessons in their first year and some continue with this into their second year.

We recognize that some of our pupils are not as academically gifted as others, so we cater for them by offering them a slightly more limited range of subjects. This gives extra time on the timetable and the pupils are given extra lessons in English and mathematics.

Academic Structure
D Block (Form 1) comprises 4 streamed classes that have a full range of subjects offered. Class sizes are rarely above 24. C Block (Form 2) comprises 4 classes (set according to ability in English and Mathematics). At the end of the year choices are made for IGCSE (Cambridge Assessment International Examinations). Boys are set to ensure class sizes are kept as small as possible. B Block (Form 3) is the first year of preparation for CAIE – IGCSE. A Block (Form 4) CAIE-IGCSE examinations written by all boys. In the Vth Form 3 or 4 AS level subjects are written. 3 of these are taken on to A level in VIth Form.

Educational Trips
We feel that an all-round education involves experience beyond the classroom, so a number of exciting educational trips are taken either annually or periodically, both inside and outside Zimbabwe.

A Level Geographers and Biologists regularly attend a camp at RIFA in the Zambezi Valley in early August, looking at various aspects of ecology and river landforms and processes. Our A level Travel and Tourism classes make a number of visits to resorts both locally and outside the country..

Art is a very practical and creative subject, and our department frequently takes pupils on trips to art galleries, sculpture gardens and parks. Our own conservation areas of Gosho Park and Calderwood Park provide plenty of scope for both artistic and scientific field trips, and is close enough to allow short duration trips during lesson times to look at a specific feature of the parks. Over the past few years we have run cultural, History and French trips to Europe.

Tutor System
The tutor system employed at Peterhouse Boys is designed to give each pupil a sense of belonging. The tutor groups are composed of between 10 and 16 pupils in the same House. Each group is assigned a Tutor, who usually also carries out pastoral duties in the boarding House where his tutees live.

The Tutor Groups meet formally once a fortnight during the day, and on a number of other occasions in the evening in the boarding house. The tutor acts as a link between the pupil and his Housemaster, and regularly discusses academic progress with the pupils on an individual basis, thereby being able to pick up on problems in the pupil's academic life early on in their careers.

Quite often the tutor will meet with pupils to discuss other things, such as social problems, concerns over family problems etc. In addition, the tutor will often discuss important social issues with the group, on such topics as drug abuse, smoking, binge drinking etc., in an effort to instill social awareness into the group.

The Alpha Programme (Curriculum Support)
The Alpha Programme is designed to identify, support, guide and give confidence building extra lessons to the D and C Block boys in Mathematics and English.

Career Guidance
A Careers Library is open to boys of all ages. Age appropriate careers related topics are discussed in our life-Skills programme, and in addition in the Upper School the pupils are encouraged to find for themselves the most suitable courses in their chosen areas, assisted by frequent visits and talks from universities and employers.
In addition, help is given in the completion of Application Forms for Universities and other further education centres.

The Alpha Programme

Academic – ALPHA (Academic Learning, Progress and Higher Achievement) programme

The Peterhouse Group ALPHA programme is a holistic approach to the academic education of pupils at all levels and of all academic abilities which ensures that they receive the support, encouragement and guidance they need to reach their full potential.

Specifically the ALPHA programme means that:

i. the setting/streaming of pupils is carefully managed (lower sets/streams are usually smaller in size);

ii. the academic curriculum is as flexible as possible e.g. pupils at PHB/PHG are able to follow an appropriate course of IGCSE/A levels;

iii. pupils’ aptitudes at PHB/PHG are identified via objective testing i.e. CAT4 tests in C Block;

iv. extra tuition/academic support is given to pupils as/when necessary at PHB/PHG and in particular to pupils in examination year groups (i.e. A Block, Vth and VIth form);

v. extra lessons are provided at SVH to assist children with their spelling, handwriting, reading, bonds, tables and maths.

vi. at PHB/PHG pupils’ academic progress is carefully monitored via a well-structured academic tutorial system; and

vii. at SVH pupils’ academic progress is carefully monitored by their class teacher.

Read more ...

Curriculum D & C Block

Maths, English, Science, Geography, History, French, Shona, Divinity, IT, DT, Music (in C block this is an option against DT), Art, Life-skills.

The Department
The Art Department has two full time teachers. There are three Art studios and a Ceramic Room. The staff in the department are very creative and innovative. They encourage the boys to be creative and appreciate Art.

In D and C block the pupil take up Art for half a year. Art is a practical subject and it involves problem solving projects. The Department strives to keep the lessons exciting all the time. Over the two years the boys learn basic drawing skills, Art History, Painting and Craft. Observation from first hand studies is encouraged to improve the pupils’ perception of proportion and perspective. By the time the boys reach the end of C Block they would have acquired the basic skills of perception and depiction of shapes. They also learn use of colour.

Course Structure
D Block
Lent Term - Colour theory, Drawing skills, Art History
Trinity Term - Craft, Observation, Photography
Michaelmas Term - Composition in colour, Lettering, Still life/ Observation
C Block
Lent Term - Figure drawing, Design, Art History
Trinity Term - Abstract, Still life, Craft, Photography
Michaelmas Term - Perspective, Observation, Design, Still life/ Observation

G. Masanga
Head of Art Department

The department has three dedicated teachers each with a varied background and specialised skills. We have two large and well equipped workshops that specialize in resistant materials processes. There is also a smaller multi-purpose workshop used for basic workshop processes. All our workshops are sufficiently equipped to allow pupils at the higher levels to realise both small and large projects.

At the junior level Design and Technology is taught as a series of modules that are designed to take the pupil through the basic skills needed in design activities. The subject is compulsory for pupils in D and C Blocks but after two years they can either drop it or choose to continue with the subject as one of their IGCSE choices.

In the D and C Blocks pupils are allocated two double lessons per week for one and half terms per academic year. Pupils are introduced to designing as an activity with a bias towards practical work. Pupils will start with a Graphic Communication module focusing on both freehand and use of drawing instruments to construct basic 2D, 3D views including rendered views of simple objects. Basic 2D CAD drawing will also be taught.

Pupils will also engage in practical based modules on working with woods, metals, plastics and one involving Systems and Control. The Systems and Control module will introduce pupils to basic terminology and practice involving Structural and Mechanical design.
Later, they extend their ability to communicate through drawing to include the discipline of preparing orthographic views in working drawings.

The grounding experience over the two years covers all the basic knowledge and practical skills to prepare pupils to extend themselves within their focus areas at IGCSE.

T. Mhete
Head of Design and Technology Department

The Department
The Divinity Department has three teachers all of whom also teach in other Departments as well. Peterhouse is a Christian School in the Anglican tradition, so it is important that pupils have a good grounding in this subject.

In D Block, the course begins with a brief look at the overview of the Bible, its contents, how it came to us, whether we can trust it. It then moves on to look in some detail at Old Testament stories. Some time is spent looking at the New Testament with special reference to the Gospels and Jesus. Later in the course we examine World Religions.

Course Structure
D Block
Lent Term - Background to Divinity, overview of the Bible, its structure and its contents
Trinity Term - The overview of Old Testament through key people in following people groups:
Patriarchs, Judges, Kings, Prophets
Michaelmas Term - The gospels and Jesus, other Religions

C Block
Lent Term - Reliability of the Bible
Trinity Term - Overview of the Old Testament
Michaelmas Term - Overview of the New Testament with special reference to the Gospel of Mark

L T Makwindi
Head of Divinity

The Department
There are seven full time members of the Department, teaching in a suite of classrooms equipped with data projectors and white-boards. A variety of textbooks – all endorsed by the University of Cambridge – are used in the Department; both rich old texts and newly published textbooks are referred to; thus the Department ensures that all the elements of language are covered adequately.

In D (Form 1) and C (Form 2) blocks, there are ten lessons per two week cycle; English teachers emphasize that competence in English is essential for pupils to achieve in all aspects of school life and in their future careers. The curriculum that is followed is the Cambridge Checkpoint framework, although other sources and vital life skills are taught in addition to the Checkpoint syllabus.

Checkpoint English enables learners to communicate confidently and effectively and to develop the skills to respond to a range of information, media and texts with understanding and enjoyment. Learners who follow this framework will develop a first language competency in English based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding.

Vocabulary extension is an integral part of every lesson. To improve written communication, spelling, punctuation and correct syntax, rules are taught and pupils are expected to learn and apply them when writing independently. Guidance is given in the use of different writing genres such as letters, articles, reports, summaries and the writing of narrative, descriptive and discursive compositions. Informal guidance is given in all English lessons, to develop oral communication skills such as body language, correct pronunciation, clear diction, volume and tone. These are all vital skills that are the foundation to successful IGCSE results.

Reading is considered a very important part of the boys' education. Once again, teachers make sure that the boys realize that a competent reader will be at an advantage in all spheres of life.

Teachers make sure that pupils are aware that silent reading is used for a variety of purposes and that they are taught the different reading methods to suit the purpose. Boys are also given the opportunity to read to an audience. A variety of entertaining, interesting and uplifting poems, short stories, autobiographies, novels and plays must be chosen to capture young boys' interest and hopefully encourage the habit of reading for pleasure as well as for instruction. All D Block to A Block classes each have a supervised reading session in the Megahey Centre. Each class has one session in two weeks. During this 45 minute session, pupils select novels, plays and poems that they like and read them. They finish reading their texts during their own time and they can change their personal readers any time. These sessions are meant to complement the teaching that is done in class – mostly by enhancing the pupils’ vocabulary.

Boys are encouraged to question, research and adopt their own informed opinions on various adolescent centred topics. They express their ideas either in writing or orally, in groups or to the class.

The above course has been designed not only to build on skills learnt at primary school and prepare the pupils for the IGCSE course, but to also help them function successfully in life.

Tonderai Michael Nzanga:
Head of the English Department

The Department
The French department has 3 very experienced and dedicated teachers. One of the teachers teaches Travel and Tourism. This has also helped the French department as the use of French in the travel industry is easily explained to the pupils. Another teacher is a qualified Level one NILD therapist. This enables the department to be able to cater to students who are slow learners as well as those who learn differently. We have three classrooms. The staff who teach in the Department are all enthusiastic about their subject, and they encourage boys to develop an interest in the language and to use it around them and in the wider world.
We aim to make the learning of French as enjoyable as possible and to provide learners with a rewarding experience to language learning and to develop their confidence to communicate in French. We also aim to stimulate every pupil’s interest and enjoyment of learning a modern foreign language in a safe place of learning.

We use a range of teaching resources including the “Mission” text book which is enjoyed by pupils and staff alike. We further supplement this resource with our own worksheets which include a variety of texts and ICT equipment which enhances learning.
Topics are taught through the four skills of listening, speaking, reading and writing. Pupils are encouraged to participate actively in lessons.
We incorporate fun activities into the lessons such as singing French songs, playing language games, watching extracts of French clips on YouTube and using the interactive white board.
We encourage pupils to use ICT in French and allow students to access Duo lingo, a French language learning App that pupils can access both at home and at school.
The target language, French, is used in all lessons and setting occurs at entry into d block. The setting is based on end of year examination results plus continuous assessments during the course.
Pupils receive regular homework and are formally assessed at the end of every topic.

Course Structure
This course offers an introduction to the basic elements of the French language. These basic elements include usage of vocabulary, grammar, listening and speaking skills. Students learn the new language through participation in a wide range of activities. Reading and writing with attention to basic sentence structure is an integral part of the course. Emphasis is placed on learning about the culture of French speaking people around the world. Topics include family, friends, school, café, foods, shopping, summer sports, and travel. Studying a modern world language such as French is beneficial for improving a student’s vocabulary in both English and French, communication skills, cultural awareness, standardized test scores, and is attractive on a resume when applying for a job, especially in the 21st century global workplace.

A summary
D Block
Lent Term - Basic communication skills
Trinity Term - Listening and Speaking
Michaelmas Term - Reading and writing

C Block
Lent Term - Vocabulary
Trinity Term - Formal Communication
Michaelmas Term - Real life situations

Sylvia E. Gombedza
Head of French Department

The Department
The Geography Department has four full time teachers, plus two others who also spend part of their time teaching in other Departments. We have a suite of four dedicated classrooms, and also a reference/resource room, plus a Stevenson’s Screen Weather Station, and a remote electronic weather station. The staff who teach in the Department are all enthusiastic about their subject, and we encourage boys to develop an interest in the Natural and Built environments around them and in the wider world.

In D Block there are five lessons per cycle, and in C Block there are six lessons, all normally taken as single lessons. Geography is a content subject, as well as a practical one, so we try to keep the boys interested by making their lessons as varied as possible.
Over the two years our pupils learn about the Geography of their own country, both the Physical and the Human aspects. We also begin to look regionally and globally, by looking at aspects of the Geography of our neighbours in southern Africa. A lot of basic concepts are introduced at this level, including weather and climate (making use of our weather station), landforms, population and settlement dynamics.

In addition to the purely factual knowledge, Geography is a subject that teaches skills. Map reading is a skill that boys learn in their first two years at Peterhouse, and then build on as they move up the school.

Field-work is also important, whether it is going out to draw a map of a part of the school, or going further afield into Gosho Park to look at a granite landform.
By the time they reach the end of C Block, boys have acquired a good working knowledge of the world around them, and are well equipped to take the subject further up the school curriculum.

Course Structure
D Block
Lent Term - World geography
Trinity Term - The geography of Zimbabwe
Michaelmas Term - Skills, Map Reading

C Block
Lent Term - Map Reading
Trinity Term - Landforms
Michaelmas Term - Human Geography

CR Tswatswa
Head of Geography department

The Department
There are three full time & one part time teachers of the History Department, and we teach the subject throughout the school. We are constantly updating our resources, and endeavour to make the subject come alive, so that the pupils will want to continue it throughout their school career.

In D Block there are five lessons in two weeks. We organise visits to historical sites such as Tsindi Ruins and Great Zimbabwe. There are also the San paintings in the nearby Gosho Park.
Our syllabus focuses on Africa, especially early Zimbabwean History. We aim to arouse interest and historical appreciation in the boys. The recall of facts and logical understanding is encouraged in our D Block.
In C Block there are five lessons in two weeks. We make use of the internet facilities in one of the lessons per cycle. We aim to impart historical knowledge and understanding. The boys also acquire research skills. We view this Level as crucial in the preparatory stage of the IGCSE course. The recall of facts and understanding is encouraged.

Course Structure
D Block
Lent Term - What is history, Evolution, Stone Age, the San, Khoikhoi & Bantu migration
Trinity Term - State formations in Southern Africa
Michaelmas Term - Nguni and Ndebele States

C Block
Lent Term - Slave Trade and Industrialisation
Trinity Term - Zimbabwe, Bolshevik revolution
Michaelmas Term - French revolution and World War 1

F. Mukucha
Head of History Department

The Department
The IT department has four IT laboratories all in the Gibb's Centre. The department is supported by two technical staff; the IT manager and a technician who are responsible for maintenance and technical support. The IT labs are equipped with state of the art computer equipment and full broadband internet access. Three of the IT labs have overhead projectors and one has a SMART board. Internet access is closely monitored using classroom management software, firewalls and a reliable hotspot server.

The department ensures that pupils are equipped with the necessary skills to use technology in their studies and life after school. Our curriculum is also structured to provide pupils with a solid foundation for IGCSE Computer Science and ICT in addition to covering the ICDL syllabus in D and C Block. The department has two full time members of staff who have years of experience in teaching the subject. Teachers in the department are constantly looking for innovative ways of delivering lessons. Pupils are also allowed to access educational websites for learning purposes and download any valuable materials. Personal printing is allowed and pupils are charged to their accounts.

Course Structure
D Block pupils are introduced to ICDL modules taught in D and C Block.
The top two sets in C Block pupils can write ICDL examinations if they pass the assessments. Pupils will only be entered for the examinations if permission is granted by parents. All pupils who register for ICDL are expected to achieve at least the ICDL Base certificate at the end of two years.
Pupils can study IGCSE ICT or Computer Science depending on their interest and ability.

The basic course structure is as follows:

D Block Term 1 - Computer Hardware and Software, File Management and Word Processing
D Block Term 2 - Computer Networks, ICT in everyday life, Word Processing, Presentation Tools
D Block Term 3 - Information Security, Presentation Tools, Spreadsheets and Internet/Email

C Block Term 1 - Computers and The Law, Word Processing II, File Management II
C Block Term 2 - Spreadsheets II and Presentations II
C Block Term 3 - Databases and Internet/Email

R. Ziko: Head of the IT Department

The Department
Maths teachers aim to provide pupils with the Mathematical knowledge, skills and understanding needed for the continuing of their education for life and work. It is hoped that these youngsters will recognise the power of Mathematics and to be able to apply it appropriately. We allow gifted pupils to be stretched and weaker students to work at their own pace in classes of similar abilities through streaming. It is possible for a pupil to be in Set 1 Maths and Set 4 for other subjects and vice versa depending on how they perform in our setting tests at D Block and exams.

Pupils start D block from different backgrounds, with different levels of competence. They are streamed into four sets. Class sizes range from 20 to 26, set 1 being the largest and the smallest being set 4. A considerable amount of practical work is done in the course, to stimulate the pupil’s interest.

Course Structure
D Block
Lent Term - Sets, Directed Numbers, Algebraic Processes, Equations, Fractions, Time, Factors and multiples, Symmetry, Measuring angles.
Trinity Term - Directed Numbers, Fractions and percentages, Arithmetic, Geometry, Graphs,
Michaelmas Term - Directed Numbers and substitution, Equations, Mensuration (area, perimeter), construction.

C Block
Lent Term - Laws of Indices, Formulae- Change of Subject, financial mathematics, Scale drawing, Angles of elevation and depression, Graphs, Algebraic Multiplication.
Trinity Term - Factors, Algebraic Fractions, Ratios and proportion, Similarity, Statistics, Quadratic equations.
Michaelmas Term - Mean, Median Mode, Consumer Arithmetic, Volumes and density, Square roots, Inequalities, Travel Graphs.

Luke Kunatsa
Head of Mathematics Department

The Department
Junior science has four enthusiastic and dedicated teachers with three Lab technicians to support the practical side of our teaching. We have well equipped and resourced labs to give learners a solid grounding in science skills.

In D Block, we have 10 periods in a cycle, two doubles and six singles. There is a similar set up in C Block. The course is dedicated to the acquiring and nurturing lifelong science skills such as observation, measurement, recording of results, processing of results, analysis of results, making deductions from results, evaluating methods used and making conclusions which are informed by evidence. Through these experiences, boys develop knowledge and understanding of basic scientific concepts and principles as well as the ability to handle information and solve problems. Pupils develop attitudes relevant to the study of science such as accuracy, inventiveness, inquiry and objectivity. Experiences also promote awareness on the benefits and detrimental effects of science.

Course Structure
D Block
Lent Term - Use of apparatus, measurements and presentation of data; microscope, graphs, drawings, cells and organisms, digestion, photosynthesis
Trinity Term - States of matter, atomic structure and periodic table, elements, compounds and mixtures, physical and chemical changes, Acids, bases and salts, preparation of salts and rates of reactions,
Michaelmas Term - Measurements and units; Length, time, mass, weight, density, energy and pressure

C Block
Lent Term - Circulatory system, transport in plants, gaseous exchange, respiration, reproduction. Chemistry-Periodic table, rates of reaction, metals and reactivity series.
Trinity Term - Physics- forces and motion, energy, light, magnetism, electrostatics and electricity

Michaelmas Term - IGSCE Biology introduction – Characteristics of living organisms and classification, cell structure and organization,

Head of Science Department

The Department
The Shona Department has two teachers, who share their time between Shona and Divinity. We have now managed to stock our Department with text books and audio resources in the last 2 years. The staff who teach in the Department are enthusiastic about their subject. We emphasize the importance of Shona as a subject just like any other language subject.

The subject is only offered at D and C block for both L1 and L2 speakers. There are three lessons per cycle, generally taken as single lessons. Shona is a content subject, as well as a practical one, so we try to keep the boys interested by making their lessons as varied as possible, we try to take them on field trips to places relating to the syllabus such as Seke rural village where boys get to know what surrounds a Shona Home. There are no external exams at the end of the two year course but the L2 boys produce an audio CD where they record themselves conversing in Shona. At the end of the two year course boys should have mastered the following:

- Cultural identity especially for the L1 because Shona is their mother tongue.
- It helps in their career opportunity for example, translation of any important documents into Shona. Most Non - Governmental Organizations [NGO] require people who are multilingual like in Media, Health, Rural Development Projects, Peer Educators, etc.
- Zimbabwe is a multi-cultural society with mainly the Shona and Ndebele speaking people. It is therefore vital for L2 Shona to learn and appreciate the people around them and this can only happen when one knows the people’s language.
- Communication is a basic need therefore it is important for any citizen of this country to be able to communicate in the language.
- Preservation of any culture comes through learning the language and given that there are so many mixed marriages today and the Shona syllabus touches on these cultural issues as well.

Course Structure
D Block L1 - Language, grammar, culture, Literature
D Block L2 - Language, grammar, culture, oral
C Block L1 - Language, grammar, culture, literature
C Block L2 - Language, grammar, culture, oral, Field Trips

TB Chirara
Head of Department-Shona

Curriculum IGCSE

Core: English Language, English Literature (sets 1-3), Mathematics, Biology, Life-skills



The Accounting department has four experienced teachers, who have been teaching the subject for ten years or more. The subject is taught from four classrooms. Teachers have access to data projectors and smart boards, and the department is well equipped with recommended text books.

Pupils start doing this subject at B Block (form 3). In both B and A Block there are eight lessons per ten day cycle (4 single lessons and two doubles).
The aims of the IGCSE Accounting syllabus are to enable students to develop:
• Knowledge and understanding of the principles and purposes of accounting for individuals, businesses, on-trading organisations and society as a whole
• An understanding of accounting principles, policies, techniques, procedures and terminology
• improved skills of numeracy, literacy, communication, enquiry, presentation and interpretation
• Improved accuracy, orderliness and the ability to think logically
• An excellent foundation for advanced study.

Course Structure
B Block
Lent Term - Accounts and Data
Trinity Term - Accounting Procedures
Michaelmas Term - Financial statements

A Block
Lent Term - Financial Statements
Trinity Term - Analysis and Interpretation
Michaelmas Term - Principles and Policies.

The syllabus provides both a foundation for further study at A Level and an ideal preparation for the world of work.
The course is examined in two papers of equal weighing (Paper 1: Short-answer questions and structured/data response questions and Paper 2: Questions arising from a given case-study).

P Chirombe: Head of Accounting and Business Studies

The Department
The Art Department has two full time teachers and three dedicated classrooms. There is a special room for Ceramics and Pottery. The staff members in the Department are very enthusiastic and creative. We encourage the boys to explore different medium using the environment around them as the starting point. Working from first hand studies is very crucial in this subject.

In B Block there are eight lessons per 2 week cycle, two doubles and four singles. The boys experiment with different medium and the lessons include Craft, Ceramics, Art history, Drawing and Painting. The boys are also exposed to the importance of photography in Art. At the end of the two years pupils sit for the IGCSE Art (0400) examination.
At the end of the two year course our pupils are well equipped to pursue the subject to a higher level, but if they choose not to, they would have acquired skills that would have opened up their minds.

Course Structure
B Block
Lent Term - Drawing and Painting skills, Photography.
Trinity Term – Design, Art History and figure drawing
Michaelmas Term - Still life, observation and coursework

A Block
Lent Term - Coursework, painting, still life
Trinity Term - Coursework, design, Exam prep work
Michaelmas Term - Preparatory work for exams

G. Masanga ( Head of Art Department )

The Department
The Biology department comprises four experienced, passionate and dedicated teachers and one Lab technician. The department boasts of four well equipped state of the art labs, two preparation rooms for practical work. This is supported by a variety of other instructional aids such as data projectors and smart boards. Practical work is at the centre of instruction and learning. The subject is very popular and is offered to all boys in B block and we are proud to see a sizeable number of these boys achieving success at IGCSE.

There are 8 periods per cycle comprising two doubles and four singles at B block (and A block has the same number). Doubles in the cycle are devoted to demonstrations and practical work. To give learners the requisite grounding in the scientific method, boys work through a practical handbook which gives them opportunities to develop lifelong skills of observation, measurement, recording, analysis, deduction and evaluation. We also encourage learners to devise and plan investigations, drawing on their knowledge and understanding, analyse and interpret data to draw conclusions. Learners get to investigate the way things work and we hope the knowledge gained will be of benefit to mankind.
Interaction with the content enables our learners to acquire knowledge and develop positive attitudes to the environment and an understanding that we can make the best out of our environment without damaging it. Some of our themes use Biology to promote healthy living. We teach our boys the internationally acclaimed Cambridge IGCSE syllabus. This enables them to earn internationally recognised qualifications that will help them prepare for A level Biology or life after school

Course Structure
B Block
Lent Term - Classification, Cells, Enzymes and Nutrients
Trinity Term - Plant and Animal nutrition, Plant transport
Michaelmas Term - Human transport, Respiration, Gas exchange

A Block
Lent Term - Homeostasis
Trinity Term - Reproduction
Michaelmas Term - Ecology

P.Fantiso : Head of Biology Department

The Department
The department has five enthusiastic and experienced teachers. The subject is taught from four classrooms. The teachers have access to data projectors and also a Smart Board in the IT department. This has significantly improved the lesson delivery by teachers.

Pupils start doing this subject at B Block (form 3). In both B and A Block there are eight lessons per two week cycle and two are double lessons.
Successful IGCSE Business Studies students gain lifelong skills, including:

Understanding different forms of business organizations, the environments in which businesses operate and business functions such as marketing, operations and finance;
An appreciation of the critical role of people in business success;
Confidence to calculate and interpret business data;
Communication skills including the need to support arguments with reasons;
Ability to analyse business situations and reach decisions or judgements.

The syllabus provides both a foundation for further study at A Level and an ideal preparation for the world of work.
The course is examined in two papers of equal weighing (Paper 1: Short-answer questions and structured/data response questions and Paper 2: Questions arising from a given case-study).

Course Structure
B Block
Lent Term - Business activity and organizations
Trinity Term - Marketing
Michaelmas Term - People and Work

A Block
Lent Term - Production
Trinity Term - Business finance
Michaelmas Term - External influences

P Chirombe : Head of Business Studies& Accounting Departments

The Department
The Chemistry Department is situated on the eastern side of the main School campus. It has three fully furnished laboratories and two storerooms that are well stocked with reagents. Four teachers are involved in the teaching of Chemistry at Peterhouse. It has one laboratory technician who works closely with the other supporting staff within the School’s Science faculty. The teachers are passionate about their work, and are always willing to assist pupils to increase their understanding of the concepts studied.

There are four lessons per week at B and A block levels, one double and two single lessons. Chemistry is a practical subject and experiments are central to the teaching of the subject. These are done as demonstrations, or by the pupils themselves working individually or in a small group. At the end of the two years, our pupils sit for IGCSE Chemistry (0620).

At the end of the two years, the candidates should have the following attributes:
A sufficient understanding and knowledge of Chemistry to become confident citizens in a technologically changing world able to make informed decisions in scientific matters.
They can recognise the usefulness and limitations of the scientific approach.
Show concern for accuracy, precision and integrity in everything they do.
Display an interest in environmental issues and be willing to voluntarily engage in activities aimed at protecting it.

Course Outline
B Block
Lent Term - Experimental Techniques, Atomic structure, Periodic table and bonding.
Trinity Term – Reaction kinetics, Acids, Bases and salts.
Michaelmas Term – Electrochemistry, Air and water.

A Block
Lent Term – Metals, Reactivity series, Equilibria and Amount of substance.
Trinity Term - Stoichiometry and organic chemistry
Michaelmas Term - Revision

A Chakumhara: Head of Chemistry Department

The Department
The department has three dedicated teachers each with a varied background and specialised skills. We have two large and well equipped workshops that specialize in woods and metals respectively. There is also a smaller multi- purpose workshop as well. The department also follows a strict AutoCAD 2015 version offered by Autodesk for all classes which is conducted in the Computer department. Our workshops are sufficiently equipped to allow pupils at the higher levels to realise both small and large projects.

The subject aims to impart practical skill to pupils and make them aware of design as a human activity that has an impact on society and the environment.
Skills are developed in Graphic Communication, Product design or Systems and Control. They will have the opportunity to extend their knowledge of the subject, work with a variety of materials and experience new techniques for production in the workshops. Topics pertaining to the Design Process, Workshop practice, Drawing systems and Technology related to structures, mechanisms and electronic control will be covered.
Much of the A Block year is spent on various aspects of coursework design and realization. Coursework folios and testing of the final products will be completed early in the third term in order to pave way for revision.

On completion of the course pupils can take Design and Technology at both AS and A Level subject in combination with Mathematics, Physics and Geography. The subject has also proved to be handy to students wishing to pursue a career in technology fields.

T Mhete : Head of Design & Technology Department

The Department
The Divinity department is staffed by three teachers, all of whom also teach elsewhere in the curriculum. Over the past few years the teaching of the subject has expanded to be taught throughout the school from D Block to VI Form.

At IGCSE, the subject is taught as Religious Studies, and is a comparative study of two out of three religions, Christianity, Judaism and the Islamic faith. In today’s world an understanding of other people’s religious beliefs can only help to foster international understanding and cooperation between the peoples of the world.

At the end of the course, candidates should be able to:
1. Use knowledge in order to describe the religious practices, experiences and beliefs of others.
2. Select and deploy relevant knowledge of the religions studied.
3. Show understanding of religious beliefs and practices by explaining their significance for believers.
4. Demonstrate awareness and understanding of religious responses to contemporary issues, both personal and social.
5. Evaluate different views on issues arising from religious belief and practice by using evidence and argument.

Course Outline
B Block
Lent Term - Christianity (Worship, Sacred Writings, Festivals)
Trinity Term - Fasts, Pilgrimage / Historical places, Religion and the family
Michaelmas Term - Rites of passage, Religion and Social Action

A Block
Lent Term - Islam (Worship, The Quran and the Hadith, The Hajj, Ramadan, Fasts)
Trinity Term - Religion and the Family, Makkah and Medina, Religion and the Family
Michaelmas Term - Rites of Passage, Exam (October)

2017 IGCSE Pass Rate was 67%.

LT Makwindi - Head of Divinity Department

The Department
The Department is staffed by seven dedicated teachers, all of whom bring their own individual skills and interests together to ensure that the subject is taught effectively. They ensure that useful reading, comprehension, punctuation, listening, speaking and writing skills are taught from Form 1 (D Block) to Form 6.

Teaching Language
Pupils are taught passage analysis, summary writing, examination of language effects, literary devices, grammar, punctuation rules and usage, composition writing and imaginative writing; they also do reading, listening and speaking practice. The pupils learn to look for implicit meaning, empathise, develop ideas effectively and argue points logically. There are a number of activities that are done throughout the B (Form 3) and A Block (Form 4) years that complement the teaching of skills. These skills are all transferrable and are important life skills as well. Pupils are taught to write (and respond appropriately to) letters, speeches, reports, articles leaflets, scripts, dialogue, extracts from stories and passages from other genres. Pupils also learn to write for a variety of specific audiences in different genres; in doing so, they must amplify given ideas and try to use their own words as far as possible. Every year pupils participate in writing contests such as the “Standard Cover to Cover” essay writing competition; the National Allied Arts Literary Competition, the Commonwealth International Competition and others.

Teaching Literature (IGCSE)
The Literature programme complements the pupils’ language learning – particularly the enhancement of vocabulary and creative use of language. Pupils are exposed to texts of different genres, styles of writing, historical contexts, cultural contexts and levels of difficulty. The Cambridge syllabus offers a variety of texts from which Peterhouse teachers select the ones best suited to the pupils whom they are teaching. The texts offered by Cambridge change bi-annually usually and include Drama (two plays); Poetry (fifteen poems) and Prose (one novel).

Through our pupil-centred approach, pupils learn to develop independent opinions on texts, identify themes and examine the effectiveness of linguistic devices. Important skills learnt through literature include an appreciation of different cultures and beliefs, understanding and accepting different characters, empathising with characters that have changed over time because of different circumstances and they learn to appreciate who and what they are through reading about people and situations that are far worse than their own. They see first-hand the impact of dishonesty, integrity, hate, love and learn the power of words and actions – their ability to make or break a character – by reading between the lines and not taking everything in life at face value. They learn to see texts as mirrors of the current world, the past and the future; the imagined and the real. They are also taught to write well-structured and balanced discursive essays on characters, themes, structure and style; in those essays, pupils express their opinions freely.

Tonderai Michael Nzanga: Head of the English Department

The Department
French is an integral part of the curriculum at Peterhouse. The teaching of the language has evolved over the years. Today, we place a large emphasis on the ability to speak and communicate, without jeopardizing the ability to write idiomatic and grammatically accurate French. The staff who teach in the Department are all enthusiastic about their subject, and they encourage boys to develop an interest in the language and to use it around them and in the wider world. In today’s global village French as a language plays a key role not only as a language but as a medium of exchange which is internationally recognized.

There are eight lessons per two week cycle in both B and A Block. Most of the lessons are normally taken as single but we have 1 double lesson per cycle which is used for oral work.
The overall aim of the department at this level is to develop the ability to use French effectively for purposes of practical communication. We also use the PAR method of teaching ie Participatory Action Research which emphasizes participation and action. It helps tremendously to improve pupil participation, concentration levels and it also brings excitement and enthusiasm. We use a variety of teaching aides which also help the slow learners to understand the subject and to grasp complex grammatical concepts. The department puts emphasis in preparing the students for their public exams and ensuring that they do not only just pass with flying colours but they also understand and appreciate the language and French culture. Pupils also embark on a tour to France to enable them to fully experience French culture and France as a country up close and to allow them to practice their spoken French. Students also have one IT lesson per fortnight in which they use the duo lingo app to enhance their knowledge of French grammar.
Course Outline
Pupils cover a variety of topics from D block to A block all of which must prepare and develop listening, speaking comprehension answering techniques and essay writing skills. By the end of the A block year pupils must be semi fluent in the language and be able to convey present, past and future meaning.
Besides the IGCSE exam which is taken after two years, pupils also write the DELF diploma. This is a diploma in French, which is offered by the Ministry of Education in France and is administered by the Alliance Francais in Harare. It assesses the pupil’s level of French. The diploma is started in B Block and pupils may finish in A level or they may choose to continue with the diploma after school.

S. Gombedza : Head of French Department

The Department
The Geography Department has four full time teachers, plus two others who also spend part of their time teaching in other Departments. We have a suite of five dedicated classrooms, and also a reference/resource room, plus a Stevenson’s Screen Weather Station, and a remote electronic weather station. The staff who teach in the Department are all enthusiastic about their subject, and we encourage boys to develop an interest in the Natural and Built environments around them and in the wider world. In B and A Blocks the changing world around us becomes important, as our pupils are mature enough to understand and appreciate that our world is not a static place.

Entry Requirements
An automatic entry for pupils in Sets 1-3 and a pass in the subject at C Block and English Language. Pupils in Set 4 can only choose the option with approval from their C Block teacher.

In B Block there are eight lessons per two week cycle, generally taken as two double and four single lessons. Geography is a content subject, as well as a practical one, so we try to keep the boys interested by making their lessons as varied as possible, and often practical or fieldwork can be done in the double lessons. At the end of two years, our pupils sit IGCSE Geography (0460).
Successful Cambridge IGCSE Geography candidates develop lifelong skills, including:

• An understanding of the impacts which both physical and human geography can have and the processes which affect their development;
• A sense of place and an understanding of relative location on a local, regional and global scale;
• The ability to use and understand geographical data and information;
• An understanding of how communities and cultures around the world and how they are affected and constrained by different environments.

At the end of the two year course, our pupils are well equipped to study the subject at AS and A level, but if they choose not to, then they have acquired skills and knowledge that will be helpful to them for many years to come.

Course Outline
B Block
Lent Term - Geographical Techniques
Trinity Term - Climate, weather and hazards
Michaelmas Term - Landforms, weathering and marine processes

A Block
Lent Term - Population and settlement, dynamics
Trinity Term - Agriculture and Industry including Developments
Michaelmas Term - Water and energy, Revision

CR Tswatswa : Head of Geography Department

The Department
The History Department has three full time and one part time dedicated, enthusiastic and experienced teachers. The subject is taught from four classrooms and these are all equipped with projectors for teaching. The department has embraced new teaching and learning methods of the Modern Age. Apart from the Projectors, we make use of the internet facilities in the School with at least one double IT session per cycle for each of the two blocks. We also organize educational Tours to Europe to countries that are covered by the syllabus. More recently in 2016, 41 students travelled to Belgium, France, Germany and Poland where they experienced first-hand the work covered in their two-year course and the lessons learned are invaluable.

Our results in 2018 were as follows; 1A*, 10As, 12 Bs, 11 Cs, 1 D & 2 Us – a 92% pass rate.

In B and A Blocks, there are 4 lessons each week and at least one of these is a double lesson. History is a content subject and we keep the boys motivated through the use of a variety of teaching methods. The IGCSE Syllabus gives our boys an opportunity to study some of the major international issues of the 20th century. The emphasis within the syllabus is as much on developing lifelong historical skills as on acquiring knowledge. At the end of the two years, the boys sit IGCSE History (0470).
The successful Cambridge History candidates develop some of the following skills:
An interest in and enthusiasm for learning and understanding about the past.
An understanding of historical concepts such as cause and consequence, continuity and change, similarity and difference.
A greater understanding of international issues and the inter-relationships.
How to present clear, logical arguments.
At the end of the two year course, the boys can choose to continue with their studies of the subject to Advanced Level and if not, they would have acquired valuable skills for life. We do the Core Content: Option B 20th Century. The boys are entered for three papers: Paper 1 (2hours), Paper 2 (2hours) and Paper 4 (1hour).

Course Outline
B Block
Lent Term – Peace Treaties, The League of Nations, International Relations, Collapse of International Peace.
Trinity Term - Depth Study - Germany
Michaelmas Term - Origins of the Cold War, Cold War Case Studies

A Block
Lent Term - US Control of Communism, Soviet Union and Communism
Trinity Term - Events in the Gulf 1970-2000
Michaelmas Term - Revision

F. Mukucha : Head of History Department

The Department
The IT department has four computer rooms located in the Gibbs Centre. The department is supported by two technical staff; the IT manager and a technician who are responsible for maintenance and technical support. The IT rooms are equipped with state of the art computer equipment and broadband internet access. Three of the IT rooms have overhead projectors and multimedia equipment. One has a SMART board. Internet access is closely monitored using classroom management software, firewalls and a proxy server.

Two full time teachers are employed in the department. At IGCSE Information Communication Technology (ICT) and Computer Science are offered. ICT teaches pupils to use a wide range of computer applications including developing Web Pages. Computer Science focuses on developing computational thinking, problem solving, programming skills and an understanding of computer systems. The two subjects build a foundation for A Level Information Technology or Computer Science.

Course Outline
Information and Communication Technology (ICT)
B Block
Lent Term - Computer systems, documents and Communication.
Trinity Term - Computer Networks, Data types, manipulation and integration
Michaelmas Term - Use of IT, Data Analysis and Integration, Presentation Authoring
A Block
Lent Term - Uses of IT, Effects of using IT and Web Authoring
Trinity Term - Systems Analysis and Design and Web Authoring and all practicals
Michaelmas Term –Revision

Computer Science
B Block
Lent Term – Data Representation, Algorithm Design and Problem Solving
Trinity Term – Communication and Internet Technologies, Algorithm Design and Problem Solving
Michaelmas Term – Hardware and Software, Programming

A Block
Lent Term – Security, Programming
Trinity Term – Ethics, Databases
Michaelmas Term – Revision

R Ziko: Head of IT Department

We aim to help our pupils reach their mathematical potential by providing an environment which nurtures confidence and an interest in the subject. Our students are exposed to a range of teaching and learning styles which take into account their individual learning abilities. Pupils are equipped with the competences needed for Mathematical activities. The main goal is that they should be able to carry out routine algorithms that are involved in “doing sums” and be able to use appropriate equipment such as calculators and geometrical instruments. Our teachers help pupils to recognise the essence of doing Maths beyond their own scope, hence seeing that it is a powerful tool to be used in other subjects.
The Peterhouse Mathematics curriculum is based on the Cambridge Syllabus. This includes focused work on number, algebra, shape and space and data handling and places particular emphasis on the child's ability to use and apply mathematics.
Set 1 and 2 write the IGCSE extended papers at the end of A block. B block sets 1 - 3 inclusive begin the IGCSE extended syllabus while set 4 start on the Core syllabus. Set 3 normally drops the Extended Maths in second term of A block to do Core. Those who excel during the Mock exam in A block are moved up to carry on with the Extended syllabus. The Extended Papers are Papers 2 and 4, while the Core papers are Papers 1 and 3.

Course Outline - Core Maths
B Block
Lent Term - Shape and Space, Algebra 1
Trinity Term - Number 1, Handling data
Michaelmas Term - Shape and space 2, Algebra 2

A Block
Lent Term - Algebra 2 continued, Number 2, Probability
Trinity Term - Shape and Space 2,Numbers 3
Michaelmas Term - Revision

Course Outline – Extended Maths
B Block
Lent Term - Number 1, Algebra 1
Trinity Term - Geometry, Trigonometry, Mensuration
Michaelmas Term - Algebra 2, Sine rule, Cosine rule

A Block
Lent Term – Graphs, Sets, Vectors, Functions
Trinity Term – Matrices, Transformations, Statistics, Probability
Michaelmas Term - Revision

L Kunatsa: Head of Mathematics Department

The Department
Our department currently has two Physical Education teachers, who both read for a degree closely related to Physical Education as a subject. The two members of staff also teach in other departments - Biology and Geography.
In regards to the facilities within the classroom environment, the Physical Education department has two rooms, which are small and personal due to the small class sizes. The department also makes use of the many sporting facilities found on the Peterhouse Campus.
Both members of the department are knowledgeable and enthusiastic about academics and sport; and are involved in sports at a high level.

Style of teaching
Our department is continually looking to make effective use of technology available and as such attempt to use media where appropriate to enhance the learning environment. Practical activities are used to link the theoretical principles.
Currently the staff will begin with, and see through a class from the start to the end of their IGCSE syllabus. This continuity hopefully brings with it the best possible results for the boys, who have the time to develop a good working relationship with their teacher.
Both the B and A block pupils receive one double period (which can be used for practical activities) and two single periods in a week. Lessons are forty minutes in length, allowing enough time to cover the syllabus.
By following the course, the boys will be able to develop an understanding of effective and safe physical performance and to appreciate the necessity for sound understanding of the principles and practices that underpin improved performance, better health and well-being.

The IGCSE curriculum
This is comprised of two components. Component 1 is theoretical and assesses the candidate's knowledge and understanding in relation to the syllabus content. Pupils will need to demonstrate skills of description, interpretation and evaluation. The theoretical paper has a weighting of fifty percent and asks question related to the three units taught.

Component 2 is a coursework component, which constitutes the remaining fifty percent of the overall mark. A minimum of four practical activities from two of the seven categories needs to be performed to a high standard.

C Davison : Head of Physical Education

The Department
The Physics Department has two full time teachers, and one teacher who is also part of the Chemistry Department. There is also a full time technician whose primary role is to prepare and facilitate practical activities. The department has two modern laboratories and numerous equipment and apparatus which enable learner-centred teaching and learning to take place. The teaching staff are determined, experienced professionals who impart lifelong problem solving skills as well as develop an inquisitive mind-set within our learners so that they are able to lead society in the quest to adapt and overcome the ever changing world.

Physics is a hands on Practical subject that seeks to explain properties of Matter and Energy and the relationships between the two, and as learners progress from B Block to A Block they are taught and exposed to the instruments that are used to make such deductions as well as the basic behaviour of materials such as light, sound and matter. Lessons are structured into Theory, Practical and Demonstration lessons. At the end of A Block our learners sit for IGCSE Physics which is broken down to three assessment components namely, Knowledge with understanding, Handling information and problem solving and Experimental skills and investigation.

Successful Cambridge IGCSE Physics candidates gain lifelong skills including:

- Confidence in a Technological world, with an informed interest in scientific matters.
- An understanding of how scientific theories and methods have developed, and continue to develop, as a result of groups and individuals working together.
- An understanding of the usefulness (and limitations) of scientific method, and its application in other subjects and in everyday life.
- An excellent foundation for advanced study in pure sciences, in applied science or in science- dependent vocational courses.

Course Outline
B Block
Lent Term – General Physics; Measurement ( length, time, mass, volume and density) and Kinematics
Trinity Term - Properties of waves, Light and Sound
Michaelmas Term – Work, Energy and Power and Thermal Physics

A Block
Lent Term – Electromagnetic effects
Trinity Term - Electricity and Magnetism
Michaelmas Term - Atomic Physics

R Chiminya: Head of Physics Department

The Department
The Travel and Tourism Department has 2 teachers, who also spend part of their time teaching in other Departments. We have well equipped classrooms and up to date text books for our pupils to use. The staff who teach in the Department are both enthusiastic about their subject, and we encourage boys to develop an interest in the Natural and Built attractions, Destinations and Ecotourism projects around them and in the wider world. We also teach them valuable skill of customer service. In B and A Block, the changing world around us becomes important, as our pupils are mature enough to understand and appreciate that our world is not a static place.

In B Block there are eight lessons per two week cycle, generally taken as two double and four single lessons. Travel and Tourism is a content subject, as well as a practical one, so we try to keep the boys interested by making their lessons as varied as possible, we try to take them on field trips to places relating to the syllabus such as Travel agencies, hotels, restaurants and to the airport. Quite a number of the lessons are taught in the IT labs in order to find case studies that will be used in examinations. At the end of two years, our pupils sit IGCSE Travel and Tourism (0471).

Successful Cambridge IGCSE Travel and Tourism candidates develop lifelong skills, including:
- Exploring the different organisational roles within the industry such as tour operators and transport providers.
- Discovering the features of worldwide destinations and attractions, and how customer care and working practices have evolved.
- Gaining a theoretical knowledge of all sectors of the industry, its infrastructure and the products and services required to generate tourism.
- Studying Travel and Tourism from global, regional and local perspectives.
At the end of the two year course, our pupils are well equipped to study the subject to A level, but if they choose not to, then they have acquired skills and knowledge that will be helpful to them for many years to come in their day today life and in their careers.

Course Outline
B Block
Lent term – The Travel and Tourism Industry
Trinity Term – Features of Worldwide Destinations
Michaelmas Term - Customer Care and Working Procedures

A Block
Lent Term – Travel and Tourism Products and Services
Trinity Term – The Role and Function of Marketing and Promotion in Travel and Tourism
Michaelmas Term – Revision Tests

RG Mudiwa: Head of Travel and Tourism

Core: English Language, English Literature (sets 1-3), Mathematics, Biology, Life-skills

Curriculum CIE A Level Prospectus


This document has been produced to help parents and pupils know exactly what is involved in choosing subjects at A level. The specific subject information, written by Academic Heads of Department, includes the course content, previous pass rates and the qualifications needed for entry into the subject concerned together with suggested/suitable combinations of subjects.

The selection of A level subjects is of critical importance and can have a long lasting influence on university applications and career choices.

To parents I would like to say the following:
• please take time to discuss the implications of the choices made with your son/daughter; and
• the selection of A level subjects should be heavily influenced by the ability/aptitude of your son/daughter and not by the aspirations you may have for him/her – you must guard against pushing you son/daughter in a direction which you rather than he/she wants!

To pupils I would like to add:
• do as much research as you can into the various options and make sure that you understand the consequences of the choices you make;
• do not be influenced by the choices which your friends are making – it is important that you make choices for your own benefit; and
• above all else choose subjects which interest/stimulate you.

A level choices need to be made by half term, but it is possible to make changes to these choices following the publishing of IGCSE results.

When the IGCSE exam results come, we weight them by giving them the following values:

A* 6 points
A 5 points
B 4 points
C 3 points
D 2 point
E 1 point

To qualify to take 3 A levels, a pupil should ideally:
• pass at least 6 subjects at IGCSE level including English Language;
• obtain at least 23 points in the best 6 passes; and
• have a viable A level package.

It is possible for pupils who do not qualify to take 3 subjects at A level to take 2 subjects
at A levels and one subject at AS.

In addition to taking 3 A level subjects, in order to broaden the academic curriculum at 5th
form level, all pupils in the 5th Form will take a course in English Language, Global Perspectives or French Language, all of which are examined at AS level at the end of the 5th form year.

Howard Blackett MA (Oxon)


You should choose a career based on the subjects you enjoy studying. There are many years of study to come - you should enjoy them!!

Try to narrow down the field of choice to ‘Arts’, Sciences’, ‘Business (Commerce)’, “Engineering’ etc.
Choosing a ‘specialty’ field over a ‘common’ field will give you more job opportunities. For instance, Accounting is ‘common’. Forensic Accounting is ‘specialised’.

South African University requirements are very specific and need to be adhered to for successful admission. For instance:
1. National Benchmark Tests (NBTs) are required if you are pursuing Bachelor degree studies at a South African university.
Please double check the website of your choice SA university(s) if your degree requires the NBT Maths
2. If you are pursuing a Diploma or a Higher Certificate, the NBT is not needed.
3. AS level First Language English is required for entry at many SA universities (please check the website of the SA university that you are wanting to apply to see if they require this).
4. A level Maths is required for most all degrees except for Humanities degrees : Literature, Languages, Art, Music, Philosophy and Religion

Be aware of specific requirements in particular fields of study:

5. A level courses for the Medical field varies per country. Some require Biology as compulsory and the UK (for instance) feels Chemistry is the compulsory subject. The other two programs that are secondary would be Math and Physics
6. Engineering requires Mathematics and Physics and one science subject (Chem or Bio)
7. Agriculture prefers Biology and Chemistry
8. B Comms require some level of post IGCSE mathematics
9. BA / B Soc Sci / Humanities degrees have very few restrictions.
10. Architecture often requires Physics as Architecture is widely considered an ‘Engineering’ program

If in doubt, please visit the Careers Dept on the 1st floor of the Megahey Centre.
Be involved in your future career choice - don’t follow the crowd.

Only you can truly choose what you want to do with the rest of your life so choose something you are passionate about –or– choose a career where you are helping people << this will, in turn, give you a sense of fulfilment and ultimately, a passion in life.

Jenny Kirkman
Careers Officer

V and VI form Subjects 
One subject from three of columns 1-4, plus life skills.
V Form also select one subject from column 5 (with 30+ IGCSE points)

AS Level (5th Form)
1. The Accounting System: A Recording Financial Information; B Accounting Principles; C Control Statements
2. Financial Accounting: D Preparation of Financial Statements; E Capital (Equity)
3. Financial Reporting and Interpretation: H Interpretation and Analysis; I Company Financing
4. Elements of Managerial Accounting: J Costing Principles and Systems; K Budgeting

A Level (6th Form)
1. All may be examined at A Level
2. Financial Accounting: D Preparation of Financial Statements; E Capital (Equity); F Business Purchase; G Published Company Accounts
3. Financial Reporting and Interpretation: H Interpretation and Analysis; I Company Financing
4. Elements of Managerial Accounting: J Costing Principles and Systems; K Budgeting; L Standard Costing; M Investment Appraisal
In addition to the general ‘A’ Level requirements, a C grade or better passes should be obtained in English and Mathematics. Preference may be given to pupils who study Business Studies at ‘A’ Level and who may have passed IGCSE Accounts already. Considerable mathematical ability will be needed. Although the syllabus assumes no prior knowledge of Accounts, pupils who tackle Accounts must be numerate, logical, consistent hard workers and accurate. If you dislike working with figures then this is not the course for you.

These are the same as for Business Studies but with greater emphasis on the Accounting function. This course is invaluable for any progression to a commercial degree and professional accountancy firms express great interest in students with good passes here.
Any business needs owners and bookkeepers! Job opportunities for accountants after training and qualifying are numerous. Knowledge of accounting is useful if you hope to be a successful business man.

The overall pass rate has quite high in recent years with 100% in the year 2018. We intend to maintain this performance.

P Chirombe
Head of Department: Accounting

Art and Design is a mode of expression and communication. It is concerned with visual perception and aesthetic experience and forms a language in addition to those used by literary, mathematical, scientific and factually based subjects.

A-level Art and Design involves a considerable amount of Coursework. At present the area of study which we undertake is Painting and Related Media. Drawing and Painting feature prominently, covering a wide spectrum of media and techniques. Printmaking, basic design, and sculpture are also introduced into the course. Photography has also become very popular at this level.

Pupils are encouraged to make well-founded assessments of their own and other artworks. Direct contact with art and Artists in Zimbabwe is of particular importance, resulting in meaningful visits to local galleries, artists' studios and workshops.

The AS assessment is made on both the Coursework and a Controlled Test (timed exam). In Sixth Form there is no Controlled Test but two areas of study have to be undertaken, Practical coursework and Personal Studies, where individual in-depth investigations are made of the work of influential artists and craftsmen in Zimbabwe.

The preferred requirement for A Level is a B grade pass at IGCSE.

We hope to make the course an enjoyable and discovering experience for anyone who joins us.

Godfrey Masanga
( HOD Art and Design )

Biology has remained the most popular pure science studied at ‘A’ Level in the school. The department boasts of splendid state of the art laboratories.

The syllabus builds upon the concepts covered at IGCSE, although in more detail and with greater emphasis on application than memory. Practical work assumes greater significance now, with an additional Planning, Analysis and Evaluation paper, in addition to the traditional Practical paper. The syllabus is divided into two sections, the Advanced Subsidiary ‘AS’ and the Advanced level A2. In Fifth Form, pupils complete the AS syllabus and sit for AS exams. In the Sixth Form year pupils study the A2 Syllabus and sit for A2 exams.

In addition to the general ‘A’ Level requirements, ideally, “A” grade passes should be obtained in Biology, Chemistry and Mathematics at IGCSE. Certainly a candidate with no background in chemistry will struggle with this subject. Those who opt to study the subject together with Chemistry and Maths will be better prepared to pursue Life Sciences at tertiary level.

Successful completion of the course assists pupils in embarking on careers in Agriculture, Conservation, Dentistry, Food Science, Horticulture, Medicine, Microbiology, Pharmacy, and Radiography.

Results have fluctuated with the wide range of abilities of pupils attempting this subject in recent years. The pass rate has ranged from 90% to 100%.

P Fantiso
Head of Department : Biology

AS Level (5th Form)
1. Business and its environment: Enterprise; Business Structure; Size of business; Business objectives; Stakeholders in a business
2. People in organisations: Management and leadership; Motivation; Human resource management
3. Marketing: What is Marketing? Market research; The marketing mix
4. Operations and project management: The nature of operations; Operations planning; Inventory management
5. Finance and accounting: The need for business finance; Sources of finance; Forecasting cash flows and managing working capital; Costs; Accounting fundamentals
6. Strategic management: No topics at AS level

A Level (A2) 6th Form
1. Business and its environment: Business structure; Size of business; External influences on business activity
2. People in organisations: Human resource management' Organisation structure; Business Communication
3. Marketing: Marketing planning; Globalisation and international marketing
4. Operations and project management: Operations planning; Capacity utilisation; Lean production and quality management; Project management
5. Finance and accounting: Costs; Budgets; Contents of published accounts; Analysis of published accounts; Investment appraisal
6. Strategic management: What is strategic management? Strategic analysis; Strategic choice; Strategic implementation
In addition to general ‘A’ Level requirements, B grade or better passes are preferred in English and Mathematics. A pass in Business Studies at IGCSE is useful background.

Along with Business Studies it can be an advantage to study Mathematics and Accounting.
However, it goes well with any A Level subject.

Material taught in this course is a useful grounding for various B. Comm degrees, where post IGCSE Mathematics is also invariably required. Although not a prerequisite, pupils may start these type of degrees with an advantage having studied Business Studies. Professional commercial diplomas (such as CIS, CIMA and ACCA) include much of the material studied broadly in Business Studies.

Pupils with a pass in this subject make useful management trainees and will have a good basic knowledge from which they can build their own businesses in entrepreneurial fashion.

Results have steadily improved in recent years with the overall percentage pass rate of 100% in 2018.

P Chirombe
Head of Department: Business Studies

Chemistry at A level is challenging but also very exciting for those who have a genuine interest in science. The course is designed to set a sound platform for the study of Pure Chemistry and related subjects at University. Chemistry is a requirement for those wishing to study Medicine, Physiotherapy, Pharmacy, Dietetics, Chemical engineering, Veterinary Science and many other areas.

At Peterhouse we are following the Cambridge syllabus, which is divided into two parts AS Level (which is examined in the fifth form) and the A2 level (examined in Sixth Form).

CIE has made changes to both AS and A2 syllabus for exams to be taken from 2019 onwards. More topics have been incorporated into the AS syllabus while some A2 topics have been replaced by new ones. This makes the subject more interesting and prepares the pupils better for the real world. We have welcomed these changes and believe that they are a step in the right direction for the development of the subject.

Pupils may enrol for A level Chemistry with an “A” grade in IGCSE Chemistry and Mathematics. Pupils with B grades in either or both subjects will be considered if there are available places, and if their IGCSE class teacher approves.

Chemistry being a pure science is best combined with other pure sciences especially Physics, Biology and Mathematics.

There is much new material to be learnt in ‘A’ Level Chemistry and hence no one can hope to do well without some hard work. We recommend an hour of study per day outside lesson time each weekday as a general guideline for those aiming for top grades. We aim and usually manage to finish both the AS and A2 syllabuses the syllabus by the first FFW of the Michaelmas Term of Vth and VIth Form years respectively.

A Chakumhara
Head of Department : Chemistry

The number of pupils taking the subject averages around twenty five per year and is shared between two teachers. This enables the staff to give individual guidance to pupils taking the subject. The course of study in the first year culminates in AS qualification to successful candidates. This will be extended to A Level qualification in their second year. Design and Technology is a complementary subject to Mathematics, Physics, Geography, Art and Design at both A/S and A Levels.

Pupils who opt for this subject should be able to develop and sustain their own innovation, creativity, entrepreneurial skills, critical analysis and appreciation of responsible design. Holders of IGCSE Design and Technology, and those pupils with a sound background in Art, Mathematics and Science will certainly enjoy a distinct advantage. It is essential that the pupils who choose to do the subject develop the ability to communicate clearly through drawing.

During the first year, pupils will be expected to cover the core content that includes exposure to modern technologies and the use of computers in industry. Pupils will also use Computer Aided Design programmes to generate drawings, and spend time in the workshops acquiring experience and skills in working with a variety of resistant materials. This will prepare pupils for one written examination paper and a coursework project which culminates in the production of a model in order to get an AS qualification.

In the second year, pupils will specialise in either Graphic Products or Product Design in preparation for A Level examinations. They will also undertake a school based coursework project in an area of interest that should coincide with their chosen specialisation.

The subject meets the needs of pupils ranging from those who are perhaps not yet sure about their specialist areas and those who wish to study any of the following programs; Interior Design, Graphic Design, Architecture, Product Design and Industrial Design. It will also be useful in any of the Engineering fields. The course offers much opportunity to experience and understanding industrial practices as it explores critical evaluation skills relevant to technical, environmental and social issues. Another advantage is that some pupils may use their Design Portfolios to help in gaining admission into Design courses at Colleges and Universities.

T. Mhete
Head of Design and Technology

The Department has a team of qualified and experienced teachers for the subject, and there are excellent resources in terms of textbooks. The school library houses DVDs, videos and reference books on a number of topics, and the department itself has build-up a similar resource base.

The course encourages an academic approach to the study of religion, and is divided into two main sections, firstly the Prophets of the Old Testament (pre-canonical and pre-exilic prophets), and secondly, the four gospels. The course also expects the pupils to apply knowledge to real life situations in the world today. Pupils will write the AS examination at the end of V Form, before proceeding to A-Level the following year.

Pupils should have obtained B grade IGCSE passes in both Religious Studies and English Language. We recommend that Divinity is studied with other humanities subjects such as History or Geography, and also English Literature.

Divinity can be used as one of the required A-Levels for entry into further study in most disciplines, but perhaps more specifically in Teaching, Business, Law and Politics.

The pass rate for 2018 was 100% both at AS and A-Level.

In Divinity the pupil is expected to develop skills in critical interpretation, evaluation and analysis. There is also a lot of reading, writing and debating in the subject. It is not necessary for a pupil to have or practice a religious faith, but must have an open and literal approach to matters of religious sensibilities.

LT Makwindi
Head of Department: Divinity

In A Level Literature classes, Language is not formally studied but good style and clear expression are needed and Language errors are corrected in essay work. We study eight texts, ranging from Shakespeare up to the twentieth century writers like Wole Soyinka and Tennessee Williams.
Candidates write four papers, two (papers 3 & 4) at AS level in V Form and two (papers 5 & 6) in VI form at A2 level. The choice of texts covers all three literary genres: drama, poetry and prose. Texts range from reasonably easy to difficult ones.

The English Department accepts most candidates who wish to study A-Level Literature in English. A pass in Language is essential, and literature must have been studied to an acceptable level. If you do not enjoy reading or if you find writing difficult, do not attempt this course.

Almost anything. English will help you with most other subjects where copious notes are needed – one’s expression improves and insight and perception are developed.

With one or two other subjects it gains one entry into University. It is useful in any general Bachelor of Arts course and is crucial for Law and very helpful in Accounts or Business Studies; other fields are Publishing Assistant, Editorial Assistant, Copywriter, Social Media Manager, Copy Editor and Teacher/ Lecturer.

Results have been very good over many years at Peterhouse with 100% pass rate most years. However, only pupils who go the extra mile in their studies achieve A and A* grades. Their expression must be flawless and their depth of analysis of texts should be outstanding. In 2018, one of our AS candidates, Ian Fowlds, was named The Best AS Literature Candidate in Zimbabwe.

If you are thinking of choosing Literature in English, you should enjoy reading, writing and participating in class discussion. There is nothing worse than a candidate who never says a word. It is an exciting course with some lovely books and will instil a love of Literature which should give you pleasure all your life.

Tonderai Michael Nzanga
Head of Department : English

Fifth Form pupils can choose to study AS Language as a fourth subject, and in recent years and they have performed very well in their examinations. The AS Language syllabus has a Paper 1: “Passages” which gives pupils the opportunity to explore the effects of language in context. They comment on aspects such as vocabulary, figures of speech, syntax, formality and informality of language and other linguistic features. The second type of question in this paper has a directed writing task. Pupils learn to copy the style of a given passage of any genre: article, report, narrative text, leaflet, and etcetera. Paper 2 tests pupils’ ability to write for different audiences in different styles.
A Level English Language is studied by very few pupils who have a love for the subject and who are ardent readers. Paper 3: “Text Analysis” is similar to the AS Paper 1, but it has a comparative aspect of texts of different genres. The Paper 4: “Language Topics” is a good introduction to the study of Linguistics at university. Topics like: Spoken Language and Social Groups, English As A Global Language, Kachru’s Three Circles, main stages of early linguistic development in children and other interesting linguistic concepts are taught. At A Level, the subject really gives pupils the opportunity to explore how language catalyses the development of human beings in the global village.
How do you qualify?
You have to love reading material written in different genres; you must be someone who reads everyday: newspapers, magazines, novels, poetry, drama and any other works of art.
To study AS language
You must have passed your IGCSE English Language with at least a C grade or better. A Literature in English pass is an added advantage; this is because all exercises that pupils do at this level involve the use of language in a literary context.

To study A level language
An AS Level pass with at least a C grade or better is a requirement. You must be someone who is willing to do most of the work; the lessons are pupil centred. There is lots of research involved.

We have had encouraging results at both AS and A Levels in English Language. At AS Level, the average pass rate has been above 85% for many years; in 2018, it was 91%. At A Level, it has been 100%; in 2018, Michelle Mwenje was honoured by the University of Cambridge for being The Best A Level English Language Candidate in Zimbabwe.
Tonderai Michael Nzanga: HOD English Department

multilingualism allows for more career prospects. French gives you access to the Francophone world. French speaking students can look forward to working in the following sectors and organizations:-
- Travel and Tourism,
- The United Nations,
- The banking sector,
- IMF,
- EU,
- AU,
- ADB,
- Diplomatic service
- International relations
- Lectureship
- Teaching
- journalism
- Medecins Sans Frontieres.
- The international Red Cross
- Fashion
- The Olympic Games
- Gastronomy

French is compatible with almost every other subject. Over 20 000 English words have their origins In the French language. In Food science some culinary terms are French words. The greatest Art works are by French painters. In English literature the most prolific writers and novelists are French. The French revolution is an important event in European history. Any pupil whether they are “Arts” inclined, “Science” inclined or even leaning towards commercials will have French as an added advantage no matter what career path they chose to follow. French can be partnered with English, History, Travel and Tourism, Business studies and Art.

AS French Language is offered over a period of one year (8 periods per week), as a fourth subject. This will enable you to excel at your career of choice because you will have the added advantage of speaking a foreign language. In addition to this, the DEFL and DALF (French Language Diplomas) will be offered over.

A2 French may be offered to students who are Francophone and to those who manage to attain a B pass or better at AS level.

More than 200 million people speak French on the 5 continents. French is the only language other than English that is taught in every country. Speaking French also opens up study opportunities at renowned French Universities and Business schools.

S. Gombedza
Head of Department: French


The department has three classes per year at AS and A level. These classes are not necessarily concurrent and pupils may opt for the subject in different combinations. Our basic textbook is good but inadequate on its own, and independent research is encouraged. The Internet should be widely used for this purpose.


The ‘A’ level Geography is very contemporary. It occupies a pivotal position in the understanding and interpretation of social, economic, political and environmental conditions and change, from micro, to local, to national, to regional, to international scale, with a good historical perspective. It stresses the complex and varied interactions between man and his environment, and the management of this impact to achieve sustainable development.

Candidates follow the AS syllabus in Fifth Form which consists of core topics in both Physical and Human Geography and their interrelationship. The AS examination is written at the end of Vth Form. The ‘A2’ syllabus is advanced topics of a similar nature studied in Sixth Form, and our candidates write this component at the end of VIth Form.


An A or a B grade at IGCSE is preferred and pupils should have a pass in Mathematics and a B grade or better in English Language.


As a subject on its own, Geography does not lead directly to career options, unless one considers the academic field. However, the real benefit of the subject is its opening to a variety of careers in the natural and human sciences. Past pupils have found it useful in their careers in environmental
management, ecology, geology, rural and urban planning, horticulture, tourism, and of course, teaching. All in all it is a useful and flexible subject.


Results have generally been good, despite the subject, sometimes being chosen by academically weaker pupils. Having said that, high grades are possible even for a candidate starting the subject with only a “C” grade at IGCSE, but obviously this is harder work!


It must be appreciated that the subject matter covered is very wide, and it is expected that the pupil applies him or herself in independent study.
Thought and analysis comes from the pupil through additional reading, use of I.T. and videos and through discussion. It is not teacher-centred but pupil-centred. It is also expected that pupils participate fully in various field trips which are organized from time to time. It is by no means an “easy option”!

C R Tswatswa
Head of Department: Geography

Currently there are four experienced and dedicated teachers taking the two AS and two A2 classes.

The new syllabus commenced in 2014 and pupils no longer sit for three hour exams.
Pupils sit two papers on European History Syllabus (9389) of 1 hour and 1 hour 30 minutes duration at AS Level. The two Options are, Component 1: The Search for International Peace and Security, 1919-1945 and Component 2: Modern Europe, 1789-1917. At Advanced Level the pupils do two papers which are Component 3: The Origins and Development of The Cold War, 1941-1950 and Component 4: Europe of the Dictators. The pupils write 2 Papers of an hour and 1 hour 30 minutes respectively.

In addition to the general ‘A’ level requirements, B grade or better passes are required in both History and English Language at IGCSE level.

Along with History it is useful to study English and any other ‘Arts’ or ‘Business’ subject. A useful third choice for pupils is Geography or Divinity. Lately, pupils are choosing Mathematics alongside the History, and this has been used to determine the two sets.

The course is beneficial to pupils wishing to take tertiary literal courses such as Education, Law, Business and Administration among many others.

We acheived a 100% pass rate in 2017, with 3 pupils gaining A* grades. We also achieved a 100% pass rate in 2018 at Advanced Level, with 1 A*, 4 As, 6 Bs and 6 Cs.

This is a course for students who enjoy History. The experience of key figures in history makes interesting studying and often offers lessons in modern life. This course does however demand serious commitment with at least one essay per week being written and considerable reading being essential.

F Mukucha
Head of Department : History

The department has excellent computer facilities which allow pupils to effectively use Information Technology for learning. Pupils are required to write the AS IT examination at the end of Vth form and AS/A2 examinations in VIth form. Pupils who fail the AS examination are required to rewrite the examination in May/June of their VIth form year and if they fail again will not be allowed to write A2 examinations. The department has ninety computers in four networked IT rooms with broadband internet access. Pupils have access to Wi-Fi in boarding houses and around the school.

Information Technology (IT) equips pupils with the IT skills needed in IT-related careers and other professional fields. The syllabus encourages pupils to become effective and discerning users of ICT. It helps them to develop a broad range of ICT skills, knowledge and understanding. Pupils gain an understanding of the structure and use of ICT systems within a wide range of organisations, including the use of a variety of computer networks. As a result, students learn about ICT systems life cycles and how these affect the workplace. They also gain an understanding of the wider impact of ICT on society.

An A or a B grade is required in IGCSE ICT or Computer Science. A pass in Mathematics is vital, and passes in any science or commercial subjects are also desirable.
Pupils with a good grade in Mathematics and the ICDL Base will be considered. A general requirement is a passion for IT.

IT will provide a good foundation for further studies in Information Systems / Computer Science, Business, Engineering and other courses.

Please note that some Universities require A Level Mathematics for admission to study Computer Science. Pupils are therefore advised to study A Level Mathematics if they plan to study Computer Science or Information Systems at University.
Having a laptop at school, with a reasonably fast processor and large memory will be a distinct advantage.

R Ziko
Head of Department: (IT academic)

Peterhouse offers a course to our Vth Form pupils which carries on into the VIth form year for those who plan to be involved in hunting, guiding, tourism or conservation in Zimbabwe. The course occupies the same amount of time as do the A level subjects. The syllabus covers all the topics required for the National Parks Learner hunter/guides licence. It would suit a pupil who has a love of the bush, wildlife or an interest in Conservation and may be done in conjunction with Travel and Tourism.

There is a lot of practical work – we have a practical session every week and through the year have several bush trips with Professional Hunters and Guides. Pupils will learn skills such as making biltong, camp cooking and mechanics as well as gain a good knowledge of the animals, birds vegetation and habitats of Zimbabwe. We visit a number of wildlife and conservation areas, and spend a lot of time in Gosho Park and Calderwood Park.
We also have practical outings visiting a local farm and Cleveland for firearms, safety and target practice. The pupils are required to do a First Aid course before they can register for their exams. (Some of the above will incur extra cost not included in school fees).

Exams are set by National Parks, and consist of 4 papers – Habits and Habitats, Firearms, Law and a General Paper. The standard is high – the work is not too difficult but there is a large amount of information to cover - pupils will need to put in a considerable amount of hard work to complement their practical knowledge. We also offer the syllabus for the learner Canoe guiding paper which is set by National Parks.

Once these exams have been passed, pupils can apply for a Learner Professional Hunter/guides licence and then work an apprenticeship with a Professional Hunter or Guide to gain the experience needed for the final Proficiency test with National Parks. Obviously a pupil who has studied for these exams would be in a very good position to apply for an apprenticeship, have a good background knowledge of the bush and have a good idea of what is involved in the industry. Should a pupil wish to go on to university, 2 relevant A level subjects must be passed to gain university entrance. One of our past pupils has started a course in Game Management at university in South Africa leading to a Diploma. This can be converted to a degree in Game Management with one more year of study.
Anyone wanting to go into Ecology or research or work in Conservation in Zimbabwe would benefit from the background this course gives and the LHG course ties in well with Travel and Tourism, Geography and Biology.

Penny Raynor
(Conservation Officer, Peterhouse group)

While it is true that Mathematics is required for many disciplines these days, it is not true that all students are capable of the insight and algebraic manipulation which are required at this level.

The basic requirement to begin an ‘A’ level course is a grade A at IGCSE. Lesser qualifications (i.e. grade B) may be considered but it has been found that those who were not capable of an A grade at IGCSE find the course increasingly difficult as time goes on and achieve at best a pass with a low grade.

In some cases pupils who opt for Mathematics at A Level are found to be struggling, and are offered the ‘AS’ syllabus over two years. This route is also a good option for those who need Maths purely to meet entry qualifications for tertiary education. All enrolled for the full A level course will write the AS at the end of V Form. Those failing at that stage will not continue to the full A level, but will instead join the final year of the 2-year AS route.

The syllabus that we follow contains four papers – Pure 1, Pure 3, Mechanics 1 and Statistics 1. This gives a good spread of modern elementary mathematics and a good introduction to university mathematics. The AS portion is Pure 1 and Statistics 1.

Regardless of the grade obtained at AS level, pupils will write all four papers in their final sitting as better grades are normally obtained by this route.

L Kunatsa
Head of Department : Mathematics



Our department currently has two Physical Education teachers, who both read for a degree closely related to Physical Education as a subject. The two members of staff also teach in other departments; Biology and Geography. In regards to the facilities within the classroom environment, the Physical Education department has two rooms. Both members of the department are knowledgeable and enthusiastic about academics and sport; and are involved in sports at a high level.


Our department is continually looking to make effective use of the technology available and as such attempt to use media where appropriate to enhance the learning environment.

Currently, staff will begin with, and see through a class from the start to the end of their A level syllabus. The continuity hopefully brings with it the best possible results for all pupils, who have the time to develop a good working relationship with their teacher.


In addition to general V Form entry requirements, a pass in IGCSE Biology is required. IGCSE Physical Education is not a prerequisite, and indeed we currently have pupils in V Form doing well without IGCSE, but it proves advantageous to have a good grounding in the subject knowledge.


The A level syllabus is much harder than that experienced at IGCSE level. Concepts and content are built on from IGCSE however the style of questioning by the examiner requires more analytical reasoning. There is no continuity between the two syllabi; the AS content differing to that of A2.
One should also be aware of the weighting of assessment, with seventy percent of the overall mark obtained from theoretical knowledge, twenty percent from practical activity (in which it is essential to be proficient in two sporting disciplines) and ten percent from written/oral presentations.


Those who wish to pursue a career path relating to sports or sports administration will find this subject useful. Some universities now actually have Physical Education as a prerequisite to enter a chosen degree. Sports science, Physiotherapy, Occupational Therapy, Nursing are areas where this subject is likely to prove useful. Pupils should also be aware that although Physical Education is a recognized subject world-wide, at this time South Africa does not have it on its list of prescribed subjects. This does not mean that you could not gain entry to a university but are likely to only be entered into a specific area that relates to Physical Education.

C Davison
Head of Department – Physical Education

Physics naturally blends with all science subjects. It is strongly recommended at ‘A’ Level for the career minded in the Industrial Sciences. Pupils who have the skills and interest to spend some time experimenting, formulating hypotheses, applying computing skills and solving problems should consider Physics. It is not a purely abstract subject, but has many practical applications. It is an important subject today due to our reliance on technology. It is research in Physics that has led to the development of these technologies. The world would be a very different place if previous generations of physicists had not developed computers, fibre optics and satellites!


In addition to the traditional topics in Physics, Peterhouse offers such fascinating applications as Medical Physics which includes various imaging techniques and other diagnostic methods, Electronics and Telecommunications (including cellular technology), all of which are important in the technological revolution.


An A or B grade in Physics or an A grade in Physical Science is required. Only pupils intending to study post IGCSE Mathematics will be allowed to study Physics as it has a large Mathematical component. In addition an interest in Physics and a high degree of commitment are essential to cope with the demands of a rigorous approach to Practical work and problem solving processes.


The Physics Department is well equipped to meet the demands of the latest syllabus including access to the Information Technology laboratory. It boasts two new laboratories and new equipment especially in Electricity, Magnetism and Electronics. It has achieved commendable results in recent years with the pass rate remaining over 90% for the past seven years, reaching 100% on two occasions.


‘A’ Level Physics provides a foundation for further studies in numerous fields such as Architecture, Mining, Engineering, Medicine, Research and Education. An increasing number of Physicists have entered careers in Agriculture, Astronomy, Crime Detection, Defence Industries, Electronics, Instrumentation, Mining, Telecommunications. .
R Chiminya

Head of Department : Physics

The syllabus, completed over two years, comprises three papers and a coursework project. Being a practical subject a number of case studies are included, involving outside visits to tourism establishments and visiting guest speakers. This provides an interesting aspect to the course and assists with overall perception of the industry.

The coursework project is on Event Management. This involves the class working as a team to plan and stage a live event. Wide use is made of the Internet to keep abreast of changes in the fast growing industry. The coursework is normally centered on an overseas visit or a visit to neighboring South Africa and it is the pupils who plan, and run such events. At Vth Form Level, the pupils write 2 of the syllabus components as part of their AS Level examination.

An IGCSE pass in English Language is necessary and prior knowledge of Business Studies and Geography are advantageous. A pass in Travel and Tourism at IGCSE would be a much needed added advantage.

The tourism industry globally is gaining popularity every year and currently contributes approximately 12 percent of global GDP. As such, opportunities in the industry are excellent and varied. Alternatively, students may opt for a business related university degree, specializing in event management or hospitality. For example, some former pupils are now working as event managers for FIFA, having completed their degree programs.

Previous results have been very good, with more and more pupils going on to attend international hotel and catering colleges and universities. Generally those students who are less academic cope very well with the syllabus content and achieve good passes.

This subject is a very practical and excellent option for those considering a career in the tourism or related industries, such as Marketing, wildlife or hospitality, Event Management and Tourism Management; it gives pupils broad insight into the industry with field trips, lectures from industry professionals and interesting subject matter. Pupils should also be aware that although Travel & Tourism is a recognized subject world-wide, at this time South Africa does not have it on its list of prescribed subjects. A pupil wishing to further their education in South Africa would need to rely on their other two subjects for admission, although having overcome this hurdle, individual faculties do consider the subject.

Rutendo Mudiwa
Head of Department: Travel and Tourism



CAMBRIDGE  CIE  RESULTS 2018 - received January 2019

The overall pass rate at IGCSE was 83.3% (2017 pass rate was 85%) 

  A*      . A      . B      . C       . D      . E      . F, G, U    . Total      . %A*/C    .
Accounts 0 4 6 9 1 0 0 20 95
Art 0 1 0 2 3 0 0 6 50
Biology 3 11 18 23 12 9 1 77 71
Business Studies 0 2 11 5 3 0 0 21 86
Chemistry 1 5 16 15 2 3 0 42 88
CS 6 2 6 5 0 0 0 19 100
Design & Technology 10 11 5 6 0 0 0 32 100
English Language 2 18 27 20 6 2 2 77 87
French 0 3 5 5 8 1 1 23 57
Geography 1 6 24 21 9 3 4 68 76
History 1 10 12 11 1 0 2 37 92
ICT 0 3 5 2 1 0 0 11 91
English Literature 1 8 25 21 6 3 0 64 86
Mathematics 3 8 20 36 5 5 0 77 87
Physical Education 0 0 3 3 4 2 0 12 50
Physics 4 6 19 10 4 3 0 46 85
Travel & Tourism 0 0 3 4 1 0 0 9 89
Total 32 99 205 198 66 31 10 641  
5.0  15.4 32.0  30.9  10.0  5.0  1.7  100  83.5 

The overall pass rate was the highest over the past 5 years and possibly the highest on record.
Academic colours for 8 A grades or better have been awarded to 4 boys (Nigel Chiwara, Simbarashe Govore, Tapiwa Muranda, and Kudzaishe Nyengerai).

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