preparing for year 12 tasks and ideas for the summer holiday 2014

PREPARING FOR YEAR 12
TASKS AND IDEAS FOR THE SUMMER
HOLIDAY 2014
“Strength from Diversity:
Inspiring Students To Become Responsible Global Citizens”
CONTENTS
INTRODUCTION LETTER ...........................................................................................................................1
POST 16 DRESS CODE ..............................................................................................................................3
POST 16 LATE POLICY ...............................................................................................................................5
FACULTY OF ENGLISH: IB PREPARATION UNIT .........................................................................................6
FRENCH AND SPANISH ...........................................................................................................................15
CHINESE ...................................................................................................................................................17
BUSINESS & MANAGEMENT, ECONOMICS ............................................................................................19
GEOGRAPHY ............................................................................................................................................20
HISTORY ...................................................................................................................................................21
PHILOSOPHY ............................................................................................................................................22
PSYCHOLOGY ..........................................................................................................................................23
DESIGN TECHNOLOGY ...........................................................................................................................24
SCIENCE ...................................................................................................................................................25
MATHEMATICS .........................................................................................................................................26
FILM STUDIES ..........................................................................................................................................34
MUSIC........................................................................................................................................................35
VISUAL ARTS ............................................................................................................................................36
TOK REQUIREMENTS FOR YEAR 12S ...................................................................................................37
BTEC ART AND DESIGN...........................................................................................................................38
BUSINESS: DIPLOMA & SUBSIDIARY DIPLOMA .....................................................................................39
ENGINEERING: SUBSIDIARY DIPLOMA & DIPLOMA .............................................................................. 40
BTEC LEVEL 3 SPORTS AND EXERCISE SCIENCES ............................................................................. 41
BTEC PERFORMING ARTS ......................................................................................................................42
SUMMER EXERCISE / TRAINING 2014 FOR ALL STUDENTS ................................................................ 43
POST 16 TEXTBOOK REQUIREMENTS FOR 2014-15............................................................................. 44
GENERAL INFORMATION ........................................................................................................................45
YEAR 12 TEXTBOOK LIST FOR 2014 - 15................................................................................................46
GROUP 1 ...................................................................................................................................................46
GROUP 2 ...................................................................................................................................................46
GROUP 3 ...................................................................................................................................................47
GROUP 4 ...................................................................................................................................................49
GROUP 5 ...................................................................................................................................................49
GROUP 6 ...................................................................................................................................................50
CORE .........................................................................................................................................................50
BTEC COURSES .......................................................................................................................................51
INTRODUCTION LETTER
Dear Future Year 12 Students and Parents
We are writing to you concerning our induction programme for the start of the school year 2014-15. The
GCSE exams are now coming to an end and we hope that they have gone well for you. After you have
had a well-deserved break it is important to begin focusing on Year 12. You will have been informed
about your option choices and we hope to be able to finalise timetables for the return to school on the 18
August 2014. However it is important that you begin your preparation and induction into Year 12
before you return to school.
This booklet contains tasks that you should be doing during the summer holidays in preparation for the
beginning of Year 12. It is essential that you have done the appropriate tasks in order to start Year 12 in
the most effective way. Parents, we would ask that you both encourage and monitor your children
during the summer break. Those students that prepare best will be at an advantage at the start of the
year.
A booklist is attached to this study pack. Please make sure that you have ordered the books in good time.
We have cut the number of books required to those that are essential for each subject area.
If you have plans to leave WIS and have not yet informed the school it is important that
you do so as soon as possible.
We are also writing to you concerning the start of the school year 2014-15. We realise you are still dealing
with the stress of GCSE examinations and hope that your son/daughter is beginning to see the light at the
end of the tunnel, and more importantly that all their hard work will see them succeed in the upper school.
Please find below information concerning the start of the school year. A full programme of the opening
routine will be sent to you at a later date.
Option Choices
The Option choices for your son/daughter have been confirmed. If you feel that changes need to be made
immediately based on a change of circumstance then please contact by email Mr. Williams
([email protected]) and Mr. Stitch ([email protected]) by 9 June.
Otherwise it is best to
wait until after the examination results are released to make changes to option choices. However, we
strongly recommend that changes to subjects should only be made in exceptional circumstances and
should not be based simply on GCSE results.
1
Tutor Groups
The upper school has a system of vertical tutor groups. Vertical tutor groups consist of both Year 12 and
13 students. This is will aid in peer mentoring, where Year 13 students will be able to pass on their
knowledge to Year 12 students in a tutor group setting. Tutees will be in small groups of 18 with a tutor
who will conduct 1 to 1 sessions throughout the year in order to ensure a holistic approach to their
education. This style of tutoring has seen success both globally and locally. Students will be placed in tutor
groups on the first day of school on 18 August 2014.
Induction Programme
This year’s induction programme will be centred on the importance of self, community and global
awareness as senior students. The Induction will take place over a number of weeks and will not be
concentrated in the first few days. We feel that is important to get the students into class as quickly as
possible in order to maximize curriculum time. However, we have to cover a huge amount of administrative
work and set student expectations during the first few days and as such it necessary for all students to
attend. Specifically, students will be assigned tutor groups, receive timetable, and delve into the core
areas of the curriculum which all students, regardless of the programme they follow, will be
expected to complete. This programme will begin on Monday 18 August 2014 at 8.15am. Full details of
the start of term will be sent through to you at a later date.
Finally, we wish you and your family a very happy summer holiday and look forward to meeting you at the
start of the next school year.
Should you have any specific questions please do not hesitate to contact the following people at West
Island School prior to 27 June.
Kim Isaac – Director of Learning Post 16 - [email protected]
Robert Stitch – Vice Principal - [email protected]
2
POST 16 DRESS CODE
School Mission Statement:
We seek to encourage individuality; foster respect for difference and value learning from others within an
international community school.
School Aim:
To provide a safe, supportive and happy environment
School Values:
Community:
Collaboration, team work and unity of purpose
Compassion:
Service and action at school, locally and globally
Consideration: Honesty, tolerance and respect for others.
Commitment:
Recognition of our place and responsibilities within the communities in which we live
Courage:
To challenge ourselves as individuals and as a community
The following code was produced with the above mission, aims and values in mind.
Overall
Student clothing should exemplify an appropriate image for the school within our community and should be
culturally appropriate for a sub-tropical climate. Post 16 School students are role models for those in the
Middle and Lower Schools and as such must take responsibility for the school dress code. Inappropriate
dress could be distracting for other students and staff and could interfere with the educational process.
Additionally we believe that Post 16 dress does reflect the value that the student places on his/her
schooling.
Student footwear -must consider health and safety precautions. Students may wear trainers or shoes at
any time but flip flops or any footwear with an open back poses a risk and consequently is not allowed.
When working in a laboratory or technology room undertaking practical classes, students will be required to
wear a closed shoe (open sandals and ballet shoes constitute a safety hazard.)
Tattoos should be covered and not on show at any time when in school.
PE: For Post 16 PE, the W.I.S. kit should always be worn.
Specific to Boys
•
A shirt with a collar or polo shirt is the preferred choice, however round neck and V-neck shirts and tshirts are permitted. These tops can be of any colour. Larger images or slogans of all kinds are not
3
allowed as these may be misinterpreted culturally and are not sufficiently formal within a school
context. (For clarity, manufacture trademarks, if any, should be two inches or less)
•
Tailored shorts or trousers should be worn. Denim shorts are not allowed. Denim trousers may be
worn provided the denim is not ripped nor distressed. Trousers or shorts that fall below the waist and
expose underwear beneath can cause offense and so are not allowed.
Specific to Girls
•
Tops of all colours are allowed and sleeveless tops are acceptable. Strapless tops, tops with
spaghetti straps or low cut tops however are not appropriate in a school setting.
Additionally
excessively tight or see through clothing or clothing that shows underwear is not allowed. Underwear
should never be visible.
•
Dresses, skirts and shorts may be worn of an acceptable length. For clarity, we define acceptable as
no more than four inches between the hem and the middle of the knee.
•
Tailored shorts can be worn. Denim shorts are not allowed. Denim trousers may be worn provided
the denim is not ripped nor distressed. Trousers, shorts or skirts that fall below the waist and expose
underwear beneath can cause offense and so are not allowed.
•
Undergarments should never be on show and the midriff or belly should not be visible.
NB:
While we believe that in the vast majority of cases our students will follow this code it is important that
students are aware that should dress is deemed to be of an unacceptable standard for the school or
community, a student may be sent home to change.
4
POST 16 LATE POLICY
This policy will be in effect from Wednesday 20 August onwards. If students have any questions they
should speak directly to Head of Year (HoY). Please read and ensure you understand the following rules;
1. Any student who arrives to registration after 8.15am will be sent back to the 6th floor office to sign into
the late book. HoY will also be stationed at front of school after 8.15 am.
2. Every Friday, our Post 16 school secretary Ms Lau will compile a list of students who have been late in
that particular week by referencing the late book/register. If a student is late two or more times in
one week without acceptable reasons they will automatically be placed on a late detention. If
they are late once a week for several successive weeks then they also may be issued a late
detention. Ms Lau will keep a spread sheet of these offenders, their dates and reason for lateness.
3. The late list will go to all tutors, Post 16 school leadership team every Friday. If there is a good reason
to remove a student from that list then individuals or tutors should please communicate to HoY.
With exception of outstanding circumstances the student will then receive a letter sent on the following
Monday afternoon to inform them of a 7.30 am Thursday detention. A letter will additionally be sent
home to parents
4. Thursday morning detentions will be supervised by HoY.
5. Any student who misses or is late for the Thursday morning detention will then be given a Thursday
after school detention as the next step and then a Saturday detention as a final measure.
6. Any student who persists in being late will be referred to Director of Learning Post 16, then senior
management. More than 2 Thursday morning detentions per term will lead to an after school
Thursday detention or a Saturday detention
7. More than 3 detentions in one term are deemed unacceptable.
8. Senior management supervise the Saturday detentions.
9. University applications may ask for attendance and punctuality records of a student. It is school policy
to respond to such questions using hard data as evidence.
10. The attendance and punctuality record of all students is kept on file and will be reported on at the end of
Year 12 summary report.
NB: Attendance at one to one tutoring sessions is a formal expectation. Punctuality at these sessions is
also an expectation. If a student misses one session they must provide a letter from home to explain why. If
two sessions are missed the tutor will inform HOY and Director of Learning Post 16 to follow up. These
sessions are treated as though they are timetabled lessons.
5
FACULTY OF ENGLISH: IB PREPARATION UNIT
For students taking Literature and Literature & Performance
For two of the following four texts, complete a table similar to the one below in as much
detail as possible. Fill in the boxes with key points and short quotations.
THEMES
LANGUAGE USE
STRUCTURE
LITERARY DEVICES
Task Two: Choose one text and write a 500 word essay exploring and examining the text.
Think about the form, style and structure of the extract.
6
Text One: Poetry. The poem was published in 1978; the poet is Maya Angelou, a female poet from
Mississippi, in the Deep South of the United States of America.
Still I Rise
You may write me down in history
With your bitter, twisted lies,
You may trod me in the very dirt
But still, like dust, I'll rise.
Does my sassiness upset you?
Why are you beset with gloom?
'Cause I walk like I've got oil wells
Pumping in my living room.
Just like moons and like suns,
With the certainty of tides,
Just like hopes springing high,
Still I'll rise.
Did you want to see me broken?
Bowed head and lowered eyes?
Shoulders falling down like teardrops,
Weakened by my soulful cries?
Does my haughtiness offend you?
Don't you take it awful hard
'Cause I laugh like I've got gold mines
Diggin' in my own backyard.
You may shoot me with your words,
You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, I'll rise.
Does my sexiness upset you?
Does it come as a surprise
That I dance like I've got diamonds
At the meeting of my thighs?
Out of the huts of history's shame
I rise
Up from a past that's rooted in pain
I rise
I'm a black ocean, leaping and wide,
Welling and swelling I bear in the tide.
Leaving behind nights of terror and fear
I rise
Into a daybreak that's wondrously clear
I rise
Bringing the gifts that my ancestors gave,
I am the dream and the hope of the slave. I rise
I rise
I rise.
7
Text Two: Prose (Fiction) The extract is from City of Thieves by David Benioff. It is set in Russia during
World War Two. It was published in 2008.
You have never been so hungry; you have never been so cold. When we slept, if we slept, we dreamed of
the feasts we had carelessly eaten seven months earlier – all that buttered bread, the potato dumplings,
the sausages – eaten with disregard, swallowing without tasting, leaving great crumbs on our plates,
scraps of fat. In June 1941, before the Germans came, we thought we were poor. But June seemed like
paradise by winter.
At night the wind blew so loud and long it startled you when it stopped; the shutter hinges of the burnedout café on the corner would quit creaking for a few ominous seconds, as if a predator neared and the
smaller animals hushed in terror. The shutters themselves had been torn down for firewood in
November. There was no more scrap wood in Leningrad. Every wood sign, the slats of the park
benches, the floorboards of shattered buildings – all gone and burning in someone’s stove. The pigeons
were missing, too, caught and stewed in melted ice from the Neva. No one minded slaughtering pigeons. It
was the dogs and cats that caused trouble. You would hear a rumor in October that someone had
roasted the family mutt and split it four ways for supper; we’d laugh and shake our heads, not believing it,
and also wondering if dog tasted good with enough salt – there was still plenty of salt, even when
everything else ran out we had salt. By January the rumors had become plain fact. No one but the best
connected could still feed a pet, so the pets fed us.
There were two theories on the fat versus the thin. Some said those who were fat before the war stood a
better chance of survival: a week without food would not transform a plump man into a skeleton. Others
said skinny people were more accustomed to eating little and could better handle the shock of starvation. I
stood in the latter camp, purely out of self- interest. I was a runt from birth. Big nosed, black haired, skin
scribbled with acne – let’s admit I was no girl’s idea of a catch. But war made me more attractive.
Others dwindled as the ration cards were cut and cut again, halving those who looked like circus
strongmen before the invasion. I had no muscle to lose. Like the shrews that kept scavenging while
the dinosaurs toppled around them, I was built for deprivation.
On New Year’s Eve I sat on the rooftop of the Kirov, the apartment building where I’d lived since I was five
(though it had no name until ’34, when Kirov was shot and half the city was named after him), watching the
fat gray antiaircraft blimps swarm under the clouds, waiting for the bombers. That time of year the sun
lingers in the sky for only six hours, scurrying from horizon to horizon as if spooked. Every night four of us
would sit on the roof for a three-hour shift, armed with sand pails, iron tongs, and shovels, bundled in all
the shirts and sweaters and coats we could find, watching the skies. We were the firefighters. The
Germans had decided rushing the city would be too costly, so instead they encircled us, intending to
starve us out, bomb us out, burn us out.
8
Text Three: Drama. The following extract is from Oscar Wilde’s The Importance of Being Earnest, a
comedy of social manners and etiquette set in Victorian London. It was published in 1895.
FIRST ACT SCENE
Morning-room in Algernon’s flat in Half-Moon Street. The room is luxuriously and artistically furnished.
The sound of a piano is heard in the adjoining room.
[Lane is arranging afternoon tea on the table, and after the music has ceased, Algernon enters.]
Algernon. Did you hear what I was playing, Lane?
Lane. I didn’t think it polite to listen, sir.
Algernon. I’m sorry for that, for your sake. I don’t play accurately—anyone can play accurately—but I
play with wonderful expression. As far as the piano is concerned, sentiment is my forte. I keep
science for Life.
Lane. Yes, sir.
Algernon. And, speaking of the science of Life, have you got the cucumber sandwiches cut for Lady
Bracknell?
Lane. Yes, sir. [Hands them on a salver.]
Algernon. [Inspects them, takes two, and sits down on the sofa.] Oh! . . . by the way, Lane, I see from
your book that on Thursday night, when Lord Shoreman and Mr. Worthing were dining with me, eight
bottles of champagne are entered as having been consumed.
Lane. Yes, sir; eight bottles and a pint.
Algernon. Why is it that at a bachelor’s establishment the servants invariably drink the champagne?
I ask merely for information.
Lane. I attribute it to the superior quality of the wine, sir. I have often observed that in married
households the champagne is rarely of a first-rate brand.
Algernon. Good heavens! Is marriage so demoralising as that?
Lane. I believe it is a very pleasant state, sir. I have had very little experience of it myself up to the
present. I have only been married once. That was in consequence of a misunderstanding between
myself and a young person.
Algernon. [Languidly.] I don’t know that I am much interested in your family life, Lane.
Lane. No, sir; it is not a very interesting subject. I never think of it myself.
Algernon. Very natural, I am sure. That will do, Lane, thank you.
Lane. Thank you, sir. [Lane goes out.]
Algernon. Lane’s views on marriage seem somewhat lax. Really, if the lower orders don’t set us a
good example, what on earth is the use of them? They seem, as a class, to have absolutely no
sense of moral responsibility.
[Enter Lane.]
Lane. Mr. Ernest
Worthing. [Enter
Jack.]
[Lane goes out.]
Algernon. How are you, my dear Ernest? What brings you up to town?
Jack. Oh, pleasure, pleasure! What else should bring one anywhere?
9
Text Four: Prose (Non-Fiction)
If they couldn’t queue they would kill ... by AA GILL
Never undervalue the pleasure an Englishman can extract from being both right and angry
simultaneously.
If you ever find yourself on the sticky end of an Englishman with a righteous grievance, and you want to
wound him mortally, capitulate instantly and apologise profusely — you will see a look of agonised
consternation on his face, a childlike disappointment. You have taken away the bone he was so looking
forward to picking.
I did it in a hotel once. I checked in ahead of a middle-aged couple who’d had a bad flight and, finding
themselves abroad, were girding themselves for 10 days of unremitting grumble and complaint. They
couldn’t believe their luck when, not paying attention, I barged to the front of their two-person queue.
Discovering that I was also from home was added sand in their factor 30. A foreigner would have
shrugged and rolled his eyes, but I would have to take it like an Englishman — except that I’m not, and I
wasn’t about to. I know these people. I know where this leads.
The English queue because they have to. If they didn’t they’d kill each other. The pressure of boiling
anger in the average post office is only contained by the shared knowledge that this is as fair as can
possibly be arranged in this life. They would rip the head off Mahatma Gandhi if he tried to renew his TV
licence ahead of them. The English queue where the rest of the world barges because the English need to
queue. It’s the tail of the mythic beast; tails add balance and equilibrium.
So I said sorry, abjectly, to the English couple and I smiled beatifically. Now if there’s one thing an
Englishman can’t abide it’s an apology before he’s finished.
For a few seconds the Englishman closed his eyes, trying to pretend he hadn’t heard, but his biblical
righteousness was running away, his plug was pulled. He followed me like a puffing, bulgy-eyed pug and
said finally: “You can’t just say sorry. You can’t just say sorry, you know. I demand . . I demand an
apology.”
Only an Englishman could have said that, and only someone who’d lived with the English could
understand that it wasn’t a tautology or a contradiction.
If England’s default setting is anger — lapel-poking, Chinese-burning, ram-raiding, street-shouting,
sniping, spitting, shoving, vengeful inventive rage — many of the traits and tics that make the English so
singular and occasionally admirable are the deflective mechanisms that they’ve invented to diffuse anger.
The simplest and most straightforward an apology. The S-word.
Eskimos, they say, have dozens of words to describe snow. The Japanese have any number to
differentiate rain, the French have a mouthful of facial expressions for “I don’t care what you think”
and the Italians a fistful of hand gestures for exclamation marks, and the Welsh have five glottal stops for
“I must have left my wallet with my other wife”. But the English, who have by far and away the largest,
biggest, most immense, enormous, vast, gigantic, walloping, king-sized, voluminous, thumping, whacking,
macroscopic, megalithic, lusty, humdinger of a vocabulary available to any human voice-box, choose to go
the other way around and pack meaning into one word.
It was an American who pointed out to me the many subtle and contradictory back-handed and
10
double-dealing ways the English manage to staple onto saying the S-word. He had noticed the light and
airy sorry that the middle classes hailed him with when they committed some social infraction, said with a
rising and falling inflection like a speed bump negotiated by a Bentley. Sorr-ee.
There are many, many ways of saying sorry. Being English is having to learn how to say all of them. There
is: sorry, I apologise; sorry, I don’t apologise; sorry, you can take this as an apology but we both know it
isn’t one; sorry, will you shut up; sorry, empathy; sorry for your loss; sorry, I can’t hear you; sorry,
incredulity; sorry, I don’t understand you; sorry, you don’t understand me; sorry, excuse me; sorry, will you
hurry up; sorry, I don’ t believe you; sorry, I’m interrupting; sorry, this won’t do;
sorry, I’ve reached the end of my patience; sorry, sad and pathetic — as in, sorry excuse or sorry little
man.
You can probably identify more variations on sorry. Sorry is a prophylactic word. It protects the user and
the recipient from the potentially explosive consequences of the truth.
Being able to apologise without meaning it, without therefore losing face, but at the same time allowing the
other person to back down, having got their apology, is a masterfully delicate piece of verbal engineering.
The English have arrived at a way of being furious without being rude. If you listen to them complain in
shops or restaurants or about service in general they almost invariably start with “sorry”. You know that a
customer sending back his soup, saying “Sorry, this isn’t very nice” isn’t apologising, and the waitress
replying “I’m sorry you didn’t like it” isn’t either.
If you speak English as a native tongue, you decipher these nuances without thinking. If you’ve learnt the
language abroad, or don’t speak it very well, then you just think the English are cringingly, obsequiously
apologetic all the time and are possibly the politest people in the world.
11
For students taking Language and Literature
Write an analysis on one of the following texts. Include comments on the significance of context, audience,
purpose, and formal and stylistic features in your chosen text.
Text 1
1
Obsessions: The skinny on Victoria's Secret fashion show
Model Miranda Kerr struts the catwalk at the 2011
Victoria's Secret fashion show in a $2.5 million bra.
5
10
15
20
25
30
Start with 19 gorgeous half-naked models, throw in a $2.5 million bra and a
few wings that weigh up to 50 pounds a pair, and you have the elements of this
year's Victoria's Secret fashion show.
The 2011 show airs Tuesday in more than 90 countries, proving that the
definition of "sexy" may be the same on all seven continents.
Dazzling women in glitter, wearing sky-high heels with elaborate underwear,
are some of the obvious reasons more than 9 million viewers tuned in to last year's
show. That may sound like a large number of people gazing at pretty women in bras
and panties. But who wouldn't want to see this spectacle?
"The show fulfills a fantasy, and not just the obvious one of gorgeous women
in their underwear," said Glamour magazine contributing style editor Tracey
Lomrantz.
"Everything about it is over the top, from the performances to the sets to the
shoes. It lets the audience have a kind of escapist moment to a place where
everything is sparkly and idyllic," Lomrantz added.
Glitter won't be the only thing glistening on the New York runway. This year,
model Miranda Kerr will be wearing the traditional $2.5 million Fantasy Treasure
Bra. That's right, this Angel will be gleaming in a bra encrusted with more than 3,400
hand-placed gems.
Aside from the million-dollar rocks, beauty products from the Victoria's Secret
collection will be used on all 19 models. If you're keeping track, almost 40 cans of
hairspray will be used, and 21 makeup artists will use products exclusively from the
VS makeup collection, according to HollywoodLife.com.
The combination of the fashion, makeup and celebrity performances will help
create this year's spectacle on a grand scale. Pretty faces on bodies with killer
curves don't hurt.
Famous VS models -- or should we say Angels -- have some of the most
envied bodies that both men and women admire."It's interesting how many women
say they use the show as a motivator to hit the gym or to finally start their diets,"
Lomrantz said.
And although men often gaze at the toned bodies strutting the catwalk, some
are sure not to confuse fantasy with reality.
12
35
"It is important to remember, as with all fashion shows, that what you see on
the runway is not what you will see in a store -- it's a projection of desire," Esquire
magazine's Matt Sullivan said.
These angels aren't always naturally blessed with the bodies they have.
Many of the models follow a strict diet and exercise regimen. Adriana Lima admitted
40 to The Telegraph that she has been working out with a personal trainer every day
since August.
Fast-forward to nine days before the show, and the only thing she eats or
drinks are protein shakes made with powdered eggs. Speed up to the final 12 hours,
and Lima doesn't consume a speck of anything – not even water.
45
"No liquids at all, so you dry out. Sometimes you can lose up to eight pounds
just from that," Lima told The Telegraph.
Although they put in hard work, the VS Angels end up envied. Not only do
these tall beauties effortlessly balancing heavy decorated feathers in nothing but
lingerie and a smile attract Nielsen ratings, but the taping of the show enjoys its fair
50 share of media coverage.
"When there is an event this big, people pay attention," fashion blogger Mark
St. James said. "When models look this flawless and graceful, you can't help but fall
victim to their provocative lingerie, powerful femininity and, of course, sex appeal."
Ladies, it's almost time to whip out your little pink bag, pump up the hair and
put on your best "Vicky C" garments in anticipation of this year's show. Men, pop the
popcorn, call your friends and get ready to gather around the TV to admire the
models and rock out to the musical guests. Thanks to the Victoria's Secret fashion
show, we're even closer to seeing a real-life heaven on Earth.
Adapted from Obsessions: The skinny on Victoria's Secret fashion show
© 2011 Cable News Network. Turner Broadcasting System, Inc.
All Rights Reserved.
From CNN.com By Lilly Workneh , Special to CNN,
Source: http://edition.cnn.com/2011/11/25/showbiz/tv/obsessions-victoria-secret-show/
Guiding questions
•
•
Comment on how language, style and form are used in this text to promote its message
Comment on audience, purpose and the context of this text
13
Text 2
Source: http://e4youth.org/wp-content/uploads/2013/02/41-kids.jpg
•
•
Comment on how language, style and form are used in this text to promote its message
Comment on audience, purpose and the context of this text
14
FRENCH AND SPANISH
IB preparation
Ab initio – What?
How?
Essential
Learn basic
expressions
Spanish and French
www.languagesonline.org.uk (interactive exercises) Spanish –
Caminos 1 – do as many exercises as you can French – Encore
Tricolore 1 exercises – do as many as you can
Spanish and French – www.bbc.co.uk/languages/spanish
http://www.bbc.co.uk/languages/french/lj/
Understand basic
sentences
Spanish - Download a podcast to your MP3 player. Try
www.notesinspanish.com
Learn basic
pronunciation,
vocabulary,
listening activities
and grammar
Spanish:
www.espanol-extra.co.uk
User: westisland Password:oeste100
www.aprender.org.uk
Grammar sections
www.conjuguemos.com
Grammar explanations
www.veintemundos.com/en
Help with pronunciation
http://spanish-resources.com/skill/listening
Listening activities
Optional
Give yourself a big
head start
www.michelthomas.co.uk
French + Spanish: you can buy an innovative beginner’s
course ”Introductory” or “Foundation”. Audio-based: you
participate in a beginner’s lesson. These courses get good
reviews and should bring quick results
Lang B Standard +
Higher – what?
How?
Essential
Revise all tenses
French and Spanish: www.languagesonline.org.uk
Grammar units – do the present, perfect, future, imperfect +
conditional tense exercises
Spanish: www.studyspanish.com/verbs/index.htm
www.colby.edu/personal/b/bknelson/exercises/
15
Revise + extend
vocabulary
Google “Interlex” (Windows) or Provoc (Mac) and download the vocab
tester. Start with the “People” section. Test yourself. You can choose
multiple choice or (better) typing the French or English. You can also add
your own vocabulary.
Optional
Listen to news items
and do some
interactive exercises
French: http://www.tv5.org/TV5Site/enseigner-apprendrefrancais/accueil_apprendre.php
Scroll down and select a news item. Try the “Elémentaire A2” level and
move on if it’s easy. You can call up the transcript while you listen.
Spanish: www.rtve.es www.bbc.co.uk/mundo
Listen and read daily news.
www.espanol-extra.co.uk
User: westisland Password:oeste100
www.aprender.org.uk
Grammar sections
www.conjuguemos.com
Grammar explanations
www.quizlet.com/parraa1ib
Vocabulary
STRONGLY RECOMMENDED
Book yourself on an immersion
course this summer / Christmas / next
Easter
www.ceran.com – intensive courses that get results
(in France + Spain)
www.cactuslanguage.co.uk – intensive courses in
different French and Spanish speaking countries
with home stays French:
It is imperative that you familiarize
yourself with the culture of the
countries where the language is
spoken. Choose an online magazine
to help you!
http://www.linternaute.com (choose the categories
you want to receive by email)
http://www.lepetitjournal.com/hongkong (News about
France and HK in French)
16
CHINESE
What should I be doing in preparation for I.B. over the Summer?
Guidelines from the Chinese Department
Chinese A1
It is suggested that students read the following
Chinese Books
电影和文学
<妻妾成群>, <金陵十三钗>, <聂小倩>
翻译作品
Chinese websites
Minbao.com Sina.com Sohu.com Zaobao.com
Baidu.com Zhongwen.com
Chinese literature.com
Wanjuanshu.com
<鼠疫>, <生死朗读>
古典文学
<苏轼词选>, <聊斋志异>
同题材作品
西西 ----- <像我这样一个女子>
毕飞宇 --- <玉米>
张爱玲 --- < 倾城之恋>
Magazines and newspapers
亚洲周刊 中华文摘
明报(学生版)
星岛日报(学生版)
明报月刊 读者
青年文摘
格言
时文选粹
Chinese B Higher
Regular reading and listening in Chinese is essential to improve your language skills, at least one hour
per day.
Recommended Literature
现当代散文选
1. 冯骥才 捅马蜂窝
2. 朱自清 冬天
3. 史铁生 秋天的怀念
4. 老舍 济南的冬天
5. 龙应台 寒色
6. 毕 淑敏 孩子我为什么打你
7. 梁实秋 谈友谊
8. 胡适 差不多先生
9. 小思 盆栽
10. 张晓风 高处何处有
中篇小说， 林海音 《城南旧事》
17
All the work can be accessed online
Recommended Newspapers and Magazines
Recommended Websites
明报
星岛日报

亚洲周刊

读者文摘中文版

读者

中华文摘
青年文摘

中国青年报

Minbao.com
Sina.com
Sohu.com
Zaobao.com
Baidu.com
Zhongwen.com
Xinminwanbao.cn
Chinese literature.com
Wanjushu.com
Chinadaily.com
Chinese B Standard
Regular reading and listening in Chinese is essential to improve your language skills, at least half an
hour per day
Recommended reading
You need to access GoChinese to read texts.
1. Step by Step Chinese Book One and Two (Complete all the reading in this book)
Recommended websites for listening
Voice of America (Putonghua news) BBC
(Putonghua news)
Chinese Abinitio
1. Read the articles uploaded onto Go Chinese website under Lessons- 01 GCSE
2. Revise Chinese Made Easy Book one, two and three
3. Practise the exercises uploaded onto school Wisdom for Chinese Made Easy Book one, two
and three
18
BUSINESS & MANAGEMENT, ECONOMICS
Preparation work for IB Business & Management and Economics Courses
Students need to purchase the required text books – we will use this the first week of term.
IB Business & Management
Students are expected to have a wide, recent knowledge of current business issues. Watching
the local news and accessing the BBC News website to keep up to date with world events, is
recommended.
During the course students will need to have an in-depth knowledge of at least 5 major
businesses. Over the summer, students should investigate one major business to gather
information to feedback to the group. Points for investigation could be how it started and major
timeline events, the product range and USP, key personnel, geographical locations, competitors,
approach to ethics, big news stories and something really cool about them.
The text book is Business & Management by Paul Hoang. ISBN 978-1-876659-63-9.
Rebecca Gossage
Head of Business
IB Economics
Students are expected to have a good, up to date knowledge of the current state of the World
and Chinese economies. Reading newspapers, journals such as the Economist and current
affairs programmes such as the World Business Report on BBC will all help this.
Peter Wray
Head of Economics
19
GEOGRAPHY
If you will be studying Geography
Read one
•
•
•
•
•
•
book and/or magazine, such as:
National Geographic
The Economist
The South China Morning Post
Long Way Round – Ewan McGregor
Jungle: A Harrowing True Story of Survival - Yossi Ghinsberg
Collapse: How Societies Choose to Fail or Succeed - Jared Diamond
Watch a geographical film, such as:
• Slumdog Millionaire – Life in within the shanty towns of Mumbai
• Brassed Off – Industrial decline in the UK
• The Day After Tomorrow – Climate change has never been this traumatic!
• City of God – The daily lives of young people in the favelas of Rio de Janeiro
• Twister – The formation and impact of a twister
• There Will Be Blood – Industrial growth of a more economically developed country
• Dante’s Peak – Shows most of the features of a volcano
• Lawrence of Arabia – Illustrates desert features
• BBC World – Global news stories
• Hardtalk – Interviews with key global personalities
Visit some informative websites to be aware of global issues, such as:
• www.bbc.co.uk
• www.aljazeera.com
• www.globalpost.com
• www.guardian.co.uk/environment
• Long Way Round – Ewan McGregor
• Jungle: A Harrowing True Story of Survival - Yossi Ghinsberg
• Collapse: How Societies Choose to Fail or Succeed - Jared Diamond
20
HISTORY
If you will be studying History
Read one book based on a theme from the course e.g.
•
•
•
•
•
‘Wild Swans’ by Jung Chang. [Single Party States]
‘Two Brothers’ by Ben Elton. [Germany 1919-45]
‘Birdsong’ by Sebastian Faulks.
[The First World War]
‘Thirteen Days’ by Robert Kennedy. [The Cuban Missile Crisis]
‘Ten Days That Shook The World’ by John Reed. [Russian Revolution]
Read one biography of a twentieth century leader: Mussolini, Hitler, Castro, Stalin and Mao.
Begin to consider History in the context of modern day events and developments
Read Time Magazine or Newsweek
Establish some background knowledge and understanding of key people and events by
watching historical movies e.g.
•
•
•
‘Doctor Zhivago’. Dir: David Lean (1965)
‘The Lives of Others’. Dir: Florian Henckel von Donnersmarck (2006)
‘The Nazis: A Warning From History’. Dir: Laurence Rees (1997)
Build a portfolio of useful websites. Bookmark the best sites and use www.diigo.com to store
and manage them for on-going use. Some suggested sites to get you started include:
http://www.internationalschooltoulouse.net/ibhistory/home.htm
www.casahistoria.net
www.ibo.org
One Activity
Begin to consider what you would like to focus on in your Internal Assessment. Remember, you
are free to choose any historical topic. Think about forming
an interesting and worthwhile investigation question relating to your chosen topic.
21
PHILOSOPHY
If you will be studying Philosophy
Read One book / newspaper / magazine
Philosophy: The Basics (Basics (Routledge Paperback)) by Nigel Warburton 978-0415327732
Or
50 Philosophy Ideas – Ben Dupre 9781847240064
Look at one Website
www.learnoutloud.com/Podcast -Directory/Philosophy
http://www.philosophyclass.com/ www.philosophersnet.com
One activity
Access itunes and search the library for Philosophy podcasts
22
PSYCHOLOGY
Take two psychological tests:
http://www.bbc.co.uk/science/humanbody/
Create and complete a table for the research methods aspect of the course. If you have purchased your
text books they will help here. Use 4 column headings (Method, Description, Strength of Method,
Limitations of Method) and research the following methods: Interviews, Case Studies, 3 types of
Experiments, (Laboratory, Natural and Field) Surveys, Observations and Correlations.
Read/watch about some of the studies we will be exploring during the course:
http://www.bbc.co.uk/sn/tvradio/programmes/horizon/dr_money_prog_summary.shtml
http://www.prisonexp.org/
http://www.simplypsychology.org/milgram.html
http://www.ted.com/talks/elizabeth_loftus_the_fiction_of_memory
http://www.youtube.com/watch?v=VjZolHCrC8E
Get Organised!
Save the following Diigo library list to your bookmarks in a folder you create for
Psychology: https://www.diigo.com/user/tarneu
Create the following folders within an IB Psychology folder
23
DESIGN TECHNOLOGY
IB: DESIGN TECHNOLOGY
What should I be doing over the summer?
Students are required to set up the IB folder structure detailed below on their Google drive.
Familiarisation with Solid works is essential for all IB Design Technology students. This can be
downloaded free from within the school campus. Students who do not already have a copy on their laptop
should see Mr. Ross, Mr. Cooper or Mr. Playford before the end of term to obtain a copy.
If you have any further questions please email Mr. Ross ([email protected])
24
SCIENCE
Preparing for Science IB courses
For 2014, all IB science courses (Biology, Chemistry and Physics) have a new syllabus, and books and
resources are still in the early stages of production. Please log in to WISDOM and navigate to the IB
subject pages. Any instructions for summer tasks will be put on the site when material is ready.
Environmental Systems and Societies
1. Purchase book from the booklist.
2. Read chapters 1-3 and complete the questions on page 16.
3. Download ESS Syllabus from WISDOM.
4. Read articles in magazines/blogs/newspapers about current environmental issues.
25
MATHEMATICS
IB Diploma Programme Higher Level (HL)
Preparation Work
In order to complete the mathematics Higher Level course successfully, you must maintain and
improve your current level of performance through June, July and August.
The work below is required for you to be prepared for your lessons in year 12. Resources are from
the Higher Level textbook referenced in the school IB book list. You should buy this book and the
TI 84 Plus calculator ASAP – ie today! The textbook’s CD gives examples on how to use the
calculator.
This work must be completed by Friday, August 2 9 , 2014. You should mark this work using
the answers in the back of the book and bring the work to your first lesson. Your teachers will
presume you know it well. Your teacher will check this work and you will be tested on this
material.
The Presumed Knowledge section from the Maths HL guide is also included for your reference.
Chapter
Content
Mathematics as a Language: Chapter 2
(Functions)
Aesthetics in Mathematics: Chapter 5
(Exponents and logarithms)
All
5.1 – 5.3 and 5.5
*Only odd numbered questions should be completed.
26
Exercises
All*
5A – 5C, 5E – 5I*
Presumed Knowledge
Topic
Number
Sets and
numbers
Algebra
Content
Routine use of addition, subtraction, multiplication and
division, using integers, decimals and fractions, including
order of operations.
Rational exponents.
Simplification of expressions involving roots (surds or radicals),
including rationalizing the denominator.
Prime numbers and factors (divisors), including greatest common
divisors and least common multiples.
Simple applications of ratio, percentage and proportion, linked to
similarity.
Definition and elementary treatment of absolute value
(modulus), │a│
Rounding, decimal approximations and significant figures, including
appreciation of errors.
Expression of numbers in standard form (scientific notation), that is,
k
a ×10 , where 1≤ a <10 , k ∈ Z .
Concept and notation of sets, elements, universal (reference) set, empty
(null) set, complement, subset, equality of sets, disjoint sets.
Operations on sets: union and intersection. Commutative, associative
and distributive properties.
Venn diagrams.
Number systems: natural numbers; integers, Z ; rationals, and
irrationals; real numbers, R .
Intervals on the real number line using set notation and using
inequalities.
Expressing the solution set of a linear inequality on the number line
and in set notation.
Mappings of the elements of one set to another; sets of ordered
pairs.
Manipulation of linear and quadratic expressions, including factorization,
expansion, completing the square and use of the formula.
Rearrangement, evaluation and combination of simple formulae.
Examples from other subject areas, particularly the sciences,
should be included.
Linear functions, their graphs, gradients and y-intercepts. Addition and
subtraction of simple algebraic fractions.
The properties of order relations: <, ≤ , >, ≥ .
Solution of linear equations and inequalities in one variable, including
cases with rational coefficients.
Solution of quadratic equations and inequalities, using factorization
and completing the square.
Solution of simultaneous linear equations in two variables.
27
Trigonometry
Angle measurement in degrees. Compass directions. Rightangle trigonometry.
Simple applications for solving triangles. Pythagoras’ theorem and its
converse.
Geometry
Simple geometric transformations: translation, reflection,
rotation, enlargement.
Congruence and similarity, including the concept of scale factor of an
enlargement.
The circle, its centre and radius, area and circumference.
The terms arc, sector, chord, tangent and segment. Perimeter and area
of plane figures.
Properties of triangles and quadrilaterals, including parallelograms,
rhombuses, rectangles, squares, kites and trapeziums
(trapezoids); compound shapes. Volumes of cuboids, pyramids,
spheres, cylinders and cones. Classification of prisms and
pyramids, including tetrahedra.
Coordinate
geometry
Elementary geometry of the plane, including the concepts of
dimension for point, line, plane and space. The equation of a
line in the form y = mx + c .
Parallel and perpendicular lines, including m1 = m2 and m1 m2 = −1.
The Cartesian plane: ordered pairs (x, y), origin, axes.
Mid-point of a line segment and distance between two points in the
Cartesian plane.
Statistics and
probability
Descriptive statistics: collection of raw data, display of data
in pictorial and diagrammatic forms, including frequency
histograms, cumulative frequency graphs.
Obtaining simple statistics from discrete and continuous data, including
mean, median, mode, quartiles, range, interquartile range and
percentiles.
Calculating probabilities of simple events.
28
IB Diploma Programme Standard Level (SL)
Preparation Work
In order to complete the mathematics Standard Level course successfully, you must maintain and
improve your current level of performance through June, July and August.
The work below is required for you to be prepared for your lessons in year 12. Resources are from the
Standard Level textbook referenced in the school IB book list. You should buy this book and the
TI 84 Plus calculator ASAP – ie today! The textbook’s CD gives examples on how to use the
calculator.
This work must be completed by Friday 29 August, 2014. You should mark this work using the
answers in the back of the book and bring the work to your first lesson. Your teachers will presume
you know it well. Your teacher will check this work and you will be tested on this material.
The Presumed Knowledge section from the Maths SL guide is also included for your reference.
Chapter
Content
Exercises
Chapter 1: Quadratics
All
All*
Chapter 2: Functions
All
All*
Chapter 9: Non-right angled
triangle trigonometry
All
All*
*Only the odd numbered questions should be completed.
29
Presumed Knowledge
30
31
IB Diploma Programme Mathematical Studies Standard Level (SL)
Preparation Work
In order to complete the mathematics studies level course successfully, you must maintain and improve
your current level of performance through June, July and August.
The work below is an extension of IGCSE work and an introduction to the use of the TI 84 Plus
calculator. Resources are from the IB Studies textbook referenced in the school IB book list. You
should buy this book and the Ti 84 Plus calculator ASAP – ie today!
This work must be completed by Friday, August 29, 2014. You should mark this work using the
answers in the back of the book and bring the work to your first lesson. Your teachers will presume
you have engaged with the material and will be able to ask and answer questions related to the work.
Your teacher will check this work and you will be tested on this material.
The Presumed Knowledge section from the Maths Studies SL guide is also included for your reference.
Topic
Content
Exercises
Number Properties: Chapter 1
All
All*
Measurement: Chapter 2
All
All*
Laws of Algebra: Chapter 3
All
All*
*Only odd numbered questions should be attempted.
32
Presumed Knowledge
33
FILM STUDIES
Film Studies is all about film – you are required to make a short film (50%), research films
across cultures (25%) and present an oral analysis on a selected film (25%). In preparation for
IB Film Studies, students should be immersing themselves in the world of cinema. A great place to
start is a little holiday viewing. Youtube® is a great resource for getting some inspiration about
short films. Simply input “IB Films” as a search and you will have access to, literally, a world of
student films. Some are great and some are not so good. Either way, you will get a valuable
insight into ideas for narratives and the challenges that you will face as a young filmmaker.
Another great source of inspiration for films is to look at the work of a young Norwegian named
Anders who uses the same cameras and audio recorders that we use. Whenever he went home on
holidays, he would get his family to act and make movies. They are so good that even Hollywood
started to take notice. Have a look at a selection of his films by searching Andyax Productions on
Youtube®.
While you are on Youtube®, try looking at the wide assortment of ideas that are available when
you search: “5 minute film school”. Robert Rodriguez is a famous
“Indy”
director
and he has
some interesting ideas about the production process. By the start of the year, you should have
some ideas for films that you would like to make – as long as they are around 6 minutes in length
and can be filmed in and around Hong Kong. You should be willing to talk about your inspirations what are your favourite films and who are your favourite directors?
Apart from that, you really do need to watch films, but try to go beyond the usual offerings that
come out of Hollywood. Don’t be afraid to watch foreign films or, indeed, some great films in
black and white. You may be surprised that some of them are very good. Brilliant directors like
Alfred Hitchcock even chose to use B&W film stock even after colour was invented – imagine!
If, despite this advice, you are going to dedicate yourself only to Hollywood films, try to choose
directors who have “something to say” and who make “creative” films. Tarantino maybe too violent for
most tastes, but he does have a close connection to the French New Wave films of the 1950s and
also to a great Hong Kong director, Wong Kar-wei. If you need more in your holiday investigations,
the WISDOM site is a valuable resource that will allow you access to a bewildering array of
seminal film texts and directors – from the Russians in the 1920s to the French in the 1950s to more
contemporary directors who will shape the films of tomorrow.
WISDOM – Courses – Creative Arts – Film Studies – IB Film Studies – 12.1 Independent Study
34
MUSIC
Musical Perception
Music is all about listening to sound.
Over the summer you should listen to a variety of music
including classical, world, jazz and popular music. A good website to access is the one that West
Island School subscribes to called Naxos Digital Services.
The URL for the Naxos Music Library is http://WestIsland.NaxosMusicLibrary.com and URL for
Naxos Music Library Jazz is http://WestIsland.NaxosMusicLibrary.com/Jazz
Alternatively you may access the website via www.NaxosMusicLibrary.com and
www.NaxosMusicLibrary.com/Jazz
Your member username is wismusic
The password is wiswis
Please always logout from the service, it is restricted in its number of users. Remember to click
the red “LOGOUT” button near the top right corner of the screen.
On this website (menu bar) you can also read about the history of music under the study area
heading – UK or Australia pages.
In this section under various countries represented you’ll find
overviews of musical styles from the periods of music history: Medieval, Renaissance, Baroque,
st
Classical, Romantic, 20 th Century music and 21 Century music.
There are also audio links to
complement your reading.
You can also access WISDOM – IB Music. This website is constantly being updated so familiarize
yourself with the various sections over the summer.
Performing
You should practise your musical instrument over the summer. Be prepared to perform one piece
soon after your return from summer holiday. The solo performance will be audio recorded on 1 5
– 1 9 September, 2014. Try and record yourself over the summer and listen to your own
performance analysing how well you play.
Optional task: Composing
For those students interested in composing music, compose a piece of music for you to play. Write
your composition in suitable notation so that someone else could play it if they had to.
35
VISUAL ARTS
As students of IB Visual Arts you will need to engage in the world of art as a practitioner (maker),
observer, and critic. It is strongly recommended that before you start the Diploma Programme you
introduce / continue with a range of studio and investigation opportunities and activities.
During the IB Diploma Programme investigation into the work of other artists will underpin and inform
your own studio practice. Research into a range of artists across times and cultures is essential
throughout the course.
Successful studio practice involves the production of personally relevant artworks that reveal a variety
of studio skills and in-depth contextual research. You will need to be able to visually communicate and
develop your ideas through annotated drawings, photographs, and purposeful experiments.
Ways you can prepare for the Visual Arts IB Diploma Programme:
Investigation (40%)*
-
Visit an art gallery/ exhibition(s) in Hong Kong or whilst traveling. Gather exhibition
catalogues or advertisements and consider writing a review.
-
Explore the resources list on the Year 12 IB Visual Arts wisdom page (Pathway - Creative
Arts>Visual Arts> IB).
-
Visit the following websites, art: 21 (http://www.pbs.org/art21/), The Tate Modern
(http://www.tate.org.uk/modern/), MoMA (http://www.moma.org/) and record the names of artists
that you find interesting.
-
Read a variety of art magazines and journals (these can be found at Dymocks, Page
One, etc or your local library).
Studio Practice (60%)*
-
Observational sketches and photography of objects, people, places.
The Art Department can support you with your holiday preparation including ‘starting points’, drawing and
mark-making techniques, a list of art galleries/exhibitions, and suggested art journals, if you need.
*HL & SL Visual Arts (Option A)
36
TOK REQUIREMENTS FOR YEAR 12S
You MUST have a copy of the textbook Theory of Knowledge by Richard van de Lagemaat,
Cambridge University Press, 2011. You will need to have a copy of this for the first TOK lesson. This
is on the booklist.
You MUST also have a journal which is used to hold formative assessment tasks. You can bring any
lined paper book, which is A5 size or larger. You may buy an “RE/PRS exercise book” from the PTA
bookshop, if you prefer. Bring this to your first lesson.
In preparation for TOK, you should be a regular news watcher and reader. Your enjoyment of TOK will
directly correlate to the level and depth of discussion which occurs. Debate with your parents and
friends. Come to class prepared to be vocal, enthusiastic and tolerant but prepared to commit to a
point of view.
For an insight into the TOK world, try reading Blink by Malcolm Gladwell. It is easy to read and
completely fascinating.
37
BTEC ART AND DESIGN
Pre-Course Summer Assignment – SURFACE QUALITY STUDIES
Before you return to school to commence the BTEC Art and Design you will need to engage in the
production of observed drawing and analytical photographic recording. The success of your work will
depend very much on your choice of items to draw and photograph and the actual area of selected
focus. The source of lighting will play its part and it is well worth spending some time and thought in
the setting up the item(s) to be drawn or photographed.
Firstly you will need to purchase a journal (sketchbook). The quality of the paper is important and needs
to be at least 100g; in addition the book needs to have a hard card cover so that you can draw on
location without the support of a board. You will need to try to show in your studies the quality,
texture and feel of the surface that you draw. Be expressive in the way you respond but maintain a
focus on what you see.
Tasks:
1. Produce three detailed drawn studies. You can work in any materials, make your drawing fill the
page of your journal and spend a minimum of two hours on each individual drawing. e.g.
Examine in detail the surface of the different fabrics that make up your clothing.
• Extreme close-up of denim including zip and seams.
• Close up of knitted wool (or similar) showing the structure and pattern.
• Enlarged detail of fastenings, button-hole, buckles, etc.
2. Make three sets of six close up photographs. Present them in your journal with annotations that
explain your intentions, e.g.
3. Research to find examples from the world of art where artists have paid particular attention
to the surface quality. At least two examples should be used in your journal. Make both visual and
written responses recording how the artist is creating the effects.
38
BUSINESS: DIPLOMA & SUBSIDIARY DIPLOMA
What should I be doing over the summer?
All Year 12 students will be expected to have their own laptops at school for each Business lesson.
1. Students should ensure that they have relevant software for completion of written assessments. E.g.
Microsoft Office and stationary including: Pen, paper, pencil, eraser, calculator
2. Textbook - Pay for your Text book (refer to booklist). You are expected to read –
3. Chapter 1 – Exploring Business Activity
4. Students should investigate an area of industry in which they have a real interest, this will be for the
purpose of assignments and organising work placements
5. Students should also ensure they keep up-to-date on current affairs both nationally and
internationally. The following websites should help:
• bbc.co.uk
• timesonline.co.uk
• guardianunlimited.co.uk
• scmp.com
• cnn.com
•
6. Undertake some basic research by visiting the following stores and the business websites of 2
companies of your own choice. 1 must be a charity, the other needs to be a profit making company.
Examples such as HSBC, Cathay Pacific, Unicef are good.
Find out the following:
•
Who owns the company?
•
The main business purpose, (Why do they exist? To provide products at a profit?)
•
What do they sell? Is it a product or service?
•
Who are their customers? Businesses, Public, age range?
•
How do they sell their product or service to their customers? (Internet, store, both)
Students should also be considering their choice of work experience, what industry are you interested in?
Conduct some research on the businesses in Hong Kong that may be potential work placements.
If you have any further questions please email Head of Business Ms Rebecca Gossage –
[email protected]
39
ENGINEERING: SUBSIDIARY DIPLOMA & DIPLOMA
What should I be doing over the summer?
All Year 12 students will be expected to have their own laptops at school for each Engineering lesson.
1. Students should ensure that they have relevant software for completion of written assessments. These
include the following –
•
Word processor software;
•
Presentation software;
•
Graphics editing software;
•
Spreadsheet Software.
2. Download, install and practice using the following software packages –
3.
•
Google SketchUp (Freeware);
•
Picasa (Free).
Students should also ensure they have a good pair of leather shoes, denim jeans and long sleeve
shirt to be kept in the Engineering locker provided. Flip Flops are not permitted in the workshop.
4.
Students should have a graphics calculator available at the PTA Office. If you have any further
questions please email Mr. Paul Cooper – [email protected]
40
BTEC LEVEL 3 SPORTS AND EXERCISE SCIENCES
What should I be doing over the summer?
From the elite performers’ reliance on a large support team, to the causal gym user’s use of ergogenic
aids, sport and exercise sciences’ core elements of anatomy, physiology, psychology and biomechanics
are seen in almost every aspect of, and activity within, the sport and active leisure sector.
Year 12 Sports and Exercise students should aim to stay up to date on current issues and developments
within the World of Sport
All Year 12 students will be expected to have their own laptops at school for each Sports and Exercise
Science lesson. Students should ensure that they have relevant software for completion of written
assessments. E.g. Microsoft Office and stationary including: Pen, paper, pencil and eraser
Students should become familiar with the Wisdom BTEC Sports and Exercise Science page (see
school website) as well as the following websites:
•
bbc.co.uk
•
brianmac.co.uk
•
TeachPE.com
Students should also be considering their choice of work based experience in Sport.
If you have any further questions please email Miss Jo Caldwell – [email protected]
41
BTEC PERFORMING ARTS
Performing Arts is about appreciating and experiencing the creative and dramatic possibilities of what
Theatre, Drama and Dance can be, celebrating cultural diversity and stylistic practice. With this in mind you
should attempt to see at least three different types of performance over the summer.
You should also read two plays, one traditional period play and one more cutting edge contemporary piece.
If you need resources to do this please come and see me before we break up for summer and I can loan
play text.
It would also be a valuable experience for you to write a short 200 words review of either the play you read
or one of the performance experiences encountered. Try to focus on what connected with you as a member
of the audience, think about the skills that are being used to do this or the features of the writing that take
you on a visual, performance journey.
Get involved! Where possible try to actively engage with performance over the summer, either as an actor,
dancer, director or taking a technical role. The more experiences you have in performance the wider you
range of skills and artistic awareness. And above all else enjoy it!
42
SUMMER EXERCISE / TRAINING 2014 FOR ALL STUDENTS
This is for all students to enhance health, fitness and performance.
West Island School will be taking part in the Hong Kong School Sports Federation (HKSSF) competitions
and will also be involved in tournaments and games with other ESF & International Schools.
If you wish to be a member of one of the many teams, or you simply want to improve your health and
fitness, then you should train during the summer so that you have a reasonable level of fitness on
returning at the end of August 2014. Different sports often require different types of fitness although every
sport requires aerobic fitness (stamina). Remember, your fitness level will be lower if you do not
exercise regularly. USE IT OR LOSE IT!!
This should be the main focus of your summer training. Below is a suggested programme for you
which you should adapt so that it can develop your current level of fitness. Show this to your parents,
siblings and friends and get them to join in as it will help with motivation. Keep a record and return it to
your PE teacher in September.
Have a good break. See you in August.
Name:
Month
Tutor Group:
Date
Activity
Minimum
time in
No of
days
Enter your time/distance
minutes
1
June/July
July
Continuous Run/Swim
Continuous Run/Swim
Continuous Run/Swim
Continuous Run/Swim
Continuous Run/Swim
Continuous Run/Swim
Continuous Run/Swim
Continuous Run/Swim
August
15
15
20
20
25
25
30
30
2
3
3
4
3
4
3
4
3
4
Total number of Runs/Swims =
DAILY:
15 Press Ups
x2
=
30
15 Sit Ups
x2
=
30
15 Squat Thrusts
x2
=
30
Any sprint training session can take the place of a continuous session.
GO FOR IT!! WEST ISLAND SCHOOL FACULTY OF PE & SPORT
Practice with purpose ……..perform with passion.
43
4
WEST ISLAND SCHOOL
西島中學
Strength from Diversity
Inspiring students to become responsible global citizens
PRINCIPAL
Jane P. Foxcroft BA, MSc
22 May, 2014
Dear Year 11 Parents,
POST 16 TEXTBOOK REQUIREMENTS FOR 2014-15
As the 2014-15 school year will be fast approaching, it is timely to consider what books will be required by students
from the start of first term.
Please find attached the Year 12 Booklist for 2014-15. It encompasses both the requirements for IB and BTEC subject
choices.
All students must arrange to buy their own textbooks. It is ABSOLUTELY ESSENTIAL that they have the relevant
books for the start of their course in August. In particular, books for English, Maths and Core (Theory of Knowledge)
will need to be purchased BEFORE the start of the summer holidays as preparatory work will need to be completed by
students for the August start. Please bear in mind that it can take several weeks for the books to arrive if you order by
mail order or using the Internet, so it is best to organise early.
We would recommend that you purchase through Swindon Books, also known as Hong Kong Book Centre, or
Paddyfield.com as they always give the latest editions of a title. Their contact details are as follows:
Hong Kong Book Centre
25 Des Voeux Road
On Lok Yuen Building
Lower Level
Central, Hong Kong
Tel: 2522 7064, 2522 7065
Website:
www.hkbookcentre.com
Email:
[email protected]
Order online:
Please go to the school website
http://www.wis.edu.hk
in June
2014 to check for the link of the
bookshop for ordering online.
Swindon Book Co., Ltd
13-15 Lock Road,
Tsimshatsui,
Kowloon, Hong Kong
Tel: 2366 8001
Paddyfield.com Limited
Unit 1506-7,
15/F, Pacific Plaza,
418 Des Voeux Road West,
Hong Kong
Tel: 2511 4211
Website:
www.swindonbooks.com
Email:
[email protected]
Order online:
Please go to the school website
http://www.wis.edu.hk
in June
2014 to check for the link of the
bookshop for ordering online.
Website:
www.paddyfield.com
Email:
[email protected]
Order online:
Please go to the school website
http://www.wis.edu.hk
in June
2014 to check for the link of the
bookshop for ordering online.
Further information (e.g. price list of the books from the book shops mentioned above) will be placed on the WIS
website (including a colour version of the list).
Yours sincerely,
Rob Stitch
Vice Principal
West Island School 西島中學
250 Victoria Road •Pokfulam •Hong Kong •香港薄扶林域多利道250號
Tel 電話 +852 2819 1962 •Fax 傳真 +852 2816 7257
website: www.wis.edu.hk email: [email protected]
44
GENERAL INFORMATION
BOOKSTORE RECOMMENDATIONS:
Hong Kong Book Centre / Swindon Book Co. Ltd –
Please go to the school website http://www.wis.edu.hk in June 2014 to check for the link of the bookshop for ordering online
Paddyfield.com –
Please go to the school website http://www.wis.edu.hk in June 2014 to check for the link of the bookshop for ordering online
COLOUR LEGEND:
Purchase for students doing Standard Level Only
Purchase for students doing either Standard & Higher Level
Purchase for students doing Higher Level Only
Purchase for students doing AB Initio
45
Year 12 Textbook List for 2014-15
YEAR 12 TEXTBOOK LIST FOR 2014 - 15
ISBN
Description / Title
Publisher
Author
GROUP 1
English
English Language and Literature
English a Language and Literature Skills and Practice: Oxford Ib Diploma
Programme: For the IB Diploma (Oxford IB Skills and Practice) (Paperback)
Oxford University Press
Brian Chanen and Rob
Allison
Oxford University Press
Hannah Tyson & Mark
Beverley
AQA AS Spanish
Nelson Thorne/OUP
Zollo, Edwards et al
978-0340915264
Accion Gramatica : New Advanced Spanish Grammar
Hodder Education
P.Turk/M.Zollo
978-0748757794
Advanced Spanish Vocabulary
Nelson Thorne/OUP
I. Melero Orta
978-0199129713
English Literature
978-0199129706
English a Literature Skills and Practice: Oxford IB Diploma Programme: For the
Ib Diploma (Oxford IB Skills and Practices) (Paperback)
GROUP 2
Modern Foreign
Languages - Spanish
978-0748798100
Spanish B Standard and "Higher"
Spanish B Higher only
978-0385721233
Como agua para chocolate
Vintage Books
Laura Esquivel
978-8497592352
El Coronel No Tiene Quien Le Escriba / No One Writes to the Colonel
Plaza & Janes Editories Sa
Gabriel García Márquez
978-8497592437
Cronica De Una Muerte Anunciada / Chronicle of a Death Foretold
Nuevas Ediciones de Bolsillo
Gabriel García Márquez
Spanish AB Initio
978-1904463412
Spanish GCSE Vocabulary - Your Malvern Guide
Malvern Language Guides
Val Levick
978-1904463498
Malvern Spanish Grammar – Your Guide
Malvern Language Guides
Val Levick
46
Year 12 Textbook List for 2014-15
ISBN
Modern Foreign
Languages - French
Description / Title
French B Standard & Higher (*Students are suggested to get these
books using amazon or the French Library in HK.*)
Publisher
978-0955926594
Le monde en Francais, livre de l'eleve
Advance materials
978-0199153404
Elan: Grammar Workbook & CD
Oxford University Press
Author
Ann Abrioux, Pascale
Chrétien, Nathalie Fayaud
Gill Maynard and Marian
Jones
French B Higher only
(*Students are suggested to get these books using amazon or the
French Library in HK.*)
978-2253124801
No et Moi
978-2210754676
Monsieur Ibrahim et les fleurs du Coran
Modern Foreign
Languages - Chinese
SFL Societe Francaise Du
Livre
Magnard
Delphine de Vigan
Eric-Emmanuel Schmitt
Can be purchased through West Island School
GROUP 3
IB Business
Management
978-1921917011
978-0198392828
Economics
978-0521186407
Standard & Higher Level
International Baccalaureate Business and Management
Business Management Study Guide 2014 edition: Oxford IB Diploma
Programme
(*Recommended but NOT essential, available in late October 2014*)
IBID Press
Paul Hoang
Oxford University Press
Lloyd Gutteridge
Cambridge
Ellie Tragakes
Standard & Higher Level
Economics for the IB Diploma with CD-ROM [Paperback]
47
Year 12 Textbook List for 2014-15
ISBN
Humanities - Geography
Description / Title
Publisher
Standard & Higher Level
978-0521147330
Geography for the IB Diploma Patterns and Change
Cambridge University Press;
2 edition (21 Oct 2010)
978-0198389170
IB Geography: For the IB diploma (Oxford Ib Diploma Programme)
OUP
978-0198389156
IB Geography: Study Guide: For the IB diploma (Oxford Ib Study Guide)
OUP
Humanities - History
Author
Paul Guiness
Garrett Nagle, Briony
Cooke
Garrett Nagle, Briony
Cooke
Standard Level Only
978-1444156324
Peacemaking, Peacekeeping - International Relations 1918-36
Hodder Education
978-0521189323
History for the IB Diploma: The Cold War
Cambridge U. Press
Andy Dailey & David
Williamson
Allan Todd
978-0521189347
History for the IB Diploma: Authoritarian & Single Party States
Cambridge U. Press
Allan Todd & Sally Waller
Higher Level
Andy Dailey & David
Williamson
Allan Todd
978-1444156324
Peacemaking, Peacekeeping - International Relations 1918-36
Hodder Education
978-0521189323
History for the IB Diploma: The Cold War
Cambridge U. Press
978-0521189347
History for the IB Diploma: Authoritarian & Single Party States
Cambridge U. Press
978-1107640207
History for the IB Diploma - Interwar Years: Conflict & Cooperation 1919-39
Cambridge U. Press
978-1107684898
History for the IB Diploma - Imperial Russia, Revolutions and the
Emergence of the Soviet State 1853-1924
Cambridge U. Press
Sally Waller
Peter Vardy
Lao Tzu; Richard John
(AFT) Lynn
Humanities - Philosophy
Allan Todd & Sally Waller
Allan Todd, Jean Bottaro
and Sally Waller
Standard & Higher Level
978-0006281443
The Puzzle of Ethics
Fount
978-0451530400
Tao Te Ching
Signet Classic
48
Year 12 Textbook List for 2014-15
ISBN
Humanities Psychology
Description / Title
Publisher
Author
Standard & Higher Level
9780198389958
Psychology Course Companion
Oxford
John Crane & Jette
Hannibal
978-0198389965
IB Psychology: Study Guide: For the IB Diploma (International
Baccalaureate)
Oxford University Press
Jette Hannibal
Haese and Harris
Publications
Mal Coad, Glen Whiffen,
Sandra Haese, Michael
Haese, Mark Humphries
Haese and Harris
Publications
Robert Haese, Sandra
Haese, Michael Haese,
Mark Humphries
GROUP 4
Science - Biology
Standard & Higher Level
* TO BE CONFIRMED AT THE START OF TERM 1 AS NEW SYLLABUS *
Science - Chemistry
Standard & Higher Level
* TO BE CONFIRMED AT THE START OF TERM 1 AS NEW SYLLABUS *
Science - Physics
Standard & Higher Level
* TO BE CONFIRMED AT THE START OF TERM 1 AS NEW SYLLABUS *
GROUP 5
Mathematics
978-1921972058
Mathematical Studies
Mathematics for the International Student: Mathematical Studies SL
(Paperback)
Mathematics Standard Level
978-1921972089
Mathematics SL 3rd Edition (Mixed media product)
49
Year 12 Textbook List for 2014-15
ISBN
Description / Title
Publisher
Author
Mathematics Higher Level
978-0198390121
Mathematics Higher Level Course Companion
Oxford University Press
Jim Fensom, Josip Harcet,
Lorraine Heinrichs, Palmira
Mariz Seiler, Marlene
Torres Skoumal
Cambridge University Press
Richard van de Lagemaat
All Mathematical students
either TI 84 Plus Calculator OR TI 84 PlusC Silver Edition Calculator can be purchased from Goldwise Development Ltd. <[email protected]>
GROUP 6
Creative Arts - Music
Standard & Higher Level
Petite Messe Solennelle - Rossini: Available for purchase through WIS
August 2014
An American in Paris - Gershwin: Available for purchase through WIS
August 2014
CORE
To be purchased by ALL
students other than
BTEC
978-1107669963
Standard & Higher Level
Theory of Knowledge for the IB Diploma Full Colour Edition
50
Year 12 Textbook List for 2014-15
ISBN
Description / Title
Publisher
Author
BTEC COURSES
BTEC Level 3
978-1846906343
BTEC Level 3 National Business Student Book 1
Pearson Education, Oxford
Catherine Richards
978-1846906350
BTEC Level 3 National Business Student Book 2
Heinemann College
C Et Al Richards
BTEC Level 3 National Sport and Exercise Sciences Student Book
Pearson
Gledhill, Mulligan,
Saffrey,Sutton, Taylor.
BTEC National Engineering: Mandatory and selected optional units for
BTEC Level 3 in Engineering
Newnes
Dingle Lloyd, Tooley Mike
BTEC National Award Sport and Exercise
Sciences
978-1846908972
BTEC Engineering
978-0123822024
51
Year 12 Textbook List for 2014-15