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Year 10 & 11 Curriculum
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Dear Parents and Students, !
Please take the time to look through this brochure together. Our aim is to help students to make the best choices for their interests, abilities and long-­‐term educational objectives. We have also provided details of the extra-­‐curricular activities on offer, and some practical tips on developing successful study-­‐habits. For the 2014-­‐2016 academic term, we are offering a new arts course entitled Expressive Arts which is an exciting interdisciplinary approach to this subject area. As well we offer a more personalized course of study, in addition to what currently exists, to enhance student options and, more importantly, better prepare our students for the rigour of the IB Diploma. These courses are more international in scope and better reflect the school’s mission and vision. Once you’ve been through this information, please feel free to contact me or the appropriate teacher with any additional questions you may have. !
Yours faithfully, !
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Mr Rick Spadafora Deputy Head of School (Head of Senior School) Email: rspadafora@ichk.edu.hk !
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Contents Mission & Vision
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Campus, Academic Focus & Class Sizes
6
Studying for Success
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Introducing GCSE & IGCSE Examinations
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Selecting the Right Subjects: Core & Options
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Method of Assessment, Exam Fees & Subject Timetable
GCSE & IGCSE: Core subjects 10
11-­‐21 ‣
English (Language) & World Literature 11 ‣
International Mathematics 13 ‣
Coordinated Science 15 ‣
Chinese (First language & Foreign language) 17 ‣
Spanish (Second language) 19 ‣
Physical Education (PE) 20 ‣
Human Technology
21
Extra-­‐Curricular Activities
22-­‐23
GCSE & IGCSE: Option subjects 24-­‐36 ‣
Economics 25 ‣
Environmental Management 26 ‣
Global Perspectives 27 ‣
History 29 ‣
Drama 30 ‣
Expressive Arts 31 ‣
Media Studies 33 ‣
Visual Arts 34 ‣
Enrichment & Flow
35
Years 12 & 13: Looking ahead to the IB Diploma
37
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Mission & Vision !
“If you believe in something, you must not just think or talk or write, but must act.” !
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Alec Peterson, Head of the IBO, 2003 OUR MISSION & VISION ‘Inspiring students to realize their potential as leaders and learners.’ !
ICHK is a genuine learning community. With teachers committed not just to their students’ but to their own learning and improvement; with small class sizes; with a dynamic yet sympathetic approach to instruction and study, ICHK inspires and challenges its students to realize their full academic and personal potential. !
Our approach to learning is designed to help students develop the knowledge, understanding and skills to participate actively and responsibly in a changing world. !
ICHK is a community school and, as a community, we expect each individual to be principled, to appreciate and critically examine different viewpoints and to act in support of each other’s learning and development. !
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Living the ICHK Vision “They spent their lunch hour helping a new student to understand simile and metaphor.” !
ICHK community members help and support others. _____ “She handed me the story and after reading it, I congratulated her. She said, ‘No, it’s not mine. It’s hers. Isn’t it fabulous?’ ” !
ICHK community members take pride in the accomplishments of others and offer praise and encouragement. _____ “She stood up and said, ‘You’re not being principled. That isn’t the way we should treat other people.’ ” !
ICHK community members are principled and take action when individuals are not being respectful, courteous or supportive. !
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Campus, Academic Focus & Class Size !
OUR CAMPUS & LOCATION ICHK’s spacious, green and low-­‐rise campus is set in an area of outstanding natural beauty in the northern New Territories. Surrounded by country parks, our school offers the ideal location for students to develop a deeper appreciation for Hong Kong’s wildlife and their role in protecting the natural environment. !
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ACADEMIC FOCUS, CURRICULUM & CLASS SIZES Our commitment to small class sizes allows for a higher degree of interaction between teacher and student, and between student and student.1 Through inquiry we encourage creative thinking and innovation, and develop technologically-­‐minded citizens with the knowledge and skills to appreciate and act on issues of local and global importance. As well as supporting the vision of our school, the Year 10 and 11 Curriculum reflects our belief that students benefit from breadth, balance, progression and continuity in their education. We achieve this breadth and balance by offering a diverse range of subjects and a broad selection of extra-­‐curricular activities. In Years 10 and 11 we ensure progression and continuity by building on the achievements in Years 7 to 9, and by preparing students for the rigours of the International Baccalaureate Diploma Programme (IB) offered in Years 12 and 13.
1 Our classes have a maximum class size of 20 students and are typically much smaller. 6
Studying for Success !
CHECKLIST FOR SUCCESSFUL STUDY The GCSE and IGCSE courses require students to be well-­‐organised and able to meet deadlines. Students need to balance completion of core and options subjects with time for other activities both within and outside school. !
To realize their potential, a Year 10/11 student should aim to: ‣ Work consistently throughout the two years of study. Homework is likely to take between 1.5 and 2 hours every evening. If homework is not specified, students should use this time to review and practice questions. ‣ Make a study plan for the week and month ahead. Anticipate due dates for essays, assignments, etc. ‣ Make use of the student organizer to record details of homework and deadlines. ‣ Create a suitable study area. While every student is different, a quiet, well-­‐lit room without the distractions of television, computer games or iChat may be best. Ambient music may aid learning for some students. ‣ Plan study breaks after a period of sustained, uninterrupted study. ‣ Class notes should be well organized, tidy and systematically reviewed. Where clarification is needed, follow up with your teacher. ‣ Remember to ask questions and engage in lively discussions and debates with fellow students and teachers. ‣ Take pride in your work. Present it neatly and check for spelling and grammatical errors.
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GCSE & IGCSE Exams !
INTRODUCING GCSE & IGCSE EXAMINATIONS During Years 10 and 11, students work towards their GCSE or IGCSE examinations (International General Certificate of Education). Most examinations are taken at the end of Year 11. The grades available range from A* to G. Normally a grade C or above is recommended for a student to continue studying that particular subject in Year 12 (with a B normally required for a Higher Level Subject). EXAMINATION BOARDS (UK) There are a number of boards offering IGCSE and GCSE examinations. At ICHK we select the board and syllabus to suit our students. In the syllabus details, covered in this booklet, you will see the exact details and course code for each subject. ‣ EDEXCEL -­‐ Edexcel Foundation (University of London) ‣ CIE -­‐ Cambridge International Examinations ‣ WJEC -­‐ Welsh Joint Education Council ‣ AQA -­‐ Academic Qualifications Alliance SELECTING THE RIGHT SUBJECTS Our priority, as educators, is to ensure that each student makes the best possible choices, as these are likely to influence their future career path. Choosing subjects you enjoy is one aspect, however, students must also consider that decisions taken now may affect their choices when they reach the IB Diploma and, in turn, eligibility for university or college courses.2CORE AND OPTIONS SUBJECTS The Year 10 and 11 curriculum comprises seven Core Subjects and three Options. One of the options, Enrichment & Flow, (see Group C below) allows students to devote additional time to a Core or Option subject. The curriculum offers the majority of students the opportunity to gain either 8.5 or 9.5 GCSEs. These Core and Option subjects ensure that breadth and balance is maintained and that the students will have the requisite knowledge and experience for the IB Diploma Programme. The Enrichment & Flow option provides students with the time and space to explore or develop a favoured subject beyond the bounds of the standard timetable. See Enrichment & Flow on page 35 for more detail. !
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2 For details on how the IGCSE/GCSE subjects support further study of the International Baccalaureate Diploma Programme (IBDP) please see the subject descriptions in this booklet. 8
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Core: Compulsory Subjects (i) – Examined ‣
English ‣
World Literature ‣
International Mathematics ‣
Science ‣
Language (Chinese 1st/2nd or Spanish 2nd) ‣
Physical Education (ii) – Non-­‐examined !
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Human Technologies Options: Select three options – including at least one from each of group A & B (as well as an alternative choice) Group A (Individuals & Societies): ‣
Economics or History or Global Perspectives or Environmental Management Group B (Arts/Technology): ‣
Drama or Media or Art & Design Group C: !
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Enrichment & Flow (non-­‐examined) Please note that, while we strive to meet the preferences of students, the final range of options on offer will depend on overall uptake of courses. For this reason, students are advised to nominate a second choice in both Group A and B.
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Assessment, Fees & Timetables
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METHODS OF ASSESSMENT The emphasis of GCSE and IGCSE examinations is on allowing students to show what they understand and can demonstrate, rather than attempting to find gaps in their knowledge and understanding. Depending on the subject, courses are assessed via written examinations, coursework, practical work and/or oral assessments. Our teachers mark coursework, which is then moderated by the examination board. !
EXAMINATION FEES Entrance to examinations is made by the school on behalf of the student, and parents will be invoiced for the cost. The standard average cost for GCSE examinations (all subjects) is around HK
$5,000. However, these fees can vary from student to student. Some examinations such as Art, Drama and PE may require an external examiner to visit the school and thus cost more. !
WEEKLY TIMETABLE Students have 24 periods during one week, including the periods for assemblies, enrichment and the designated period for CAS activities. Students can also take part in activities outside of those scheduled within the timetable. Core
Eng Ma Sci Lang
Yr 10
3
3
4
3
Yr 11
3
3
5
3
Option
HT
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All
PE Op 1 Op 2 Op 3
CAS
2
3
2
2
1
24
1
2
3
3
1
24
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Core Subjects !
CORE SUBJECTS The following seven subjects are compulsory. !
ENGLISH LANGUAGE Cambridge IGCSE First Language English 0500 The student will: ‣ communicate accurately, appropriately and effectively in speech and writing ‣ understand and respond appropriately to what they hear, read and experience ‣ enjoy and appreciate a variety of language ‣ write in different forms to learn how to adapt and manipulate the style for different purpose and audiences. Assessment: 50% of total mark: ‣ Written exam in May of Year 11, assessing reading and writing skills. Extended: Candidates answer three questions on two passages of 600–700 words each, linked by a common theme. Eligible for Grades A–E on this component.* ‣ Core: Candidates answer two questions on one passage of 700–800 words.Eligible for Grades C–G. !
50% of total mark: ➤ Candidates submit three assignments, each of 500–800 words. Eligible for Grades A–G on this component OR Paper 3: Composition !
Teacher Responsible: Ms Elaine Long 11
Core Subjects !
LITERATURE Cambridge IGCSE World Literature 0408 This is a new and exciting course being offered which will best prepare our students for the types of texts and assessments they can expect at IB level. The aim of Cambridge IGCSE World Literature is to encourage learners to engage with literature from other countries and cultures. !
The student will: ‣ Engage with and respond to literary texts from around the world and develop a critical appreciation of poetry, prose and plays ‣ Explore literature of one’s own culture as well as that of other societies ‣ Be encouraged to find enjoyment in reading literature and understand both how it is crafted and its influence on individuals and societies ‣ Gain a basis for further study of world literature at IB level ‣ appreciate different ways in which writers achieve their effects !
Assessment: 50% of mark: ‣ Coursework portfolio which includes 2 written assignments and one oral assessment based on two text types and drawn from two different countries/
cultures 50% of mark : ‣ 1 written exam based on unseen prose or poetry passage (critical commentary) ‣ 1 written examination based on set texts studied !
Note: Students will be awarded a certificate in both English Language and World Literature and thus this subject counts as two IGCSEs. !
Teacher Responsible: Ms Elaine Long 12
Core Subjects !
International MATHEMATICS Cambridge IGCSE – 0607 Cambridge IGCSE International Mathematics has been developed for schools offering an international curriculum. It complements the IB curriculum, developing a solid foundation of mathematical skills and strategies for solving open-­‐ended problems in the real world. Cambridge IGCSE International Mathematics reflects the way today’s students like to learn. It also allows students to develop and sharpen their investigation and modeling skills, and introduces them to the use of graphical calculators -­‐ a necessary part of the IB Diploma. Students will demonstrate application and understanding of: Number: ‣ Use numerical skills in a purely mathematical way and in real-­‐life situations. Algebra: ‣ Use letters as equivalent to numbers and as variables. ‣ Distinction between expressions, equations and formulae. ‣ Use algebra to set up and solve problems. ‣ Demonstrate manipulative skills. ‣ Construct and use graphs. Geometry: ‣ Use properties of angles. ‣ Understand a range of transformations. ‣ Understand ideas of space and shape. ‣ Use ruler, compasses and protractor appropriately. Statistics: ‣ Understand basic ideas of statistical averages. ‣ Use a range of statistical techniques. ‣ Use basic ideas of probability.
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Core Subjects !
The student will: ‣ acquire a foundation of mathematical skills appropriate to further study and continued learning in mathematics; ‣ develop a foundation of mathematical skills and apply them to other subjects and to the real world; ‣ read mathematics and communicate the subject in a variety of ways; ‣ enjoy using and applying mathematical techniques and concepts, and become confident in problem solving; ‣ appreciate the beauty and power of mathematics; ‣ use mathematical skills to explore relationships in the real world; ‣ appreciate the internal aspects of mathematics, its cultural and historical significance and its role in the real world. Assessment: Students are entered at either Core curriculum or Extended curriculum.
Core curriculum
Extended curriculum
Paper 1
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Paper 2
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10 - 12 short response questions.
No calculators are permitted. !
40 marks: 25% of assessment
10 - 12 short response questions.
No calculators are permitted. !
40 marks: 20% of assessment
Paper 3
Paper 4
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11 - 15 medium to extended response
questions.
A graphics calculator is required.!
96 marks: 60% of assessment
Paper 5
One investigation question.
A graphics calculator is required.!
24 marks: 15% of assessment
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11 - 15 medium to extended response
questions.
A graphics calculator is required.!
120 marks: 60% of assessment
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One investigation and one modeling
question.
A graphics calculator is required.!
40 marks: 20% of assessment
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Teacher Responsible: Mr David Pulger-­‐Frame 14
Core Subjects !
COORDINATED SCIENCE Cambridge IGCSE Coordinated Sciences (Double Award) 0654 This subject counts as two GCSEs, with students being awarded a double certificate at the end of the course. !
The student will: ‣ Acquire understanding and knowledge of the concepts, principles and applications of biology, chemistry and physics and, where appropriate, other related sciences. ‣ Understand the principles and concepts specific to each science. ‣ Develop an informed interest in matters of scientific importance and be prepared to embark on future study in the pure and applied sciences. ‣ Explore interdisciplinary inquiry through practical investigations and the co-­‐
ordination of the subject matter of the three sciences. ‣ Discuss issues that arise from the interaction of science, technology and society. !
The syllabus is designed to: ‣ Encourage the consideration of science within an international context. ‣ Provide a challenging preparation for the IB Diploma Sciences. ‣ Be relevant to the differing backgrounds and experiences of the ICHK students. ‣ Provide differentiation at the Core and Extended levels. 15
Core Subjects !
Assessment: Students enter either Core (Grade C-­‐G) or Extended (Grade A*-­‐G). For both levels, assessment is based on three written papers and one practical assessment. There is no coursework. !
Paper 1 – All students: ‣ 30% of mark ‣ 45 minute exam with multiple choice questions (40 items) Paper 2 – Core students: ‣ Grades C to G available ‣ 50% of mark ‣ 2 hour exam comprising short answer and structured questions Paper 3 – Extended students: ‣ Grades A* to G available ‣ 50% of mark ‣ 2 hour exam comprising short answer and structured questions ‣ 25% of available marks will be based on core material in the syllabus, and the remainder on the supplement material Paper 6– All students: ‣ Practical test (2 hours) – with questions covering experimental and observational skills ‣ 20% of mark !
Teacher Responsible: Mr. Malcolm Drew 16
Core Subjects !
CHINESE (FIRST LANGUAGE) Cambridge IGCSE Chinese First Language 0509 This course is designed for students whose mother tongue is Chinese. The aim is to develop students’ ability to communicate clearly, accurately and effectively. !
The student will: ‣ Learn how to employ a wide-­‐ranging vocabulary, use correct grammar. ‣ Develop a personal style and an awareness of the audience being addressed. ‣ Be encouraged to read widely, both for their own enjoyment and for developing an appreciation of the variety of language. !
Assessment: All students are eligible for the award of grades A* to G. Paper 1 – 60% of mark: ‣ 2 hour written exam ‣ Two parts, each worth 25 marks: (i) comprehension questions, (ii) writing a summary of two passages of writing Paper 2 – 40% of mark: ‣ 1 hour, 15 minute exam ‣ Students write one composition of 400-­‐600 characters This exam builds a strong foundation for IB Chinese B Higher (For Foreign Language Learners). More experienced students may opt for IB A1 (For Native Speakers). !
Teacher Responsible: Mr Nicolas Arriaga
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Core Subjects !
CHINESE (FOREIGN LANGUAGE) Cambridge IGCSE Mandarin Chinese 0547 This course is designed for students learning Mandarin Chinese as a foreign language. The student will: ‣ Study listening, speaking, reading and writing skills ‣ Develop the ability to use Chinese as a means of practical communication ‣ Gain insight into the culture and civilisation of countries where Chinese is spoken ‣ Understand the written language in a variety of registers and produce written material, for example, letters More able students gain a detailed understanding of the grammatical structure of the language and demonstrate this in oral and written work !
Assessment: Students will take either the Core or Extended exams. Core students (Grades C to G only): ‣ Paper 1 – Listening -­‐ 33% of marks ‣ Paper 2 – Reading and directed writing -­‐ 33% of marks ‣ Paper 3 – Speaking -­‐ 33% of marks Extended students (Grades A* to G): ‣ Paper 1 – Listening -­‐ 25% of marks ‣ Paper 2 – Reading and directed writing -­‐ 25% of marks ‣ Paper 3 – Speaking -­‐ 25% of marks ‣ Paper 4 – Continuous writing -­‐ 25% of marks This exam provides a foundation for IB Chinese B Standard Level /Higher Level. !
Teacher Responsible: Mr Nicolas Arriaga 18
Core Subjects !
SPANISH (FOREIGN LANGUAGE) Cambridge IGCSE Spanish 0530 This course is designed for students learning Spanish as a foreign language, as a continuation of Key Stage 3 UK National Curriculum. !
The student will: ‣ Develop the ability to listen, speak, read and write in a range of contexts and styles ‣ Read and respond to different written styles, recognising emotions, opinions and attitudes ‣ Use a range of common vocabulary and grammatical structures ‣ Develop effective language learning and communication strategies More able students gain a detailed understanding of the grammatical structure of the language and demonstrate this in oral and written work !
Assessment: Students will take either the Core or Extended exams. Core students (Grades C to G only): ‣ Paper 1 – Listening -­‐ 33% of marks ‣ Paper 2 – Reading and directed writing -­‐ 33% of marks ‣ Paper 3 – Speaking -­‐ 33% of marks Extended students (Grades A* to G): ‣ Paper 1 – Listening -­‐ 25% of marks ‣ Paper 2 – Reading and directed writing -­‐ 25% of marks ‣ Paper 3 – Speaking -­‐ 25% of marks ‣ Paper 4 – Continuous writing -­‐ 25% of marks This exam provides a foundation for IB Spanish B Standard Level /Higher Level. !
Teacher Responsible: Mr Nicolas Arriaga
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Core Subjects !
PHYSICAL EDUCATION (PE) Edexcel GCSE (Short Course) 3PE01 This course builds on the skill and fitness acquired in Years 7, 8 and 9. This course is equivalent to a half GCSE. !
The student will: ‣ Show understanding of the health benefits and risks associated with physical activity ‣ Gain knowledge and understanding of the factors that affect participation and performance ‣ Develop and apply practical skills in a range of activities ‣ Demonstrate knowledge, skills and understanding through activities ‣ Develop the skills necessary to analyse and improve performance !
Assessment: Unit 1: Theory of Physical Education -­‐ 40% of marks ‣ 1 hour exam on the theme of healthy and active lifestyles ‣ Externally assessed !
Unit 2: Performance in Physical Education -­‐ 60% of marks ‣ Part 1: Assessed on the basis of practical performance ‣ Two performances in the role of player/participant, official or leader ‣ Part 2: Assessed on the basis of analysis of performance ‣ Students need to analyze performance in a selected physical activity ‣ At least one of the performances must be taken from two different activity areas !
Teacher Responsible: Mr Raymond Chan 20
Core Subjects !
HUMAN TECHNOLOGIES This course is not examined. !
The student will: ‣ Draw on mental and physical tools when participating in opportunities designed to develop skills for learning (including self management; collaboration; leadership; critical thinking; enquiry and ICT skills) ‣ Be encouraged to practice self awareness and reflection ‣ Explore contemporary age-­‐appropriate personal and social issues ‣ Develop an empathetic and mindful approach to the diverse personalities, values and perspectives of others !
The syllabus is designed to: ‣ Promote a classroom experience that is active and engaging, and enables students to feel safe and comfortable in expressing their thoughts and ideas. ‣ Provide a challenging preparation for the IB Diploma Theory of Knowledge. ‣ Be relevant to the differing backgrounds and experiences of the ICHK students. !
Teacher Responsible: Mr Toby Newton
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Extra-­‐curricular Activities
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EXTRA CURRICULAR ACTIVITIES Extra-­‐curricular activities are a critical aspect of the social, emotional and physical development that students require to mature into successful and well-­‐
rounded young adults. Given our rural location and spacious campus, many of our activities focus on outdoor education and appreciation of the environment. Activity Sessions (Tuesday, Wednesday, Thursday afternoons): Activity sessions take place three times a week (two compulsory, one optional) and are selected by students and may differ from term to term. !
Tuesday activities focus on physical endeavours, and we typically offer a combination of the following: ‣ Hiking/Cross country running
‣ Basketball
‣ Yoga/Dance/Aerobics
‣ Football
‣ Badminton/Table tennis ‣ rugby ‣ Rock Climbing ‣ tennis ‣ dance ‣ Journalism
‣ martial arts !
Thursday activities focus on creativity, and we typically offer a combination of the following (in Y11 and 12, most students will be expected to be in Study Hall): Model United Nations www.hkmunc.org.hk
‣ Drama
‣ Study Hall (Y10-­‐12)
‣ Art
‣ Year Book Club
‣ Film/Video ‣ Music instruments & Choir
On Wednesday, students who have a particularly strong interest in a certain activity may join an additional club.
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Extra-­‐curricular Activities
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CAS WEEK Community, Action, Service Once a year, all Year 10 and 11 students take part in an off-­‐site CAS Week. There are a rich combination of leadership, service and adventure activities which encourage students to extend and develop their learning beyond the classroom. !
CAS week allows students to: ‣ Develop as leaders and team members. ‣ Experience opportunities outside of school alongside work experience ‣ Demonstrate teamwork through physical activities and challenges !
In Years 10 & 11 students will have a wide variety community service and leadership opportunities to choose from. A list of possibilities is outlined below: ‣ Community Service at Crossroads ‣ Community Art (creating murals around the school) ‣ Student Leader for Y7-­‐9 trips ‣ work experience in one of HK’s leading hotels ‣ work experience in Cathay Pacific Engineering department ‣ veterinarian assistant (Y11 only) ‣ Northern Thailand Adventure & Service Trip (Y10-­‐12) ‣ CAS Media team ‣ Media experience in Ulan Bator, Mongolia !
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Option Subjects !
OPTION SUBJECTS In addition to the Core subjects, each student will select three other subjects, leading to either two or three GCSE/IGCSE examinations. Options: Select three options – including at least one from each of group A & B (as well as an alternative choice) !
Group A (Individuals & Societies): ‣
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Economics or History or Global Perspectives or Environmental Management Group B (Arts/Technology): !
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Drama or Expressive Arts or Media or Art & Design Group C: !
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Enrichment & Flow or a second option from above Our teachers can assist in helping you to make the right decision for your interests, aptitude and future educational and career path.
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Option Subjects !
ECONOMICS Cambridge IGCSE -­‐ 0455 The course is designed to give students a sound understanding of economic principles, and the ability to use this knowledge in the context of individual countries and the global economy. !
The student will: ‣ Develop knowledge and understanding of economic concepts and apply these concepts to real-­‐life situations. ‣ Interpret and evaluate economic data in order to make reasoned arguments and informed judgements. ‣ Develop awareness of economic change and its impact on emerging and mature economies. !
Assessment: ‣ Grades A* to G may be awarded. ‣ examination-­‐based, no coursework !
Paper 1 – Multiple ChoicePaper 145 minutes Candidates answer thirty multiple choice questions. 20% of total marks Paper 2 – Structured AnswerPaper 2 Structured questions 2 hours Candidates answer one compulsory question and three questions from a choice of six. 50% of total marks Paper 3 – Analysis and Critical Evaluation Candidates answer two compulsory questions and are required to interpret and analyse previously unseen data relevant to a real economic situation. 30% of total marks. This course is suitable as a foundation for students aiming to study IB Economics or Business Studies. !
Teacher Responsible: Mr Martin Clarke 25
Option Subjects
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ENVIRONMENTAL MANAGEMENT Cambridge IGCSE Environmental Management 0680 This course looks at sustainable development and the impact of humans on the security of resources and life-­‐sustaining systems. The syllabus draws on biology, earth science, geography, economics and anthropology. The student will: ‣ Acquire knowledge on the interdependence of the Earth's natural systems and how people use natural resources. ‣ Examine the impact of development on the environment. ‣ Explore environmental pollution and resource depletion, and how we can change the nature of development towards future sustainability. Assessment: Paper 1: 30% of marks ‣ 1 hour 30 minute exam. Six compulsory short-­‐answer questions. Paper 2: 40% of marks ‣ 1 hour 45 minute exam. Compulsory questions, involving short answers and free response. ‣ Questions based on materials on global environmental issues. ‣ Use of case studies to illustrate issues of environmental management. Paper 4: 30% of marks ‣ Candidates identify issues raised by data provided, and indicate ways to develop an environmental management strategy. !
This course provides experience and knowledge for IB Environmental Systems and Society. !
Teacher Responsible: Ms Flora Lai !
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Option Subjects
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GLOBAL PERSPECTIVES Cambridge IGCSE Global Perspectives 0547 Cambridge IGCSE Global Perspectives is a groundbreaking new course that is cross-­‐curricular, stretching across traditional subject boundaries. It taps into the way learners of today enjoy learning, including group work, seminars, projects, and working with other learners around the world. The emphasis is on developing the ability to think critically about a range of global issues where there is always more than one point of view. !
Cambridge IGCSE Global Perspectives aims to develop learners who: ‣ are independent and empowered to take their place in an ever-­‐changing, information-­‐heavy, interconnected world ‣ have an analytical, evaluative grasp of global issues and their causes, effects and possible solutions ‣ enquire into and reflect on issues independently and in collaboration with others from a variety of different cultures, communities and countries ‣ can communicate sensitively with people from a variety of backgrounds ‣ work independently as well as part of a team, directing much of their own learning with the teacher as facilitator ‣ consider important issues from personal, local/national and global perspectives and understand the links between them ‣ critically assess the information available to them and make judgements ‣ can support judgements with lines of reasoning ‣ have a sense of their own, active place in the world ‣ can empathise with the needs and rights of others !
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Option Subjects
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Possible Topics to choose from :
‣ Belief Systems ‣ Language and Communication ‣ Biodiversity and Ecosystem Loss ‣ Law and Criminality ‣ Climate Change ‣ Poverty and Inequality ‣ Conflict and Peace ‣ Sport and Recreation ‣ Disease and Health ‣ Technology and the Economic Divide ‣ Education for All ‣ Trade and Aid ‣ Employment ‣ Family and Demographic Change ‣ Fuel and Energy ‣ Humans and Other Species ‣ Tradition, Culture and Identity ‣ Transport and Infrastructure ‣ Urbanisation ‣ Water, Food and Agriculture
Assessment 1. Individual Research 40% Candidates carry out research based on two topic areas and submit an Individual Research report on each topic. 2. Group Project 30% The Group Project comprises two elements. Group Element Candidates collaborate to produce a plan and carry out a group project based on research into one topic area. The topic area must be different from the topics studied for the Individual Research. Individual Element Candidates evaluate the plan, process and outcome of the group project as well as their individual contributions to the project. Candidates report on what they have learnt from cross-­‐cultural collaborations. 3. Written Paper 1h15min 30% The Written Paper consists of compulsory questions based on a range of sources provided with the paper. Sources will present global issues from a range of perspectives. !
Teacher Responsible: Mr Rick Spadafora
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OptionSSubjects
Option ubjects HISTORY Cambridge History 0470 The History IGCSE syllabus looks at some of the major international issues of the nineteenth and twentieth centuries, as well as covering the history of particular regions in more depth. The emphasis is on both historical knowledge and on the skills required for historical research. Students learn about the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. IGCSE History will stimulate any student already interested in the past, providing a basis for further study, and also encouraging a lifelong interest in the subject. The student will: ‣ gain an interest in and enthusiasm for learning and understanding about the past ‣ gain an understanding of historical concepts such as cause and consequence, continuity and change, and similarity and difference ‣ develop an appreciation of historical evidence and how to use it ‣ gain a greater understanding of international issues and inter-­‐relationships ‣ learn how to present clear, logical arguments Assessment: 2 written exams of 2 hours comprising two parts. Paper 1: Core and Depth Topics (40% of overall grade) Part A: Answer two questions from Core content (19th and 20th C. topics) Part B: Answer one question on a Depth topic
Paper 2: Prescribed Topics (33% of overall grade) Answer a series of questions based on prescribed topics (19th and 20th Century core topics) EITHER Paper 3: Coursework Candidates produce two pieces of Coursework based on one or two Depth Studies OR Paper 4: Alternative to Coursework Candidates answer one question on a Depth Study. The questions will be source-­‐
based and structured into several parts. !
Teacher Responsible: Ms Ann St. John 29
Option Subjects !
DRAMA Edexcel GCSE Drama 2DR01 The course emphasises Drama as a practical, intellectual and artistic subject. !
The student will: ‣ Adopt the roles of theatre practitioners: actors, directors and designers. ‣ Develop and demonstrate competence in a range of performance skills. ‣ Learn about the history of drama. ‣ Gain enhanced presentation and communication skills. ‣ Benefit from increased self-­‐confidence. ‣ Develop self-­‐expression, creativity, cooperation and teamwork skills. !
Assessment: Unit 1: Drama Exploration = 30% of marks ‣ Knowledge and understanding of an idea or issue from a different time or culture, and how to communicate this through performance. ‣ Students are marked for six hours of practical work, and a 2000 word documentary to support their practical exploration. Unit 2: Exploring Play Texts = 30% of marks ‣ Exploration of a play text, focusing on how playwrights, performers, directors and designers use drama to communicate. ‣ Six hours of practical work, a 1000 word documentary to support their practical work and a 2000 word documentary of a live theatre piece. Unit 3: Drama Performance = 40% of marks ‣ Students have the opportunity to demonstrate their skills as theatre practitioners. An external examiner will assess the performance. !
Teacher Responsible: Ms Jennifer Goldthorpe !
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AQA EXPRESSIVE ARTS !
AQA Expressive Arts offers students who enjoy the arts the opportunity to study a range of different art forms. Students can choose two or more from the following: dance, drama, moving images, music, original writing, and visual arts. !
A study of the chosen arts in combination may be achieved in a variety of ways, for example: !
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a study of works which are, by their nature, collaborative arts forms such as film and television, dance theatre, musical theatre, opera, drama theatre, song writing a study of the common language of the arts and how terms such as tone, colour, texture, timbre, form and genre can be applied to more than one art form a study of ‘isms’ and periods in art such as renaissance, romanticism, surrealism, modern and post-­‐modern periods, and how they are applied to a range of art forms a study of how different art forms express an emotive theme such as poverty, the afterlife, the sea. In studying the chosen arts in combination, candidates are required to demonstrate knowledge and understanding of: !
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the creative processes that underpin the art forms conventions, contexts and influences of art forms from past and contemporary cultures. Candidates are required to develop the ability to: ‣ acquire the skills and techniques necessary to engage in the arts ‣ work with new media and technologies, where appropriate ‣ carry out relevant research and investigation ‣ explore relationships and connections within and between art forms and reflect on their application to their own work ‣ explore, develop, shape, review, modify and refine ideas to realise creative intentions ‣ devise and produce realisations that communicate with their intended audience ‣ reflect on and evaluate their own and others’ work. !
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Option Subjects
Unit 1 (42601) Examination Presentation – Practical work in response to set stimuli – 80 marks – 40% Practical response to a stimulus or stimuli from a paper set by AQA. A choice from each of three optional Areas of Study in the specification, with each topic offering a range of stimuli. !
The three optional Areas of Study are: A: From Past to Present B: Peoples and Places C: Universal Themes. !
Following a preliminary preparation period, candidates have up to 15 hours to produce a presentation of practical work, integrating two art forms. !
20% Written response 20% Performance !
Externally set and marked. !
Unit 2 (42602) Controlled Assessment – Practical work in response to studies of existing arts works – 120 marks – 60% !
Candidates complete two tasks, each with a weighting of 30% (60 marks each). !
Each task requires candidates to study the work of practitioners (arts works) and the connections between them, and to develop and present their own practical work, integrating two art forms. !
Candidates are required to reflect on and to analyse and evaluate the effectiveness of their practical work at all stages of its progress. !
One of the tasks must be based on Area of Study D: Contemporary Issues and the other on a topic from one of Areas of Study A, B or C, as listed for Unit 1. The Area of Study chosen for this task must be different from the one chosen for Unit 1. !
The aim of the ‘Contemporary Issues’ task is to express a point of view about the chosen issue intended to influence the target audience. For the other task: ‘Wider Perspectives’, a different aim and target audience are to be chosen by the candidate. !
Each Controlled Assessment task assesses Assessment Objectives 1, 2, 3 and 4, with the following weightings: !
AO1 – 5% (Written) AO2 – 10% (Written/rehearsal) AO3 – 10% (Performance) AO4 – 5% (Written/rehearsal) !
Internally assessed and externally moderated. !
Teacher Responsible: Mrs. Jennifer Goldthorpe 32
Option Subjects
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MEDIA STUDIES WJEC Media Studies The media plays an essential role in contemporary society. As such, the ability to understand, evaluate and create media content is an essential aspect of professional and personal development for students. !
The student will: ‣ Gain appreciation and understanding of the media and its role in daily lives. ‣ Use investigative, critical thinking and decision-­‐making skills through issues relevant to contemporary society. ‣ Learn practical and creative skills through personal engagement and creativity in media techniques. ‣ Analyse media texts and delivery in various formats. ‣ Produce high quality media texts using a range of applications. !
Assessment: Unit 1: Thinking about the Media: Investigating & Planning ‣ 1 written exam = 40% of marks ‣ Section A: Investigating -­‐ Respond to material chosen by the exam board. This section also assesses the convergence of media. ‣ Section B: Planning -­‐ Demonstrate planning and creative skills through tasks which show knowledge of the convergence of contemporary media. !
Unit 2: Creating for the Media: Investigating & Producing ‣ Controlled Assessment = 60% of marks: Three pieces of work from at least two different media: ‣ Two textual investigations on two different media (20%), and ‣ One media production consisting of research, planning, the production itself and an evaluation of the production (40%). Note: A minimum of three topics must be studied, from at least three different media. !
Teacher Responsible: Mr Liam Greenall
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Option OptionSubjects Subjects
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ART & DESIGN: FINE ART Edexcel GCSE in Art and Design: Fine Art -­‐2FA01 Fine art includes painting, drawing, printmaking, sculpture and media. Work produced will demonstrate the use of formal elements and creative skills, and give form to thoughts, observations and ideas. Students will have an introduction to media, technique, concept and analysis. As the course develops, students will be given more freedom to explore their own ideas for the development of their work. They will create a Personal Portfolio, which replaces the old notion of coursework. !
The student will: ‣ Develop ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding. ‣ Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes. ‣ Record ideas, observations and insights in visual and/or other forms. ‣ Present a personal and meaningful response demonstrating analytical and critical understanding, and, where appropriate, making connections between visual, written, oral or other elements. !
Assessment: Unit 1: Personal Portfolio = 60% of marks ‣ Comprises work from the start of Year 10 until the beginning of the Externally Set Assignment (ESA) toward the end of Year 11. Unit 2: Externally Set Assignment (ESA) = 40% of marks ‣ Two five-­‐hour sessions over two days. The theme is set by the exam board and given to students 12 weeks before the exam. !
Teacher Responsible: Ms Chris Cook
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OptionSubjects Subjects
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Enrichment & Flow !
Around the world schools are struggling with the same fundamental problem – how are we to encourage creativity, self-­‐direction and passion in students when they must spend so much ‘seat time’ following courses that are designed by impersonal external authorities to be ‘delivered’ by teachers? These are courses that, by their nature, tend to position students as passive consumers of knowledge, and which, for much of the time, draw only on skills – such as remembering and understanding – that rate low in Benjamin Bloom’s celebrated “taxonomy of thinking”. Sir Ken Robinson, Professor of Education, author of the much-­‐acclaimed Robinson Report (1999) to the UK Government and internationally recognized leader in the development of education, creativity and innovation, has gone so far as to suggest that schools actively “kill creativity” through their over-­‐emphasis on this narrow range of skills, practiced in a similarly narrow range of contexts. His arguments are given eloquent expression in talks he delivered for TED and the RSA: titled “Changing Paradigms” and “Do Schools Kill Creativity?” both can be found on YouTube. !
At ICHK, we too recognize the problem. And our Enrichment & Flow programme is a first, modest attempt to redress the situation by giving students an opportunity to take more control of their own learning. By electing to follow E&F and sit one less GCSE, students free up time to: ‣
personalize; ‣
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deepen; ‣
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reinforce; their work in other subjects or in other areas of interest to them which are not covered by the mainstream school curriculum. 35
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Examples of suggested uses of E&F time are: !
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Achieving ‘flow’ by immersing themselves in a creative activity such as producing a literary, art, music or a media text ‣
Deepening their understanding of a topic and thereby creating the conditions for evaluation and analysis of self-­‐selected materials ‣
Extending insight gained in lessons by synthesizing and applying their knowledge in trans-­‐disciplinary projects ‣
Self-­‐directing their own studies in areas adjacent to or suggested by but not contained within the curriculum In electing to follow E&F, students are invited to take a meaningful step towards achieving the autonomy expected of them in university and the world of work. Sessions would be overseen and guided by teaching staff, but the emphasis would be on self-­‐direction, personal responsibility, intrinsic motivation and a genuine interest in and commitment to their chosen activities. It is no coincidence that the principles behind E&F are directly aligned with those that govern the IBO – and cover much of the same territory of skill acquisition and application as the MYP Personal Project and the IB Diploma Group 4 Project. !
We recommend strongly that students opt for the Enrichment & Flow programme – believing that the opportunity it provides for them to identify, rehearse and sustain higher order thinking skills while at the same time taking more responsibility for managing their own learning is, finally, both more valuable and more progressive than following an additional GCSE. !
Teacher Responsible: Mr Toby Newton
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The IB Diploma Programme !
LOOKING AHEAD: IB DIPLOMA PROGRAMME (IBDP) The IB Diploma Programme (IBDP) is a leading, internationally recognised pre-­‐
university qualification, and is a symbol of academic excellence worldwide. Students who undertake the IBDP demonstrate a strong commitment to learning, both in terms of the mastery of subject content and in the development of wide-­‐
ranging skills. !
The aims of the IB Diploma Programme are to: ‣ Provide an internationally accepted qualification for entry into higher education. ‣ Promote international understanding. ‣ Educate the whole person, emphasizing intellectual, personal, emotional and social growth. ‣ Develop inquiry and thinking skills, and the capacity to reflect upon and to evaluate actions critically. The GCSE and IGCSE learning style and examinations prepare our students well for the rigours of the IB Diploma. However, we advise that students wishing to study the IB have a strong set of GCSE examination results with a minimum of five A* to C grades. 37
The IB Diploma Programme !
SELECTING IBDP SUBJECTS The IB Diploma Programme ensures a balanced curriculum through the hexagon. Students select one subject from each group (see diagram below). In addition, students must also study the compulsory core, made up of the Extended Essay, Theory of Knowledge (TOK) and a CAS programme. !
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Teacher Responsible: Mr Rick Spadafora 38