Upper School Handbook For 2008

Strength from Diversity

West Island School A better school, a better world

Upper School Handbook of Studies Information for parents and students starting an ESF Diploma in 2008

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WEST ISLAND SCHOOL The Upper School (Key Stage 5)

Dear parents and students, This booklet is about education at West Island School during Key Stage 5. It gives information about the courses we plan to run and the choices that have to be made by students at this stage of their educational career.

Overview of Contents 1. Overview of the Upper School Curriculum (Pages 2-7) 2. The Intermediate and Advanced Diplomas (Pages 8-20) 3. The International Baccalaureate Diploma (Pages 21-83) • • • • • •

Group 1 Subjects (Pages 32-35) Group 2 Subjects (Pages 36-39) Group 3 Subjects (Pages 40-52) Group 4 Subjects (Pages 53-63) Group 5 Subjects (Pages 64-70) Group 6 Subjects (Pages 71-80)

4. Appendix (Pages 81-82)

Overview West Island Upper School contributes to the development of unique individuals in a unique global environment. It’s a place where students learn to understand and respect themselves, each other and the international community. The Upper School promotes life long learners who explore, participate and contribute throughout society showing tolerance and compassion with the confidence to make a difference.

The Aims of the Upper School • • • • • •

To create an effective, caring and supporting learning environment. To provide students with the qualifications and study skills necessary to access tertiary education and future careers. To provide challenge and opportunities to succeed for all students in order to create high expectations of behaviour and involvement. To develop a sense of social responsibility and develop participation in the international community. To foster self-discipline, leadership, respect for others and the ability to work independently. To provide an ethos of continual improvement.

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The Upper School Curriculum It is the aim of West Island School to provide our post-16 students with a stimulating and purposeful curriculum, leading to qualifications which are internationally recognized and accepted as entry requirements for higher education. We welcome students of all abilities, providing their command of English is sufficient to enable them to benefit from an English medium education, and offer them not only a broad and balanced curriculum but also opportunities to develop into responsible members of the adult community. WIS has a commitment to provide an appropriate education for all our students regardless of their ability range and preferred learning style. The portfolio of qualifications available is collectively known as the ESF Diploma. Below are the paths of study that will be available to West Island Upper School students.

ESF DIPLOMA

ACADEMIC ROUTE IB DIPLOMA

Careers Related Route INTERMEDIATE DIPLOMA (BTEC Level 2)

ADVANCED DIPLOMA (BTEC Level 3)

ADVANCED DIPLOMA (BTEC Level 3)

Choosing which diploma to take can be an extremely difficult decision. Students will need to make a choice between an academic diploma (the IB Diploma) and a career related diploma (Intermediate or Advanced Diploma). The decision should only be made after students are sure they have all the information needed to make such an important decision. Students will need to discuss with and seek the advice of a whole range of people. These are likely to include parents, friends, tutor, the Higher Education Co-ordinator (Mrs. Schofield) and subject teachers. Students will also need to carry out some of their own research into universities and possible future careers. Time is given in Lifeskills lessons, in individual meetings with tutors and at the Options Evening (Wednesday 14th November 2007) to help prepare students for this decision.

Choosing the Career Related Route (Intermediate or Advanced Diploma) The career related Intermediate Diploma (BTEC Level 2) route is for students who are not expected to achieve at least five grades C or above at GCSE / IGCSE level and are prepared to devote a high level of constructive energy to their studies. It is a one year course and naturally leads into the Advanced Diploma (BTEC Level 3). Students following the BTEC Level 2 then BTEC Level 3 National Certificate route will have the potential to achieve the equivalent of two A levels that can be used for university admission. Students choosing the Advanced Diploma (BTEC Level 3) in Year 12 are expected to have at least five grades C or above at GCSE / IGCSE level and are prepared to devote a high level of constructive energy to their studies. They should also have a preference for career related learning and a learning style which benefits from continuous assessment.

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Choosing the Academic Route (International Baccalaureate Diploma) Students choosing the IB Diploma are expected to have at least five grades C or above at GCSE / IGCSE level, two of which will be in Mathematics and English Language, to be part of the whole IB Diploma. A high level of constructive energy will be required in order to be successful on the IB Diploma course. For more information on this route see the IB Diploma section of this booklet. If a student feels that neither of these two routes are suitable for them then they should seek advice from their Head of School. They might also wish to browse through the Upper School Handbooks of other ESF schools. South Island and Island School intend to offer a limited range of Applied A-level courses alongside the IB diploma. While West Island is happy to give advice, it is the student’s responsibility to ensure that they are fully informed before making any decision to do with their options.

Availability of Subjects While we endeavour to provide a flexible range of options to best suit the needs of individual students, it should be noted that the options on offer are subject to change and we can not guarantee that all the individual courses within each ESF diploma will run. Subjects are on offer dependent on there being sufficient demand for them.

The Core Curriculum for all Students All Diplomas contain a core element, as well as a wide range of subjects from which students may select a field of study appropriate to their ability and interests. The core is designed to ensure the students’ education is kept within a broad context. Depending on which diploma a student selects, the core consists of the following courses/programmes: • • • • •

Lifeskills Sport and Leisure Theory of Knowledge (TOK) Creativity, Action, Service (CAS) Extended Essay or Personal Project

Lifeskills: This programme differs from younger years in that we are concentrating on preparing students for the next step of their educational life. Therefore the programme looks specifically at careers and university entrance as well as practical skills that will help with the transition from a dependent lifestyle to an independent one. The specific exiting programme seeks to move students on while acknowledging the transition process which involves not only looking forward but gaining closure to things already achieved. Students also look at current affairs and world issues in order to prepare for the rigours of university socialization. These elements of the curriculum provide experiences of a general as well as specific educational value. In addition, Upper School students benefit from a programme of individual support and guidance to facilitate their applications to universities and colleges all over the world. Sport and Leisure: The aim of the Upper School Sport and Leisure programme is to educate students into the benefits of an active and physical lifestyle that will hopefully continue to develop after students have graduated from WIS. The programme will provide students with the opportunity to actively participate and further develop their knowledge and understanding of a variety of sports and activities. The upper school Sport and Leisure programme will be divided into three main option blocks. At the start of each option block students will have the opportunity to select a sport/activity. Additionally all students will take part in athletics, cross country and swimming. Core Sport and Leisure is 65mins per week.

5 In order to cater to the diverse sporting interests of the Yr 12/13 students a wide range of individual, team and racket sports will be on offer. Team sports include hockey, football, netball, basketball, Ultimate Frisbee, rugby, volleyball, sedan chair, rounders and softball. Racket sports include tennis, badminton and squash. Individual sports include sailing, rowing, yoga, dance, fitness, body conditioning, aerobics, athletics, swimming, trampolining, golf and kickboxing. For further information on Sport and Leisure please contact Ms. Jo Caldwell at [email protected] Theory of Knowledge (TOK): TOK challenges students and their teachers to reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role that knowledge plays in a global society. It encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognise the need to act responsibly in an increasingly interconnected world. Further details of TOK and how it is assessed at IB Diploma level can be found in the IB Diploma section or by contacting our TOK Co-ordinator Ms. Sarah Lee (Email: [email protected]). Creativity, Action & Service (CAS): The CAS requirement demonstrates commitment to the importance of life outside the world of scholarship, providing a refreshing counterbalance to the academic selfabsorption some may feel within a demanding programme. Participation in creative projects, sports and community service encourages young people to share their energies and special talents within teams and to develop awareness and concern for others, as well as the ability to work cooperatively. The goal of educating the whole person and fostering a meaningful sense of citizenship and respect for others comes alive in an immediate way when students reach beyond themselves and their books. Aims of CAS: The aims of the CAS requirement are to enable students to develop: • • • • • • • • • • • •

an understanding that education is more than the acquisition of knowledge a willingness to inquire and an enjoyment of discovery new knowledge and skills lifelong ethical responsibilities a better understanding of the people around them an appreciation of their own abilities and the talent of others a caring attitude to those both inside and outside their community an awareness of humanitarian issues across the world their ability to be rational risk-takers a willingness to operate outside of their ‘comfort zone’ confidence in their ability to initiate change, both individually and collaboratively autonomy and self-reliance

Principles of CAS: This philosophy is based on several assumptions: • • • • • •

Education is not confined to the classroom or lecture hall and the most important and memorable elements of education often exist outside of both An international education must go well beyond the provision of information and is involved in the development of attitudes and values which transcend barriers of race, class, religion, gender or politics Service to the community (including school, local, national or international communities) is an essential complement to intellectual development International schools have a special opportunity to establish links between different cultures and, by doing so, to further international understanding Creativity, Action and Service should play equal parts. However, Service is often the most transforming activity for students. CAS should: challenge and extend students and develop a spirit of discovery and self-reliance; encourage new skills and interests and inspire a sense of responsibility towards all members of the community

6 CAS activities are often the source of genuine pride and satisfaction for students and create a distinct and lasting impression of their Diploma experience. CAS Journals: Reflection is the essential process that allows students to learn from their experiences. Reflection is the self-appraisal of goals and achievements and provides the opportunity to document feelings and healthy self-criticism, which is a vital part of the CAS process. Students will use their CAS Journals to record their: • • • •

Aims Goals Participation Reflections

Examples of CAS: The following are a small number of the options open to students: Creativity

• • • • • • • •

Action

Service

• • • • • • • •

Music (choir, orchestra, music lessons, music practice) Drama (performing, costume design, make-up, stage management) Oration (debating, Model United Nations, public speaking) Visual Art (drawing, photography, sculpting) Website design and computer graphics Writing (creative writing, magazine writing and editing) The planning of service projects and special events Sport (athletics, badminton, cross-country running, fitness training, football, hockey, netball, sailing, squash, tennis etc…) The implementation of service projects and special events World Challenge The Award for Young People expeditions and physical activities Community Service Tutoring and peer Support Leadership in and creation of school based activities Leadership on Horizons Week activities Giving time and energy to produce meaningful benefits for others

What is not CAS? It is helpful to look at examples of activities that do not count as CAS: • • • • • • • • •

Operating passively Activities where there is no real benefit for someone else Activities with no opportunity for reflection Class activities/projects that are part of your academic studies Activities with a financial reward or other tangible benefit Repetitive, tedious tasks with no value for others Activities where you do not understand why you are completing tasks Fundraising with no clear goal Activities with no leader or supervisor able to confirm your involvement

For further information on CAS please contact Mr. Paul Bayne at [email protected] Extended Essay or Personal Project: All students will be required to carry out some individual task in order to develop their research and investigational skills. For Intermediate and Advanced Diploma students the nature and depth of this task will be based on the needs of individual students. IB Diploma students are required to submit an extended essay on a subject of their choice. Further details of the

7 extended essay and how it is assessed at IB Diploma level can be found in the IB Diploma section or by contacting our Extended Essay Co-ordinator Mr. Mike Williams (Email: [email protected])

Getting Advice on University Admissions and Possible Career Paths The Careers Resources Room and office are located in the Upper School Area in A500. University prospectuses and other guidance material are available on Australia, Canada, Hong Kong, UK and USA. Students are welcome to use this room to research careers and higher education during their study periods and at lunchtime. There is also a notice board with news of upcoming events and opportunities. The Careers and Higher Education staff are available for advice at lunchtime and at other specified times during the week. If students have a specific query which may need a longer appointment, it is always best to email in advance to book a time. You can do this through the careers page on the CLC. On the CLC you will also find guidance material specific to your year group as well as some very useful links to careers and university websites in all the countries mentioned above. News of university visits to Hong Kong and Higher Education fairs will be posted on this site for students and their parents. Universities from all over the world regularly visit West Island School to hold information sessions. We strongly encourage students to come to as many of these as they can to become familiar with what each type of institution has to offer as well as the procedures for application. Right the way through to the day of the exams results, we will be here to guide you through the process and hand you on to your university or college. For further information [email protected]

on

Higher

education

please

contact

Ms

Catherine

Schofield

at

The Work Based Route Intermediate Diploma (BTEC Level 2) and Advanced Diploma (BTEC Level 3)

The Intermediate Diploma (BTEC Level 2)

Advanced Vocational BTEC3 or IB Diploma Mathematics GCSE re-take English GCSE re-take

ICT CAS PE Lifeskills

BTEC LEVEL 2 And WORK EXPERIENCE

Work

Other school systems Foundation Diploma GCSEs inadequate for 2 yr programme

The Intermediate Diploma is a bridge between GCSE (year11) and the two year IB Diploma or Advanced (BTEC Level 3) Diploma. It is for students who need a year to meet entry requirements of these two courses. It is also a possible pathway for students who want to complete Year 12 only. Students may also join the programme if they have come from a non-GCSE school curriculum or have language issues that would limit their access to the two year diplomas. The Intermediate Diploma is a coherent programme and set of expectations that mirrors the shape of the hexagon experience in other programmes. It includes a core which would be designed for each individual student but would include elements of Creativity, Action and Service, as well as PE and a personal project. Intermediate Diploma students will be offered the hexagon of subjects which will be rigorously assessed both internally and externally. Each student’s programme will be suited to the specific learning style of that student and support will be given to meet individual needs. Compulsory unit: Business (BTEC Level 2), ICT Optional Units: • •

Mathematics re-take English re-take

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BTEC First Diploma Level 2

Head of Department: Ms Barbara Cooper Email: [email protected]

Course Objectives The BTEC First Diploma in Business is a coherent vocationally related qualification designed to provide underpinning knowledge of business activities. It focuses on specified areas of understanding and the skills required in a variety of business organisations. • • • • •

1 year programme of study – Yr12 (full time) Students gain 5 GCSE Equivalent A-C This pathway leads on to the BTEC Level 3. Work experience – Business Sector in HK leads to more opportunity for students An excellent ‘bridging’ year allowing students to enhance Key Skills and individual learning styles.

It provides students with the opportunity to achieve a nationally recognised level 2 qualification The course can lead on to employment or progression on to a higher level qualification such as the BTEC level 3 in Business, which is being offered at WIS.

Course Outline BTEC First Diploma in Business 3 Core Units • • •

Exploring Business Purposes Developing Customer Relations Investigating Financial Control

3 Specialist Units • Business Communication • People in Organisations • Providing Business and Administration Support • Personal Selling • Doing Business Online • Exploring Business Enterprise* • Starting a Small Business* *Choice of 1 only

Students will also study for a Key Skills Award in: • • •

Communication Application of Number Information Technology.

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Entry Requirements Students will need to be numerate with good communication skills and show constructive energy.

Assessment All units are internally set and assessed according to the Awarding Body’s grading criteria - through assignment/course work. On completion of the course a final grade of Pass, Merit or Distinction will be awarded depending on the grades achieved for each unit.

Work Experience Work experience is a fundamental element of the Intermediate Diploma (BTEC Level 2) course. Students will undertake practical work experience in a business of their choice. The practical element of this course allows students to put their business knowledge into practice through developing skills, e.g. customer service, human resource management, project management. Through the career related learning students are able to meet the required assessment criteria within their assignments.

ICT: AiDA and CiDA

Head of Department: Mr Mark Lewis Email: [email protected]

AiDA and CiDA are part of a Diploma in Digital Applications (DiDA) offered by Edexcel. AiDA and CiDA will be available to students but the DiDA course will not be offered at this time. DiDA qualifications prepare students for the real world of work or further education. They are designed to stimulate students’ creativity and develop real-world, practical skills that will motivate learning across a wide range of subjects. As a suite of qualifications, DiDA offers progression from the Award (AiDA), which is equivalent to one GCSE, to the Certificate (CiDA), and on to the full Diploma (DiDA), equivalent to four GCSEs.

Course Objectives The suite of qualifications is designed to: • • • • • • •

develop students’ ability to select and use digital applications appropriately and produce high quality outcomes; promote the use of digital applications for achieving a goal, rather than for their own sake; enhance creativity and communication; equip students with some of the skills that they will need in the workplace or in further education or training; develop project management skills; free students’ work from paper, making it organised, searchable, dynamic and transportable; encourage students to reflect critically on their own and others’ use of digital applications.

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Course Outline The DiDA suite contains four units: 1. 2. 3. 4.

Using ICT Multimedia Graphics ICT in Enterprise

To achieve the Award in Digital Applications (AiDA) requires successful completion of Unit 1: Using ICT. This would be delivered as a one year course. To achieve the Certificate in Digital Applications (CiDA) requires successful completion of Unit 1: Using ICT and one of the other three units. This would be delivered over two years. An overview of the AiDA and CiDA and DiDA qualifications is shown in the table below.

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Assessment Each unit is assessed via a summative project in which students apply the knowledge, skills and understanding they have acquired throughout the course to produce a number of specified 'deliverables'. They present the project outcomes in an e-portfolio which is marked by the teacher and externally moderated. Students complete the project toward the end of the course. The project is an important and sizeable piece of work, which requires at least 30 hours of classroom time to complete.

IELTS

Head of Department: Ms Shubha Koshy Email: [email protected]

IELTS, the International English Language Testing System is designed to asses the language ability of candidates who need to study or work in countries where English is the required language of communication. N. B. IELTS is suitable ONLY for students for whom English is a second or additional language. IELTS is jointly managed by the University of Cambridge ESOL Examinations, the British Council and IDP: IELTS, Australia. IELTS conforms to the highest international standards of language assessment. It covers the four language skills- reading, writing, speaking & listening. IELTS is recognized by universities and employers in many countries including Australia, Canada, New Zealand, the UK and the USA. It is also recognized by professional bodies, immigration authorities and other government agencies. IELTS is only suitable for candidates above the age of 16. IELTS is available in two formats – Academic & General Training. ONLY the Academic modules will be offered at West Island School as part of the Intermediate & Advanced BTEC Diplomas. The Academic Reading & Writing modules assess whether a candidate is ready to study or train in the medium of English at an undergraduate or post-graduate level. Admission to undergraduate and post-graduate courses is often based on the results of these modules. West Island School offers students IELTS preparation and practice through a prescribed course called ‘IELTS in Context.’ This course provides students with over 400 hours of communicative activities and practice questions that are directly related to developing and enhancing their language abilities in context and in preparing them to score optimally on their final IELTS tests. Attending this course replaces external preparation classes that students would otherwise need, to pass their IELTS tests. Students will be taught IELTS skills as part of the Literacy component. The course is based on real world contexts that the students are likely to encounter whatever their future course of study and covers topics like Education, Employment, Science & Technology, Arts & Entertainment, Family & Society, Culture & Tradition, Lifestyle, Travel, the Environment etc. The course uses a variety of stimulating, authentic and topical texts by popular writers, journalists and news presenters. It also uses grammatical activities and tests in context, to develop a cohesive style and structure for the IELTS essays. The teaching methodology of this course is communicative and task-based, allowing students a good balance of independent work and teacher input. The IELTS in Context course will be delivered by qualified language specialists from the EAL department at West Island School. Students are advised to register for the IELTS Academic tests that are offered periodically at designated examination centres in Hong Kong. The format of the IELTS academic tests are as follows: Academic Reading: 60 minutes Academic Writing: 60 minutes. Listening: 30 minutes Speaking: 11-14 minutes, assessed face to face with an examiner. More information on IELTS tests, examining centres and whether it is the right test/course for you is available on www.ielts.org.

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The Advanced Diploma (BTEC Level 3)

OPTION 2

OPTION 1

OPTION 3 CAS Critical Thinking Course Personal project PE Lifeskills

Work

GCSE 2 Other school systems

BTEC 3 MODULES AND WORK EXPERIENCE

The Advanced Diploma (BTEC Level 3) is a two year course suitable for students who prefer continuous assessment and work based learning. This can be assessed as a stand alone course or as a progressive pathway from the Intermediate Diploma (BTEC Level 2). The Advanced Diploma is a coherent programme and set of expectations that mirrors the shape of the hexagon experience in other programmes. It includes a CORE which would be designed for each individual student but would include elements of Creativity, Action and Service, as well as PE and a personal project. BTEC 3 Diploma students will be offered the hexagon of subjects which will be rigorously assessed internally. Each student’s programme will be suited to the specific learning style of that student and support will be given to meet individual needs. There is a clear progressive path onto either further or higher education in some countries. Compulsory Unit: (BTEC 3 – National Certificate) – Business or Art and Design Optional Units Option 1: Choose up to 3 IB subjects (Standard Level). If successful you will be awarded certificates for these. OR Option 2: Choose A-level PE or A-level Food Technology. No other options are possible if you follow one of these subjects.

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Note: If students take an IB Certificate Language as one of their options they can achieve the IB Careers Related Certificate.

BTEC Level 3 Business

Head of Department: Ms Barbara Cooper Email: [email protected]

Course Objectives •

The BTEC Level 3 National Certificate in Business provides the knowledge, understanding and skills for students wishing to enter a career in business. It is a vocationally related level 3 qualification suitable for 16 – 19 year olds and is the equivalent of two A levels. The course is designed to offer students a specialized programmed of study so as to advance their career opportunities within a specific business area. Work placement learning is a focus of the course.

•

It will appeal as a stand alone course for those students who prefer coursework and work related learning or to students either in Year 12-13 or Year 13-14 (those who have completed the Year 12 BTEC First Diploma Level 2 pathway). The course is full-time for 2 years and full attendance and punctuality are essential to ensure your success.

•

It provides students with the opportunity to achieve a nationally recognized qualification. The course provides progression to higher education such as a Higher National Certificate (HND) or Diploma or a degree programme. Alternatively students may progress to employment and professional qualifications.

Course Outline The course is made up of 12 units as follows: 5 Compulsory Units: • • • • • •

Introduction to Business Business and Management Creative Product Promotion# Presenting Business Information Business Enterprise# Business Online

(NB # denotes a unit assessed via an Integrated Vocational Assignment) Plus 7 specialist units ranging from Business online, Managing a business project, Internet marketing.

Entry Requirements Minimum of 5 GCSEs at Grade A-C. Students will need to numerate with a good standard of written communication skills Or

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Intermediate BTEC First Diploma Level 2.

Assessment Units 3 and 5 will be internally assessed through an Integrated Vocational Assignment set and marked by Edexcel. The remaining units will be internally assessed using a variety of methods such as case studies, investigative and project-based assignments. Units will be individually graded as pass, merit or distinction and an overall grade will be awarded on completion of the programme.

Work Experience For the Advanced Diploma (BTEC Level 3) work experience is a fundamental element of the course. Students will undertake practical work experience in a business of their choice. The practical element of this course allows students to put their business knowledge into practice through developing skills, e.g. customer service, human resource management, project management. Through the work based learning students are able to meet the required assessment criteria within their assignments.

Physical Education AS/A2 Level

Head of Department: Mr Richard Lant Email: [email protected]

Course Objectives If you enjoy sporting activities the course will broaden your all round knowledge and skills in Physical Education as well as developing your understanding of the theory behind the subject. It is a demanding, enjoyable and rewarding course. It is a recognised academic qualification for admission to Higher Education institutions and will be advantageous for some courses. A GCSE P.E. qualification is not a prerequisite. What will I learn on this course? You will: • develop your knowledge and skills in selected activities • explore the contemporary sociological issues in modern sport • examine the effects of exercise and the relationships between training and performance • analyse the way we learn to be skilful • compare and contrast sport through many differing cultures • enhance your understanding of the role of technology or psychology in sporting performance • find ways to improve your own performance through your greater understanding of the subject.

Course Outline AS PE in Year 12. The AS course consists of three units of assessment: Unit One The social basis of Sport and Recreation

17 This unit seeks to investigate the historical and cultural basis of sport in order to develop an understanding of the current role and provision that sport maintains in modern society. Unit Two Enhancing Performance Section A: Skill acquisition Section B: Practical Application-students select 2 sports in which to develop and enhance their performance Section C: Performance Analysis and Provision. Unit Three Exercise and Training This unit will advance student’s understanding of Anatomy and Physiology through the principles and methods of training. A2 PE in Year 13. A2 Physical Education can only be studied after successfully completing the AS course: Unit 4 Global Trends in International Sport This unit extends the students’ knowledge developed in Unit 1 relating to the UK and European content by maintaining the same structures for the analysis of differing cultures. Unit 5 Refining Performance This unit builds upon the enhancement of performance achieved in Unit 2. Section A – Factors affecting Performance. Section B - develop and perform a Personal Exercise Programme. Section C - develop knowledge and skills in one selected sport. Unit 6 Scientific Principles of Exercise and Performance This unit advances the students’ knowledge acquired in Unit 3 and provides an extension through the study of energy systems. Knowledge is further enhanced by studying Sports Psychology and a synoptic analysis of the scientific principles in the development of performance.

Assessment AS Level: Unit One – 30% - 1 ¼ hour written paper in which candidates will answer two questions. Unit Two – 40% - Section A (12%), 2 pieces of written work 1000-1200 words. Section B (20%), assessed in two chosen sports, ability to perform in a competitive situation or a written project. Section C (8%), analysis of performance in one of the chosen sports and produce an analytical written account of the development and provision of this sport in Hong Kong. Unit Three – 30% - 1 ¼ hour written paper in which candidates will answer two questions. A2 Level: Unit 4: 15% - 1¼ hour written paper in which candidates will answer two questions. Unit 5: 15% - Two major pieces of written coursework which will involve both personal research and practical experience in order to provide data. Candidates will also be assessed in one sport of their choice. Unit 6: 20% - 1¾ hour written paper in which candidates will be required to answer three questions. What could I do at the end of this course?

18 Successful completion of A level P.E. will give access to a range of possible career and higher education opportunities. Due to the nature of this A level you will have the opportunity to pursue an Arts or Science based course. The opportunities range from; Physical Education teaching, Physiotherapy, Sports Science, Sports Psychology, Sport & Leisure Studies/Management, Fitness & Health and Sports Development or even becoming a professional athlete.

BTEC Level 3 Art and Design

Head of Department: Mr Roger Stanley. Email: [email protected]

BTEC Nationals are qualifications that are designed to provide specialist work-related qualifications in a range of sectors. They give learners the knowledge, understanding and skills that they need to prepare them for employment. The family of BTEC Nationals includes Awards, Certificates and Diplomas which offer opportunities for nested provision and flexibility of delivery. BTEC Nationals are designed to relate to the UK National Occupational Standards for the sector, where these are appropriate, and are supported by the relevant Standards Setting Body (SSB) or Sector Skills Council (SSC). Some BTEC Nationals from the Technical Certificate component of Apprenticeships and all attract UCAS points that equate to similar-sized general qualifications. On successful completion of a BTEC National qualification, learners can progress into or within employment and/or continue their study in the same vocational area. BTEC National Certificate The 720 GLH (usually 12 Units) BTEC Nationally Certificate provides a specialist work-related programme of study that covers the key knowledge and practical skills required in the appropriate vocational sector. The BTEC National Certificate offers flexibility and a choice of emphasis through the specialist units. It is broadly equivalent to two GCEs or the full award AVCE. The qualification offers an engaging programme for those who are clear about the area of employment that they wish to enter. These learners may wish to extend their programme through the study of a related GCE, a complementary NVQ or another qualification. These learning programmes can be developed to allow learners to study complementary qualifications without duplication of content. BTEC National Diploma (Option) The 1080 GLH (usually 18 units ) BTEC National Diploma extends the specialist work-related focus available from the BTEC Certificate. There is potential for the qualification to prepare learners for employment in the appropriate vocational sector and is suitable for those who have decided that they wish to enter a particular area of work. Progression from the BTEC National Diploma could be into employment where learners might take professional body examinations or complete NVQs. Alternatively, learners could continue to degree or other higher-education programmes in the same vocational sector or in a related sector. Core Units: Visual Recording in Art and Design Materials, Techniques and Processes in Art and Design Ideas and Concepts in Art and Design Visual Communication in Art and Design. Professional Specialist Units:

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Design Methods in Art and Design Design Principles in Art and Design Professional Practice in Art and Design Personal and Professional Development in Art and Design Freelance Work in Art and Design Computers in Art and Design Art and Design Specialist Contextual Investigation: Community Art Specialist Units: There are over a hundred approved units that are available for students. Every attempt will be made to match student individual needs and interests with supporting external agencies and facilities. Photography, Vide, Graphics and Fashion are vocational areas which will be central to the specialist unit options. Assessment and Grading Grading domains: the grading criteria are developed in relation to grading domains which provide for the assessment of the learning outcomes of the unit. There are four BTEC National grading domains which underpin the grading criteria: 1. 2. 3. 4.

Application of knowledge and understanding. Development of practical and technical skills Personal development for occupational roles Application of generic and key skills.

A grading scale of pass, merit and distinction is applied to all units.

Food Technology AS/A2 Level

Head of Department: Ms Helen Revans Email: [email protected]

The Edexcel Design & Technology Food course is rigorous and demanding. It follows on from GCSE Design & Technology however, the level of thinking is considerably higher. The course is also on offer to students who have not done Food Technology at GCSE. Students who are considering this option must be willing to respond to challenges and push themselves to the next level. Decision making, analytical thinking, use of initiative and independent study are an integral part of the course. Course Description A-level Food Technology provides an opportunity for students to develop their own creativity, capability and entrepreneurial skills, to apply knowledge and understanding to a range of technological activities and to develop critical thinking and collaborative skills. The assessment for the Advanced GCE course involves examination coursework projects and provides opportunities for developing and generating evidence for assessing six key skills. The Year 12 AS course covers two units. The assessment for each unit is: Unit 1: 25% Product Development: •

Internally assessed coursework where students choose their own context from which they must design and make a food product that meets the original context. E.g. New product development

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• •

for San Marzano, Pizza Express menu. The coursework is externally moderated by the Edexcel Moderator in the UK. Project chosen by the student, designed and made by them. Covers all of the skills related to Designing and Making, i.e. clarifying tasks, generating and developing ideas, solving problems, detail designing, communicating ideas and information, planning, evaluating, using ICT and working with materials.

Unit 2: 25% Knowledge and understanding of Food materials, Products and processing: • • • • • • •

Externally assessed by 2 hour written examination in June 2009. Working properties of Food materials and components, food additives Classification of materials and components, nutrition, food science Industrial and Commercial Practices Quality Packaging, storage and distribution of food Health and Safety of products

The consumer and society: Consumer attitudes, cultural influences, behaviour and rights. Food buying, the purchasing process, product life cycle, demographics & lifestyle. The Year 13 A2 course covers two further units. The assessment for each unit is: Unit 3 25% Further study of Product Design: •

Externally assessed by 2 hour written examination in June 2010 module.

Unit 4 25% • •

Commercial Product Development:

Coursework is assessed by internal marking and externally moderated by the Edexcel Moderator in the UK. The key difference between AS and A level is that at A level the student must be designing for a real client. West Island School has many contacts in the Hospitality industry to support candidates in working with a client.

Higher Education and Career Opportunities: The qualification provides a foundation for entry into a broad range of vocational and university courses based around Food Product Development, Food buying, Quality Assurance and Control, Food Science, Food Technology, Hospitality, Dietetics, Food Manufacture, Food merchandising, Food Manufacture, Costing, Retailing, CAD or CAM or Restaurant/Hotel Management. Need any more help? You are welcome to speak to me or any member of the department – we are here to help you make the right choice.

21

The Academic Route The IB Diploma

22

The International Baccalaureate Organisation (IBO) History In 1924 a group of idealistic civil servants who were working for the League of Nations opened the International School of Geneva. The curriculum that they proposed was intended to promote critical thinking and exposure to a variety of points of view, in order to encourage intercultural understanding amongst young people. A year later, a proposal was made to create an internationally recognised examination for school leavers that would be a passport to universities around the world. As it was, it took until 1965 before the International Schools Examination Syndicate was formed thanks to grants from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), The Twentieth Century Fund and the Ford Foundation. Under the auspices of UNESCO and guided by a group of educationalists including Kurt Hahn (founder of Gordonstoun, the Scottish academy that schooled the Duke of Edinburgh and the Prince of Wales), the International Baccalaureate Organisation (IBO) was founded in 1968. The educationalists started with a tabula rasa and drew on the inspiration of the best parts of many national education systems in order to create a new qualification. The first Diploma Programme (DP) examinations were administered in 1970. This qualification – now well-established – unites many students from across the globe in a shared academic experience, promoting critical thinking and intercultural understanding.

Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. (IBO, Geneva, November 2002)

The IBO Today The IBO is a chartered foundation under the Swiss civil code with its headquarters in Geneva. It is a private, non-governmental organisation recognised by the Council of Europe and has consultative status with UNESCO. The IBO is governed by a 30-member Council of Foundation that meets annually. Since its foundation, the IBO’s programmes have become a symbol of academic integrity and intellectual promise and the reputation that the organisation has for rigorous assessment gives International Baccalaureate (IB) Diploma holders access to the world’s leading universities and ensures solid preparation for academic success. Whilst the IBO might have started off from humble but auspicious origins, there are now 1,426 authorised IB world schools in 117 countries (October 2004) with more than 44,000 students examined every year.

23

The West Island IB Diploma Why the IB Diploma Programme? West Island believes in the advantages of breadth in the curriculum and the IB Diploma Programme promotes just that. As well as providing breadth, there is also depth to the Diploma: the 4,000 word Extended Essay and the Theory of Knowledge components, combined with the opportunity to study subjects at Higher Level (HL) and Standard Level (SL), allow that to be possible. The flexibility in the curriculum – provided through the range of subjects on offer, the ability to choose the level at which students want to study subjects and the ability to choose topic areas for research in the Extended Essay – allows students to tailor their Diploma choices to suit their interests. As a result of its construction, there is a balance in the curriculum. For example, Science students are able to expand their appreciation of the Arts and Humanities and vice-versa. Furthermore, all students benefit from continuing study of a language and Mathematics. Holding the curriculum together and making it coherent is the Theory of Knowledge programme. It is this subject that encourages critical thinking and asks students to question what they know and how they know it. Overall, the Diploma is not only designed to educate at an academic level, it acknowledges and rewards the student’s need to develop as an individual within a community and within society as a whole, thus promoting a holistic education.

Is the IB Diploma Programme Suitable for Me? All students entering the Upper School at West Island have to matriculate. The requirements to enter the IB diploma are:

•

Five grades C or above at GCSE/IGCSE level, two of which will be in Mathematics and English Language

A high level of constructive energy will also be required in order to be successful on the IB Diploma course. Students with qualifications other than the GCSE or IGCSE are invited to talk with the Head of Upper School. They may be required to sit a language entry test, as all students must be capable of pursuing courses that will be delivered in English. You have to be organised. Correct. And if you are not, then it is probably wise that you should develop those skills whilst you are surrounded by people who are willing and able to help you become more organised. The tutorial system at West Island is designed to support you through the programme, but – as with any post-16 qualification – ultimately you must be motivated and determined. You have to work hard. There is some realistic and reasonable challenge in the Diploma Programme in terms of the content and the volume of work – but there would be no point in studying if there were not new heights to which to aspire. The course is rigorous and demanding but the significance of the achievement is commensurate. Beyond the classroom, there will be the Extended Essay that takes about 40 hours in total (over the course of the two years), as well as CAS (150 hours over two years). In terms of preparation, the expectation is that students will study for two hours for each SL subject and four hours for each HL subject per week. A well-balanced, broad and flexible curriculum is on offer. Of course it is possible to specialise in the Arts, Humanities or the Sciences, just as you wish, but the IB Diploma obliges you to remember the other subjects in the curriculum, too. If languages are not your forte, then you can start a language at ab initio level. If Mathematics is not your strong subject then take the Mathematical Studies course rather than the Mathematics SL or Mathematics HL course. And if literature is not a priority then consider taking your A1 Language at SL rather than HL.

24

Depth of the curriculum is also evident. The ability to study subjects at HL as well as SL means that deeper subject area interests can be embraced. Also, the Extended Essay encourages original, penetrating experimental or text-based research. The course is linear and not modular. IB students submit coursework and sit terminal examinations in the May of their second year. This is unlike A level students who submit coursework and sit examinations in January and at the end of the first and second year. This means that there is time and space to develop as a learner. The international ethos pervades the curriculum. Whether or not you intend to study or work in Hong Kong, China or beyond, the reality is that we all live and work in a global society. The IB Diploma Programme encourages intercultural understanding in all areas of the curriculum. The IB Diploma is holistic. Not only are you educated academically, but socially and culturally, too. Indeed, the CAS programme rewards your involvement in extra-curricular activities.

25

IB Diploma Curriculum The Diploma hexagon below shows the curriculum, with the six areas of knowledge surrounding the core subjects.

Group 1 Language A1

Group 2 Language A2 Language B Ab initio

Group 3 Individuals and Society

Group 6 Arts and Electives CORE EE TOK CAS PE Lifeskills

Group 5 Mathematics

Group 4 Experimental Sciences

IB Diploma students are required to study six subjects (one taken from each of the groups). Of the six subjects, at least three must be taken at Higher Level (HL) and a maximum of three at Standard Level (SL). In addition to this, students follow a course in Theory of Knowledge, submit an Extended Essay and take a full part in the Creativity, Action and Service (CAS) programme.

26

IB Subject Options for 2008 The subjects below are on offer to students subject to there being sufficient demand. Group Name

Subject

Level (SL or HL)

English 1

Language A1 Non English A1 Self Study Chinese A2 Chinese B French B

2

Second Language

Spanish B Chinese Ab Initio

SL ONLY

French Ab Initio

SL ONLY

Spanish Ab Initio

SL ONLY

Business & Management Economics 3

Individuals and Societies

Geography History Philosophy Psychology Environmental systems and societies

SL ONLY

Biology Chemistry 4

Experimental Sciences

Environmental systems and societies

SL ONLY

Design & Technology Physics Mathematics HL 5

Mathematics

Mathematics SL Maths Studies SL Computer Science

SL ONLY

Music Arts

Visual Arts Film Studies

6

Theatre Studies Elective (if you don’t choose an Art – see below)

Computer Science Another subject from Groups 2, 3,4 or 5 (if you meet the requirement**)

* Can only be taken as an elective in Group 6

Choosing Your Options Students are required to choose six subjects, one from each of the six groups of the hexagon. It is expected that students take a named Arts subject in Group 6 to match the IBO and WIS philosophy of ensuring curriculum breadth across the six subject groups. Therefore students will need to provide the upper school team with a strong rationale linked to university entrance or future career path as to why they might use group 6 for an elective block for a second subject. For example, choosing an elective might be appropriate for a student who wishes to study medicine and would benefit from studying two sciences (Chemistry and Biology) rather than one science and one art.

27

Students should choose three subjects at Standard Level and three subjects at Higher Level. In very rare cases students may consider deviating from this norm. Such cases would have to be treated on an individual basis and there would be a strong onus on the individual to justify the deviation on the basis of their university entrance or future career path. It is important to choose a course that is within the scope of a student’s ability. There is no set rule on what (I)GCSE grade is needed to take a particular subject (subjects and individuals differ!) but students will need to find out whether they are suitable for a particular subject or a particular level of subject. Students should seek advice from either their current subject teacher or the teacher in charge of the particular IB subject they are interested in. Before students hand in their options form to their tutors they will need to have each subject signed by the Head of Subject or a representative teacher from that subject.

Supporting EAL students: The IB Support Programme (IBSP)

Head of Department: Ms Shubha Koshy Email: [email protected]

This programme recognizes that EAL (English as an Additional Language) students joining the Upper School and the full IB Diploma are likely to require a significant degree of support with academic language skills and higher order thinking skills to succeed in this programme. To meet this need, the IBSP aims to provide an ongoing language support option for EAL students, post16. We recommend that students currently receiving ‘Intensive’ or ‘Frequent’ EAL support at Key Stage 4 join the IBSP for either two hours a week or one hour a week depending on the degree of their linguistic needs. Students will receive guidance in this area from their EAL teachers, Heads of Year, Tutors and subject teachers. The IBSP offers the following: • • • • •

A rigorous CALP (Cognitive Academic Language Proficiency) skills programme that is based directly on content covered in the mainstream subject classroom. Opportunities for students to identify and target specific areas of difficulty for immediate transfer and improvement. Students are skilled to be more independent and self-directed and to take charge of their own learning. A special emphasis is placed on developing students’ awareness of inter-disciplinary connections and honing their critical thinking skills to reflect the true spirit of the IB Diploma Programme. Relevant skills support for language intensive areas like Theory of Knowledge (TOK), Individual Oral Presentations and extended writing assignments across the IB hexagon.

IBSP lessons will be conducted in a technologically equipped environment, in small groups run by language specialists with a good understanding of the demands of the IB Diploma. A range of high level academic language resources linked to the mainstream curriculum will be available for student use during these lessons. It is advisable for students to bring their own laptops to these lessons, if available.

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IB Diploma: Core Subjects Extended Essay

Coordinator: Mr Mike Williams Email: [email protected]

In order to fulfil the requirements of the IB Diploma all candidates must submit an Extended Essay in an IB Diploma subject of their own choice. The essay is an in-depth study of a limited topic within a subject. The purpose of the essay is that: • it develops individual research and investigation skills. • provides students with intellectual challenge in a topic of interest to them. • develops critical thinking skills of analysis, evaluation and reasoning • prepares students for university thesis writing • provides students with a document which can be used as a focus in University admissions interviews. Approximately forty hours should be spent in total on the essay. Each essay must be supervised by a subject specialist teacher employed at WIS. The length of the essay is restricted to a maximum of 4000 words and it is assessed according to a carefully worded set of criteria. The marks awarded for the Extended Essay are combined with the marks for the Theory of Knowledge course to give a maximum of three bonus points. Extended essays submitted in a group 2 language must be written in that language. Extended essays in all other subjects must be written in English. Choice of Subject Students will be asked in the second term of Year 12 to choose three subjects, in order of preference, in which they would like to write their essay. The subject must be offered in the diploma program at WIS. It is advisable that the student chooses a subject which they are studying, preferably at higher level. Choice of Topic Students should choose a topic that: • • • •

is challenging and interesting is Limited in scope to allow examination of an issue/problem in depth within the 4000 word limit. allows the collection or generation of information/data for analysis and evaluation requires personal research

Research Question Students should, with the aid of the supervisor, narrow the focus of the investigation and formulate a specific research question. This may be in the form of a question, but alternatives such as a hypothesis are acceptable. The research question provides the purpose and orientation of the essay. The Research Process A systematic research process is advised, taking into account the requirements of the subject. It is essential to generate and gather information and ideas that can be used to develop a convincing answer to the research question.

29 Organizing the Essay Introduction: - why the topic was chosen - some background information to place the topic in context - clear precise research question - clear concluding statement of the thesis and argument. Body/Development: - systematic development of a convincing answer to the research question. Conclusion: - is clearly stated - relevant to the research question - substantiated by the evidence presented - indicates issues, unresolved questions and new questions.

Theory of Knowledge

Coordinator: Ms Sarah Lee Email: [email protected]

The aims of the Theory of Knowledge (TOK) programme are to engage students in reflection on, and in the questioning of, the bases of knowledge, so that they are able: • To develop an understanding of why critically examining knowledge claims is important • To develop a critical capacity to evaluate beliefs and knowledge claims • To make interdisciplinary connections • To become aware of the interpretative nature of knowledge including personal and ideological biases • To consider that knowledge may place responsibilities on the knower • To understand the strengths and limitations of individual and cultural perspectives • To develop a concern for rigour in formulating knowledge claims, and intellectual honesty Principles The TOK programme is central to the educational philosophy of the International Baccalaureate Diploma Programme. It challenges students and their teachers to reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role that knowledge plays in a global society. It encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognise the need to act responsibly in an increasingly interconnected world. As a thoughtful and purposeful enquiry into different ways of knowing, and into different kinds of knowledge, the TOK programme is composed almost entirely of questions. The most central of these questions is, “How do I, or how do we, know that a given assertion is true, or a given judgement is well grounded?” Assertions or judgements of this sort are termed “knowledge claims”, while the difficulties that arise in addressing these questions are the broad areas known as “problems of knowledge”. The programme entails the application of this central question to many different, yet interrelated, topics. Ways of Knowing Questions are the very essence of TOK, both ageless questions on which thinkers have been reflecting for centuries and new ones, often challenging accepted belief, which are posed by contemporary life. These questions centre on the following Ways of Knowing and will certainly involve some of the following lines of enquiry: •

Knowers and Sources of Knowledge o How is knowledge gained? What are the sources? And to what extent might these vary according to age, education or cultural background?

30

•

Perception o In what ways does the biological constitution of a living organism determine, influence or limit its perception?

•

Language o Is it possible to think without language? How does language extend, direct, or even limit thinking?

•

Emotion o Can there be a ‘correct’ or ‘appropriate’ emotional response?

•

Reason o Does knowledge always require some kind of rational basis?

These lines of enquiry are applied in each of the subjects studied as well as in ToK lessons. Assessment Students are assessed on an essay of 1200-1600 words, that is written as coursework and externally assessed (2/3rds weighting), and an oral presentation, that is internally assessed and externally moderated (1/3rd weighting).

The Assessment of the IB Diploma The maximum number of points available is 45 points: Subjects at both HL and SL are awarded a grade from 1 (the lowest) through to 7 (the highest). There are therefore 42 points available from the six subjects. In order to ensure success in achieving a passing IB Diploma score students should consider selecting Higher Level subjects in which they are aiming to gain a score of 4 or higher. It is vital that detailed consultation with subject teachers has taken place to ensure students make the right Higher Level choices. In addition to this, up to a maximum of three further points are available for the Theory of Knowledge paper and the Extended Essay, giving a total of 45 points.

Extended Essay

Theory of Knowledge Excellent A Good B Satisfactory C Mediocre D Elementary E Not Submitted

Excellent A 3

Good B 3

Satisfactory C 2

Mediocre D 2

Elementary E 1

Not Submitted N

3

2

1

1

0

N

2

1

1

0

0

N

2

1

0

0

0

N

1

0

0

0

N

N

N

N

N

Failing Condition N

N

In order to obtain the Diploma a student • Must score a minimum of 24 points

• •

Must also submit the Extended Essay and Theory of Knowledge work, one of which is graded at least ‘mediocre’ Complete the required 150 hours of CAS

Students who do not achieve 24 points will be awarded IB Certificates.

31 Further details of how the IB Diploma is assessed can be found by contacting our IB Co-ordinator Mr. Craig Davis (Email: [email protected])

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University Admissions for IB Students Universities recognise the strengths of the IB Diploma curriculum and are acutely aware of the achievements of IB graduates. In a recent survey undertaken by the IBO1, 57% of the Admissions Tutors surveyed from British Universities declared that IB graduates were advantaged in the preparation that they had received for higher education, as compared with AS/A2, with 40% declaring no difference. Furthermore, 96% favoured attempts to broaden the curriculum: “Many felt that DP students have a wider perspective and could ‘think outside the box’. The DP was also seen as an appropriate preparation for working life. Many felt that it confers on the students a wide range of skills particularly useful in university studies, both in specialist courses and in the broader interdisciplinary studies now available.” 91% of admissions tutors thought that the Theory of Knowledge course had great value in a student’s progress through his studies, noting the value of the seminar context and the experience of talking in debate and considering complex issues. 96% said that the Extended Essay was able to develop skills in preparation for research and reporting in a coherent way. Obviously the number of points required varies according to the university and the course so check the UCAS website:

11. Goto http://www.ucas.co.uk 22. Select the course that you wish to research 33. Select “Entry Profile for this Course” 44. Under Entry Requirements: Qualification Types select “International Baccalaureate” Those candidates who seek entry into non-British institutions should check entry requirements very carefully and should address themselves directly to the Admissions Tutors. West Island is able to request that the IBO transmits results directly to the universities or to the relevant admissions agencies but it is the student’s responsibility to advise the school of the transmissions required. The entry requirements vary from institution to institution:

11. Goto http://www.ibo.org 22. Select “Universities” in the Shortcut menu 33. Scroll down to “Universities that Recognise the IB Diploma” 44. Access the database to find out about specific advice for applicants More useful information about university admission can be found through the school website at: http://clc.esf.edu.hk/GroupHomepage.asp?GroupID=8544 Useful Contact Details Title Head of Upper School Deputy Head of Upper School Higher Education Co-ordinator Upper School Office

Name Ms Kellie Fagan Mr Peter Wray Mr Andrew Tranent Ms Catherine Schofield Ms Jenny Lau

E-mail [email protected] [email protected] [email protected] [email protected] [email protected]

Please note that teaching staff may not be available during the school holidays. While West Island is happy to give advice, it is the student’s responsibility to ensure that any necessary entry requirements are met.

33 1

Perceptions of the International Baccalaureate Diploma Programme – IBO, Cardiff (2003)

GROUP 1: Language A1 The aims at both Higher and Standard Levels are: • • • • • • •

To encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism To develop the students. powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in a variety of styles and situations To introduce students to a range of literary works of different periods, genres, styles and contexts To broaden the students. perspective through the study of works from other cultures and languages To introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works To develop the ability to engage in close, detailed analysis of written text To promote in students an enjoyment of, and lifelong interest in, literature

English HL/SL

Head of Faculty: Mr Jake Burnett Email: [email protected]

The English A1 programme is an advanced literature course usually studied in the first language of the student. The programme combines the more traditional aspects of a literature course with a progressive emphasis on cultural awareness and personal integrity. Aspects of the course include: • • • • •

the close critical examination of written texts, both fiction and non-fiction an awareness of how subtle variations in language use can affect meaning and tone the development of a personal critical voice the highlighting of different readings and interpretations encouraging the development of personal judgement.

It is essential to the study of literature that we question preconceived notions such as ‘artifice’ and ‘reality’, ‘right’ and ‘wrong’, ‘truth’ and ‘falsehood’. Literary study requires us to articulate what we think we know and to challenge this knowledge in discussion and debate. We need to be able to offer multiple interpretations of character and theme in order to comprehend the worlds created by writers and to relate them to both personal experience and the universal contexts that surround them. Literary study is also rich in Critical Theory. These theoretical perspectives analyse and evaluate literature through non-traditional means. They make us aware of debates surrounding the concept of ‘interpretation’ and help us to understand that even seemingly unproblematic concepts such as ‘text’ and ‘meaning’ require critical thought. In fostering this kind of critical thinking, literary analysis helps us to understand the world and our place in it. It helps us to identify the cultural biases that often form the heart of, and so frequently undermine, our interpretations of texts, and, by extension, our opinions of other people, places and ideas. For example, texts such as Camus’ The Outsider require the reader to re-examine the foundations of some of our most basic moral imperatives. On the other hand, Toni Morrison’s The Bluest Eye requires us

34 to re-evaluate the concepts of beauty, opportunity and freedom. It demands that students recognize their own biases as they appreciate the tragically deterministic qualities inherent in societies grounded in racial bigotry. The English A1 Programme’s emphasis on independent learning and personal responsibility promotes intellectual rigour and academic honesty. The programme also encourages broad and balanced reading with a particular focus on exploring the human condition from a variety of social, historical and cultural perspectives. This international aspect of the course allows students to view the world from a global standpoint, aiding us in our understanding of the world in which we live and both facilitating cultural sensitivity and challenging cultural and racial bias. The principles of high quality teaching and learning will be embedded in all areas of the course as will the principles of independent inquiry and the promotion of a lifelong interest in, and enjoyment of, literature in all its forms. There will be ample opportunity to use ICT applications in support of study. The A1 programme prepares students for a variety of university courses and careers. These are, most commonly, ones where the key skills of analysis, critical and creative thinking and an awareness of the subtleties of language use are paramount.

Probable Course Outline Course section

Texts

focus

Part 1 – World Literature Total number of works: HL 3 / SL 3

Sophocles; Oedipus Rex Patrick Suskind; Perfume Albert Camus; The Outsider OR Herman Hesse; Siddhartha

The course will foster both an appreciation of the literary merits of the texts as well as their geopolitical and cultural contexts.

Part 2 – Detailed Study Total number of works: HL 4 / SL 2

Shakespeare, Othello Shakespeare, The Tempest Toni Morrison, The Bluest Eye James Baldwin, Collected Essays

At Higher Level, this entails study of two of Shakespeare’s plays, a work of prose fiction plus one prose work from a genre other than the novel. At Standard Level, this entails the study of a Shakespeare play and a prose work from a genre other than the novel. The focus of this unit is the individual and society.

Wilfred Owen Sylvia Plath Pablo Neruda; Twenty Poems of Love Carol Ann Duffy OR Emily Dickinson

The focus of this unit is an exploration of personal identity and the complexity of the human experience.

Tennessee Williams; A Streetcar Named Desire Robert Louis Stevenson; Dr Jekyll and Mr Hyde Angela Carter, The Bloody Chamber

The focus of this unit is change, perception and transformation.

Part 3 – Groups of Works Total number of works: HL 4 / SL 3

Part 4 – School’s Free Choice Total number of works: HL 4 / SL 3

35 Dai Sijie; Balzac and the Little Chinese Seamstress

Course Assessment Higher Level 1.

External Assessment (70%)

o Written Paper Component - Part 3 – Groups of Works (4 hours; 50%) The externally set paper will consist of two compulsory sections which are equally weighted. Section A • Two unseen passages for commentary. • One commentary to be written in this section. Section B • Two essay questions for each of the Part 3 options. • One essay question to be answered from this section.

o Coursework Component - Part 1 World Literature (20%) Two written assignments, internally set and externally assessed, in the Language A1 of the examination. Assignment One is a comparative study based on two works. Assignment Two is a choice of comparative, imaginative or detailed study.

2. Internal Assessment (Oral, 30%) o Part 2 – Detailed Study and Part 4 - School’s Free Choice will be internally assessed by the teacher and externally moderated. Assessment is based on an individual Formal Commentary (Part 2) and an individual Oral Presentation (Part 4).

Standard level

1. External Assessment (70%) o Written Paper Component - Part 3 – Groups of Works (3 hours, 50%) The externally set paper will consist of two compulsory sections which are equally weighted. Section A • Two unseen passages for commentary. • One commentary to be written in this section. Section B • Two essay questions for each of the Part 3 options. • One essay question to be answered from this section.

o Coursework Component – Part 1 World Literature (20%) One written assignment, internally set and externally assessed, in the Language A1 of the examination. A comparative study based on at least two works.

2. Internal Assessment (Oral, 30%) o Part 2 – Detailed Study and Part 4 – School’s Free Choice will be internally assessed by the teacher and externally moderated.

36 Assessment is based on an individual Oral Commentary (Part 2) and an individual Oral Presentation (Part 4).

37

School Supported Self Study of Literature – Standard Level Only An alternative to pursuing West Island School’s taught English Literature course in Group 1 is for students to embark on a Self Study Literature course in their own Mother Tongue. This course will offer students the opportunity to study texts written in their mother tongue and to be assessed in written and spoken assignments through their mother tongue. Students will be responsible for finding a supervisor who shares their mother tongue to assist them in their Self Study course however support has already been organised in the ESF Languages Centre who can provide supervisors in French, Spanish, Chinese and Japanese. Other opportunities do exist for other language supervisor support so interested students should contact the personnel below. In addition students can receive support from schools’ which offer explicit teaching to all self study students when they study their World Literature texts. Regardless of their language background all students can come together to study three world literature texts in English with support from an English Literature teacher. The course is designed for students who are fully bilingual and bi-literate – it is expected that they would have had previous experience in reading and critically engaging with texts in their own mother tongue. In addition as the course involves self motivated and independent study students need to be responsible, organised and able to work to their own to deadlines set and negotiated with their supervisor and IB Coordinator. Students who successfully complete this course alongside the study of a Language A2 course in Group 2 will gain a coveted Bilingual IB Diploma. Any interested students must contact the following personnel to discuss the issue further to help make their final decision: Ms Shubha Koshy – [email protected] Mr Jake Burnett – [email protected] Mr Craig Davis – [email protected]

38

GROUP 2: Second Language Group 2 consists of a range of language courses accommodating the different levels of linguistic proficiency that students have already gained when they begin. There is a single set of Group 2 aims, common to all the courses, but the objectives are differentiated according to what the students are expected to be able to demonstrate at the end of each course. • • • • • • •

To enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes To enable students to use the language appropriately To encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures To develop students’ awareness of the role of language in relation to other areas of knowledge To provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language To provide students with a basis for further study, work and leisure through language To develop students’ awareness of the relationship between the languages and cultures with which they are familiar

Overview Language A2 HL

is for a fluent language user who intends to study the language at this level for a future career or to meet a Diploma Programme requirement, and who:    

Language A2 SL

is for a fluent language user who may not intend continuing study of the language beyond the Diploma Programme, and who:    

Language B HL

has 4 to 5 years experience of the target language is not taught other subjects in the target language is normally taught outside a country where the language is spoken

is for a language learner who may not intend continuing study of the language beyond the Diploma Programme and who:    

Ab Initio

is a native or near-native speaker wishing to study a different language as his or her language A1 is an almost bilingual student (in reading or writing or both) lives in a country where the target language is spoken is taught other subjects in the target language

is for a language learner who intends to study the language at this level for a future career, or to meet a Diploma Programme requirement, and who:   

Language B SL

is a native or near-native speaker wishing to study a different language as his or her language A1 is a bilingual student (in reading or writing or both) lives in a country where the target language is spoken is taught other subjects in the target language

has 2 to 5 years experience of the target language is not taught other subjects in the target language is normally taught outside a country where the language is spoken is a beginner or near-beginner who lives in a country where the language is spoken

is for a beginner who:   

has little or no previous experience of the language is taught outside the country or countries where the language is spoken Is not taught other IB subjects in the target language

39

Language A2 Chinese HL/SL

Head of Department: Ms Debbie Joshua Email: [email protected] Head of Chinese: Ms Julia Zhu Email: [email protected]

Course Objectives Chinese A2 aims to develop a variety of linguistic skills through the study of a wide range of texts to: • • • • •

enable students to develop powers of expression in both oral and written communication provide the opportunity of practising and developing the skills involved in writing and speaking in a variety of styles and situations encourage a personal appreciation of a range of texts and develop an understanding of the techniques involved in textual study and criticism develop the ability to engage in close, detailed and critical examination of text promote the use the language for personal growth, development and relationship with the international community

Course Outline Chinese A2 is a language and literature course which caters for students whose Chinese has reached a very high standard. They should be confident to use the Chinese language in literature critiques apart from being able to communicate in a variety of unfamiliar situations. For the above reasons we encourage students, who have elected to follow the accelerated Chinese programme since Year 7 or who joined WIS from a local Chinese school in Year 9 or later, to take this course. This course also gives candidates the opportunity to reach a high level of competence in a second language and at the same time appreciate the range of issues generated by the study of language and culture. This course will enable students to develop their bilingualism. Chinese A2 consists of the study of language, texts and culture, which are explored through the framework of cultural and literary options. At higher level students study four options: at least one must be literary, and at least cultural. At standard level students study three options: at least one must be literary, and at least one cultural. The five cultural options are: • • • • •

Language and culture Media and culture Future issues Global issues Social issues

Each option in literary part consists of the study of three works “chose freely”.

Course Examinations and Assessment Students are tested by means of a written examination, accounting for 50% of the final mark, involving an unseen comparative commentary and essay questions based on a topic option that has been studied as part of the course. Students are also asked to complete two written assignments which are text productions of a specific text type, related to the text types that have been studied as part of the course -

40 this is worth 20% of the final mark. Furthermore the remaining 30% of the marks are made up of an oral commentary on an unseen extract from a previously studied work and an interactive group oral.

Language B Chinese, French and Spanish

Head of Department/Spanish: Ms Debbie Joshua Email: [email protected] Head of Chinese: Ms Julia Zhu Email: [email protected] Head of French: Mr Philippe Cosentino Email: [email protected]

Course Objectives Chinese, French and Spanish are all offered in both Group 2 and Group 6. Language B is a foreign language programme for students with previous experience in the chosen language. Students intending to study Chinese A2 in Group 2 are also eligible and encouraged to study French or Spanish Language B – i.e. as a foreign language – in Group 6. Language B HL/SL aims to: • • • • • •

Enable students to understand and use the language in a range of contexts and for a variety of purposes Enable students to use the language appropriately Encourage an awareness and appreciation of the different perspectives of peoples from other cultures Develop students’ awareness of the role of language in relation to other areas of knowledge Provide students with a basis for further study, work and leisure Develop students’ awareness of the relationship between the languages and cultures with which they are familiar.

Course Outline Emphasis is placed on knowledge of the culture and civilisation of the relevant country, the broadening of students’ vocabulary and the building of a solid knowledge of grammatical structures. The focus is on interaction between the student and speakers and writers of the foreign language, so it is important that there is a will on the part of the student to participate actively in lessons. Students will have the opportunity to read literary and non-literary texts, watch and discuss foreign language broadcasts, bulletins and films and work with the language assistants. Higher Level students explore topics in greater depth than Standard Level students. They are also required to tackle more demanding tasks and write at greater length in their written examinations. At Higher Level, students will also study at least one literary text.

Course Examinations and Assessment At both levels the written examinations make up 70% of the marks. There are two written examination papers: one involves comprehension exercises and language manipulation exercises along with a short piece of written production; the other paper requires students to write an essay chosen from a list in a range of registers. The oral component, which makes up the remaining 30% of the marks is assessed during the second year of the course and at both levels candidates are required to participate in group discussion as well as undergo individual oral exams to express their knowledge and opinions of topics which they have researched. It is thus essential to develop a fair degree of oral fluency and candidates will be expected to make plans to spend a significant part of their holiday time in the relevant country.

41

Language ab initio: Chinese, French and Spanish

Head of Department/Spanish: Ms Debbie Joshua Email: [email protected] Head of Chinese: Ms Julia Zhu Email: [email protected] Head of French: Mr Philippe Cosentino Email: pcosentino@wis,edu.hk

Course Objectives The standard required of a candidate after a two year ab initio course is much the same as is required of a good GCSE candidate. The nature of the language taught and the range of grammar and vocabulary required is also similar to the requirements of GCSE. An ab initio IB course in the language should thus enable students to gain a working knowledge of the language to help them survive in transactional situations abroad and prepare them for greater use of the language in a social or working context in the future. Language Ab initio aims to: • • • • • •

Enable students to understand and use the language in a range of contexts and for a variety of purposes Enable students to use the language appropriately Encourage an awareness and appreciation of the different perspectives of peoples from other cultures Develop students’ awareness of the role of language in relation to other areas of knowledge Provide students with a basis for further study, work and leisure Develop students’ awareness of the relationship between the languages and cultures with which they are familiar.

Course Description The ab initio course is as demanding in its own way as the Language B Standard and Higher Level courses. However, we would advise a student gaining a grade D at GCSE in one of the other languages to consider trying a new language at this level in Group 2. This course would also be suitable for very talented linguists who wish, in addition to studying their Language B at Standard or Higher Level in Group 2, to expand or complement their repertoire of languages through picking up an ab initio option in Group 6. This course would also be suitable for that category of learners intending to study Chinese A2 in Group 2 who wish to study a foreign language. Emphasis is placed on knowledge of the culture and civilisation of the relevant country, building students’ vocabulary as well as a solid knowledge of grammatical structures. The focus is on interaction between the student and speakers and writers of the foreign language, so it is important that there is a will on the part of the student to participate actively in lessons. Students will have the opportunity to read texts, watch and listen to audiovisual materials, such as film, extracts of TV and radio programmes and speak with the foreign language assistants.

Course Examinations and Assessment At Ab Initio Level, written examinations make up 70% of the marks. There are two written examination papers: one involves reading comprehension and text handling while the other paper focuses on students’ written expression. The oral component, which makes up the remaining 30% of the marks is assessed during the second year of the course and at both levels candidates are required to participate in group discussion as well as undergo individual oral exams to express their knowledge and opinions of topics which they have researched. It is thus essential to develop a fair degree of oral fluency and candidates will be expected to make plans to spend a significant part of their holiday time in the relevant country.

42

GROUP 3: Individuals & Societies The aims for the programme for Group 3 - Individuals and Societies are as follows: • • • • •

•

The systematic and critical study of human experience and behaviour, of the varieties of physical, economic and social environments in which we live and of the history and development of the social and cultural institutions which we have created The development in the candidate of the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments concerning the nature and activities of the individual and society The understanding of the various methods of data collection, description and analysis used in studies of society, and the ways in which hypotheses are tested and complex data and source material interpreted The appreciation of the way in which what has been learned is relevant to both the culture in which the candidate lives and those of other societies To recognise that human attitudes and opinions are widely diverse and that a study of society requires appreciation of such diversity To recognise that the subject matter of the disciplines in this group is contestable and that their study requires the toleration of uncertainty.

Business and Management

Head of Faculty: Ms Barbara Cooper Email: [email protected]

The Business and Management course will prepare you and expose you to various business skills to meet the needs of a career in the corporate world. It is a varied and exciting course often revolving around decision-making about real business problems based on case study material. It includes an introduction to organizations and their decision-making processes, the external environment and its economic influence, marketing, human resource management, accounting and finance, and operations management. It is a broad foundation for any business related university degree course. You will gain an understanding of business from different cultural perspectives, develop critical thinking and understand the concepts of global economy, business ethics and social responsibilities of stakeholders. Some of the issues we will discuss: • •

• • •

•

How do you cope with competition from established airlines such as British Airways and Cathay Pacific? Do you set prices below theirs to win business or offer a ‘premium’ service with reclining seats? Why do multinationals locate in developing countries? Which is a better investment? Buying property in Hong Kong or investing in the stock market? China’s economy has been growing at an average of 9.5% per annum. Does China provide an opportunity for or present a threat to European producers of goods and services? Coca-coal is the world’s largest soft drink producer with sales of nearly $22 billion in 2004. How can Coca-cola guarantee further success in the future? Analyze, using accounting ratios, the current strength of Premier Fuels Ltd’s balance sheet. Undertake an investment appraisal of Compower’s proposed internet project.

• 1 Although no prior knowledge is assumed, if you have completed a GCSE Business Studies or Economics course we recommend that you have attained a C grade or above. A successful GCSE Mathematics grade will also help you with the numerical aspects of the course. The subject is not particularly

43 mathematical, although many UK universities prefer you to have studied Mathematics HL or SL (rather than Mathematical Studies SL) if you want to study a business-related degree. The top Business Schools in particular will require this. You must check with the university websites. A high percentage of WIS students apply for business-related degrees worldwide. You also need to have enthusiasm and curiosity! If you want to understand how business organisations respond in the context of continual global change then this is an appropriate subject to pursue. Business and management is a topical subject which requires regular reading of the quality press and watching business television programmes. You need to have an interest in the business world and what is going on around you.

Course Objectives By the end of the course candidates should be able: • • •

To understand business terminology, concepts and principles To identify social and cultural factors, and ethical considerations, in the actions of organisations To assess the impact of the actions of organisations on the internal and external environment

•

To solve problems through identifying the problem, selecting and interpreting data, applying appropriate analytical tools, and recommending solutions To assess data from a variety of sources To evaluate information in order to distinguish between fact and opinion To collect, organize, interpret and present information in different forms To apply theory to real life situations.

• • • •

Course Outline Standard Level 1

2

3 4

5

6

Higher Level Business organisation and environment Nature of business activity, types of organization, organisational objectives, stakeholders, external environment, organisational planning tools, growth and evolution, change and the management of change, globalization.

Standard Level Business organisation and environment Nature of business activity, types of organization, organisational objectives, stakeholders, external environment, organisational planning tools, growth and evolution, globalization.

Human resources Human resource planning, organizational structure, communication, leadership & management, motivation, organizational and corporate cultures, employer and employee relations, crisis management and contingency planning. Accounts & finance Sources of finance, investment appraisal, working capital, budgeting, final accounts, ratio analysis. Marketing The role of marketing, marketing planning, product, price, promotion, place, international marketing, Ecommerce. Operations Management Production methods, costs and revenues, breakeven analysis, quality assurance, location, innovation, production planning, project management, production planning. Business strategy Strategic analysis, strategic choice, strategic implementation.

Human resources Human resource planning, organizational structure, communication, leadership & management, motivation,

+ Research Project (Coursework - Internal

Accounts & finance Sources of finance, investment appraisal, working capital, budgeting, final accounts, ratio analysis. Marketing The role of marketing, marketing planning, product, price, promotion, place, international marketing, Ecommerce. Operations Management Production methods, costs and revenues, break-even analysis, quality assurance, location. Written commentary (1500 words) Based on 3-5 supporting documents about a real issue or problem facing a particular organization.

44 Assessment)

Higher Level

Syllabus content Assessment objectives Method

External assessment Paper 1 All six topics

Paper 2 All six topics

Any topic from the full HL syllabus

1-7

1-6

1-7

Based on case study issued in advance Section A (HL/SL) Students answer two of three structured questions (30 marks) Section B (HK/SL) Studies answer one compulsory structured question including evaluative skills (20 marks)

HL Section A Students answer one of two structured questions based on stimulus material with a quantitative element. (25 marks)

Research project

Section A and Section B are common to both HK & SL students. HL students also have a section C.

Internal Assessment

Report that addresses an issue facing an organisation or analyses a decision to be made by an organisation (2,000 words) (25 marks)

HK section B Students answer two of three structured questions based on stimulus material (50 marks)

HL Section C Students answer one compulsory question focusing on strategic decisionmaking through the use of extension material (30 marks) Total marks Time Weighting

80 marks 2 ¼ hours 40%

75 marks 2 ¼ hours 35%

25 marks 30 hours 25%

Course Assessment

Syllabus content Assessment objectives Method

External assessment Paper 1 All five topics

Paper 2 All five topics

1-6

1-6

Based on case study issued in advance Section A (HL/SL) Students answer two of three structured questions (30 marks)

SL Section A Students answer one of two structured questions based on stimulus material with a quantitative element. (25 marks)

Section B (HK/SL) Students answer one compulsory structured question including evaluative skills (20 marks) Section A and Section B are common to both HK & SL students. SL students do not have a section C.

Internal Assessment

SL Section B Students answer two of three structured questions based on stimulus material (40 marks)

Any topic from the full HL/SL syllabus 1-6 Research project Written commentary based on three to five supporting documents about a real issue or problem facing a particular organisation. (1500 words) (25 marks)

HL Section C Students answer one compulsory question focusing on strategic decisionmaking through the use of extension material (30 marks) Total marks Time Weighting

50 marks 1 ¼ hours 35%

60 marks 1 ¼ hours 40%

25 marks 15 hours 25%

45

Economics

Head of Department: Mr Peter Wray Email: [email protected]

Economics is the study of universal scarcity. Human beings want more than they have and this throws up any number of economic and social problems. Rather than worry about defining it, perhaps it is more helpful to mention some of the issues that IB students cover in their two years of studying Economics:

• • • • •

Is road pricing the best way to deal with the problems of traffic congestion in a city? Why has the Chinese economy performed so well over the last few years – are there any downsides to the country’s impressive economic growth? What are the most appropriate strategies to help reduce poverty and improve living standards in developing countries? What are the problems facing East European countries as they join the European Union – should they join the Euro, for example? Does a powerful company like Microsoft serve consumers’ interests – should it be broken up?

Economics is an extremely wide-ranging subject and it has an influence on, and is influenced by, a number of other subjects including Politics, Philosophy, Maths, Geography and History. It is based on a discrete body of thought using theory and concepts as well as facts and figures. In this sense, Economics could be thought of as more like a science than a humanity subject. This sometimes abstract nature sometimes causes Economics to be classified as a “difficult” subject, but those students who are curious to examine current events from a scientific perspective (e.g.: the WTO dispute between developed and developing countries and how the Chinese government copes with the vast increases in income and social change) should find it particularly appealing. The mathematical content of the course is not especially onerous. Logical thought however is a major advantage. Those who find numbers straightforward will find some topics easier than those who do not but a successful candidate at GCSE Mathematics should cope with that component of the course. However, it should be noted that many universities either require, or strongly prefer, students wishing to study Economics to have studied Mathematics HL. Have a close look at the UCAS website or make contact directly with international universities. Economics is a topical course which means that success requires the regular reading of the quality press and watching relevant television programmes. No prior knowledge of the subject is assumed and Economics combines well with many other subjects. Only a minority of students will go on to take the subject to degree level but many will find that they have to study some Economics in courses such as Business Studies, Surveying and the like. Above all, Economics provides students with a way of analysing problems that is useful in many other subjects and careers.

Course Objectives By the end of the course students should be able: • • • • • • •

To understand and apply essential terminology To present economic arguments in a clear and logical manner To understand and interpret economic data and information To appreciate the diverse nature of world economics To acknowledge the role of economic institutions in domestic and international settings To perceive that economic variables are interrelated and predict possible consequences arising from changing variables To apply economic theory to diverse global events in order to analyse and evaluate possible outcomes

46

Course Outline The HL syllabus both looks at some topics covered in SL in more depth and introduces some new topics:

11. Introduction to Economics – introduces the basic terminology, themes, ideas and problems 22. Microeconomics – develops Section 1 and applies it to businesses whilst providing further tools for analysis in other areas 33. Macroeconomics – develops Section 1 to enable issues relevant to economies such as unemployment and inflation to be considered 44. International Economics – provides an explanation of why countries trade, what problems countries face and how they are addressed, including exchange rate and protection issues 55. Development Economics – enables to understand why some countries are less developed than others, the problems these countries face and possible solutions

Assessment HIGHER LEVEL IB Year 1 3 assessed assignments, 2 term tests and 1 Final Exam (External Assessment) • Paper 1: Choice of 4 extended-response questions: candidates to attempt 1 question in 1 hour. (20%) • Paper 2: Choice of 6 short-answer questions: candidates must attempt 3 questions in 1 hour. (20%) • Paper 3: Choice of 5 structured data-response questions: candidates must attempt 3 questions in 2 hours (40%) Term Presentation (Internal Assessment) Portfolio of 2 commentaries IB Year 2 2 assessed assignments, 2 term tests and 1 Final Exam (External Assessment) • Paper 1: Choice of 4 extended-response questions: candidates to attempt 1 question in 1 hour. (20%) • Paper 2: Choice of 6 short-answer questions: candidates must attempt 3 questions in 1 hour. (20%) • Paper 3: Choice of 5 structured data-response questions: candidates must attempt 3 questions in 2 hours (40%) Term Presentation (Internal Assessment) Portfolio of 4 commentaries STANDARD LEVEL IB Year 1 3 assessed assignments, 2 term tests and 1 Final Exam (External Assessment) • Paper 1: Choice of 4 extended-response questions: candidates to attempt 1 question in 1 hour. (25%) • Paper 2: Choice of 5 structured data-response questions: candidates must attempt 3 questions in 2 hours (50%) Term Presentation (Internal Assessment) Portfolio of 2 commentaries IB Year 2 2 assessed assignments, 2 term tests and 1 Final Exam (External Assessment) • Paper 1: Choice of 4 extended-response questions: candidates to attempt 1 question in 1 hour. (25%) • Paper 2: Choice of 5 structured data-response questions: candidates must attempt 3 questions in 2 hours (50%) Term Presentation (Internal Assessment)

47 Portfolio of 4 commentaries

48

Philosophy

Head of Department: Ms Jenny Hudson Email: [email protected]

Philosophy deals with issues that are profound, complex, challenging and important for humanity. IB Philosophy aims to be inclusive, and deals with a wide range of issues that can be approached in a philosophical way through critical thinking, careful analysis of arguments and close reading of texts. We will explore fundamental questions that have people have asked since the beginning of time, and confront new problems arising within contemporary society. Our emphasis will be on doing philosophy. You will need to be willing to attempt an understanding of alternative views through critical and rigorous thinking combined with a development of perspectives considering internationalism and cultural pluralism.

Course Objectives Our aim is to make sure you can: • • • • • •

develop an intellectually independent and creative way of thinking relate your philosophical understanding to other disciplines and to personal, social and civic life formulate arguments in a sound and purposeful way examine critically your own experience and your ideological and cultural perspectives appreciate the impact of the diversity of philosophical thinking appreciate the impact of cultural diversity upon philosophical thinking.

Course Outline The sorts of questions we want to consider: • • • • • •

What is a soul? Does it exist in a different way to a body? In what ways are humans different to animals? What is true? How do we know this? Is experiential knowledge of God more / less reliable than logical arguments? Do science and religion speak the same language? Who is right / wrong? How do we know?

Philosophy is fun. We want you to become mature, self-aware and considerate human beings through this course. We will use a wide variety of activities and stimulae in lessons to make you realize that this course is relevant to your life. You will be expected to work hard! Standard Level Themes: • What is a Human Being? • Theories and Problems of Ethics Prescribed philosophical text: • Friedrich Nietzsche The Genealogy of Morals Internal Assessment: • A philosophical analysis of non-philosophical material. Higher Level Themes

49 • What is a Human Being? • Theories and Problems of Ethics • Philosophy of Religion Prescribed philosophical text: • Friedrich Nietzsche The Genealogy of Morals Internal Assessment: • A philosophical analysis of non-philosophical material. Unseen text – exploring philosophical activity: • Philosophical response to an unseen text which demonstrates what doing philosophy means.

Course Assessment Standard Level External assessment: 70% Paper 1 1 ¾ hours 50% Section A: Students are required to answer one question on the core theme from a choice of two. Section B: Students are required to answer one question from a choice of two on their optional theme. Paper 2 1 hour 20% Students are required to answer one question from a choice of two on the prescribed philosophical text. Internal assessment: 30% Students are required to write to write a philosophical analysis of non-philosophical material. 1600 – 2000 words. Higher Level External assessment: 80% Paper 1 2 ½ hours 40% Section A: Students are required to answer one question on the core theme from a choice of two. Section B: Students are required to answer one question from a choice of two on each of their optional themes. Paper 2 1 hour 20% Students are required to answer one question from a choice of two on the prescribed philosophical text. Paper 3 1 ½ hours 20% Students are required to write a response to an unseen text. Internal assessment: 20% Students are required to write to write a philosophical analysis of non-philosophical material. 1600 – 2000 words.

Psychology

Head of Department: Mr Andrew Stidever Email: [email protected]

Psychology is most appropriately defined as the systematic study of human behaviour and experience.

Course Objectives The aims of the course at HL and SL are to: • • •

Interpret and/or conduct psychological research and to apply the resulting knowledge for the benefit of human beings. Ensure that ethical practices and responsibilities are implemented in psychological enquiry. Develop an understanding of the biological, social and cultural influences on human behaviour.

50 • • • •

Develop an understanding of different theoretical processes that are used to interpret behaviour, and to be aware of how these processes lead to the construction and evaluation of psychological theories. Develop an awareness of how applications of psychology in everyday life are derived from psychological theories. Develop an appreciation of the eclectic nature of psychology. Understand and/or use diverse methods of psychological inquiry.

Course Outline The IB course seeks to illustrate this diversity of approach by concentrating on the perspectives which reflect the historical development of the discipline and the varied nature of the modern field. Higher Level

Standard Level

Perspectives (compulsory) 1. The biological perspective 2. The cognitive perspective. 3. The learning perspective. 4. The humanistic perspective. 5.

Perspectives (compulsory) 1. The biological perspective. 2. The cognitive perspective. 3. The learning perspective.

Options (two only) 1. Comparative psychology. 2. Cultural psychology. 3. The psychology of dysfunctional behaviour. 4. Health psychology. 5. Lifespan psychology. 6. Psychodynamic psychology. 7. Social psychology. The psychology of dysfunctional behaviour and social psychology are selected options.

Options (one only) 1. Comparative psychology. 2. Cultural psychology. 3. The psychology of dysfunctional behaviour. 4. Health psychology. 5. Lifespan psychology. 6. Psychodynamic psychology. 7. Social psychology. Social psychology is the selected option.

Research methodology. 1. Ethics 2. Quantitative research methods. 3. Qualitative research methods.

Research methodology. 1. Ethics. 2. Quantitative research methods.

Experimental study

Simple experimental study.

Course Assessment Higher Level External assessment: written papers- 5 hours, 80%. • Paper 1- 2 hours (30%) This paper is divided into two sections. Section A-contains four compulsory short-answer questions, one on each perspective. Section B-contains four extended-response questions. Students are required to answer one question of their choice from this selection. • Paper 2- 2 hours (30%) This paper contains 21 questions on the seven options, three on each option. Students are required to answer two questions, each one from a different option. • Paper 3- 1 hour (20%)

51 This paper contains three compulsory questions on research methods. Students are required to answer all the questions. Internal assessment. (20%) An experimental study (approximately 30 hours). The study will be assessed by the teacher and externally moderated. Standard Level External assessment 80% Written papers- 3 hours. • Paper 1 – 2 hours, (50%) This paper is divided into two sections. Section A contains three compulsory short-answer questions, one on each perspective. Section B contains three extended-response questions. Students are required to answer one question of their choice from this section. • Paper 2 – 1 hour, (30%) This paper contains 21 questions on the seven options, three on each option. Students are required to answer one question. Internal assessment. (20%) A simple experimental study (approximately 15 hours). The study will be assessed by the teacher and externally moderated.

Geography

Head of Department: Ms Helen Devine Email: [email protected]

The study of geography is concerned with many of the world’s most pressing economic, social and environmental issues and as a result it is a subject of considerable relevance. This course will provide students with a wide range of skills important for prospective employers and contribute significantly to their development as an international citizen. The topics studied will enable students to understand how the landscape was formed, how to help solve environmental problems and gain an in-depth understanding of other current issues.

Course Objectives The study of Geography leads to a greater understanding of the physical and human world in which we live. The course follows a thematic people-environment approach. A range of themes, places and environments at different scales and in different contexts and various states of development will be studied. The trend towards global interdependence is highlighted with its economic, social, environmental and political dimensions and implications. Geography is aimed at developing an understanding of our role as citizens of their local community, nation and world. Students will be asked to consider the values and attitudes of decision makers and explore their own views in a variety of contemporary issues in Geography. Students will be asked to develop practical skills such as fieldwork design and data collection. Numeracy skills are developed through data analysis and literacy is enhanced through essay and report writing.

Course Outline HL and SL students must complete 2 exam papers and an Internal assessment (coursework). The details of these components are outlined below: Paper 1 : The Core Theme – Population, Resources and Development Time 1 ½ hours Weighting: HL 25%, SL 40% 3 structured questions (2 to be chosen and completed)

52 Paper 2 Optional Themes – Lithospheric Processes and Hazards(A), Ecosystems and Human activity(A), Coasts and their Management (A), Globalization (B) On each theme, a structured question and an essay question is set. This is an either / or choice i.e. candidates may only answer one question from each thematic area. Higher Level 2 ½ hrs 4 questions to be completed; 20 marks each 50 % weighting 2 questions from section A, 1 question from B + 1 from either A, B or C

Standard Level 1 ½ hours 2 questions; 20 marks each 40% weighting 2 questions from sections A, B or C

Students at both SL and HL are presented with a common syllabus; the difference between the two courses is merely the number of modules studied. Thus higher level students will study the Core module and four optional units. Standard level students study the Core module and two optional units. Course Assessment Internal Assessment HL One piece of fieldwork of 2500 words length (weighting 25%) SL One piece of fieldwork or research of 1500 words in length (weighting 20%) These should relate to any theme from the syllabus. The fieldwork investigation involves • preparation-hypothesis formulation

•

data collection-observing, collecting and recording raw data in the field

•

presentation

•

analysis-based on information collected and application of scientific logic in testing hypotheses

Candidates are allowed to undertake preparation and data collection in groups. However analysis and final written report must be entirely the candidate's own work. The fieldwork reports are internally assessed by the teacher and externally moderated by the IBO. Teaching Timeline 2007/ 8 – 2009 / 10 (subject to change)

Term 1

Yr 12 Population, resources and Development

Term 2

Population, Resources and Development Ecosystems and Human activity

Term 3

Ecosystems and Human activity Coasts and their management IA fieldwork (Coastal or ecosystems)

Yr 13 Coasts and their management Complete IA Globalization Globalization Lithospheric Processes and Hazards Revision

(The units chosen provide an equal balance between physical and human geography and are the modules which best represent the region in which we live and work.) By the nature of the course design SL students will have a choice on the exam paper as they will study 4 optional modules but only need to complete questions on two topics. HL students will answer a question on every topic studied.

53

History

Head of Department: Mr Nick Forde Email: [email protected] ‘History is the beginning of wisdom’ (Jean Bodin)

Course Objectives There are two broad aims to the I.B History course: • •

To develop historical knowledge and understanding through a study of a range of countries, cultures, themes, personalities and periods. To develop an understanding and appreciation of history as a discipline, in particular the evaluation of evidence and interpretations and the skills of oral and written communication.

You may have already studied history at GCSE. You may want to rekindle your interest in the subject again. You should have an interest in world affairs and politics, but above all you should be interested in individuals and societies in the widest possible context: political, social, economic, technological, religious and cultural. You should also be interested in the role of the historian- does the historian record history or create it? The subject of history is intrinsically interesting, and we aim to create a lifelong interest in the subject and help you to have an awareness and understanding of peoples and cultures that are different from your own.

Course Outline I.B History is available at Standard and Higher level. Over the course of the two years both Standard and Higher level students will study the following options i) The Rise of Single Party States: (Mussolini’s Italy, Hitler’s Germany, Castro’s Cuba) Students will study the origins, establishment and ideology of single party states the importance of organization and leadership in the maintenance of power, the success and failures in solving political, social and economic problems, the role of education, the arts and the media, the treatment of women and the impact of single-party states on world affairs. ii) The Cold War 1945-90 The major themes will be: the origins and nature of the Cold War, ideological differences between the superpowers, the emergence of the superpowers and spheres of influence, political and economic responses to the Cold War, Cold War developments worldwide and the social and cultural consequences of the Cold War. The detailed study in support of these themes will cover the ‘Big Three’ meetings at Tehran, Yalta and Potsdam, the formation of the various alliances, such as NATO and the Warsaw Pact, the arms race, the impact of the Cold War on the developing world, containment, peaceful coexistence and détente. iii) Prescribed Subject: Stalin’s Russia 1924- 1941 This topic links directly to the source analysis paper which all students must sit. It addresses developments under Stalin’s dictatorship up to the German invasion of the USSR during the Second World War. It could take into account social, economic and political developments within the USSR as well as foreign relations. iv) All students will also complete an Internal Assessment (Coursework) - in this you are required to complete an historical investigation on a topic of your own choosing Higher Level study Higher Level history requires you to study what is known as the ‘regional’ option. In this you will have to cover a range of topics from a 100-year period of European History covering a number of different

54 countries. The topics chosen will link in with what you are studying on your world history options. The higher-level option is more demanding and you will be expected to demonstrate in depth understanding of the 100-year period. There is a separate exam paper for the higher level which is worth 35% of the overall marks for the Diploma. Topics likely to be covered in the Higher Level Option i) Italian Unification 1815-1871 ii) Russia under the Tsars- the end of the 19th Century iii) The End of Tsarism- Nicholas II iv) The Inter-war years 1919-1939

Course Assessment Standard and Higher Level students will sit the following examinations Paper 1: Prescribed Subject- USSR- Source Analysis (1 Hour ) Paper 2: Twentieth Century World History Topics- (1 ½ Hours) Internal Assessment (Coursework) – Completed during the course Higher Level students also sit: Paper 3: Regional Option: Europe (2 ½ Hours) What are the weightings of each component? Paper Paper 1 (Prescribed Subject) Paper 2 (20th Century) Internal Assessment Paper 3 (Higher Level only

Standard Level 30% 45% 25%

Environmental Systems and Societies

Higher Level 20% 25% 25% 35%

Ms H. Devine ([email protected]) Mr J Martin ([email protected])

A holistic approach to understanding and managing the impact of humans on natural ecosystems. Pupils need to understand the structure and function of a variety of ecosystems and appreciate the positive and negative influence of people on these environments and the need for sustainable development. ‘The single most important aspect of the ecosystems and societies course is hands on work in the lab and / or out in the field’ (spec 2005). A practical scheme of work (PSOW) is planned by the teacher and acts as a summary of all the investigations carried out by the student. Ideally pupils would study at least 2 ecosystems in the field in detail and use a part of this data as the basis for a piece of coursework. ‘Through a balanced and varied PSOW students should be able to experience tasks which focus on lab / fieldwork, as well as more value based investigations’ (spec 2005)

55 A holistic approach to fieldwork: Psammosere study – Sand dunes This could incorporate the following methods of data collection and analysis: •

Line transect to study vegetation change from young to old dunes (% veg cover, Species type, species diversity, soil PH, Soil moisture content) (GEOG)

•

Soil samples collected and analysed in lab. (BIOL)

• •

Human impact and management – judgment surveys on erosion / blowouts Judgment surveys on management strategies, questionnaires and interviews to canvas public opinion on need for management (GEOG)

Assessment Criteria (similar to GCSE science) ( Weighting 20%) Four criteria: Planning (P1) Data collection and processing (DCP) Discussion, evaluation, and conclusion (DEC) Personal skills (PS) – summative at end of course

Candidate must be assessed at least twice on the first 3 criteria

THUS, at least 2 practical investigations (ideally more) need to be carried out. The highest two levels for each of the first 3 criteria is added to the level achieved for personal skills to give a mark out of 42 for IA component. A matrix system is used. Examinations Paper 1 Paper 2

Overall weighting (%) 30 50

Duration (hrs) 1 2

Format Short answer data response Section A: Case study students provided with a range of data in a variety of forms. Required to analyse and evaluate data Section B: Students answer 2 structured essay questions from a choice of 4.

Proposed teaching timeline Term 1 Term 2 Term 3

Year 12

Year 13

Human Population, carrying capacity, and resource use. The Ecosystem Fieldwork here Conservation and Biodiversity Fieldwork here (link to ecosystems)

Pollution management Fieldwork (river pollution) The Issue of Global Warming

Nb. Topic 7 = Environmental Value Systems and Topic 1 Systems and Models should e taught as an integral part of the other 5 topics.

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GROUP 4: Experimental Sciences Head of Group 4 Faculty: Mr Jacob Martin Email: [email protected]

Aims Through studying any of the group 4 subjects, students should become aware of how scientists work and communicate with each other. While the “scientific method” may take on a wide variety of forms, it will generally involve the formation, testing and modification of hypotheses through observation and measurement, under the controlled conditions of an experiment. It is in this context that all the Diploma Programme experimental science courses should aim: • • • • • • • • •

To encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method To develop an appreciation of the possibilities and limitations associated with science and scientists To raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology To develop and apply the students’ information technology skills in the study of science To develop experimental and investigative scientific skills To engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities To develop an ability to analyse, evaluate and synthesize scientific information enable students to apply and use a body of knowledge, methods and techniques which characterize science and technology To provide a body of knowledge, methods and techniques which characterize science and technology To provide opportunities for scientific study and creativity within a global context which will stimulate and challenge students

1 Through studying Experimental Sciences, students not only develop an understanding of and familiarity with a specific body of scientific knowledge, but they also become aware of the way in which scientists work and communicate with each other throughout the world. In addition to the core material for each level, students study two topic options. There is an internally assessed scheme of practical work, which makes up at least 25% of the teaching time. The Group 4 Project to which all students of the Experimental Sciences are required to contribute represents an opportunity to be involved in an interdisciplinary approach to the investigation of a scientific problem. Each student makes a presentation to their peers and teachers on one technical aspect of the chosen problem.

Biology

Head of Department: Ms Nelly McAndrew Email: [email protected]

Course Objectives This course aims to: •

Develop a greater understanding of biological facts together with an appreciation of their significance in new and changing situations

57 • • •

Develop greater expertise in the area of practical work and the link between theory and experimental work Continue to enjoy and further develop a personal interest in living organisms Recognize the responsible use of biology and biotechnology in modern society

The kind of students that this course is suitable for are those who: • • • • •

Have an interest in the study of living organisms. Enjoy carrying out activities in the laboratory or as fieldwork. Are interested in the developments of “new” biology topics such as genetic engineering and its impact on society. Want to use Biology to support other qualifications in the upper school such as other sciences (Chemistry, Physics and Mathematics) and subjects such as Geography. Want to keep a broad range of study and are looking for a science qualification to balance their other subjects.

Students need a logical and analytical mind, with an ability to apply your knowledge in a variety of familiar and unfamiliar situations. It is recommended that a student considering Higher Level Biology should expect to obtain at least a grade B in Science and a grade C in Mathematics at IGCSE, otherwise Standard Level might be more appropriate. What could you go on to do at the end of your course? • •

Use skills directly to follow a degree course in a related subject such as biology, biotechnology, environmental science, medicine, nursing, dentistry, psychology and pharmacy. Use qualification to gain access to other non-biological courses at university.

Course Outline Teaching hours

Core [80 hours] Topic 1

Statistical analysis

[2]

Topic 2

Cells

[12]

Topic 3

2.1

Cell theory

3

2.2

Prokaryotic cells

1

2.3

Eukaryotic cells

3

2.4

Membranes

3

2.5

Cell division

2

The chemistry of life

[15]

3.1

Chemical elements and water

2

3.2

Carbohydrates, lipids and proteins

2

3.3

DNA structure

1

3.4

DNA replication

1

3.5

Transcription and translation

2

3.6

Enzymes

2

3.7

Cell respiration

2

3.8

Photosynthesis

3

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Topic 4

Topic 5

Topic 6

Genetics

[15]

4.1

Chromosomes, genes, alleles and mutations

2

4.2

Meiosis

3

4.3

Theoretical genetics

5

4.4

Genetic engineering and biotechnology

5

Ecology and evolution

[16]

5.1

Communities and ecosystems

5

5.2

The greenhouse effect

3

5.3

Populations

2

5.4

Evolution

3

5.5

Classification

3

Human health and physiology

[20]

6.1

Digestion

3

6.2

The transport system

3

6.3

Defence against infectious disease

3

6.4

Gas exchange

2

6.5

Nerves, hormones and homeostasis

6

6.6

Reproduction

3

Teaching hours

AHL [55 hours] Topic 7

Topic 8

Topic 9

Topic 10

Nucleic acids and proteins

[11]

7.1

DNA structure

2

7.2

DNA replication

2

7.3

Transcription

2

7.4

Translation

2

7.5

Proteins

1

7.6

Enzymes

2

Cell respiration and photosynthesis

[10]

8.1

Cell respiration

5

8.2

Photosynthesis

5

Plant science

[11]

9.1

Plant structure and growth

4

9.2

Transport in angiospermophytes

4

9.3

Reproduction in angiospermophytes

3

Genetics

[6]

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Topic 11

10.1

Meiosis

2

10.2

Dihybrid crosses and gene linkage

3

10.3

Polygenic inheritance

1

Human health and physiology

[17]

11.1

Defence against infectious disease

4

11.2

Muscles and movement

4

11.3

The kidney

4

11.4

Reproduction

5

Teaching hours

Options SL [15 hours] These options are available at SL only. Option A

Option B

Option C

Human nutrition and health

[15]

A1

Components of the human diet

5

A2

Energy in human diets

4

A3

Special issues in human nutrition

6

Physiology of exercise

[15]

B1

Muscles and movement

4

B2

Training and the pulmonary system

2

B3

Training and the cardiovascular system

3

B4

Exercise and respiration

3

B5

Fitness and training

2

B6

Injuries

1

Cells and energy

[15]

C1

Proteins

1

C2

Enzymes

2

C3

Cell respiration

6

C4

Photosynthesis

6

Options SL/HL [15/22 hours] Students at SL study the core of these options, and students at HL study the whole option (that is, the core and the extension material). Option D

Evolution

[15/22]

Core (SL and HL)

[15]

D1

Origin of life on Earth

4

D2

Species and speciation

5

D3

Human evolution

6

Extension (HL only)

[7]

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Option E

Option F

Option G

D4

The Hardy–Weinberg principle

2

D5

Phylogeny and systematics

5

Neurobiology and behaviour

[15/22]

Core (SL and HL)

[15]

E1

Stimulus and response

2

E2

Perception of stimuli

4

E3

Innate and learned behaviour

4

E4

Neurotransmitters and synapses

5

Extension (HL only)

[7]

E5

The human brain

4

E6

Further studies of behaviour

3

Microbes and biotechnology

[15/22]

Core (SL and HL)

[15]

F1

Diversity of microbes

5

F2

Microbes and the environment

4

F3

Microbes and biotechnology

3

F4

Microbes and food production

3

Extension (HL only)

[7]

F5

Metabolism of microbes

2

F6

Microbes and disease

5

Ecology and conservation

[15/22]

Core (SL and HL)

[15]

G1

Community ecology

5

G2

Ecosystems and biomes

4

G3

Impacts of humans on ecosystems

6

Extension (HL only)

[7]

G4

Conservation of biodiversity

3

G5

Population ecology

4

Options HL [22 hours] This option is available at HL only. Option H

Further human physiology

[22]

H1

Hormonal control

3

H2

Digestion

4

H3

Absorption of digested foods

2

H4

Functions of the liver

3

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H5

The transport system

5

H6

Gas exchange

5

Course Assessment Approximately 25% of the course in total is devoted to practical work but the percentage inevitably varies with each topic studied. Practical work is assessed and contributes significantly to the final grade. In addition to practical assessment there are three written papers at the end of the course, one of which is multiple choice, another with emphasis of analysis and interpretation of data and a third taking the form of structured essays.

Chemistry

Head of Department: Mr Jacob Martin Email: [email protected]

Course Objectives Chemistry is presented as a central science which examines, describes and explains interactions between matter and energy. Chemical principles lie behind the physical environment in which we live, and some understanding of chemistry is essential preparation for studies in the life sciences. The study of chemistry thus serves two roles: preparation for courses in other sciences as well as preparation for a career or higher academic studies. Internationalism is an important part of the course and is covered through the inclusive nature of the subject bringing together different cultures and backgrounds through the accepted common chemical language and the world wide relevance of related subjects such as medicine of which chemistry is a key component. The concepts of chemistry will be taught in ways which emphasize its practical use in the laboratory and its applicability and relevance to real-world international issues and problems e.g. the pollution problems associated with industrialisation. Students will be challenged and evaluated internally through practical investigations, written exercises and projects. These will encourage combining real-world data, experimentation, and theoretical concepts to make sense of empirical findings and solve practical problems. Study Chemistry if you are interested in the subject, and/or you have a career in mind which requires a chemistry qualification.

Some areas related to Chemistry: Medicine Dentistry Veterinary Science Environmental Science Forensic Science Marine Science Pharmacy Brewing and wine making Pathology Art Restoration

62 Chemical Engineering

Course Outline Core [80 hours] Topics

Teaching hours 1

Quantitative chemistry

12.5

2

Atomic structure

4

3

Periodicity

6

4

Bonding

12.5

5

Energetics

8

6

Kinetics

5

7

Equilibrium

5

8

Acids and bases

6

9

Oxidation and reduction

7

10

Organic chemistry

12

11

Measurement and data processing

2

AHL [55 hours] Topics

Teaching hours 12

Atomic structure

3

13

Periodicity

4

14

Bonding

5

15

Energetics

8

16

Kinetics

6

17

Equilibrium

4

18

Acids and bases

10

19

Oxidation and reduction

5

20

Organic chemistry

10

Options

Teaching hours

Options SL/HL A

Modern analytical chemistry

15/22

B

Human biochemistry

15/22

C

Chemistry in industry and technology

15/22

D

Medicines and drugs

15/22

E

Environmental chemistry

15/22

F

Food chemistry

15/22

G

Further organic chemistry

15/22

Students at SL are required to study any two options from A–G. The duration of each option is 15 hours.

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Students at HL are required to study any two options from A–G. The duration of each option is 22 hours.

Course Assessment Assessment is carried out by a combination of external examinations and internal assessment of practical work. External examinations consist of three papers. Questions take the form of multiple response questions, short-answer questions, data response questions and extended response questions. Internal assessment of coursework is mainly based on short practical activities. Additional areas for assessment can include the use of computer simulations, data-gathering exercises and the Group 4 Project.

Physics

Head of Department: Mr Mike Williams Email: [email protected]

Course Objectives The Physics diploma programme will aim to continue and extend students’ appreciation of the subject which will already have been developed from study in earlier years. The subject will be approached as the most fundamental of the natural sciences, which is based upon the fundamental forces and the energy transfers they produce. Learning will be enquiry based, with plenty of investigative work to test hypotheses. Students will be encouraged to develop their critical thinking skills, and to appreciate the international nature of the natural sciences.

Course Outline The Physics SL/HL course will be covered in 3 parts: Part 1 – Subject Specific Core– SL/HL Topic 1 2 3 4 5 6

Physics and physical measurement Mechanics Thermal physics Waves Electricity and magnetism Atomic and nuclear physics

Additional Higher Level– HL only Topic 7 8 9 10 11 12

Measurement and uncertainties Higher Mechanics Higher Thermal physics Wave phenomena Electromagnetism Quantum physics and nuclear physics

Part 2 – SL/HL Options

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The Physics department has chosen to offer the following options: (SL candidates will study options A and C) (HL candidates will study options D, F & H) Option A SL: Mechanics extension Option C SL: Energy extension Option D SL/HL: Biomedical physics Option F SL/HL: Astrophysics Option H SL/HL: Optics

Course Assessment Assessment is carried out by a combination of external examinations, conducted at the end of the course, and internal assessment carried out by teachers. The external examinations consist of three papers, occupying a total of 3 hours at Standard Level, and 4.5 hours at Higher Level. One of the papers is a Multiple Choice paper. The internal assessment is carried out over the two years of the course through a wide variety of investigations, practical work and data manipulation.

Design and Technology

Head of Department: Mr J Zobrist Email: [email protected]

Course Objectives Design & Technology is a subject of application. The application of scientific knowledge, of artistic endeavour and of divergent (creative) thought processes. One of the main aims of the department is to inspire and empower our future designers and engineers and excite passion in our teaching so that they can develop products they love with sensitivity to an ever-changing world market and clientele. Why? If a product is not from nature itself, then someone has had to sit down and sketch a solution for it – an answer to the problem. A quick look at the world around us gives us a pretty good idea of how vast, and how important, design as a subject discipline is. To design can be defined as ‘to conceive a mental plan for something’. Design consists of gathering information about the present state of the world around us, processing that information and planning for some kind of intervention either by modifying what is already there or by introducing something new. The designer is not just interested in the material environment but also in the political, social and economic considerations which affect people’s priorities. Design manifests itself in a multitude of ways during our lives from our early experiences of building with blocks through to more complex problem solving activities which draw up our knowledge of materials, processes and investigation into everyday products. IB Design Technology. This is an exciting time for the Design & Technology department. The IB course in Design Technology changed in September 2007 and it has been re-written to give students more time designing and making products and to match the skills you may already have from GCSE. The new course is dynamic, challenging and practical – suitable for any student with a proven interest in creative and practical problem solving.

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Who is this course suitable for? The only requirement to start the course is that you have a proven, genuine interest in the subject and a desire to learn. However, you also need to be realistic in your expectations. Students who achieve grade B or higher at GCSE will be suited to higher level courses. Students who have not studied a Technology related course will find it more challenging, so would be wise to consider the standard level option. However, any student with a proven interest and capability in Designing and Making is welcome on the diploma programme. This could be from a GCSE or equivalent course that you have studied, a portfolio of work that you bring with you or a recommendation from your teacher. Why is Design Technology important? The world needs creative thinkers and problem solvers. The course teaches the skills, knowledge and understanding needed to help develop these characteristics. You will learn about Design Technology by designing and making products – so the learning is practical and fun. You can build up a portfolio throughout the course which may assist you in gaining a place at University or when seeking employment. Studying Design Technology adds breadth and balance to the IB Diploma learning experience. If you like learning by doing and using your creative potential, this course could be for you. The course provides you with a broad understanding of issues relating to designing and manufacturing using modern materials and processes. You also have to learn about the increasing role of the designer’s responsibility in terms of ethics and the environment. Much of your learning happens through the production of projects (‘internal assessments’) and your learning is also assessed by examination at the end of the course. Options This course has now developed considerably from the course currently being taught. It has some of the options which broadly match the GCSE options you may have been studying at GCSE level. The two options at IB are: 1. Resistant Materials 2. Graphic Products Course structure Standard level: 150 hours. Higher level: 240 hours. Core Topics Standard level Topic 1: Design process Topic 2: Product innovation Topic 3: Green design Topic 4: Materials Topic 5: Product development Topic 6: Product design Topic 7: Evaluation

Additional higher level Topic 8: Energy Topic 9: Structures Topic 10: Mechanical design Topic 11: Advanced manufacturing techniques Topic 12: Sustainable development

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Current assessment: • • • • •

Investigations (coursework) 24% Major project 12% Paper 1 20%: 45 minutes. 30 multiple choice questions on the CORE THEORY which is Resistant Material based Paper 2 24%: 1 hour. Section A: One data-based question and several short answer questions on the CORE Theory. Section B: One extended response from a choice of three based on the CORE THEORY Paper 3 20%: 1 hour. One data-based question and several short answer questions based on the option.

Higher Education and Career Opportunities The qualification provides a foundation for entry into a broad range of university courses based around engineering and designing; Engineering (civil, mechanical, textile, structural, electrical, systems, architecture, environmental), Designing (art & design, industrial, graphic, cadcam, fashion, interior, furniture and interior) and medical technology, manufacturing, robotics, control systems, craft, jewellery, landscaping, sports science and technology, education..the list is almost endless! If you have a specific career or course in mind, you can build up your portfolio and project work to support your application. The flexible nature of the course allows this. Need any more help? You are welcome to speak to me or any member of the department – we are here to help you make the right choice.

Environmental Systems and Societies

Ms H. Devine ([email protected]) Mr J Martin ([email protected])

This subject is offered both in group 3 and group 4. Please refer to group 3 for details on this curriculum.

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GROUP 5: Mathematics and Computer Science Aims The aims of all courses in Group 5 are to enable students: • • • • • • • • •

To appreciate the multicultural and historical perspectives of all group 5 courses To enjoy the courses and develop an appreciation of the elegance, power and usefulness of the subjects To develop logical, critical and creative thinking To develop an understanding of the principles and nature of the subject To employ and refine their powers of abstraction and generalization To develop patience and persistence in problem solving To appreciate the consequences arising from technological developments To transfer skills to alternative situations and to future developments To communicate clearly and confidently in a variety of contexts.

Overview Because individual students have different needs, interests and abilities, there are four different courses in mathematics. These courses are designed for different types of students: those who wish to study mathematics in depth, either as a subject in its own right or to pursue their interests in areas related to mathematics; those who wish to gain a degree of understanding and competence better to understand their approach to other subjects; and those who may not as yet be aware how mathematics may be relevant to their studies and in their daily lives. Each course is designed to meet the needs of a particular group of students. Therefore, great care should be taken to select the course that is most appropriate for an individual student. In making this selection, individual students should be advised to take account of the following types of factor: • Their own abilities in mathematics and the type of mathematics in which they can be successful • Their own interest in mathematics and those particular areas of the subject that may hold the most interest for them • Their other choices of subjects within the framework of the diploma • Their academic plans, in particular the subjects they wish to study in future • Their choice of career Teachers are expected to assist with the selection process and to offer advice to students about how to choose the most appropriate course from the four mathematics courses available. Below is a table taken from the IBO’s statistical bulletin from November 2005. It gives students, parents and teachers some idea of the proportions of students that take each level of mathematics offered. (Note: Mathematics SL used to be called Math Methods) We can see that roughly 13% of students chose Mathematics HL, 51% chose Mathematics SL and 36% chose Mathematical Studies SL. Of the 13% of students completing Mathematics HL, it should be noted that 28% of them would not have gained the Diploma qualification as they did not gain a Level 4 or above in their HL option.

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It is clear from this data that Mathematics HL is an extremely rigorous course and a large proportion of students have either not received sound advice, or have chosen to ignore it.

Maths Options at West Island At West Island, we do expect a higher percentage of students will be able to access the Mathematics HL course. However, IGCSE grades alone will not give a clear enough indication. Students and parents should examine percentage scores at IGCSE and be open to the advice given by mathematics teachers. With the IBO’s suggestions and data in mind, this is how we would advise students when considering mathematics options:

Mathematical Studies SL

Students who would not normally have chosen mathematics as an AS option. They may not need mathematics for their university studies.

Mathematics SL

Students who have completed IGCSE Higher Level in the summer of Year 11 and would normally have chosen AS/A Level mathematics as an option.

Mathematics HL

Students who have followed an accelerated IGCSE course during Year 10 and Year 11 and completed IGCSE early.

Further Mathematics SL

Students with a special interest in mathematics – may be aiming to study a mathematics degree at university.

Mathematical Studies SL or Mathematics SL? Why take Mathematics SL when Mathematical Studies is easier and also an SL option? Students take SL instead of Studies for one of two reasons: • •

Their university course specifically requires SL not Studies – e.g. anything scientific, medicine. YOU MUST CHECK THIS BEFORE CHOOSING OPTIONS! Prestige – mathematics remains a prestige subject in education and the business world.

It should be noted that Mathematics SL is a rigorous course which is at a similar academically challenging level as A Level Mathematics. Students should consider their choice of SL course very carefully – a number of students in international schools around the world choose unwisely and have to transfer from SL to SL Studies after a period of time.

Mathematical Studies (SL only)

Head of Faculty: Mr Ian Bengey Email: [email protected]

Course Objectives This course is available at standard level (SL) only. It caters for students with varied backgrounds and abilities. More specifically, it is designed to build confidence and encourage an appreciation of

69 mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic processes. The course concentrates on mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations. The course includes project work, a feature unique within this group of courses: students must produce a project, a piece of written work based on personal research, guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical investigation in the context of another course being studied, a hobby or interest of their choice using skills learned before and during the course. This process allows students to ask their own questions about mathematics and to take responsibility for a part of their own course of studies in mathematics. The students most likely to select this course are those whose main interests lie outside the field of mathematics, and for many students this course will be their final experience of being taught formal mathematics. All parts of the syllabus have therefore been carefully selected to ensure that an approach starting with first principles can be used. As a consequence, students can use their own inherent, logical thinking skills and do not need to rely on standard algorithms and remembered formulae. Students likely to need mathematics for the achievement of further qualifications should be advised to consider an alternative mathematics course. Because of the nature of mathematical studies, teachers may find that traditional methods of teaching are inappropriate and that less formal, shared learning techniques can be more stimulating and rewarding for students. Lessons that use an inquiry-based approach, starting with practical investigations where possible, followed by analysis of results, leading to the understanding of a mathematical principle and its formulation into mathematical language, are often most successful in engaging the interest of students. Furthermore, this type of approach is likely to assist students in their understanding of mathematics by providing a meaningful context and by leading them to understand more fully how to structure their work for the project.

Course Outline The Mathematical Studies SL programme consists of the study of six core topics and one option. Core Topics: 1• Number and algebra 2• Sets and logic 3• Geometry and trigonometry 4• Statistics and probability 5• Functions 6• Financial mathematics. Options: 1• Matrices and graph theory 2• Further statistics and probability 3• Introductory differential calculus.

Course Assessment The final assessment is based on the performance in two terminal examination papers and a project completed during the course. Paper 1 (40%): A one and a half hour paper comprising short-response questions on the core syllabus content

70 Paper 2 (40%): A one and a half hour paper requires extended-response questions on the core content to be answered Portfolio (20%): The portfolio is an individual piece of work involving the collection and/or generation of data and the analysis and evaluation of that data. Projects may take the form of mathematical modelling, investigations, applications, statistical surveys and the like

Mathematics SL

Head of Faculty: Mr Ian Bengey Email: [email protected]

Course Objectives This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration. The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on mathematical rigour. Students should wherever possible apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the portfolio, offers students a framework for developing independence in their mathematical learning by engaging in mathematical investigation and mathematical modelling. Students are provided with opportunities to take a considered approach to these activities and to explore different ways of approaching a problem. The portfolio also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. This course does not have the depth found in the mathematics HL course. Students wishing to study subjects with a high degree of mathematical content should therefore opt for the mathematics HL course rather than a mathematics SL course.

Course Outline This course was formerly known as Mathematical Methods SL. Although this is a Standard Level course, the content is more demanding than that of Mathematical Studies. It is recommended that a prospective student should have obtained at least a grade A at IGCSE – or equivalent. Core Topics: 1• Number and algebra 2• Functions and equations 3• Circular functions and trigonometry 4• Vector geometry 5• Statistics and probability 6• Calculus Options: 1• Statistical methods 2• Further calculus (most likely option) 3• Further geometry

Course Assessment

71 The final assessment is based on the performance in two terminal examination papers and a portfolio of three pieces of work completed during the course. Paper 1 (40%): A one and a half hour paper comprising short-response and extended response questions on the core syllabus content. Calculator not allowed. Paper 2 (40%): A one and a half hour paper comprising short-response and extended response questions on the core syllabus content. Graphical Display Calculator mandatory. Portfolio (20%): This must include a mathematical investigation and a mathematical modelling demonstration

Mathematics HL

Head of Faculty: Mr Ian Bengey Email: [email protected]

Course Objectives This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems. The nature of the subject is such that it focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solving problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed component, the portfolio, offers students a framework for developing independence in their mathematical learning through engaging in mathematical investigation and mathematical modelling. Students will be provided with opportunities to take a considered approach to these activities, and to explore different ways of approaching a problem. The portfolio also allows students to work without the time constraints of a written examination and to develop skills in communicating mathematical ideas. This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Students wishing to study mathematics in a less rigorous environment should therefore opt for one of the standard level courses, mathematics SL or mathematical studies SL. This is a Higher Level course that contains all of the material in the Mathematics SL course and more. This course is only recommended for those who have an interest in the subject and those who need mathematics for proposed university studies. It is strongly recommended that a prospective student should have obtained at least a grade A at IGCSE.

Course Outline The course covers all of the topics listed in the Mathematics SL course (most to a greater depth) and in addition introduces matrices and transformations. Options: 1• Statistics

72 2• Sets 3• Relations and groups 4• Discrete mathematics 5• Analysis and approximation 6• Euclidean geometry and conic sections

Course Assessment The final assessment is based on the performance in three terminal examination papers and a portfolio of two pieces of work completed during the course. Paper 1 (30%): A two hour paper comprising short-response and extended response questions on the core syllabus content. Calculator not allowed. Paper 2 (30%): A two hour paper comprising short-response and extended response questions on the core syllabus content. Graphical Display Calculator mandatory. Paper 3 (20%): A 1 hour paper on one of the option topics. Graphical Display Calculator mandatory. Portfolio (20%): This must include a mathematical investigation and a mathematical modelling demonstration

Further Mathematics (SL) This can only be taken as an elective in Group 6

Head of Department: Mr Ian Bengey Email: [email protected]

Course Objectives This course caters for students with a good background in mathematics who have attained a high degree of competence in a range of analytical and technical skills, and who display considerable interest in the subject. Most of these students will intend to study mathematics at university, either as a subject in its own right or as a major component of a related subject. The course is designed specifically to allow students to learn about a variety of branches of mathematics in depth and also to appreciate practical applications. The nature of the subject is such that it focuses on different branches of mathematics to encourage students to appreciate the diversity of the subject. Students should be equipped at this stage in their mathematical progress to begin to form an overview of the characteristics that are common to all mathematical thinking, independent of topic or branch. All categories of student can register for mathematics HL only or for further mathematics SL only or for both. However, candidates registering for further mathematics SL will be presumed to know the topics in the core syllabus of mathematics HL and to have studied one of the options, irrespective of whether they have also registered for mathematics HL. Examination questions are intended to be comparable in difficulty with those set on the four options in the mathematics HL course. The challenge for students will be to reach an equivalent level of understanding across these four topics.

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Computer Science This can only be taken as an elective in Group 6

Head of Department: Mr Mark Lewis Email: [email protected]

Course Objectives IB Computer Science Standard level course is of two years duration. Students will develop an understanding of: • the principles and nature of computer science; • methods of analysing problems, the planning and implementation of solutions using • computers, including practice in applying these methods; • the range and organization of computer systems (software, data and hardware); • the use of computers in a variety of disciplines, applications and contexts; • learn skills that can be transferred to alternative and future developments; • appreciate the consequences arising from the rapid development of computer systems; • develop an awareness of the limitations and misuse of computer technology so that appropriate decisions can be made when solving problems and assessing the impact on society.

Course Outline Topic

Description

Software Development

Systems Analysis and Life Cycle. Learning how to create well written and documented programs, from problem definition and decomposition to its solution in Java or Visual Basic. Hardware (input architecture - mouse, keyboard...) and software (application, system, utility).Applications of different computers. Data representation.

Computing System Fundamentals Computing Systems and Society Program Portfolio

Time Allocation (hr)

83 27

Application of system design is a specific social context through a given Case Study.

15

Demonstrate, through real-life problems, a logical and analytical approach, the use of data structures and mastery of objects, selection, iteration, subprograms, parameter passing, sorting and filing

25

Students are recommended to have at least a Grade B in the Higher Tier of IGCSE Mathematics.

Course Assessment Students will be assessed as follows: External Assessment — 65% of the total mark The external assessment is composed of two examinations. These tests take place in the second year of the course and occur in May of that year. Internal Assessment — 35% of the total mark The Program Portfolio is due in the second year of the course at the end of February. The Portfolio is internally assessed by the subject teacher and externally moderated by the IB Organization.

74

GROUP 6: The Arts Overview Group 6 The Arts encompasses Visual Art, Music, Theatre Arts and Film Studies. These artistic pursuits are a significant and important part of the school’s curriculum just as they are an influential part of everyday life. The arts influence decisions and choices made every day about such things as our clothing and appearance, our natural and built environment, music, television programmes and movies. The arts entertain, record events, promote ideas, provoke responses and stimulate discussion. They provide opportunities for us to create, reflect, challenge, ritualise, critique and celebrate. They also play important roles in expressing and sharing the vitality of cultures and communities, in constructing personal and cultural identities and in transmitting values and ideas. There are some very good reasons to study the arts. They offer ways of thinking, doing and learning which extend a person’s academic, personal and social capability. Employers worldwide value people who can be critical, analytical and think in ways which are new, they call this innovative and creative thinking. Employers seek people who can work and think independently, who can research, develop, analyse, make change and communicate ideas. In a world of technological, economic, political and social change these are essential skills. Through the study of Group 6 The Arts subjects students can develop and enhance a range of other internationally recognised skills, such as good written and oral communication skills, the capacity to apply and adapt knowledge to new situations, co-operation and teamwork, decision making and problemsolving skills, the ability to question accepted wisdom and be open to new ideas and to think and reason logically. One of the best things about learning Visual Art, Music, Theatre Arts and Film Studies is that these subjects exalt the human spirit. They have the ability to improve our quality of life by bringing pleasure and joy to men, women, and children in every society and every culture. They engage our imaginations and help us to assert our uniqueness as individuals. It is expected that students take a named Arts subject in Group 6 to match the IBO and WIS philosophy of ensuring curriculum breadth across the six subject groups. Therefore students will need to provide the upper school team with a strong rationale linked to university entrance or future career path as to why they might use group 6 for an elective block for a second subject. For example, choosing an elective might be appropriate for a student who wishes to study medicine and would benefit from studying two sciences (Chemistry and Biology) rather than one science and one art.

Music

Head of Faculty: Ms Leigh Dalgarno Email: [email protected]

Course Objectives The study of music aims to develop, share and pass on understandings of ourselves, our histories, our cultures and our worlds to future generations. As a musician you will learn to recognize and articulate your ideas, opinions and preferences about the musical worlds that surround us. You will hear pitch in sound and pattern in rhythm, you will hear the unfolding of sonic structures and learn to listen for distinction and beauty. You will learn to be surprised, moved and inspired by the similarities and differences in music. You will learn to accept the power of music over us and appreciate the ways in which in makes us feel exalted or consoled, uplifted or fortified. With careful listening, appreciation and understanding you may become humbled by the power of music to change lives.

75 The Aims of Music HL/SL are: • • • •

to give students the opportunity to explore and enjoy the diversity of music throughout the world to encourage students to develop perceptual skills through a breadth of musical experiences, where they will learn to recognise, speculate, analyse, identify, discriminate and hypothesise in relation to music to enable students to develop creatively your knowledge, abilities and understanding through performance and/or composition to assist students to develop their potential as musicians both personally and collaboratively, in whatever capacity, to the full.

Course requirements For HL: Students should have a background in playing or singing music and some experience in composing or improvising music. For SL: Students should have a background in playing or singing music and or some experience in composing or improvising music.

Course Outline Higher Level Students will study three compulsory parts: Musical Perception and Analysis (the study of music repertoire, styles and genres), Solo Performance and Composition. Standard Level Students will study two compulsory parts: Musical Perception and Analysis (same as HL) and they may choose either Solo Performance, Group Performance or Composition. For both the Higher Level and Standard level courses the following themed units will be taught. Love and loss A study of love songs in different styles and contexts both sacred and secular. Styles and genres may include madrigals, leider, rock songs, film music, Bach chorales, operatic arias and duets. To complement this initial study students will further study the ways in which composers have portrayed loss in instrumental repertoire of different styles and genres such as blues music, Réquiem Mass. Musical Renegades A study of composers and artists or repertoire that has portrayed innovation and major change in the direction of music, for example, early polyphony, Beethoven, Wagner, Debussy, Schoenberg, Cage, Bernstein, Britten, Beatles and Queen. From Allemande to Hip Hop A study of dance music tracing the evolution of dance music styles and structures, for example, renaissance and baroque dance suites, ballet music, contemporary dance music and ethnic folk dances, for example, English, Hungarian and Latin American. This unit will also study how this music has been incorporated into orchestral music. Music and Drama A range of styles from music of the theatre will be studied including opera, burlesque, vaudeville, operetta, reviews, musicals, rock opera and the modern circus, for example, Cirque du Soleil. World Music An exploration of traditional and folk music from different world cultures especially Asian, studying the context that music plays in these societies and the musical characteristics that define their style. Other world cultures that may be included beyond countries of the Asian region (China, Japan, Korea, India, and

76 Indonesia) will be Africa, indigenous Australian and North American music. A further study will look at how elements of traditional and folk music have been used in contemporary art and popular music.

Assessment Higher Level External Listening Paper (150 min) Assessment Five compulsory questions based on musical extracts: • a prescribed Work • Musical Genres and Styles, investigating structure and context

30%

Standard Level External Listening Paper (150 min) Assessment Five compulsory questions based on musical extracts: • a prescribed Work • Musical Genres and Styles, investigating structure and context

30%

External Assessment

Musical Investigation A written media script of 1200 – 1500 words investigating the relationships between two musical genres.

20%

External Assessment

Musical Investigation A written media script of 1200 – 1500 words investigating the relationships between two musical genres.

20%

Internal Assessment/ External moderation

Solo Performance Presentation of one or more solo recitals (approximately 20 minutes).

25%

Internal Assessment/ External moderation

Solo Performance Presentation of one or more solo recitals (approximately 15 minutes).

50%

Internal Assessment/ External moderation

Composition Compose three contrasting pieces in any style or genre, with a total performance time of 5 – 15 minutes. A recording and written statement about each composition must also be provided.

25%

OR Group Performance Presentation of two public performances (15 – 30 minutes). OR Composition Compose two contrasting pieces in any style or genre, with a total performance time of 5 – 15 minutes. A recording and written statement about each composition must also be provided.

If you play a musical instrument such as piano, violin or guitar then you have already done one quarter to half of the course. How good is that – half your work is done already!

77

Theatre Arts

Head of Department: Mr Richard Kallagher Email: [email protected]

Course Objectives The aims of the programme in Theatre Arts are to help students understand the nature of the theatre; to understand it by making it as well as by studying it; to understand the process of creating and structuring theatre; to understand the forms it takes in cultures other than their own; and through this understanding better to understand themselves, their society and their world. Although the Theatre Arts programme is divided into sections, there are strong links between these and students need to acquire the reflective skills and understanding of how the parts work together as a whole. Having completed the course at WIS the Higher Level (HL) or Standard Level (SL) student will be expected to have demonstrated: • • • • • • •

a knowledge and practical understanding of the major developments and techniques in the theatrical history of a range of cultures an ability to interpret and creatively explore scripts and other theatrical texts analytically and imaginatively, as well as to take informed risks with these texts an understanding of the art of the stage and of criticism in relation to it an ability to perform before an audience, and to demonstrate an understanding of, and some skill in, acting techniques the acquisition of sufficient technical skill to produce satisfactory work in at least two of the theatrical arts or crafts an understanding of the processes of theatrical production an ability to research imaginatively, selectively and with persistence

Internationalism will be at the heart of the programme with students exploring and engaging with theatre forms from across world cultures as well as an understanding how these relate to the western canon of theatre arts. We are placed to draw upon a multiplicity of Asian theatre forms and ‘living resources’ and expect to do so. This notion will be extended further with leading edge use of information and communication technology and well as digital media.

Course Outline and Assessment Syllabus overview Higher level The theatre course at HL consists of four interdependent components: theatre in the making, theatre in performance, theatre in the world and either option A or option B for the independent project. Each component builds on the knowledge and skills gained in the others. The journal is a means of recording personal growth in theatre and lays a foundation for the independent project portfolio. Standard level The theatre course at SL consists of four interdependent components: theatre in the making, theatre in performance, theatre in the world and the independent project. Each component builds on the knowledge and skills gained in the others. The journal is a means of recording personal growth in theatre and lays a foundation for the independent project portfolio. Syllabus outline Core syllabus (HL and SL)

78 The theatre core syllabus at HL and SL consists of three interrelated areas. Students are required to explore these three areas from the perspective of dramaturg, director, performer, group ensemble, production team and spectator. Theatre in the making The focus of theatre in the making is on the process of theatre making rather than the presentation of theatre. It encompasses the acquisition and development of all skills required to create, present and observe theatre. It is exploratory in nature. Theatre in performance The focus of theatre in performance is on the application of skills developed in theatre in the making. This involves students in various aspects of presenting theatre, where their practical skills can be applied in different roles (as performers and as part of the production team), while also building upon the knowledge they have acquired in other areas. Theatre in the world The focus of theatre in the world is on a practical and theoretical exploration of a range of theatre traditions and cultural practices around the world. It allows students to explore the origins and traditions of a variety of theatre conventions and practices from diverse cultural and historical contexts. Independent project (HL only) Students at HL are required to choose one from the following two options. *Option A: Devising practice—allows students to develop and explore in depth the devising and actualization of a performance concept. *Option B: Exploring practice—allows students to undertake a comparative study of theatre in advanced practice. Independent project (SL only) Students at SL are required to pursue an independent interest in theatre, which may have arisen from their studies within the course. West Island School: Theatre Arts IB Programme 2007-2009: Summary of Course Term One Projects

Resources

•

Introductory exercises/Course outline/The Journal

•

Ensemble building project: This will be a teacher-led devised unit of work focusing on the creation of a short (10 minute) piece of physical theatre. Students will take on a variety of roles including performers/dramaturgy/technical. This unit will run for approximately 7 weeks and lead to a performance prior to half term.

DV8 DVD Berkoff DVD

•

Japanese Theatre: In small groups students are to research and present a ‘pitch’ for a performance from one of the theatre forms (Butoh/Kyogen/Bunraku). By way of introduction RK will present a pitch for a Kabuki performance. The students’ pitch should be delivered, as a small group, to the class and include all the elements necessary for a successful staging. The proposal may include a section of text or be a proposal for a devised piece.

Worksheets and Video clips

Assessment

Mock PPP

Significant dates 22nd Aug- 5th Sept.

IB area covered

Performance: Week beginning 15th Oct.

Theatre in Making/Theatre Performance/IP

Teacher workshop: week beginning 10th Sept.

the in

Theatre in the Making/Theatre in Performance/Theatre around the World/IP

79 •

The most successful pitch is selected by the group and leads to the second performance of the term as the group creates a short section of text/short devised piece based on the pitch. NB. The initial pitch will be for a full scale production; the task here will be to create a short section.

•

Zen Zen Zo residency

• •

‘Circle in the Water’ production. It will be an expectation that each student from the IB group will have a nominated part to play in the production and that this experience will form a significant part of their journal.

Theatre in the Making/Theatre in Performance/Theatre around the World/IP

TBC

TBC

TBC

TBC

Performance in mid December.

Theatre in the Making/Theatre in Performance/Theatre around the World/IP

West Island School: Theatre Arts IB Programme 2007-2009: Summary of Course Term Two Projects •

•

Viewpoints versus Stanislavski: Methods of composing work. Teaching the viewpoints and contrasting this with a Stanislavskian approach to a suitable scene (‘The Doll’s House’ for example). Once teacher has dealt with this then students are given task of either: A: working with a group of others as a director and creating a piece using the Viewpoints. Or B: working with a group of others as a director and directing a naturalistic piece. Mask in World Theatre.

• •

Trestle advanced workshop Commedia workshop Including the writing of lazzi and creation of masks • Practice Research investigation on the ‘Puppet in World Theatre’

Resources

Assessment

Significant dates

IB area covered

‘The Viewpoints Book’

Practice for IP option A

Theatre in the Making/Theatre in Performance/Theatre around the World/IP

Practice for RI

Theatre in the Making/Theatre in Performance/Theatre around the World

‘The Doll’s House’

DV8 DVD Berkoff DVD

West Island School: Theatre Arts IB Programme 2007-2009: Summary of Course Term Three Projects

Resources

•

Brecht and Beijing opera

•

Kathakali

•

Musical Theatre

•

Complicite

Workpack supplied.

Assessment

Significant dates

IB covered

area

80

West Island School: Theatre Arts IB Programme 2007-2009: Summary of Course Term Four Projects •

Adaptation of narrative text: teacher directed piece with students taking on roles of performers/dramaturges etc.

•

Independent project to run this term also and to be completed by end of term.

•

Independent short scripted work done in small groups by students- allows them to pick up any extra performance they might need to fulfil criteria of IB.

•

PPP Texts released by IB

•

Research investigation

Resources

Assessment

Significant dates

IB area covered

Units of work on ‘To Kill a Mockingbird’ and ‘Dracula’

IP due by half

Performance of adaptation at end of term (this could be ‘whole school production’)

Theatre in the Making/Theatre in Performance/Theatre around the World/IP

term.

PPP prep RI final draft by end of term.

West Island School: Theatre Arts IB Programme 2007-2009: Summary of Course Term Five Projects

Resources

Assessment

Significant dates

IB covered

area

Pre half term: •

TPPP TPPP

Post half term •

PPP PPP

Visual Arts

Head of Department: Mr Roger Stanley Email: [email protected]

Course Objectives The development of visual literacy and specific skills which can be used to visually express and communicate feelings and ideas is the focus of the course. The aims of the Visual Art Programme at West Island School are to: • •

Acquire a visual language through the study of line, tone, pattern, colour, shape, form and texture, by using a range and variety of media. Develop a capacity to learn about and observe the world in which they live.

81 • • • • • •

Develop a capacity for imaginative and original thought and experimentation. Develop creative and technical skills so that ideas can be expressed and artefacts produced. Develop an aesthetic awareness through their senses and enable them to make informed judgment about art. Develop a design capability. Develop the ability to communicate ideas, opinions and feelings about their own work and that of others. Recognise the contribution made by artists past and present, to their own and other cultures.

Course Outline Visual Art at West Island School is the exploration, expression and communication of ideas and feelings through the visual and tactile senses. The course is planned to involve students in: • • • •

the making and appreciation of art forms, opportunities for learning and understanding in a non-verbal form, the promotion of physical skills and co-ordination, the development of the ability to make informed and critical judgment about their own and other artists work.

The Visual Art course: • • •

positively supports learning through cross-curricular activities, is enriched through cross-curricular learning, is a source of shared values, cultures, celebration and enjoyment.

The Visual Art programme is available at both Higher and Standard levels and also at Standard level Option B with a focus away from the need to complete final Studio Workshop pieces and on personal enquiry through the Research Workbook. The course begins with a structured thematic approach, ‘About Me’ and ‘Environments’ are titles designed to emphasise the international and creative nature of the International Baccalaureate and introduce the students to the Visual Art assessment approaches. In addition to the teaching of techniques and processes, opportunities will be presented for Studio experience of large and small scale work, objective and subjective studies, closed and open tasks or projects, two and three-dimensional studies. Towards the end of the first year of study students work more independently on their chosen major themes and their practise and enquiry throughout the final year.

Assessment Assessment is made through tutorials, marking of Research Work Books, examination and a combination of self and staff evaluation. Assessment is based on a formative approach using criteria consistently throughout the course. The end of course examination involves internal marking of Research Work Books, an exhibition and an oral interview.

Academic Requirements For those intending to take the Higher Level course, a GCSE pass at grade B or above is recommended. For those wishing to study to Standard Level a genuine interest and desire to engage and fully commit to the programme is expected.

82

Film Studies

Head of Department: Mr Andrew Tranent Email: [email protected]

Course Objectives This is an exciting, new two year course designed to introduce students to the critical analysis of films from around the world and the skills required to script, edit, shoot and ultimately produce their own portfolio of short and feature length films.

Course Outline Part 1 - Textual Analysis This part of the course exposes students to the critical literacy needed to analyse film and expose how meaning has been created. At its heart, this segment examines a range of different film genres from Hollywood Action Adventure to Hong Kong Martial Arts or British Comedy to Bollywood Musicals. Students will select any aspect of a particular film genre that appeals to them and produce a critical evaluation on an extract. Part 2 - Film Theory & History Students study films from a variety of eras, nations and cultures. The focus of this strand is to provide students with the opportunity to explore national cinemas and these, in turn, will provide the information that is needed to complete their assessment. Rather than produce a traditional essay, Film students are expected to script and produce their own documentary which can be screened to an audience. Previous student projects have included ‘Hong Kong Film and Stephen Chow’, ‘The Histories of Hollywood and Bollywood Musicals’ and ‘The French New Wave and Quentin Tarantino Films’. Part 3 - Creative Process- Techniques and Organization of Production Throughout the two-year course, a majority of time will be dedicated to providing students with the opportunity to explore, experiment and to investigate their own film making. Students are required to plan, prepare and produce a Production Portfolio which is a 6 to 7 minute short film of their own making as well as the production of a film trailer for Higher Level students. All strands of this course will be reinforced by students applying the principles to practical exercises that will introduce the basics concepts of framing, scripting, lighting and audio recording scenes effectively. Once a level of expertise has been reached, students will explore their creativity through a variety of exercise including filming chase scenes, choreographing fight scenes and recreating selected scenes from contemporary films. No previous experience in either Film Studies or Media Studies is a pre-requisite for this course, however a commitment to hard work and dedicated hours spent editing and refining projects in West Island School’s new Film Studio is necessary.

Assessment Presentation 25% Part 1 - Presentation This part of the course exposes students to the critical literacy needed to analyse film and expose how meaning has been created. We will study a range of different film genres from Hollywood Action Adventure to Hong Kong Martial Arts or British Comedy to Bollywood Musicals. Independent Study 25% Part 2 – Independent Study Students study films from a variety of eras, nations and cultures. Rather than produce a traditional essay,

83 students are expected to script and produce their own documentary which will be screened at the “In the Cannes” film festival. Production Portfolio 50% Part 3 – Production Portfolio Throughout the two-year course, students will be exploring, experimenting and investigating their own film making. Students are required to plan, prepare and produce a Production Portfolio which is a 6 to 7 minute short film as well as the production of a film trailer. *Higher and Standard Levels require the same assessment items to be completed. The only difference is that the Standard Level simply requires fewer words in assignments and shorter oral presentations

84 APPENDIX 1 Yr 11 - Options Form for ESF Diplomas at West Island School (starting in August 2008) Name: __________________________ Tutor Group: Please indicate your choice of diploma: 1) Intermediate Diploma: yes / no

2) Advanced Diploma: yes / no

3) IB Diploma: yes / no

1: Intermediate Diploma Students If you wish to opt for this diploma then simply chose the Intermediate Diploma option above and ensure that this form is signed by yourself and your parents over this page. There are no options for this diploma, apart from GCSE English Literature and/or IGCSE Maths re-take classes.

2: Advanced Diploma Students a) Compulsory Unit (BTEC 3 – National Certificate) – circle the subject below that you are interested in studying:

Business

or

Art and Design

b) Optional Units – list your choice(s) in the box below. Option 1*: Choose up to 3 IB subjects (Standard Level). Put them in order of preference (the one you would most like to do first). OR Option 2: Choose A-level PE or A-level Food Technology. No other options are possible if you follow one of these courses. Subject

Signature (Head of Subject or subject representative)

Subject Representative Comment (Only if you have a concern – use over the page if necessary)

*It is expected that most students will eventually study only one or two IB subjects in order to be able to cope with the time demands of these subjects/courses. If you wish to obtain the IB Careers Related Diploma then one of your IB subject choices must be a language. Ensure this form is signed by yourself and your parents over this page.

85

3: International Baccalaureate Diploma Subject Choices Choose one subject from each group. Each subject will then need to be signed by the teacher head of subject or their representative. Having a subject signed does not necessarily guarantee your acceptance on it. Group Name

Subject

English 1

Language A1

Subject choice

Level

(Write the subject name clearly)

(indicate SL or HL)

Signature (Head of Subject or subject representative)

Subject Representative Comment (Only necessary if you have a concern)

English

Non English A1 Self Study Chinese A2 Chinese B

2

Second Language

French B Spanish B Chinese Ab Initio

SL ONLY

French Ab Initio

SL ONLY

Spanish Ab Initio

SL ONLY

Business & Management

Economics 3

Individuals and Societies

Geography History Philosophy Psychology Environmental systems*

SL ONLY

Biology 4

Experimental Sciences

Chemistry Environmental systems*

SL ONLY

Design & Technology Physics Mathematics HL

5

Mathematics

Mathematics SL Maths Studies SL Computer Science

Can only be taken as an elective in group 6

SL ONLY

Music Arts

Visual Arts Film Studies Theatre Studies

6 Elective (if you don’t choose an Art – see below)

Computer Science Another subject from Groups 2, 3,4 or 5 (if you meet the requirement**)

* Environmental systems can be chosen as either a Group 3 or Group 4 subject. It can not be chosen with Biology. ** It is expected that students take a named Arts subject in Group 6 to match the IBO and WIS philosophy of ensuring curriculum breadth across the six subject groups. Therefore students will need to provide the upper school team with a strong rationale linked to university entrance or future career path as to why they might use Group 6 for an elective block for a second subject. While we endeavour to provide a flexible range of options to best suit the needs of individual students, it should be noted that the options on offer are subject to change and we can not guarantee that all the individual courses within each diploma will run. Subjects are on offer dependent on there being sufficient demand for them. Student and Parent signatures: Student: Parent: Return to your tutor by Monday 17th December 2007

APPENDIX 2

Date: __________

86

WIS Policy on Plagiarism Rationale Plagiarism is a large part of academic honesty and integrity. The school has an obligation to ensure that students are fully aware of what constitutes plagiarism and are equipped with the skills to avoid plagiarising through either negligence or malpractice. This policy should be used in conjunction with the discipline procedure used in the Academic Honest Policy. Guidelines • • • • • • • • • • •

What is plagiarism?

•

Plagiarism is unacceptable and will be dealt with as laid out in WIS policy regarding academic integrity All students will be made aware of exactly what plagiarism is. All students will be made aware of why plagiarism is wrong; that it is the same as cheating, lying or stealing All teachers will make students aware of the benefits of citing sources All IB students shall be made aware of the consequences of plagiarising as imposed by the IBO and by West Island School The IBO states that it is teachers’ responsibility to ensure that work submitted to the IBO is a candidates own All students will be taught how to avoid plagiarism by correctly referencing and citing all sources All IB students will receive full and detailed instructions regarding bibliographies and citations Students will be made aware that forms of intellectual and creative expression must be respected and are normally protected by law Students will be made aware that the school uses Turnitin.com to detect plagiarised texts All Upper School students are expected to submit all drafts of coursework through Turnitin.com and hand in the Originality Report ‘Quick View (Classic)’ along with their work. All teachers should be aware of areas to look at in order to detect plagiarism According to Webster’s New International Dictionary of the English Language, to plagiarise is “to steal or purloin and pass off as one’s own the ideas, words, artistic productions of another; to use without due credit the ideas, expressions, or productions of another.” Copying work from another student, using work found on the internet, in a book or from any other information source is plagiarism. Quoting from the internet, a book or from any other information source, or talking about someone else’s ideas and making it appear as if these are your own ideas, is plagiarism. Not correctly referencing all information sources you use and writing a correct and full bibliography of all the information resources you use, is plagiarism. Plagiarism can be deliberate cheating or just negligence. It is the student’s responsibility to make sure they reference all your sources correctly.

When shall Plagiarism be taught?

87 Plagiarism shall be taught explicitly Keystage Three and Keystage Four Learning to Learn. Plagiarism shall be taught explicitly in the Keystage Four mini Extended Essay project. HoY shall outline the seriousness of plagiarism at the Year 10 induction, in Life Skills and when students fill in their code of conduct. All Upper School students will be informed about the seriousness of plagiarism in their introduction to the IB diploma and the Extended Essay. All Upper School students shall be given the guide on how to complete bibliographies and citations. This will be part of the introductory pack which all students receive.